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The conceptual basis of Aristotle's interpretation of freedom and citizen has been considered. It has been found out that freedom by Aristotle had been directly connected with a conscious choice, an intelligent activity, kindness, political activity, having a purposeful motive for a good-happiness. It has been shown that a status of a citizen was defined by virtue, freedom, material well-being and political activity. Importance and nature of conscious choice and its conditionality by a language practice of a city state life and human experience have been taken into account. Differences between a city state, public life as a sphere of freedom and equality and private, economic life as a sphere of compulsion and subordination have been shown. Status of a woman in public and private measurements of an antique city state has been considered. Key words: citizen, public sphere, private sphere, conscious choice, virtue, freedom. ; Розглянуто концептуальні засади тлумачення понять свободи та громадянина у вченні Аристотеля. З'ясовано, що свобода в концепції Аристотеля прямо пов'язана зі свідомим вибором, розумною діяльністю, доброчесностями, політичною активністю та має цільову спонуку до блага-щастя. Окреслено, що статус громадянина визначають доброчесність, свобода, матеріальні статки та політична активність. Враховано значення і природу свідомого вибору та його зумовленість мовною практикою полісного життя і досвідом людини. Виявлено відмінності між полісним, громадським життям як сферою свободи і рівності та приватним, господарським життям як сферою примусу й підпорядкування. Розглянуто статус жінки в громадському та приватному вимірах античного полісу. Ключові слова: громадянин, громадська сфера, приватна сфера, свідомий вибір, чеснота, свобода.

Summary. Introduction. Providing of public equilibrium, establishment of mutual relations of collaboration and solidarity envisages the using of principles, that take into account the specific of mutual relations of individual and association, person and religious organization, and realization of that provides the redistribution of plenary powers between local associations and associations of the higher, centralized level. One of such principles there is a principle of subsidiarity. Purpose. The aim of the article is research of maintenance and practical measuring of principle of subsidiarity in Catholic social teaching. Methods. In order to examine the sense of subsidiarity, to trace consistently its conceptual evolution the author used coherent analytical tools. Results. Important for understanding the essence of principle of subsidiarity is a thesis on intercommunication and mutual responsibility of person and society, man and church organization. The realization of principle of subsidiarity envisages establishing the order, at what association of local level get all necessary functions, and the associations of higher level are allotted auxiliary and coordinating plenary powers. In accordance with principle of subsidiarity, central power must execute exactly auxiliary, but not leading role, deciding those tasks that can not be effectively executed at local level only. Originality. The principle of subsidiarity, from the point of view of Catholic social teaching, is based on a grant to the people a possibility to decide the questions, that they are touched and are urgent, without influence from the side of more centralized, social or private, religious or state institutes. Correct use of the principle of subsidiarity creates the counterbalance of omnipotence of external in relation to a man power, to the tendencies of centralization and depersonalization of human personality in the modern world, strengthens a democratic line-up, carrying out the proper distribution of tasks and delegation of plenary powers, and also distribution of power and control above her. Conclusion. The principle of subsidiarity finds his ground in the Catholic social teaching as democratic social principle of organization of free and humane society. As normative principle of governing, subsidiarity called to assist strengthening of dialogue, search of methods of mutual acceptance of decisions in a church.

The article considers theoretical, methodical and organizational aspects of teaching of economic disciplines in the modern college. The role of innovative approaches and active methods of teaching of economic disciplines in formation of readiness of future specialists to professional activity, their economic thinking and economic behavior is clarified. The necessity of the use of interactive methods of teaching of economic disciplines for students of the college is grounded. The methods of interactive learning and their organizational-methodical forms are considered, which are the most optimal for application in a certain type of occupations during preparation of specialists. The use of the latest technologies in the practical work of teachers of economic disciplines, in particular, their use in lectures and practical classes during the study of the courses "Economic Theory" and "Political Economy" at the Volyn College of the National University of Food Technologies was analyzed. It is determined that interactive methods of teaching intensify the student's attention, his creative abilities, develop his ability to communicate and defend his thoughts and positions, create favorable conditions for the student's education in the group, his self-education, and the establishment of constructive partnerships among all subjects of the educational process.

