Spirituality of a Personality: Methodology, Theory and Practice

19-26

Authors: L. V. Bezkorovaina, P. F. Pyptiuk, V. R. Nazdravetska

The article examines the problem of research methodology in tourism and hospitality in the course of writing qualification works of future tourism specialists in their professional training in higher educational institutions. The importance of professional training of future specialists in tourism for professional practice, which functions are: public - the rise of tourism as a socio-economic infrastructure, international relations and cooperation; culturological - the growth of a harmonious, multicultural person with an integral scientific worldview in relation to the worldwide, international destination of tourism for the cultural solidarity of mankind; personal - intellectual, psychological, professional development, the formation of national consciousness; humanitarian - raising the creative reserve of the personality, erudition, striving for self-improvement, dissemination of knowledge; political - awareness of the profession in tourism as an effective means of preserving the peace and harmony of society. Methodology is a system of scientific principles, approaches, techniques, methods, techniques, thanks to which the organization of scientific research of future tourism specialists in the process of their training takes place. The consequences of scientific research, the argumentation of the hypothesis, the implementation of research tasks and the achievement of the goal of scientific work depend on the proper selection of principles, approaches, techniques, methods, and techniques. Performing any kind of activity independently, including qualifying work, future tourism specialists acquire the ability to take responsibility for the results of actions; independently solve problems; to extract constructive solutions to problematic issues and get out of crisis situations; think and act creatively and creatively.

37-46

Authors: G. P. Bondarenko

The paper reflects the essence of the project-based technology, the didactic patterns of its effective use during the lessons of the Ukrainian language to increase teaching effectiveness. The paper studies the approaches of didactics to the definition of such concepts as ‘project-based technology’, ‘method of projects’; substantiates the types of project-based technology that contribute to the learning activation during the lessons of the Ukrainian language. The author characterizes the possibilities of project-based teaching as a means of stimulating the educational and cognitive activity of high school students. The author has found out that the project-based teaching method has acquired particular importance among high school students due to the need to implement the strategic tasks of modern education, namely the development of creative abilities and self-development of students’ personalities, the capability of effective exchange of information, implementing communication services, and making decisions. The paper presents the advantages and disadvantages of the project-based teaching during the lessons of the Ukrainian language among high school students, provides the ways of overcoming the weak points of projects in teaching. The author of the paper describes the role of a teacher in implementing project-based technology as a consultant, advisor, coordinator who is a source of information. They convince of their righteousness by the power of experience, wisdom, argument, and not an order; help students in finding the sources they need in their work on the project, support continuous development of students working on a project. The paper has found out that research, creative, informational, game, and practically oriented methods are the most effective for high school students when teaching the Ukrainian language. The author proves that project-based teaching allows forming self-educational competence, activating the assimilation of knowledge, stimulating the interest of students in the subject being taught especially in the Ukrainian language.

58-84

Authors: O. I. Vyhovska

Unfortunately, in Ukrainian education, both pedagogical and school, there is no concept of "man". Current pedagogical practice also shows many distortions in semantics and other basic concepts. It has therefore become our task to draw attention to these facts and to demonstrate their consequences in the school case. It is clear that the scientific development of the concept of "man", first and foremost of its conformity with the nature of man, his essence and his vocation, depends on the extent to which the work of teachers will meet the requirements of modernity. Therefore, the structure of the very concept of "man" established by us becomes especially important, in the key of the author's interpretation of which all other concepts are considered – the individual, individuality, personality. The author's conception of the human being focuses the attention of educators on the main sense of pedagogical activity - the study of the child through contemplation and communication with him. As a result, teachers learn the main pedagogical mechanism of working with the human being. In this article, the author also focuses on what kind of teacher the teacher training universities should prepare under the conditions of human-centered pedagogical education, and for this teacher should become the goal of such education, and therefore the main achievement of it! Whereas the result of the proposed naturally becomes an authentic pedagogical education the teacher gets, and the consequence of this is the ability to carry out childcentric school education. Obviously, the professional training of such a teacher should acquire, first of all, a spiritual meaning, for which he or she needs to be "fed / filled" with the ideas and spirit of the classics of pedagogy. Under this condition, there will be a rethinking and reorientation of value directions in education: the qualitative upbringing of a child / person will take place on the platform of spirituality, morality, culture. That's how we will use the CHANCE to get a new Ukrainian TEACHER!

