scholarly journals STRUCTURAL MODEL OF SPIRITUALITY AS A PHILOSOPHICAL PHENOMENON

Adam alemi ◽  
2021 ◽  
Vol 88 (2) ◽  
pp. 10-17
Author(s):  
Nurnazar Pirnazarov ◽  
Keyword(s):  
Structural Model ◽  
Self Regulation ◽  
Diagnostic Technique ◽  
Structural Components ◽  
Philosophical Significance ◽  
Self Development ◽  
The Status ◽  
Moral Qualities ◽  
The Individual ◽  
Pedagogical Literature

The issues of the development and formation of the spirituality of the individual in the conditions of the current social crisis do not lose their relevance. Currently, the development of philosophical tools and specific recommendations for the formation of the spirituality of a particular person are becoming more and more in demand. The article deals with the structural model of the philosophical phenomenon of spirituality. In modern psychological and pedagogical literature, spirituality has not yet acquired the status of an established philosophical construct as an independent phenomenon. Based on the analysis of the views of researchers studying spirituality, the author includes the following content characteristics in its structure: moral values, moral qualities, attitude towards people, self-perception and attitude, spiritual abilities, self-development, self-regulation and volitional control. The study presents the characteristics of each component and the rationale for their philosophical significance in the structure of spirituality. Further study and analysis of the identified structural components of the spirituality model will make it possible to develop a diagnostic technique for studying the formation of the meaningful aspects of spirituality.

scholarly journals THE DIAGNOSTIC TOOLS OF PERSONALITY NARRATIVE COMPETENCE DETERMINATION

2021 ◽  
Vol 5 (1) ◽  
Author(s):  
Natalia Chepeleva ◽  
◽  
Svitlana Rudnytska ◽  
Kyrylo Hutsol ◽  
◽  
...  
Keyword(s):  
Structural Model ◽  
Self Regulation ◽  
Diagnostic Technique ◽  
The Other ◽  
Diagnostic Tools ◽  
Expert Evaluation ◽  
Narrative Competence ◽  
Dynamic Configuration ◽  
Self Development ◽  
Selection Of

The article presents and analyzes results of the development of diagnostic tools of narrative competence of personality. Empirical study of formation of the narrative competence is carried out on methodological basis of post-non-classical psychology, according to which a personality is considered as an author of oneself, who has a potential for self-regulation and self-development. Within the psychological hermeneutics, narrative competence has been articulated as an ability of personality to identify and interpret narrative statements of the Other, that is to discover narratives in sociocultural and personal discourses and based on them to generate their own narrative constructs. The structural model of narrative competence as a dynamic configuration of pre-semantic, semantic and meta-semantic levels of understanding and generation of narrative expressions by personality is characterized; this model in turn became a basis for developing psycholinguistic diagnostic tools. The author proposed a method for determining formation levels of narrative competence of personality, which involves selection of texts meeting certain criteria for processing; development of diagnostic tasks for these texts; algorithm for determining a certain formation level of narrative competence of respondents depending on their results of proposed tasks. According to the results of approbation of the diagnostic technique, three main and two transitional levels of narrative competence of respondents have been identified. The algorithm for determining of these levels is presented in the form of a structural mathematical model, the validity of which is confirmed by correlations with expert evaluation. The main advantage of the proposed psycholinguistic tools for determining the formation levels of narrative competence of personality is the possibility of its application for diagnostics of respondents based on their processing of fiction texts without restrictions as for the language they speak.

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.

scholarly journals Speech Diagnostics of the Holistic Essence of Personality

2018 ◽  
Vol 24 (1) ◽  
pp. 360-380
Author(s):  
Natalia Fomina
Keyword(s):  
Personality Traits ◽  
Self Regulation ◽  
Scientific Concept ◽  
Structural Components ◽  
Speech Activity ◽  
The Subject ◽  
The Individual ◽  
Basic Features ◽  
Regulatory Properties ◽  
Comprehensive Study

The article is devoted to the current interdisciplinary problem of determining the characteristics of a language personality (the term of Yu. N. Karaulov) according to various parameters of her speech, which is located at the junction of psycholinguistics and psychology. The proposed N.A. Fomina and the scientific concept developed by her together with the pupils for a comprehensive study of personality manifestations in speech activity, which presupposes a systemic consideration of personality traits and a multilevel, multicomponent analysis of the text as a product of individual speech activity. This approach allows you to disclose speech activity in basic features, relationships and relationships, as well as provide a more complete and in-depth description of the individuality of the subject of this activity. The article briefly presents the author's method of polycomponent analysis of the text-statement, giving the opportunity to consider not only its own linguistic (language, speech, meaningful and semantic) characteristics, but also the reflection in it of psychological (motivational, cognitive, dynamic, emotional, regulatory) properties of authors of statements. Integral variables are named – activity, focus and self-regulation, penetrating all the structural components of the personality and revealing its integral essence through the basic properties. The possibilities of speech diagnostics of the holistic essence of the personality, which is reflected in its initiative, sociability, and perseverance, characterizing the activity, direction, and regulation of this activity are shown. Some results of an empirical study of the manifestations of the individual-typological features of these personality traits in her speech are described. Parameters by which it is possible to identify representatives of internally – subject, internally-ergic, productive and semantic, selective and aergic types of organization of initiative, sociability, and perseverance, differing from each other primarily by the ratio of different motives and needs, by means of self-regulation and external dynamic manifestations are indicated.

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 TOLERANCE AS A COMPONENT OF PROFESSIONAL COMPETENCE OF FUTURE POLICEMEN AND POLICEWOMEN

2021 ◽  
Vol 77 (4) ◽  
pp. 185-191
Author(s):  
Galyna Mykhina ◽  
Keyword(s):  
Structural Model ◽  
Professional Competence ◽  
Scientific Work ◽  
Educational Process ◽  
Target Component ◽  
Learning Material ◽  
Structural Components ◽  
Form Tolerance ◽  
Semantic Component ◽  
The Individual

The article considers the problem of formation of tolerance as a component of competence of future policemen and policewomen, defines the concepts and structural components of tolerance. It is substantiated that tolerance is one of the most important qualities and general cultural competencies of a person, which is most effectively formed on the basis of a certain model of learning. The study emphasizes that the structural model is a part of the learning process and includes such components as: target, incentive-motivational, content, procedural, control-regulatory, evaluation-effective ones. In the scientific work an attempt is made to give a brief description of some components of the educational process in the context of the research topic, namely: target, stimulating-motivational, meaningful components. The target component of the learning model, which aims to form tolerance, should be in order to create favourable conditions for identifying, initiating and using individual (subjective) personal experience of tolerance and a certain educational environment based on the principles of tolerance pedagogy and, above all, willingness to accept others as they are, as well as interact with them on the basis of consent and understanding. The next structural component of the above mentioned model is the incentive-motivational component, which includes motivation for a deeper study of the proposed issue of all participants in the pedagogical process; determining the level of knowledge of applicants on the problem of tolerance, etc. Changing the target orientation of learning changes the emphasis in the semantic component of learning, as in the process of learning the main system-forming element is the content of learning (learning material that embodies the goals of learning). Tolerance, which is presented in the form of a structural model and a brief description of the individual components, allows to make assumptions about the further study of the structural components of the pedagogical process and their role in the formation of personality tolerance.

scholarly journals Integrative structural components of adaptation readiness of students with disabilities

2021 ◽  
Vol 51 (3) ◽  
pp. 290-301
Author(s):  
Alexey A. Sharov ◽  
◽  
Olga V. Khmelkova ◽  
Keyword(s):  
Students With Disabilities ◽  
Inclusive Education ◽  
Structural Model ◽  
Diagnostic Technique ◽  
Principal Component ◽  
Psychological Adaptation ◽  
Structural Components ◽  
Adaptation Capacity ◽  
Adaptation Readiness ◽  
Student’S T

