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Urgency of the research. The relevance of our research is determined by the necessity for theoretical and practical understanding of modern memorial wars (rewriting of history, “juggling with historical facts”, etc.) in the sense of the struggle for memory. The philosophical understanding of the essence represented in the concept of “memory”, in the structure of this phenomenon, overall determines the theoretical significance of our article. In practical terms the relevance of our article is related to the needs of effective activity, which requires tools and external measuring systems, technologies and general systematized knowledge about the unconscious (reflexes, instincts, motivations), as well as about the archetypology, in context of acquiring motor skills allowing one to realize his individual goals in environmental circumstances, which are constantly changing.
Target setting. In the problem field we consider it necessary to review mechanisms of the archetypological memory block in human activity, in the comparative analysis of approaches of K. G. Jung, G. S. Popov, as well as recent humanitarian researches based on the philosophical principle of objectivity.
Actual scientific researches and issues analysis. The post-nonclassical rationality is restored to the philosophical judgment of future person problems, dialectic unities of memory, and consciousnesses in practical, informative, and commu-nicative activity of human, group, society, humanity. Therefore, the significant place in the solving of problem of structure and mechanisms of the archetypological memory block possesses the “philosophy of past” researches of F. Lang, S. Hank, G. Kranz, etc. specifying since birth the human destiny is already determined, his future is prescribed and indestructible; fate-analytical approach of L. Szondi, M. Achtnich, etc.; analytical researches of the archetypology theory claimed as “archeology of culture of mankind” of G. Zilberer, K.G. Jung, G. Popov and other philosophers and researchers of a future of the person.
The research objective. The need for judgment of mechanisms of archetypological memory block in the course of activity enhances both theoretical and practical relevance. In the 21st century the dynamic growth of interest to the researches directed to the identification of individual and group, situational and psychological, biological and social, personal and public factors of cognitive activity is observed. Nevertheless, some questions concerning principles of functioning of mechanisms archetypological memory block remain unsolved and, respectively, how to be guided by such principles in the process of skills acquisition, self-training, professional development solving problems, etc., specifically in modern situations of dynamics increase, some transient changes of the environment. The mentioned aspects demonstrate the relevance of researches on the mechanisms of archetypological memory block in the context of practical activities of the person. In our scientific investigation we were focused on a perspective of archetypological memory block, its’ mechanisms as well as the logic of its functioning within the central processes of activity: in goal-setting and future-prognostics field.
The statement of basic materials. The current situation related to the necessity of elimination of the consequences of world pandemic and reorganization of the system of professional activity, as one leaves behind the “physical life” preferring it to the world of social networks, Internet platforms, gadgets and electronic artificial limbs, i.e. to the world of hyperreality and virtuality extending, updates and sharply raises questions about the future (what it will be like, how to prepare for it and what skills will be needed). The philosophical understanding of the structure of the archetypological memory block in a comparative analysis of general and diverse approaches of K. G. Jung and G. Popov was carried out. Their theories describe the concept "archetype" and its heuristics in the context of the future of human and reflects mental regularities in one's formation and self-realization in society. G. Popov’s theory about archetypes represents a construct formation of the human future activity line was researched.
Conclusions. The aforesaid key positions, firstly, represent the analysis of K. G. Jung reference frames regarding archetypes as the heritage of world culture and history “archaeology” whose inheritance one can use for self-realization in society; G. Popov's theory about archetypes introduces a construct formation of the future line in human activity measurement. The reference frame of Jung does not contradict common provisions of Popov's theory. Both scholars point to the principle of the determined objectivity on purpose to resolve the contradiction-conflict duality (that is a basis of the archetype essence). Secondly, unlike K. G. Jung, the philosophical analysis of an archetype nature, its structure was succeeded by G. Popov, who managed to provide logical model and criteria of an archetype as a human memory mechanism (i.e.: figure; symbolic component; methodological component; geographical component; strategy-tactical component; hierarchical component). Thirdly, G.S. Popov, studying the logic of realization of human’s future during his transformation to a “hero”, empirically described the theoretical model of “archetypological row” which acts as a logical guide to aspirations of person at the creation of desired future (the content of “an archetypological row” is: 1) status figure; 2) script figure; 3) figure of condition; 4) governor; 5) authority; 6) hero). Accordingly, fourthly, a theoretical model of G. Popov agrees on the fact that management of the future depends on a basic category of “skill” as each archetype in the hierarchy possesses key skills which one requires to maintain to move to the following level.
Keywords: archetype, archetypological block, human future, phenomenology of memory, culture of memory, environment of memory.
References:
Urgency of the research. The term "science education" has been used in pedagogical literature for more than 120 years. In the field of Ukrainian pedagogical practice, the term is not widespread and has not have common and coordinate interpretation, nevertheless elements of science education are actively used through the organization of pupils’ research activities, and through the law "On Education". One of the most important practices of using the concept is the system of the Junior Academy of Sciences of Ukraine, which has many years of experience in this field, and for which in 2017 it received the status of UNESCO Center 2 with the strategic goal of developing science education in Eastern Europe and other countries.
Target setting. Since the term "science education" is still new in Ukrainian pedagogy, we consider it necessary to generalize the existing approaches to the interpretation of this concept, and determine some commonly used terms of this pedagogical concept.
Actual scientific researches and issues analysis. In the article we have been described the most cited foreign works concerning the science education terms – William F. Mccomas, Susan Carey, Rodger W. Bybee. As well as existing publications in Ukrainian publications, in particular by Yuri Hotsuliak and Maxim Halchenko, Stanislav Dovgyi, Denis Svyrydenko, Victoria Nebrat and Svitlana Babiichuk, as well as Natalia Polikhun, Irina Slipukhina, Igor Chernetskyi and Lilia Hrynevych.
The research objective. To generalize the approaches to the interpretation of the term "science education" and to substantiate the author's understanding of the term.
The statement of basic materials. In the article, we have been considered some approaches to understanding the term "science education", both foreign and domestic authors. Have been substantiated own understanding of the term, based on the experience of the Junior Academy of Sciences of Ukraine also. Have been described the most commonly used terms of science education and delimited their semantic field.
Conclusions. The pedagogical concept of science education has been formed and is actively developed as the response to the challenges of the ever-changing and ever-increasing information-technological environment of human existence. Experts of the World Economic Forum believe that in the near future more than a third of the required professional skills will change. Given this, one of the biggest challenges facing to education is to prepare students for these changes, pupils who be able to think critically and create new solutions.
Key words: science education, research activity, scientific type of thinking, science literacy.
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Urgency of the research. Differentiation at the present stage is considered as the important way to improve school education. Its strategic goal is to create the best conditions for involving children with different psychophysical potential in cultural heritage and to ensure their harmonious development on this basis.
Target setting consists in the analysis of the differentiated pedagogical process for the purpose of revealing of mechanisms of preservation of its integrity.
Actual scientific researches and issues analysis. The holistic pedagogical process was studied by V. Dobriyanov, V. Kuzmin, E. Monoszon, M. Skatkin, B. Yudin, M. Danilov, Yu. Babansky, L. Bozhovich, V. Ilyin, V. Kraevsky, B. Likhachev, B. Gershun-sky, V. Serikov and others. They considered the integrity of the pedagogical process primarily as the unity of learning, education and development, which ensures the integrity of the formation of the student's personality as a person. In an inclusive school, the integrity of the pedagogical process is interpreted as the integrity of a differentiated pedagogical process.
The research objective is to consider the integrity of the pedagogical process in an inclusive school, to analyze ways to preserve the integrity.
The statement of basic materials. The article analyses the approaches to the definition of “integrity”. There were considered such pedagogical aspects of integrity as the integrity of the goals and the contents of education, the integrity of system of teaching methods. It is shown that the idea of integrity is a backbone one for developing the educational programs or lessons. The article substantiates the need for appropriate teaching aids for the integrity of the pedagogical process, which would promote the consistency of its components – purpose, educational information, schoolchildren, teachers, methods, forms, teaching aids. The article examines the methodological regulators of building a modern strategy of a holistic approach to the study and design of educational reality.
Conclusion. The implementation of the concept of integrity in the pedagogical process in an inclusive school is controversial. On the one hand, the need for differentiation arises due to different psychophysical abilities of schoolchildren, and on the other hand, organization of the pedagogical process as a system without unity is problematic. Humanization, which includes the formation of the child as a subject, taking into account its potential is an integrating factor in finding a balance between integrative and differentiated components and the basis of integrity of the pedagogical process.
Key words: integration, differentiation, inclusion, pedagogical process, school with inclusive form of education, children with special educational needs.
References:
Nadiya Ashytok, Doctor of Philosophical Sciences, Professor (e-mail:
INTEGRITY OF THE PEDAGOGICAL PROCESS IN SCHOOLS WITH INCLUSIVE FORM OF EDUCATION
DOI 10.33930/ed.2019.5007.23(5)-1
Svitlana Babiіchuk, PhD in Pedagogy, Doctoral Student (e-mail:
PEDAGOGICAL CONCEPT “SCIENCE EDUCATION”
DOI 10.33930/ed.2019.5007.23 (5)-2
Oleg Maltsev, Multiple PhD (psychology, philosophy), Academician (e-mail:
PHILOSOPHICAL UNDERSTANDING OF THE ARCHETIPOLOGICAL BLOCK OF MEMORY IN COMPARATIVE ANALYSIS OF K.G. JUNG AND G. POPOV APPROACHES
DOI 10.33930/ed.2019.5007.23(5)-3
Olena Vasylieva, PhD in Psychology, Associate Professor (e-mail:
Mykola Fugelo, Candidate of Physical and Mathematical Sciences, Associate Professor (e-mail:
Pavlina Fugelo, Candidate of Economic Sciences, Associate Professor (e-mail:
FORMATION OF CULTURE AS THE BASIS OF BEING’S HUMANIZATION
DOI 10.33930/ed.2019.5007.23(5)-4
Yaroslav Slutskiy, PhD in Pedagogy (e-mail:
THE USING OF READING METHOD IN THE PROCESS OF FOREIGN STUDENTS’ LANGUAGE AND CULTURAL ADAPTATION IN THE USA HIGHER EDUCATIONAL INSTITUTIONS
DOI 10.33930/ed.2019.5007.23(5)-5
Hennadii Khrystokin, Doctor of Philosophical Sciences, Associate Professor (e-mail:
PHILOSOPHICAL AND THEOLOGICAL METHODOLOGY OF D. B. HART
DOI 10.33930/ed.2019.5007. 23(5)-6
Valentyn Syniy, Research Fellow (e-mail:
THEORIES OF THE MISSIONARY VOCATION OF THEOLOGICAL EDUCATION IN POST-SOVIET PROTESTANTISM
DOI 10.33930/ed.2019.5007.23(5)-7
Vitalii Brynov, Research Fellow (e-mail:
RIGHT TO PROPERTY IN CHRISTIANITY AND REINHOLD NIEBUHR’S PHILOSOPHY
DOI 10.33930/ed.2019.5007.23(5)-8
Eduard A. Sablon Leiva, Postgraduate Student (e-mail:
THE CONCEPT OF KENOSIS IN THEOLOGICAL THOUGHT OF V. N. LOSSKY AND ARCHPRIEST SERGII BULGAKOV: A COMPARATIVE CRITICAL ANALYSIS
DOI 10.33930/ed.2019.5007.23(5)-9