Spirituality of a Personality: Methodology, Theory and Practice

18-23

Authors: L. E. Bielovetska

This article examines the system of cultural values and patriotic or civic education in the United States, which is the most important part of the state, public and educational policies in this country. The study of this experience is useful in terms of improving educational policy in modern Ukraine. American society is really very peculiar because people have made a unique historical experiment, creating a new powerful state from virtually nothing. The history of the USA is very interesting in terms of cultural values. The American nation was formed as an experiment in the field of self-government. This means self-regulation: a personal, economic, social, and political, cultural, oriented towards certain values. Many of the ideals of American society are rooted in the history of the country and beliefs. For example, individualism, the belief that persistent work can improve the fate of everyone; the desire to rely on their own strength - examples of traditional American values since the first settlers. These were migrants who lacked opportunities for self-fulfillment in their homeland.

36-46

Authors: A. Yu. Bovt

The article deals with the role of spirituality as one of the key strategies for development of a harmonious personality in Canada. The definition of the concept of "spirituality", formed by both prominent national and foreign educators and philosophers, is given. Provisions of the Convention on the Rights of the Child, which emphasize the importance of promoting the spiritual development of a child are presented. It is determined that in Canada, spirituality is considered in two meanings – religious and secular. The data from studies conducted in Canadian schools, which show a close relationship among spirituality, religiosity, as well as the feeling of well-being and happiness of a child are presented. There are presented some findings of the Canadian researcher Valerie Michaelson, who characterizes a spiritually educated person by the development of four groups of relationships: with oneself, with others, with nature, and with something "transcendental". Particular attention is paid to the study of Lisa Miller, the author of the book on the development of spirituality of a child, which defines spirituality as an inner sense of communication with a higher power. It is noted that the spiritual component is congenital, therefore, children’s spirituality precedes language, culture and religion and surpasses them. The functions and peculiarities of the activities of Canadian organizations dealing with the problem of formation of a personality’s spirituality are defined. Among them, there are the Canadian Society for Spirituality and Social Work, the Child Health 2.0 project at the University of Queens, and The Health Behaviour in School-Aged Children Study (HBSC), The International Association for Children’s Spirituality, Canadian Association for Spiritual Care. The activities of these organizations are aimed at attracting as many stakeholders as possible to conducting theoretical and practical research in the field of spirituality, as well as developing the most effective ways of implementing the results of these studies in the process of cultivating spirituality of the individual.

55-63

Authors: O. V. Zolotaryova

The article analyzes the practice of developing leadership abilities as an effective modern means of nurturing gifted schoolchildren in the state of Israel. It is established that the formation of leadership in Israel is done purposefully with the goal of forming the future national elite of the country. The greatest difficulty is the development of ways for identifying such children, since even modern psychological and pedagogical tests are not always able to determine this type of giftedness. Work with gifted children involves the simultaneous development of their intellectual abilities and personal qualities. Future leaders must demonstrate high achievements not only in the academic but also in the social sphere, so the development of leadership involves a certain public work and volunteering. There are special programs in the country aimed at identifying and developing the leadership potential of schoolchildren. One of them is the innovative leadership development program "Leading for Excellence" for middle and high school students. The concept of this unique program provides the involvement of schoolchildren in a multicultural model of communication with the same as they are schoolchildren from different countries to exchange views on how to improve our world. Students’ cooperation, meetings and exchange of opinions during the work on their projects contribute to educational, scientific and cultural exchange between countries. The main goals of the program, the principles of its work and its advantages are also revealed in the article. The necessity of introduction of state programs of leadership development in Ukraine, as well as the necessity of analyzing and borrowing foreign pedagogical achievements in this direction, is also grounded.

75-85

Authors: V. E. Krasnopolskyi

The article is devoted to the problem of forming of the sociocultural competence of students of the non-philological profile of training in a virtual foreign language educational environment. In the given article, components of the sociocultural competence (regional competence, linguistic and cultural competence, socio-cultural competence) are defined. Sociocultural competence is considered as an integral part of the content of foreign language vocational training – aims at developing understanding and interpreting different aspects of culture and language behavior in the world of work. The content of the foreign language training is standardized by means of educational software shell, and the development of the linguistic and cultural competence is achieved with specialized and non-specialized training and information electronic resources, work with reference services and search engines, publications, etc. Individual and group quests and Web- projects, participation in online games and communities of interest, intercultural contacts, etc. The necessity of using a virtual foreign language educational environment is substantiated. Specialized and non-specialized training and information electronic resources, work with reference services and search engines, publications, individual and group quests and Web- projects, participation in online games and communities of interest, intercultural contacts are considered as an effective means of forming the sociocultural competence of students. The author suggests some ways of solution to the problem by creating virtual foreign language educational environment with the purpose of formation of socio-cultural competence of students of the non-philological profile of training.

98-108

Authors: V. І. Miroshnichenko

The concept of responsibility in the context of legal and psychological and pedagogical approaches has been substantiated in the article. A comparison of the interpretation of the concept of responsibility in various dictionary publications and scientists’ approaches representing different branches of knowledge has been performed. The author draws attention to independent forms of responsibility and supports the scientific position regarding the understanding of professional responsibility as a professionally important characteristic of a specialist in any profession related to interaction with people. Taking into account the characteristics of operational activity of future officers-borderguards, the author defines the concept of responsibility in their professional activity (professional responsibility of future officers-borderguards) as a complex of moral, psychological and spiritual qualities that enables to take the responsibility for the cadet’s professional activities as his awareness. The specification of responsibility by modern researchers has been given and the author’s characteristic of professional responsibility of future officers-borderguards has been developed in the article. The legal basis for the responsibility of borderguards for illegal actions, which impede the realization of the competencies of the State Border Guard Service of Ukraine, has been grounded. The author refers to the definition of professionally related concepts of conscience, honor, dignity, reputation. Attention is drawn to the interconnection of duty and responsibility in the professional activity of future officers-borderguards, as well as the need to take into account the specifics of the operational activity of future officers-borderguards while forming their professional responsibility. It has been emphasized on the understanding of responsibility as a component of readiness for professional activity, a component of the education of future officers-borderguards.

124-134

Authors: Krystyna Pankowska

Drama is an educational method whose basis is to play new and difficult roles in various roles in order to understand their essence and to gain or deepen knowledge about the world, about oneself and about other people. The educational space of drama is a special experience due to the concentration of role interactions in life topics and situations. Drama, therefore, is part of this trend of thinking about human education, which draws attention to the human inner experience, its diversity, contacts between people and their influence on the spiritual maturity of a person. The techniques evoked in drama were created thanks to the observation and use of specific human development processes and the specificity of human social functioning. Therefore, even a young child is equipped with specific drama properties, which are manifested in play, in playing roles. Role plays are even a specific developmental imperative of the child. By playing roles, the child gets to know the world and its laws, and has the opportunity to test his or her skills and emphasize his or her individuality. Also in the life of an adult, the role is both potential and ubiquitous. For man does not only have specific predispositions to play roles,but in reality he plays them constantly in life. During the course of one's life each person, reaching its successive stages, learns different social roles - the role of a child, the role of a pupil, a student, etc. Looking for an answer to the question what is the phenomenon of drama, I suggest to look at one aspect, namely the ability to play roles as a specific human property. This issue needs to be looked at from an anthropological, psychological, sociological and philosophical perspective.

149-156

Authors: Barbara Sarti

In my article, I presented the special qualities of education through art in the concepts of educators such as H. Read, B. Suchodolski and I. Wojnar. In the theory of aesthetic education I refer to two educational concepts: education for art and education through art. The Art shapes the attitudes represented by man. It makes him sensitive to the world in which he is developing. Art is designed to bring the young man closer to social and cultural life and enrich it. In the drama section, I refer to the concept of B. Wey associated with the effect of drama through the senses: taste, smell, touch, hearing and vision. Senses are the basic means to stimulate the imagination. Theater and drama classes play a special role in the development of the child's spiritual security. I also present outstanding theatrical activities related to the festivals of children's theaters in Poland and their educational and artistic values. In the second part, I present examples of activities of children's theaters, which deserve special attention.

166-177

Authors: S. A. Siroizhko

In the article the problem of development of the lyceum students' intellectual potentiality in teaching and educational process is considered, concepts "intellectual potential" and "intellectual potentiality" of personality are characterized. Essential contradictions between the purposes of modern school and challenges in XXI century force to revise formation priorities and to transform the vector of intellectual development of students. Research showed that condition of intellectual potential of our society is evaluated as stagnant. Serious modern problem becomes preservation of the person's intellectual and psychological integrity. Need for a new awareness of person’s inherent value is actualized through the prism of research of his intellectual potential and intellectual potentiality. Concepts potential and potentiality, intellectual potential and person's intellectual potentiality are determined. On the basis of the research the author offers "Diary of intellectual potential and tests of the intellectual potentiality of personality" as one of the tools of the basis for development of intellectual potentiality and receipt of practical results. In "Diary" wide range of opportunities for development of intellectual potentiality in the form of "intellectual tests" and practices of the demonstration of its own intellectual potentiality is offered. "Intellectual tests", as new turn of teaching and educational process, open opportunity of realization of lyceum student’s intellectual potential in actual practice of self-determination and initiative to solve problems and task according to student’s intellectual potential. Results of research expand opportunities of teaching and educational work in general educational establishments.

