Spirituality of a Personality: Methodology, Theory and Practice

18-37

Authors: M.V. Bezuhla

The article gives a characteristics of the image of a modern educated person. The characteristic features of the educated person are defined. Particular emphasis is placed on the importance of humanity, morality and creativity in the image of a highly educated person as its vitally important qualities. The author of the article analyzes the ideas of philosophers and educators about education as an image formation. The definitions of the concepts of image, education, person, educated person, humanity, morality, creativity are given in the article. Education is defined as the driving force of the development of society, which is able to assist the society in the matter of restoring the balance that it has lost. The author draws special attention to the need to shift the emphasis in education to the formation of the spiritual and cultural values of the growing generation on the basis of the principle of the unity of educational and cultural spaces. The presence of an organic relationship between the concepts of education and culture is emphasized. Key areas of research of the problem of forming the image of the modern educated person (noospheric person, planetary-cosmic personality, management philosopher; homo educatus, asymmetric person, homo scribens, person of culture) are named. The author's idea of the essence of the modern educated person is characterized. The author’s interpretation of the concept "image of the modern educated person" as a spirituality-oriented, culture-oriented, morality-oriented, highly educated person is given; a reasonable consumer of an educational product – "felt, deeply conscious" knowledge; a bearer of spiritual culture, moral culture of behavior and a "spiritually awakened" holistic consciousness of a high level; creator of spiritual and cultural values of education.

48-56

Authors: M. A. Kasych

In this article, the author considers the positive aspects impact of modern information space on the upbringing the kindness in adolescents. The concept of information infrastructure of society as an environment that provides the ability to collect, transmit, store, process and disseminate information is considered. The concept of information ecology as a science that studies the patterns of information impact on humans in psychophysiological and social aspects is considered. The author emphasizes that despite the potential negative impact, Internet resources, in case of correct and responsible usage, can expand the worldview, allow to study the world globally, to get acquainted with different views, exchange and share opinions. The article describes the concept of tolerance, according to the declaration of principles of tolerance. Primarily, the author considers the influence of tolerance ideas spreading in the information space on the mentality and worldview of adolescents. In particular, the article substantiates the positive impact on the upbringing the kindness in adolescents of the latest body positivity trend (from the English. Body positivity - the idea that people should feel happy with and proud of their body, whatever shape or size it is). The author emphasizes that a positive trend in the modern information space is also a change of attitude to animals. Taking care about them as about smaller and human dependent creatures, contributes to the upbringing of humanity in adolescents. The article considers the features of spreading and popularization of charity in the modern information space, in particular on the Internet. The author emphasizes that the main positive feature of this is that teenagers have the opportunity to use the Internet resources to observe the work of various charitable foundations from the inside and to join the volunteer work that has a positive impact on the education of kindness and humanity.

69-81

Authors: V. E. Krasnopolskyi, N. E. Mohilevska

The article is devoted to the problem of the formation of the aesthetic attitude at cadets of institutions of higher education of the Ministry of Foreign Affairs. The specificity of the educational space of higher education institutions of the Ministry of Internal Affairs of Ukraine is closeness, which does not contribute to the development of human aspirations for humanistic values. One of the tasks of educational work is the development and use, the search for new opportunities to improve the aesthetic education of future law enforcement officers. The education of a serviceman requires the creation of conditions and the use of various pedagogical means of influence in order to form an aesthetically developed personality. Aesthetic education allows students to develop an aesthetic attitude towards their life activities, objects of reality, and the fulfillment of professional duty. Authors underline that formation of the cadets’ aesthetic attitude to the person is formed during the stage-by-stage development of aesthetic interest in the following sequence: first to himself/herself, then to the past and only then to an image of the future. Thus, the aesthetic component is a determining component in the structure of the cadet aesthetic attitude and is shown as an aesthetic orientation. Taking into account the technical and didactic capabilities of web technologies for the formation of an aesthetic attitude to a person, the authors proposed a developed Web-based special course "Art and the Internet".

