Creative Self-realization Research Articles

Creative self-realization of the individual in the educational environment of the university

Relevance. In the modern world, youth are responsible for many areas of society, including the development of culture and the search for innovative ways of functioning of society. Creative activity is not only a form of self-expression and fulfillment of personal needs, but also becomes an important factor in the development of the economy and society as a whole. Stimulating creative activity is quite relevant in modern society, since creative activity itself is a key component of the development of innovation and progress in various fields.The purpose is theoretically substantiate and empirically determine the role of creativity in the process of personal self-realization in the educational environment of the university.Objectives: characterize theoretical approaches to the study of personal self-realization in creative activity; reveal the main tools and methods of stimulating the creative activity of the individual in the educational environment of the university; present traditional and innovative practices of creative self-realization of the individual.Methodology: the theoretical and methodological basis of the research is based on philosophical, sociological, psychological and pedagogical approaches that reveal the essence of creativity and its functional load.Results. The educational environment of the university is recognized as a significant factor that stimulates the process of acquiring new knowledge and increasing the level of creative self-realization of students. Most students are aware of the importance of creative self-realization in the process of studying at a university, but are not always satisfied with the level of its implementation.Conclusions. The comprehensive nature of the activities implemented at the university aimed at developing the creative potential of the individual ensures its effective self-realization. The creative environment created in classes and in extracurricular activities serves as a certain impetus for the development of students’ creative abilities, the transformation of their outlook on life, and helps in realizing and discovering personal potential for professional growth and self-development.

The implementation of STE(A)M education through Scratch projects

Abstract The present research is motivated by the necessity of introducing modern methodologies corresponding to the study’s content into the educational process. The work aims to use Scratch projects for the organization of students’ educational activities, as well as for their creative self-realization. Authors realize STE(A)M-approach in the educational activity by facilities of Scratch-projects. The high-level block-based visual programming language could be an auxiliary technology for a teacher and an independent developing tool for students. The research revealed the main themes that became the basis for the development of the author’s course “Creative Self-Fulfilment in Scratch”. This contributes to the development of students’ creativity. The content of the course is extended with projects in algebra, geometry, physics and musical culture. Each of these projects demonstrates the unity of technology and creativity.

Креативные установки в контексте жизненных и профессиональных ценностей студенческой молодежи: гендерное измерение

The problem studied in the article is caused by the need to develop creative sectors of the Russian economy and generate innovative processes in all spheres of life, which require creating conditions for creative self-realization for both women and men equally. The article is devoted to the identification of the connection between students' attitudes to creative activity and their life and professional values, special attention is paid to the search for gender differences in creative attitudes of students. The empirical base of the study is the data from a survey conducted in 2024 among Russian university students (n=750). The results of the study identified the priority of essential terminal motivation of creative activity due to the high importance of selfactualization values in the structure of life and professional values of students. The following gender features of attitudes toward creative activity among students were identified: women are more involved in the development of creative projects and advanced training at courses and trainings, men – in programming, mastering and improving technologies; women are more often involved in the manifestation of creativity in creative hobbies, education, social and civic activism, men – in scientific research, politics and management. It is concluded that the institutional conditions existing in Russian society and gender role stereotypes rooted in the public consciousness influence the nature of women’s creative attitudes and their choice of areas for realizing their creative potential. Gender asymmetry in areas of employment and the “closedness” of women’s access to areas such as management and politics do not contribute to women’s desire to show their potential in them.

ТВОРЧЕСКАЯ САМОРЕАЛИЗАЦИЯ МОЛОДЁЖИ В УСЛОВИЯХ СОЦИАЛЬНО-КУЛЬТУРНОЙ ДЕЯТЕЛЬНОСТИ: ПУТИ ДОСТИЖЕНИЯ ЭФФЕКТИВНОСТИ

The purpose of the study is to consider the potential of socio-cultural activities in the creative self-actualization of modern youth, and develop rec-ommendations for increasing the effectiveness of their fullfiling. The recom-mendations (main research results) concerning cultural leisure institutions con-stitute the following: high level of professionalism, morality of specialists hold-ing events for young people; orientation of the younger generation towards universal, spiritual values, development of aesthetic culture as components of the individual’s creative development and self-realization at the proper level; quality, availability of leisure activities for the group. The importance of de-veloping creative youth spaces that open up wide opportunities for creative self-realization is noted and the project idea for creating such a space is high-lighted. The article is based on the axiological approach. The main methods as analysis of scientific literature, questioning have been used.

