Spirituality of a Personality: Methodology, Theory and Practice

6-15

Authors: L. B. Adaryukova

The article is devoted to the review of the questions of the use of multimedia resources, presentations in particular, during the professional education of students future specialists in cyber security, namely: the characteristics of the main terms (multimedia, presentations), the reasonability of multimedia use during professional education, the main requirements to presentations design in order to achieve the highest efficiency of educational material comprehension. Besides, the article deals with the role of the use of educational multimedia presentations in the formation of self-educational competence of students-future specialists of information technologies (cyber security in particular). The article provides the analysis of the use of multimedia presentation at different form of education organization: lectures and independent preparation for seminar classes. Multimedia presentations as a means of visualization of educational material during lectures significantly enhance the efficiency of educational process, as due to several perception channels the percentage of the information learned is increased, which is important in the context of constantly updating learning material on professional training and the limited time for teaching this material to students. Presentations significantly increase the students’ motivation, which transforms from external into internal one during their independent work with the presentation. The structural character and visualization of the material in presentations substantially activate reproductive mental mechanisms. This contributes to the formation of self-educational competence of students future cyber security specialists. As interest in educational material improves students’ proactive attitude during educational process, it results in the higher level of professional development of students and transformation of professional education into self-education.

23-33

Authors: N. O. Barvina

The article is devoted to the issue of determining the possibilities of theatrical pedagogy in the process of artistic and aesthetic education of the students participating in a university drama studio. An attempt to define the substantive foundations of such concepts and phenomena as «students’ education», «artistic and aesthetic education,» «development», «theatrical art,» «theatrical pedagogy,» «theater methods,» «theater studio» has been made. The basic research in which the given problem is considered and on which the author relies have been analyzed. The importance of the artistic and aesthetic education has been highlighted. Personality development through the means of theatrical art has been recognized as the main concept of education. The character of «artistic» and «aesthetic» has been determined. The function of art in education has been clarified. The problem of rational organization of the artistic and aesthetic educational process has been considered. University drama studio has been proclaimed as the best environment for cultural and creative development of the students. Theatrical pedagogy with its unlimited educational potential is supposed to be an active means of education, of the personality’s all-round development in the frame of learning process through the theatrical methods and creative actions. The main features of theatrical pedagogy and its general methods contributing to the education stimulation have been mentioned. The attention has been paid to the pedagogical and psychological approaches to the studio work organization. The appropriate use of all existing theatrical systems principles and the possibility of implementing the main acting methods have been analyzed.

40-49

Authors: A.Yu. Bovt

The article deals with the educational components of the musical art programmes as a tool of artistic and aesthetic education at schools of three largest Canadian provinces: Quebec, Ontario, and British Columbia. Since each of the provinces of Canada has its own Ministry of Education, educational programmes in all disciplines have their own peculiarities. This also applies to artistic education, which usually consists of the study of music, drama, dance and visual arts. It is shown that the musical art is given careful attention, as music has always occupied a significant place in life and activities of the inhabitants of the North American continent country. In particular, three key competencies that students must learn in the process of artistic and aesthetic education by means of the musical art are highlighted: the ability to create musical compositions (using musical instruments or vocal), the ability to perform musical works (to embody ideas with the full range of musical elements, techniques and means of expressiveness) and the ability to perceive, analyse and critically evaluate musical compositions (first of all, from an aesthetic point of view). Distribution of programmes in provinces by classes are described. In British Columbia, there are separate programmes covering the period from kindergarten to grade 7, from 8 to 10, and from 11 to 12. In Ontario, the distribution is as follows: from grade 1 to 8, from 9 to 10 and from 11 to 12. In Quebec, studying is divided into cycles: elementary and secondary, which is also divided into two (from grade 7 to 8 and from 9 to 11). It has been proved that a special place in the system of artistic and aesthetic education by means of the musical art is the sociocultural and historical context that children must understand and take into account when creating, performing and analysing musical works. It is emphasized that the primary attention is paid to the ability to realize power and beauty of music and appreciate it as a unique cultural heritage of humankind.

60-70

Authors: Т. O. Hryboiedova

The article analyzes the peculiarities of social adaptation of young schoolchildren to independent life in general-education boarding schools. The purpose of the educational process of the boarding school is grounded, including the provision of social adaptation of the student's personality and development of his ability to live independently. Junior school age in the article is defined as an important stage in childhood, the positive development of which depends on the development of spirituality of the personality, desire and ability to learn and faith in its strength and further human activity. Formation of the child's personality in the conditions of general-education boarding schools is characterized by the peculiarities that are convincingly defined in the materials of the article. Social adaptation of pupils of general-education boarding schools depends on three factors: the state of physical, mental and spiritual health of pupils; the reasons for the arrival of children in a residential institution; the peculiarities of their life to the orphanage. The author of the article emphasizes that the never-healing trace in the life of the child leaves orphanhood, which leads to the deformation of mental processes caused by stressful situations and affects the psychology of personality. The loss of parents or the abandonment of children by them for their own sake, for various reasons, causes the tragedy of children, leads to mental injuries, elimination or mitigation of which should be assumed by the educational institution. The peculiarities of social adaptation of young schoolchildren are identified. The problems of preparation of young schoolchildren for independent life in a society that provides successful social adaptation are actualized.

79-90

Authors: V .V. Dyomina

The author of the article lights up the theoretical bases of preparation of modern specialists of pedagogical education, that possess a high level of general and professional culture, are able to adapt themselves to the constantly changing vital terms, and apply knowledge, abilities and skills in a new professional situation with the purpose of effective decision of the problem; socially-responsible behavior is inherent in them, they occupy active civil position; they are capable of adequate communicative interaction in various social groups, independent reflective thinking, self-education; constant improvement of morality, intellect and cultural level. Conceptual bases of development of pedagogical conditions of education of bilingual culture in the future teachers of foreign language are grounded: the social order of the state and society, reflected in normative legal documents; methodological approaches (system-synergetic, cross-cultural, person-oriented, activity- reflective, environmental) which formed the scientific concept of research, were defined; features and specific of process of professional preparation of teachers-philologists and their education in the context of dialogue of cultures; internal features of the worked out organizational and methodical system of education of bilingual culture of students (bilingual cultural and educational environment) prospect of development of the system of education of the future teachers in the context of dialogue of cultures in the integral educational process of higher pedagogical school. The complex of pedagogical conditions acting in the purposefully created bilingual environment of the higher pedagogical educational institution is substantiated and defined, in which a set of psychological and pedagogical factors that allow to effectively carry out educational or training work is presented in close interaction, which promotes increase of the efficiency of the educational process in didactic, educational and acmeological higher pedagogical educational establishments: modular design of the content of foreign language education in the process of vocational training of teachers of a foreign language and its socio-cultural content; creation of cultural and educational bilingual environment; attraction of students to active interaction in the integrated multicultural space of a pedagogical university; dialogic cooperation between the subjects of educational process; pedagogical stimulation of reflection of students.

103-112

Authors: О. V. Kovalova, O. H. Gavrysh, Е. U. Sypchuk

The definition of the concept of «student self-governance» is described in the article. It is noticed that A. Makarenko, one of the most popular scholars, has developed the basic principles of the student self-governance system, its traditions, sources of self-sufficiency and independence as well, as civic duty of personality. The analysis of the current state of self-governance at higher educational institutions of Ukraine is made in the article. The authors pay a lot of attention to the legislative basis on which representatives of higher education institutions rely, creating their own system of student self-governance. They also point out the purpose and objectives of this structure (the protection of rights and interests of students studying at the higher educational institution, creation of conditions for student personal self-realization and formation of their organizational skills, leader qualities, and responsibility for the result of their work and so on). On the example of the State Higher Educational Institution «Donbas State Pedagogical University» the authors describe the structure, basic forms and methods of work of student self-governance (excursions, webinars, debates, seminars, trainings, online-conferences, «round-tables''), describe the main priorities of the self-governance system and students, which are aimed at the activation and development of the youth movement at the university. The connection between the student self-governance system of the State Higher Educational Institution «Donbas State Pedagogical University» and modern public organizations is also described in the article.

