scholarly journals FORMATION OF PHILOSOPHY AS A MEANS OF HUMAN DEVELOPMENT

2021 ◽  
pp. 182-189
Author(s):  
Anna Ivanchuk
Keyword(s):  
Human Development ◽  
Scientific Knowledge ◽  
Educational Process ◽  
Social Progress ◽  
Process Understanding ◽  
Self Development ◽  
Historical Times ◽  
The Subject ◽  
The Individual ◽  
Culture Development

The article considers the problem of the relationship between philosophy and human development. The interrelation of philosophical thought and mental development of a person at different stages of social progress is substantiated. The main philosophical currents are analysed that directly influenced the implementation of the educational process. The article proves that depending on the level of development of scientific knowledge the subject and purpose of philosophy were understood differently, its content acquired one or another direction, influencing in some way on the educational process, understanding its essence, determining the basic means of solving problems of teaching and education personality. Our analysis of the scientific literature testifies to the relevance of the stated problem for thinkers, philosophers, teachers of different historical times. Depending on the level of development of scientific knowledge, its content acquired one or another direction, influencing in a certain way the educational process, understanding its essence, determining the main means of solving problems of teaching and educating the individual. The study of scientific achievements of representatives of different philosophical schools allows not only to state the commonalities and differences of their proposed ideas, but also to trace their relationship and interaction, which, being preserved and supplemented, can be an important factor in solving the problem in modern social development. The article proves that depending on the level of development of scientific knowledge the subject and purpose of philosophy were understood differently, its content acquired one or another direction, influencing in some way on the educational process, understanding its essence, determining the basic means of solving problems of teaching and education personality. Keywords: philosophy, educational process, anthropocentrism, self-development, spiritual culture, development, personality, freedom.

METHODOLOGY AND TECHNOLOGY RESEARCH OF PERSONALITY SELF-DEVELOPMENT RESOURCES

1970 ◽  
Vol 8 (1) ◽  
pp. 97-103
Author(s):  
Svitlana Kuzikova
Keyword(s):  
Professional Training ◽  
Self Regulation ◽  
Life Strategy ◽  
Psychological Resources ◽  
Vital Activity ◽  
Development Organization ◽  
Self Development ◽  
Individual Consciousness ◽  
The Subject ◽  
The Individual

