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Iryna Lutsenko, Olha Reipolska

Urgency of the research. At the present stage, the individual approach is implemented in preschool education both as an independent methodological approach and as a component of personality-oriented, along with age and activity approaches. At the same time, in the conditions of subject-game environment as a space in which children with different individual differences meet in active interaction, teachers feel the need to quickly focus not so much on diverse lists of such differences, but on generalized characteristics of children. This determines the need to integrate individual and typological approaches in pedagogical work with children.

Target setting. In age psychology and preschool pedagogy, research is conducted to study individual, individual-typological features of the development of preschool children. At the same time, the disclosure of the importance of the individual-typological approach as a methodological tool for the organization of children's activities by the teacher in the space of the subject-play environment was not the subject of special attention.

Actual scientific researches and issues analysis. Individual-typological features of preschool children are studied by V. Kuzmenko, O. Brezhneva, V. Pasichnyk, M. Pitin, O. Reipolska, M. Yaroshyk. Substantiation of the individual-typological approach is done by revealing and clarifying the concepts of "individualization", "typology", "individual approach", "typological approach", "individual-typological approach".

The research objective The subject-play environment of a preschool institution is mostly focused on taking into account the age characteristics of preschool children. At the same time, its individual and typological differences are clearly revealed in play activities as the leading activity of a preschool child and communication. Under such circumstances, in establishing real interaction with children and children with each other, the teacher is faced with the task of taking into account the most important for the organization of communication and play activities of their development.

The statement of basic materials. The article reveals the peculiarities of the implementation of individual and typological approaches in preschool education. The optimal set of individual psychological differences for the division of children in the subject-play environment into typological subgroups is substantiated. For this purpose, the following criteria are identified: 1. Type of temperament. 2. Socio-communicative competence. 3. Game competence. 4. Basic personality traits.

Conclusions. In preschool pedagogy and practice of preschool education institutions, the individual-typological approach has not been properly studied and has not been widely used. The individual approach is more widely known. However, in working with children with normal ontogenesis, individualization is realized sporadically, in the form of separate, unrelated techniques aimed at taking into account randomly selected individual psychological differences of children. The individual-typological approach is called to change this situation, which allows to divide all children into typological subgroups and to carry out differentiated work with them, to focus on type-forming characteristics.

Key words: individual-typological approach, individual-psychological differences, typological groups, differentiated work.

References:

1. Agilyar Tukler, VV 2020, Vihovannya iniciativnosti ditej starshogo doshkilnogo viku v syuzhetno-rolovij gri (Education of initiative of older preschool children in a role-playing game). Avtoreferat disertaciyi kandidata nauk, Nacionalna akademiya pedagogichnih nauk Ukrayini, Institut problem vihovannya, Kiyiv, 23 s.

2. Ajzenbart, MM 2016, Formuvannya socialno-komunikativnoyi kompetenciyi ditej starshogo doshkilnogo viku v procesi igrovoyi diyalnosti (Formation of social and communicative competence of older preschool children in the process of play activities). Avtoreferat disertaciyi kandidata nauk, DZ "Pivdennoukr. nac. ped. un-t im. K. D. Ushinskogo", Odesa, 20 s.

3. Bazovij komponent doshkilnoyi osviti (Basic component of preschool education) 2021, Derzhavnij standart doshkilnoyi osviti, nova redakciya vid 12.01.2021, № 33. Dostupno: <https://mon.gov.ua/storage/app/media/rizne/2021/12.01/Pro_novu_redaktsiyu%20B>. [25 Veresen 2021].

4. Kuzmenko, VU 2005, Rozvitok individualnosti ditini 3-7 rokiv (Development of individuality of a child 3-7 years). Monografiya, Kiyiv: NPU imeni M.P. Dragomanova, 354 s.

5. Kulyutkin, YuN & Suhobskaya, GS 1971, Individualnye razlichiya v mysledeyatelnosti vzroslyh uchashihsya (Individual differences in the thinking activity of adult students), Moskva: Pedagogika, 112 s.

6. Lucenko, Irina 2021, ‘Proyektuyemo predmetno-igrove seredovishe grupi (We design the subject-game environment of the group)’, Doshkilne vihovannya, № 5, s. 9 – 13.

