SYNERGETIC APPROACH AS A METHODOLOGICAL BASIS OF THE THEORY OF SELF-ORGANIZATION OF PRIMARY SCHOOL STUDENTS’ EDUCATIONAL ACTIVITY

The educational process in a modern primary school involves a change in the position of the student: from the object of study they become active subjects of educational activities, which requires the activation of their self-organization. At the same time, the essence and purpose of education is not in the scholastic increase of information, but in the information support of the constant development of an individual. This problem is especially relevant in the context of distance learning in the New Ukrainian School (NUS), so increasingly popular are learning technologies aimed at enhancing the educational and cognitive activities of students and forming their readiness for independent work. Life in modern society requires that an individual develops the qualities of autonomy and organization: independence, initiative, ability to think creatively, etc. These qualities are considered as components of a single process of self-organization of an individual. Synergetic can be interpreted as a methodological basis for educational, prognostic, organizational and didactic-managerial educational activities. We characterize synergetic as an opportunity to solve problems of education in accordance with modern challenges. Despite numerous studies, the problem of implementing a synergetic approach in the formation of skills of self-organization of educational activities of primary school students remains open. The article describes the synergetic approach as a methodological basis of the theory of self-organization of educational activities of junior schoolchildren. The research of scientists in the field of synergetic, namely the transformation of its ideas in pedagogy as a basic idea of the theory of self-organization of educational activities of primary school students, analyzes the key ideas and positions of synergetic through the prism of interpretation of the educational process. The explication of the problem is carried out in the context of the analysis of the pedagogical system of primary school. The study presents the features of the synergetic approach in the first grade school. The essence of the synergetic approach as an interdisciplinary direction of cognition is considered. It is established that the synergetic approach allows to form self-organization of educational activity. It has been studied that the educational process in primary school can also be considered an open system, as it carries out a continuous process of exchange of information (knowledge) between teacher and students (feedback), and constantly changing the content of education according to society as a whole. The content of educational and cognitive activities during the formation of skills of self-organization of primary school students from the point of view of synergetic approach is revealed. The main regularities of the process of teaching junior schoolchildren as an open and complex system and a complex of multicomponent, interdisciplinary and multilevel knowledge are outlined, providing an opportunity to identify the main areas of synergetic ideas in the educational process. It is concluded that the implementation of a synergetic approach to the management and organization of the educational process of primary school will significantly increase its efficiency, make the educational process more flexible and universal.

BOOSTING STUDENTS’ MOTIVATION IN THE PROCESS OF STUDYING PRACTICAL COURSE OF THE GERMAN LANGUAGE DURING DISTANCE LEARNING

The article considers the question of boosting motivation of language specialty students during distance learning. The problem of increasing students’ motivation during distance learning is complex, completely unresolved and relevant. It is closely related to the questions of lesson organization and conducting, ways of intensifying students’ cognitive activities in the study group, the ability to provide constructive support and exchange views on different topics. The purpose of the given article is to check on the basis of the obtained practical results what means and methods can increase students’ motivation in the process of studying practical course of the German language. It is established that the crucial prerequisite for successful online learning is a conscious consideration of the motivational factor and the ability to manage it throughout the learning process. The effective factors of online lessons are indicated in the paper: well-selected and prepared material, teaching methods tested by experience and based on technical tools on various educational platforms, selected, structured and appropriately used content, forms and teaching aids. The means and methods of boosting students’ motivation in the process of studying Practical course of the German language are analyzed, considering the specific nature of this subject. It is established that the implementation of the conceptual ideas of education is carried out with the help of information technology, which is based on the fundamental didactic principles – activation, autonomy, constructiveness and a special role is paid to the whole study group. The functions and tasks of the tutor, his role in the formation of a sense of group unity in order to intensify students’ activities during distance learning are revealed. Recommendations for boosting students’ motivation in the process of online studying Practical course of the German language are developed.

