Suchergebnisse

The article is devoted to an edifice of Mykola Mykolaiovych Nepliuiev– an educator, a philosopher and a teacher, the founder of men's and women's agricultural schools and the Krestovozdvizhensk Labour fraternity. On the basis of the analysis of his main works, the following aspects of his views are defined: philosophical and religious, political, economic, pedagogical. ; Стаття присвячена системі поглядів Миколи Миколайовича Неплюєва– просвітителя, філософа і педагога, засновника чоловічої та жіночої сільськогосподарських шкіл, Хрестовоздвиженського Трудового братства. На основі аналізу основних творів подвижника висвітлюються наступні аспекти його поглядів: філософсько-релігійні, суспільно-політичні, економічні, педагогічні.

The article analyses the historical and philosophical views of Patriarch Kirill and his evaluation of modern Western philosophy, formed in the era of postmodernism. A distinctive feature of that time is the blurring of the criteria that define the border between good and evil. According to the Patriarch, this approach is caused by the absolutization of a person's freedom, considered beyond the context of one's responsibility for the actions performed. As a result, the philosophy of liberalism justifies the rejection of the Christian commandments, since they are claimed to suppress one's personal freedom. Thus, the Patriarch emphasizes the importance of preserving the "Christian dimension" of a person's behavior. The present work pays special attention to the Patriarch's conceptualization of the Russian philosophical tradition, which is views as an important means to preserve national identity. Representatives of the Russian religious renaissance (S. N. Bulgakov, N. A. Berdyaev, V. V. Zenkovsky and others), reflecting on the understanding of the Church, society, personality, were able to meet the challenges of the time and satisfy questioning believers. The article focuses on the Patriarch's ideas related to educational issues and reforms. It is posited that educational innovations should be based on Russian traditions, namely on the fundamentality of education. In this respect, it is essential to realize that when introducing the unified state examination procedure as a universal system of students' assessment, pedagogues need to amend educational plans in order to include the development of learners' fundamental skills and knowledge. The Patriarch is opposed to the technocratic approach to education because the goal of education is reduced only to the formation of the skills necessary for work. He agrees that school graduates should possess certain competences related to their career, but they should know Russian history, literature, and culture at a sufficient level. The Patriarch's aspiration to preserve the unity of education and upbringing as a unique feature of the Russian educational process is accentuated.

This article makes a brief literature review of project social work as a method and the relationship of social work, formal and informal education in socio-pedagogical projects. The socio-pedagogical views of the students are explored through their written social projects. With the help of a content analysis of student projects, absolute and relative values of variables in the content of the projects were derived, in the identification of socio-pedagogical problems and in proposals for their solutions.

The article provides a comprehensive analysis of life, creative heritage, public activities aimed at defending the rights of children, of Mariya Lopatkova, Polish writer, influential figure in education, founder of the direction of guardianship and educational activities– pedagogy of heart. The main problems solved by the M. Lopatkova have been reflected: democratization of the school life, increasing the attention to children with disabilities, building a happy society. The necessity of restoring the priority of love over material values; the need to eliminate competition in primary schools have been shown. M. Lopatkova emphasized the need for love, mutual understanding and friendship as the leading values of pedagogy of heart, without which spiritual injury occurred. The ideas relevant in the Ukrainian educational space and the school system have been revealed. They are the following: realization of the program "To kindergarten without crying"; communication in schools on the basis of pedagogy of heart; development of the pupils' intelligence simultaneously with their emotional and social development; care for a child with disabilities from the society, the school, educational institutions; creating opportunities for his/her comprehensive development; combination of pedagogy of heart with social pedagogy; training a prospective teacher who is an example to follow, loves children and defends their rights; forming an educational ideal – a perfect person, who combines significant achievements with modesty, the desire to provide help and support to those who need it; building a happy society on the bases of rapprochement with nature, spirituality restoration, overcoming social injustice in politics and economics, elimination of bureaucracy from public life, counteraction to selfishness, aggression, greed. ; У статті здійснений усебічний аналіз життєвого шляху, творчої спадщини, громадської діяльності, спрямованої на відстоювання прав дітей, Марії Лопаткової, польської письменниці, освітньої діячки, засновниці напряму опікунсько-виховної діяльності – педагогіки серця. Відображено основні проблеми, які розв'язувала педагогиня. Виявлено ідеї, актуальні в українському освітньому просторі, вітчизняному шкільництві. Акцентовано увагу на обґрунтуванні М. Лопатковою доцільності поєднання педагогіки серця із соціальною педагогікою.

