Select your language
Select your language
Urgency of the research. Modern globalization covers all spheres of human life–social, economic, political, cultural, environmental, technological. On the one hand, it has led to future shock, a gap in time when a person does not have time to realize the ultra-rapid social changes around him and adapt to them. On the other hand, the relationship and communication between different ethnic groups has gained a planetary scale and formed a world society in which intercultural dialogue between Western culture and the cultures of other ethnic groups begin to play a dominant role. Moreover, Western culture seeks to absorb the national identity of different peoples under the banner of Westernization, imposing on the rest of the world Western institutions and socio-cultural orientations. This, in turn, exacerbates the confrontation of cultures and causes a large number of conflicts. These circumstances highlight the research topic and the importance of solving the problem of intercultural communication between the West and other countries in the process of globalization.
Target setting. The need to establish intercivilizational dialogue and integration of humanity at the highest spiritual principles in the era of globalization is a signal of a serious protracted crisis that has developed in relations between Western and Eastern civilizations as major players in the world political arena. That is why the problem of finding ways to overcome this crisis requires a serious socio-philosophical analysis of the role of intercultural dialogue in resolving modern world conflicts, as well as those deep (archetypal) factors that determine the specific behaviour of different types of cultures.
Actual scientific researches and issues analysis. The development of modern philosophy of dialogue is associated with such outstanding philosophers as M. Bakhtin, M. Buber, V. Bibler, V. Kuchinsky, who studied the nature of dialogue - its features, structure and functions. The dialogical nature of thinking was analyzed by L. Vygotsky, A. Leontiev, S. Rubinstein, A. Sokolov and others. Role-based dialogical interaction in communication was the subject of research by A. Dobrovich, V. Myasishchev, J. Yanoushek. The problem of dialogue in the context of intercultural communication was studied by S. Huntington, S. Krymsky, Y. Pavlenko, Y. Pakhomov and other scientists. The works of A. Ermolenko, V. Paniotto, S. Osipenko, M. Mikhal-chenko, L. Gubersky and other scientists are devoted to the study of the specifics of modern dialogue in the context of the global civilizational crisis, who emphasize the need to form a culture of dialogue and develop readiness for effective communication even with ideological opponents.
The research objective. Evaluate the role of this euristic potential for dialogue in the context of global problems of participation. Analyze S. Gantington's ideas about the day-to-day dialogue in the context of the multicultural community. To show the euristic potential to the method of archetypes for the development of the mentality of different ethnic groups.
The statement of basic materials. The article analyzes the global multipolar processes, to which representatives of all cultures of the world are involved today. There is an opinion that only intercultural dialogue in the near future should help to create a world solidary society, truly free and fair for all peoples, nations and countries, and not only for the "golden billion". In this context, the main task of the dialogue is to reconcile the representatives of different cultures and coordinate their efforts in joint activities to resolve political, environmental, socio-economic and demographic problems, to help all civilizations achieve social stability and socio-economic growth. Special attention is paid to the analysis of S. Huntington's ideas about the confrontation that exists in intercultural communication between the West and other countries, as well as the determining factors of cultural identity (blood and faith, language, religion and family). People associate with those with whom they are in common and seek those with whom they are different. The article also analyzes the method of archetypes (proposed by S. Krymsky) as a mechanism for resolving conflicts arising in the intercultural communication of various ethnic groups. Its essence boils down to the fact that in ethnic conflicts that relate to the archetypal level of mentality of a certain people, representatives of different cultures should be bred. Ethnic groups, historically already have a common positive experience (in solving economic and political problems), it is much easier to understand each other and resolve any future conflicts on the way of integration.
Conclusions. The solution to the problem of dialogue between Western and Eastern cultures lies in the search for a global idea, for the sake of which representatives of these cultures will be able to unite their actual needs, interests and values. Such a common goal as the desire to achieve stability and socio-economic growth, today can become an incentive for intercivilizational dialogue, which can unite efforts to overcome the systemic crisis in the context of globalization. In the modern globalized world, the psychological readiness of people for dialogue, reconciliation and harmony must be formed. The world political elite, which is clearly aware of its responsibility to its citizens, can become the main participant in these processes.
Keywords: globalization, dialogue, intercultural communication, the method of archetypes, archetypes of the Ukrainian mentality.
