Suchergebnisse

The article is devoted to the question of the periodization of the educational system in the USA, which is important for revealing its origins, internal regularities, scientific generalization in historical and pedagogical science. The aim of the given research is to identify the main periods and leading trends in the development of medical education in the United States. The general characteristics of the concepts of «periodization», «periodization criterion», «period» are determined. Different approaches to the problem of periodization of educational systems are analyzed. On the basis of the analysis of different approaches to the definition of criteria and the implementation of the periodization of individually studied phenomena, the main criteria for substantiation of the historical and pedagogical periodization of higher medical education development in the USA are established: the dominant scientific-pedagogical paradigm, within which higher medical education develops, and the nature of political, social and economic events in the country. On the basis of these criteria, main periods are characterized, which in turn include specific internal stages or sub-periods. The basis of the periodization according to the first criterion was a large-scale analytical study of medical education in the United States and Canada, which was called the Flexner Report and became the basis of radical reforms of American medical education. Thus, the pre-reform period was characterized by the «student» model of medical education, the large number of uncredited private medical schools, the lack of scientific research within the educational institutions, whereas the post-reform period presented a new paradigm of professional training for doctors, which included the academic excellence of education itself, the expansion of the scope of fundamental and natural disciplines studied by medical students, introduction of large-scale scientific research within educational institutions. On the basis of the second criterion for ...

У розвідці здійснено періодизацію процесу зародження, становлення та розвитку вищої освіти на території України, виокремлено протоуніверситетський, докласичний, класичний, модернізаційний, радянський, сучасний (постмодерний) періоди - від афінської системи в полісах Північного Причорномор'я, шкіл підвищеного типу в Київській Русі для підготовки представників державної та духовної еліти, братських шкіл, Острозької та Києво-Могилянської академій до функціонування мережі університетів, спеціальних вищих навчальних закладів, народних університетів. Визначено історичні, суспільно-політичні, економічні, соціокультурні, ментальні, освітні, наукові чинники, що детермінували динаміку кількісних та якісних змін і нововведень у вищій школі. ; In the article the periodization of higher education development in the territory of Ukraine has been carried out and the following main periods have been distinguished: proto¬university (V century BC - XV century), which involves origination of schools of the higher level, oriented towards the Greek-Byzantine models of scholarship; pre-classical (XVI - late XVIII century), marked by the activity of brotherhood schools, Ostroh and Kyiv-Mohyla Academies, based on the synthesis of the national tradition with the European humanistic paradigm; classic (late XVIII - late XIX century) was marked by orientation of the higher school to the German university supporting the freedom of scientific creativity, in combination with the elements of the French model, which envisaged unification and centralization. At the beginning of the XX century the modernization period was initiated, aimed at the implementation of the idea of a free higher school, a combination of universal human values and national values, academic autonomy, freedom of teaching and learning, self-realization of the personality of a student and a teacher. Nevertheless, in the Soviet period (1921-1990), a radical reorganization of the higher school took place on the basis of class values and Marxist-Leninist methodology, the elimination of academic autonomy, unification, and centralization. The modern postmodern development of higher education in Ukraine is based on a innovative paradigm in the conditions of globalization. Among the number of factors that influenced development of higher education in Ukraine, the author has distinguished: historical (deep traditions of functioning of the institutions of higher level, openness of the Ukrainian educational space to the extrapolation of positive foreign experience, indigenous peoples' desire for higher education, practice of "educational tourism"); socio-political (external and internal policy of the state; democratization and formation of civil society institutions; growth of national consciousness and civil culture of the population), economic (scientific-technological progress, modernization of the economy, industrialization, urbanization, growing need for qualified specialists), socio-cultural (deepening of social differentiation, activization of private initiative and public-pedagogical movement, practice of charity and philanthropy; desire of the Ukrainian intelligentsia to develop a national culture; strict censorship and prohibition of Ukrainian language, literature, schools in the Russian Empire); educational (genesis of values, educational ideal and goal of education, transformation of mission of the university, conceptual maturity of different models of higher education, ideas of reformatory pedagogy and free higher education); scientific (structuring of the science, establishment of new methodological approaches, expansion of the nomenclature of specialties, institutionalization of pedagogy as a separate branch of scientific knowledge, integration into the world research space).