Individualization, Collectivity, Dialogue

The article examines the processes of individualization in relation to the emergence and existence of various forms of collectivity. It analyzes the complexities of this process, which, while a necessary characteristic of modern society, can lead to atomization, frustration, and loss of meaning in life. Particular attention is paid to the nature of individualization: on one hand, it presupposes the uniqueness of each individual; on the other, it is inextricably linked to an individual’s association with certain collectives and the internalization of supra-individual values. The article asserts that new forms of collectivity are emerging in the modern era that, rather than suppressing individuality, foster creative self-realization. The research explores issues of depersonalization and pseudo-collectivity, as well as the interplay between freedom and responsibility in the context of global digitalization. The author elucidates the dangers associated with the virtualization of personality, the erosion of boundaries between private and public spheres, and the potential for total control over individuals. Contemporary forms of virtual individualization, while creating an illusion of freedom, may in fact lead to a loss of personal individuality. The article further explores the impact of digital technologies on the transformation and evolution of both individual and collective memory, as well as their role in shaping identity. It underscores that digitalization not only offers new opportunities but also poses significant anthropological challenges. Dialogue is examined as a means of resolving conflicts and facilitating both individual and collective self-realization. The author contrasts M.M. Bakhtin’s dialogical approach with J.-P. Sartre’s existentialist interpretation of the relationship between the Self and the Other. It is emphasized that genuine dialogue requires mutual recognition and respect among participants, a shared space for communication, and a willingness to reconsider one’s own position. In conclusion, the study posits that addressing many of the problems generated by modern processes of individualization and collectivization in the age of global digitalization necessitates the creation of conditions conducive to interpersonal, intergroup, and intercultural dialogue.

Жизнь как поиск. Памяти Александра Леонидовича Никифорова (1940–2023)

The article provides an overview of the creative heritage of Alexander Leonidovich Nikiforov, an attempt is made to comprehend it in an integral way. The main purpose of the author of this article is the exposition of the philosopher’s views on key theoretical issues. Each section of the article is based on the reference material, which, in the author’s opinion, most successfully demonstrates the position of A.L. Nikiforov on indicated issues. In particular, his views on the nature of philosophical knowledge and the problem of the relationship between philosophy and science are presented. His criticism of the traditional semantic theory that defines the meaning of a word through a single referent in the physical world is analyzed, as well as his proposed concept of a proper name as a common sign carrying informative and communicative functions: the sign is a complex structure consisting of physical, cultural and personal layers. A.L. Nikiforov’s ideas about the historical development of science and, in general, about the future development of mankind are revealed. His political reflections are outlined as well – his critics of liberal ideology for the reduction of human needs and an abstract idea of the individual. Nikiforov pays special attention to the importance of preserving historical memory and the need to counter destructive trends in this area. Special attention is paid to his point of view on the methodology of the humanities, which by their very nature are characterized by an orientation towards secondary interpretation and subjectivity. His criticism of the L. Wittgenstein’s “Logical and Philosophical Treatise” and reflections on the problem of the meaning of life, which he sees in the creative self-realization of a person, are outlined as well.

ACADEMIC CULTURE OF FUTURE PIANISTS: CRITERIA, INDICATORS, AND LEVELS OF ITS FORMATION

To solve the problem of forming the academic culture of pianists, it is important to develop a diagnostic apparatus to identify the levels of formation of the academic culture of future pianists. This requires the selection of criteria and indicators that should perform diagnostic and evaluation functions. The purpose of the study is to substantiate the criteria, indicators, and levels of academic culture of pianists. Methods used: structural and logical analysis of the concept of "academic culture of future pianists", comparison and contrast to develop criteria and indicators, and comparison and contrast to characterize the levels of formation of the academic culture of pianists. The components of the academic culture of pianists are described: the value-oriented component (to musical art, to musical and pedagogical activity, to the personality of students and pupils), the professional and theoretical component (general and special about the ways and methods of specific activities, including musical, performing, pedagogical), professional and practical component (knowledge of musical art; perception, performance, creation of music, communication with artistic samples of culture), personal and creative component (conscious aspirations for creative self-realization in musical activity). The criteria for the formation of the academic culture of pianists (behavioral, knowledge, communication and activity, personal) and their corresponding indicators (value orientations, academic knowledge, ability to communicate effectively, need for achievement) are substantiated. Four levels of academic culture formation of future pianists are characterized (low (critical), intermediate (basic), above average (sufficient), and high (optimal)).