123-130

Authors: Y. M. Lymareva, V. M. Turka, A. E. Ryabko

The article substantiates the expediency of using an experimental approach to the study of physics at an elementary school. Based on the study of the section «Electricity and Magnetism» the possibility of the complex use of different types of physical experiment in the educational process is shown. The experiment, depending on the purpose of its use in the educational process, provides an opportunity for a more detailed comparison with other types of work, monitoring of the integrity of knowledge, skills and abilities of the student. In view of the change in the school curriculum aimed at the integration of natural sciences, the experimental approach to the study of physics as a fundamental science of nature will ensure a coherent perception of the phenomena of nature by students and their use in view of various natural sciences. The visual perception of information, the activity approach to the acquisition and accumulation of information and the awareness of practical significance of knowledge form the ability of the student to operate successfully in a dynamic society, his confidence in his own capabilities and strength, understanding the world of knowledge and the continuity of the development of science. Observation, as a type of experiment, has the purpose of interest, motivation for the study or application of theoretical information to explain phenomena. Experimental verification of laws and regularities – awareness of the truth of the theory or acquiring skills of practical work with equipment; practical establishment of cause-effect relationships – understanding of the knowledge of science; creative tasks – the skills of elementary research work. The experimental approach to the study of physics as a natural science provides an opportunity to provide visibility in the acquisition of knowledge; formation of an integrated approach to the assimilation of not only the educational material in physics, but also the methods of accumulation and systematization of any information; awareness of the practical significance of knowledge, their mobility and the constant development of science in general. The study of physics at school based on the research approach combines visual training, activity approach and active student’s mental activity.

140-153

Authors: O. P. Luchaninova

The paper presents structural and semantic analysis of the basic research concepts of the educational system of institutions of higher technical education at the stage of its renovation. The educational system should have integral, integrative properties, through which upbringing fulfills its functions in the solution of the main goal of education – preparation for a life. Each system has its own properties and it functions, achieving its goal. In pedagogy there is no single conceptual approach of scientists to the study of this pedagogical phenomenon. In this regard, there is a need to clarify the conceptual apparatus, and to formulate a clear definition of this term in the process of its practical application. The results of the aspect analysis of domestic scientific literature carried out by the author show that the theoretical justification of the educational process at the institutions of higher technical education has been disclosed at a sufficient level, and the integral theoretical grounds for the functioning and updating of the educational system of modern institutions of higher technical education in Ukraine is only starting to develop. The author defined a definite semantic field for clarifying the essence, structure, and characteristics of the main definitions of the research with the help of the defining dictionary, science vocabularies, pedagogy, the dictionary of modern Ukrainian language and other monographs and research on the higher school pedagogy. The author relies on the scientific category «system», which has been interpreted in pedagogical and reference literature and scientific research; submits the content of the notion of «educational system», a generalized interpretation of the notion of «education» in the scientific works of domestic and foreign scientists. The notion of «system», «educational system», «education» as generic concepts as well as «educational work», «educational space», «system of education», «subjects of the educational system» as key notions have been disclosed. Educational means whose combination is to provide the formation of the students’ personality can be considered as elements of the system. Values in this system should be not only essential, but also sufficient. The content of the notion «educational system» in the works of domestic and foreign scholars has been represented. Structural and semantic analysis of the notion of «educational system» allows to transfer to a component analysis of this notiont and will help to identify its features at the stage of renovation.

161-171

Authors: I. V. Ozarchuk

The article analyzes the development of modern school education in the Republic of Lithuania under the influence of the integration and global processes of the late XXth to the beginning of the XXI century. The theoretical approaches to the formation of content of foreign language education in Lithuania are analyzed. The role of foreign language education at the present stage of functioning of preschool, school, and higher education in the Republic of Lithuania is revealed. It is proved that multilingualism in the Baltic States is due to the need of European society, namely the development of the sense of inclusion of each person in public life and the common democratic citizenship of all Europeans. The role of motivation and the need to study and possess more than one foreign language by pupils and students is highlighted, and the issue of introducing foreign languages from the kindergarten has been raised. The expediency of integration of knowledge and skills of future teachers of a foreign language is substantiated. The necessity of owning the (Lithuanian) language in all Lithuanian citizens as well as foreigners with the right to permanent or temporary residence is defined in order to ensure unimpeded integration into public life. The focus is on the educational objectives of the foreign language education, as well as on the internal and external reasons that preceded the development and approval of the curricula of the Lithuanian education system. It is proved that the Lithuanian law contributes to plurilingualism, since the citizens of the Republic of Lithuania are multilingual - two thirds of the population are able to speak at least two foreign languages, which is several times higher than the average of the European Union.