У статті розглянуто зміст формального, неформального та інформального навчання іноземним мовам. Автором проаналізовано основні відмінності формального, неформального та інформального навчання. Наголошено, що у короткостроковій перспективі має більший сенс і, безумовно, доступніше залучати волонтерів до організації соціальних заходів, які сприяють неформальному та інформальному вивченню мов, замість того щоб відразу організовувати офіційні мовні курси. Якщо такі заходи розроблені належним чином та ефективно виконані, вони можуть вмотивувати та заохотити студентів брати участь в офіційних мовних курсах на більш пізньому етапі. ; The article considers the content of formal, non-formal, and informal learning of foreign languages. It is noted that formal education is education that is institutionalized, intentional, and planned through public organizations and recognized private institutions and together they create a system of state formal education. Non-formal education is education that is institutionalized, intentional, and planned by the subject of educational activity. Informal education is a form of education that is intentional or conscious, but not institutionalized. The author analyzes the main differences between formal, non-formal, and informal learning. It has been emphasized that learning, whether formal or informal, is intentional and partly accidental, but informal learning is purely accidental. It has been outlined that in the short term it makes more sense and, of course, more accessible to involve volunteers in the organization of social activities that promote non-formal and informal language learning, instead of immediately organizing official language courses. If such measures are properly designed and effectively implemented, they can motivate and encourage students to participate in formal language courses at a later stage. It has been noted that formal education characterizes education on the negative side due to certain limitations, namely the curriculum is based on norms and laws approved by the government/institution, while the students' needs and interests are not taken into account. When the students' needs and interests are taken into account, the students will be more interested and more willing to participate in various activities. On the other hand, non-formal education manages to transform the interests and needs of students into a flexible and adapted form of learning.

The article analyzes the modern communicative, interactive and cognitive approaches to teaching a professionally-oriented foreign language at higher educational establishments. The necessity of development of language abilities of students to form a professional foreign communicative competence of future professionals has been proved in the hospitality and restaurant industry. Different approaches to the definition of the interactive teaching have been investigated in the article. On the one hand, interactive teaching is defined as a dialogue learning. Since interactive means the ability to interact or to be in the conversation regime. Interactive teaching is considered firstly as the interaction between the teacher and the student. It has been revealed the peculiar value of the interactive teaching in student's learning how to work in the team effectively. The article emphasizes that under th conditions of the European Union, it is becoming more important to provide the students with a high level of the students' awareness, applying with this purpose not only the traditional teaching methods. Applying new effective methods in teaching English to prepare the future specialists in the field of Hospitality and Restaurant Business has become extremely not only important but rather desireable. Among progress methods in the modern academic process, a lot of attention is paid to the interactive methods, bases on the persona-oriented approach to the student, aimed at the development of the creative student's potential and the ability to think creatively and to respond quickly, improving the communicative skills as well. The article postulates the thought that the interactive methods as the interaction of the teacher and the student in the process of communication and learning solve linguistic and communicative tasks. The article also represents various types of language and communicative competences. The issue of the development of language and communicative competence remains important during the entire academic process as the essential component of the professional training of future specialists in the system of high education in Ukraine. We have studied the content of the terms "competence", "communicative competence". There are different approaches to the definition of the characteristics of the communicative competence, its structure. It has been defined that the process of making the communicative competence of the students is necessary to be arranged on the basis of integral communicative and interactive teaching methods according to the content of learning. ; Стаття присвячена аналізу сучасних комунікативно-інтерактивного та когнітивного підходів до викладання іноземної мови фахового спрямування закладу вищої освіти. Обґрунтовано необхідність розвитку мовних здібностей студентів для формування професійної іншомовної комунікативної компетентності фахівців індустрії гостинності та ресторанної справи. Розкрито особливу цінність інтерактивного навчання в тому, що студенти навчаються ефективній роботі в команді.

The article analyzes the modern communicative, interactive and cognitive approaches to teaching a professionally-oriented foreign language at higher educational establishments. The necessity of development of language abilities of students to form a professional foreign communicative competence of future professionals has been proved in the hospitality and restaurant industry. Different approaches to the definition of the interactive teaching have been investigated in the article. On the one hand, interactive teaching is defined as a dialogue learning. Since interactive means the ability to interact or to be in the conversation regime. Interactive teaching is considered firstly as the interaction between the teacher and the student. It has been revealed the peculiar value of the interactive teaching in student's learning how to work in the team effectively. The article emphasizes that under th conditions of the European Union, it is becoming more important to provide the students with a high level of the students' awareness, applying with this purpose not only the traditional teaching methods. Applying new effective methods in teaching English to prepare the future specialists in the field of Hospitality and Restaurant Business has become extremely not only important but rather desireable. Among progress methods in the modern academic process, a lot of attention is paid to the interactive methods, bases on the persona-oriented approach to the student, aimed at the development of the creative student's potential and the ability to think creatively and to respond quickly, improving the communicative skills as well. The article postulates the thought that the interactive methods as the interaction of the teacher and the student in the process of communication and learning solve linguistic and communicative tasks. The article also represents various types of language and communicative competences. The issue of the development of language and communicative competence remains important during the entire academic process as the essential component of the professional training of future specialists in the system of high education in Ukraine. We have studied the content of the terms "competence", "communicative competence". There are different approaches to the definition of the characteristics of the communicative competence, its structure. It has been defined that the process of making the communicative competence of the students is necessary to be arranged on the basis of integral communicative and interactive teaching methods according to the content of learning. ; Стаття присвячена аналізу сучасних комунікативно-інтерактивного та когнітивного підходів до викладання іноземної мови фахового спрямування закладу вищої освіти. Обґрунтовано необхідність розвитку мовних здібностей студентів для формування професійної іншомовної комунікативної компетентності фахівців індустрії гостинності та ресторанної справи. Розкрито особливу цінність інтерактивного навчання в тому, що студенти навчаються ефективній роботі в команді.