7. Muzika, OL 2008, ‘Tipologichnij pidhid u psihologiyi zdibnostej ta obdarovanosti yak alternativa situacijno-dispozicijnij antinomiyi (Typological approach in the psychology of abilities and talents as an alternative to situational-dispositional antinomy)’, Aktualni problemi psihologiyi: Problemi psihologiyi tvorchosti: Zbirnik naukovih prac, Za red. VO Molyako, Zhitomir: Vid-vo ZhDU im. I.Franka, T. 12, Vip. 4, s. 184-192.

8. Melnikov, VM & Yampolskaya, LT 1985, Vvedenie v eksperimentalnuyu psihologiyu lichnosti (Introduction to experimental psychology of personality). Uchebnoe posobie, Moskva: Prosveshenie, 319 s.

9. Palij, AA 2010 – 2020, Diferencialna psihologiya (Differential psychology), Biblioteka ukrayinskih pidruchnikiv Westudents.com.ua. Dostupno: <https://westudents.com.ua/glavy/76488-21-temperament-yak-formalna-ntegratsyna-osnova-ndivdualnost.html>. [25 Veresen 2021].

10. Pasichnik, V, Pitin, M & Romanchuk, I 2019, ‘Individualno-tipologichni osoblivosti ditej doshkilnogo viku (Individual-typological features of preschool children)’, Naukovij chasopis NPU imeni M.P. Dragomanova, Vipusk 1 (107), s. 69-73. Dostupno: <http://repository.ldufk.edu.ua/bitstream/34606048/24161/1 Pasichnik_Pitin_Romanchuk_2019.pdf>. [21 Veresen 2021].

11. Pirozhenko, TO 2016, Igrova diyalnist doshkilnika: molodshij doshkilnij vik (Play activity of a preschooler: junior preschool age), Kiyiv: Geneza, 88 s.

12. Plotnikov, VI 2003, Tipologicheskij pohod. Socialnaya filosofiya. Slovar (Typological approach. Social philosophy. Dictionary), Moskva: Akad.Proekt, s. 464-471.

13. Plyush, V & Tereshenko, O 2018, Individualno-tipologichnij pidhid v organizaciyi samostijnoyi roboti studentiv (Individual-typological approach in the organization of independent work of students), s. 145-150. Dostupno: <http://journals.nubip.edu.ua/index.php/Pedagogica/article/viewFile/12085/10465>. [21 Veresen 2021].

14. Psihologo-pedagogichnij suprovid vihovannya i rozvitku ditej doshkilnogo viku z rodin uchasnikiv ATO i vnutrishno peremishenih osib: koncepciya, metodika, tehnologiyi (Psychological and pedagogical support of education and development of preschool children from the families of ATO participants and internally displaced persons: concept, methodology, technologies) 2018, Navchalno-metodichnij posibnik, avt. IO Lucenko, AM Bogush, LO Kalmikova, VU Kuzmenko, SI Povoroznyuk, OD Rejpolska, za nauk. redakciyeyu IO Lucenko, Kiyiv: Vidavnictvo NPU imeni M. P. Dragomanova, 213 s.

15. Rejpolska, OD 2021, Teoretiko-metodichni zasadi formuvannya u doshkilnikiv cinnisnogo samo stavlennya (Theoretical and methodological principles of forming a self-esteem in preschoolers). Avtoreferat disertaciyi doktora nauk, Institut problem vihovannya NAPN Ukrayini, Kiyiv, 40 s.

16. Silchenko, SV 2012, Vidy pedagogicheskij yavlenij i ih izmerenie (Types of pedagogical phenomena and their measurement). Dostupno: <https://cyberleninka.ru/article/n/vidy-pedagogicheskih-yavleniy-i-ih-izmerenie/viewer>. [21 Veresen 2021].

17. Tarantej, VP 2002, Professionalnoe stanovlenie uchitelya v usloviyah nepreryvnogo pedagogicheskogo obrazovaniya (Professional development of a teacher in the context of lifelong pedagogical education). Dissertaciya doktora nauk, Grodnenskij gosudarstvennyj universitet imeni Yanki Kupaly, Grodno, 261 s.

