scientific pedagogical
Recently Published Documents


TOTAL DOCUMENTS

221
(FIVE YEARS 124)

H-INDEX

3
(FIVE YEARS 2)

2021 ◽  
Vol 54 (6) ◽  
pp. 434-442
Author(s):  
Nurfer Tercan ◽  
◽  
Gulzhikhan Nurysheva ◽  

Introduction. The study of Al-Farabi’s pedagogical heritage is relevant, since it allows forming a scientific idea of the level of progressive experience in teaching and upbringing in the conditions of the early Middle Ages, in the era of the flourishing and rise of culture in the East. Research purpose is to consider Al-Farabi’s creative heritage and give an overview of his scientific-pedagogical ideas. Materials and methods. The authors used Al-Farabi’s treatises, reflecting his pedagogical ideas, as well as the works of modern teachers, historians and philosophers. Research methods: analysis, synthesis and historical-pedagogical interpretation of the data contained in the sources; systematization and generalization of materials obtained as a result of studying open Internet sources and modern scientific literature. Research results. Despite the fact that Al-Farabi’s ideas were based on the works by Plato and Aristotle on the cognizability of the world, the scholar has developed original applications of this theory in relation to the needs of that time, taking into account the state religious policy. According to the thinker, the ideal of upbringing and education includes the mastery of scientific knowledge, moral and aesthetic perfection of both the student and the teacher. The rules proposed by Al-Farabi asserted the social significance of teaching and upbringing based on mutual respect of teachers and students. The educational system and teaching methods proposed by Al-Farabi made it possible to activate the students’ creative and cognitive activity, contributed to the development of logical thinking and comprehension of the information they receive. Discussion and conclusion. The study and analysis of Al-Farabi’s treatises show that the thinker considered all aspects of the educational process: educational goal, learning content, teaching methods and tools, the duties of the student and the teacher. The thinker’s entire creative heritage is imbued with the ideas of humanizing and democratizing society through its improvement by upbringing and educational tools.


Author(s):  
Oleksandr Antonenko

The purpose of the article is to analyze the creative activity of a member of the National Union of Composers of Ukraine, choral conductor, teacher Viktor Yakovlevich Reva. The methodology consists of the application of genre-style, structural-semantic, analytical and biographical methods for the analysis of the artist’s creative activity. Scientific novelty. For the first time in Ukrainian art history, the compositional, scientific-pedagogical, and performing acts of V. Reva in the context of the development of musical culture of South-Eastern Ukraine of the end of the XX - the beginning of the XXI century is analyzed. Conclusions. At the turn of the XX - XXI centuries. V. Reva’s creative activity enriched the musical culture of South-Eastern Ukraine. The composer’s works are included in the repertoire of creative groups and performers from Kyiv, Odessa, Mykolayiv, Zaporizhia and Donetsk regions, they are used not only as a concert, but also as educational material. The influence of both classical musical heritage and modern stylistic trends can be traced in V. Reva’s compositional work. The artist’s compositional work is genre-diverse, but the spread of his work and enrichment of knowledge about it is mainly due to the appeal to choral and vocal genres, which are a priority. Keywords: Victor Reva, composer, creative activity, musical culture of South-Eastern Ukraine


Author(s):  
Зара Кадыровна Меретукова ◽  
Аида Рамазановна Чиназирова ◽  
Нафсет Шумафовна Блягоз ◽  
Нафисет Кирмизовна Куприна

Выдвигается и обосновывается тезис о некорректности причисления понятия «изучение» к методам научного исследования. Раскрывается соотношение понятий «познание», «исследование», «изучение», в связи с чем сравниваются существующие в литературных источниках дефиниции этих понятий. Выдвигается и обосновывается тезис о синонимичности и синкретичности указанных понятий, сравниваются дискурсы разных авторов о сущности изучения, выявляются противоречия, опровергающие утверждение о том, что изучение является методом исследования. Рассматриваются разные классификации методов научного исследования как на общенаучном, так и научно-педагогическом уровнях, и выявляется методологическая путаница в некоторых подходах. В качестве принципиального аспекта поставленной в статье проблемы рассматривается следующий вопрос: «Если изучение можно вообще причислять к методам научного исследования, то к каким - эмпирическим, теоретическим или к общим для эмпирического и теоретического уровней исследованиям?» В связи с таким аспектом проблемы осуществляется сравнительный анализ разных подходов и аргументируется неправомерность и некорректность некоторых из них. Обосновывается некорректность отнесения таких методов научного исследования, как анализ, синтез, абстрагирование, моделирование и др., только к теоретическим методам, а также приводятся ситуации, при которых эти методы «становятся» либо эмпирическими, либо теоретическими. Рассматривается полемика ученых по вопросу корректности или некорректности подхода, отрицающего необходимость учета специфики конкретно-научного уровня методологии и, в частности, методологии педагогических исследований и утверждающего, что методология кончается на уровне общенаучной методологии. The paper puts forward and validates a proposition about the incorrect attribution of the concept of "study" to methods of scientific research. The authors disclose the relationship between the concepts of "cognition," "research," and "study" and compare the definitions of these concepts existing in literary sources. They also put forward and validate a proposition about the synonymity and syncretism of these concepts, compare the discourses of different authors about the essence of study and reveal contradictions that refute the statement that study is a method of research. The publication examines different classifications of scientific research methods both at the general scientific and scientific-pedagogical levels, as well as reveals methodological confusion in some approaches. As a fundamental aspect of the problem posed in the paper, the authors consider the following question: "If study can be ranked among the methods of scientific research, then among which - empirical, theoretical or general for empirical and theoretical levels of research?” In connection with this aspect of the problem, they carry out a comparative analysis of different approaches and argue the illegality and incorrectness of some of them. The incorrect attribution of such methods of scientific research as analysis, synthesis, abstraction, modeling, etc., only to theoretical methods is justified, and situations are given in which these methods "become" either empirical or theoretical. The paper explores the debate of scientists on the issue of correctness or incorrectness of the approach, which denies the need to take into account the distinctive nature of the specific scientific level of the methodology and, in particular, the methodology of pedagogical research and which confirms that the methodology ends at the level of a general scientific methodology.