The article provides a comprehensive analysis of life, creative heritage, public activities aimed at defending the rights of children, of Mariya Lopatkova, Polish writer, influential figure in education, founder of the direction of guardianship and educational activities– pedagogy of heart. The main problems solved by the M. Lopatkova have been reflected: democratization of the school life, increasing the attention to children with disabilities, building a happy society. The necessity of restoring the priority of love over material values; the need to eliminate competition in primary schools have been shown. M. Lopatkova emphasized the need for love, mutual understanding and friendship as the leading values of pedagogy of heart, without which spiritual injury occurred. The ideas relevant in the Ukrainian educational space and the school system have been revealed. They are the following: realization of the program "To kindergarten without crying"; communication in schools on the basis of pedagogy of heart; development of the pupils' intelligence simultaneously with their emotional and social development; care for a child with disabilities from the society, the school, educational institutions; creating opportunities for his/her comprehensive development; combination of pedagogy of heart with social pedagogy; training a prospective teacher who is an example to follow, loves children and defends their rights; forming an educational ideal – a perfect person, who combines significant achievements with modesty, the desire to provide help and support to those who need it; building a happy society on the bases of rapprochement with nature, spirituality restoration, overcoming social injustice in politics and economics, elimination of bureaucracy from public life, counteraction to selfishness, aggression, greed. ; У статті здійснений усебічний аналіз життєвого шляху, творчої спадщини, громадської діяльності, спрямованої на відстоювання прав дітей, Марії Лопаткової, польської письменниці, освітньої діячки, засновниці напряму опікунсько-виховної діяльності – педагогіки серця. Відображено основні проблеми, які розв'язувала педагогиня. Виявлено ідеї, актуальні в українському освітньому просторі, вітчизняному шкільництві. Акцентовано увагу на обґрунтуванні М. Лопатковою доцільності поєднання педагогіки серця із соціальною педагогікою.

Проаналізовано становлення педагогічних поглядів Миколи Скліфосовського, визначено його вклад в історію світової медицини і методики викладання медичних дисциплін у вищих навчальних закладах. Здійснено оцінку впливу суспільно-політичної ситуації в Росії та країнах Європи на ґенезу педагогічних поглядів видатного хірурга-практика та педагога-новатора.; Проанализированы становления педагогических взглядов Николая Склифосовского, определено его вклад в историю мировой медициныи методики преподавания медицинских дисциплин в высших учебных заведениях. Осуществлена оценка влияния общественно-политической ситуации в России и странах Европы на генезис педагогических взглядов выдающегося хирурга-практика и педагога-новатора.; The formation of Mykola Sklifosovsky`s educational views is analyzed; his contribution to history of the world medicine and teaching methods of medical disciplines in higher educational establishments is defined. The impact of socio-political situation in Russia and European countries on the genesis of educational views of the famous practicing surgeon and innovator is assessed.

The paper analyses the evolution of N. M. Karamzin's ideas from the position of moderate westernism and liberalism to organic conservatism. Special attention is given to Karamzin's understanding of the philosophy of history, where the main emphasis was made on the splendor of monarchical Russia. N. M.Karamzin was critical about the early liberal reforms of Alexander I and proposed the introduction of a "sound" state system, based on national values and exercising caution to the new developments. The paper also analyses Karamzin's conceptualization of the dynamics of the historical process. It is noted that he assign special importance to autocracy in the harmonious development of Russia, it is precisely the monarch who needs to create conditions for increasing the efficiency of the state apparatus. The monarch's policy must, by the inevitability of punishment, compel officials (of high and lower ranks) to comply with the laws. A significant role in society should also belong to the Church, which, according to N. Karamzin, needs to be given more attention. Overall, the scholar sees the secret to the prosperity of Russia In the synergy of strong state leadership, government apparatus, and priests. The pedagogical views of Karamzin are another focus of the present work, as well as his understanding of national education and the interplay of the universal and nationally specific features in it. Opposing isolationism, the scholar, nevertheless, advanced the idea that Russia needs to have its own way in development by means of improving the educational system, introducing the continuity of its stages, and enhancing the quality of preparing teachers. The paper arrives at a conclusion about the relevance of N. Karamzin's ideas for modern Russian society.

Bu araştırmanın amacı öğretim elemanlarının pedagojik yeterliklerine ilişkin öğrenci görüşlerini incelemek ve bu görüşlerin bazı değişkenler açısından farklılaşma gösterme durumlarını belirlemektir. Araştırmanın evrenini, Karadeniz Bölgesi'nde yer alan bir üniversitenin eğitim fakültesi, mühendislik fakültesi, ilahiyat fakültesi, iktisadi ve idari bilimler fakültesi öğrencileri, örneklemini ise bu fakültelerin birinci öğretim programlarının üçüncü ve dördüncü sınıfl arında öğrenim gören 792 öğrenci oluşturmaktadır. Araştırmada veriler 'Pedagojik Yeterlik Ölçeği' ile toplanmıştır. Elde edilen bulgulara göre; "Demokratik Tutum Yeterlikleri" ile "Ders Girişine İlişkin Yeterlikler" boyutlarında öğretim elemanlarının çoğu yeterli bulunmasına rağmen "Ders Sürecine İlişkin Yeterlikler" ile "Ölçme Değerlendirme Yeterlikleri" boyutlarında öğretim elemanlarının azı yeterli bulunmuştur. Öğrencilerin cinsiyetlerine göre; "Demokratik Tutum Yeterlikleri" ve "Ölçme-Değerlendirme Yeterlikleri" boyutlarında anlamlı fark olduğu bulunurken; "Ders Girişine İlişkin Yeterlikler" ve "Ders Sürecine İlişkin Yeterlikler" için anlamlı fark olmadığı bulunmuştur. Fakülte türü ve sınıf seviyesi değişkenine göre öğrenci görüşleri dört faktörde de farklılık göstermekte iken, derse devam durum değişkenine göre öğrenci görüşleri dört boyutt a da farklılık göstermemektedir. ; Th e purpose of this study is to examine the students' views about faculty members' pedagogical proficiencies and to determine if these views diff er in terms of selected variables. Th e sample of the study is composed of 792 third and fourth year university students and the population of the study involves students at Faculties of Education, Engineering, Th eology, and Economics and Administrative Sciences of a university located in Turkey's Black Sea Region. Th e research data were collected by Pedagogical Competences Scale. Results revealed that students think most of the lecturers are suff icient in Democratic Att itude; however, few of them found to be suff icient in ...