18. Teoretiko-metodichni zasadi psihologo-pedagogichnogo suprovodu vihovannya i rozvitku doshkilnikiv iz rodin uchasnikiv bojovih dij i vnutrishno peremishenih osib (Theoretical and methodological principles of psychological and pedagogical support of education and development of preschoolers from the families of combatants and internally displaced persons) 2021, Monografiya, avt. IO Lucenko, VU Kuzmenko, LO Kalmikova, IO Lapchenko, SI Povoroznyuk, OD Rejpolska, YaO Olshevska, IG Andrushenko, za nauk. redakciyeyu IO Lucenko, Pereyaslav (Kiyiv obl.): Dombrovska Ya.M., 266 s.

19. Furman, A 2006, ‘Tipologichnij pidhid u sistemi metodologuvannya (Typological approach in the system of methodology)’, Psihologiya i suspilstvo, № 2, s. 78-92. Dostupno: <http://dspace.wunu.edu.ua/bitstream/316497/29998/1/%D0%A4%D1%83%D1%80%D0%BC%D0%B0%D0%BD.pdf>. [21 Veresen 2021].

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Category: Uncategorised

Liubov Artemova

Urgency of the research. Democratic transformations in Ukraine are fundamentally and progressively making changes in the sphere of education and life of the younger generations. The training of students of creative professions needs a special humanistic transformation. During the period of acquiring professional competencies in higher educational institutions, future actors need a pedagogical direction of their educational activity, based on democratic and humanistic principles of pedagogy of cooperation. It is this approach that will contribute to the discovery and realization of the abilities and talents of young people.

Actual scientific researches and issues analysis. In the process of students preparing for stage skills, the considerable achievements of domestic and foreign classical and modern theater and film schools, innovative techniques of choreographic art are now used, such as M. Kropyvnytskyi, V. Nemyrovych-Danchenko, O. Dovzhenko, K. Stanislavskyi, O. Kovalenko, O. Merlianova, O. Tarantseva and others.

Target setting. Theatrical pedagogy, as a creative level of the pedagogical activity, contains many components that ensure high effectiveness of pedagogical efforts of the teacher and creative successful mastery of professional competencies by students. I consider it worthy of researching the teaching style of the teacher, which determines the effectiveness of any methods and techniques of teaching by the teacher and teaching by the student.

The statement of basic materials. This study examines the advantages and disadvantages of the main 3 styles of teaching: authoritarian, democratic, liberal. To find out their relevance from the students' point of view, they are asked to choose the style that helps them to more successfully master the professional competencies of stage skills. Since the democratic style was chosen by the vast of students majority, the further transformative experiment was carried out by the efforts of teachers convinced of the expediency of this style, who habitually adhered to it in working with students. The focus of their attention and activities are: to adhere to the subject - the subject interaction in teaching students acting and choreography; apply all methods, technologies, trainings, adhering to the specified interaction; to organize the teacher's partnership with students, respectively, to use verbal and non-verbal techniques of theater pedagogy, positive emotional means of expression; conduct all training exercises so brightly that students have fun with them.

Conclusion. As a result of teachers' adherence to a democratic style of interaction with students, their level of attitude to this style has increased. In the control experiment, only a few students appeared - supporters of other styles of interaction. The nature of the interaction between students and teachers has also changed positively: their business relations have become less formal, not tense, emotionally colored. There were more positive emotions in communication, interested in supporting acting achievements, cheering for the success of each student.
Thus, the introduction and constant maintenance of a democratic style of interaction between teachers and students in the process of educational theatrical activities confirmed its positive impact on the development of stage skills in students and the overall creative atmosphere in the student group.

Keywords: teacher, student, theater pedagogy, actor, performing arts, creativity, choreography, style of interaction, authoritarian, democratic, liberal, emotions, communication.

References:

1. Abramyan, VC 1996, Teatralna pedagogika (Theatrical pedagogy), Kiyiv: Libid, 224 s.

2. Artemova, LV 2002, Teatr i gra (Theater and game), Kiyiv: Tomiris, 291 s.

3. Beh, ID 2003, Vihovannya osobistosti (Education of personality), u 2-h kn., Kn. 2: Osobistisno oriyentovanij pidhid: teoretiko-tehnologichni zasadi, Kiyiv: Libid, 280 s.

