Select your language
Select your language
author: Valentyna Kuryliak
Urgency of the research. The study of the activities of physicians, especially those who have dedicated their lives to it in crisis situations such as pandemics, is a topical issue in the context of coronavirus infection Kovid-19. The personality of John Harvey Kellogg is interesting because he managed to combine the fields of surgical practice, practical medicine, health promotion, publishing and writing, etc., leaving behind not only hundreds of different inventions for medicine and healthy eating, but also a number of philosophical and theological works that motivate the interested researcher not only to get acquainted with the practical achievements of the famous doctor, but also to pay attention to his philosophy of health.
Target setting. The beginning and development of the career of Dr. John Harvey Kellogg is closely connected with the Seventh-day Adventist Church, from which the genius physician was expelled in the early twentieth century. Each side had reasons for this decision, so outlining them in the context of Kellogg's study of philosophical and theological arguments about healthy living principles that Adventists have practiced for hundreds of years is a problem we will try to understand in the study.
Actual scientific researches and issues analysis. The history and interpretation of the works of John Harvey Kellogg are usually studied by American researchers, because it was in their fields that this doctor actively worked and acted. However, this study is generally based on the greatest philosophical and theological work published by Kellogg – the book “Living Temple”, the study of the ideas of which formed the basis of this study.
The research objective. It consists in outlining the positions and concepts of the principles of a healthy lifestyle of John Harvey Kellogg with reference to the philosophical and theological arguments set out by him in the book “Living Temple”.
The statement of basic materials. Examining the ideas of the Living Temple, it was found that it contains a description of the principles of health according to which it is necessary to take care of the human body. According to Kellogg, the stated principles of health care are in harmony with the laws of nature and the Bible. The title of the book reflects the core and essence of Kellogg's philosophy, which calls the human body a "living temple." Kellogg based this concept on the words of the Apostle Paul: "Your body is the temple of the Holy Spirit" (1 Corinthians 6:19). Kellogg was convinced that a man living in a civilized environment had departed far from the divine ideal that was originally proposed for the comfortable life of man..
Conclusions. As follows, John Harvey Kellogg was convinced in his philosophy of health that an increase in the number of physical, mental, and moral illnesses was the result of a violation of the laws of the Creator. In his opinion, there should be no conflict between real science and religion. On the contrary, true science cannot be non-religious, and true religion does not exist without a solid philosophical foundation.
Key words: philosophy of health, John Harvey Kellogg, principles of a healthy lifestyle.
References
1. Kellogg, JH 1903. The Living Temple, Battle Creek, Good Health Publishing Company.
2. Wilson, B 2014, Dr. John Harvey Kellogg and the religion of biologic living, Indiana University Press, Bloomington & Indianapolis.
3. Kovba, DM 2020. ‘Evgenika kak napravlenie nauchnoj mysli i praktika selekcii cheloveka v konce XIX – nachale XXI vv. (Eugenics as a direction of scientific thought and practice of human selection in the late 19th – early 21st centuries)’, Socium i vlast', Vyp. 4, s. 7–19.
authors: Valentyna Kovalenko, Maiia Marienko, Alisa Sukhikh, Mariia Shyshkina
Urgency of the research. Due to the emergence and wide use of cloud-based services and open science systems in the field of education, there is a need for their methodological considering and introduction into the activities of teachers. There is a need to study and assess the level of use of these systems in the domestic educational space in order to find better ways, directions and approaches to their introduction into the teaching and professional development of teachers.
Target setting. At the moment, one of the priorities of the Ministry of Education and Science of Ukraine is the development of scientific education of teachers through the use of the emerging digital technologies. Therefore, it is necessary to investigate and assess the current state of the problem of implementation and use of the cloud-based systems of open science in the domestic educational space.
Actual scientific researches and issues analysis. The definition of the term "open access" is given in the Budapest Open Access Initiative. A.G. Zagorodniy stressed that the Horizon Europe program starts in 2021, so the main task for Ukraine is to join the European Cloud of Open Science (EOSC). The experience of teachers in using EOSC services already exists.
The research objective. The objective is to analyze and evaluate the current state of use of the cloud-oriented systems of open science in the domestic educational space.
The statement of basic materials. The Budapest Open Access Initiative and the Berlin Declaration are analyzed. The main provisions of the policy of the international movement for open access are given. One of the priorities of science development in Ukraine is integration into the European Research Area. 6 priorities of integration of Ukrainian science into the European Research Area are described. A survey of mathematics teachers of advanced training courses of Kryvyi Rih State Pedagogical University and students of the National University of Life and Environmental Sciences in 2020-2021 academic year were conducted. The current state of the use of cloud-oriented systems of open science is clarified. The main factors to be considered for further implementation of these systems in teacher education and their ICT competence increase are identified.