The role of cognitive and social leisure activities in dementia risk: assessing longitudinal associations of modifiable and on-modifiable risk factors

Aims With the projected surge in global dementia cases and no curative treatment available, research is increasingly focusing on lifestyle factors as preventive measures. Social and cognitive leisure activities are promising targets, but it is unclear which types of activities are more beneficial. This study investigated the individual and joint contribution of cognitive and social leisure activities to dementia risk and whether they modify the risks associated with other potentially modifiable and non-modifiable risk factors. Methods We used data from the English Longitudinal Study of Ageing (ELSA) from 7917 participants, followed up from 2008/2009 (Wave 4) until 2018/2019 (Wave 9) for incident dementia. Self-reported baseline cognitive activities (e.g. ‘reading the newspaper’), the number of social memberships (e.g. being a member of a social club) and social participation (e.g. ‘going to the cinema’) were clustered into high and low based on a median split. Subsequently, their individual and joint contribution to dementia risk, as well as their interaction with other dementia risk factors, were assessed with Cox regression models, adjusting for age, sex, level of education, wealth and a composite score of 11 lifestyle-related dementia risk factors. Results After a median follow-up period of 9.8 years, the dementia incidence rate was 54.5 cases per 10.000 person-years (95% CI 49.0–60.8). Adjusting for demographic and other lifestyle-related risk factors, higher engagement in cognitive activities (HR = 0.58; 95% CI 0.40–0.84), a greater number of social memberships (HR = 0.65; 95% CI 0.51–0.84) and more social participation (HR = 0.71; 95% CI 0.54–0.95) were associated with lower dementia risk. In a joint model, only engagement in cognitive activities (HR = 0.60; 95% CI 0.40–0.91) and social memberships (HR = 0.75; 95% CI 0.56–0.99) independently explained dementia risk. We did not find any interaction with other modifiable and non-modifiable risk factors. Conclusions Engagement in cognitive and social leisure activities may be beneficial for overall dementia risk, independent of each other and other risk factors. Both types of activities may be potential targets for dementia prevention measures and health advice initiatives.

Aristotelian Concept of Happiness (Eudaimonia) and its Conative Role in Human Existence: A Critical Evaluation

Despite the challenges of human existence, identifying the major features that sustain man’s striving to persist in life (conatus) is very essential in understanding who man is. This paper critically evaluates Aristotelian concept of happiness (eudaimonia) and its conative role in human existence as it ignites newness of interest in Aristotelian theory of happiness as the ultimate end of all human activities. Aristotle’s notion of happiness connotes conative experiences; actions that signify movements of some sorts for preservation of life. With regard to self-preservation in existence, Aristotle held the opinion that man has the natural inclination to actualize his potentialities through strong efforts of the will towards the right, and at the same time to create new potentialities to sustain his life. Through the activities of the soul (virtuous acts), man propels himself in a distinctive way towards objects of his desire for survival and flourishing. His concept of emotions as having the affective, cognitive as well as behavioural dimensions revealed that emotions have psychological values and vital functions which serve as survival instinct in man. However, they differ in their aims in that they have both attractive and aversive characteristics such that they move him either to seek or to avoid necessary objects that enhance or harm his existence, respectively. Considering the subjective experiences of pains and pleasures of emotions, they dispose man to virtuous actions towards excellence. However, to sustain man’s inner drive to persist in life, this paper objects to the theses that happiness can be restricted to only cognitive activities. Despite the weaknesses of his treatise concerning happiness in relation to man’s striving to persist, it was observed that Aristotle’s notion of happiness aids man’s striving in life. For further studies, it recommended clarification of ambiguous concepts and reconciliation of contradictions inherent in the theory.

Factors Associated With Dementia Knowledge and Dementia Worry in the South Korean Elderly Population

Objective South Korea is one of the countries with a very fast aging rate, and the prevalence of dementia is rapidly increasing. However, there are relatively few studies pertaining to sociodemographic and physical health-related factors associated with dementia knowledge and dementia worry.Methods This was a cross-sectional survey of a community in Seocho-gu, Seoul, Republic of Korea. Overall, 1,869 adults aged 60 years participated. Participants completed an online interview or face-to-face interview. Survey data comprised self-report questions including dementia knowledge, dementia worry, demographic, psychological, exercise, and cognitive activities. We conducted logistic regression analysis.Results There was a significant positive association between dementia worry and knowledge. Family history of dementia, education, income, sleep problems, depressed mood and loss of volition, chronic diseases, and presence of a past job were associated with dementia knowledge or worry. Reading, art, or social cognitive activities had a significant positive association with dementia knowledge, and writing or musical cognitive activities had a negative association with dementia worry.Conclusion We found that people with more dementia knowledge and less dementia worry engaged more in cognitive activities that could prevent dementia. Public education should be planned to improve dementia knowledge and reduce dementia worry.