For a long period of its existence the humanity has been trying and is trying now to comprehend the way of development. The more mature it grows the greater necessity and demand of such comprehension arise. The analysis of the past, estimation of the present, prospects for the future – these seem to be «three whales», the world rests on, according to old legends. But the world was apprehended differently at different times and people of various professions estimated the humanity development dynamics in different ways. Politicians, philosophers tried to find the sense of the process of humanity development on the basis of their mode of life, political processes and regimes. Economists come to the conclusions on the basis of production processes, conversion and modification of production means. They paid more attention to technological and economic characteristics: origin and level of engineering development, branch structure of economy, a share of production accumulation in the national income and structure of consumption. Some historians, geographers come to the conclusion, which may seem universal, but very general, that all civilizations go through one and the same cycle: origin, development, decline and destruction. Humanity develops not in monodimensial way even in developed parts of the world, on its separate territories (in countries with developed economies) Progressive people fall in thinking over transformation processes of culture: mythological form of world comprehension – making heroes of leaders, monarchs; political system of society, which, at the same time, is the beginning of degradation of a nation. The XXth century has become extremely dynamic, productive practically in all the spheres and branches of humanity development. And the comprehension of this process pushed sociologists against the thought, that the basis of all this is communication technologies; myths, rituals; creation of alphabet; book printing; modern electronic civilization. In the author's opinion, everything new, in all the ...

The conceptual framework of author's approach to the periodization of the public information policy is defined. Author proposes to implement periodization of public information policy taking into consideration: 1) development of national legislation as the legal basis of public policy, 2) structure and content of subject of management in this policy field, and 3) status and major changes of object of management (actually infor­mation field). Five main periods of formation and development of national information policy in Ukraine are singled out. The author justifies and describes their chronological framework and meaning. Within these pe­riods the processes of forming a legal basis of public information policy in Ukraine, transformation of public administration subjects as well as certain industries of national information sector are considered. The fore­cast of deadlines for completion of the current period of public information policy development in Ukraine and its expected results have been done. ; Визначено концептуальні основи авторського підходу до періодизації державної інформаційної по­літики. Періодизацію державної інформаційної політики запропоновано здійснювати з урахуванням: 1) розвитку національного законодавства як правової основи цієї державної політики; 2) структури та змісту діяльності суб'єкта управління у сфері цієї державної політики; 3) стану та основних змін об'єкта управління (власне інформаційної сфери). Виокремлено п'ять основних періодів становлення та розвит­ку державної інформаційної політики України, обґрунтовано їх хронологічні рамки та описано їх зміст. У межах цих періодів розглянуто процеси формування правових основ державної інформаційної політи­ки України, трансформації суб'єктів державного управління, а також окремих галузей національної ін­формаційної сфери. Складено прогноз щодо термінів завершення поточного періоду розвитку державної інформаційної політики України та його очікуваних результатів. ; Визначено концептуальні основи авторського підходу до періодизації державної ...

It is determined in the article that considering the current imbalance in the system of knowledge about American and European professional sports, relevant scientific and practical task is to study the history and the current state of European professional sports. The objective: to identify the factors and periods of European professional sports. The methods: theoretical analysis and synthesis, analysis of documentary materials, library resources and Internet information sources. Location and operation of professional sports determined some factors of different nature in society: religious, social and political, applied, recreational and economic factors. The analysis of evolutionary changes allowed identifying the following stages of the development of modern professional sport in Europe: 1823–1894; 1896–1939; 1945–1984; since 1985. ; В статье определено, что при существующей диспропорции в системе знаний об американском и европейском профессиональном спорте актуальной научно‑практической задачей является изучение истории и современного состояния европейского профессионального спорта. Цель исследования: определить факторы и периоды развития европейского профессионального спорта. Методы исследования: теоретический анализ и обобщение, анализ документальных материалов, специальной литературы, информационных источников сети Интернет. Место и функционирование профессионального спорта в обществе определяли факторы различного характера: культовые, социально‑политические, прикладные, рекреационные и экономические. Анализ эволюционных изменений позволил выделить следующие этапы развития современного профессионального спорта в Европе: 1823–1894 гг.; 1896–1939 гг.; 1945–1984 гг.; с 1985 года. ; У статті визначено, що при наявній диспропорції у системі знань про американський та європейський професійний спорт актуальним науково‑практичним завданням постає вивчення історії та сучасного стану європейського професійного спорту. Мета дослідження: визначити чинники та періоди розвитку європейського професійного спорту. Методи ...