The processes of globalization and the world community, as well as the role and place of Ukraine and the People's Republic of China on the geopolitical map of the world dictate the need for strong scientific, political, economic, cultural, energy contacts that will lead to the progress of both countries, to the creation and development of new technologies, new economic and humanitarian relations. This requires the training of a large number of skilled Chinese language specialists and experts. The phonetics of the Chinese language is extremely important for the learning of the language as a whole, because the Chinese language has a special typological characteristic - the presence of a tone that performs distinctive-perceptual and distinctive-significative functions. Mastering Chinese, and in particular lexical units (as key in communication), can only be conditioned by the ability to distinguish and correctly reproduce a tone. However, the study of phonetics is not limited to articulation skills, but involves the students mastering rhythmic-intonational models, which also have semantic nuances and are important in terms of the implementation of speech pragmatics. The study describes the experimental verification of the effectiveness of teaching methods of future philologists of Chinese phonetics, as well as substantiates and confirms the choice of the study hypothesis. The criteria and norms for evaluating the Chinese linguistic phonetic competence of future synologists are outlined. Methods and materials, plan and structure, and duration of the experiment are determined. In addition, examples of tasks and the ultimate goal of their implementation were given. Organizational and content aspects of students' experimental learning are covered. Post-experimental sections were performed, the corresponding results of the effectiveness of the created methodology of teaching phonetics of Chinese language were presented. For clearer perception, the results of the sections were made in the table

У статті досліджено методи використання інформаційно-комунікаційних технологій у процесі викладання політології. Доведено, що впровадження новітніх технологій активізує пізнавальну діяльність та підвищує мотивацію студентів технічних вищих навчальних закладів до вивчення дисциплін соціально- гуманітарного профілю. ; The main goal of this article is to examine the methods of the information and communication technologies used in political science teaching. The author shows that the introduction of the latest technologies improves cognitive activity and increases the motivation of technical higher education school students to the studying of social and humanitarian disciplines.

В статті розглянуто сутність і основні принципи організації профільного навчання старшокласників, запропоновано структуру й схарактеризовано основні складники його змісту. Авторка доводить, що профільне навчання – це закономірний результат розвитку і реалізації теорії диференційованого навчання в умовах нової парадигми освіти. Законодавче закріплення профільності старшої школи в Україні є прогресивним кроком у напрямку забезпечення її варіативності, широкої диференціації, децентралізації та індивідуалізації навчання. ; The article theoretically substantiates profile education as a natural result of the development and implementation of the theory of differentiated learning in the context of a new education paradigm. The basic ideas and principles of profile education are declared in the National Doctrine of Development of Education of Ukraine in the 21st Century, the Law of Ukraine «On General Secondary Education», the Concept of profile education in high school and other normative legal acts in the field of education, which defines the purpose, direction, forms of organization and the content of this type of learning. Legislative consolidation of the profile of high schools in Ukraine is a progressive step towards ensuring its variability, wide differentiation and individualization of learning, relevance of content to educational needs and interests of students. Nowadays, the problem of profile education is the focus of attention of domestic scientists. The study of this aspect of the problem makes it possible to consider profile education in a broad sense – as a type of differentiation and individualization of learning, which involves the orientation to a certain type of professional activity and taking into account the individual inclinations and abilities of students, as well as a form of organization of the educational process aimed at personal realization of learning, a special way of organizing cognitive activity for students. Thus, profile education is a natural result of the development and implementation of the theory of differentiated learning in the context of a new paradigm of education, based on a personality-oriented approach to learning and education, it is caused by the serious changes occurring in our society, in the social life, in the social life, in the social life.