95-109

Authors: O. P. Luchaninova

The article focuses on the pedagogical reflection of the teacher of a modern institution of higher education, which is a necessary tool for understanding the methodological foundations of teaching, the culture of interaction with students, is an element of knowledge, self-knowledge, the spiritual world of a person. Reflection today is a modern form of philosophical understanding of knowledge, a method of obtaining it. An attempt is made to outline the interdisciplinarity of the problem of pedagogical reflection in modern conditions. Interdisciplinarity provides a complex of tasks: the creation of a cultural and spiritual center in a higher education institution, the harmony of spirituality and culture, the value of cultural and spiritual values in the context of effective, spiritual pedagogy, the objective need of society for a competitive specialist personality, and the like. The author notes the personality of the teacher, his ability to change, the desire to be morally-spiritual in a modern way against the background of the social crisis that developed in society before quarantine and deepened during it. It is noted that only a person can become an example for a person. Carrying out pedagogical reflection, the author notes that the example of a 21st Century Man today must be sought not among representatives of other generations and times, but among contemporaries. This should be an innovative person in everything: in science, scientific approaches to the eternal problems of Good, Beauty; an integral personality, a beacon in the world of pedagogical science and art, education for students, who are guided in life by the moral code, educates students to live in harmony with their conscience and heart, to see the beautiful, to reach for it. The problems of upbringing in higher education and ways to overcome them through the student's knowledge of himself in the fight against his shortcomings are given; restructuring the public consciousness of youth through effective pedagogy; the implementation of beautiful acts in accordance with the highest ethics; the implementation of the evolution of individual consciousness, the adoption of responsibility for their individual evolution.

122-129

Authors: Т. V. Моdestova

The summary of exploring "student experience" as a pedagogical phenomenon and an innovative component of the UK higher school based on the author’s monographic studies have been presented in the report. The current context of the UK higher education addressing the mentioned above problem has been characterized. It has been found its complex and debatable nature. Particularly, an academic discussion is going around priority of providing academic quality before meeting students’ needs as customers. The approaches to understanding the problem of the student experience at higher school view by British experts have been identified. It has been found that a holistic approach to the student experience term consideration conditions relevance of its studying as a student journey, starting from applying procedures up to the post graduating stage at higher education establishment. The following groups of factors which have high capability to influence on unique student experience have been considered: students’ expectations about university and student life, period of transition, peers and personal networks, the degree programme, extra-curricular activities, employability and other factors. The appropriate tools for representing and recording the UK university graduates’ achievements shaped by their experience have been explored. Particularly, Higher Education Achievements Record (HEAR) has been studied in its essence.

139-148

Authors: O. M. Oleksiuk

The article considers the problem of developing spiritual potential of a personality in lifelong arts education. The cluster model of the development of a person’s spiritual potential and its component structure has been offered. The effectiveness of the cluster approach in lifelong arts education has been substantiated. The appeal of education to a personality, his/her personal sphere, individuality, self-realization in creative activity is a factor of scientific reflection of new tendencies. From the point of view of a whole person the educational process in a higher school is considered as the construct directed to the development of the person’s spiritual forces. The cluster approach declares that its main priority is to develop spiritual potential of a personality in the educational process and identifies the most important components of post-nonclassical arts education. Spiritual potential is manifested in the appeal of the subjects of educational process to the universe of culture. The world of ideas, images, spiritual experiences, through which the subjects of the educational process carry out transformations, is integrated into the phenomenon of spiritual experience. The development of the personality’s spiritual potential depends on the quality of lifelong education. The introduction of a cluster model of the personality’s spiritual potential development in arts education involves a new approach to understanding the transition from past to future. The main mission of lifelong arts education is to provide conditions for self-realization of a personality in life and profession throughout life.

160-168

Authors: S. S. Rashydova

The article is devoted to the analysis of the teachings of Galyna Pavlivna Shevchenko (Doctor of Pedagogical Sciences, Professor, Full Member of the National Academy of Pedagogical Sciences of Ukraine, Director of the Scientific Research Institute of Spiritual Development, of Man, Head of the UNESCO Chair "Spiritual and Cultural Values of Upbringing and Education", Head of the Pedagogy Department of Volodymyr Dahl East Ukrainian National University, member of the National Commission of Ukraine for UNESCO) regarding the main conceptual ideas of personality education. The novelty of the paper is the fact that until now there have been no attempts to study, analyse and conceptually and systemically interpret the teachings of G. P. Shevchenko. Moreover, they require such a conceptualization. In all her papers, the scientist attaches particular importance to education aimed at the formation of an ideal personality, at its cultivation, spiritualization, etc. All the papers of the Academician are aimed at revealing the problems associated with two main directions in the personality education: artistic and aesthetic and spiritual. Within the framework of these directions, concepts and interesting conceptual ideas have been built, which will be discussed in the presented paper. The indicated directions in the creative work of G .P. Shevchenko do not exist separately. They are integrated into each other, and interconnected. Therefore, one of the main ideas (perhaps the key ones) is that the spiritual is impossible without the artistic and aesthetic; and vice versa, the spiritual exists, lives within the artistic and aesthetic, within the limits of the art. Such an understanding of education becomes possible in the spiritual and artistic-aesthetic environment through the means of the art, the ideal images, the personal example, and the like. This new understanding of education and new concepts in the vocabulary of pedagogical science (humancreativity, culturalcreativity, spiritualcreativity) reveal the whole meaning of the educational process – for the sake of a person, his formation, the disclosure of his inclinations, the development of his abilities, the best potential, the formation of his spirit, enrichment and creation of his spiritual world. The research carried out does not exhaust all the questions, problems, ideas and provisions raised in the scientific research of G. P. Shevchenko. It only schematically defines the author’s vision of those basic provisions and ideas to which the scientific and creative activity of the scientist is devoted. They have become the basic provisions for the successors of these ideas in Ukraine, for the development of ideas by the scientific school of G. P. Shevchenko, and they have found a response and consonance with the ideas of scientists abroad.