Conclusions. Open science represents a new approach to the scientific process based on collaboration and new ways of disseminating knowledge through digital technologies and collaboration tools. The defining step for Ukraine was the cooperation of UNESCO in order to promote open science. The results of the study in 2020 and 2020-2021 academic year. give grounds to claim that teachers are almost unfamiliar with open science and cloud services of open science.
Keywords: cloud-oriented systems, open science, cloud-oriented systems of open science, experience of use, use of cloud-oriented systems.
References:
1. Berlin Declaration on Open Access to Knowledge in the Sciences and Humanities. Available from: <https://openaccess.mpg.de/Berlin-Declaration> [28 June 2021].
2. Consolidated Roadmap for a Possible UNESCO Recommendation on Open Science. Available from: <https://unesdoc.unesco.org/ark:/48223/pf0000369699>. [28 June 2021].
3. Open Innovation, Open Science, Open to the World-a vision for Europe. Available from: <https://ec.europa.eu/digital-single-market/en/news/open-innovation-open-science-open-world-vision-europe>. [28 June 2021].
4. Bykov, VYU 2009. Modeli orhanizatsiynykh system vidkrytoyi osvity (Models of organizational systems of open education), Atika, Kyyiv.
5. Desyat let s Budapeshtskoy initsiativoy otkrytogo dostupa: ustanavlivaya otkrytost (Ten Years with the Budapest Open Access Initiative: Establishing Openness). Dostupno: <https://www.budapestopenaccessinitiative.org/boai-10-translations/russian>. [28 Cherven 2021].
6. Dorozhnya karta intehratsiyi Ukrayiny do Yevropeysʹkoho doslidnytsʹkoho prostoru (ERA-UA) (Roadmap for Ukraine's integration into the European Research Area (ERA-UA)). Dostupno: <https://mon.gov.ua/ua/tag/era-ua>. [28 Cherven 2021].
7. Yevropeyska khmara vidkrytoyi nauky yak hlobalʹnyy instrument naukovykh doslidzhen (European cloud of open science as a global research tool). Dostupno: <https://www.nas.gov.ua/UA/Messages/Pages/View.aspx?MessageID=6661>. [28 Cherven 2021].
8. Zakon Ukrayiny pro povnu zahalnu serednyu osvitu (Law of Ukraine on complete general secondary education) 2020. Dostupno: <https://zakon.rada.gov.ua/laws/show/463-20#Text>. [28 Cherven 2021].
9. Kovalenko, VV, Lytvynova, SH, Marienko, MV & Shyshkina, MP 2020. ‘Khmaro oriyentovani systemy vidkrytoyi nauky u navchanni i profesiynomu rozvytku vchyteliv: zmist osnovnykh ponyat doslidzhennya (Cloud oriented systems of open science in teacher teaching and professional development: contents of the basic concepts of research)’, Fizyko-matematychna osvita, Vypusk №3 (25), Chastyna 2, s. 67-74. Dostupno: <https://fmo-journal.fizmatsspu.sumy.ua/journals/2020-v3-25-2/2020_3-25-2_Kovalenko-Lytvynova-Marienko-Shys.pdf>. [28 Cherven 2021].
10. Kuzminska, OH 2020. Teoretyko-metodychni zasady proyektuvannya i zastosuvannya tsyfrovoho osvitnʹoho seredovyshcha naukovoyi komunikatsiyi mahistriv-doslidnykiv (Theoretical and methodical principles of design and application of digital educational environment of scholarly communication of masters of research). Dysertatsiya kandydata nauk, Natsionalʹnyy universytet bioresursiv i pryrodokorystuvannya Ukrayiny, Derzhavnyy zaklad “Luhansʹkyy natsionalʹnyy universytet imeni Tarasa Shevchenka”, Starobilʹsʹk.
11. Mykolayivsʹki vchyteli doluchylysya do "Yevropeysʹkoyi khmary vidkrytoyi nauky" (The Nikolaev teachers joined "European cloud of open science"). Dostupno: <https://suspilne.media/131587-mikolaivski-vciteli-dolucilisa-do-evropejskoi-hmari-vidkritoi-nauki/>. [28 Cherven 2021].
12. Pasmor, YuV & Kulyk, MM 2020. ‘Informatsiyni tekhnolohiyi ta resursy Open Science: bibliometrychne, naukometrychne bachennya (Information technologies and resources Open Science: bibliometric, scientometric vision)’, Pravo ta innovatsiyi, № 3 (31), s.24-34.