2021 ◽  
Vol 4 (2) ◽  
pp. 1-9
Author(s):  
K. І. Blazhivskyi ◽  

On the 150th anniversary occasion of the Department of Chemical Technology at the Lviv Polytechnic National University founding, the activities of chemical departments and faculties at the time of Polytechnic School in 1877–1918 and the conditions of study of students was covered. Creation and transformation of chemical departments and the role of their leaders was considered. Scientific-pedagogical and public activities of famous scientists and teachers such as August Freund, Yulian Medvedskyi, Bronislaw Pawlewski, Roman Zaloziecki, Stefan Niementowski, Ignacy Moscicki, their contribution to development of Lviv Polytechnic and Galicia was characterized.


Author(s):  
Nataliia Koliada ◽  
Nataliia Levchenko ◽  
Oksana Zabolotna

The article describes the experience of training doctors of philosophy in social work in Ukraine. It was found that in the context of the academization of a new scientific specialty, which appeared in the list of specialties in 2015, there was a need for scientific and methodological support for training highly qualified personnel – doctors of philosophy and doctors of science in specialty 231 «Social Work». Training of doctors of philosophy in social work is aimed at training an intelligent, informed, self-identified, competitive, integrated into society specialist capable of producing new ideas, solving complex problems in the field of professional scientific-pedagogical and research-innovative activities, demonstrating significant authority, high degree of independence, academic and professional integrity, consistent commitment to the development of new ideas or processes in the advanced contexts of professional and scientific activities, mastery of their methodology; deeply rethink existing and create new holistic knowledge; capable of continuous self-development and self-improvement, development of professional scientific-pedagogical and research-innovative activity in the field of social work. The authors analyzed educational and scientific programs (2019, 2020, 2021) in the specialty 231 «Social Work» of the third (educational and scientific) level, posted on the official websites of institutions 1 scientific institution and 11 institutions of higher education of public and private ownership. The analysis shows significant differences in the important components of the Descriptions of educational and scientific programs due, first of all, to the lack of an approved Standard of Higher Education for the third (educational and scientific) level in the specialty 231 «Social Work». Based on the generalization of the results of scientific and theoretical analysis of the research problem, the main ways to improve the theory and practice of training doctors of philosophy are identified, the prospects for the development of social work as a science and practice are outlined.


2021 ◽  
Vol 40 (3) ◽  
pp. 5-12
Author(s):  
Dmitriy V. Ovchinnikov

The content of this article was presented in the form of a report at the International Military-Technical Forum Army-2021 and are devoted to the formation and the present day of the system of organizing scientific work in medicine. It is shown how medicine formed the attributes of science with a system of state scientific attestation, certain forms of scientific work and the system of establishing its organizational foundations with the formulation of tasks by control units for the development of specific directions in the interests of military medicine. The role in this paper of the scientific department of the Military Medical Academy and a brief outline of its history are described. Significant attention is paid to the current state of scientific work, its forms and types, the peculiarities of their functioning in modern conditions, as well as development prospects. Modern scientific ties, relationships with the Russian Academy of Sciences, the Military Innovative Technopolis Era and other ties with the crucial partners have been demonstrated. The specifications of the system of training scientific and scientific-pedagogical personnel are given, starting with the system of the military scientific society of cadets and listeners to the election of members of the RAS. The role of military medical science in the fight against the COVID-19 pandemic is shown, as well as the prospects for the development of scientific practices of the Military Medical Academy (4 figs, bibliography: 6 refs).


Sign in / Sign up

Export Citation Format

Share Document