95-109

Authors: M. S. Goncharenko, T. P. Kamneva, S. Maksymovych, K. V. Nosov, M. Sauvil, I. V. Yarova

Modern scientific studies show that there is an interaction of matter, energy and information in biological systems. Studies of energy-information interactions in man and nature, the study of the influence of information on human health are in their infancy. The article is devoted to the study of the influence of information on the state of physical health and energy-information components of a person. The work was carried out on the basis of the Institute for Experimental Phonetics and Speech Pathology "Djordje Kostic" (Belgrade, Serbia). Children's song and prayer were used as information. The survey involved volunteers – 30 students of the Institute. During the experiment, they silently read the lyrics of a song and a prayer. Investigations of the state of energy-information components were carried out by the method of screening energy-information adaptometry of the human holographic matrix. The screening was carried out before the beginning (in the initial state of the students), during the reading of the song, then during the break, then during the reading of the prayer, and then the final measurement of the parameters took place. Processing and mathematical analysis of the obtained results were carried out at the Valeology Department of V. N. Karazin Kharkiv National University. Our studies show that information influences the energy-information structures of the body and the state of human health. A person's speech, texts spoken and read by a person serve as sources of information and influence a person’s health. The quality of the information matters. Positive information in the form of a song and prayer contributes to an increase in the level of energy resources and the adaptive capabilities of the body, improves the harmony of energy-information components and the general state of health. Information that evokes positive emotions harmonizes, heals the body, and activates the spiritual potential of a person.

123-135

Authors: S. A. Ivanchuk

The parameters of the effectiveness (efficiency) of professional training of future educators of preschool education institutions are presented in different dimensions. The article identifies the phenomenology of ecological-professional and ecological-pedagogical competence. The ecological dominant in the professional training of future educators of preschool education institutions is analyzed. A new approach to the training of preschool education specialists is defined – leadership activities of teachers in environmental education of preschoolers, which represents a holistic model that includes motivational-value, emotional-volitional, content and activity substructures and criteria for them. The key attributes and ecological dominants in the professional training of the future specialist of preschool education for the implementation of ecological and pedagogical activities are outlined. Emphasis is placed on such concepts as ecological culture, socio-ecological competence, ecological and pedagogical competence of future educators, ecological and pedagogical readiness, professionalism of preschool educators in the formation of ecologically appropriate behavior of preschoolers, the readiness of future educators to form sustainable development. The author presents his own understanding of the concept of “readiness for the formation of ecologically appropriate behavior of preschool children” as a professional-personal, holistic, integrative new formation, characterized by the presence of formed (assigned) motivational-value dispositions, cognitive-intellectual characteristics, behavioral patterns that are revealed in the ability of the subject of professional activities to the effective formation of a certain segment of the life of preschoolers.

149-155

Authors: M. A. Kasych

In this article the author raises an issue about the necessity of upbringing the sense of kindness in adolescents in the context of needs and views of modern society. The author considers about the personal characteristics that are inherent to the person. In this article three basic levels of kindness, which were proposed by Scottish sociologists Julia Brownlie and Simon Anderson, were reviewed: random acts of kindness. relational acts of kindness and radical kindness. The author substantiates his views on the importance of educating kindness in the younger generation, as a necessary component of the existence of modern society. The author approves that modern society impresses with its diversity, as the representatives of completely different races, nationalities, ethnic groups, religions and confessions, people with completely different levels of life and lifestyles, with various political and ethical views can live in one country and even in one city. Moreover, thanking to the achievements of modern medicine, people with special physical conditions are able to lead a fulfilling life, and in the same way feel the need for integration into society. Therefore, the social policy should be, first of all, with a tendency to build an inclusive society. This can be done by fostering a sense of kindness and kindness towards others, starting from an early age. The article describes the idea of John Watson, the founder of the concept of behaviorism, that the set of personal qualities of an individual depends only on his upbringing and the right environment can form any model of behavior. Based on this opinion, the author claims that kindness is not an innate human trait, but the result of upbringing, and, therefore, it can and should be brought up. The author describes a number of positive aspects of upbringing sense of kindness in adolescents.