13. Uhoda pro asotsiatsiyu (Association Agreement). Dostupno: <https://eu-ua.kmu.gov.ua/uhoda-pro-asotsiatsiiu>. [28 Cherven 2021].
14. YUNESKO mobilizuye zusyllya z metoyu prosuvannya vidkrytoyi nauky i zmitsnennya spivpratsi v konteksti protydiyi COVID-19 (UNESCO is mobilizing efforts to promote open science and strengthen cooperation in the context of countering COVID-19). Dostupno: <https://unesco.mfa.gov.ua/news/yunesko-mobilizuye-zusillya-z-metoyu-prosuvannya-vidkritoyi-nauki-i-zmicnennya-spivpraci-v-konteksi-protidiyi-covid-19>. [28 Cherven 2021].
author: Taras Olefirenko
Urgency of the research. The current stage of building an independent Ukrainian state is associated with the processes of formation and development of pedagogical education, as it is an important component of further development of the country in the socio-economic, humanitarian, ethical and cultural dimensions.
Target setting. The Law of Ukraine “On Education” (2017) defines the obligation to comply with the educational standard in Ukraine as the content core of education, covering the material that is necessary and sufficient to perform and fulfil the tasks of education. Therefore, the completion of a number of urgent tasks of professional training of future teachers, including those related to the formation of their readiness for professional career development, takes place in the context of standardization of higher pedagogical education. This proves the relevance of the study.
Actual scientific researches and issues analysis. V. Andrushchenko, A. Krasilnikova, L. Pukhovska, A. Tsyna, Y. Shalapko and others studied the problem of the importance of building a system of training specialists with higher education in Ukraine to comply with European standards. Theoretical and applied aspects of training the pre-service teachers to be ready for their professional career development were studied by A. Bratanych, T. Kanivets, Y. Koteneva, V. Lozovetska and others.
The research objective. The purpose of the article is to specify the features of training of pre-service teachers so that they are ready for professional career development in the settings of standardization of education. To meet this purpose, the tasks were set as follows: 1) to specify the basic concepts and categories of research, to provide their interpretation in accordance with the updated legislation; 2) to determine the current tasks of training future teachers so that they are ready for the development of professional careers during the period of study in a higher pedagogical institution; 3) to single out the specifics of training of future teachers for the development of professional career in the settings of introduction of standards of higher education in the programme for the specialty of 011 “Educational, Pedagogical Sciences” of the field of knowledge of 01 “Education / Pedagogics”.
The statement of basic materials. The process of standardization of education is determined by the need to create, on the one hand, unified, and on the other hand, distinctive only to the certain field of knowledge/specialty components, which clearly define the lists of competencies of graduates and expected learning outcomes. This creates the basic mechanisms for developing a wide variety of educational programmers run at higher educational institutions as a basis for training a new generation of specialists with higher education, including pedagogical education, in accordance with the requests of students seen as customers of educational services (internal stakeholders) and employers (external stakeholders). Therefore, educational standards are an essential element of any national education system, the type of which is determined by political, socio-economic conditions, traditions of a particular country and so on. Ukraine, which is no exception, seeks to integrate with the European research and educational space with their high standards in science and education.
In the process of specifying the features of training the pre-service teachers to be ready for professional career development with regards to the implementation of Standards of Higher Education in the specialty of 011 “Educational, Pedagogical Sciences”, field of knowledge of 01 “Education / Pedagogics”, in particular for the second (Master’s) level of higher education, it was found that in the list of general competencies of the graduates the most important for the development of professional career are as follows: the ability to search, process and analyze information from various sources (GC2); ability to apply knowledge in practical situations (GC3); ability to acquire and master modern knowledge (GC4); ability to adapt and act in a new situation (GC5); ability of interpersonal interaction (GC7); ability to act socially responsibly and consciously GC8); ability to work in an international context (GC9).
Acquisition of such competencies will allow the future teacher to fulfil the five key tasks related to their career growth. These are as follows: 1) career choice; 2) career adaptation; 3) career planning; 4) career change (move); 5) career development.