Професор Олександр Комарніцький: вражаючі досягнення талановитого історика, краєзнавця, педагога (до 50-річчя від дня народження та 25-річчя педагогічної та науково-педагогічної діяльності)

Modern Ukrainian historical science and national university education periodically undergo changes in their personnel as an important condition for renewal, improvement, and progress. The reproduction of scientists takes place at the highest level every time, considering modern requirements, advanced national and world practices, and the quality of training. It is important that this process leads to the emergence of a cohort of bright, talented, generally powerful, and patriotic personalities capable of ensuring the development of national industries in accordance with world trends. Fresh scientific and teaching forces from time to time replenish their structures practically throughout Ukraine, enrich their worldview and practical activities, and receive fair recognition at the level of their collectives; that is why it is so important to know and popularize their experience to take into account in the training of the next generations of scientific and teaching personnel, which will guarantee the necessary progress. The purpose of the article is a complete and extensive biographical essay about the formation of a personality, multifaceted scientific-pedagogical, administrative and public activities of the well-known Ukrainian historian, local historian, organizer of scientific research in the section of the Faculty of Doctor of Historical Sciences, Professor Oleksandr Borysovych Komarnitskyi, who is an example of faithful service to Ukrainian historical science, local history, as well as the training of highly qualified pedagogical and scientific personnel for our country. The methodological basis of the research is the principles of historicism, objectivity, comprehensiveness, and systematicity. They are implemented by applying such research methods as analytical, synthetic, descriptive, chronological, biographical, synchronous, diachronic, and others. The scientific novelty of the work lies in presenting for the first time the main stages of the life and professional journey of the well-known historian, professor, and public figure O.B. Komarnitskyi, their most significant results and achievements, which are important for understanding the personality of the scientist, his role in the development of the scientific and pedagogical team of the faculty, as well as the possible consideration of this accumulated experience in the process of training the next, patriotically minded, generations of teachers, scientists, and local historians. Conclusions. The personality of the well-known scientist-historian, professor O.B. Komarnitskyi, was formed and improved over a long period of time in fairly favorable family, school, industrial, and university conditions, among which the home, school, and university upbringing, extremely positive moral and psychological climate and high-quality professional level in the workforce of Kamianets-Podilskyi Ivan Ohiienko National University. Decisive in this process was great organization, diligence, purposefulness, and perseverance of the student, and therefore of the young scientist, his mentors’ professional efforts, and the university management’s help. The impressive achievements of the scientist not only contributed immensely to various components of Ukrainian historical science, local studies, and the improvement of the practice of training national personnel but also revealed new facets of his talent, opportunities, and prospects for even greater creative self-realization, became an undeniable example for talented youth to follow.

Grade Point Average: The Relationship with Results of Entrance Assessment, Learning Motivation, Achievement Motivation, and Perception of Teacher Leadership

The purpose of this study is to determine the relationship between the Grade Point Average (GPA) of graduates of social majors of National Technical University «Kharkiv Polytechnic Institute» (Ukraine) with results of the entrance assessment, learning motivation (educational and cognitive, professional motives and motives for creative self-realization), achievement motivation, perception of teacher leadership. The research was conducted during 2018-2020, calculations were made for a total of 502 respondents with using the correlation and regression analysis. Results of the study demonstrate a significant correlation between the level of academic success and the level of educational and cognitive motivation of graduates (r=0,644, р<0,01). A less strong connection was found between GPA of graduates and results of the entrance examination (r= 0,502, р<0,01). The weakest, albeit statistically significant, relationship is between GPA variables and students’ perception of teacher leadership (r=0.160, p<0.01), as well as between GPA and motives for creative self-realization (r=0,139, р<0,01). The article also carried out a correlation analysis for groups of students by level of education, form of study, majors and gender of respondents. Obtained results are discussed from the point of view of improving the procedure for selecting applicants for admission to the University and improving the educational process.