On a comparative basis, different approaches to the periodization of the formation and development of the education system in the People's Republic of China are analyzed. Researchers have been found to choose different grounds for distinguishing periods or stages. At the same time, Chinese scientist (Wang Guanghua, Wang Qi, Du Yanyan, Chen Ruilin, Wen Kanlin and others) prefer to rely on socio-political indicators, such as the emergence of new regulations, important events in public life, political transformations. At the same time, Ukrainian researchers (N. Dzhgun, N. Kotelnikova, D. Perepadya and others), as well as Ukrainian pedagogical school's students Lu Shanshan and Zhang Long often rely on their own educational criteria: the dynamics of purpose, principles, content, forms and methods of educational process, which, however, are undoubtedly often determined by socio-political processes. Based on the historical review, seven stages of formation and development of the art education system in China as an integral part of the education system as a whole are identified: 1949–1956 – formation of art education in the conditions of socialist transformations on the Soviet model; 1957–1965 – emancipation from the influence of the Soviet system of art education and development in the conditions of comprehensive socialist construction; 1966–1976 – destruction during the years of the "cultural revolution"; 1977– 1984 – revival after the "cultural revolution"; 1985–1998 – radical modernization based on the principle of openness; 1999–2009 – development of an open system of continuing art education; 2010 – our time – innovative development based on digitalization and broad integration. Perspectives of further research are seen in the detailed study of the purpose, objectives and content of art education in China at each of the selected stages of its development, as well as to identify the leading factors and trends in such development.Key words: education, art education, formation, development, periodization, stages, ...

The article shows the periods of vocal development culture of music specialists in Europe. The article considered preconditions for the development of vocal culture of music art specialists in Europe. The table «Evolution of the development of vocal culture of music professionals in Europe during different stages» is presented in the article. It shows a brief description of the epoch and period. The article gave in more detail the features of formation of vocal culture of musical art specialists are determined, and also their characteristic in the European countries, such as: Italy, Germany, Great Britain, France, Austria, Poland. The emphasis of vocal culture, one of the most important components of the professional culture of music artists, is due to the specifics of his vocal and pedagogical activities, which is aimed at forming a personality capable of reproducing and enriching the culture of society in the future. The culture of future specialists in the art of music has undergone certain periods in the process of socio-cultural development. It, as a phenomenon of pedagogical practice, has always existed, but had different social and professional purposes depending on the influence of various factors: the political situation; moral relations that developed in society; dominant religion; type of education. Of course, knowledge of the origins, knowledge of the periods of origin and development of musical art, which took place over the centuries, is important for understanding both the current challenges of vocal culture and to determine its further development. It should be noted that the curricula of European countries provide broad training of music professionals, expanding the sector of music specialties, including training: choir directors, specialists in individual vocal technique, vocal ensembles, choral singing, dominated by the practical orientation of professional education. Thus, the analysis of literary scientific sources on the formation of vocal culture of music artists shows that each stage was a unique and significant contribution to the formation of such culture in Europe. It should be noted that the curricula of European countries provide broad training of music professionals, expanding the sector of music specialties, including training: choir directors, specialists in individual vocal technique, vocal ensembles, choral singing, dominated by the practical orientation of professional education. Thus, the analysis of literary scientific sources on the formation of vocal culture of music artists shows that each stage was a unique and significant contribution to the formation of such culture in Europe. ; У статті показано періоди розвитку вокальної культури фахівців музичного мистецтва в Європі. Розглянуто передумови розвитку вокальної культури фахівців музичного мистецтва в Європі. Представлено таблицю «Еволюція розвитку вокальної культури фахівців музичного мистецтва в Європі в період різних етапів». Зроблено коротку характеристику епохи та періоду. Визначено риси формування вокальної культури фахівців музичного мистецтва, а також подано більш детально їх характеристику у європейських країнах, таких як: Італія, Німеччина, Велика Британія, Франція, Австрія, Польща.