184-193

Authors: S. V. Pomyrcha, А. Kozhedubova

The methodical aspects of study of «Morphemic» section by the future teachers of primary school are considered in the article. The authors offer the most effective ways of working on this section, the system of checking and controlling the acquired knowledge of future primary school teachers. To form language skills the students are offered a system of morphemic exercises, aimed at acquiring the ability to determine the morphemic structure of the word, to determine the variants of morphemes, etc. The relevance of the article is that the modern concept of the development of pedagogy of higher education in Ukraine requires continuous linguistic education, a profound assimilation of linguistic norms, an increase in the level of speech culture, the continuous improvement of speech skills and the skills of future teachers of a «new» primary school, involving the use of both traditional and methodical methods, and introduction of new pedagogical innovations in higher educational establishments. During the research the following methods were used: theoretical - studying and analysis of scientific and methodological literature, generalization of information for the definition of theoretical and methodological foundations of the research. The proposed exercises can be used during the writing of methodological recommendations, projects, in the professional activity of the teacher of primary school. Referring to the scientific developments of the researches working in the field of linguistics and didactics, the article formulates the basic principles of determining the morphemic structure of the word, which are grouped into structure, semantics, and meaning of meaningful parts of the word. It’s appropriate to consider the morphemic structure of the word in the light of phonetics, lexicology, grammar and spelling.

209-216

Authors: О. О. Svitlichna

The article actualizes the problem of modern youth value orientations and their dynamics. The essence of the concept «values» in terms of various sciences is revealed. The attempt has been made to define the influence of modern civilization on the value orientations of youth. Emphasis is placed on the matter of priorities of modern youth value outlook. It is emphasized that the role of technology and advanced industry in the development of society is being grossly overestimated, and this can lead to a moral and spiritual decline of mankind. It should be noted that people who possess the most advanced knowledge in the field of science and technology, the supporters of so-called technocratic views, underestimate the role of such undeniably significant, meaningful concepts in public life as spiritual culture, spiritual future of mankind as a whole, and, particularly, the future of youth, which is being the driving force of all changes in society. It is underlined that the young generation, being in the process of personality development, is under the pressure of the contradictory issues of modern civilization. This is largely related to imbalance of material and spiritual values of young people, as psychologically immature and extremely vulnerable part of our society. Emphasis is made on material values, which are being indisputable priority of today’s youth. The author concludes that value outlook of youth is not final and irreversible as it acquires permanent changes under the influence of contradictory processes of modern civilization.

224-230

Authors: A. Y. Skyrda

Providing teachers with opportunities in gifted education can help to improve the quality of education for all students, not just for gifted ones. Improving the quality of learning outcomes for all students in an institution can be achieved by providing all teachers with continuous professional training in gifted education. Giftedness can be best viewed as development, and the educational environment and provision are important catalysts of such development. There is a high probability that without teachers who understand giftedness and can provide appropriate learning environment and special educational provision and services, the potential of gifted and talented students will never be realized. Educational institutions and teachers must provide programs and support that will be a catalyst for the development of gifted. It is important to invest in professional training of teachers in gifted education. Highly skilled, effective teachers who have knowledge and skills in gifted education are the key to successful programs and positions for gifted students, and they can really influence the success of teaching all students.

239-249

Authors: K. O. Yarovyi, Yu. V. Burov, О. L. Yarova

Living in the world of modern technology, every person interacts with technical objects every day, he or she can do some technological operations, and solve technical problems of different complexity. The technique requires a competent attitude, meaningful actions which are based on sufficiently developed technical thinking that is developed so as to meet the highest level of technological development. Moreover, we can see that the technology is developing incredibly fast, and today many people don’t have sufficient level of technical literacy to use of modern technical achievements, to make it possible to understand and realize the achievements of technology, its potential. In the article devoted to the problem of development of technical thinking, it is important to understand the specifics of technical knowledge and the impact of technology on society, culture, consciousness, and thinking people. Since these questions are the subject of studying the science of «Philosophy of Technology», one should turn to this science. The philosophy of technology, firstly, explores the phenomenon of technology in general, and secondly, not only its inherent development, but also the place in the social development as a whole, and, thirdly, takes into account a broad historical perspective. In the range of its problems also include: methodological problems of technical knowledge and technical sciences; specificity of scientific and technical knowledge; place of technology in the socio-cultural world; the relation of technology and man, technology and nature, technology and being; assessment of technical innovations and scientific and technological progress, sociological, economic and socio-psychological conditions and consequences of technical progress; the relationship of technology and labor, engineering activities and technology, technology and the environment; environmental consequences of scientific and technological progress. Being engaged in the most general, fundamental problems, the philosophy of technology for a long time did not feel the need to study the problems of technology, not only considering, that it does not deserve attention, but also recognizing that the technique itself is not the subject field of philosophy.