FEATURES OF THE DEVELOPMENT OF THE CREATIVE PERSONALITY OF THE FUTURE TEACHER

The article reveals the theoretical aspects of the development of the creative individuality of the future teacher. The aim of this article is to explore and elucidate the critical features that contribute to the development of a creative personality in future teachers, enabling them to effectively foster creativity among their students and adapt to the dynamic educational environment. Objectives: to identify the essential traits and characteristics that define a creative personality in the context of teaching; to examine the current educational frameworks and pedagogies that support or hinder the development of creativity in teacher education programs; to analyze various case studies that illustrate successful integration of creative teaching methods and the development of creative personalities in educators; to assess how cultivating a creative personality affects teaching methods, classroom environment, and student engagement and learning outcomes; to provide practical recommendations for teacher education programs on fostering creativity in their curriculum and teaching practices. It has been established that creativity, as an individual quality of personality, enables a person to activate his needs, abilities and interests, to find various ways of manifestation of individual activity. At the same time, creative self-realization, as a component of creativity, contributes to the development of personal significance, self-improvement and ensures independence in solving creative tasks by an individual. The main components of an individual's creative activity are identified: cognitive (student activity in mastering knowledge, abilities and skills, activity in creative work, self-development and self-improvement); motivational (formation of motives for creative activity, purposefulness, organization, independence); content (the formation of an active attitude of students to pedagogical activity, the integrity of the content, forms and methods of creative activity); emotional – involves the individual's ability to actively perceive the surrounding reality, the ability to communicate with peers, teachers, acceptance of collective norms of life) and effective – determines the student's desire for creative knowledge of his personality, development of his own creative potential, self-assessment of his creative abilities, etc. The external circumstances and internal aspects of the educational process, the subjective features of the personality of the student of higher education are singled out, which include: the formation of the future teacher's motivation for creative activity by means of training technologies; formation of creative potential through the creation of a creative educational environment, stimulation of the process of creative realization, promotion of the student's sense of usefulness, self-worth; the presence of models of creative behavior, they can be teachers of a higher education institution, invited practicing teachers or other outstanding personalities in the field of student training; free expression of creativity for the purpose of self-realization of the student in the process of classroom and extracurricular work.

Жизнь как поиск. Памяти Александра Леонидовича Никифорова (1940–2023)

The article provides an overview of the creative heritage of Alexander Leonidovich Nikiforov, an attempt is made to comprehend it in an integral way. The main purpose of the author of this article is the exposition of the philosopher’s views on key theoretical issues. Each section of the article is based on the reference material, which, in the author’s opinion, most successfully demonstrates the position of A.L. Nikiforov on indicated issues. In particular, his views on the nature of philosophical knowledge and the problem of the relationship between philosophy and science are presented. His criticism of the traditional semantic theory that defines the meaning of a word through a single referent in the physical world is analyzed, as well as his proposed concept of a proper name as a common sign carrying informative and communicative functions: the sign is a complex structure consisting of physical, cultural and personal layers. A.L. Nikiforov’s ideas about the historical development of science and, in general, about the future development of mankind are revealed. His political reflections are outlined as well – his critics of liberal ideology for the reduction of human needs and an abstract idea of the individual. Nikiforov pays special attention to the importance of preserving historical memory and the need to counter destructive trends in this area. Special attention is paid to his point of view on the methodology of the humanities, which by their very nature are characterized by an orientation towards secondary interpretation and subjectivity. His criticism of the L. Wittgenstein’s “Logical and Philosophical Treatise” and reflections on the problem of the meaning of life, which he sees in the creative self-realization of a person, are outlined as well.

Pokrovsky – Rubakin Bridge Theory: a Modern Reading

The development of digital technologies, which provide unprecedented growth in labor productivity, leads to the depreciation of material goods, resulting in the loss of habitual life guidelines for an ever-expanding share of the planet’s population. The purpose of the article is to determine the directions for transforming the activities of a public library, basing on the analysis of the current needs of residents of highly developed countries. Public library, in the author opinion, should become a place where each user will have the opportunity to come to a deep understanding of their own existence, discover talents and gain a stable life position through integration into intellectual and creative activity. The idea of mandatory gradualism – “step-by-step” nature of this process is drawn from the creative heritage of N. A. Rubakin and A. A. Pokrovsky, who developed and put into practice the “theory of bridges” – an approach to the work of libraries that involved the gradual development of reading taste, ultimately aimed at the development of a harmonious personality. The author comes to the conclusion that the current task of libraries is to build bridges from primitive forms of creative activity to more and more meaningful and complicated one with the ultimate goal of leading each user to independent conscious creativity that helps to demonstrate all person’s abilities. As an example, the author provides the list of library services designed to work with segments of the teenage audience identified on the basis of “lifestyle,” which will allow them to unlock the potential of young users and help them to achieve intellectual and creative self-realization.