The article deals with the analysis of legal regulation development of the relations in the field of national environmental network in Ukraine formation and functioning. On the basis of special legislative norms analysis, the periodisation criteria of the legislation on national environmental network development are presented. ; У статті проаналізовано розвиток правового регулювання відносин у сфері формування та функціонування національної екологічної мережі. На підставі аналізу законодавчих норм обґрунтовано критерії періодизації розвитку законодавства про екологічну мережу України.

У статті автор торкається проблеми періодизації історико-педагогічного процесу в Україні у ХХ ст. Проаналізовано напрацювання науковців щодо вивчення порушеної проблеми. Виявлено відсутність періодизації розвитку змісту вищої історичної освіти в науковій літературі. На основі системного підходу автор виділяє 4 періоди в розвитку змісту історичної освіти у ВНЗ України в 1945 – 1991 рр. Автор зазначає, що хоч кожен із періодів і мав певні особливості, в цілому зміст історичної освіти в Радянській Україні був заідеологізований і політизований. ; The article deals with the problem of periodization of historical and pedagogical process in Ukraine in the twentieth century. The achievements of scientists as regards to studying the raised problem are analyzed. It is found out that there is no periodization of higher historical education contents in Ukraine in scientific literature. Based on the systematic approach the author identifies four periods in the development of historical education contents at higher educational establishments of Ukraine in 1945–1991. The first period (1945–1956) consists of two stages. At the first stage (1945–1947) the national content elements of history are still visible, but during the second stage (1947–1956) the Russian centred scheme of the Ukrainian history becomes consolidated. The second period (1956–1967) designates temporary liberalization of public life which had a positive effect on the development of historical education contents. The third stage (1967–1987) is characterized by coming back to strict party regulation of the contents of history, increasing russification of educational process. The fourth stage (1987–1991) was set up with the adoption of documents which initiated the restructuring of higher education in the USSR. At this stage, there have been revolutionary changes on the way of settling the national contents of history education. They are the following: the course of History of the CPSU was cancelled, higher educational establishments gained the right to publish national curriculum and educational-methodical literature themselves, the Departments of History of Ukraine began to open and a number of higher educational establishments introduced the intramural course of teaching the History of Ukraine. The author mentions that although each of the periods had some peculiarities, in general the contents of history education in Soviet Ukraine was too ideologized and politicized. In conclusion, the author states that the given periodization might be useful for studying the history of Ukraine, history of pedagogics, and for the formulation of periodization of higher historical education development after 1991.