Researching the Process of Using Special Knowledge in Criminal Activities as a Condition for the Objectivity of the Cognition and Qualification of Criminal Realitys Manifestations

The author researches the process of using special knowledge in criminal activities while taking into account the contents of the object of criminalistics, and the essence of the criminalistic culture of law enforcement. Examples are presented to illustrate the features of using specialized knowledge in the criminal sphere. The author analyzes the conditions for defining the role of a concrete person, acting as a specialist, in preparing and committing a crime. The specific features of the theoretical platform of criminal law sciences are singled out. Priorities in the classification and qualification spheres of criminal law knowledge are established. The author draws attention to the identification, prediction and diagnostic essence of criminal knowledge and describes the connection between the nature of a lawyer’s cognitive activities and the qualification boundaries of criminal law actions. It is noted that the process of cognizing the criminal reality is dialectic. The author shows the primacy of the substantive understanding of the act of crime while taking into account the criminal law and procedure benchmarks for working out methodological and tactical decisions in the process of crime investigation.

Innovative Media Space of the Modern Library

The purpose of the article is to analyze the approaches to the use of modern virtual and augmented reality technologies in the organization of the media space of a modern library. The research methodology is based on methods of semantic analysis of the subject area basic concepts. The main directions of the libraries’ transformation in the conditions of technological and information development of society are considered in the article. The novelty of the study is the analysis of innovative approaches to the use of immersive technologies in the organization of the modern library’s media space. The article presents ways to apply virtual and augmented reality technologies in the direction of storytelling, as well as the use of modern approaches to establishing social and communicative links between the library and readers. Conclusions. The use of innovations in modern libraries and the transformation of book collections into information media space promotes the interest of readers and the promotion of library institutions. Modern libraries are required not only to preserve the classical structure of the information institution as an institution for the collection and preservation of printed and manuscript works but also to become modern information and educational space. Presented approaches to virtualization and the use of augmented reality in modern libraries expand opportunities for the promotion of science, literature, promote the involvement of young people in scientific and cognitive activities.

How do I Communicate Sringara Rasa (the Emotion Love) Through Pulaneri Vazhakku (Mode of ‘Sensing’)? Experimental Research Study, Practice-Based

Bharathanatyam is practiced for the purpose of experiencing aesthetic pleasure by the actor, dancer and spectator (Rao, 1997). According to ancient treatises such as the Natya Sastra, dancing should be experiential, sensorial and pleasurable. When dance is transmitted, do these core values of the practice get lost? How can we heighten sensorial ranges through the facilitation of a shift in the transmission and dissemination of learning the component Rasa (emotion)? Some of the problems present in the current landscape of learning Bharathantayam is problematic due to the codification of the traditional form and the authoritarian style rooted in its pedagogy. This has left many students feeling incompetent and as a consequence, made the form unattainable. The purpose of my intervention is to make the learning of Sringara Rasa (the emotion of love) a component in the Bharathanatyam curriculum, accessible to all levels of dancers. I hope to achieve this through a sequential model that interrogates cognitive activities present in the engagement of a role or character performing the emotion. My intervention aims at reexamining the theory and practice of Padams (poetic texts) rooted in the Sringara Rasa (emotion of love) and bridging the gaps in learning this component. When dancers introspect, it allows them to access the sensorial dimension of Bharathanatyam.

DEVELOPMENT OF STUDENTS' EMOTIONAL INTELLIGENCE IN THE GEOGRAPHY COMPETENCE LEARNING PROCESS

The article highlights the urgency of the problem of formation and development of emotional intelligence of teachers and students, which solution is related with present-day modernization of geographical education. The authors analyzed the concept of "emotional intelligence" and characterized the transformation of this concept. Based on the study of psychological and pedagogical literature, the authors identified the main elements of emotional intelligence – self-knowledge, self-regulation, empathy and motivation. They proved the need to develop emotional intelligence in geography teachers as a necessary condition under which teachers can form it in students. The paper points out the peculiarities of the formation of subject geographical competence of students "emotional and value attitude to the environment and human activity in it", which is closely related to the formation and development of their emotional intelligence in the process of learning geography. The article analyzes the conditions for the development of emotional intelligence in adolescence, highlights the characteristic of this age emotional properties. The authors substantiate the specific possibilities of developing the emotional intelligence of students in geography lessons through the use of teaching methods, which are a set of emotional and sensory influences on the student's personality in the process of organizing his educational and cognitive activities. Here the methodical methods of formation of emotional intelligence developed by authors are presented, their content and procedure of realization found out, conditions of their application in the course of training of geography are characterized.