PRIVATE PRESCHOOL EDUCATION INSTITUTIONS AS AN ALTERNATIVE TO STATE INSTITUTIONS FOR EDUCATIONAL TRAINING OF PRESCHOOL CHILDREN

It is noted that the development of a progressive society is dynamic, with a tendency to constantly accelerate, complicate and change, so the integration of Ukraine into the international educational space is the main task of Ukrainian education in general and preschool education in particular. Preschool education is not only a system of knowledge for its transmission to the younger generation, but also the most important means of creating a successful future for all mankind, and the key goal of education is a mature and educated person. It is noted that private preschools can become an effective alternative to public kindergartens only if the requirements set out in the State Standard for Preschool Education are met. The current state of the network of preschool educational institutions (PEI) of different types and forms of ownership (public, municipal, private, corporate, family) is analysed and regional indicators of the end of 2020 – beginning of 2021 are taken into account. It is determined that private and corporate PEI can help to solve national problems with groups overcrowding, low quality of educational and developmental environment organization (subject-spatial, psychological-didactic, social-communication and motivational-cognitive components), inclusive education organization, implementation of ideas of the best international experience, insufficient number of PEI in Ukraine.

Memories in memoirs: Mykhailo (Moisey) Fradkin

The artist Moisey Fradkin (1904–1974) was a bright talented person in a brilliant galaxy of Ukrainian artists of the late 1920s – mid 1930s. He was a direct participant in the process of forming a special national “face” of graphic art. His works, which were exhibited at numerous foreign exhibitions in Europe and the United States, were noted as “strong and magical.” However, the further Fradkin’s creative destiny was not triumphant – after a very bright surge of original talent, his art was muted in the Procrustean bed of the Stalinist ideology, from about the end of the 1930s to the 1960s. He did not lose his skills, but only at the end of his life, full of wise experience, Fradkin again acquired bright energy and youthful enthusiasm in his work. Fradkin was a widely educated person, he taught at the Kharkiv Art Institute, was an active illustrator, author of easel compositions and graphic miniatures-exlibrises, worked in the field of industrial graphics for many years, headed the section of decorative and applied arts of the Kharkiv Club of Exlibrisists, collected a huge library. He and his wife, H. Krieger put together a unique collection of paintings, graphics and decorative and applied arts (more than 4000 items), which was later inherited by the Kharkiv Art Museum. The museum’s archives contain scattered sheets with fragments of Fradkin’s memoirs about his years of study at the Kharkiv Art College-Institute, which emotionally describe the time of the rapid reform of art education, which was full of contradictions. The article is based on these, not completely deciphered notes, and on the personal memoirs of the author of the article, who was familiar with the artist in the last four years of his life.

The National Education Policy of India - A Study

Education gives us knowledge of the world around us. It develops in us a perspective of looking at life. It is the most important element in the evolution of the nation. Without education, one will not explore new ideas. It means one will not able to develop the world because without ideas there is no creativity and without creativity, there is no development of the nation. An educated person is aware of his personal as well as social responsibilities. Proper education teaches a person to think beyond his personal interests and also provides him the ability to give something back to the society. The Ministry of Human Resource Development formed a Committee chaired by Dr. K. Kasturirangan for preparing the National Education Policy. The Committee was constituted in June 2017. The Committee submitted its report on May 31, 2019. The aim of the policy is to prepare the children of India with 21st century skills. The policy is founded on the three pillars of Research, Innovation, and Quality, with the objective of developing India into a knowledge super power.

TRIBAL EDUCATION IN INDIA: GOVERNMENT INITIATIVE

India is a country of multi-racial groups which is reflected by different cultures, religions, languages and racial groups. These social groups are at different levels of development. The Scheduled Tribe is one of the principle groups which have a history of discrimination. They are economically, politically and educationally backward. Right from independence Government of India has taken many progressive initiatives for the holistic developmental of the tribal. In this endeavour, the Right to Education bill 2009 was a landmark step in realizing the cherished goal of universal elementary education which will also certainly help tribal community. It is a well established fact that there is a close relationship between level of education and economic prosperity. An educated person is given more respect and than an uneducated. So receiving education is essential for every individual. Education is considered as one of the important tool for the socio-economic development of tribal. This paper attempts to highlight different constitutional safeguards and promotive schemes undertaken by the Government India for empowerment of education among tribal .

“Concepts of Konstantine Gamsakhurdia`s “Moon`s Abduction”

“Moon`s Abduction” by Konstantine Gamsakhurdia is a very important text written in the Soviet Georgia. The writer created monumental literary landscape in the period of so called “socialist realism” literary style. The novel makes a great demand on the reader`s erudition, on his capacity to understand the complex allusions, literary, philosophical and mythological, that characterize Gamsakhurdia`s prose. The present article deals with the world-outlook of Soviet and Post-Soviet literary critique – on the background of the publicistic letters of the outstanding critics Beso Zhghenti and Soso Sigua. The novel clears up the writer`s attitude to the revolution, socialism, collectivization of agriculture, person`s role as a member of society. The Soviet and Post-Soviet critics world-outlooks are absolutely different. By the Soviet critic (Beso Zhghenti) the novel is an excessive apologia of Soviet system, of Soviet state-building, a positive character (hero) is Arzakan Zvambaia, the security officer, the ossicial of Cheka, Bolshevism is better than traditional life of Georgia, civilization is better than culture. By the Post-Soviet world-outlook (Soso Sigua) the novel is a reflection of tragedy of the Georgian nation (because of negation of Georgian traditions, unique Georgian culture), a positive character is a prince Tarash Emkhvari, cultural and well-educated person; Bolshevizm is tragedy. Literary, philosophical and mythological allusions characterize Gamsakhurdias literary heritage (verses, short-stories, novels). The article deals with the world-outlook of the author. The official of Cheka Arzakan is a patricide, another official Arlan cut the centuries-old sacral tree - Bolhevizm hates roots and traditions. There are a lot of mythological characters reflected in the novel (Aramkhutu-Amirani, Sacral-tree, Mezir – Sacral serpant…). A reader feels the influence of Nitcze and Bergson world-outlook, passages from Hesiod`s “Theogony” and Appolonios from Rodoss “Argonautica.”The novel of Konstantine Gamsakhurdia is one of the best reflections and the best samples of Georgian novel of the 30s of the 20th century epoch.