The availability of higher education for people with disabilities (hereinafter referred to as “Disabled people”) cannot be considered without creating an inclusive educational environment and implementing measures for psychological and pedagogical support. Adequate, reasonable and effective accompanying work in this context provides for filling the gaps in research devoted to the study of adaptation readiness. With due account for these circumstances, the research purpose is to identify and describe the structural components of adaptation readiness of students with disabilities in the context of inclusive education. The used diagnostic battery (N=200): a diagnostic technique of Rogers-Diamond’s socio-psychological adaptation as adapted by A.K. Osnitsky; a multilevel personality questionnaire “Adaptability” (MLO – AM) (A.G. Maklakov, S.V. Chermyanin); methodology “Adaptation readiness of personality” by M.V. Grigorieva. Statistical procedures: Student’s t-test calculation, correlation by Pearson’s method; factor analysis (principal component factorization with Varimax rotation). The research results show that the adaptation capacity potential of students with conditionally normative development is statistically significantly higher than that of disabled students (t=22.1, p≤0.01). There was also a decrease in socio-psychological adaptation in the designated category of students on indicators “Adaptation” (t=8.79, p≤0.01); “Self-perception” (t = 8.48, p≤0.01); “Emotional comfort” (t = 6.73, p≤0.01). A two-factor structural model of adaptation readiness of students with disabilities, including psychological-psychophysiological and socio-psychological components, including content areas and structural elements, has been identified.

Synergetic approach in pedagogy as a platform for studing the phenomenon of personal self-development

2020 ◽  
Vol 45 (4) ◽  
pp. 5-14
Author(s):  
Sh. Taubaeva ◽  
Keyword(s):  
Adult Students ◽  
Educational Process ◽  
Ministry Of Education ◽  
Self Development ◽  
Moral Qualities ◽  
The Republic ◽  
The Individual ◽  
Education Of Students ◽  
Conceptual Foundations ◽  
Pedagogical Science

This article expands the boundaries of pedagogical science and innovative didactics by considering their capabilities from a new interesting and multi-faceted position of the synergetic approach. The synergetic approach has a calasal potential that makes it possible to integrate multi-faceted areas of synergetics for the development of innovative didactics, which is based on assistance in self-development and self-education of students. Synergetics allows innovative didactics to explain the directions of its development from the perspective of requirements and changes in education, as well as to justify the conceptual foundations of its new positions and the use of innovative technologies in the educational process for adult students. The synergetic approach justifies the possibilities of the trajectory of self-development and self-education from the perspective of the individual and its diverse and branched orientation with changing orders and desires. The publication was prepared as part of the applied grant research for 2020-2022 commissioned by the Ministry of education and science of the Republic of Kazakhstan on the topic «Synergetic foundations and euthantics for self-development of spiritual and moral qualities» of the IRN AP08856223.

MODEL OF PSYCHOLOGICAL CORRECTION OF CRISIS OF ADOLESCENCE

1970 ◽  
Vol 7 (1) ◽  
pp. 24-33
Author(s):  
Svitlana Kuzikova
Keyword(s):  
Self Regulation ◽  
Self Concept ◽  
Self Awareness ◽  
Individual Subject ◽  
Self Development ◽  
Efficiency And Effectiveness ◽  
Self Knowledge ◽  
Corrective Actions ◽  
The Individual

In the article highlights the main views on the nature of the internal contradictions in adolescence. The necessity of activation of the processes of a personal self-development and strengthening of subjectivity of adolescents as a condition of an overcoming conflicts. Author’s model of a psychological correction of adolescent crisis is given. Objectives, content and features of psychological correction in younger and older teens are highlights. Progressive of correction of self-concept and actualization of the needs for self development in adolescents is grounded. It is postulated the efficiency and effectiveness of a psychological correction determined by the degree of the individual subject activity of the personality. Possibility of a purposeful formation of a self-development subject by teaching teens methods of self-knowledge, self-awareness, self-regulation are analyzed. The conditions of the system corrective actions required for the formation in adolescent capacity for self-correction, transformation correction into a self-correction are considered. У статті висвітлюються основні погляди на природу внутрішніх суперечностей в підлітковому віці. Доводиться необхідність активізації процесів особистісного саморозвитку та посилення суб’єктності підлітків як умов подолання їх конфліктності Подано авторську модель психологічної корекції підліткової кризи. Висвітлюються завдання, зміст і особливості психологічної корекції суперечностей розвитку в молодшому і старшому підлітковому віці. Обґрунтовується прогресивність корекції Я-концепції та актуалізації потреби в саморозвитку у підлітків. Постулюється, що ефективність і результативність психокорекції визначається мірою суб’єктної активності самої особистості. З’ясовуються можливості  цілеспрямованого формування суб’єкта саморозвитку шляхом навчання підлітків методів самопізнання, самоаналізу, саморегуляції. Розглядаються умови організації системи корекційних впливів, необхідних для формування в підлітків здатності до саморозвитку, переведення корекції в самокорекцію.

Ukrainian community life of believers

2008 ◽  
pp. 110-134
Author(s):  
Pavlo Yuriyovych Pavlenko
Keyword(s):  
Religious Life ◽  
Main Task ◽  
Community Life ◽  
Religious Activity ◽  
Existence Of God ◽  
Religious System ◽  
Real Presence ◽  
The Status ◽  
Intimate Relations ◽  
The Individual

The cornerstone of any religion is its anthropological concept, which seeks to determine the essential orientations of man, to outline the ideological framework of its existence, to represent the idea of ​​its essence, purpose in earthly life. The main task of the religious system is the act of involving and subordinating man to the spiritual divine realm as the realm of the transcendental existence of God. Belief in the real presence of the latter implies a new understanding of oneself, which ultimately leads the religious individual to the desire to be involved in this transcendental existence, to have intimate relations with him, to have a consciousness inherent in God. Note that in this context, all human being is interpreted as a certain arena for this realization. Therefore, the religious life of the individual acquires the status of religious activity.

The formation of information security culture of college students

2019 ◽  
pp. 29-36
Author(s):  
I. D. Rudinskiy ◽  
D. Ya. Okolot
Keyword(s):  
College Students ◽  
Information Security ◽  
Information Society ◽  
Technical Aspect ◽  
Data Sources ◽  
Structural Components ◽  
Security Culture ◽  
The Individual ◽  
Information Security Culture ◽  
Ability And Willingness

The article discusses aspects of the formation of information security culture of college students. The relevance of the work is due to the increasing threats to the information security of the individual and society due to the rapid increase in the number of information services used. Based on this, one of the important problems of the development of the information society is the formation of a culture of information security of the individual as part of the general culture in its socio-technical aspect and as part of the professional culture of the individual. The study revealed the structural components of the phenomenon of information security culture, identified the reasons for the interest in the target group of students. It justifies the need for future mid-level specialists to form an additional universal competency that ensures the individual’s ability and willingness to recognize the need for certain information, to identify and evaluate the reliability and reliability of data sources. As a result of the study, recommendations were formulated on the basis of which a culture of information security for college students can be formed and developed and a decomposition of this process into enlarged stages is proposed. The proposals on the list of disciplines are formulated, within the framework of the study of which a culture of information security can develop. The authors believe that the recommendations developed will help future mid-level specialists to master the universal competency, consisting in the ability and willingness to recognize the need for certain information, to identify and evaluate the reliability and reliability of data sources, as well as to correctly access the necessary information and its further legitimate use, which ultimately forms a culture of information security.

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