У статті подано авторську концепцію диференційованого підходу до студіювання та періодизації соціально-педагогічних засад розвитку сільської школи України другої половини ХХ століття. Сільська школа розглядається як соціально-педагогічне явище. Визначальними щодо розвитку сільської школи є запити суспільства на підготовку учнів до праці та життєдіяльності в різних суспільних сферах. Сутність змін мети, змістово-методичного забезпечення, шкільної мережі та фахової підготовки вчителя змінювалися відповідно до освітніх парадигм. Ця ідея є визначальною щодо з'ясування сутності зовнішньої та внутрішньошкільної диференціації, що уможливило з'ясування особливостей соціально-педагогічних засад розвитку сільської школи в означених хронологічних межах. ; The article presents the author's concept of differentiated approach to the study of periodization and socio-pedagogical principles of rural schools of Ukraine in the second half of the twentieth century. Rural school is seen as a socio-pedagogical phenomenon. Decisive for the development of rural schools are the demands of society to prepare pupils for life and work in different social spheres. The essence of the change objectives, content and methodological support, the school network and professional training of teachers varied in accordance with the educational paradigms. This idea is crucial to clarify the nature of external (in the Soviet era) and intra-school (in independent Ukraine) differentiation, allowing clarifying the characteristics of social and pedagogical principles for rural schools in the indicated chronological limits. In the years of the Soviet era external differentiation was based on political and economic policies towards the village and was regulated with party documents. The limits of external differentiation defined in the education acts that duplicate party instructions. The period of development of rural schools in terms of market relations in the independent Ukraine is dominant intra-school differentiation of goals, objectives, content of teaching of rural students based on personal meaning for education. Historical and pedagogical studies of definite problem based on an understanding of the priority of education paradigm that was decisive in the set of original and the upper limit of the era (Soviet schools) and schools in the independent Ukraine. Within an era we identified segments of time in historical and pedagogical development of rural school that has a beginning and completeness and is characterized by certain features of social needs on preparing young people for work and life (periods). In each period we singled out stages, characterized by chronological boundaries and essential features of the development of objectives of schooling of rural students, content, forms, methods of training and education, types of secondary schools, teacher requirements in a changing educational paradigms. Periodization of socio-pedagogical principles of rural schools performed on two groups of criteria: social and pedagogical. The concept of social criteria embedded understanding of the impact of society queries on preparing students for life and work. To this group of criteria we refer compliance of objectives and contents of secondary education with needs of socio-economic development of the society; social ideas for the development of rural schools; mechanisms of state regulation of development of rural schools; dependence types of rural schools, their structures and networks of economic, demographic, environmental factors; ties of secondary school to the cultural, social environment and economic entities in the village. To pedagogical criteria we refer: goal of education is determined by social need of preparation of youth for work; nature of the content and technological support of the educational process; network dynamics; the content and form of vocational training of the teachers; advanced teaching experience (innovative pedagogy); pedagogical theories and scientific support of rural schools in different periods.

The study is devoted to thorough justification of a new periodization model of human geography development in Ukraine on the base of objective functioning regularities of science. The topicality and relevance of the given research for the national science were reasoned in the context of absence of accredited development periodization of Ukrainian human geography. The diversity of views on the problem has been logically unified. All the internal factors of the human geography development were successfully taken into account with crucial attention, making the further possibility to ascertain the stages and periods of its formation in Ukraine in the streamline of core concepts, determining the methodological status of science at a certain stage. Actually, the human geography was under the deep analysis within the science forming process in Ukraine. It was proved the origin of human geography in Ukraine goes back to the last quarter of the XIXc., while its eventual arrangement is stated at the first quarter of the XXc. As for the process of institutionalization of geography as a separate branch of knowledge, integrating natural-geographical, demogeographical, ethno-geographical, political-geographical, and economic-geographical knowledge about the area of Ukraine, it took place at the beginning of the last century. The activity of S.Rudnytskyi was of a key role at that time. It is he who is considered the founder of the modern Ukrainian geography in general and of human geography in particular, taking into account European traditions as well as own intellectual potential. As a result of the author's own approach, there were three stages differentiated with corresponding periods: stage1: the end of the XIXc. – the beginning of the XXc.: 1873–1904; 1905–1917; 1918–1921. Stage2 corresponds to mid XXc.: 1922–1933; 1934–1963; 1964–1990. Stage3 stands for the end of the XXc. – the beginning of the XIXc. scilicet 1991–2020. The vital traits of each stage and period were clarified in succession; namely, all the theoretical achievements likewise scientific-educational centres and scientific schools were under all-embracing investigation. The specific focus laid upon the traits of scientific trends, concepts, and theories of foreign geography. Peculiarities of their impact on the development of Ukrainian human geography were the matter of entire estimation. In terms of analysis of trends and concepts of the foreign human geography development of the XIX – the beginning of the XXIc., the significance of the latter on the research human-geographical issues' formation in Ukraine has been revealed in succession. The professionalization degree of the human-geographical science in Ukraine was deeply shown, primarily confirming the objectivity of the given periodization. ; Исследование посвящено обоснованию новой модели периодизации развития общественной географии в Украине, в основу которой положены объективные закономерности функционирования науки. Аргументировано доказано актуальность и значимость данного исследования для отечественной науки в контексте отсутствия общепринятой периодизации развития украинской общественной географии. Унифицировано разнообразие взглядов на проблему периодизации развития общественной географии в Украине, основной акцент сделан на учете факторов развития общественной географии, что дало возможность назвать этапы и периоды ее становления в Украине с учетом главных концепций, которые определяли методологический статус науки на том или ином этапе. Охарактеризовано общественную географию в контексте формирования науки в Украине. Доказано, что зарождение общественной географии в Украине датировано последней четвертью XIX в., а окончательное оформление – первой четвертью ХХ в., в начале прошлого века произошла институализация географии в самостоятельную область знаний, которая сфокусировала в себе естественно-географические, демогеографические, этногеографические, политико-географические и экономико-географические знания о территории Украины. Ключевой в этой связи была деятельность С. Рудницкого. Именно с ним связываем начало современной географии в Украине в целом и общественной географии непосредственно, с учетом европейских традиций и собственного интеллектуального потенциала. Авторский подход сделал возможным выделить три этапа с соответствующими периодами: 1-й этап – кон. XIX – нач. ХХ в.: 1873–1904 гг.; 1905–1917 гг.; 191–1921 гг.; 2-й этап – сер. ХХ в.: 1922–1933 гг.; 1934–1963 гг.; 1964–1990 гг.; 3-й этап – кон. ХХ – нач. ХХ в.: 1991–2020 гг. Названы главнейшие характеристики каждого этапа и периода, а именно установлены теоретические достижения, определены научно-образовательные центры и научные школы. Также отдельно охарактеризованы направления, концепции и теории зарубежной географии и определено их влияние на становление общественной географии в Украине. В контексте анализа тенденций и концепций развития зарубежной общественной географии в кон. XIX – нач. XXI в. показано их влияние на формирование проблематики отечественных общественно-географических исследований. Впервые определена степень профессионализации общественно-географической науки в Украине, что подтверждает объективность предложенной периодизации. ; Дослідження присвячене обґрунтуванню нової моделі періодизації розвитку суспільної географії в Україні на базі об'єктивних закономірностей функціювання науки. Аргументовано доведено актуальність та значущість пропонованої роботи для вітчизняної науки в контексті відсутності загальноприйнятої періодизації розвитку української суспільної географії. Уніфіковано різноманітність поглядів на вказану вище проблему в Україні, основну увагу закцентовано на врахуванні внутрішніх чинників розвитку суспільної географії, що так само вможливило визначення етапів і періодів її становлення в Україні в руслі найголовніших концепцій, які визначали методологічний статус науки на тому чи тому етапі. Схарактеризовано суспільну географію в межах формування науки в Україні. Доведено, що зародження суспільної географії в Україні датоване останньою чвертю ХІХст., остаточне ж її оформлення – першою чвертю ХХст., на початку минулого століття відбулася інституалізація географії в самостійну галузь знань, яка сфокусувала в собі природничо-географічні, демогеографічні, етногеографічні, політико-географічні й економіко-географічні знання про територію України. Ключовою в цьому зв'язку була діяльність С.Рудницького. Саме з ним пов'язуємо початок сучасної географії в Україні загалом і суспільної географії зокрема, з урахуванням європейських традицій та власного інтелектуального потенціалу. Авторський підхід уможливив виокремлення трьох етапів з відповідними періодами: 1-й етап – кін. ХІХ – поч. ХХст.: 1873–1904рр.; 1905–1917рр.; 1918–1921рр.; 2-й етап – сер. ХХст.: 1922–1933рр.; 1934–1963рр.; 1964–1990рр.; 3-й етап – кін. ХХ – поч. ХХІст.: 1991–2020рр. Вирізнено найвагоміші характеристики кожного етапу та періоду, з'ясовано, зосібна, теоретичні досягнення, визначено науково-освітні центри й наукові школи. Окремо схарактеризовано й напрями, концепції та теорії зарубіжної географії, визначено їхній уплив на становлення суспільної географії в Україні. У контексті аналізу тенденцій та концепцій розвитку зарубіжної суспільної географії в кін. ХІХ – на поч. ХХІст. показано їхній вплив на формування проблематики вітчизняних суспільно-географічних досліджень. Уперше визначено ступінь професіоналізації суспільно-географічної науки в Україні, що засвідчує об'єктивність пропонованої періодизації.