In today's conditions, civic engagement acquires a special value as a form of self-actualization and self-acting of a person who is a full member and a subject of civil society. This form is expressed in the conscious and purposeful participation in social transformations, in the protection and expansion of economic, political, social rights, in support of the integrity of society. The purpose of the article is to research the formation of students' civic engagement in the process of teaching social and humanitarian disciplines. In psychological and pedagogical science the activity acts as one of the central categories, the essence of which define the concepts of «process», «action», «act», «behavior», «activity». As a special form of action the activity is determined by the internal factors of the personality, his values and beliefs. Civic engagement belongs to a special type of social activity and provides a conscious, interested and rationally-critical attitude of subjects to the problems of society. In a civilized society, civil activity of the personality does not go beyond the limits, established by law.Subjects of the social and humanitarian cycle, that form in students systematic ideas about society, the role and purpose of man in it, are powerful factors in the formation of civic engagement of the personality. Thus, the humanitarian training of future specialists should be aimed at educating an active and responsible person

The communicative-discursive resources acquire the most significance in the determine of the new external state politics modern course, which may formed on the basis of the legal divergence overcoming in positions of different countering. It is important conceptually define and fix the communicative-discursive paradigm as a part of the Ukraine international State politics and as an object of legal linguistics teaching. Key words: legal linguistics, international communication, communicative interaction, intercultural communication. ; У визначенні сучасного курсу новітньої зовнішньої державної політики особливого пріоритету набуває міжнародний комунікативно-дискурсивний ресурс, сформований на основі правового подолання розбіжностей у позиціях різних країн. Концептуально важливо визначити та усталити комунікативно-дискурсивну парадигму частиною міжнародної державної політики України. Ключові слова: міжнародні відносини, комунікативна взаємодія, комунікативний ресурс, міжкультурна комунікація, право на комунікацію.

Позиція англійської мови в Україні та світі як лідируючого засобу міжнародного спілкування пов'язана, перш за все, зі стрімким розвитком високих інформаційних технологій, економіки, підписанням угод з ЄС. Це підсилює мотивацію студентів ЗВО щодо вивчення англійської мови як основної мови міждержавного спілкування, мови наукових досліджень, бізнесу, політики, торгівлі. Вивчаючи іноземну мову важко придумати щось нове. Однак за допомогою сучасних технологій можна збільшити ефективність вже відомих методів під час навчання студентів технічних спеціальностей.Беззаперечним фактом є те, що наша держава потребує висококваліфікованих фахівців, здатних до встановлення ділових контактів та ділового співробітництва з іноземними партнерами, фахівців, які володіють іноземною мовою на професійному рівні, і все це повинно знаходити відображення в робочих навчальних програмах провідних ЗВО. Іноземна мова насьогодні є не просто частиною культури певної нації, але і запорукою успіху майбутньої успішної кар'єри студентів. Досягнення високого рівня володіння іноземною мовою неможливе без фундаментальної мовної підготовки у вищій школі. Викладачеві важливо знати новітні методи викладання іноземної мови, спеціальні навчальні техніки та прийоми, щоб оптимально підібрати та використати той чи інший метод викладання відповідно до рівня знань, потреб, інтересів студентів. Адже раціональне і мотивоване використання методів навчання на практичних заняттях іноземної мови вимагає креативного підходу з боку викладача, адже «педагогіка є наукою і мистецтвом одночасно, тому і підхід до вибору методів навчання має ґрунтуватися на творчості педагога». ; The position of the English language in Ukraine and the world as the leading means of international communication is associated primarily with the rapid development of high information technologies, the economy, and the signing of agreements with the EU. This strengthens the motivation of students to learn English as the main language of interstate communication, the language of scientific research, business, politics, and trade.Studying a foreign language is hard to come up something new. However, with the help of modern technologies, it is possible to increase the efficiency of already known methods in teaching students of technical specialties.The undoubted fact is that our state needs highly qualified specialists who are capable of establishing business contacts and business cooperation with foreign partners, professionals who speak a foreign language at a professional level, and all of this should be reflected in the working curricula of leading educational establishment. Today, a foreign language is not just a part of the culture of a certain nation, but also the key to the success of students' future successful careers. Achieving a high level of proficiency in a foreign language is impossible without fundamental language training in higher education. It is important for a teacher to know the newest methods of teaching a foreign language, special teaching techniques and techniques in order to optimally select and use one or another teaching method in accordance with the level of knowledge, needs and interests of students. After all, a rational and motivated use of teaching methods in practical classes of a foreign language requires a creative approach on the part of the teacher, because "pedagogy is science and art at the same time, therefore, the approach to the choice of teaching methods should be based on the creativity of the teacher."