Pub Date : 2023-09-05DOI: 10.54891/2786-7005-2023-1-9
Oksana BODNAR, Bohdan SHEVCHYK
The article is devoted to the study of master students’ self-assessment of managerial competence in the context of modern higher education. The relevance of the problem is confirmed from the pedagogical, psychological and social points of view. The works of foreign and domestic scholars are analysed, scientific achievements in the field of research are emphasised. It is emphasised that the systematic assessment of managerial competence is a key part of the process of forming professional training of masters, which ensures the compliance of educational and professional and training programmes with modern requirements. The purpose of the article is to develop a model for self-assessment of the level of managerial competence of future education managers by the parameters of «multidisciplinarity» and «multifunctionality» and to allocate the appropriate levels of formation of such competence. The importance of using such parameters for evaluation as «multidisciplinarity» and «multifunctionality» of managerial activity is substantiated. The relevant definitions of these parameters are presented. Their importance for identifying gaps in the knowledge and skills of future educational managers is emphasised. Each of these parameters is described by a certain set of indicators that can be selected by the method of an expert survey. A set of indicators with numerical values from 1 to 6 defines the evaluation criteria. The levels of formation of each indicator of managerial competence are distinguished according to the gradation of its development: «initiation», «comprehension», «execution», «skillfulness», «experience», «authority» Each parameter is described by ten indicators that can be assessed by six levels of development. It has been determined that self-assessment as a tool reflects the personal readiness of master’s students for professional activities in the field of management, which is especially relevant in the context of rapid social change and growing demands on the multifunctionality of education managers. Prospects for further research may include the development of new assessment models, the use of various parameters and the study of the role of the social context of managerial activity. The work is relevant for teachers, researchers and students involved in higher education and management.
{"title":"SELF-ASSESSMENT OF THE FORMATION OF MANAGERIAL COMPETENCE OF FUTURE EDUCATION MANAGERS","authors":"Oksana BODNAR, Bohdan SHEVCHYK","doi":"10.54891/2786-7005-2023-1-9","DOIUrl":"https://doi.org/10.54891/2786-7005-2023-1-9","url":null,"abstract":"The article is devoted to the study of master students’ self-assessment of managerial competence in the context of modern higher education. The relevance of the problem is confirmed from the pedagogical, psychological and social points of view. The works of foreign and domestic scholars are analysed, scientific achievements in the field of research are emphasised. It is emphasised that the systematic assessment of managerial competence is a key part of the process of forming professional training of masters, which ensures the compliance of educational and professional and training programmes with modern requirements. The purpose of the article is to develop a model for self-assessment of the level of managerial competence of future education managers by the parameters of «multidisciplinarity» and «multifunctionality» and to allocate the appropriate levels of formation of such competence. The importance of using such parameters for evaluation as «multidisciplinarity» and «multifunctionality» of managerial activity is substantiated. The relevant definitions of these parameters are presented. Their importance for identifying gaps in the knowledge and skills of future educational managers is emphasised. Each of these parameters is described by a certain set of indicators that can be selected by the method of an expert survey. A set of indicators with numerical values from 1 to 6 defines the evaluation criteria. The levels of formation of each indicator of managerial competence are distinguished according to the gradation of its development: «initiation», «comprehension», «execution», «skillfulness», «experience», «authority» Each parameter is described by ten indicators that can be assessed by six levels of development. It has been determined that self-assessment as a tool reflects the personal readiness of master’s students for professional activities in the field of management, which is especially relevant in the context of rapid social change and growing demands on the multifunctionality of education managers. Prospects for further research may include the development of new assessment models, the use of various parameters and the study of the role of the social context of managerial activity. The work is relevant for teachers, researchers and students involved in higher education and management.","PeriodicalId":500923,"journal":{"name":"Dnipro Academy of Continuing Education Herald Series Philosophy Pedagogy","volume":"28 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":"135363486","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: 10.54891/2786-7005-2023-1-14
Lyubov TARABASOVA, Olena KHOMYCH, Ludmila KLIMOVA
The article examines the problem of creativity, defining the essence of the concept of creativity, the relationship between intelligence and creativity, and the development of creativity from preschool age. In today’s world, the problem of creative personality development is quite relevant. In the life of every person there are difficult, contradictory situations when it is necessary to find the right solutions. For this, first of all, you need to be able to think outside the box, notice the smallest details, logically develop different options for action, be self-confident and free from stereotypes. The mentioned features are the main characteristics of a creative person. Children with creative thinking participate in solving complex problems, have the ability to grasp complex ideas, notice subtle differences, are sensitive to contradictions and show the ability to evaluate both the process itself and the result, predict consequences, reason, hypothesize, apply ideas in practice, capable of transformations of critical thinking, they are characterized by great curiosity, they use alternative ways of finding information. Children with divergent thinking are able to express original ideas, invent something new, they have a rich imagination, developed intuition. The concept of creativity became the object of detailed research starting from the mid-60s of the last century when the American Psychologist J. Gilford proposed a cubic model of the structure of intelligence revealing the existence of two fundamentally different types of thought operations: convergence and divergence. Convergent thinking (convergence) is implemented when it is necessary to find only one correct solution from a set of conditions, divergent thinking (divergence) is a type of thinking that takes place in different directions and allows for variations in ways of solving the problem. According to J. Gilford, divergent thinking is the basis of creativity. The development of creativity as the ability to create becomes so important because it is the basic quality of the personality, its core, central characteristic. The basic preschool development program «Ya u Sviti» («I am in the World») for the first time in the educational space of Ukraine recognized creativity as one of the priority lines of preschool child development. The development of creative abilities in preschoolers is an important goal of the educational process. Both the activity and its result should be creative, as well as education and training of older preschoolers.
{"title":"CREATIVITY OF A PRESCHOOLER. THEORETICAL AND METHODOLOGICAL RESEARCH","authors":"Lyubov TARABASOVA, Olena KHOMYCH, Ludmila KLIMOVA","doi":"10.54891/2786-7005-2023-1-14","DOIUrl":"https://doi.org/10.54891/2786-7005-2023-1-14","url":null,"abstract":"The article examines the problem of creativity, defining the essence of the concept of creativity, the relationship between intelligence and creativity, and the development of creativity from preschool age. In today’s world, the problem of creative personality development is quite relevant. In the life of every person there are difficult, contradictory situations when it is necessary to find the right solutions. For this, first of all, you need to be able to think outside the box, notice the smallest details, logically develop different options for action, be self-confident and free from stereotypes. The mentioned features are the main characteristics of a creative person. Children with creative thinking participate in solving complex problems, have the ability to grasp complex ideas, notice subtle differences, are sensitive to contradictions and show the ability to evaluate both the process itself and the result, predict consequences, reason, hypothesize, apply ideas in practice, capable of transformations of critical thinking, they are characterized by great curiosity, they use alternative ways of finding information. Children with divergent thinking are able to express original ideas, invent something new, they have a rich imagination, developed intuition. The concept of creativity became the object of detailed research starting from the mid-60s of the last century when the American Psychologist J. Gilford proposed a cubic model of the structure of intelligence revealing the existence of two fundamentally different types of thought operations: convergence and divergence. Convergent thinking (convergence) is implemented when it is necessary to find only one correct solution from a set of conditions, divergent thinking (divergence) is a type of thinking that takes place in different directions and allows for variations in ways of solving the problem. According to J. Gilford, divergent thinking is the basis of creativity. The development of creativity as the ability to create becomes so important because it is the basic quality of the personality, its core, central characteristic. The basic preschool development program «Ya u Sviti» («I am in the World») for the first time in the educational space of Ukraine recognized creativity as one of the priority lines of preschool child development. The development of creative abilities in preschoolers is an important goal of the educational process. Both the activity and its result should be creative, as well as education and training of older preschoolers.","PeriodicalId":500923,"journal":{"name":"Dnipro Academy of Continuing Education Herald Series Philosophy Pedagogy","volume":"52 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":"135364593","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 is devoted to one of the urgent problems in the process of professional development of the teacher’s professional competence. The integration of innovative technologies in the process of professional development for the development of the teacher’s professional competence is highlighted as an important factor in improving the quality of education and forming a modern educational environment. Models of the development of professional competence of teachers in the process of professional development are highlighted, which