4. Goldrich, OS 2006, Horeografiya: posibnik z osnov horeografichnogo mistectva ta kompoziciyi tancyu (Choreography: a guide to the basics of choreographic art and dance composition), Lviv: SPOLOM, 176 s.

5. Zagorodnya, LP & Titarenko SA 2010, Pedagogichna majsternist vihovatelya doshkilnogo zakladu (Pedagogical skills of a preschool teacher). Navchalnij posibnik, Sumi: Universitetska kniga, 319, [1] s.

6. Zyazyun, IA & Sagach, GM 1997, Krasa pedagogichnoyi diyi (The beauty of pedagogical action), Kiyiv: Ukrayinsko-finskij institut menedzhmentu i biznesu, 302 s.

7. Kovalenko, O 2021, ‘Didaktichni osnovi muzichnoyi pidgotovki majbutnih fahivciv z horeografiyi u vitchiznyanih ZVO (Didactic bases of musical training of future specialists in choreography in domestic institutions of higher education)’, Zbirnik naukovih prac Umanskogo derzhavnogo pedagogichnogo universitetu, Vip. 1, s. 91 – 97.

8. Kozachkovskij, D 2017, Notatki na storinkah rolej, p’yes i klaptikah paperu ([Notes on the pages of roles, plays and scraps of paper). Pidruchna kniga dlya aktoriv i rezhiseriv, upor. Kozak B, Lviv: Vid. centr LNU im. I. Franka, 96 s.

9. Melnyk, NI & Vertuhina, VM & Artemova, LV and other 2020, ‘ Progressiv Practices of Covernment Management in Preschool Teachers Professional Training in Western European Countries’, Universal Journal of Educational Research 8 (10 ): 4591-4602. DOI: 10.13189/ujer.2020.08127. Available from: <http://www.hrpub.org>. [10 July 2021].

10. Merlyanova, O 2021, ‘Rol distancijnogo navchannya v sistemi pidgotovki horeografiv (The role of distance learning in the system of training choreographers)’, Zbirnik naukovih prac Umanskogo derzhavnogo pedagogichnogo universitetu, Vip. 1, s. 183 – 188.

11. Rudnicka, OP 2010, Mistecka osvita v Ukrayini: teoriya i praktika (Art education in Ukraine: theory and practice), Sumi: SumDPU im. A. S. Makarenko, 255 s.

12. Sarabyan, E & Polishuk, V 2019, Bolshaya kniga akterskogo masterstva. Unikalnoe sobranie treningov po metodikam velichajshih rezhisserov. Stanislavskij, Meerhold, Chehov, Tovstonogov (A great book of acting. A unique collection of trainings on the methods of the greatest directors. Stanislavsky, Meerhold, Chekhov, Tovstonogov), Moskva: AST, 300 s.

13. Syao Chzhan, 2021, ‘Ponyattya profesijnoyi majsternosti horeografiv yak sistemi (The concept of professional skills of choreographers as a system)’, Zbirnik naukovih prac Umanskogo derzhavnogo pedagogichnogo universitetu, Vip. 1, s. 107 – 112.

14. Taranceva, OO 2002, Formuvannya fahovih umin majbutnih uchiteliv horeografiyi zasobami ukrayinskogo narodnogo tancyu (Formation of professional skills of future teachers of choreography by means of Ukrainian folk dance). Avtoreferat kandidata nauk, Kiyiv, 20 s.

15. Yagupov, VV 2002, Pedagogika (Pedagogy). Navchalnij posibnik dlya stud. ped. spec. VNZ, Kiyiv: Libid, 560 s.

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Category: Uncategorised

Oksana Markova, Maiia Marienko

Urgency of the research. The skills and abilities that students must master, defined in the work program of the discipline "Fundamentals of Information Technology", are revealed. Distance learning is one of the leading forms of education in a modern institution of higher education. Therefore, the relevance of using cloud services and cloud-based systems is not in doubt.