АВТОКОММУНИКАЦИЯ КАК КРИТИКА СОВРЕМЕННОГО ФИЛОСОФСКОГО ПСИХОАНАЛИЗА

Contemporary philosophical psychoanalysis is increasingly turning to mythological stories in order to explain the phenomenon of autocommunication as a constant loss of self and encounter with self. The relevance of the article is determined by the complex superimposition of such mythological plots, requiring the involvement of certain interdisciplinary instruments of analysis in philosophical research. In the Lacanian tradition of psychoanalysis, we suggest that the story of Eurydice serves to explain Dora’s case and substantiates the autocommunicative core of experience. This plot allowed us to criticize both positivist and economic (investment, fetishism) aspects of classical psychoanalysis and to show the epistemological potential of autocommunication as overcoming the totality of the uncanny and returning «to one’s home». The aim of the article is to investigate the epistemological potential of autocommunication, to which psychoanalysis gives a narrative dimension, and the modern philosophy of the self and the alien – an axiological meaning; the task is to clarify, using the example of the newest psychoanalysis’ work with the uncanny, the limits of autocommunication as a mechanism of both seduction (Sirens) and the return of all participants of future communication to themselves (their own mind). The main method of the study was a metacritique of psychoanalysis from the perspective of general notions of the structure of experience and encounter with the other across generations. The main results of the study are that, contrary to the models of the uncanny as fear of encountering oneself or one’s place in the world, another understanding of the uncanny is possible as a choice that all people face in the continuation of the human race. In this case, the happiness of continuation of the species or creative self-realization overcomes the initial impulses of creative temptations, turning reasoning alone with oneself into a mirror of communication with others that has already taken place. The newness consists in the fact that the paper solved the main contradiction of the theory of autocommunication, which is divided into two parts: the illusion of the desire to communicate and the imperative encounter with one’s speech as a stranger, creating a situation of joint communication. It has been shown that, contrary to the common view in philosophy, this joint communication is socially determined and not at all an extension of the internal topology or structure of thought. The contradiction can be resolved by adopting the concept of «the gift of time» (Derrida), which overcomes the antinomy of exchange and gift. Directions for further research on the basis of this work imply the development of a consistent theory of autocommunication that does not reduce it to individual cases of finding the self or postulating the other and that takes into account the social framework of any communication.

FORMATION OF FAMILY VALUES IN PRESCHOOL CHILDREN

In the article, based on the analysis of scientific literature and the results of pedagogical studies, the problem of the formation of family values in preschool children is updated. It is noted that the main goal of national preschool education is to create favorable conditions for the personal development and creative self-realization of each child, the formation of his life competence, the development of a valuable attitude towards himself, family, people, nature, culture, and the world. It is emphasized that the family, in cooperation with preschool education institutions, has significant opportunities in forming the concept of a meaningful “family image” in preschoolers, the ways of parents’ implementation of the tasks of raising family values in children are presented. It is proven that the formation of family values in preschool children can be effective only if certain pedagogical conditions are observed, which are considered as a system of existing forms, methods, situations or material circumstances that have developed or subjectively created to achieve a specific pedagogical goal.For a more detailed explanation of the problem, the authors present the results of an experimental study conducted on the basis of preschool education institution № 46 «Bzhilka» (Bee) in Poltava. Factors were determined that made it possible to objectively assess the level of formation of family values among preschoolers, to compare the results before and after educational activities, and to draw conclusions as to how successful the formation of family values was in children of the age group. The course and results of the pedagogical experiment are revealed. The effectiveness of the use of the program for the formation of family values in preschool children has been proven.