179-190

Authors: M. V. Roganova

The article describes and analyzes the theoretical and practical aspects of educating the spiritual culture of future teachers by means of interaction of arts. Based on the analysis of scientific developments of leading domestic and foreign scientists, the role in the formation of professionalism and cultural and spiritual development of a modern teacher is revealed. Attention is focused on the significance of the synthesis of arts and shown its role in the process of professional training of future teachers in the context of the activities of the research laboratory "Spiritual Foundations of Preschool Education", the purpose of which is to develop scientific programs, projects of spiritual development of the personality of a preschool child and to promote spiritual and cultural revival, artistic, creative and aesthetic development of student youth - future specialists in preschool education. The directions of the author's methodology for the upbringing of the spiritual culture of future teachers through the interaction of arts are revealed as: enrichment of the emotional and sensory sphere of students, improving the artistic and imaginative perception of various types of arts, stimulating artistic and creative activities in the artistic and aesthetic direction.

201-213

Authors: T. H. Tyurina

The article defines Man as a holistic being, a hierarchical three-level structure, the unity of spirit, soul and body, a synthesis of two principles: spiritual, cosmic, eternal and earthly, mortal, changeable. The phenomena of "spirit", "spirituality" are considered in terms of religious, pedagogical and interdisciplinary approaches. According to Christian doctrine, "spirit" is the divine principle in Man, and "spirituality" is the degree of revelation and development of the Spirit of God in him. The essence and content of the concepts "spirit", "spirituality” are characterized from the point of view of modern pedagogical science (Academician G. Shevchenko), defining spirit as vivifying power originating from God and spirituality as verity, good, beauty, faith, hope, love, wisdom, following them spiritualizes an individual, brings his life closer to the ideal. The stages of Man’s self-spiritualization that combine spiritual self-knowledge and self-improvement of bodily-physical, mental and spiritual components of a holistic person are analyzed. The evolutionary levels of the development of human spirituality are determined and characterized. They are closely interconnected and mutually condition each other: personal spirituality, social spirituality, noospheric (cosmoplanetary) spirituality. Each subsequent stage of spiritual development is based on the previous one, gradually evolving from it. It is proved that spirituality is a determining factor in the evolution of Man and the World, as improving spiritually, Man through his information-energy (spiritual-mental) component has a harmonizing effect on the outside world, contributing to its further evolution.

230-240

Authors: A. S. Khokhlov

The article is devoted to the study of one of the components of spiritual development – the formation of patriotism as the spiritual and moral foundation of the personality. The person is the most important carrier of moral and ethical norms and values. Especially a teacher in a general educational institution acts as a "translator" in the process of exchange of experience, information, achieving efficiency and harmony in the formation of pupils' spiritual culture and civic responsibility, active citizenship and patriotism as a component of this culture. Attention in the study of the problem deserves the formation of patriotism in pupils as a spiritual and moral basis of personality, understanding of national identity, which should be manifested in active and conscious civic relations and assessments. In modern society, in the conditions of globalization, the man feels the influence of economic, social and political changes, which leads to the shift of the system of values of the people to the background. From all of the above, the article notes the need for society and the state to accept the importance for the individual and each citizen of the acceptance and awareness of human values, national consciousness as an important factor in influencing the comprehensive development of the homeland and society, in particular, its spiritual enrichment and growth. In the article basic concepts that define the essence and role of patriotic education of pupils in the development of their spiritual culture (development and forming of moral, ethic, aesthetic, intellectual, civil values) are analyzed. The questions of value of patriotic education of pupils in Germany and Ukraine are examined. Realization of patriotic education of pupils in educational establishments of Germany and Ukraine is compared.