Target setting. Distance learning in higher education institutions, today, is preferred for most institutions in the country. And while the transition to this form of education is not a problem for senior students, undergraduate students face major challenges related to the organization of the workspace.

Actual scientific researches and issues analysis. The advantages of the cloud mean over traditional and electronic means have been scientifically proved by S. O. Semerikov, I. O. Teplyts-kyi, Yu. V. Yechkalo, O. M. Markova, V. M. Soloviev and A. Yu. Kiv. Possibi-lities of application of cloud technologies in the educational process of researches by Е. A. Aldakheel, C. N. Bull, A. M. Stryuk, O. V. Merzlykin, S. O. Se-mеrikov and M. V. Popel.

The research objective. Experi-mentally test the effectiveness of using Octave Online as a cloud-based workshop.

The statement of basic materials. The essence of the concept of a "cloud-oriented workshop" is revealed. Demonstration examples of individual tasks from the course "Fundamentals of Information Technology" are given. It is shown that the content of tasks is aimed at the formation of skills and practical skills in programming to solve practical problems and exercises for laboratory work on the basics of information technology. Fragments of tasks performed by first-year students are given. The advantages of GNU Octave as an aid in numerical calculations have been established. The results of an experimental test of the effectiveness of using Octave Online as a cloud-based workshop were evaluated on a three-level scale. Each level is determined by a list of relevant indicators.

Conclusions. The analysis of the experiment showed that the students' academic achievements after performing laboratory work in a cloud-oriented workshop increased compared to their academic achievements before the use of Octave Online. The conclusions of the experimental test of the effectiveness of the use of Octave Online as a cloud-oriented workshop, on the convenience and usefulness of the use of this cloud tool in the training of future IT professionals.

Keywords: cloud tool, cloud-oriented workshop, web interface for GNU Octave, Octave Online, Fundamentals of Information Technology, future IT professionals.

References:

1. Aldakheel, ЕA 2011, A Сloud Computing framework for computer science education. Master of Science thesis, Bowling Green.

2. Bull, CN 2015, Studios in software engineering education. Ph.D. thesis, Bailrigg.

3. Markova, OM, Semerikov, SO, Striuk, AM, Shalatska, HM, Nechypurenko, PP & Tron VV 2019, ‘Implementation of cloud service models in training of future information technology specialists’, in Proceedings of the 6th Workshop on Cloud Technologies in Education (CTE 2018), ed. AE Kiv & VN Soloviev. Kryvyi Rih, Ukraine, 21 December 2018. Kryvyi Rih : CEUR Workshop Proceedings, vol. 2433, pp. 499-515. Available from: <http://ceur-ws.org/Vol-2433/paper34.pdf >. [08 September 2021].

4. Semerikov, S, Teplytskyi, I, Yechkalo, Y, Markova, O, Soloviev, V & Kiv, A 2019, ‘Computer Simulation of Neural Networks Using Spreadsheets : Dr. Anderson, Welcome Back’, in Proceedings of the 15th International Conference on ICT in Education, Research and Industrial Applications. Integration, Harmonization and Knowledge Transfer, ed. V Ermolayev, F Mallet, V Yakovyna, V Kharchenko, V Kobets, A Korniłowicz, H Kravtsov, M Nikitchenko, S Semerikov, A Spivakovsky. Kherson : CEUR Workshop Proceedings, Volume II : Workshops, vol. 2393, pp. 833-848. Available from: <http://ceur-ws.org/Vol-2393/paper_348.pdf>. [08 September 2021].

5. Wang, M, Chen, Y & Khan, MJ 2014, ‘Mobile Cloud Learning for Higher Education : A Case Study of Moodle in the Cloud’, The International Review of Research in Open and Distance Learning, vol. 15. April, no 5, pp. 254-267.

6. Alekseyev, YeR & Chesnokova, OV 2012 Vvedeniye v Octave dlya inzhenerov i matematikov (Introduction to Octave for engineers and mathematicians), ALT Linux, Moskva. Available from: <http://opds.spbsut.ru/data/_uploaded/books/octave_book.pdf>. [08 September 2021].

