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authors: Boris Novikov, Tamara Rudenko, Olha Potishchuk
Urgency of the research. At the heart of creative activity is the purposeful transformation of reality. Creative ideas do not arise in an empty place, they appear when a person wants to change something for the better, to improve it. The stimulus for creativity can be both social motives and the individual's own desires, dreams, and fantasies. This especially applies to artistic creativity. Artistic creativity is a kind of sphere of spiritual life of man. The artist not only reproduces the world, but also puts his feelings in it, and the perception of a work of art by other people contributes to their emotional enrichment. Thanks to art, aesthetic values are formed. They also have social significance, because they are necessary for the harmonious development of the individual, and accordingly, for society as a whole. The correct perception of the beauty of the world is one of the main tasks of aesthetic education.
Target setting. The problem of artistic creativity, understanding its nature, specifics of functioning occupies an important place in philosophy and aesthetics. It has a long history, which affected the theoretical level of its understanding. Aesthetic views were generalized through the evolution of the artistic process. The study of artistic creativity began in the second half of the 20th century, accordingly, the analysis of the development of artistic creativity necessitates a review of existing approaches to the study of this phenomenon.
Actual scientific researches and issues analysis. The philosophical and aesthetic aspect of the study provided an opportunity to turn to the works of philosophers of the past, Platon, Aristotle, L.-B. Alberti, F. Bacon, T. Hobbes, D. Locke, J.-Zh. Russo, I. Kant, F. Schelling, F. Schiller, G. Hegel, Western European researchers of the late 19th and early 20th centuries - A. Schopenhauer, A. Bergson, F. Nietzsche, K. Jung, E. Husserl, M. Heidegger , Zh.-P. Sartre and others, as well as the works of Ukrainian thinkers I. Franko, O. Potebny, L. Hubersky, M. Yevshan.
The research objective. The purpose of the study is to determine the nature, features, functioning mechanisms of artistic creativity, to consider the main stages of the development of aesthetic views. To solve the task, it is necessary to consider the philosophical and aesthetic thought of the past: philosophical searches of thinkers of antiquity, the Middle Ages, the Renaissance, and the New Age, the aesthetic views of German classical idealism, non-classical philosophy and the role of irrational motives in the artistic creativity of the 19th and 20th centuries, modern aesthetic views. A detailed examination of artistic creativity will also contribute to the understanding of the specifics of the artist's creativity in each specific art form, the aesthetic and educational role of artistic works.
The statement of basic materials. Aesthetic thought, like world science, has deep roots, traditions of aesthetic analysis have been formed since ancient times. There are various definitions of artistic creativity, but the properties of works of art and their impact on people are considered through the concept of the beautiful, which is central to aesthetic science. Artistic creativity is able to evoke strong feelings, promotes the development of imagination, fantasy, stimulates and directs the creative activity itself. In aesthetic thought, a huge amount of material was collected and various views were expressed regarding the nature and peculiarities of the functioning of artistic creativity. Artistic creativity has always been the center of attention of researchers, and in the future, it will attract attention, contribute to new creative discoveries, and will be admired.
onclusions. Artistic creativity contributes to the harmonization of relations between a person and the surrounding world, through art a person multiplies his individual experience. It promotes the development of creative thinking, the understanding of color, shape, symmetry, proportion, the ability to find similarities in nature, combine different types of activities and organize the individual's own cultural space in such a way as to receive satisfaction and enjoyment. In the process of creative activity, a person changes not only the surrounding world, but also improves himself as a subject of artistic activity.
Key words: artistic creativity, aesthetic views, aesthetics, beautiful, art, artistic perception, creative imagination, artistic work, creative activity, aesthetic education.
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author: Alla Kravchenko
Urgency of the research. The increasing use of visual content in everyday life, educational, and scientific activities requires a more detailed scientific understanding of the issues of visual epistemology. The relevance of ways of knowing the new, information-digital reality is due to the emergence of visuality or the sphere of vision. Video, photos, graphics, and other visual elements are used as the primary mode of communication and learning. Understanding and analysing visual information is becoming a key skill for intellectual and social development. As a result, a scientific analysis of the problems of visual culture formation is becoming increasingly important.