The paper analyses B.N.Chicherin's views on the individual, society, and their interaction. The emphasis is made on two opposite social trends — aspiration towards solidarity and individualization. Because of his liberal beliefs, the philosopher appears to favor the latter, prioritizing individual freedom. It is worth noting that for B.Chicherin society is not something single whole, existing beyond the person. A person's behaviour and actions are a stimulus for social development serving as a means to communicate the "world's energy" and goals of humanity. A very special historic role B.Chicherin attributes to the state, as it affects the "collective will", narodnost', which is a basis for social development. Furthermore, the given paper examines the relationship between narodnost' and humanity — the latter is a guarantee of the historical unity, meaning that nations are to internalize the products of the historical progress. B.Chicherin arrives at the conclusion that Russia is unlikely to have a unique history of its own, rather it needs to join the historical global developmental process (it is evident that the scholar confronts the Slavophile doctrine). The paper highlights that B.Chicherin applies the afore-mentioned principles to the conceptualization of the Russian history. He sees the absolute autocracy as an obsolete regime that peacefully needs to give way to the constitutional monarchy. When analyzing different forms of liberalism, the philosopher suggests that the most effective one is "protective liberalism", since it encompasses freedom, social order and rule of law. Examining the system of education, the scholar calls for cautious and well thoughtover reforms. He acknowledges a leading role of universities in social development, believing in the importance of preserving their autonomy and increasing their academic status.

Being founded upon the book «Instructions on religious and secular images» (1582), the article examines cardinal Gabriele Paleotti's views on sacred art. The author explores the issue of perception of painting as a God-pleasing art, exposes the ideological aspect of sacred painting and reveals the cardinal's complex evidence base on the need for the existence of religious images in churches and their significance in the life of every person. It is concluded that objects of art should be perceived not only as an artistic commentary on the text of Holy Scripture, but also as a prayer image that plays a cohesive role in interlocution with God.

В статье сделана попытка раскрыть идейные основы философско-этических, педагогических воззрений Г. Н. Волкова; определена широта его научной и педагогической деятельности, изучено и подтверждено его новаторство в области педагогики и откровения по отношению к политике и идеологии. Исследование также посвящено изучению миропонимания Г. Н. Волкова, которое формировалось через освоение семейно-бытовой народной этики, в особенности духовных и нравственных устоев народа. Выявлено, что устоявшиеся традиции народа оказали влияние на область его научного познания и на специфику определения нравственных категорий «добро» и «зло» в воспитании детей, подростков, юношества. Уделяется особое внимание методу конкретизации и персонификации этнопедагогических категорий-понятий в научном творчестве Г. Н. Волкова. Автор подробно останавливается на осмыслении основных этнопедагогических инвариантов, аксиом. Г. Н. Волкова не могло не интересовать, как воспринимается народами России и за ее пределами его этнопедагогика, помогая, подсказывая, проявляя толерантность к особенностям воспитания того или иного народа. Мировоззрение Г. Н. Волкова заключено в его творениях. Его наследие актуально и сегодня.
The article attempts to reveal the ideological foundations of the philosophical, ethical, pedagogical views of G. N. Volkov; determines the breadth of his scientific and pedagogical activity; confirms his innovation in the field of pedagogy and revelation in relation to politics and ideology. The paper is also devoted to the study of the worldview of G. N. Volkov, which was formed through the development of family and household folk ethics, particularly the spiritual and moral foundations of the people. It is revealed that the established traditions of the people have influenced the field of their scientific knowledge and the specifics of determining the moral categories of "good" and "evil" in the upbringing of children, adolescents, youth. Special attention is paid to the method of concretization and personification of ethnopedagogic categories - concepts in the scientific work of G. N. Volkov. The author dwells in detail on the comprehension of the main ethnopedagogic invariants, axioms. G. N. Volkov was not indifferent to how his ethnopedagogy is perceived by the peoples of Russia and beyond. He was helping, prompting, showing tolerance to the peculiarities of the upbringing of a particular people. The worldview of G. N. Volkov is reflected in his wirks. His legacy is still relevant today.