The author's approach to the empirical study of the peculiarities of self-development of a person has been  considered. The criteria of self-development as a subject activity have been characterized. Its indicators have been  given.  The  psychological  resources  of  personal  self-development  have  been  singled  out:  the  need  for  self- development as its source and determinant; conditions that ensure its success; mechanisms as functional means and  conditions  for  its  implementation.  Their  essence  has  been  revealed.  The  need  for  self-development  has  been  determined by the actualization of the characteristics of self-development (self-activity, vital activity, development of  self-consciousness) and has been occurred when the content structure of the individual consciousness and the  transformation of semantic entities changed. Conditions of self-development has been defined by mature I of  personality, openness, tolerance to the new, the presence of a conscious goal of self-realization and active life  strategy. Reflection, self-regulation and feedback have been considered as mechanisms of self-development. The  methodical approaches and means of studying the peculiarities and factors of the development of the subject of self- development in adolescence in the process of professional training have been offered, and the results of their  integrated empirical research have been highlighted. Particular attention has been paid to the analysis of the level  of actualization of self-development resources among students, discovered with the author's diagnostic method  "DCPSD" (Dispositional Characteristic of Personality of Self-development). It has been proved that psychological  resources as a set of possibilities of development already exist in the psychological reality of a person. It has been  shown that the dominance of the level of self-development resources’ actualization of the individual (and their  combination) can be correlated with the dimensions of the individual psychological space, indicating the individual  peculiarity of the personal self-development organization. It has been noted that, at the same time, actualization,  strengthening and harmonization of all psychological resources of a person self-development, enrichment of its  relations with the environment and other people, and increasing spirituality is necessary for the implementation of  progressive conscious personal self-development. У  статті  розглянуто  авторський  підхід  до  емпіричного  вивчення  особливостей  саморозвитку  особистості. Охарактеризовано критерії саморозвитку як суб’єктної діяльності, наведено його показники.  Виокремлено психологічні ресурси особистісного саморозвитку: потребу в саморозвитку як його джерело і  детермінант; умови, які забезпечують його успішність; механізми як  функціональні засоби і умови його  здійснення.    Розкрито    їх    сутність.    Потреба    в    саморозвитку    визначається    актуалізованістю  характеристик саморозвитку (самоактивність, життєдіяльність, розвиненість самосвідомості) і виникає  при зміні змістової  структури індивідуальної свідомості та трансформації смислових утворень. Умови  саморозвитку  окреслюють  зріле  Я  особистості,  відкритість,  толерантність  до  нового,  наявність  усвідомленої   мети   самоздійснення   та   активної   життєвої   стратегії.   Як   механізми   саморозвитку  розглядаються рефлексія, саморегуляція та зворотній зв'язок. Запропоновано методичні підходи і засоби  вивчення особливостей та чинників становлення суб’єкта саморозвитку в юнацькому віці в процесі фахової  підготовки, висвітлено результати їх комплексного емпіричного дослідження. Особливу увагу приділено  аналізу  рівня  актуалізації  ресурсів  саморозвитку  у  студентів,  виявленого  за  допомогою  авторської  діагностичної методики «ДХСО». Доведено, що психологічні ресурси  як сукупність можливостей розвитку  вже існують у психологічній реальності людини. Показано, що домінування рівня актуалізації ресурсів  саморозвитку особистості ( та їх поєднання) можна співвіднести з вимірами психологічного простору  особистості,   що   свідчить   про  індивідуальну   своєрідність   організації   особистісного  саморозвитку.  Зазначено,  що  в  той  же  час  для  здійснення  прогресивного  усвідомленого  особистісного  саморозвитку  необхідна   актуалізація,   взаємопосилення   і   гармонізація   всіх   психологічних   ресурсів   саморозвитку  особистості, збагачення її зв’язків із навколишнім середовищем та іншими людьми, підвищення духовності.

CONDITIONS FOR IMPLEMENTING THE DEVELOPING POTENTIAL OF THE SCHOOL EDUCATIONAL ENVIRONMENT

2020 ◽  
Vol 65 (1) ◽  
pp. 290-293
Author(s):  
A. Aldabergenova ◽  
◽  
L. Sarsenbaeva ◽  
Keyword(s):  
Process Development ◽  
Educational Environment ◽  
Educational Process ◽  
Social And Emotional ◽  
Education Environment ◽  
Self Development ◽  
Teachers And Students ◽  
Age Patterns ◽  
The Republic ◽  
The Individual

The urgency of the problem of providing a developing educational environment in modern conditions is justified by the reform of the education system in the Republic of Kazakhstan. At all levels of education, it is necessary to create conditions for the development of the personality of the subjects of the educational process, taking into account age patterns. The article reveals the leading approaches to the study of the essence and provision of developing educational environment. As the theoretical basics of accepted socio-cultural approach of Vygotsky humanistic approach Maslow personality-oriented approach of I. A. Baeva, the ecological approach V. A. Asvina etc. Developing educational environment is considered as an environment conducive to the development and self-development at all levels of education. In the present article the condition of maintenance of the education environment: meeting the needs of the individual in communication and development, the development of adaptive abilities of students, prevention of delactovine, the development of psychological culture of teachers, the development of social and emotional intelligence of teachers and students, formation of skills of effective communication subjects of educational process, development of skills of intercultural communication etc.