169-179

Authors: S. V. Konovets

The content of the article considers the problem of acquiring spirituality by a growing personality on the basis of studying and optimal implementation of the relevant experience of the world-famous "Waldorf pedagogy" in domestic educational institutions. Psychological, pedagogical and personal aspects of the phenomenon of "spirituality" are substantiated. Known definitions of degrees and criteria of spirituality, as well as optimal methodological principles (historicism, system, development, science, comprehensive study of phenomena and processes, their relationship and interdependence) and relevant methodological approaches (systemic, phenomenological, anthropological, axiological, personal, activity, technological, culturological), necessary for the organization and implementation of the process of acquiring spirituality by a growing personality are analyzing. In addition, the importance of using works of art in this process is emphasized. The expediency of determining the effectiveness for the acquisition of spirituality by a growing individual using the most effective forms and methods (systematization, synthesis, generalization of pedagogical experience, self-education, self-actualization, modeling of pedagogical and problem situations) and the introduction of well-known pedagogical technologies, integration of different activities and "Waldorf pedagogy" are considered. The educational features of "Waldorf pedagogy" are presented and substantiated. The main components, criteria and means of spiritual-oriented education in general are determined and systematic, successful and convincing forms and methods of spiritual development of children and youth in the conditions of traditional "Waldorf schools" in particular are presented.

190-200

Authors: O. L. Moroz

The article describes the sociocultural component of professionally-oriented communicative competency of seafarers. It is determined that the foreign language communicative competency is a complex phenomenon and, thus, the analysis of its structure enables the identification of efficient means of its formation and development. The fact that distal components are distinguished in the structure of the professionally-oriented communicative competency together with the core ones allows for the improvement of the efficiency level of professionally-oriented communication among seafarers and other specialists of maritime industry. It is argued that the communicative culture of speakers is crucial for the communication goals achievement and, thus, it is necessary to distinguish among the compulsory components of the professionally-oriented communicative competency of seafarers the abilities to establish contacts with the crewmembers onboard, with the crewmembers of other ships and the representatives of the port services, the abilities to avoid conflicts during communication, the knowledge of social etiquette and norms, speech culture. The article specifies the notion of cross-cultural communication and presents the arguments for the use of the term "sociocultural" in the name of the component of the professionally-oriented communicative competency of future seafarers. The necessity to include the sociocultural component into the structure of the professionally-oriented communicative competency is explained by the expansion of the worldwide integration processes and the interrelations among the representatives of different cultures. It has been determined that the main principles of sociocultural component of the professionally-oriented communicative competency formation in higher maritime educational establishment are the propagation of mutual cultural understanding and tolerance between the representatives of different ethnic groups in the professional environment. The aim of the sociocultural component of the professionally-oriented communicative competency formation is the expansion of knowledge as for the norms of communicative behavior of the representatives of different peoples and cultures, speech etiquette, traditions, communication peculiarities and the development of such personal qualities as the respect towards the others, the readiness to appreciate others, tolerance, and the willingness to cooperate.

213-223

Authors: V. А. Оverchuk, K. S. Potaieva

The article substantiates the problem of the emergence, manifestation and spread of such a modern relevant phenomenon as phubbing and FOMO in the article. It was also revealed the essence of the risks of using information technology, Internet abuse, which leads to social isolation, changes in consciousness, functional changes in the brain, depressive and obsessive disorders, inability to learn, work, think deeply, etc. The state of modern research of Internet addiction, the indicators and the forms, the psychological and physiological symptoms that are characteristic of Internet addiction are analysed. Until now, there is no consensus among researchers on the concept and definition of Internet addiction and controversy continues over the proposed diagnostic criteria, whether it is addictive. The highest level for Internet addiction is recorded in adolescents and young people, which may also indicate the presence of psychological problems: unrealized things in the field of communication, problematic relationships in the family, difficulties with learning, from which the younger generation plunges into a more successful virtual life. The results of available researches are generalized, because of which the cognitive-behavioural model of pathological Internet use is offered as two forms of Internet addiction such as specific pathological use of the Internet and multi-purpose excessive use of the Internet. A research analysis made by researchers is presented by proving the relationship between Internet addiction with phubbing and the opportunity syndrome (FOMO). The given data which suggests that FOMO and Phubbing may have the same properties, as they are both related to improper use and dependent behaviour on smartphones. According to the authors, in the development of Phubbing and FOMO play a role in certain psychological characteristics of the individual, the study of which requires further investigation. It also emphasizes the need to solve the problem of Internet addiction by creating recommendations for its prevention and reducing the degree of dependence.

