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Supervision in social casework is an educational process and teaching, therefore, is the primary function of the supervisor. According to this view, all the aspects of supervision—administering, teaching-consulting, and evaluation—are parts of this total process since each of them involves learning content that contributes to the attainment of the supervisory aim of helping in the development of professional workers who are self-directing, self-disciplined, and increasingly skilful in giving service to clients. The effectiveness of supervisory methods in achieving this aim can be measured by the extent to which these methods facilitate the learning process. The importance of the relationship between the supervisor and the worker has been stressed, since this relationship is the medium through which learning takes place and through which purpose and goals are achieved. Recognition has been given to the fact that the worker's emotional involvement is sometimes the cause of problems in practice. On the premise that self-awareness is a necessary part of the knowledge that the worker must acquire, it is the supervisor's responsibility to help him realize the need for it, if feeling reactions are interfering with performance. There are, however, ways to help the worker achieve this self-knowledge other than by focusing directly on his personality. Also, difficulties that frequently are attributed to the personal problems of the worker may be the result of lack of knowledge, or due to the anxiety that arises when the worker's emotional balance is threatened by his lack of knowledge. Teaching is therefore the first choice of the methods available to the supervisor. An educational approach based on a diagnosis of the worker's learning needs helps in assuring that he will have the knowledge he requires to arrive at a full and emotional understanding of the client and his situation, to formulate the long-range casework goals, and to plan the steps he will take in the process of helping the client attain these goals.

A fundamental issue in education is how educated judgments about the use of leisure time can be developed. The future of recreation in education depends initially upon the acceptance of the leisure setting as a medium for carrying the learning process forward. Recreation becomes a challenge to any educational venture because of its inherent motivation, opportunity for under standing and reflective thinking, a chance for success or achievement, and the possible transfer or use of skills or knowledges.

Having exhausted the possibilities of intensifying the learning process in direct textual presentation of educational information, pedagogy turned to the patterns of activity manifestations of human mental functions. Overcoming the problems that have arisen with the massive penetration of clip thinking into educational processes requires both a significant modernisation of the educational process itself, and careful consideration of the features of the pedagogic situations created and the formation of an active attitude of teachers involved in the processes of upbringing pupils. The article examines the changes in the positions of participants in the educational process in connection with the intensively implemented technologies of visual presentation of educational information. The features of perception of oral and visualised educational information are described. The positive and negative features of the use of technologies focused on the development of visual thinking in pupils are noted. Aspects of the fractal movement of educational information are highlighted. Difficulties are noted in the introduction of technologies that apply procedures and methods of visual presentation of educational information. Some characteristics of the processes of creating visual images for pupils and their role in the didactic provision of the educational process are presented.

The appeal to the category of «human capital», its conceptual development becomes particularly topical in the late 20th century. The conditions and requirements of the digital economy, which are actively stated by society, significantly increase the
requirements for training graduates of educational institutions at all levels. Special attention is paid to the system of higher professional education. Intensive development of a person's productive abilities and subsequent formation of its readiness (within the limits of competences) is possible only with significant investment in specific (primarily educational) processes of activity. Thus, investments in education, upbringing, and the formation of a healthy physical body are included in the first phase of creating human capital. The article discusses some aspects of the formation of human capital in the learning process. Human capital as an integral procedural component of the educational process is characterised by the level of intellectual and spiritual development, innovative abilities of students. In the context of higher education, the most clearly considered elements are manifested through a network of innovation parks. What we describe in the article, is the pedagogic innovation Park functioning at Petrozavodsk State University in its activities is subject to the tasks of increasing the availability and quality of education at all levels that meet the requirements of advanced innovative development of the regional economy. The success of innopark's practical activities is shown in the creation and testing of a large number of methods in the work of the University, which include blocks and elements of forming the human capital of each student.

Modification in Church ministers′ training require a new approaches and quality that meet the fundamental European Union and the Bologna process provisions and the common European education space, including competency approach to spiritual education occupies a special place. The modern Orthodox theological education system reform in Ukraine becomes relevant in today's environment of increased society secularization. Of particular importance are factors of educational efficiency process allocation in the higher spiritual education. This article is devoted to the results of sociological research factors optimize the learning process in religious Orthodox Church schools, which will help determine the theological education′s direction, modernization and reform mechanism.Keywords: Orthodox theological education, the upbringing and educational process, competence-based approach, the Bologna Process, the educational process' optimization factors, the education content-analysis.кандидат філософських наук, доцент, В.М. Попович Оптимізація навчального та виховного процесу в вищих духовних закладах/ Запорізький національний технічний університет, Україна, м. ЗапоріжжяВидозмінення в системі підготовки служителів Церкви вимагають нових і якісних підходів, які б відповідали принциповим положенням Європйського Союзу та Болонського процесу і єдиного європейського освітнього простору, серед яких компетентнісний підхід в духовній освіті займає особливе місце. Питання реформування сучасної системи православної богословської освіти в Україні набуває актуальності в сучасних умовах посилення секуляризації суспільства. Особливого значення набуває виділення факторів підвищення ефективності освітньо-виховного процесу в вищих духовних навчальних закладах. Стаття присвячена результатам соціологічного дослідження факторів оптимізації навчального процесу в духовних закладах Православної Церкви, що сприятиме визначенню напрямів і механізмів реформування і модернізації богословської освіти.Ключові слова: православна богословська освіта, освітньо-виховний процес, компетентнісний підхід, Болонський процес, фактори оптимізації навчального процесу, контент-аналіз.

The process of digitalization of social reality, including education, is investigated. The active development of electronic and digital technologies, aff ecting all spheres of social existence, has a signifi cant impact on human educational activity, which, in turn, corresponds to the existing model of the world. The diff erence between the two
models of the world in which knowledge is formed is shown. The metaphysical model of the world determines the individualistic type of society and highlights the ability of the individual as a cognizing subject to arbitrarily construct social reality, revealing only the consumer properties of the surrounding world. In the metaphysical model of
the world, education acts as a tool for constructing social reality. The dialectical model of the world determines the collectivist type of society, revealing the completeness and perfection of the world. The statement of the collectivist type of social relations is based on the universal connection of historical and social experience, revealing the degrees
of cognition and self-knowledge. In the dialectical model of the world, education refl ects the viability of a collectivist society, the level of development of the cognizing subject, and the perfection of social relations. It is established that in modern society, education, thanks to the development and active introduction of digital technologies, develops according to the metaphysical model of the world, revealing the consumer properties of objective reality.

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