Target setting. Cognitive activity expands the toolkit of its own practices and along with analytical, hermeneutic, and phenomenological, cognitive practices of productive cognition of the world poses the task of including the visual paradigm. There is a need for scholarly reflection on the inclusion and application of visual practices in the teaching and learning process.
Actual scientific researches and issues analysis. Visual culture is studied by N. Brighton, A. Boylen, K. Jenks, M. Sturken, and L. Cartwright. The theoretical theory of "visual studies" is represented by the research of T. Mitchell, N. Mirzoyev, M. Dykovitska, and D. Elkins. Social visualism is studied by K.V. Bataieva. The culture of visual thinking is analysed by G.V. Ilyina.
The research objective. To analyse the epistemological content of visual culture and visual practices and their influence on the formation of modern man's perception and understanding of the world.
The statement of basic materials. A modern person is an active consumer of visual images, through which he/she forms his/her worldview and discourses. This leads to the search for new approaches to the presentation and assimilation of knowledge. As a result of involving visualisation in cognition, this or that problem situation was solved more productively. The formation of visual perception is directly influenced by the social environment, which determines the appropriate conditions of existence, influences the effect of cultural and linguistic traditions, and takes into account intellectual, emotional, and mental characteristics. The information boom caused by the development of technology and the availability of the internet is overloading humans with the sheer volume of information they must process. The cognitive sphere is inseparable from technological progress and is subject to all the innovations of the age, both in the use of these innovations and in their creation. Therefore, we are moving to a new epistemological interpretation of science, education, and the learning process. Consequently, it is necessary to focus on the issues of the formation of digital humanities, mosaic, and iconicity in the presentation of visual information, analysing the perception and processing of visual information, formation of visual literacy, visual thinking, and visual culture.
Conclusions. In the context of the "visual turn" in culture, there is an expansion of the ways of knowledge transmission - from the language of texts to the screen, media-visual language. In the study of the problem of visuality a set of scientific researches concerning the processing of visual information, ways of using conscious visual perception in communication processes, application of various techniques of argumentation on the basis of visual information, etc. is gaining development. The epistemological turn of the digitalised society implies the search for new methods of presenting, processing, and assimilating information. The basis of the new education is multimedia screen communication, which forms visual literacy and visual thinking, requiring the assimilation of visual culture.
Keywords: visual culture, visual literacy, visual thinking, epistemology, education, science, perception, information, knowledge.
References:
Olga Kyvliuk, Doctor of Philosophical Sciences, Professor, Head of the Department of Philosophy, Foreign Languages and Social Sciences and Humanities, Kyiv Institute of Intellectual Property and Law of the National University “Odessa Law Academy” (E-mail:
Valentyna Voronkova, Doctor of Philosophy, Professor, Head of the Department of Management and Administration, Engineering Institute of Zaporizhzhia National University (E-mail:
Vìtalina Nikitenko, Doctor of Philosophical Sciences, Professor of the Department of Management and Administration, Engineering Institute of Zaporizhzhia National University (E-mail:
DIGITAL RIGHTS AS AN EXPRESSION OF DIGITAL HUMAN ATTRIBUTES: A SOCIO-PHILOSOPHICAL EDUCATION
Nataliia Radinova, Doctor of Philosophical Sciences, Professor, Professor of the Department of Philosophy, Kharkiv National Pedagogical University named after H. S. Skovoroda (E-mail:
Svitlana Pustovit, Doctor of Philosophical Sciences, Professor, Head of Philosophy and Foreign Languages Department, Shupyk National Health Care University (E-mail:
Liudmyla Paliei, Senior lecturer, Philosophy and Foreign Languages Department, Shupyk National Health Care University (E-mail:
FROM HIPPOCRATES’ ETHICS TO V. R. POTTER’S GLOBAL BIOETHICS: EDUCATIONAL ASPECTS
Svitlana Pylypenko, PhD in Philosophy, Associate Professor (E-mail:
Nadiіa Marynets, PhD in Philosophy, Associate Professor of the Department of History and Social Disciplines, Ferenc Rákóczi II Transcarpathian Hungarian College of Higher Education (E-mail:
Volodymyr Pugachov, PhD in Economic, Senior Research Fellow of the Department of Agrarian Production Economics and International Integration, National Scientific Centre “Institute of Agrarian Economics (E-mail:
Olha Balynska, Doctor of Law, Professor, Vice-rector, Lviv State University of Internal Affairs (E-mail:
PHILOSOPHY OF HUMAN BEING IN MODERN CONDITIONS
Iryna Zhovtonoh, PhD student, Center for Humanitarian Education, The National Academy of Sciences (NAS) of Ukraine (E-mail:
THE EXTERMINATION THE SYMBOLS OF IDENTITY AS THE DESTRACTION OF THE HUMAN PERSONALITY
Anastasiia Shmorlivska, Bachelor's Degree Student, Department of Philosophy, National Technical University of Ukraine “Igor Sikorsky Kyiv Polytechnic Institute” (E-mail:
Yuliia Strebkova, PhD in Philosophy, Associate Professor, Associate Professor of the Department of Philosophy, National Technical University of Ukraine “Igor Sikorsky Kyiv Polytechnic Institute” (E-mail:
SOCIAL WORK OF PUBLIC, CHARITABLE AND VOLUNTEER ORGANISATIONS DURING MARTIAL LAW
Maiia Marienko, Doctor of Pedagogical Sciences, Senior Researcher, Leading Researcher, Department of Cloud-Oriented Systems of Education Informatization, The Institute for Digitalisation of Education of NAES of Ukraine (E-mail:
Valentyna Bobrytska, Doctor of Pedagogical Sciences, Professor, Department of Social Philosophy, the Philosophy of Education and Educational Policy, Ukrainian State Dragomanov University (E-mail:
Illia Lysokon, PhD student of the Department of Pedagogy, Assistant of the Department of Social Pedagogy and Social Work of Kryvyi Rih State Pedagogical University (E-mail:
Liliia Luparenko, PhD in Pedagogy, Head of the Department of Digital Transformation of the NAES of Ukraine, Institute for Digitalisation of Education of the NAES of Ukraine наук (E-mail:
Svitlana Lytvynova, Doctor of Pedagogical Sciences, Senior Research Fellow, Acting director, Institute for Digitalisation of Education of the NAES of Ukraine (E-mail:
author: Svitlana Lytvynova
Urgency of the research. The relevance of introducing open science approaches to education is substantiated in a number of international documents. It has been established that it is the data of open science, participation in research, observation of research, analysis of research results that are not the tools of a modern teacher, which requires adjustment of curricula for advanced training courses for teachers, the list of courses in non-formal education of teachers, the content of thematic educational webinars and the development of methods its use.
Target setting. The introduction of open science into the educational process can be a challenge for teachers and students, who must get used to new resources, environments and a new educational approach. Therefore, the main problem of introducing open education approaches into educational practice is the lack of methodology.
Actual scientific researches and issues analysis. The issues of using open science approaches in educational practice have become the subject of research by both foreign (J. Atenas, L. Havemann, E. Priego, D. Banker, D. Manning, M. Fialkowski, A. Calabrese, H. Morin, J. Curry, M. Peters etc.), and domestic scientists (V. Kovalenko, V. Kopanyeva, M. Marienko, A. Sukhikh, M. Shishkina etc.).
The research objective. To substantiate the methodology for using open science environments by teachers of natural and mathematical subjects in educational practice.
The statement of basic materials. Examples of open science environments are considered in the following areas: platforms for placing and searching for data, scientific publications with substantiation of scientific results, platforms that include drawings, data sets, images and videos, platforms with tools for collecting data, search engines and educational platforms on topics that being investigated. The directions of using open science by teachers of institutions of general secondary education are substantiated; forms, methods and approaches to teaching teachers to use open science environments. Examples of the use of open science approaches by teachers in the lessons of physics and mathematics are given.
Сonclusions. The proposed methodology can become an effective tool for introducing open science approaches into the educational practice of teachers of the new Ukrainian school. A combination of different forms of education can give teachers a broad overview of the possibilities of open science and help them understand how to use these principles in their work, and a combination of different approaches can be the most effective way to train teachers in the use of open science environments, as it allows for different needs and learning styles. Note that by combining different teaching methods, teachers can find the most suitable for them and allow them to succeed in using open science environments in teaching practice.
Keywords: environment of open science, teacher, forms and methods of teaching teachers, use of open science approaches
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