Suchergebnisse

In the proposed article for the first time national pedagogical ideas of A.H.Pohribnyi, as humanistic ones, have been shown. In his practice, he recognized the value of a person as an individual's right to freedom, happiness, development and manifestation of his or her talent, considered the principles of equality, justice, humanity as desirable norm of relationships between people. Promoting national idea, humane values in Ukrainian pedagogy he guided the basic principles of love for others, respect for human dignity. A.Pohribnyi understood that Ukraine's accession to European and Euro-Atlantic structures will require understanding of the own identity, inclusion of the system of national and state priorities, which are designed to achieve the beautiful Ukrainian perspective. And it is the latter, which is grounded on millennial historic-cultural, educational tradition. ; У запропонованій статті вперше оприявнено національні педагогічні ідеї А.Г.Погрібного як гуманістичні. У своїй практиці він визнавав цінність людини як особистості, право на свободу, щастя, розвиток і прояв свого хисту, вважав принципи рівності, справедливості, людяності бажаною нормою відносин між людьми. Пропагуючи національну ідею, гуманні цінності в українській педагогіці, він керувався основними принципами любові до людей, поваги до людської гідності. А.Погрібний розумів, що входження України до європейських і євроатлантичних структур вимагатиме осмислення власної ідентичності, включення системи національно-державних пріоритетів, які спроектовані на досягнення прекрасної української перспективи. А якраз остання заґрунтована на тисячолітній історико-культурній, освітній традиції.

The article offers an overview on the most notable features of the implementation of psychonarratives in fiction and documentary and fiction prose about the Anti-terrorist Operation (ATO) and the hybrid warfare in Donbas from the standpoint of the achievements of modern humanities, which gives intelligence a multidisciplinary nature. The degree of academic research on the outlined topics at both the world and the national scientific levels has been clarified. The contribution of the Western scientists to the development of theoretical and methodological principles of parameterization of psychonarratives is outlined. There is a tendency to increase the interest of domestic specialists in narratology, in particular psychonaratology, mainly in empirical terms. At the same time, an objective lack of thorough theoretical developments of the monographic or dissertation level on the outlined issues has been stated in Ukrainian studies. Terminological vagueness and imbalance in the interpretation of the key concepts of psychonarrative studies have been recorded. Methods and means of realization and manifestation of the psychonarratives in the text structures are established. There is a growing interest of domestic researchers in the direct or indirect consideration of narrative, psychonarrative and selfnarrative in fiction prose and documentary and fiction prose about the ATO and the hybrid warfare in the Donbas in the context of discursivity and intermediality. The peculiarities of psychonarrative expression on the formal structure and sence-content levels are indicated. The common and distinctive features of the realization of psychonarratives in fiction and non-fiction literature are briefly noted.

In the scientific literature, there are accents that emphasize certain changes in the functioning of philosophy, which took place in connection with the establishment of the postulates of postmodernism as a new period in the development of culture, as a style of post non-classical scientific thinking, in fact, the content and hierarchy of values positions itself with a sophisticated departure from the classical and non-classical philosophical reflection. Philosophical and educational understanding of the methodology of research of dialogue and tolerance testified to the relevance of their research in the development of the potential of today's multicultural education and its growth in the cultural and educational space. Dialogue, dialogics and tolerance are represented by the mechanisms of meaning-making, axiology and praxeology: dialogical cognition of the interpersonal, social-group, societal, planetary world provides a certain "breakthrough" in the worldview-value coordinate system, in external-internal control of growth efficiency and its spiritual dimension. The axiological, ontological, educational-epistemological aspects of "fitting" a person into a new world context are precisely in the plane of philosophy, enriching the cultural fields of today's education through integration in goal-setting, content, organizational and managerial conditions for teaching and upbringing value ideals, principles, methods of holistic study of a person and those that are relevant today and provide Homo educandus with a meaning-making knowledge.