7. Kryvonos, OM & Korotun, OV 2018, ‘Etapy proektuvannya khmaro zoriyentovanoho seredovyshcha navchannya baz danykh maybutnikh uchyteliv informatyky (Stages of designing a cloud-oriented learning environment for databases of future computer science teachers)’, Informatsiyni tekhnolohiyi i zasoby navchannya (Information technologies and learning tools), no. 1 (63), pp. 130-145. Available from: <https://journal.iitta.gov.ua/index.php/itlt/article/view/1866/1299>. [08 September 2021].

8. Markova, OM 2017, Robocha navchalʹna prohrama z dystsypliny “Osnovy informatsiynykh tekhnolohiy” dlya studentiv spetsialʹnosti 123 “Komp'yuterna inzheneriya” (Working curriculum in the discipline “Fundamentals of Information Technology” for students majoring in 123 “Computer Engineering”) / fakulʹtet informatsiynykh tekhnolohiy, Prohrama skladena na osnovi osvitnʹo-profesiynoyi prohramy pidhotovky bakalavra za spetsialʹnistyu 123 “Kompyuterna inzheneriya”, Kryvyi Rig.

9. Markova, OM 2019, Cloud technologies as a means of teaching the basics of mathematical informatics to students of technical universities (Cloud technologies as a means of teaching the basics of mathematical informatics to students of technical universities). Ph.D., Kryvyi Rih State Pedagogical University of the Ministry of Education and Science of Ukraine, Luhansk Taras Shevchenko National University State Institution, Starobilsk.

10. Merzlykin, OV & Semerikov, SO 2015, ‘Perspektyvni khmarni tekhnolohiyi v osviti (Promising cloud technologies in education)’, in Tezy dop. nauk.-prakt. sem. “Khmarni tekhnolohiyi v suchasnomu universyteti” (KHT·SU–2015) (These add. scientific-practical family "Cloud technologies in a modern university" (KhTSU-2015)). Cherkasy, 24 March 2015. Cherkasy : CHDTU, pp. 31-33.

11. Popel, MV 2017, Khmarnyy servis SageMathCloud yak zasib formuvannya profesiynykh kompetentnostey vchytelya matematyky (Cloud service SageMathCloud as a means of formation of professional competences of the teacher of mathematics). Ph.D., Institute of Information Technologies and Learning Tools of NAES of Ukraine, Kyiv.

12. Stryuk, AM & Rassovytska, MV 2015, ‘Vykorystannya khmarnykh tekhnolohiy u kombinovanomu navchanni informatyky studentiv inzhenernykh spetsialʹnostey (The use of cloud technologies in the combined teaching of computer science to engineering students)’, Visn. Dnipropetr. un-tu imeni Alʹfreda Nobelya. Seriya: Pedahohika i psykholohiya (Bulletin of Alfred Nobel University of Dnepropetrovsk. Series : Pedagogy and psychology), vol. 1, no. 9, pp. 221-226.

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Kseniia Hurzhy

Urgency of the research. Interaction with urban space is at the heart of our everyday lives. It is not just its use, but its understanding, appropriation and giving value or super-value that defines us as citizens and citizens. This proves that politicians recognise certain territories (cities) as territories over which a certain idea dominates, related to it, its retransmitters and attempts to influence them. Urban changes, in turn, cause the mobility of cultural meanings according to which people live and are oriented.

Target setting. Urban matter is needed by the modern community to construct the world. The city becomes an image of a rational man-made world. But if the universe for man is mediated by urban space and assimilated through urban structures, the question of their essence arises. A separate gap in this circle of questions about the foundations of such a universe through the organization of urban life is to find an answer to the question of what it is in urban space that indicates, fixes and reflects representations of the world and the self.

Actual scientific researches and issues analysis. In order to fully develop the research objective (analysis of sacred meanings in culture and society), the original theoretical works were studies on semiotics by Roland Barthes and Yuri Lotman, explanations of sacredness in the works of Peter Berger and Mircea Eliade, disclosure of mechanisms of urban space organisation in the works of Amos Rapoport and Spiro Kostof and interpretation of the polycentric phenomenon based on the concept of the city as metacollector by Peter Sloterdijk.
Practical illustrative material on sacralisation in cities is provided by studies of Berlin by Aleida Asman, the cultural monuments of Paris by Henri Lefebvre and American civil religion.
Among the national studies of sacred space in its various correlations with urban reality, a certain research ground is already forming in the studies of F. Tikhomirov, K. Belikov, and A. Sorochuk.