takes into account the importance of professional training, practical experience and reflection for the development of professional competence of teachers, although different approaches to the organization of the learning process and selfimprovement are offered. It was determined that regular professional development allows teachers to update their knowledge, skills and understanding of educational processes. The forms and methods of teacher training, which include different approaches and contribute to the acquisition of new knowledge, skills and experience, are highlighted. It was found that the effectiveness of various forms of teacher training depends on a number of factors, in particular, the creation of a favorable environment, the integration of innovative technologies, and the provision of constant support and motivation. It was established that the support and motivation of teachers in the process of professional development are important aspects, namely: providing regular feedback and recognizing the achievements of teachers during the process of professional development; creation of a community of teachers, which promotes the exchange of knowledge, practical experience and mutual support; development of motivational programs, including material and nonmaterial incentives for participants in the process of professional development; provision of psychological support and counseling for teachers who face stress and difficulties in the learning process; supporting the development of teachers’ careers by providing opportunities for professional growth and increased responsibility. It was determined that taking into account these aspects will contribute to the creation of an effective system of professional development for teachers, which will help them adapt to the modern requirements of the educational process and develop their professional competence.
{"title":"THE DEVELOPMENT OF THE TEACHER’S PROFESSIONAL COMPETENCE IN THE PROCESS OF IMPROVING QUALIFICATIONS","authors":"Iryna RODYMENKO, Oksana BAZYLEVSKA, Larisa GARNYUK","doi":"10.54891/2786-7005-2023-1-15","DOIUrl":"https://doi.org/10.54891/2786-7005-2023-1-15","url":null,"abstract":"The article is devoted to one of the urgent problems in the process of professional development of the teacher’s professional competence. The integration of innovative technologies in the process of professional development for the development of the teacher’s professional competence is highlighted as an important factor in improving the quality of education and forming a modern educational environment. Models of the development of professional competence of teachers in the process of professional development are highlighted, which takes into account the importance of professional training, practical experience and reflection for the development of professional competence of teachers, although different approaches to the organization of the learning process and selfimprovement are offered. It was determined that regular professional development allows teachers to update their knowledge, skills and understanding of educational processes. The forms and methods of teacher training, which include different approaches and contribute to the acquisition of new knowledge, skills and experience, are highlighted. It was found that the effectiveness of various forms of teacher training depends on a number of factors, in particular, the creation of a favorable environment, the integration of innovative technologies, and the provision of constant support and motivation. It was established that the support and motivation of teachers in the process of professional development are important aspects, namely: providing regular feedback and recognizing the achievements of teachers during the process of professional development; creation of a community of teachers, which promotes the exchange of knowledge, practical experience and mutual support; development of motivational programs, including material and nonmaterial incentives for participants in the process of professional development; provision of psychological support and counseling for teachers who face stress and difficulties in the learning process; supporting the development of teachers’ careers by providing opportunities for professional growth and increased responsibility. It was determined that taking into account these aspects will contribute to the creation of an effective system of professional development for teachers, which will help them adapt to the modern requirements of the educational process and develop their professional competence.","PeriodicalId":500923,"journal":{"name":"Dnipro Academy of Continuing Education Herald Series Philosophy Pedagogy","volume":"25 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":"135363329","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: 10.54891/2786-7005-2023-1-11
Hanna Kravchenko
