METHODOLOGICAL BASES OF A.S. MAKARENKO’S PEDAGOGY AND HUMANISTIC GUIDELINES OF MODERN EDUCATION

The article deals with the methodological sources and humanistic guidelines of modern education. The philosophical bases of A.S. Makarenko’s pedagogy and pedagogical ideas of G.V. Mohnenko are presented. New approaches to eliminating bad habits such as smoking, alcoholism and drug addiction are shown in modern conditions. The purpose of the study is to identify and systematize humanistic guidelines and dimensions, their meaning and prospects in modern education. In his colonies A.S. Makarenko organized a humanistic and democratic micro-society. One of his main pedagogical ideas was the education of the individual in the team and through the team. The young teacher tokk interest in philosophical works, literature, psychology, history and other sciences, in particular, the works by Bergson, Schopenhauer, Nietzsche and others. The idea of pedagogical expediency was successfully implemented in the practice of A.S. Makarenko, and is closely intertwined with the concept of "common sense" by Henri Bergson. The article considers the following principles of Makarenko's pedagogy: parallel action, i.e. influence on the personality through the team, reliance on positive in the pupil’s personality, perspective lines in the development of the team, "tomorrow's joy" and others. Nowadays, new societal challenges have emerged that require new approaches to education in the context of the spread of alcoholism, smoking and drug addiction. An important and interesting experience is the approaches of Gennady Viktorovich Mokhnenko, an innovative teacher, the founder and head of the largest children's rehabilitation center "Republic Pilgrim" and a network of rehabilitation centers for adults.

Philosopher of psychology (to the 100-th anniversary of the birth of M. S. Rogovin)

The article is dedicated to the centenary of the birth of the famous Russian psychologist M.S. Rogovin. His contribution to the development of many branches of psychological science (pathopsychology and medical psychology, military psychology, cognitive psychology, general psychology, history of psychology, methodology of psychology, etc.) is noted. His contribution to the philosophy of psychology is emphasized, it is noted that his research devoted to the logic of the development of psychological science was of the greatest relevance. The article attempts to highlight the main features of the scientist's scientific style. On the basis of the historical and methodological analysis of the development of world psychological science carried out by M.S. Rogovin, an attempt is made to reconstruct the main provisions of the author's philosophy of psychology. It is noted that the researcher's contribution is unique: in the sixties of the twentieth century, M.S. Rogovin wrote his works, clearly and unequivocally referring to world psychology as a unified science (Soviet psychology, contrary to ideology, was considered by the author not as a new stage in the development of psychology, but in no way more than one of the directions in world science), which has its own patterns and development trends, which were the main subject of his scientific analysis. An analysis is given of M.S. Rogovin's warnings about dangerous trends in the development of psychological science, which are still relevant today. The characteristics of the decisions made by M.S. Rogovin and his students of the most important methodological issues of psychological science are given.

IN ‘SULTAN’ EPIC ‘HUMAN IS HUMAN’S HELL!’

Sulatan's poem is an epic of famous poet and author, Abdul Ghafoor Liwal. It has many features of an epic poem and the value of this subject is that the poem was considered to be an epic. The aim of writing this article is to find out what features this epic has in Pashto Language and due to which factors it can be considered to be an epic. Sultan epic has relation with philosophy, psychology, history and culture the same as other epics have. Also, the idea of Habes and Jean – Pal Sartre (Human is human’s hell!), which is taken from Greek Language Play, can be seen in this epic. Finally library research was used to complete the article. Also, clarifying and descriptive methods were used to finish the article. The goal of this article is to state that mostly a human being harms another human being, how we can do well to human beings rather harming them. The value of this research is it makes humans attentive to their deeds and actions in order to avoid doing evil. The finding of this research is that (Sultan) epic poem is an artificial epic and this epic poem states that (Human is human’s hell!) This concept has been taken from Greek Play. Later, Sartor and other scholars have mentioned this concept.

BIOGRAPHICAL METHOD IN HISTORICAL AND PEDAGOGICAL RESEARCH: ESSENCE, PRINCIPLE, SPE

The article examines the role and importance of the biographical method as a key tool for studying the creative biography of a person in the history of pedagogy. It is recognised that, as a scientific method of perceiving identity, the biographical method has been gaining more and more popularity, by extending the investigative potential to the whole system of humanitarian knowledge – philosophy, history, sociology, psychology, history of pedagogy and other sciences.The article summarises the features of the biographical method in historical and pedagogical research, analyses the scientific principles of knowledge that ensure the effective implementation of the investigative potential of the biographical method (the principle of historicism, systematism, scientific objectivity, absence of dogmatism, reliance on historical sources).The author noted that despite the growing number of historical and pedagogical biographies, their quality and progressiveness for science is still important, which is possible under the conditions of: a) priority of studying the genesis and transformation of scientific phenomena, adequately searching for the sources of contemporary problems in the past; b) methodologically sound application of the biographical method with the totality of its ideas and principles, rules and techniques; c) clear maintenance of the organic integrity of the three projections – “retrospective assessment of the past, an objective appraisal of the present, and a clear and informed foresight of the future”; d) revealing the true essence of the historical and pedagogical process with all its strengths and weaknesses, with an analysis of individual accomplishments and failures; e) the researcher having a high scientific qualification, pedagogical outlook, broad observation and ethics, experience in critical analysis of the literature, knowledge of the historical and pedagogical process, etc.