The research objective. The aim of the article is to analyse the problem of identifying cultural meanings in urban sacred space and to illustrate contemporary processes of sacralisation in the city. Analysing the experiences of Berlin, Paris, New York and Indianapolis, we will try to illustrate exactly what kind of transformation contemporary urban spaces are experiencing, how sacralisation of urban objects occurs and what becomes the basis for such sacralisation of urban spaces. It is the translation of the conversation about the sacred in the contemporary city into a theoretical plane and the consideration of the mechanisms of sacralisation as a first approximation that will be the subject of this exploration.

The statement of basic materials. The article examines the phenomena of sacralisation of cultural heritage objects (if such urban objects are "icons" and part of the symbolic identity), the role of civil religion in the sacralisation of urban space objects (using the examples of New York's Ground Zero space, the memorial to the murdered Jews of Europe in Berlin). Emphasis is placed on the peculiar migration of "religious" terminology into everyday urban discourse (use of stable designations: city icon, city-icon, "desecration of an architectural structure"). Emphasis is placed on the hybridity of urban spaces and the emergence of a multiplicity of urban sacral centres.

Conclusions. The sacral framework of the modern city consists of sacralised objects that organise the grid of urban coordinates and help new citizens integrate into the urban field of meaning. Modern sacralisation does not disappear, but fragments; it can be characterised as plural sacralisation, because the city is inhabited by communities united on different grounds, on different grounds, and their sacredness in the city can be fundamentally different from that of another community. The facts of sacralisation of contemporary urban space, point to the continuity of this process as opposed to the studies that tend to speak of a one hundred percent secularisation of urban space. The aforementioned sacralization of urban landscapes, spaces, objects and structures, we see as a promising topic that requires further detailed consideration.

Keywords: sacred urban space, sacralisation in the city, city philosophy, cultural values.

References:

1. Assman, A 2016, Novoe nedovolstvo memorialnoj kulturoj (New Discontent with Memorial Culture), Moskva: Novoe literaturnoe obozrenie, 232 s.

2. Bart, R 1989, Izbrannye raboty: Semiotika: Poetika (Selected works: Semiotics: Poetics), Moskva: Progress, 616 s.

3. Berger, P 2019, Svyashennaya zavesa. Elementy sociologicheskoj teorii religii (The Sacred Canopy: Elements of a Sociological Theory of Religion), Moskva: Novoe literaturnoe obozrenie, 216 s.

4. Byelikova, KO 2014, ‘Sakralizaciya prostoru mista v umovah sekulyarizaciyi (Sacralization of urban space in terms of secularization)’, Visnik DonNUET: nauk. zhurn.- Doneck. Seriya, Gumanitarni nauki, Vip. 2 (62), s. 66-73.

5. Gurzhi, KL 2017, ‘Ot Sancta Civitas k Idealnym gorodam: hristianskij gorod na puti k svetskosti (From Sancta Civitas to the Ideal Cities: a Christian city on the way to secularism)’, Religiya i Istoriya: materialy V Mezhdunar. nauch.-prakt. konf., Minsk, 20–22 apr. 2017 g. Minsk: Izd. centr BGU. s. 192-195. Dostupno: <http://elib.bsu.by/handle/123456789/197613>. [01 Serpen 2021].

6. Lefevr, A 2008, ‘Drugie Parizhi (Other Paris)’, Logos: filos.-lit. zhurn., № 3 (66), c. 141–147.

7. Lotman, Yu 2010, Arhitektura v kontekste kultury (Architecture in the context of culture), Moskva: Fond “Russkij avangard”, c. 408-420.

8. Sorochuk, A 2018, Desakralizaciya prostoru suchasnogo mista (Desacralization of the space of the modern city), Visnik Lvivskogo universitetu. Seriya filos.-politolog.studiyi, Vipusk 21, c. 91-97.

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