scholarly journals Moral and psychological stability as a condition of constructive life perspective of the personality

2019 ◽  
Vol 34 (4) ◽  
pp. 3-12
Author(s):  
V. Nevmerzhytskii
Keyword(s):  
Personality Development ◽  
Modern Society ◽  
Educational Activity ◽  
Empirical Examination ◽  
Psychological Practice ◽  
Mental Transformation ◽  
Theoretical Generalization ◽  
Moral Qualities ◽  
Psychological Features ◽  
The Empirical Analysis

The article presents a theoretical generalization and empirical study of psychological features of the process of becoming moral-psychological stability of modern youth.  The paper systematizes and generalizes the main theoretical and methodological approaches to modeling strategies of moral behavior in the context of personality socialization.  As an important moment of subjective personality development in the adolescent-genesis period of Genesis being defined moral and psychological stability as a condition of a constructive life perspective of the youth personality.  This methodological setup is relevant to the essential nature of the psychological practice of educational activity in the dimensions of humanization of modern society.  An empirical examination of the substantive characteristics of the personal profile of schoolchildren, students and cadets of adolescence and youth showed that the field of respondents' moral qualities was unclear.  The empirical analysis of the dimensions of moral and psychological stability of modern youth has concluded that Ukrainian society needs a profound mental transformation, which will lead to harmonization of moral aspects of behavior and the establishment of patriotism of schoolchildren and students in a fragile society.

Religion and Religiosity in the US

2017 ◽  
Author(s):  
Detlef Pollack ◽  
Gergely Rosta
Keyword(s):  
Social Inequality ◽  
Empirical Analysis ◽  
Western Europe ◽  
Modern Society ◽  
Religion And Politics ◽  
Economic Conditions ◽  
Religious Practices ◽  
The Us ◽  
The Empirical Analysis

Although the countries of Western Europe are very similar to the US in terms of their social, political, and economic conditions, they differ greatly when it comes to religion. Chapter 10 discusses how these differences can be explained. The empirical analysis shows that, besides the considerable differences in the level of religiosity between the US and Western Europe, there are also surprising similarities in the weakening church ties and religious practices. The findings demonstrate that it is in many respects not Europe but America that is the exception. This relates among other things to the level of social inequality, which is unusually high for a modern society, the strong tendencies towards functional dedifferentiation, such as between religion and politics, and the traditionalism of the culturally accepted system of values.

scholarly journals METHODS OF FORMING MATHEMATICAL MOBILITY OF FUTURE ENGINEERS IN HIGHER MATHEMATICS CLASSES

2021 ◽  
Vol 1 ◽  
pp. 270-281
Author(s):  
Irina Khomyuk ◽  
Svetlana Kyrylashchuk ◽  
Victor Khomyuk ◽  
Zlata Bondarenkо ◽  
Iryna Klieopa
Keyword(s):  
Higher Education ◽  
Readiness To Change ◽  
Modern Society ◽  
Educational Activity ◽  
Interactive Methods ◽  
Professional Activity ◽  
Professional Mobility ◽  
Education Today ◽  
High Level ◽  
Education Process

Continuous education today is a major feature of modern society. In order to ensure the competitiveness of future professionals who obtain higher education within the walls of the Institutions of Higher Education, the education process should be aimed at ensuring a high level of professional knowledge as well as the formation of graduates' adaptability to changeable modern production.  Since for a future engineer knowledge of higher mathematics is the basis for solving complex problems of a production nature, it can be argued that they are part of professional mobility. The implementation of technologies for the formation of professional mobility in higher mathematics has made it possible to note that the readiness to change activities can be considered not only in the context of changing professional activity, but also in the process of students’ educational activity. And this, in turn, made it possible to determine the «mathematical mobility». The purpose of the article is to theoretically substantiate and practically test the methods of forming mathematical mobility of future engineers in higher mathematics classes. The experiment used competency-oriented tasks, test tasks in higher mathematics, built on the basis of Bloom's taxonomy, developed interactive methods for conducting practical classes in the process of studying higher mathematics. The results of the experiment showed the effectiveness of the proposed innovative technologies in the process of fundamental training of future engineers.  

scholarly journals ACADEMIC SUCCESS IN THE CONTEXT OF COMPETENCE APPROACH

1970 ◽  
Vol 15 (1) ◽  
Author(s):  
Liudmyla M. Dybkova
Keyword(s):  
Academic Success ◽  
Modern Society ◽  
Innovative Approach ◽  
Educational Activity ◽  
Educational Achievements ◽  
Methods Of Evaluation ◽  
Cultural Processes ◽  
On Line ◽  
High Level ◽  
Political Economic

The article is devoted the problem of evaluation of results of students educational activity in the context of competence approach. Research actuality is conditioned by socio-political, economic and cultural processes which take place in modern society under act of globalization. These processes require from the system of education an innovative approach in preparation of future specialists. Students acquisition of high level competences, selected in the on-line training in preparation for the proper speciality, will provide them with permanent update of knowledges, succesful finding of decisions for problem tasks, independence, selfefficiency while implementation of their professional duties. Existent forms and methods of evaluation of educational achievements are complemented and approved within the framework of the competence approach.

ARCHITECTONICS OF TUTORING IN HIGHER EDUCATION

2018 ◽  
pp. 13-17
Author(s):  
Natalia Demyanenko
Keyword(s):  
Higher Education ◽  
Technology Implementation ◽  
Educational Program ◽  
Personality Development ◽  
Preschool Age ◽  
Educational Activity ◽  
Teacher Student ◽  
Individual Educational Program ◽  
The Individual ◽  
Oriented Activity

Modern trends of human civilization development determine the individual educational way of person on the open education basis. A special place in supporting of personality development in the information society belongs to a tutor. A tutor is a central figure while a tutorial is an officially recognized component of the British educational system. Today this profession is actualized in many European countries. Social and personal request for a tutorial support is increasing in Ukraine. A tutorial is developing as a basis for the formation of teacher-student partnership. On the other hand, pedagogically expedient, subject-subjective, moral and aesthetic relations are a condition for the tutorial technology implementation. They form a personally oriented activity of two equal partners - a tutor and tutorant. It should be emphasized on the individual-socializing nature of tutorial. A tutor is not only responsible for the level of knowledge, but also for the formation (upbringing) of the individual. A tutorial accompaniment is a pedagogical education individualizing activity which is directed at the identification and development of educational motives and interests of the person, the search for educational resources for the creation of an individual educational program, the formation of person educational reflection. It involves the educational environment organizing, actual support for the formation and implementation of a tutor`s individual educational program; its methodical support. A tutorial support is carried out in accordance with the peculiarities of the age of the tutorants (from preschool age), provides the pedagogical provision of autonomous formulation and realization of the person's educational goals, stimulation and motivation of independent educational activity. The Department of Pedagogy and Psychology of Higher Education has carried out a tutor professional and pedagogical training at the National Dragomanov Pedagogical University since 2015.

scholarly journals SCIENTIFIC AND METHODOLOGICAL BASES OF COGNITIVE DIDACTICS

2021 ◽  
pp. 160-169
Author(s):  
Алсу Рауфовна Камалеева
Keyword(s):  
Higher Education ◽  
Cognitive Abilities ◽  
Personality Development ◽  
Cognitive Learning ◽  
Educational Process ◽  
Educational Activity ◽  
Learning Theories ◽  
Management Tools ◽  
Higher Education System ◽  
Stage Of Development

Когнитивные теории обучения являются наиболее признанными в современной отечественной дидактике. Они выступают в качестве психолого-педагогического обоснования дидактических систем, реализующих ценности познания и развития познавательных способностей человека, когда образовательный процесс ведется с опорой на непосредственный опыт обучающихся, его расширение в ходе поисковой, исследовательской деятельности, активного освоения мира. В качестве предпосылок развития когнитивной дидактики в контексте развития личности в эпоху цифровизации образования предлагаются следующие позиции: необходимость учета направлений трансформации системы высшего образования: целей образования, форм обучения, методов обучения, средств управления; направленность на решение генеральной цели преобразования образовательного процесса на современном этапе развития высшего образования – на генерацию знаний; использование закономерностей функционирования и формирования механизмов познания обучающихся в процессе реализации системообразующей цели когнитивной дидактики – эффективной когнитивной организации человека; генерирование знаний в условиях перехода к конструированию целостных жизненно-педагогических ситуаций в рамках ситуационного подхода как теоретико-методологической стратегии, ориентированной на решение задач познания; использование когнитивного инструментария в процессе реализации ситуационно-событийного механизма становления личностных структур познания обучающихся в рамках образовательной деятельности студента. The relevance of the article is due to the fact that cognitive learning theories are the most recognized in modern domestic didactics. They act as a psychological and pedagogical substantiation of didactic systems that implement the values of cognition and the development of students’ cognitive abilities, when training is based on the direct experience of students, its expansion in the course of search, research, active development of the world. The following positions are proposed as prerequisites for the development of cognitive didactics in the context of personality development in the era of digitalization of education: the need to take into account the directions of transformation of the higher education system: educational goals, forms of education, teaching methods, management tools; focus on solving the general goal of transforming the educational process at the present stage of development of higher education – on the generation of knowledge; the use of the regularities of functioning and the formation of mechanisms of cognition of students in the process of realizing the systemforming goal of cognitive didactics – the effective cognitive organization of a person; generation of professionally oriented knowledge in the context of the transition to the construction of holistic life-pedagogical situations within the framework of the situational approach as a theoretical and methodological strategy focused on solving cognitive problems; the use of cognitive tools in the process of implementing the situational-event mechanism of the formation of the personality structures of students’ cognition within the framework of the student’s educational activity.