Functioning of Mentality in Society: Socio-Cultural Hypothesis

2016 ◽  
Vol 5 (4) ◽  
pp. 13-20 ◽  
Author(s):  
Губанов ◽  
N. Gubanov ◽  
Губанов ◽  
Nikolay Gubanov
Keyword(s):  
Social Relations ◽  
Reproductive Activity ◽  
Integral Characteristic ◽  
Social Progress ◽  
Cultural Meanings ◽  
The Subject ◽  
Multiple Challenges ◽  
The Individual ◽  
The Masses ◽  
Mental Characteristics

Category of mentality has additional heuristic capabilities as compared to traditional categories of the mental life. Firstly, it serves as an integral characteristic of the uniqueness of the man’s mental world, and secondly, gives an understanding of the specific type of perception of the world by the subject, thirdly, it explains the distinct way of subject’s activity – his behavior, communication, performance. Because the mentality determines the mode of activity of a social group or an individual; the human activity orientation and it’s specificity, so the mentality can be interpreted as a core for the group and personal culture, also as a strategic cultural program of the subject. One of the basic clashes of society has the form of a contradiction between the mentality, containing new cultural forms, and the social relations. In the course of the individual cultural creativity development as a response to the multiple challenges of history, new mental characteristics are generated in the mentality of the intellectual elite representatives. They represent innovative programs of human being activity – performance, behavior, communication. The new mental characteristics spread in society and become components of group mentalities. This accrued contradiction between the mass mentality and the old social relations generates a constructive tension; negotiation the tension through the reproductive activity of subjects can establish the more progressive social relations. Old elements of mentality, in turn, inherent social inertia and conservatism. They can obstruct the new social relations establishment. Therefore, mentality has the contradictory nature, embodying the dual opposition of tradition and innovation. In the same time mentality is a social progress stimulating factor, and a factor that holds back excessively large and excessively rapid social changes. There is a difference between the mentality of the creators of innovative cultural meanings and the mentality of the masses. In the mentality of the creators that make up the intelligent elite of the society, the innovational component is more intense than the traditional. In the mentality of the masses is vice versa - the traditional component dominates over the innovational. There are many driving motives of the society development: changes in a way of material production, in the culture in general and in education in particular, in engineering, in science. But the most significant force, apparently, displays the changes in mentality that generate new forms of reproductive activity of the subject in the economic, political, social and mental spheres.

scholarly journals Steps towards a post-nonclassical methodology of higher education (logical-semantic approach)

2021 ◽  
pp. 81-102
Author(s):  
Inna Aleksandrovna Leskova
Keyword(s):  
Educational Practice ◽  
Individual Characteristics ◽  
Educational Process ◽  
Methodological Principle ◽  
Semantic Approach ◽  
Innovative Teaching ◽  
The Subject ◽  
New Perspective ◽  
The Individual ◽  
Logical Semantic

Post-nonclassical nature of changes in education actualizes the need for transforming its methodological grounds. The goal of this article is to offer a new perspective of interpretation of the methodology of education, as well as trace the steps towards its post-nonclassical transformation. The research leans on the theoretical-methodological provisions of the logical-semantic approach, which focuses on the laws of conceptualization. The article explores the objective and subjective logical-semantic patterns of the work of mind characteristic to classical and post-nonclassical worldview. Congruence with the objective logic of the work of mind of methodological grounds in educational practice of the higher school is confirmed by examples. The examples show the limitations of their methodological capabilities in solving modern problems of knowledge and practice. The limitations of their methodological capabilities in solution of the relevant cognitive tasks and practice are indicated. The article suggest and analyzes the methodological principle of the subject, which determines the human-sizedness and communicative alignment of methodological system of education, which ensures its compliance with the post-nonclassical methodology of science. The author demonstrates a number of changes within the education system, which are methodologically substantiated by the principle of the subject. The highlighted logical-semantic patterns of the work of mind can be used as an instrument for understanding and explaining the components of educational process, as well as their design and management. The author proposes a nonlinear structure of the content of education. It can underlie the creation of learning model, which would consider the individual characteristics of students and fulfill the educational potential of the traditional and innovative teaching systems.

scholarly journals PSYCHOLOGICAL FOUNDATIONS FOR CHILD’S FORMING AS A SUBJECT OF LIFE-CREATION IN THE EDUCATIONALSPACE OF THE NEW UKRAINIAN SCHOOL.