DEVELOPMENT OF THE ABILITY TO INITIATE, IMPLEMENT AND ASSESS PROJECTS OF NATURAL-ENVIRONMENTAL EDUCATION IN THE SUBSYSTEMS "STUDENT-STUDENT", "TEACHER-STUDENT", "FUTURE BACHELOR OF NATURAL SCIENCES-TEACHER-PRACTITIONER"

The article is devoted to the study of the development of the ability to initiate, implement and assess natural-environmental projects in the "student-student", "teacher-student" and "future bachelor of natural sciences – teacher-practitioner" subsystems. Based on the conducted self-analysis, clarifications were made to the theoretical foundations and a set of constructive ideas, which contain practical experience regarding the development of the ability of the subjects of the educational process to initiate natural-environmental projects. The influence of various factors on the process of development of this ability, in particular, psychological, sociocultural, and educational, was studied. Among them, increased attention is paid to the analysis of the subsystems "student-student", "teacher-student" and "future bachelor of natural sciences - teacher-practitioner" as the main prerequisites of formative influence on the process of developing the ability to initiate natural-environmental projects.
 Emphasis is placed on the importance of developing the ability to initiate, implement, and assess natural-environmental projects in the subsystems "student-student", "teacher-student" and "future bachelor of natural sciences – teacher-practitioner". The prerequisites affecting the development of the ability of project self-realization in the system of professional training of future bachelors of natural sciences are highlighted.
 It has been proven that modeling and designing in the process of project activity become effective technologies of practice-oriented learning, which create conditions for creative self-realization of students, and stimulate future specialists to innovative activities and provide for their professional development. In addition, the active implementation of project technology in the educational space of a higher education institution plays a key role in global competitiveness.
 The results of the research can be used to improve the educational process and prepare students for effective participation in natural-environmental projects.

THE PROBLEM OF MEDIA EDUCATION AND MEDIA LITERACY AS AN EDUCATIONAL COMPONENT OF THE PROFESSIONAL AND CREATIVE DEVELOPMENT OF FUTURE TEACHERS

The article substantiates the theoretical principles of media education and the formation of media literacy of future teachers in the context of their professional and creative development and readiness for media education activities. The theoretical and methodological aspects of media education and media literacy are highlighted and the conceptual principles of training future teachers for the organization of media education of students are outlined. The peculiarities of training future teachers for the formation of media literacy of schoolchildren are characterized.
 It is noted that in modern conditions, all media influence the educational process as a whole, the formation of public opinion and views, the behavior of an individual and his consciousness, the reaction to relevant information, etc. The media is gradually becoming a source not only of new information, but also of examples of social behavior, examples of interpersonal communication, etc. It is emphasized that media education is a key component of the country's information security, one of the important factors in the formation of a sense of patriotism, national consciousness, historical memory, etc. Emphasis is placed on the need to find new ways, content, and scientific and methodological support for teacher training for the organization of media education of students in the conditions of a globalized information society. It is noted: what Ukraine will be like tomorrow depends largely on the modern level of professional training of future future teachers and their readiness to organize media education of students using modern educational technologies based on a person-oriented approach in a pedagogically comfortable educational environment that will promote intellectual development and self-development personalities of the future media literate teacher. Professional and creative self-realization of a media-educated personality of a teacher is an important indicator of her life activity and success in the professional sphere.

THE MAIN TRENDS IN HIGHER ART EDUCATION

The innovative progress in improving the professional training of future artists is based on increased attention to the competence-based approach to professional training. When planning the educational path of future choreographers, it is essential to consider the role and specifics of their practical training. An effective practice occupies a prominent place in this process. It would take into account the development trends of the general social and artistic spheres. Such practices should cultivate skills that meet the demands and requirements of the contemporary world. The creation of qualitative conditions for the creative self-realization of a future choreography teacher allows both to consolidate knowledge and skills and to form a model of effective future professional activity. This article aims to identify the key trends in the development of higher art education. The paper outlines the prerequisites and peculiarities of trend formation while considering the features of the modern artistic environment. The study also aims to highlight the most promising change directions in higher art education, assessing the most significant factors contributing to their emergence and development. During the research, analytical methods were employed to process information regarding applying new working methods in higher art education. Additionally, the authors used the methods such as induction, deduction, analysis, synthesis of information, system-structural and comparative approaches, abstraction, and idealization for studying and processing data. The research has identified the leading, most important trends in higher art education, as well as the scientists' viewpoints on the key promising areas of development of higher education institutions in the field of art.

