Abstract
The article deals with the influence of content, components and forms of organization of educational and professional space on the dynamics of the ‘the world picture’ and, as a result, on the semantic architectonics of students’ consciousness during their professional training. The main trajectories for the study of the category of consciousness taking into account the internal space of existing research approaches and the process-dynamic aspect of knowledge of consciousness are given. The analysis of the Taoist and Chan Buddhist model of the human inner world is carried out.
Highlights
The multiple determination of professional formation of a person during the period of professional training requires the development and application of a multidimensional approach that finds out and combines important factors into educational and professional space
Educational and professional space serves as a condition for constructing a world picture – a vital field of personality, which includes personality, activity, profession and value aspects of the interaction between the elements within the general system: ‘personality – education – profession’
The professional aspect is aimed at the development of the image of the profession, the construction of a professional ‘world picture’ and standards of activity
Summary
The multiple determination of professional formation of a person during the period of professional training requires the development and application of a multidimensional approach that finds out and combines important factors into educational and professional space. The educational and professional space can be considered as an environment that determines the person’s introduction to the “integral existence of culture” (Suslova, 2001) and gaining social and “professionally conditioned experiences” (Ivanova, 2000), which provides the possibility of constructing an individual trajectory for the development of the student’s personality as “the subject of knowledge, communication and future professional activity” (Ananiev, 2014).
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