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Intercultural communication plays an important role in building a harmonious and just world where everyone can be heard regardless of their cultural background. The article is devoted to the current issue of modernity, namely intercultural communication as a value for the student's self-development. The role of educational en-vironment for the formation of intercultural communication skills is emphasized. The relationship between stu-dent's self-development and intercultural communication is defined, which is a fruitful process that requires constant development and striving for improvement in various aspects of life. It is an active work on oneself, which helps the student to become more competent, successful and self-realized in academic and profession-al spheres of life. Emphasis is placed on the value of intercultural communication as a unique opportunity for self-development, adaptation, and enrichment of one's worldview, helping to understand oneself and others, developing communication skills, and fostering personal growth.

This paper aims at analyzing the centrality of the Other in human ontogeny, by highlighting its ontological role in the development of self, values, and democracy. Inspired by Streib's thoughtful contributions I argue for the intrinsic relations between wisdom, ethics, and values, as well as how those relations can become an important venue in the cultural construction of democratic societies. By assuming a dialogical cultural approach, I stress the role of affective-semiotic processes in promoting individuals' ethical sensibility toward others, and values' openness to different perspectives and wisdom, stressing the role of education in this process.

ABSTRACT Aid encounters in three community forestry endeavours reveal different strategies of development cooperation. The first, intervention, is a unilaterally designed aid strategy where the external intervening party takes the lead, sets goals, draws up plans, etc. The second, facilitation, is a mutually designed strategy of cooperation which focuses on collective action and mutual learning. The third, encouragement of self‐development, is a unilaterally designed strategy where local actors take the lead in development endeavours. This article analyses these three distinctive strategies with reference to social, discursive, political and performative practices found in development cooperation. This provides an integrated framework for assessing local community situations which could guide strategic decisions and promote effective development cooperation.

Nowadays, we see people who have difficulty in speaking about themselves. They found it easier to talk about others and to blame and attack them. This leads to negative energies, lack of confidence and unhappiness. Pressure, stress or anxiety can be the trigger for personal growth and development. In recent years, an attempt has been made to combine research into personality, research on mutual social action, and research into society. The need for critical self-awareness and for active, selective learning, are the factors behind the desire to combine these research areas. There are approaches that claim that interaction between individuals is the social basis. This is a micro paradigm, which states that the individual has an influence on the society. Following the literature, this paper aims to understand the self-development process, as an argument for developing a method for personal and emotional growth. Thus, the model will be developed to help people deal with crises and difficulties caused by external factors, beyond the control of the patient.

The study sought to determine the professional self-development activities engaged in by basic education teachers in Abia State of Nigeria. Four research questions and three hypotheses guided the study. The subjects consisted of 345 teachers purposively drawn from a population of about 6500 teachers to reflect the variables of sex, location and experience. A 20-item checklist constructed and validated, with a reliability co-efficient of 0.86 was the instrument for data collection. Analysis of data was done using percentages for the research questions and z-test for the hypotheses. Findings revealed that the basic education teachers were more interested in the government sponsored teacher-professional-development activities than in those that would cost them personal funds. Significant differences existed in the activities engaged in by teachers according to sex, location and experience. Appropriate recommendations were made on ways of encouraging teachers to engage in professional self-development activities as to do so improves the quality of our teachers and by extension our educational system.

Research on dispositional authenticity has accelerated in recent years. Using the Authenticity Scale and drawing upon Self-Determination Theory, we conducted a Latent Profile Analysis to determine whether two or more distinct classes of authentic self-development were identifiable across separate samples (Ns = 344 and 378) of emerging adults (18–22 year olds). We also tested whether multidimensional perfectionism and attachment insecurity were correlated with the classes of authentic self-development, and examined the association between class membership and levels of psychological need satisfaction and frustration. Our findings supported the presence of a 3-class configuration which we respectively labelled "Consolidated Authenticity," "Unintegrated Authenticity," and "Pre-Emergent Authenticity." This class structure was replicated in a separate, independent sample. Results highlighted relevant variation in authentic self-development across the identified classes and yielded support for our model involving hypothesized influences on, as well as contemporary outcomes associated with, participants' class membership.

Among the mandatory requirements for the implementation of the main professional educational programmes in higher education is the formation of a universal self-development competence, which provides for forecasting, building and implementing the self-development trajectory that best meets their personal needs and aspirations. However, the results of a sociological study show that most university freshmen are unable to predict and implement the trajectory of self-development and note the lack of opportunities in this matter from teachers. One of the assistance types to university students can be advanced pedagogic support for the formation of self-development competence in university freshmen. The uniqueness of pedagogic support, conceptual foundations of which were developed by Oleg Gazman, is that it determines students' self-determination in a situation of choice and the subsequent independent solution of their problems. The anticipatory nature of pedagogic support for the formation of self-development competence in university freshmen is to provide students with a reason to think even before they have a problem. At the moment when a difficult moment appears in their real life, they already have a set of methods and techniques for its successful resolution. As a result of the theoretical research a refined definition of advanced pedagogic support for the formation of self-development competence in university freshmen is proposed from the position of the existential approach (Mikhail Rozhkov).