Conclusions. While specifying the main concepts and categories of research, the interpretation of them was provided in accordance with the updated legislation, namely: ‘education standards’ are interpreted as a set of requirements for mandatory competencies and learning outcomes of the appropriate level, the total workload of students, other components that are stipulated by certain laws and developed in accordance with the National Qualifications Framework; under ‘the standard of higher education’ we understand a set of requirements for the content and results of educational activities of higher educational institutions and research institutions at each level of higher education (HE) within each specialty; the concept of ‘standardization’ is understood as an activity that consists in establishing provisions for general and repeated use in relation to existing or potential tasks and is aimed at achieving the optimal degree of order in a particular area. While setting the current tasks of training future teachers so that they are ready for the professional career self-development, it was found that achieving a balance in the formation of hard and soft skills, and super-professional (soft) skills during their studies is an important prerequisite for tertiary students throughout the introduction of a new generation of HE standards. This leads to a clearer approach to defining the principles of professional development of the pre-service teachers, taking into account recent challenges, in particular those related to the demands of domestic employers and the introduction of global, including European quality standards for higher pedagogical education. Specifying the features of training future teachers in self-development of their professional career in the settings of introduction of higher education standards in the specialty of 011 “Educational, Pedagogical Sciences”, field of knowledge 01 of “Education / Pedagogics” can be identified as: 1) the establishing of relevant services in the higher educational institution for guidance students’ career building and facilitating their employment, acmeological centers, student recruitment agencies, career centers that implement consulting programs on career development; 2) the activities of various employment services for graduates; 3) introduction of portfolio technology in order to update the results of their professional training and determine the prospects for further career development; 4) improvement of the practice-oriented model of future teacher training which relies on pedagogical internships.
Keywords: professional career (self)-development, training of pre-service teachers, standardization, educational standards, higher education standards.
References:
1. Andrushenko, VP 2010. ‘Modernizaciya pedagogichnoyi osviti vidpovidno do viklikiv XXI stolittya (Modernization of pedagogical education in accordance with the challenges of the XXI century)’, Naukovij visnik Mikolayivskogo derzhavnogo universitetu imeni V. O. Suhomlinskogo. Seriya: Pedagogichni nauki, Vip. 1.28, s. 12–20.
2. Bratanich, AA 2019. Metodichni osnovi osobistisno oriyentovanoyi informatichnoyi pidgotovki pidgotovka majbutnih uchiteliv tehnologij u pedagogichnomu universiteti (Methodical bases of personally oriented computer training preparation of future teachers of technologies in pedagogical university). Avtoreferat disertaciyi kandidata nauk, Nacionalnij pedagogichnij universitet imeni M. P. Dragomanova, Kiyiv, 23 s.
3. Vityuk, VV 2017. ‘Gotovnist pedagogiv do zmin v umovah realizaciyi Koncepciyi “Nova ukrayinska shkola” (Readiness of teachers for changes in the conditions of realization of the Concept “New Ukrainian school”)’, Pedagogichnij poshuk, № 2, s. 3–6.
4. Gusserl, EA 1991. ‘Fenomenologiya (statya v Britanskoj enciklopedii) (Phenomenology (article in the British Encyclopedia))’, predisl., per. i primech. VI Molchanova, Logos, № 1, s. 12–21.
5. Zakon Ukrayini “Pro osvitu” (Law of Ukraine “On Education”) 2017. Dokument № 2145-VIII, Vidomosti Verhovnoyi Radi (VVR), № 38-39, st. 380. Dostupno: <http://zakon3.rada.gov.ua/laws/show/2145-19>. [18 Cherven 2021].
6. Zakon Ukrayini “Pro vishu osvitu” (Law of Ukraine “On Higher Education”) 2014. Dokument № 1556-VII, Vidomosti Verhovnoyi Radi (VVR), № 37-38, st. 2004. Dostupno: <http://zakon4.rada.gov.ua/laws/show/1556-18>. [19 Cherven 2021].
7. Zakon Ukrayini “Pro standartizaciyu” (Law of Ukraine “On Standardization”) 2014. Dokument № 1315-VII, Vidomosti Verhovnoyi Radi (VVR), № 31, st.1058. (Redakciya vid 02.12.2020 r.). Dostupno: <https://zakon.rada.gov.ua/laws/show/1315-18#Text>. [19 Cherven 2021].
8. Zatverdzheni standarti vishoyi osviti (Approved standards of higher education) 2021. Vebsajt Ministerstva osviti i nauki Ukrayini. Dostupno: <https://mon.gov.ua/ua/osvita/visha-osvita/naukovo-metodichna-rada-ministerstva-osviti-i-nauki-ukrayini/zatverdzheni-standarti-vishoyi-osviti>. [19 Cherven 2021].
9. Kanivec, TM 2013. Formuvannya psihologichnoyi gotovnosti studentiv do zdijsnennya majbutnoyi profesijnoyi kar’yeri (Formation of psychological readiness of students to pursue a future professional career). Disertaciya kandidata nauk, Nac. akad. ped. nauk Ukrayini, In-t psihologiyi im. G. S. Kostyuka, Kiyiv, 200 s.