236-246

Authors: S. D. Penkova

The article considers the organizational and pedagogical conditions for the formation of the culture of spelling in primary school. Methods of successful mastering of spelling by junior schoolchildren are analysed. Emphasis is placed on the implementation of individual-differentiated approach to students in the modern lesson of native language in the study of spelling material in connection with phonetic, lexical and grammatical and characterized a three-stage system of spelling skills: special work on spelling rules; spelling work while studying grammatical material; practice in the development of coherent speech of students in the construction of written expressions. It is emphasized that the formation of the culture of spelling is a long process that depends on the individual psychological characteristics of primary school students, motivated combination of frontal, individual group and individual forms of language education. The method of spelling exercises that would ensure the sustainable nature of the culture of spelling writing of primary school students is presented. It is determined that the differentiation of spelling education in primary school requires appropriate selection of methodological support, variability of types of educational and language activities, subordination of the system of spelling exercises to the stage of mastering spelling skills by junior students. It is concluded that the effectiveness of the spelling culture of writing requires the actualization of basic spelling knowledge, skills and abilities, the introduction of spelling tasks of different levels of complexity: model exercises, constructive, exercises in creative or free writing and more.

260-270

Authors: S. S. Rashydova

The article reveals the author's conceptual position that development, education, and personality formation should begin with the need-motivational sphere, which, in turn, forms the value sphere. Focusing on artistic and aesthetic education, the author notes that the main means of artistic and aesthetic education and the formation of artistic needs are art and fiction. The formation of artistic needs is considered as the basis of artistic and aesthetic education. Considering the problem from this perspective, the needs-based approach acts as a methodological basis both in education in general and in artistic and aesthetic education in particular. And an artistic need is viewed as a cultural, spiritual need and as an integrative formation synthesizing in itself various forms of its manifestation (as a need for artistic creativity; as a need for self-realization; as a need for mastering cultural values; as a need for catharsis, etc.). A stable artistic need develops a range of feelings, forms a moral act, moral opinion, and it is a source of both artistic and aesthetic education and education in general. The need for fiction and fiction itself contributes to the formation of a morally integral personality (K. D. Ushinsky). The essence of the artistic need is manifested in its effective, active character, and in the motivation for creativity. That is why the formation of artistic needs is the first step in the system of artistic and aesthetic education and it is the basis for the development and formation of the personality as a whole. A special role in this process is played by fiction, because figurative thinking, which develops through fiction and verbal creativity, is "a necessary stage in the transition to thinking with concepts" (V. O. Sukhomlynsky). The mechanism, principles and methods of the formation of artistic needs in the system of aesthetic education are revealed.

286-305

Authors: V. V. Sizov, Ya. A. Slavska, О. A. Alforov

The ideas of M. Weber outlined in the work “Protestant ethics and spirit of capitalism” from the standpoint of cultural and historical traditionalism as the factor of formation of the axiology of education are considered. It is noted that the role and significance of education in the works of M. Weber is manifested in three functional aspects, which forms its axiological character: by goals as the means of mastering in a profession; in spirit, education itself acts as an element of rationalism, practicality, individualism; meaning as the reproduction of values. The educational factor for M. Weber is just an illustrative element of his concept, which is a consequence of the formation and functioning of "professional ethics" which, in turn, determines similar meanings "educational ethics" i.e. the relationship of a person and a social group to education and a means of achieving the goals of professional activity. The educational component of M. Weber is regarded in the semantic characteristics implemented by M. Weber in the concept of "professional ethics" and "work ethics". Protestant ethics in the constellation in which M. Weber showed it is considered as the factor shaping the ideological position of initially separate groups of the population and subsequently the main part of society. It is noted that in this way a specific socio-cultural environment was formed on the basis of cultural and historical tradition and diversified into upbringing (educational) environment. The attitude of a person and society to education, profession, the work in M. Weber is the result of the influence of this environment. It is stressed that M. Weber builds his system of evidence based on cultural-historical tradition, proving the hypothesis that the influence of religious ideology forms social relations, explain the evolution of the religious into secular worldview. It is noted that M. Weber’s concept shows the strength of tradition (as a value) in the consciousness of Western society.

315-321

Authors: A. Ye. Skirda

The article examines the history of engineering education in the United States. The ability of the United States to support innovation primarily requires professionals with high qualifications in science, technology, engineering, and mathematics (STEM). These professionals work in government, industry, and science. Engineers play a particularly important role in the development of the latest technological systems and processes. In recent decades, politicians, employers, researchers, and educators have paid close attention to the US engineering education system and the relevance of engineering skills to the modern needs of the country's economy. The emergence and spread of engineering training programs is the result of a combination of several key factors in technological development in the United States. Such factors include the nation's desire to remain a major leader in technology and innovation; national reports on the state of engineering education; development of technical universities; expansion of programs in the field of engineering education; and the gradual development of curricula with a greater emphasis on theoretical knowledge. Engineering skills and knowledge are crucial factors for innovation and technological development of the country. They also contribute to long-term economic growth and help solve major societal problems. That is why it is important to understand the educational and career path of engineers who embody the skills and knowledge, as well as the system of institutions, development strategies, market, labor and other resources that together prepare, develop and replenish the country's engineers.