«Строить и жить помогает»: о роли и функциях этнической песни в жизни московских чувашей и марийцев

The paper studies the role and functions of songs in an ethnic language in the life of representatives of the internal diaspora. The article is based on the results of sociolinguistic surveys conducted in Chuvash and Mari diasporas of the Moscow region in 2014–2017 and 2019–2021, respectively. The researcher employed the following sociolinguistic methods: direct observation, participant observation, structured interviews of respondents, documentary recording of responses, statistical data analysis. One of the blocks in the sociolinguistic questionnaire included such aspects as the language – in – culture and ethnic culture maintenance in the context of the vitality of ethnic language. Ethnic culture, along with the ethnic language, is one of the key markers of ethnic identity in both samples. As the results of the survey demonstrate, songs in Mari or Chuvash occupy a significant place in the respondents’ life. Several functions of the ethnic song were identified: adaptation to new living conditions; co-optation of new members (i. e., through cultural ethnic events); creative self-realization; language learning (i. e., ethnic songs used for educational purposes in language courses); initiation into language and culture for new speakers of Chuvash and Mari. The role of ethnic song in the revitalization of the language has been equally determined.

Practical training of future teachers for innovative activities: International experience

One of the joint tasks of the global educational space is the high-quality practical training of teachers with formed modern professional competences based on theoretical knowledge, acquired during studies in Higher Education Institutions, the ability to creatively implement them and carry out innovative professional activities, effectively using the latest technologies training, all this strengthens the role of pedagogical practice as a certain means of achieving effective results. The purpose of the article was to analyze, justify and generalize the foreign experience of practical training of future teachers for innovative activities. Theoretical methods were used, such as the analysis of the practical training of future teachers abroad, generalization of the obtained data in order to determine the state of their practical training. The article analyzes and summarizes the experience of economically developed countries (Great Britain, the USA, Germany, Japan, France, Denmark, Austria, the Netherlands) and countries with a transition economy (Greece, Ireland, Portugal, Poland, Hungary) regarding the practical training of future teachers to innovative activity. The general specifics of pedagogical practice in these countries have been clarified (the active use of innovative information and communication technologies; a large amount of independent training of students and the wide terms of practice in General Secondary Education Institutions; the transfer of partial responsibility for practice from Higher Education Institutions to General Secondary Education Institutions; the improvement of coordination between Higher Education Institutions and General Secondary Education Institutions; the provision of payment and bonuses to teachers responsible for practice, together with benefits during certification, professional psychological and pedagogical assistance and methodical support; taking into account new requests of society to teachers). The experience of Ukraine is highlighted on the example of Hryhorii Skovoroda University in Pereiaslav. It is noted that in Higher Education Institutions of Ukraine and abroad a pedagogical practice is a leading factor in self-improvement and self-development, creative self-realization in pedagogical activity, increasing the levels of professionalism and pedagogical skill of future teachers. Methodological recommendations for conducting pedagogical practice are proposed, which take into account global trends and can be implemented in pedagogical Higher Education Institutions of Ukraine with the support of General Secondary Education Institutions in order to improve the practical training of future teachers for innovative activities

ЛИНГВОЭКОЛОГИЧЕСКИЕ ПРОБЛЕМЫ СОВРЕМЕННОГО ОБРАЗОВАТЕЛЬНОГО МЕДИАДИСКУРСА

This article is devoted to the study of linguoecological problems of modern educational media. The study material is presented by articles from Russian, British and American media of the beginning of the 21st century, selected by a continuous sample of lexical and phraseological units from the entire variety of educational media texts. The purpose of the work is realized using a set of methods: descriptive method, interpretive analysis, lexical-semantic analysis, lexical-grammatical analysis, stylistic analysis, content analysis, elements of discursive analysis. The relevance of the studied problem is determined by the increasing interest in the anthropological approach in media communication, the importance of studying the roles of the teacher and student in the media educational space, the need to establish linguoecological norms, solve linguoecological problems in the educational media resource of Russia, the USA, and Great Britain. As a result of the analysis of educational media, the existence of five main problems was revealed: 1) destruction, fixing negative language means and negative emotions, 2) deecologization, reflecting a violation of the nature of communication, 3) deformation within the framework of communicative and personal/interpersonal processes, 4) degradation of the communicative personality and communication itself, 5) dehumanization in the social interaction of communicants. As the analysis of the actual material showed, the desire for creative communication in the educational media resource demonstrates the creative self-realization of communicants and generates negative communication, destructive discursive and social processes. It has been established that it is necessary to strengthen actions to ensure the linguistic security of the educational media space to achieve the quality, ethical conditioning, environmental friendliness of media in the field of educational activities in Russian, American and British linguocultures.