scholarly journals An empirical examination of the role of emotional knowledge in the teaching profession

2020 ◽  
Vol 40 (Supplement 2) ◽  
pp. S1-S11
Author(s):  
Laura Erundina Riveiro-Villodres ◽  
Francisco Javier Blanco-Encomienda ◽  
María José Latorre-Medina
Keyword(s):  
Emotional Intelligence ◽  
Methodological Approach ◽  
Descriptive Analysis ◽  
Modern Society ◽  
Teaching Profession ◽  
Rank Test ◽  
Empirical Examination ◽  
Signed Rank ◽  
Signed Rank Test ◽  
Emotional Intelligence Training

Modern society has plunged us into a maelstrom of telematics information with little control. Teachers from any field must be trained in order to pass on the confidence and values to withstand this media pressure to their students. To this end, one of the areas of knowledge on which greater emphasis should be placed is that related to emotional intelligence. The study reported on here focused on this type of knowledge among professional music studies teachers in conservatories, asking what the perception of this group on the aforementioned area of knowledge is and to what extent it has been received during their initial training. For this investigation we used a quantitative methodological approach, and via descriptive analysis, a non-parametric Wilcoxon signed-rank test, and inferential analysis, we found significant differences regarding the two scales considered: level of agreement and emotional intelligence training received. Furthermore, regarding the descriptive variables, significant differences were also found through the application of the Mann-Whitney U and Kruskal-Wallis test.

scholarly journals PSYCHOLOGICAL FEATURES OF SELF-CONCEPT OF THE TEENAGERS WITH SUBJECTIVE EXPERIENCE OF LONELINESS

2019 ◽  
pp. 135-139
Author(s):  
О. Помазова
Keyword(s):  
Subjective Experience ◽  
Satisfaction With Life ◽  
Age Groups ◽  
Modern Society ◽  
Self Esteem ◽  
Self Concept ◽  
Proper Position ◽  
Single Factor Analysis ◽  
Psychological Features ◽  
The Given

Relevance of the problem:Urgency of the research presented in the given paper is caused by spreading of problem of loneliness in the modern society, recognition of loneliness to be one of reasons of teenagers’ deviating behavior, lack of researches of correlation between the subjective loneliness experience of teenagers and their self-concept formation as a new formation of the given age. Aim:determination of specificity of correlation between self-concept and the subjective loneliness experience of teenagers of different age groups. Methodology of the research: subjective loneliness experience diagnostics by D. Russell and M. Ferguson, teenagers’ self-concept research methods by E. Piers and D. Harris in modification of A. M. Prikhozhan (324 pupils of 5-9 forms of 10-15 years old); means of a single-factor analysis of variance, Student t-test for independent samples, and correlation analysis according to Pearson’s method. Results of the research. There are distinctions in self-concept indices of teenagers with various levels of the subjective loneliness experience. It was defined that in the course of time the number of self-concept parameters of the teenagers’ connected with the subjective loneliness experience increases. For the group of 10-11 years old teenagers such parameters as anxiety, acceptance of situation at school, self-esteem of physical attraction and satisfaction with communication with age mates are characteristic. In the group of 12-13 years old teenagers the parameters mentioned above are accompanied by self-attitude, satisfaction with life situation, satisfaction with proper position in the family, and in the group of 14-15 years old teenagers – by intelligence self-esteem. In addition, frequency and intensity of the subjective loneliness experience has a tendency to increase from 10-11 to 12-13 years old and to further decrease at 14-15 years old.

scholarly journals The archetypal character of the educational activity of person: social and philosophical analysis

2021 ◽  
Vol 27 (1) ◽  
pp. 80-97
Author(s):  
Alla Makarova
Keyword(s):  
Special Functions ◽  
Personality Development ◽  
Social Institution ◽  
Philosophical Analysis ◽  
Educational Activity ◽  
Social Functions ◽  
Educational Activities ◽  
Self Presentation ◽  
Educational Processes ◽  
The Social

The article analyzes the problems of modern educational activities in the context of the socio-philosophical analysis of the specifics of the information society. The problems of “self-development” and “self-presentation” of a personality are raised in the context of their interpretation in the context of the current situation of social transitivity. The position of eliminating educational institutions from educational processes, the threat of creating the phenomenon of education without a pedagogical component is considered as problematic. The "traditional" and "innovative" accents in the socio-philosophical discourse of education are compared, their semantic connotations are presented. The necessity of maintaining the balance of archetypal-educational functionality is substantiated, which consists in the formation of a system of socialization actions through a complex of educational levels, which have archetypal meaning expressed by special functions. The scientific novelty of the research is the schematic comparison of the functional characteristics of the archetype with the tasks of different levels of education as an orientation towards different potencies of the personality. In particular, the social functions of archetypes (in the author's three-component concept), the archetypal typology and schematics of E. Berne, C.-G. Jung and M. Mark and M. Pearson were compared with the tasks and meanings of the levels of education (primary, secondary and secondary special, higher), there are three functions of education, closely determined by the archetypal meanings of pedagogical activity. At the same time, a scheme is proposed in which the orientational-coordinating, stereotyping-normative and integrative-systematizing archetypal components form the tasks and functions of education: correlation, correctional and compensatory. The purpose of the article is to identify stable functions, principles, elements that, in any reform of the educational sphere, in particular, pedagogical, should be preserved, since they constitute the semantic foundations of its existence as a social institution of personality development. These are recognized as the unity of training and education, the unity of the past, present and future as organic links in the transfer of social experience and the preservation of social memory. Accordingly, six archetypes of educational activities are identified.

scholarly journals University students’ motivation development via digital technologies

2021 ◽  
Vol 2021 (2 (135)) ◽  
pp. 43-51
Author(s):  
Alexandra Gerkerova ◽  
Iryna Lukyanchenko ◽  
Tetiana Yeremenko
Keyword(s):  
University Students ◽  
English Language ◽  
Digital Technologies ◽  
Modern Society ◽  
Digital Tools ◽  
Educational Activity ◽  
Pilot Training ◽  
Internal Motivation ◽  
Social Transformations ◽  
Learning English

In today’s conditions of globalization, social transformations, and digitalisation of modern society the research becomes topical. Any modern social and professional sphere requires fluency in English. Effective oral and written communication requires intensification of university students’ educational activity via internal motivation development. Digital technologies, which are an integral part of modern youth’s life, were chosen as a means of internal motivation formation. The purpose of the study was to determine the role of digital technologies as a means of internal motives formation in training future English language and literature teachers. The data were collected with the help of the following methods: pilot training,, content analysis of digital tools for teaching English, surveys (questionnaires and research interviews) and scientific (pedagogical) observation. The study theoretically substantiates and experimentally confirms the effectiveness of the proposed digital technologies, the use of which promotes the development of internal motives at university students in the process of learning English. Tasks that involved the active use of messengers and selected digital tools were developed. Such messengers as WhatsApp, Viber, Telegram, Facebook and digital tools for learning English as Duolingo, Quizlet, Learnenglish Podcast, Speak – practice your English, Lingualeo were selected. As a result of the research it is proved that the use of digital technologies in both extracurricular and extracurricular work has a positive effect on the formation of university students’ internal motives that helps to improve their academic achievements in learning English at special faculty.

scholarly journals Using interactive technologies to improve the quality of humanitarian education in a metropolis

2021 ◽  
Vol 98 ◽  
pp. 05037
Author(s):  
Olga Shakirova ◽  
Tatyana Stebliy ◽  
Nina Kozyavina ◽  
Olga Gorbunova ◽  
Olga Pavlovskaya
Keyword(s):  
Simulation Analysis ◽  
Modern Society ◽  
Subject Position ◽  
Educational Activity ◽  
Scientific Publications ◽  
Interactive Technologies ◽  
Interactive Education ◽  
State Educational ◽  
First Time

Modern society presents high requirements to the quality of humanitarian education, and one of the methods of optimization is the use of interactive education technologies. Formation of the system of teacher’s domination in implementation of active learning methods (ALM) is based on the development of meaningful components of own subject experience, representing continuous and purposeful process, the active use of which is an expression of independence and educational activity. In the metropolis environment, the degree of development of each component of the subject experience and their ratio between each other determine the teacher’s ability to construction and subsequent implementation of own educational route. The research objective was to develop a model of ALM selection for humanitarian education in metropolis and estimate it experimentally with consideration for existing level of development of subject experience of teachers of higher education. The research was based on theoretical (analysis of psychological and pedagogical scientific publications, regulatory documents, state educational standards, simulation, analysis and generalization of pedagogical experience) and practical (monitoring, expert appraisal, pedagogic experiment) methods. For the first time, the objective and subjective factors have been revealed and systemized, which can influence the development and subsequent implementation of subject experience of teachers in humanitarian education under conditions of metropolis. With consideration for highlighted scientifically substantiated meaningful components of subject experience, the model has been developed to support ALM by teachers depending on the level of formation of subject position of a teacher. During the performed pedagogical experiment the efficiency of different variants of the recommended model of pedagogical support during ALM selection has been determined.

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