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Several personal anecdotes revealing the character of philosopher Herbert Marcuse are presented to challenge conventional representations of his personality. Although Marcuse has been the subject of extensive tributes & critiques, current literature has not considered the significance of his work on social movements & his participation in activist movements. Despite the obscurity of Marcuse's theories in the US, his work on social transformations & his concept of repressive desublimation (1966) that challenged Sigmund Freud's Civilization and Its Discontents (1930) remains relevant. Even though Marcuse's conception of freedom is portrayed as elitist, it is concluded that education & truth are necessary conditions for freedom. J. W. Parker

Introduction. Development of cognitive interest of cadets is one of the pedagogical aspects of great importance. Cognitive interest determines the effectiveness of mastering professional and humanitarian disciplines and contributes to the formation of cadets' personality, aimed at their further self-improvement. Theoretical analysis. The study of modern sources allowed to come to the conclusion that the cognitive interest of cadets, being a quality of the personality, has a direct connection with such a phenomenon as reflexion. Empirical analysis. The article presents a description of experimental work on the use of reflexive approaches and modes. The main distinctive feature of these approaches and modes of training is the possibility of reflection, that is comprehension of the received knowledge in the area of a foreign language and legal disciplines, abilities of their application in practice and skills of independent acquisition of new knowledge. Novelty consists in development of tasks for tutorials in view of the principles of reflective approach. Conclusion. The results presented confirm the assumption that the use of these approaches and modes helps cadets learn a large volume of educational material easier, reveal creativity, create a positive atmosphere in the classroom, immerse themselves in the learning process and independently identify connections between individual phenomena.

The article provides an overview of the methodological foundations, methods and tools for the formation of interest in cognition in preschool-aged children.

The article emphasizes that Eidetic is one of the effective methods of forming the cognitive interests of preschool children with special educational needs (SEN). Eidetic methods include chain, acroverbal, pictographic, phonetic associations, the method of loci (based on visual associations), nonverbal associations, paradoxical verbal transformations, enlarged structuring of educational material. Their use helps to transform incomprehensible information into an achievable and understandable form to them. Due to Eidetic, various analyzers are involved in cognitive activity at the same time. The child can see and hear and touch, smell, and even taste. At the same time, children's mastery of new knowledge is based on already well-known images, so Eidetic creates a boundless play space in which children's imagination has a wide field for development. The authors note that a characteristic feature of the cognitive interest of preschool children is a selective focus on interest in phenomena, objects, and environmental processes. For students with special educational needs the subject of cognitive interest, as well as for their peers with normative development, is not the whole environment, but only some of its elements, which are personally relevant, attractive, and valuable. The cognitive interest of preschoolers can be both situational and sustainable. It occurs in the process of performing a certain action but may disappear immediately after its completion. At the same time, with systematic pedagogical support, it can become a relatively stable personal quality of a child with special educational needs.An important positive aspect of the use of Eidetic in working with preschool children with SEN is that it creates a psychological situation of success, activates the neurodynamics of brain activity. As a result, the problem areas of the central nervous system and children's deviant behavior are corrected. Eidetic performs a dual developmental and educational function. Due to its application, such mental processes of personality as attention, imagination, memory, different types of thinking are developed, and thus the mastery of educational material is activated. Thanks to the methods of Eidetic, all the child's analyzers are involved, which allows him/her to see, hear, touch, smell, taste, and perceive something new and unknown through the channels of learning about the surrounding reality available to the child with SEN.

The article actualizes the problem of using museum pedagogy in the process of forming cognitive interest in nature in older preschool children. The theoretical substantiation of the problem is presented: the concept of "cognitive interest in nature" is characterized in relation to preschool children; the possibilities of museum pedagogy as a pedagogical means of forming cognitive interest in nature are substantiated. The content and results of experimental work are described: the results of the analysis of cultural and educational activities of museums of the city of Kostroma with a natural orientation are shown; the results of diagnostics of the formation of cognitive interest in nature in older preschoolers at the ascertaining and control stages are presented; the forms of joint activity of teachers and children stimulating the formation of cognitive interest in nature are described. Generalizing conclusions are made.

Modern higher educational institutions are designed to form the personality who could live in democracy conditions, in the situation of the increasing of personal freedom, to compare the actions to civic and professional duty and social responsibility.It ; Изменения, происходящие сегодня в Украине, социальной жизни общества, экономике, образовании актуализирует проблему подготовки будущих учителей естественно-математических дисциплин которые имеют высокий уровень познавательного интереса, способных нестанда ; Изменения, происходящие сегодня в Украине, социальной жизни общества, экономике, образовании актуализирует проблему подготовки будущих учителей естественно-математических дисциплин которые имеют высокий уровень познавательного интереса, способных нестанда

Одной из главных компонентов в подготовке будущего учителя физики является формирование профессиональных компетенций, которые позволят ему в будущем проводить внеклассную работу по физике, так как практически любой учитель должен уметь организовать внеурочную работу со школьниками [1]. Успешность приобретения студентами индивидуального опыта, который лежит в основе развития данных компетенций, зависит от организации совместной деятельности студентов и школьников. Целью нашего исследования является изучение возможностей для развития профессиональных компетенций у будущих учителей физики в процессе их подготовки в педагогическом вузе. В работе использованы методы сравнения, анализа, обобщения и др. Также на основе анкетирования нами изучено отношение школьников, принимавших участие в проведении занимательных опытов во время каникулярной школы, к дальнейшему изучению физики в школьном курсе. Проанализирована готовность будущих учителей физики к использованию способов наглядной демонстрации физических процессов и явлений на уроках физики. По мнению авторов, внеурочные занятия со школьниками можно проводить на базе Технопарка универсальных педагогических компетенций в любом педагогическом вузе в рамках каникулярной школы либо еженедельно в течение учебного года. Совместная деятельность позволит студентам получить бесценный педагогический опыт, а ученикам поможет развить познавательный интерес к физике.
One of the main components in the training of a future teacher of Physics is the formation of professional competencies that will allow him/her to work in extracurricular physics in the future, as almost any teacher should be able to organize extracurricular work with schoolchildren [1]. The success of students in acquiring individual experience, which underlies the development of these competencies, depends on the organization of joint activities of students and schoolchildren. The purpose of this work is to study the possibilities for the development of professional competencies in future teachers of Physics in the process of their training at a pedagogical university. The work employs the methods of comparison, analysis, generalization, etc. On the basis of questionnaires the authors studied the attitude of schoolchildren who participated in conducting entertaining experiments during vacation school to further study of physics in the school course. The authors of the article also analyzed the readiness of future physics teachers to use methods of visual demonstration of physical processes and phenomena in physics lessons. According to the authors, such extracurricular activities with schoolchildren can be carried out on the basis of the Technopark of Universal Pedagogical Competences in any pedagogical university as part of a vacation school or weekly during the academic year. Joint activities will allow students to gain invaluable pedagogical experience, and instill in schoolchildren a cognitive interest in physics.