Suchergebnisse

This article deals with the urgent problem of teacher's professional self-development at a higher educational institution, based on normative and acmeological aspects. In the process of achieving this goal – which is the study of the peculiarities of professional self-development in the terms of Ukrainian higher education in its cultural and historical context – the analysis of such problems, as the transformation of forms of consciousness into educational interactions; professional archetype of a teacher; the transformation of the content of professional self-development, was conducted. The given problem has practical meaning. It means that there are a number of objective factors, which influence the essence of a teacher's professional self-development, as a process, connected with the concept of lifelong education, and turn it into a component of the creation of professional identity. We came to the following conclusions: firstly, concerning the dual nature of professional and personal identity (real and imaginary, virtual), which is objectified in the cultural and educational space of the university; secondly, studying the peculiarities of the teacher's self-development,special attention should be paid to appropriate archetypes as culturally conditioned generalized patterns; thirdly, a change in the type of teacher's professional self-development is caused by both the transformation of the character of the person's identity and the change of archetype

This article is devoted to the problem of definition of approaches of cultural and educational space on the basis of conceptual accents, depending on the purpose of the research. Such hermeneutic aspects are paid attention to as: the problem of correlation between the concepts of climate, environment and space, which are used in pedagogical discourse with similar meanings. The clarification of the content of the cultural and educational space is vital in the interdisciplinary context of philosophy, cultural studies and sociology, since all these scientific disciplines are involved in the formation of the contents, which circulate in the pedagogical discourse. The article eliminates the criteria for the definitions of cultural and educational space by different authors and generalized formulations, which arise from these criteria. In particular, the distinction is made by the following criteria: the physical organizational factor, the organizational and managerial category, the factor of pedagogical influence, the system of coordinates/ values, the communicative space, the object of philosophical and educational discourse, the factor of the formation of the subjectivity of an individual, circumstances of the reality metaphorization while its wording

Values, especially educational, are produced institutionally. That is why the study of their content without analyzing the origin and methods of generating leads to fragmentary research. University, in fact, is this public institution in the cultural and educational space, where the values of higher education that correspond to current political and economic status of society and have historical and cultural nature, are formed, circulate, develop and freeze. The process of generating values is simultaneous with the process of identification, thus, different groups of values, differences in identification should be taken into account and, particularly those typical of the university, which define its characteristics, including self characteristics. They include temporal, physical/body, social-class self-identity; however, beyond the scientific analysis, there are gender, national and other kinds, although they are no less significant to the Ukrainian reality. An important conclusion is that that there is a causal relationship between the self-identity of the university and origin and evolution of educational values in its cultural and educational space that prove the influence of university education on the development of society, in particular – as regards putting forward priorities and forming goals. ; Wartości, szczególnie edukacyjne są promowane przez instytucje dlatego badanie ich treści bez uwzględnienia analizy środowiska instytucyjnego powoduje fragmentaryczność badania. W uniwersytecie, w jego przestrzeni kulturowo-historycznej, wartości nie tylko powstają, rozwijają się, stabilizują, ale także korelują z obowiązującym statusem politycznym, gospodarczym, socjalnym. Proces generowania wartości zachodzi równolegle z procesem identyfikacji, w efekcie czego różne grupy wartości tworzą odmienne warianty identyfikacji określające rodzaj uniwersytetu i jego główne cechy zwłaszcza cechy własne. Może to być identyfikacja czasowa, cielesna, socjalno-klasowa; można też omawiać identyfikację płciową, narodową itp., prezentowane w rzeczywistości ukraińskiej.

The article deals with various aspects of culture and education combination in order toseek methodological basis for the formation of new pedagogy content. Particularly, the followingaspects which combine culture and education are analyzed: ontological unity of man and society,the common evolution of culture and spirituality and, namely, the dialectical character ofconnection between phenomena of culture and education.The authors, who base on philosophical and pedagogical sources focus on the thesis about thenecessity of developing fundamental approaches to the development of educational content ingeneral. However, researchers consider the contradiction that exists between expediency of rapidcontents transformation and their culture stipulated gravitation - the key issue of the current stateof affairs. Authors find the solution to this problem in common conceptual and dynamiccharacteristics of culture and education, which form a specific unity - cultural and educationalspace. This phenomenon, in its turn, has the ability to generate culture appropriate contents of bothmodern education and pedagogy