The article is devoted to solving the problem of change management in the context of professional development of teaching staff. The relevance of the research topic is due to the need for active professional development of teachers to develop the ability to respond to changes and work effectively in the face of change to improve the quality of the educational process. The article analyses important scientific achievements in the theory of change management and problems of professional development of teachers in domestic and foreign management. The definition of "change management in the context of professional development of teachers in general secondary education institutions" is presented as a continuous process of implementing and regulating a single line of behaviour of teachers in terms of perception of changes using tactics of support and involvement in continuous professional development in an active motivational educational environment. It has been established that change management in the context of teachers’ professional development has its own specific features, including the availability of an algorithm, development of change management technology, establishment of information channels, and use of knowledge management mechanisms for teaching staff. In this way, change management becomes a holistic process that includes many interrelated elements and is impossible without the active participation of teachers, who are key agents of change in the educational process. The article presents the results of a study of the level of professional development of teachers based on the theory of change management. A factor-criterion model for assessing the status of management of professional development of teachers in the context of changes is proposed. Based on the general structure of the head of an educational institution, the content and specificity of management activities, we have identified the factors of management of the professional development of teachers of the EI, namely: planning and prognostic activities for the organisation of monitoring, diagnostic, informationanalytical, motivational and targeted, organisational and coordination, control and diagnostic, and regulatory and corrective activities. The results of the study on teachers’ satisfaction with their participation in the implementation of changes are presented. The factors influencing the self-development of teachers are identified. Prospects for further research include the development of tools for assessing the effectiveness of managing the development of GSEI in the context of change in order to justify and choose a strategy for the development of the organisation.
{"title":"CHANGE MANAGEMENT IN THE CONTEXT OF PROFESSIONAL DEVELOPMENT OF TEACHERS IN A GENERAL SECONDARY EDUCATION INSTITUTION","authors":"Hanna Kravchenko","doi":"10.54891/2786-7005-2023-1-11","DOIUrl":"https://doi.org/10.54891/2786-7005-2023-1-11","url":null,"abstract":"The article is devoted to solving the problem of change management in the context of professional development of teaching staff. The relevance of the research topic is due to the need for active professional development of teachers to develop the ability to respond to changes and work effectively in the face of change to improve the quality of the educational process. The article analyses important scientific achievements in the theory of change management and problems of professional development of teachers in domestic and foreign management. The definition of \"change management in the context of professional development of teachers in general secondary education institutions\" is presented as a continuous process of implementing and regulating a single line of behaviour of teachers in terms of perception of changes using tactics of support and involvement in continuous professional development in an active motivational educational environment. It has been established that change management in the context of teachers’ professional development has its own specific features, including the availability of an algorithm, development of change management technology, establishment of information channels, and use of knowledge management mechanisms for teaching staff. In this way, change management becomes a holistic process that includes many interrelated elements and is impossible without the active participation of teachers, who are key agents of change in the educational process. The article presents the results of a study of the level of professional development of teachers based on the theory of change management. A factor-criterion model for assessing the status of management of professional development of teachers in the context of changes is proposed. Based on the general structure of the head of an educational institution, the content and specificity of management activities, we have identified the factors of management of the professional development of teachers of the EI, namely: planning and prognostic activities for the organisation of monitoring, diagnostic, informationanalytical, motivational and targeted, organisational and coordination, control and diagnostic, and regulatory and corrective activities. The results of the study on teachers’ satisfaction with their participation in the implementation of changes are presented. The factors influencing the self-development of teachers are identified. Prospects for further research include the development of tools for assessing the effectiveness of managing the development of GSEI in the context of change in order to justify and choose a strategy for the development of the organisation.","PeriodicalId":500923,"journal":{"name":"Dnipro Academy of Continuing Education Herald Series Philosophy Pedagogy","volume":"50 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":"135364589","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: 10.54891/2786-7005-2023-1-6
Olena ROHOVA, Iryna KARPAN
The article examines the philosophical principles of the new course of moral direction «Spirituality and morality in the life of a person and society» for 5-6 grades of NUS which is identified as an effective resource for spiritual and value development of personality. It is emphasized that the spiritual and moral content of this course is a complex construct that cannot be reduced to a single way of considering it but requires the application of a methodology that focused on integrated vision of problems with the background of the multidimensional ideological space of spiritual and moral education taking into account the complementary achievements of the humanities. Is analyzed the philosophical basis of the system of values, which should guide the process of self-improvement of the individual in the direction of ьachieving a new quality of life, favorable for the spiritual development of both the individual and society. It is evaluated the actualization of the existential potential and interpretative activity of the individual when he or she studying the course for his/her creative self-realization and the acquisition of primary spiritual experience which is especially relevant in the conditions of crisis challenges in today’s society. It has been proven that the content of the course is built on humanistic principles and has a value-integrative character in order to solve the tasks of ethical and aesthetic development, influence on the inner world and actions of the individual, development of the ability for intercultural communication. It is substantiated that the content load of the course is built not on an ideological basis, but on a substantive basis. The authors found a methodological resource for solving the problem of basing spiritual and moral education on values that are not shared by everyone in the use of non-indoctrinal methods that were developed on the principles of phenomenology and constructivism. The phenomenological approach helps students to understand the essence of the spiritual processes that are offered for study. Constructivism ensures the rejection of the desire to inform the student of ideas formulated in a ready-made form. It is noted that the ethical system outlined in the course materials satisfies the intellectual needs of a growing personality regarding the explanation of the world system. It is a system that gives a holistic picture of perception and experience of reality and forms a special view of the world and a person’s place in it.
{"title":"PHILOSOPHY OF THE COURSE «SPIRITUALITY AND MORALITY IN THE LIFE OF A PERSON AND SOCIETY»","authors":"Olena ROHOVA, Iryna KARPAN","doi":"10.54891/2786-7005-2023-1-6","DOIUrl":"https://doi.org/10.54891/2786-7005-2023-1-6","url":null,"abstract":"The article examines the philosophical principles of the new course of moral direction «Spirituality and morality in the life of a person and society» for 5-6 grades of NUS which is identified as an effective resource for spiritual and value development of personality. It is emphasized that the spiritual and moral content of this course is a complex construct that cannot be reduced to a single way of considering it but requires the application of a methodology that focused on integrated vision of problems with the background of the multidimensional ideological space of spiritual and moral education taking into account the complementary achievements of the humanities. Is analyzed the philosophical basis of the system of values, which should guide the process of self-improvement of the individual in the direction of ьachieving a new quality of life, favorable for the spiritual development of both the individual and society. It is evaluated the actualization of the existential potential and interpretative activity of the individual when he or she studying the course for his/her creative self-realization and the acquisition of primary spiritual experience which is especially relevant in the conditions of crisis challenges in today’s society. It has been proven that the content of the course is built on humanistic principles and has a value-integrative character in order to solve the tasks of ethical and aesthetic development, influence on the inner world and actions of the individual, development of the ability for intercultural communication. It is substantiated that the content load of the course is built not on an ideological basis, but on a substantive basis. The authors found a methodological resource for solving the problem of basing spiritual and moral education on values that are not shared by everyone in the use of non-indoctrinal methods that were developed on the principles of phenomenology and constructivism. The phenomenological approach helps students to understand the essence of the spiritual processes that are offered for study. Constructivism ensures the rejection of the desire to inform the student of ideas formulated in a ready-made form. It is noted that the ethical system outlined in the course materials satisfies the intellectual needs of a growing personality regarding the explanation of the world system. It is a system that gives a holistic picture of perception and experience of reality and forms a special view of the world and a person’s place in it.","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":"135364592","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: 10.54891/2786-7005-2023-1-4
Svitlana PYLYPENKO, Mariana DROBOTENKO
The article considers educational mobility as a new paradigm of the educational process, as a marker of creating a new configuration of the educational space. The purpose of the article is to understand educational mobility as a phenomenon that creates new opportunities for a person living in the information age where educational mobility is a condition for the formation of polylogical human culture. The article states that information modernity creates new challenges for the existence of a person and society. It is about the self-reflection of a person, which is evidence of paradigmatic changes that affect the entire educational space. One of the existing problems is the contradictions associated with the formation and consolidation of such a socio-cultural practice as educational mobility. The latter acquires special relevance in the conditions of transformation of society and educational space. It is emphasized that a new configuration of interactions / communications is being created, which should be understood not only as participation or information transfer, but primarily as unity (A. Gofron). It is emphasized that philosophy, which is responsible for understanding the deep problems of human development, arises in the conditions of uncertainty in the conditions of modern technology. It is about the need for new communication which is what educational mobility stands for. It is noted that education as a creative process should not be separated from objective reality, that is, it should correspond to the changes that characterize society and the person himself. Educational mobility is developed as a new interaction that corresponds to the polylogical nature of culture and allows the individual to preserve his uniqueness, the ability to interact within the multicultural space. It is emphasized that modern Ukrainian society is characterized by a combination of the specifics of national education with the principles of the European educational space, which ends, on the one hand, with universalization, and on the other, with the creation of a space to support cultural diversity. It has been proven that educational mobility allows building new relationships in a situation of destruction of traditional social foundations, changes in fundamental semantic values. Educational mobility demonstrates the possibility of forming a new figure of a person or a person of a new culture. It is about the formation of new strategies, which are an imprint of the transformational processes of the present and a challenge for the life activity and life-creating life of a modern person. It is emphasized that educational mobility is aimed at activating the educational process, overcoming the principle of inventorying existing value or cultural systems. It is about their combination, which indicates tolerance, the possibility of dialogue and defining strategies in the context of joint responsibility for the further existence of humanity, which is impossible without the
{"title":"EDUCATIONAL MOBILITY AS A PLATFORM FOR THE FORMATION OF THE POLYLOGICAL CULTURE OF A MODERN PERSON","authors":"Svitlana PYLYPENKO, Mariana DROBOTENKO","doi":"10.54891/2786-7005-2023-1-4","DOIUrl":"https://doi.org/10.54891/2786-7005-2023-1-4","url":null,"abstract":"The article considers educational mobility as a new paradigm of the educational process, as a marker of creating a new configuration of the educational space. The purpose of the article is to understand educational mobility as a phenomenon that creates new opportunities for a person living in the information age where educational mobility is a condition for the formation of polylogical human culture. The article states that information modernity creates new challenges for the existence of a person and society. It is about the self-reflection of a person, which is evidence of paradigmatic changes that affect the entire educational space. One of the existing problems is the contradictions associated with the formation and consolidation of such a socio-cultural practice as educational mobility. The latter acquires special relevance in the conditions of transformation of society and educational space. It is emphasized that a new configuration of interactions / communications is being created, which should be understood not only as participation or information transfer, but primarily as unity (A. Gofron). It is emphasized that philosophy, which is responsible for understanding the deep problems of human development, arises in the conditions of uncertainty in the conditions of modern technology. It is about the need for new communication which is what educational mobility stands for. It is noted that education as a creative process should not be separated from objective reality, that is, it should correspond to the changes that characterize society and the person himself. Educational mobility is developed as a new interaction that corresponds to the polylogical nature of culture and allows the individual to preserve his uniqueness, the ability to interact within the multicultural space. It is emphasized that modern Ukrainian society is characterized by a combination of the specifics of national education with the principles of the European educational space, which ends, on the one hand, with universalization, and on the other, with the creation of a space to support cultural diversity. It has been proven that educational mobility allows building new relationships in a situation of destruction of traditional social foundations, changes in fundamental semantic values. Educational mobility demonstrates the possibility of forming a new figure of a person or a person of a new culture. It is about the formation of new strategies, which are an imprint of the transformational processes of the present and a challenge for the life activity and life-creating life of a modern person. It is emphasized that educational mobility is aimed at activating the educational process, overcoming the principle of inventorying existing value or cultural systems. It is about their combination, which indicates tolerance, the possibility of dialogue and defining strategies in the context of joint responsibility for the further existence of humanity, which is impossible without the","PeriodicalId":500923,"journal":{"name":"Dnipro Academy of Continuing Education Herald Series Philosophy Pedagogy","volume":"177 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":"135363484","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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