Modernising education: unlearned lessons from Frederick Taylor

Nowadays, the term “modernisation” is usually associated with the term “digitalisation”, which, in its turn, is adopting semantics of the terms “modern”, “progressive”, “future”. Frederick Taylor was one of the first scholars to face the limits of the latter and came close to a number of questions concerning their boundary indicators, content characteristics and guidelines for their establishment. Nowadays, these unexplained questions tend to disguise themselves as something “inevitable”, “obvious”, “insurmountable” in the educational process. The methods of an integrated approach allowed for demonstrating that the understanding of the content of the so-called “unlearned lessons” from Frederick Taylor regarding the problem of “human capacity” in terms of its mental component can help sufficiently in finding an answer to the question about the ways of developing critical thinking among the inhabitants of this space, and about the specific “trivium” and “quadrivium” for them. Therefore, it was concluded that the problem of “human capacity” is crucial for the development of the ideology of education as a system of ideas about the role and purpose of education in society, and, thus, about what is an “educated person” and how it is possible to create one today.

The Role of Reading in The Process of Foreign Language Teaching

Learning a foreign language contributes to the development of cognitive functions of the human psyche. In the process of mastering a foreign language practicing different memorization techniques, formed philological thinking, expand knowledge of reality. Especially reading helps to develop all these skills. At the initial stage of learning, reading comes to master the technique of reading aloud, and only to some extent, self-reading. As reading is one of the most important means of obtaining information and it has a significant place in the life of an educated person, this article deals with the role of reading in the process of teaching the foreign language

Interpretation of the teaching of cultural disciplines in the recent period of historical development

В России периодически появляются публикации, посвященные определению предметного поля культурологии, ее междисциплинарным связям, нерешенным проблемам научного становления культурологии. Новые способы интерпретации истории, которые предложили французские исследователи, сначала вызвали почти паническое утверждение о том, что как наука «история исчезает», но впоследствии пришли к переходу от «истории-события» к «истории-проблеме», к появлению и успешному развитию истории ментальности, микроистории, исторической антропологии, истории повседневной жизни и др. История мировой художественной культуры, история искусств, история художественной культуры, история мировых религий как учебные дисциплины сегодня в России сохраняются только на узкоспециализированных факультетах. На протяжении нескольких десятилетий кардинально изменился сам характер общекультурной эрудиции более или менее образованного человека. Традиционная устоявшаяся совокупность знаний, которая была обязательной для гуманитария или негуманитария, существенно трансформировалась за счет сокращения собственно гуманитарной, художественной сферы. Хотя ради справедливости стоит заметить, что современные технологии значительно упростили доступ к культурным достижениям. Каждый раз увеличивается и количество, и качество интернет-ресурсов мировых музеев, библиотек, архивов. В последнее время начали проводить конференции и публиковать итоговые коллективные монографии, цель которых – практически продемонстрировать современный профессиональный уровень культурологических исследований. Одним из последних примеров является коллективная монография (скорее сборник статей) 2019 г. «Наука о культуре: культурология, культуроведение, Cultural Studies, culturology». Безусловно, в сборнике есть хорошие, профессиональные научные публикации, которые заслуживают отдельного обстоятельного рецензирования. In Russia, there are periodically published publications devoted to the definition of the subject field of cultural studies, its interdisciplinary connections, and unresolved problems of the scientific formation of cultural studies. The new ways of interpreting history proposed by the French researchers first caused an almost panicked statement that as a science "history disappears", but later came to the transition from "history-event" to "history-problem", to the emergence and successful development of the history of mentality, microhistory, historical anthropology, the history of everyday life, etc. The history of world art culture, the history of art, the history of art culture, the history of world religions as academic disciplines today in Russia are preserved only in highly specialized faculties. Over the course of several decades, the very nature of the general cultural erudition of a more or less educated person has changed dramatically. The traditional, well-established body of knowledge, which was mandatory for the humanities or non-humanitarians, was significantly transformed by reducing the actual humanitarian, artistic sphere. Although for the sake of justice, it is worth noting that modern technologies have greatly simplified access to cultural achievements. Each time, the number and quality of Internet resources of world museums, libraries, and archives increases. Recently, we have started to hold conferences and publish final collective monographs, the purpose of which is to practically demonstrate the modern professional level of cultural studies. One recent example is a collective monograph (rather a collection of articles) two thousand nineteen "The science of culture: cultural Studies, cultural Studies, cultural Studies". Of course, there are good, professional scientific publications in the collection that deserve a separate thorough review.

Echoes of Plato’s Apology of Socrates in Luke-Acts

As a literate and well-educated person, the author of the Gospel of Luke and the Acts of the Apostles (“Luke”) would have been familiar with Plato’s Apology of Socrates, one of the most widely-known ancient Greek texts in the Mediterranean world in the 1st century CE. Indeed, it appears that “Luke” may have used his, and his readers’, familiarity with stories about the life, trial, and death of Socrates, and with the account in Plato’s Apology of Socrates specifically, as an interpretive tool in three “trial” scenes narrated in Luke-Acts: those of Jesus, Peter, and, most obviously, Paul.