10. Kotyenyeva, YuM 2016. Formuvannya uyavlen pro profesijnu kar’yeru u studentiv pedagogichnogo koledzhu v procesi fahovoyi pidgotovki (Formation of ideas about professional career in students of pedagogical college in the process of professional training). Disertaciya kandidata nauk, Derzhavnij zaklad “Luganskij nac. un-t imeni Tarasa Shevchenka”, Starobilsk, 300 s.
11. Krasilnikova, AV & Shalapko, YuI 2006. ‘Osvitni standarti novogo pokolinnya yak umova vhodzhennya vishoyi osviti Ukrayini do yevropejskogo osvityanskogo prostoru (Educational standards of the new generation as a condition for the entry of higher education in Ukraine into the European educational space)’, Krashij dosvid i modeli vishoyi osviti Yevropi i Ameriki: zb. st. 16-yi mizhnar. konf. Amerikanskoyi asociaciyi administratoriv universitetiv, Krakiv (Polsha), 22–28 zhovtnya, s. 79–80.
12. Kutnyak, SV 2010. ‘Stanovlenie karery budushego uchitelya v processe professionalnoj pоdgotovki (Formation of a future teacher's career in the process of professional training)’, Izvestiya rossijskogo gosudarstvennogo pedagogicheskogo universiteta im. A.I. Gercena, № 125, s. 120–127.
13. Lozovecka, VT 2015. Profesijna kar’yera osobistosti v suchasnih umovah (Professional career of a person in modern conditions). Monografiya, Kiyiv: Milenium, 279 s.
14. Metodichni rekomendaciyi shodo rozroblennya standartiv vishoyi osviti (Guidelines for the development of standards of higher education) 2016. Nakaz MON Ukrayini № 600, vid 01.06.2016 r. (redakciya № 584 vid 30.04.2020 r.). Dostupno: <https://mon.gov.ua/ua/npa/pro-vnesennya-zmin-do-nakazu-ministerstva-osviti-i-nauki-vid-01062016-600>. [20 Cherven 2021].
15. Mogilevkin, EA 2007. Karernyj rost: diagnostika, tehnologii, trening (Career growth: diagnostics, technology, training). Monografiya, S-Peterburg: Rech, 336 s.
16. Nacionalnij osvitno-naukovij glosarij (National Educational and Scientific Glossary) 2018. Kiyiv: TOV “KONVI PRINT”, 524 s.
17. Nova ukrayinska shkola (New Ukrainian school) 2016. Konceptualni zasadi reformuvannya serednoyi shkoli. Dostupno: <https://mon.gov.ua/ua/tag/nova-ukrainska-shkola>. [20 Cherven 2021].
18. Olefirenko, TO 2019. ‘Vikoristannya treningiv pri pidgotovci majbutnih uchiteliv do pobudovi profesijnoyi kar’yeri (The use of training in preparing future teachers to build a professional career)’, Osvitnij diskurs: zbirnik naukovih prac, golov. red. Kivlyuk, OP, Kiyiv : “Vidavnictvo “Gileya”, Vipusk 17 (10), s. 46–54.
19. Olefirenko, TO 2019. ‘Principi pidgotovki majbutnih uchiteliv do pobudovi profesijnoyi kar’yeri (Principles of training future teachers to build a professional career)’, Visnik Nacionalnogo universitetu “Chernigivskij kolegium” imeni T. G. Shevchenka, Vipusk 4 (160), Seriya: Pedagogichni nauki, Chernigiv, s. 24–29.
20. Pro zatverdzhennya pereliku galuzej znan i specialnostej, za yakimi zdijsnyuyetsya pidgotovka zdobuvachiv vishoyi osviti (On approval of the list of branches of knowledge and specialties for which higher education students are trained) 2015. Dokument № 266-2015-p, Postanova Kabinetu Ministriv Ukrayini № 266 vid 29.04.2015 r. Dostupno: <https://zakon.rada.gov.ua/laws/show/266-2015-p#Text>. [20 Cherven 2021].
21. Puhovska, LP 2013. ‘Standarti pedagogichnoyi osviti: naukova diskusiya zahidnih uchenih (Standards of pedagogical education: scientific discussion of Western scientists)’, Tavrijskij visnik osviti, № 4, s. 10–18.
22. Sektor pracevlashtuvannya studentiv ta aspirantiv Kiyivskogo nacionalnogo universitetu imeni Tarasa Shevchenka (Employment sector of students and graduate students of Taras Shevchenko National University of Kyiv). Dostupno: <http://jobs.knu.ua/>. [20 Cherven 2021].
23. Sektor spriyannya pracevlashtuvannyu studentiv i vipusknikiv Hersonskogo derzhavnogo universitetu (Sector of employment promotion of students and graduates of Kherson State University). Dostupno: <http://www.kspu.edu/About/DepartmentAndServices/DPractices.aspx>. [20 Cherven 2021].