References:
Natalia Kovalchuk, Doctor of Philosophy, Professor (е-mail:
Liudmyla Ovsiankina, PhD in Philosophy, Аssociate Professor (е-mail:
THE PROBLEM OF DIALOGUE IN CONTEXT GLOBAL PROCESSES OF MODERNITY
DOI 10.33930/ed.2019.5007.27(10)-1
Kateryna Lobanova, postgraduate student (е-mail:
PARADIGMAL CONCEPT OF THE MOBILITIES IN THE CONTEXT OF GLOBALIZATION: PHILOSOPHICAL EXPOSITION
DOI 10.33930/ed.2019.5007.27(10)-2
Yevhen Bidenko, Assistant rector (е-mail:
TOLERANCE AS A UNIVERSAL COMPETENCE IN THE SYSTEM OF EUROPEAN EDUCATION
DOI 10.33930/ed.2019.5007.27(10)-3
Tetiana Havrylenko, Doctor of Pedagogical Sciences, Associate Professor (e-mail:
Galyna Rozlutska, Doctor of Pedagogical Sciences, Associate Professor (е-mail:
TRENDS IN THE DEVELOPMENT OF TEXTBOOK CREATION IN THE PRIMARY EDUCATION IN THE FIRST DECADE OF STATE INDEPENDENCE OF UKRAINE (1991–2001)
DOI 10.33930/ed.2019.5007.27(10)-4
Maiia Marienko, PhD in Pedagogy, Senior Research Fellow (е-mail:
Yuliia Nosenko, PhD in Pedagogy, Senior Research Fellow (e-mail:
Alisa Sukhikh, PhD in Pedagogy, Senior Research Fellow (е-mail:
DEVELOPMENT OF THE ISSUE OF USING CLOUD-ORIENTED SYSTEMS OF OPEN SCIENCE IN THE UKRAINIAN EDUCATIONAL SPACE
DOI 10.33930/ed.2019.5007.27(10)-5
Ivan Syladiy, postgraduate student (е-mail:
DEVELOPMENT OF EDUCATION IN THE CONTEXT OF THE MAIN CHALLENGES OF GLOBALIZATION
DOI 10.33930/ed.2019.5007.27(10)-6
Ivan Kunderenko, Teacher of biblical classed (е-mail:
IMPACT OF “FAITH-BASED” EDUCATIONAL PROTESTANT INSTITUTIONS IN BUILDING THE PRINCIPLES OF THE US EDUCATIONAL SYSTEM: LESSONS FOR UKRAINE
DOI 10.33930/ed.2019.5007.27(10)-7
Urgency of the research. Modern social challenges necessitate the formation of innovative IT competencies of teachers. Due to informatization and digitalization, educational transformations have led to the reorientation of the teacher-translator to the teacher-communicator, who in the conditions of introduction of pedagogical innovations forms a teacher-innovator, capable of scientific and pedagogical search and creative development.
Target setting. The priority of the scientific and innovative of the activity of modern teachers is an exceptional phenomenon. Only a small number of teachers can be proud of their personal scientific work. Given the intensive development of society, the emergence of new scientific developments in the pedagogical field related to the use of modern information and communication and other high technologies, a progressive teacher, to meet today's requirements, must make every effort to use information and educational and innovative-pedagogical technologies in their own professional activities.
Actual scientific researches and issues analysis. In the modern scientific and pedagogical literature the question of innovation of pedagogical process in the conditions of informatization and competence approach was considered by the following domestic scientists on whose works we relied in the research: M. Vidnichuk, O. Kivlyuk, T. Kuzyoma, V. Morozova, L. Olifira, O. Onufrieva, V. Sayuk, L. Chernikova, O. Shevchyshena and others.
The research objective. To characterize the state and possibilities of innovative pedagogy in the context of the formation of competencies of a teacher-innovator with an emphasis on the concept of scientific education and development of pedagogical creativity.
The statement of basic materials. One of the necessary condition for the implementation of the concepts of democratization and humanization of education is the scientific and creative ability of teacher to self-development and self-improvement. In this context, we note that according to experts, the following global phenomena significantly grow the need to increase the scientific capacity of the pedagogical process: informatization, digitalization, internationalization, virtualization of education, etc., where the teacher-innovator can introduce his own scientifically based opinion in the relevant scientific discourse, to develop and propose a new pedagogical technology or model of organization of managerial or educational work for implementation.
Conclusions. New social demands facing education in the context of social changes encourage the search for such pedagogical technologies and the formation of appropriate favorable conditions that would ensure the continuity of the professional growth of teachers and their introduction into the educational process of pedagogical innovations.
Keywords: democratization of education, scientific capacity, teacher, teacher-innovator.
References:
Urgency of the research. The author substantiates the relevance of the problem by the need to assert humanistic values in regard with the attitude to the environment, greening of modern human’s thinking, human’s general and professional activity especially in connection with the crisis that has occurred in the natural environment in recent years.
Target setting. The author shows that the problem of biology teachers’ ecological competence formation is theoretically and practically significant since their professional responsibilities are directly related to the accomplishment of environmental education and upbringing objectives at school. Hence, there is a need to reflect on the experience and borrowing the best practices of future biology teachers’ environmental education in pedagogical institutions of higher learning in the West European countries.
Actual scientific researches and issues analysis. The formation of ecological culture and ecological mindset of the young generation was investigated by S. Glazachev, M. Drobnohod, V. Krysachenko; the development of ecological competence – by O. Poznanska, N. Pustovit. The structure of the future teachers’ ecological mindset is characterized in S. Sovgira’s academic papers; V. Tanska addresses the technology of future biology teachers’ training in ecological education of high school students; T. Korner studies the methodology of biology teachers’ ecological training in the process of career enhancement. The scholarly work of M. Bilyanska, M. Grytsay, N. Kartashov, Y. Klimut’, T. Kuchay identified the tendencies of future biology teachers’ ecological education and training in higher education institutions of the West European countries.
The research objective. The aim of the article is to analyze the substantive aspects of the future biology teachers’ environmental competence formation in the educational environment of the West European countries.
The statement of basic materials. The article analyzes the general requirements for the content of future biology teachers’ environmental competence in the West European educational environment. Based on the curricula of the University of Roehampton, the University of Leeds, the University of Glasgow (UK), the University of Namur, and the University of Liege (Belgium), the composition of the academic disciplines, their scope and content are characterized.
Conclusions. It has been found that the requirements for the content of future biology teachers’ environmental competence at the West European universities, in particular in the UK and Belgium, are determined by several factors: first, the greening of the educational process in higher education institutions, as reflected by the introduction of environmental material to various disciplines; second, the peculiarities of curriculum design for biology teachers, which contains specific environmental disciplines, the study of which is the basis for the environmental competence formation; third, a hands-on orientation of the future biology teachers’ environmental training.
Keywords: ecological competence, future biology teachers, higher education institutions, educational process, content.
References: