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Journal Osvitolohiya

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Osvitolohiya; doi:10.28925/2226-3012

Volodymyr Kravets, Oksana Kikinezhdi, Iryna Shulha
Published: 1 January 2018
Osvitolohiya pp 15-21; doi:10.28925/2226-3012.2018.7.1521

Abstract:The article deals with the actualityof the problem of humanization of the educational space in the modern Ukrainian school through the forming a gender-equitable environment in the educational institution. The foreign experience, which concern to the research problem (concepts «gender equitable learning environment», «gender-balanced education», «gender equality in education», «gender-equitable education», «gender-fair education», «non-sexist education», «іnclusive education») is analysed. The peculiarities of forming a gender-equitable environment in an educational institution, which is based on personality oriented, competence and gender approaches are revealed.Activity of gender-equitable environment ensures the formation of gender culture and egalitarian outlook of children and youth (gender competence, sensitivity, tolerance) as important factors of personal and professional self-actualization of sexes, democratic outlook and the civic life-realization of girls and boys in the realm of national existence. The content of the gender approach and peculiarities of its introduction into the educational institution are uncovered. Our own interpretation of the concept «gender-equitable environment» as non-discriminatory, health-preservation, creative and developmental is formulated. It is based on the principles of social justice, gender equality, child-centred, egalitarianism and parity of the sexes; in which the full development of the personality is ensured, taking into account a gender, age, disability, race, culture, religion, ethnicity, etc. The structure of gender-equitable environment incluseds three components (subject-space, psychodidactic, social). The formation of a gender- equitable environment is based on the principles of «partnership pedagogy» and a gender «matrix» of humanistic pedagogical heritage, the integration of competence, personal oriented and gender approaches. The psychological and pedagogical mechanisms of formation of a gender-equitable environment for children and youth are substantiated.
Lyudmyla Rakityanska
Published: 1 January 2018
Osvitolohiya pp 29-37; doi:10.28925/2226-3012.2018.7.2937

Abstract:The article analyzes the evolution of the idea of human mind and feelings correlation in the history of Ukrainian philosophical thought from pre-Christian times till modern times. It is proved that this idea has a long tradition in the history of Ukrainian culture and its components – religion, philosophy, science, art. In historical sequence, the views of the great Ukrainian thinkers of different historical epochs on the problem of mind and feelings correlation in the integral human nature, their role in the cognition of the world are set forth. According to the researchers, from ancient pre-Christian times, the ancestor Ukrainians were interested in the vital issues of their own being, which they associated primarily with the notions of spirit and soul, which for Ukrainians were always «sacred» and identified with the heart as the centre of the spiritual life of a person occupying the world of his feelings, experiences, thoughts and faith. The image of the heart is central in the ancient monuments of oral folk art, which points to their cordocentric problematics, which is manifested in emotionality, sincerity, benevolence, mercy, and the like. The ideological concept for Ukrainians, from the times of KievanRus to our days, is cordocentrism, which represents the Ukrainian spiritual tradition and fulfils the function of a mental dominant. In KievanRus with the birth of philosophical thought (I.Kyivskyi, V. Monomakh, F. Pecherskyi), within the Christian faith there is a tendency that a special role in the cognition of the Divine essence was given to the heart. In Holy Scripture (the Bible), there are 851 references to the heart as one of the central images in the Old Testament texts.The concept of the heart, which takes its origins in the religious worldview of Ukrainian-Rus people from the times of KievanRus, gradually transformed into a «philosophy of the heart», becoming its distinctive feature that expressed the originality and uniqueness of the Ukrainian cultural tradition and its spiritual history. «Philosophy of the heart» as a doctrine in its ontological, theoretical and moral and ethical aspects is most fully expounded in the heritage of the outstanding Ukrainian thinkers G. Skovoroda, P. Yurkevych, T. Shevchenko, N. Gogol. A modern philosophy of human-centrism has been created on the basis of the philosophy of cordocentrism as a strategic direction of the humanization of society, in which one of the central places is child-centric education - the leading direction of the national education reform in Ukraine.
Valentina Slipchuk
Published: 1 January 2018
Osvitolohiya pp 44-48; doi:10.28925/2226-3012.2018.7.4448

Abstract:The article analyzes the state of research of the problem of professional training of specialists in the pharmaceutical industry in the pedagogical theory and practice of higher medical (pharmaceutical) educational institutions. The criteria of comparison of development in different periods of professional training of experts of the pharmaceutical industry in Ukraine, which formed the basis of analysis of each historical period, have been determined. Indicators revealing the content of each criterion have been singled out. In the development of professional training of specialists in the pharmaceutical industry in Ukraine from 1921 to 2017, five periods have been determined on the basis of analysis of archival sources and scientific and methodological literature. The basis of their division is the criterion of changes in the organizational and institutional development of the professional training of specialists in the pharmaceutical industry in the context of socio-political changes, the conditions of economic development of education in general and pharmaceutical education, in particular. A systematic analysis of the tendencies of the transformation of the professional training of specialists in the pharmaceutical industry in Ukraine during the twentieth century has been carried out, up to the year 2017, among which general, special, specific tendencies have been singled out. The general tendencies of professional training of specialists of the pharmaceutical industry in Ukraine for all historical periods havebeen singled out: gender equality of future specialists; the independence from ethnic origin, religion inobtainingthe education; increasing popularity of the profession of a pharmacist, pharmacist, master of pharmacy; professional training of specialists in the pharmaceutical industry in different types of schools; the increase in the number of different types of schools for the professional training of specialists in the pharmaceutical industry; the improvement of methods and organizational forms of professional training of specialists in the pharmaceutical industry; practical direction of the educational process of professional graduate training of specialists in the pharmaceutical industry.The modern tendencies (2010 – 2017 years) of professional training of specialists of the pharmaceutical industry in Ukraine have been studied.
Svitlana Kohut
Published: 1 January 2018
Osvitolohiya pp 77-83; doi:10.28925/2226-3012.2018.7.7783

Abstract:Experts determine the changes in the labor market and employment as one of the peculiarities of the European integration process of the Republic of Poland. The article indicates trends that led to changes in the labor market and employment, focusing on a concise analysis of the threats and challenges that Polish society faced.It is indicated that trends, challenges and threats, their extensive diagnostics and theoretical understanding became the subject of studies of labor pedagogy. This is a branch of pedagogical knowledge that studies issues of education in conjunction with human professional work, develops qualification frameworks, modular programs of professional learning, professional education programs, practical projects for the further development of professional training, retraining, and improvement of specialists for the free labor market. The new forms of employment, including outsourcing, freelance, competition for the place of work (as the basis for the development of new competencies) relate to positive phenomena in the labor market during the investigated period. The threats that arise in the field of employment have also been reconsidered. In particular, such forms of the functioning of the individual in the work environment as workaholism, mobbing, professional stress, high unemployment level.Studying of the Polish experience of applied approaches in the research of these phenomena has a direct impact on: the formation of the goals of professional education of specialists in the context of Ukraine's Eurointegration course; the development of flexible content in order to adapt to the needs of the modern economy, to the various forms of population's engagement (especially unemployed one) to different types of education and social inclusion.
Maksym Halchenko
Published: 1 January 2018
Osvitolohiya pp 8-14; doi:10.28925/2226-3012.2018.7.814

Abstract:The article examines the problem of freedom and autonomy of the individual in terms of education. In the context of freedom, the problem of the formation and development of a person, who will have to become the author of his or her life, is solved. Freedom manifests itself not only in the acts of choice, but in all activities, including thinking. Freedom of thinking involves the responsibility of individuals for what they think,since the thought becomes objective with the time. This process requires control, which is carried out at the expense of a critical reflection of thinking. In its turn, it generates intellectual freedom, which is an important part of the influence on the person's perceptions and convictions.Personal autonomy is understood as the ability to perform conscious choice The author analyzes the problem of norms, important for reflexive activity and identity formation. Freedom finds its most complete expression at the place and at the time when a person thinks and acts in harmony with rational necessity, which, first of all, focuses on positive values. This requires the release of creative thought, the activities of which do not deprive them of the conditional norms and regulations. An intelligent person is the one who knows how to think and act in different situations of social life and make choices. A person is free only to the extent that he adequately responds to rational requirements: the more he understands what he has to think and do, the greater his freedom. Learning autonomy involves the rational organization of the educational system. It pledges to provide individuals with resources to make free choices from the standpoint of a conscious necessity and to determine the prospects for further life, principles and ideas of social development.
Victoria Sydorenko
Published: 1 January 2018
Osvitolohiya pp 38-43; doi:10.28925/2226-3012.2018.7.3843

Abstract:Under the Concept «New Ukrainian School» implementation, the educational community received creative modernization challenges, in which the social and professional mission of the teacher changes in the context of European professionalism, while preserving the best mental Ukrainian characteristics. In the system of the New Ukrainian school, the professional development of a teacher implies his self-development and self-realization throughout his life as actual socio-cultural priorities and meanings. Such a social order highlights the need for training specialists who meet the challenges of a society of knowledge capable of continuous intellectual, cultural and spiritual development throughout their lives through formal and non-formal education, focused on preserving, multiplying and transferring humanistic social values, assimilation of new professional roles and functions. The article continues the cycle of publications by the author devoted to the development of theoretical and methodical principles for the acmeprofessionogenesis of the teacher of the New Ukrainian School in the system of continuous education. The explication of the basic concepts of acmeprofessionogenesis of the teacher, the «knowledge society», «continuous professional development», «acmeprofessional», «formal education», «informal education», «informational education» is carried out. Pedagogical acromeprofessionogenesis is defined as continuous prolonged process of professional development of a teacher in the conditions of formal, informal and informal education, comprehensive formation of personality and professional, including the successive periods of its self-realization and self-examination, changes and transformations of the psychological structure of professional activity, motivational sphere, values-ideological landmarks, development of key competencies, assimilation and implementation of innovative professional roles and functions. The basis of acmeprofessionogenesis of the teacher of the New Ukrainian school is the transformation of four aspects into their integrity and interdependence: biological, mental, spiritual and professional. The acmeprofessionogenesis of the teacher is traced through his continuous self-development and self-actualization as actual socio-cultural priorities and meanings. One of the key competencies is life-long learning through formal, informal and informal education. Alternative models, forms of improvement of qualification of the teacher of the New Ukrainian school are considered.
Svitlana Sysoieva
Published: 1 January 2018
Osvitolohiya pp 49-58; doi:10.28925/2226-3012.2018.7.4958

Abstract:The article presents a quantitative and qualitative analysis of comparative studies on professional education in Ukraine since the years of independence (since 1991); the consideration of the concept of «comparative professional education», the main provisions of its methodology; the analysis of the tasks and specifics of comparative studies in the field of professional education. It should be emphasized that the question of the methodology of conducting comparative studies is a weak link in the studies of Ukrainian comparativists. Actual is the study of the experience of European countries and the USA regarding the methodology of conducting comparative education studies. The article shows that the specificity of comparative professional education requires an interdisciplinary approach to research, taking into account external factors (historical, social, cultural, economic, political, etc.) of influence on the system, tendencies, content, technology, forms and methods of professional education in foreign countries that is possible to carry out on the principles of Educology. In Ukraine, there is a lack of associations or societies on educational comparative studies that would coordinate comparative studies, in particular in the field of professional education, in the country, establish cooperation with other institutions of the research infrastructure of Europe, the USA. Canada, etc., systematically hold scientific and practical conferences, seminars, discussion platforms, etc. It is worth noting that the conclusions of comparative studies are left only conclusions of the dissertations and are practically not used in the development of political decisions in the field of education, the development of the principles of reforming and modernizing education in the country. We consider it is necessary to create a system for familiarization of the competent authorities responsible for the formation of educational policy in Ukraine, with important conclusions of comparative studies, in particular, of doctoral level.
Oleksandra Minchanovska
Published: 1 January 2018
Osvitolohiya pp 72-76; doi:10.28925/2226-3012.2018.7.7276

Abstract:The article is aimed at familiarizing with the so called home education, an alternative form to public education in Poland. Home education offers a chance and creates conditions for natural and independent learning, with regard to individual potentialities, needs and the pace in which children and youth develop. This takes place in contrast to schools, in which children are treated as one, similar (to one another) group – not as a unique team of individuals. What has been presented in this study are the historical and legal threads of home education in Poland, the description of the functioning of schools which are to support homeschooling.
Tetiana Kharchenko, Maryna Zvereva
Published: 1 January 2018
Osvitolohiya pp 65-71; doi:10.28925/2226-3012.2018.7.6571

Abstract:The article deals with the notion of «habitus». It means a combination of codes and abilities obtained in an early age, the way an individual applies them under different conditions. It dwells upon the studies of Western European researchers of education theory and practice on the conditions of effective transformation of a teacher’s professional habitus. One of the conditions is the implementation of a global clinic approach understood as a permanent alteration of theory and practice in the teacher training process. They argue that theoretical knowledge accumulated beyond the context of actions is not possible to mobilize and is not mobilized to solve professional problems. There are five important issues of organizing the teacher clinic training suggested by the Western European researchers of theory and practice of education in the late 20th century. One of them is the organization of collective analysis seminars on practices within the professional educational training. According to the above mentioned researchers, participating in a group analyzing practices serves as an introduction to the personal reflective practice and stimulatesthe development and transformation of the personality of reflexive teacher-practitioner (in other words, the development and transformation of the teacher, possessing developed reflexive skills, directed onto self-analysis of his or her own professional actions, behavior style, internal state; this is the teacher who is able to make professional decisions and to act by himself or herself; this is the one who takes responsibility for his or her decisions and actions.) The article reveals the conditions when the collective analysis of practices can enhance changes in educational practices and behavior of a teacher. In their opinion, the teacher’s personality changes can be possible provided the analysis of the practices is relevant, accepted by a teacher and integrated by him or her into the professional activity.
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