The article substantiates the periodization of formation and development of information and propaganda support in the Ukrainіаn Navy in 1992-2014. It is established that the basis for justifying the periodization of the process of devel- opment of information and propaganda support is its objective connection with the processes of development of the legal framework and the organizational form of the structures that conducted the propaganda. It was the changes in the legal framework and organization of propaganda structures that significantly influ- enced the changes in the development of the subject of study, which served as a basis for selecting their criteria for periodization.The proposed periodization fully takes into account the approaches of Ukrain- ian scientists to the periodization of the development of the Armed Forces of Ukraine, the Ukrainіаn Navy and certain areas of propaganda activity, as well as periods of change in the social and political life of the state. In particular, this study highlights the relationship between the model of information support in the military and the form of government. The author's periodization most accurately reflects the main transition points in the development of information and propa- ganda support in the Ukrainian Navy. Information and propaganda support in the Ukrainian Navy in 1992-2014 was a transition model from eastern (Soviet) to western. During the study period, 2 attempts were made to bring the model of information support closer to a similar Western model - in 1992-1993 and in 2006-2013. That is, the historically condi- tioned model of model of information support for Ukraine is Western.Separation of the periods of development of the subject of study made it pos- sible to establish specific features of its historical development and focus on the standards of NATO member states, which in the conditions of modern transfor- mations of information and propaganda support in the Armed Forces of Ukraine in the absence of comprehensive historical research in this direction will serve as an important source of experience. ; У статті обґрунтовано періодизацію становлення та розвитку інформа- ційно-пропагандистського забезпечення у Військово-Морських Силах Збройних Сил України в 1992–2014 роках. Виокремлення періодів розвитку предмету до- слідження дало змогу встановити специфічні ознаки його історичного розвитку та спрямованість його розвитку за стандартами держав-членів НАТО, що в умовах сучасних трансформацій інформаційно-пропагандистського забезпечення у Збройних Силах України за відсутності комплексного історичного до- слідження в цьому напрямку слугуватиме важливим джерелом досвіду.

The article substantiates the periodization of formation and development of information and propaganda support in the Ukrainіаn Navy in 1992-2014. It is established that the basis for justifying the periodization of the process of devel- opment of information and propaganda support is its objective connection with the processes of development of the legal framework and the organizational form of the structures that conducted the propaganda. It was the changes in the legal framework and organization of propaganda structures that significantly influ- enced the changes in the development of the subject of study, which served as a basis for selecting their criteria for periodization.The proposed periodization fully takes into account the approaches of Ukrain- ian scientists to the periodization of the development of the Armed Forces of Ukraine, the Ukrainіаn Navy and certain areas of propaganda activity, as well as periods of change in the social and political life of the state. In particular, this study highlights the relationship between the model of information support in the military and the form of government. The author's periodization most accurately reflects the main transition points in the development of information and propa- ganda support in the Ukrainian Navy. Information and propaganda support in the Ukrainian Navy in 1992-2014 was a transition model from eastern (Soviet) to western. During the study period, 2 attempts were made to bring the model of information support closer to a similar Western model - in 1992-1993 and in 2006-2013. That is, the historically condi- tioned model of model of information support for Ukraine is Western.Separation of the periods of development of the subject of study made it pos- sible to establish specific features of its historical development and focus on the standards of NATO member states, which in the conditions of modern transfor- mations of information and propaganda support in the Armed Forces of Ukraine in the absence of comprehensive historical research in this direction will serve as an important source of experience. ; У статті обґрунтовано періодизацію становлення та розвитку інформа- ційно-пропагандистського забезпечення у Військово-Морських Силах Збройних Сил України в 1992–2014 роках. Виокремлення періодів розвитку предмету до- слідження дало змогу встановити специфічні ознаки його історичного розвитку та спрямованість його розвитку за стандартами держав-членів НАТО, що в умовах сучасних трансформацій інформаційно-пропагандистського забезпечення у Збройних Силах України за відсутності комплексного історичного до- слідження в цьому напрямку слугуватиме важливим джерелом досвіду.