2020 ◽  
pp. 88-100
Author(s):  
Vitalii Mavrin
Keyword(s):  
Personal Growth ◽  
Cognitive Activity ◽  
Educational Process ◽  
Psychological Support ◽  
Scientific Concept ◽  
Life Goal ◽  
Self Development ◽  
Self Actualization ◽  
The Individual ◽  
Mode Of Being

The article analyzes the priority and opportunities of the child's formation as a subject of life-creation in the educational space of the New Ukrainian School. The fundamental ideas of the humanistic and existential psychology’s founders and modern scientists regarding the conscious and creative attitude of the individual to his life as a prerequisite for its self-actualization in the mode of being and the realization of freedom of life (A. Maslow, E. Fromm), the ideas of setting a life goal, determining meaningful life orientations and developing life personality strategy (K. Abulkhanova-Slavskaya, A. Adler, R. May, G. Allport, K. Rogers, V. Frankl), the ideas of individual readiness for life innovations in the process of self-projection (N. Samoukina, T. Titarenko) are analyzed. There were defined the life-creation methods of personality self-development as a subject of life (F. McGraw, A. Molloy, I. Pidlasa). It is shown that the priority of the psychological support of the educational process in the New Ukrainian School is the formation of students as subjects of life creation through the development of their ability to anticipate life, internality, optimistic perception of life prospects, stress resistance and motivation to achieve success. It was established that the fundamental ideas and modern approaches to the interpretation of the problem of formation of the individual as a subject of life-creation fully correspond to the conceptual priorities of the New Ukrainian School, which is designed to bridge the gap between the educational process and the requirements of society. It is revealed that the psychology of life-creation is a holistic scientific concept, which was formed on the fundamental ideas of humanistic and existential psychologists and is now actively developing within the psychology of personal life. There were defined the technologies and forms of work within the framework of psychological support of students in the educational space of the New Ukrainian School. These include: technology of life design, technology of organization of life-cognitive activity of students, psychological counseling and facilitation, training forms of psychological work, in particular, trainings of personal growth, trainings of self-determination and trainings of construction of life perspective.

scholarly journals SELF-DEVELOPMENT OF EDUCATION SEEKERS IN THE CONTEXT OF SYNERGETIC APPROACH AND POST- NEOCLASSICAL EDUCATIONAL PARADIGM

2022 ◽  
Vol 1 (2) ◽  
pp. 13-20
Author(s):  
HRYHORIY TERESHCHUK ◽  
NATALIA LUPAK
Keyword(s):  
Personal Growth ◽  
Educational Institution ◽  
Self Regulation ◽  
Educational Process ◽  
Self Determination ◽  
Modern World ◽  
Self Development ◽  
Educational Paradigm ◽  
The Individual ◽  
Key Aspects

The problem of self-development of a student related to the transformation of the educational process in the post- neoclassical science is highlighted. This problem is considered in the context of a synergetic approach with the actualization of the needs and opportunities for self-organization of the applicant’s personality as a holistic characteristic of a human. It is noted that the pedagogical process of an educational institution of innovative type should be aimed at developing the abilities of the applicant, their ability to meet the challenges of the information society and self-realization in the changing conditions of the modern world. It is stated that self-development of an applicant within the synergetic paradigm of education requires a reorientation of the educational process from traditional conservative to innovative creative, in which the acquisition of vital competencies is carried out in interaction (communication) with other subjects and taking into account external (physical) and internal (mental) human activity. It is substantiated that the key aspects of the self-development of the student should be focused on the formation of their optimal developmental lifestyle. It is about the ability to self-determination, personal growth, self-regulation, existence, self-expression, self-realization. In the projections of the synergetic paradigm, the individual as a complex, open, nonlinear system appears with all the potential opportunities for self-development, which can be realized under certain organizational and pedagogical conditions. It is stated that despite the fact that the applicant – the future specialist controls their own development, the teacher of higher education should exercise general management of educational activities and is fully responsible for the quality of training of the applicant. This is inherent in any level of education. The new roles of the modern teacher (“moderator”, “coach”, “tutor”, “speaker”, “medium”, etc.) set adequate requirements for these roles. Not only the updated knowledge, but also the ways of obtaining it and the possibilities of its application become valuable for the student at various stages and levels. Key aspects of self-development: the ability to self-determination, personal growth, self-regulation, existence, self-expression, self-realization will contribute to the formation of the individual’s personality, open to new knowledge and values, able to realize their own life purpose.