24. Sluzhba pracevlashtuvannya Melitopolskogo derzhavnogo pedagogichnogo universitetu imeni Bogdana Hmelnickogo (Employment Service of Melitopol State Pedagogical University named after Bohdan Khmelnytsky). Dostupno: <https://mdpu.org.ua/new/uk/pracevlashtuvannja/sluzhba-pracevlashtuvannja.html>. [20 Cherven 2021].
25. Standart vishoyi osviti za specialnistyu 011 Osvitni, pedagogichni nauki galuzi znan 01 Osvita/Pedagogika dlya drugogo (magisterskogo) rivnya vishoyi osviti (Standard of higher education in the specialty 011 Educational, pedagogical sciences in the field of knowledge 01 Education / Pedagogy for the second (master's) level of higher education) 2021. Nakaz MON Ukrayini № 520 vid 11.05.2021 r. Dostupno: <http://ru.osvita.ua/legislation/Vishya_osvita/82566/>. [20 Cherven 2021].
26. Centr pracevlashtuvannya ta zav’yazkiv z virobnictvom Mikolayivskogo nacionalnogo universitetu imeni V. О. Suhomlinskogo (Center for Employment and Production Relations of Mykolayiv National University named after VO Sukhomlynsky). Dostupno: <http://mdu.edu.ua/?page_id=252>. [20 Cherven 2021].
27. Cina, AYu 2017. ‘Modernizaciya tehnologichnoyi osviti za vimogami onovlennya osvitnih standartiv (Modernization of technological education according to the requirements of updating educational standards)’, Trudove navchannya v shkoli, № 17, s. 2–6.
28. Ficula, MM 2006. Pedagogika vishoyi shkoli (Pedagogy of High School), Kiyiv: Akademvidav, 352 s.
authors: Roman Bogachev, Anna Kostromina, Tamara Rudenko
Urgency of the research. In the modern world, the main subject of socio-cultural space is an effective, creative personality that can solve important tasks of social life. Personality always operates in a certain socio-cultural space, it stimulates changes in social life and on how harmoniously developed, intellectual, spiritual, capable of creativity depends on its personal life and the fate of society. The formation of cultural and national identity occurs, in a socio-cultural space, a creative personality affects social ideals, moral values both in relation to others and to itself.
Important today is the development of the creative potential of each personality. Recently, great attention is paid to the means of developing human creative potential, because it is from its intelligence, creative thinking, practical activity depends on the success of the country.
Target setting. The problem of actualization of the creative potential of the individual, the development of creative abilities appears one of the important tasks of modern society. The creative person has the opportunity to manifest itself in various spheres of social life, it is an active participant in the creation of a socio-cultural space, forms a new social reality.
The understanding of the creative potential of the individual, the determination of factors influencing its intensification will contribute to the definition of ways to improve the creative abilities of the individual.
Actual scientific researches and issues analysis. The study of creativity is devoted to a large number of both domestic and foreign works. Thus, in the research of D. Bogoyavenskaya, I. Volkova, I. Voloshkuk, F. Dunayevsky, O. Leontiev, B. Novikova, O. Schumilin is determined not only the essence of creativity, but also considered the main mechanisms. The creative potential of the individual is considered in works by B. Ananeva, L. Vygotsky, P. Engelme, A. Matyushkin, Ya. Ponomareva, S. Ru-binstein, S. Stepanova and others. The study of phenomena, which determine the creative potential of the individual: creative activity devoted to labor G. Kostyasko, V. Polako; Consideration of creative abilities in studies M. Bakhtin, L. Rudenko, I. Teplitsky; Interest in the factors of development of creative thinking in the works of J. Gilford, E. Kestler; Creative activities are considered by S. Melnyk, B. Novikov; Aspects of creative self-realization are defined in A. Algin, L. Levchenko. The problem of socio-cultural transformation, the peculiarities of the modern socio-cultural space were considered by V. Andrushchenko, O. Gritsenko, A. Demidova, O. Kovalev, M. Mikhalchenko and others.
The research objective. The purpose of the study is to determine the factors that influence the development and intensification of the creative potential of the individual. To solve the task it is necessary to consider socio-cultural processes and their impact on the choice of personality activities and behavior, to substantiate the task of developing the creative potential of the person as a factor of self-realization of personality in the context of socio-cultural development. It should be paid to education as a main element of production and development of intelligence, creative thinking, creative activity of the individual.
The statement of basic materials. The creative personality potential is a person's personal characteristic, and not a plurality of her personal rice, human individuality is unique and unique, and its implementation involves the creation of a new, nonexistent previously. The characteristic of creative potential is to identify its own individuality, which is expressed in emotions, feelings.
The creativity is always involved in the original and non-standard tools, they are combined with already existing, create new options, which are then used in practice.
The realization of the creative potential of the individual is associated with the mechanisms of its intellectual, cognitive activity. Personality, which, in our opinion, is able to realize more own resources in their lives, which sets themselves aimed by far goals, produces a vital strategy, increases its creative potential. One of the factors of the development of the creative potential of the individual is a developed imagination. Forming an imaginary image, a person applies an existing preliminary experience, analyzes the situation, develops a direction of action, creates a new image, sometimes by accident. The components of the creative potential of the individual include her spirituality. In creative activity, a person realizes his ability, reveals the enormous possibilities of spiritual potential, which is especially important in our time, when a person is offered numerous vital self-determination and here it is important to carry out the correct choice, especially if applicable to value orientations.
Conclusions. It is determined that the creative personality potential is defined as the integrative property of the individual, its composition includes motivational, volitional, emotional and cognitive components that are determined by an emotional relation to activities, professional motivation, volitional efforts, creative thinking, caused by the objectives and psychological features of various species. activity; The formation of a harmoniously developed, creative personality is an open process that occurs during the life of a person. The creative personality, intellectually developed, brought up in respect of others, will be able to reveal, multiply and realize their creative potential in everyday hard work on oneself, to find the embodiment of its ability and talents, succeed in life to be useful to others.
Key words: creativity, creative personality potential, creative thinking, intelligence, education, creative activity, socio-cultural space, society, spiritual and material values.
References
1. Bepeka, VYe 2008. ‘Ppofesijna kompetentnist majbutnih menedzhepiv osviti: teoretichnij aspekt (Profeshional competentnist menedgeriv education: theoretical aspect)’, Molod i rinok, Kiyiv, № 7–8 (42–43), s. 43-47.
2. Voloshuk, IS 1998. Naukovo pedagogichni osnovi formuvannya tvorchoyi osobistosti (Scientific and pedagogical bases of formation of creative personality), Kiyiv: Pedagogichna dumka, 160 s.
3. Lipin, M 2015. ‘Osvita yak prostir rozvitku sutnisnih sil osobistosti (Education as a space for the development of essential forces of personality)’, Visnik KNTEU, Kiyiv, № 3 (101), s. 39-48.
4. Molyako, VO 2006. Zdibnist, tvorchist, obdarovanist: teoriya, metodika, rezultati doslidzhen (Ability, creativity, giftedness: theory, methodology, research results), Zhitomir: Ruta, 320 s.
5. Murashko, IV 2010. ‘Rozkrittya ponyattya “osobistisnij potencial” ta jogo psihologichnoyi strukturi (Disclosure of the concept of “personal potential” and its psychological structure)’, Aktualni problemi psihologiyi. Psihologichna teoriya i tehnologiya navchannya, № 7, s. 196-205.
6. Ovsyanecka, L 2004. ‘Tvorchij potencial lyudini: socialno-psihologichna paradigma (Creative potential of man: Socio-psychological paradigm)’, Socialna psihologiya, № 2 (4), s. 140-145.
7. Rubinshtejn, SL 2007. Osnovy obshej psihologi (The basics of public psychologists), SPb: Piter, 713 s.
8. Guilford, JP 1967. ‘Creativity: yesterday, today, tomorrow’, Journal of Creative Behavior, Vol. р. 3-14.
9. Torrance, EP 1988. ‘The nature of creativity as manifestinits testing’, The nature of creativity, Vol. р. 43-75.
author: Anatolii Vovk
Urgency of the research. Volodymyr Shinkaruk and his colleagues were well aware of the reality of the danger of a technocratic vision of the future, where humanity lives in a technocratic utopia as in reality, minimizing the effect of their own beliefs, their own freedom, and tried to constantly fight this danger. Today the humanistic ideas of Volodymyr Shinkaruk are relevant and their application makes it possible to preserve and develop personal and universal worlds.
Target setting. The emergence of various interpretations of Volodymyr Shinkaruk's philosophy is caused not only by the texts of the classics of modern Ukrainian philosophy and facts from the history of philosophical thought in Ukraine in the second half of the XX century, but also by the struggle of various narratives that already exist or are offered by philosophers. and post-Soviet times. Different interpretations of the history of philosophy in Ukraine in the second half of the XX century lead to the emergence of different views on the prospects for the development of philosophical thought today.
Actual scientific researches and issues analysis. The discussion about the identity of Volodymyr Shinkaruk's philosophy and his "personalist humanism" arose in the early 2000s in connection with the publication by V. G. Tabachkovsky of a number of articles and chapters in books devoted to the interpretation of V. Shinkaruk's figure as the founder of Kyiv's worldview. anthropological school. The discussion, which arose in 2003 and has not actually been completed to date, revealed different approaches to the very phenomenon of philosophy that existed under the Soviet regime, to the meaning and significance of V. Shinkaruk's philosophical ideas. Such contradictions are largely due to the lack of a comprehensive analysis of V. Shinkaruk's philosophical ideas in their individuality and specificity.
The research objective. The aim of the article is the critical analysis of the features of humanism of Volodymyr Shinkaruk.
The statement of basic materials. Within Marxism, anthropologisation and humanization took place either under the influence of the ideas of early Marx or in view of social change. The latter was characteristic of Volodymyr Shinkaruk's philosophy. The proposed philosophical concept of creative scientific and technical work proved fruitful in post-industrial society. It is proved that Volodymyr Shinkaruk saw the anthropological principles of humanism in the personal pursuit of the future. This desire ensured the acceptance of values and accelerated progress in science, but could also be a reason for utopianism.
Conclusions. The scientific and technological revolution has helped to raise the objective requirements for the humanism of the personal worldview. Based on this, Volodymyr Shinkaruk proposed the concept of humanism, which was based on the idea of rapid triumph of scientific and technical creativity as the main type of work in a society of knowledge and high technology. An additional basis for humanism was the orientation of existence to the future and the dependence of individual activity on the worldview of the future.
Keywords: history of philosophy in Ukraine, modern Ukrainian philosophy, philosophy of Volodymyr Shynkaruk, Kyiv anthropological school.
References:
1. Verloka, V 2003. ‘U tini filosofiv kvitiv (In the shadow of flower philosophers)’, Kritika, Vipusk 10 (72), s. 17–18.
2. Verloka, V 2004. ‘Antropologiya antropologiyi (Anthropology of anthropology)’, Kritika, Vipusk 3 (77), s. 15.
3. Yemec-Dobronosova, Ya 2003. ‘Poshuk antropologiyi (Search for anthropology)’, Kritika, Vipusk 10 (72), s. 19–22.
4. Lisovij, V 2004. ‘Ritorika zamist argumentaciyi (Rhetoric instead of argumentation)’, Kritika, Vipusk 3 (77), s. 17–18.
5. Ponomarov, V 2003. ‘Proektuvannya shkoli (Designing a School)’, Kritika, Vipusk 12 (74), s. 28.
6. Tabachkovskij, V 2002. U poshukah vtrachenogo chasu: narisi pro tvorchu spadshinu ukrayinskih filosofiv 60-h rokiv (In search of unlost time: essays on the creative legacy of Ukrainian philosophers of the sixties), Kiyiv: Parapan.
7. Tabachkovskij, V 2003. ‘Konceptualni landshafti Gegelya ta vitchiznyana neomarksistska fenomenologiya (Hegel's Conceptual Landscapes and Domestic Neo-Marxist Phenomenology)’, v: Shinkaruk V. I. Vibrani tvori u 3-h tomah, Kiyiv: Ukrayinskij centr duhovnoyi kulturi, Vip. 2, s. 5-25.
8. Tabachkovskij, V 2004. ‘Ukrayinskij personalizm V. Shinkaruka (V. Shinkaruk's Ukrainian Personalism)’, v: Shinkaruk V. I. Vibrani tvori u 3-h tomah, Kiyiv: Ukrayinskij centr duhovnoyi kulturi, Vip. 3, Chastina. 1, s. 5–55.
9. Homa, O 2004. ‘Posttotalitarne filosofstvuvannya (Post-Totalitarian Philosophizing)’, Kritika, Vipusk 3 (77), s. 18-20.
10. Shinkaruk, V 2003. Vibrani tvori (Selected works), u 3-h tomah, Kiyiv: Ukrayinskij centr duhovnoyi kulturi, Vip. 1.
11. Shinkaruk, V 2003. Vibrani tvori (Selected works), u 3 -h tomah, Kiyiv: Ukrayinskij centr duhovnoyi kulturi, Vip. 2.
12. Shinkaruk, V 2004. Vibrani tvori (Selected works), u 3-h tomah, Kiyiv: Ukrayinskij centr duhovnoyi kulturi, Vip. 3, Chastina 1.
13. Shinkaruk, V 2004. Vibrani tvori (Selected works), u 3-h tomah, Kiyiv: Ukrayinskij centr duhovnoyi kulturi, Vip. 3, Chastina 2.
14. Yaroshovec, V 2010. Filosofiya yak istoriya filosofiyi (Philosophy as a history of philosophy), Kiyiv: Centr navchalnoyi literaturi.