Contemplative Psychology: History, Key Assumptions, and Future Directions

Contemplative psychology is concerned with the psychological study of contemplative processes and practices, such as meditation, mindfulness, yoga, introspection, reflection, metacognition, self-regulation, self-awareness, and self-consciousness. Although contemplative psychology borders with other psychological and nonpsychological disciplines, some of its underlying assumptions distinguish it from other remits of psychological and scholarly inquiry, as do its component areas of empirical focus, conceptual nuances, and challenges. Furthermore, the discipline has tended to be somewhat disparate in its approach to investigating the core techniques and principles of which it is composed, resulting in a need for greater intradisciplinary and interdisciplinary awareness of the commonalities and differences of core contemplative psychology attributes. As a remedy to these issues, in this article, we adopt a whole-discipline perspective and aim to explicate contemplative psychology’s history, breadth, key assumptions, challenges, and future directions.

Identity narrative, group and individual narratives and their role in social stability: A multidisciplinary approach

Major social political changes over the past decades have stimulated an interest in both individual (i.e., personal) and group narratives as they relate to the decision-making process. In previous contributions, we have proposed the term Identity Narrative (IdN) to define a cognitive and emotional framework that serves as an implicit (unconscious) scaffold of human autobiography. IdN is a form of implicit memory, the acquisition of which begins with the first human nonverbal interactions. It serves as a framework for a person’s identity and creates relative stability and constancy for conscious, explicit, autobiographical memory. In this contribution we are presenting a multi-system exploration of the relationship between personal narratives as influenced by IdN and group narratives and their impact on social stability. We are presenting multi-disciplinary data from a variety of fields, including group psychoanalysis, memory research, the neuroscience of error prediction and free energy, and social science. We propose that in order to maintain social stability, the ratio between the entropy of personal narratives and group narratives in society also remains relatively stable. Based on the literature on group analysis, we are proposing a further investigation of the interchange between group narratives (group psychology, history, the humanities, culture in a society) and individual narratives (autobiography and IdN), and their impact at a societal level. By doing so, we are reiterating that the study of group analysis is of special socio-political significance in these historical times.

ON THE INFLUENCE OF HAPPINESS ON HUMAN HEALTH

The article considers the concept and phenomen on of happiness from the perspective of different authors. The subjective perception and interpretation of the term happiness and the vital interest in this phenomen on by such sciences as philosophy, ethics, psychology, history, medicine. The concept of happiness in a narrow (fate, talent, luck, success, joy) and broad (psycho-emotional state of complete satisfaction with life, a sense of complete joy) senses has been covered. The ratings of the countries on the level of happiness among population (WorldHappinessReport) and the «happiness index» studied by the international foundation NEF (NewEconomicsFoundation) have been analyzed, along with the position of Ukraine. The finding soft helongest-running study from Harvard University, which aimed to find out what makes people happy from adolescence to old age, have been presented. It has been found that good relationships with people make us happier and healthier. Good social connections are good for us, but loneliness shortens life. It was proved that the happiest of the participants in the experiment, even feeling physicalpain, stayed positive. In stead, un happy people feltthat the physical pain became even stronger dueto a bad emotional state. The importance of a spouse supporting, and its positive impact on such a process as memory was emphasized. Instead, it was noted that their memory did not deteriorate as rapidly as in single people. Key words: health, life satisfaction, feelings of happiness, level of happiness.

A Study on Digital Literacy Skills of Faculty of Letters Students: Use of University Library

Digital literacy skills are important, for university students, who are qualified human resources of countries, to have the digital literacy skills to meet the needs of the current age. However, in university libraries where digital technology is used extensively, it is thought that users who do not have or have low digital lit-eracy skills will not benefit from these libraries in the maximum level possible. It is therefore recognized that the determination of the digital literacy levels of the users, to whom services are provided, is important in diversifying the services and training provided to the users. This study is conducted in order to determine the current awareness and skills of students in relation to digital literacy studying in the first grade of departments of Psychology, History, Turkish Language and Literature (TLL), and Contemporary Turkish Dialects and Literatures (CTDL) at Bartın University. Using quantitative research method, the data used in this study was obtained by using survey technique. Within the framework of the responses of 226 participants to the survey questions, the study investigated whether there were any differences between students' digital literacy skills and awareness on the basis of departments and technology usage habits. The study shows that students' skills and awareness about digital literacy vary according to the departments they study in and their technology usage habits. It is observed that the Psychology de-partment received the highest average for the information technology usage habits among the participants.