187-196

Authors: S. О. Solomakha

The author of the article identifies the specifics of the organization of the educational process on advanced training courses of the teachers of the disciplines of the artistic cycle in the system of postgraduate pedagogical education, describes the set of didactically substantiated forms, technologies, methods and techniques for the development of the artistic and aesthetic worldview of listeners: problematic, active, interactive, situational and special education. An important role in the implementation of the content proposed by the organizational and methodological system is played by special methods associated with the specificity of artistic activity, contributing to the increase of the competence of teachers in the theory and practice of art education, and enriching the spiritual culture of the personality. Influencing feelings, art performs cognitive, aesthetic, and hedonistic functions that make it possible to implement a comprehensive approach to the development of artistic vision as a necessary component of the professional training of teachers and their spiritual growth. The organizational structure of the pedagogical technology for the development of the artistic and aesthetic worldview includes three consecutive stages in the process of improving the qualifications of pedagogical workers: the preparatory period, the basic courses and the intercourse period. The basis of the organizational and methodological system is the structure and components, such as: pedagogical technologies, forms and methods of implementing didactic tasks (traditional, non-traditional, interactive, problematic, artistic and pedagogical). The formation of the artistic and aesthetic worldview of the teachers of the disciplines of the artistic cycle requires the introduction of innovative pedagogical and artistic technologies, for example, the art and pedagogical workshop "Axiology of Art" within which, in the process of the pedagogical interpretation of a work of art, listeners reveal its profound meaning. During communication with art, which creates a conditional reality, transforming the artistic meaning into a field of artistic and aesthetic meanings of personality, helping it to identify new ways of developing spiritual culture. Thus, the main principled position of art education is the formation of the unity of a person's spiritual culture in the process of transition from artistic information to personality formation through understanding the art of the aesthetic attitude to the world.

209-220

Authors: Leslie J. Francis, Christopher Alan Lewis

Within contemporary psychology of religion, there has been sustained interest in examining the relationship between measures of religiosity and those measures conceptualised and operationalised from the area of positive psychology. For example, previous research that has examined the relationship between religiosity and self-esteem has provided mixed results. This lack of clarity is likely to be partly attributable to the variety of measures and samples that have been employed. To systematically examine this matter, one research initiative has employed one particular conceptualisation and operationalisation of religious affect, the Francis Scale of Attitude toward Christianity, alongside a few selected measures of self-esteem. To extend this research initiative, a sample of 522 participants in a summer holiday programme for adolescents (247 males and 275 females) aged between 10 and 12 years completed the Francis Scale of Attitude toward Christianity alongside the Rosenberg Self-esteem Scale. The data demonstrated a small significant positive correlation between religious affect and self-esteem, after controlling for sex and age differences (r = .14, p < .01). This finding is consistent with previous research that has examined the relationship between this particular conceptualisation and operationalisation of religious affect with other measures of self-esteem. More generally, this finding is consistent with the wider research literature that has examined the relationship between with Francis Scale of Attitude toward Christianity and other measures from the area of positive psychology.

230-242

Authors: A. A. Chumakova

The article deals with the functional possibilities of musical art as a form of public consciousness. The urgency of the article is dictated by the lack of a systematic approach to the study of this problem in the scientific and theoretical literature. It is indicated that at different times and under different circumstances in musical art as a form of social consciousness, the list of functions has changed, in accordance with the social order. The essence and content of approaches to the definition of the main functions of music in modern science are analyzed. It is determined that the multifacetedness and multidimensionality of possibilities of the dyad "man - music", where the latter acts as a form of social consciousness, is realized with the help of several functions. Each of the functions has its own direction and specificity, necessarily correlates and interacts with others, forming a conditionally complete system, the functional content of which depends on the aspect of use, purpose and task of musical activity, and the hierarchy of functions depends on its priorities. Analysis of the phenomenon of musical art as a form of social consciousness today proves that fundamental research, scientific theory and practice indicate the expansion of its functional content. The therapeutic potential of music, which is recognized by specialists and confirmed by fundamental research, must be taken into account when determining its basic functions in modern conditions.

257-264

Authors: T. V. Shelupakhina

Interpretation of works of art is considered in the article as an important factor in the preparation of future teachers of musical art to organize activities for the aesthetic education of students. The analysis and generalization of the methodological aspect of the process of interpretation of artistic works is carried out. It is proved that the interpretation of artistic works in the structure of the training of future teachers of musical art contributes to the development of cognitive and creative abilities of the individual. Interpretation is analyzed from two points of view: as a component of the process of artistic cognition, contributing to the development of a person-value attitude to art, enriching the experience of the world-feeling and the world-sensation; interpretation of works of art is also analyzed from the point of view of the component of the process of pedagogical communication, which activates the subjective artistic and aesthetic experience of the teacher and student. The content of the process of the general interpretation activity of the teacher and student consists in a free exchange of thoughts, judgments, artistic impressions, and aesthetic evaluations of artistic works. As a result of the general interpretation activity, there is a process of cognition, the creative mastery of aesthetic experience, aesthetic judgments and aesthetic evaluations are produced and processed. It is concluded that in the process of the general interpretation activity of the teacher and student the student acquires the status of an individual who is able not only to assimilate but also to produce aesthetic values independently; artistic work is regarded as a value with its inherent cognitive and educational potential.