scholarly journals Evolution of Views on the Value of Scientific Knowledge in Western Philosophy

Discourse ◽  
2021 ◽  
Vol 7 (6) ◽  
pp. 28-41
Author(s):  
L. A. Pafomova
Keyword(s):  
Middle Ages ◽  
Scientific Knowledge ◽  
Western Philosophy ◽  
Self Development ◽  
History Of ◽  
Points Of View ◽  
The Individual ◽  
Xix Century ◽  
Religious Understanding

Introduction. Evolution of views on the value of scientific knowledge in various directions of Western philosophy, from the ancient period to the 20th century is analyzed in the article. The relevance of the article is due to the fact that the view of scientific knowledge as the value of scientific reality is a fairly new phenomenon.Methodology and sources. The methodological basis of the work is the cultural and philosophical analysis of various points of view in the works of both ancient philosophers, philosophers of the Renaissance and the New times (Plato, Aristotle, Pythagoras, F. Aquinas, Leonard da Vinci, F. Bacon, Locke, Hobbes, Descartes, Spinoza), as well as in the works of O. Comte, Spencer, Mach, Poincare, Pierce, James, Dewey, Jaspers, B. Russell, etc. (i.e. representatives of positivism, existentialism, neo-Thomism).Results and discussion. Today two directions could be distinguished in the relation to science: either its absolutization, that we name scientism, or the cult of an abstract person opposed to science – anthropologism. This is a consequence of the changes in the views on scientific knowledge that have taken place throughout the history of science. Thus, in the ancient period, the value of science was determined, firstly, not in relation to the practical activity of a human being, but only in relation to science to knowledge and cognition, and secondly, as a way of self-development of the individual. In the Middle Ages, science was the “handmaid” of theology. In the Renaissance science faced new challenges: the first was an anti-religious understanding of the essence of a person, the second was the justification of the role of scientific knowledge both for practice and for the worldview as a whole. It was on this understanding of the meaning of scientific knowledge that the concepts of the philosophers of the XVII–XVIII centuries were built, and they dominated until the middle of the XIX century. From this period, a one-sided approach begins to dominate – the ideological role of the value of science was denied and only its pragmatic value is taken. Along with this, there is also a critical attitude towards science, which then develops into anti-scientism. Today, a pessimistic approach (postmodernism, for example) the approach to the consideration of the value of scientific knowledge is characteristic of modern philosophical trends that deny not only the value of scientific knowledge, but also deny knowledge itself.Conclusion. The evaluation of scientific knowledge in Western philosophy has undergone significant changes. If in classical philosophy, with a few exceptions, the recognition of the comprehensive value of science prevailed, i.e. its ideological, humanistic and practical value, then in the future all these three main aspects of the value of scientific knowledge are analyzed. In the extreme forms, this leads to the emergence of antiscientism, for which it is the development of scientific knowledge is perceived as a source of human misery and suffering.

scholarly journals Self-development in the context of forming the future teacher’s pedagogical skills

2020 ◽  
pp. 88-95
Author(s):  
I. Maksymchuk ◽  
O. Sahach ◽  
I. Demchenko ◽  
S. Furdui ◽  
B. Maksymchuk ◽  
...  
Keyword(s):  
Educational Process ◽  
Educational Activity ◽  
Physical Culture ◽  
Self Development ◽  
Pedagogical Skills ◽  
The Future ◽  
Professional Self ◽  
The Subject ◽  
Psychological Activity ◽  
Physical Skills