For a long period of its existence the humanity has been trying and is trying now to comprehend the way of development.The more mature it grows the greater necessity and demand of such comprehension arise. The analysis of the past, estimation of the present, prospects for the future – these seem to be «three whales», the world rests on, according to old legends.But the world was apprehended differently at different times and people of various professions estimated the humanity development dynamics in different ways.Politicians, philosophers tried to find the sense of the process of humanity development on the basis of their mode of life, political processes and regimes.Economists come to the conclusions on the basis of production processes, conversion and modification of production means. They paid more attention to technological and economic characteristics: origin and level of engineering development, branch structure of economy, a share of production accumulation in the national income and structure of consumption.Some historians, geographers come to the conclusion, which may seem universal, but very general, that all civilizations go through one and the same cycle: origin, development, decline and destruction.Humanity develops not in monodimensial way even in developed parts of the world, on its separate territories (in countries with developed economies) Progressive people fall in thinking over transformation processes of culture: mythological form of world comprehension – making heroes of leaders, monarchs; political system of society, which, at the same time, is the beginning of degradation of a nation.The XXth century has become extremely dynamic, productive practically in all the spheres and branches of humanity development. And the comprehension of this process pushed sociologists against the thought, that the basis of all this is communication technologies; myths, rituals; creation of alphabet; book printing; modern electronic civilization.In the author's opinion, everything new, in all the times, was preceded by a word, information. Proceeding from this the author suggests his own periodization of society development, based on the principal of fixing, preserving and transmitting information which set the process of humanity development in movement. ; Автор пропонує свою періодизацію розвитку суспільства, в основу якої бере принцип фіксації, збереження й передачі інформації.

For a long period of its existence the humanity has been trying and is trying now to comprehend the way of development.The more mature it grows the greater necessity and demand of such comprehension arise. The analysis of the past, estimation of the present, prospects for the future – these seem to be «three whales», the world rests on, according to old legends.But the world was apprehended differently at different times and people of various professions estimated the humanity development dynamics in different ways.Politicians, philosophers tried to find the sense of the process of humanity development on the basis of their mode of life, political processes and regimes.Economists come to the conclusions on the basis of production processes, conversion and modification of production means. They paid more attention to technological and economic characteristics: origin and level of engineering development, branch structure of economy, a share of production accumulation in the national income and structure of consumption.Some historians, geographers come to the conclusion, which may seem universal, but very general, that all civilizations go through one and the same cycle: origin, development, decline and destruction.Humanity develops not in monodimensial way even in developed parts of the world, on its separate territories (in countries with developed economies) Progressive people fall in thinking over transformation processes of culture: mythological form of world comprehension – making heroes of leaders, monarchs; political system of society, which, at the same time, is the beginning of degradation of a nation.The XXth century has become extremely dynamic, productive practically in all the spheres and branches of humanity development. And the comprehension of this process pushed sociologists against the thought, that the basis of all this is communication technologies; myths, rituals; creation of alphabet; book printing; modern electronic civilization.In the author's opinion, everything new, in all the times, was preceded by a word, information. Proceeding from this the author suggests his own periodization of society development, based on the principal of fixing, preserving and transmitting information which set the process of humanity development in movement. ; Автор пропонує свою періодизацію розвитку суспільства, в основу якої бере принцип фіксації, збереження й передачі інформації.