333-345

Authors: I. O. Ushakova

The article substantiates the expediency of using synthetic arts in the humanities for the effective formation of culture of student's personality, considers educational process in the context of digital culture. The study provides a theoretical analysis of culture of personality in the context of student youth identity and value logosphere formation; the influence of synthetic arts on the development of aesthetic culture of the individual is considered, the peculiarities of their artistic and figurative language are determined; the ways of effective use of synthetic arts in the humanities classes in higher education institutions are given. Marking dramatic shifts in the cultural and social structure of our civilization, in particular the end-to-end digitalization of life, art critics and methodologists recognize the need to integrate different disciplines and combine sciences and arts in the educational process. Synthetic arts, which naturally include a complex of elements of different arts, become the basis for the introduction of new forms and formats of teaching. Distance learning, on the one hand, making it possible to get an education in the pandemic times, complicates, and sometimes makes it impossible to use traditional, classical methods ̶ on the other. By involving students in tasks related to the reception or creation of short movies, music, painting, theater, in the widest sense of the word, teachers not only motivate, inspire, and get the students interested in their courses but also invite undergraduates to feel like contributors to the educational process, bringing out the best in creativity of the individual. Synthetic arts, multiplied by the technological possibilities of the virtual life of the modern student, solve the latest challenges faced by pedagogy in the XXI century.

358-370

Authors: O. І. Chaika

The article reveals the theoretical foundations of designing the process of upbringing the multiculturalism of future teachers of foreign languages, which is based on the scientific method of modeling; the technology of upbringing the field of culture of future teachers of foreign languages has been substantiated, the components of which are structurally, substantively and functionally connected all the components of the polyculturality of an individual: linguoculturological knowledge; polylingual linguistic consciousness; intersocial values; sociocultural tolerance towards representatives of another culture; emotional self-regulation; intercultural communicative competence; cultural activity A theoretically substantiated structural-content model of the process of upbringing the multiculturalism of future teachers of foreign languages, its constituent blocks: target, represented by a social order, goals and objectives, conceptual, represented by scientific approaches, laws and principles; content-technological, represented by the content of the educational process, forms, methods, technologies, stages and means; criterion-effective, containing components, criteria, indicators and levels of formation. The structure of multiculturalism of future teachers of foreign languages is represented by cognitive, axiological, communicative, self-regulatory and cultural-creative components and the corresponding criteria with indicators of worldview and cognitive (system of linguocultural knowledge; multilingual consciousness; level of knowledge of native and foreign languages); emotional-value (system of value orientations; tolerance as acceptance of the values of another person, another culture; mood for dialogue and cooperation; emotional self-regulation in the process of intercultural communication); motivational and communicative (positive motivation for multicultural development; ability for intercultural communication; ability to choose the style of linguistic behavior in a multilingual environment) activity-reflective: (ability to use technologies of multicultural education; ability for professional and personal reflection, striving for self-education, striving for a profession speech and cultural self-development); linguistic and aesthetic (the formation of aesthetic feelings and interest in domestic and world culture, artistic and aesthetic tolerance; the ability to analyze artistic and aesthetic values, give an artistic and aesthetic assessment of literary foreign language texts). Based on certain criteria and analyzes of the upbringing of future teachers of foreign languages: high (creative), medium (reproductive), low (adaptive).

381-392

Authors: К. А. Shaparenko

The article deals with conceptual foundations for professional training of future teachers. Attention is drawn to a number of contradictions between collective nature of education and a need to ensure individual development of future professionals at the stage of professional training in higher education. Modern approaches to forming professional competence as a complex characteristic of a future teacher, which has certain specifics in terms of content and organization, are analyzed. The specifics of organizing educational process in the system of vocational education through the choice of profession in accordance with personal and individual traits, ensuring the quality of development, achieving high levels of professionalism and psychological support of professional development. The integral system of practice-oriented measures of optimizing professional training is shown, namely: joint teacher-students activities, organizing pedagogical support of students, designing training purposes, education, creating a unified educational space, external and internal differentiation of system of professional training, variability of the system of evaluating educational results. The professional training of future teachers on individual educational trajectories is characterized as a process of updating and increasing the individual potential of each student in forming professional competence, assisting technology mastering, planning and managing the operational structure of educational activities, mastering creative adaptation to content and structure of professions through internalizing special knowledge, skills, and abilities.