Self-improvement is especially important component of educational activity of teachers in light recognitions not the subject - object, and the subject - subject interaction of a teacher and a pupil and also the declaration and also the Convention of the UN principles of continuous education (education throughout life) when not only a separate lesson, a semester or even completely study at school / HEI is only a separate fragment, and a person has to “learn to study” during this time. The purpose of the article is in theoretical justification of self-development in the context of forming the future teacher’s pedagogical skills. The main ways of self-improvement of physical culture future teacher is the complex of internal personal requirements (need for physical, intellectual, spiritual, professional self-improvement) which are implemented in concrete types of external and internal (psychological) activity: self-checking, self-organization, self-training, self-education, and so forth. In modern understanding the pedagogical skill is a state and a certain level of personality of a teacher, a dialectical combination of his personal and professional qualities, which allow high-quality achievement of partial and general pedagogical aims. The pedagogical skill - the ability to creatively solve pedagogical problems during physical culture classes, to organize educational process with the involvement of high culture, professional knowledge, physical skills and etc. on the basis of competent, active and personality-oriented approaches, deep pedagogical knowledge, experience, wide outlook, personal culture, creativity and pedagogical tactics in the projection on the personality of physical culture teacher. At the same time the pedagogical skill is the relatively completed process, therefore when diagnosing the level pedagogical skill should be oriented to a teacher’s sufficient level with the corresponding experience.

scholarly journals Reflection and Virtual Reality: From the Etymological Analysis of Concepts to the Understanding of Essential Relationships

2021 ◽  
Vol 26 (1) ◽  
pp. 19-26
Author(s):  
V.G. Anikina
Keyword(s):  
Virtual Reality ◽  
Functional Model ◽  
Educational Process ◽  
Self Determination ◽  
Self Management ◽  
Reflective Process ◽  
Self Development ◽  
The Individual ◽  
The Mind ◽  
Time Continuum

The study of virtual reality in psychology and pedagogy requires an understanding of the essential connections and relationships of VR with various mental phenomena, and above all - reflection.The urgency of considering this problem is due to the search of VR developers and those who use virtual technologies in practice, including VR didactics, practical psychology, for a solution to the issue of self-management of systems with VR.Can VR exercise the reflective function of the mind represented in the processes of self-development, self-determination, self-management of the individual? The first step in solving this issue is to identify and describe the essential relations of reflection and virtual reality.For this, an etymological analysis of the concepts of reflection and virtual reality was carried out.The paper highlights the intersections in the semantic meanings of these concepts.Our analysis allowed us to employ the functional model of reflection (Anikina V.G.), within which VR can be considered as a ‘chronotope’ of reflection — the space-time continuum of the presence of Self ‘outside’ the situation, in relation to which the reflective process is meaningfully carried out.The paper outlines the possible ways of using VR in the development and formation of reflection and universal reflective actions in the educational process.

scholarly journals Specific Features of Educational and Pedagogical Discourse in the Context of Anthropological Challenges: Socio-Cultural Approach

2020 ◽  
pp. 268-277 ◽  
Author(s):  
Maksim V. Kochetkov ◽  
Igor’ A. Kovalevich
Keyword(s):  
Life Experience ◽  
Educational Process ◽  
Social Progress ◽  
Sociocultural Factors ◽  
Cultural Experience ◽  
Pedagogical Discourse ◽  
Broad Interpretation ◽  
Definition Of ◽  
The Individual ◽  
Pedagogical Science

The relevance of the research is due to the destructive influence of digitalization of society, globalization processes, technological and social progress on a person in his spiritual and physical integrity. These are, first of all, such technological and sociocultural factors as virtualization of the individual’s consciousness, cyborgization, loss of subjectivity in the process of merging with information machine complexes, genetic engineering, cloning, pharmaceutical modifying human influence. It is proved that a broad interpretation of educational and pedagogical discourse is adequate for the modern socio-cultural space, which is becoming more complicated for description, which makes it synonymous with such a basic category for pedagogical science as the pedagogical process. The marked tendency is estimated as negative, as the categorical value of basic concepts for pedagogy is lost, the subject of pedagogical science in the system of human Sciences is blurred. Therefore, a highly specialized definition of specific features of pedagogical discourse is justified. It is concluded that the pedagogical category “zone of immediate development” in its socio-cultural hypostasis contributes to the designation of specific features of educational and pedagogical discourse, focusing on specific pedagogical tasks. For example orientation to the zone of the nearest development of the individual in the process of his constant development and self-development assumes permanent diagnostic correction on the part of the teacher in relation to the student. This favors the consistency of the socio-cultural experience transmitted by the teacher with the life experience of the student, the emotional “inclusion” of the latter in the educational process

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