HUMANITY AS A FACILITATIVE CRITERION OF FUTURE SOCIAL PEDAGOGUES’ PROFESSIONAL COMPETENCE

Abstract

The phenomenology of humanity as a facilitative criterion of future social pedagogues’ professional competence is substantiated in the article. It states theoretically that coherence of social and cultural values and norms in future social pedagogues’ facilitative manifestations determines their professionally important quality - humanity in interpersonal interactions. Professional competence of a future specialist as an integral personality quality reflects the humanistic nature of the pedagogical process. The dynamics of humanity manifestations in facilitative characteristics of future specialists’ professional competence was clarified empirically; the corresponding indicators explicate the internal standards of professional competence, such as altruistically benevolent and altruistically submissive tendencies in interpersonal interactions, and the external standards of professional competence including the selfishly dependent and selfishly adventurous tendencies in interpersonal interactions. The first-year students show mostly altruistically benevolent tendencies in interpersonal interactions; the second-year students have a keen desire to be accepted along with the expressed loyal and sensual personality types, as well as submissive-altruistic tendencies in interpersonal interactions; the third year students show the correlative constellations selfishly dependent tendencies in interpersonal relationships and manifestations of the aggressive and self-confident personality types; the fourth year students show mainly selfish-adventurous tendencies in interpersonal relations and manifestations of the loyal and vigilant personality types. The psychological content of the revealed standards of professional competence demonstrates the polarity of facilitative characteristics: from benevolent and submissive activities aimed at helping other people (for the first and second year students), to passionate desire for changes (for the third and fourth year students). There is the necessity of correctional influence on fixed “selfish” behavioural patterns, caused by the dominant external standards of professional competence.