Figurative Thinking Research Articles

The role of paper plastic in modern design in the development of students' creative thinking

The article highlights that in the space of modern design and artistic and creative education, in particular decorative and applied arts, the importance of paper is growing as both a creative material for modelling and for creating artistic products, and at the same time, the paper is simultaneously one of the most accessible art materials both from the viewpoint of ease of use and cost, and paper craft is an important basis for students' perception and creation of more complex artistic forms of professional art. It is noted that despite various editions, this disparity does not allow fully revealing paper-making as a conceptual whole – in the diversity of its connections with project culture, creative laboratory and design methodology in design. The purpose of the article is to reveal paper-making in the space of decorative and applied arts as well as to identify its theoretical and methodological foundations and to substantiate the role of paper-making in modern design for the formation of students' creative thinking alongside the formation of their artistic and pedagogical skills. These methods were applied and used to reveal the problem: general scientific (analysis, synthesis, generalization, systematization); scientific and specific: historical, artistic, pedagogical, psychological and approaches: systemic-structural, structural-functional, comparative, with the help of which the opinion regarding the phenomenon of paper-making is generalized, its essential content is clarified in the plane of decorative and applied arts, in modern design, and methodical methods are specified principles to the problem regarding the development of creative thinking of students specialized in artistic and pedagogical mastery. In the main content, it is noted that on the basis of methodological provisions and basic principles of traditional craftsmanship, the creative and essential foundations for decorative and applied arts are manifested, which ensures the formation of components of artistic competence and, at the same time, requires the use of students’ creative and figurative thinking. The idea of the key figurative-essential basis for paper-making is provided and it is noted that mastering the specifics of artistic imagery forms students' aesthetic ideas as well as a valuable act of understanding the world. It is highlighted that "paper plastic" also reflects the specificity of the author's approach to the study of compositional, constructive, structural and technological regularities of the work with material. In the content of the Methodological recommendations for conducting practical lessons, it is emphasized that the result should reflect the student's mastery – from the initial sketch through full-scale sketches to the design of the idea in the material. It is justified that in addition to the traditional methodical principles of education, there is a need to use certain art technologies. It is emphasized that the implementation of the developed "Conceptual Technology" in the teaching space of paper-making contributed to the decision-making process regarding the means of creating an artistic image. In the conclusions, it is noted that paper-making as a type of activity occupies an intermediate position between learning and playing and meets the conditions that ensure the effectiveness of the development of creative activity. Learning and practical work in the technique of papier-mâché using papier-mâché is important for the formation and development of abstract, associative, combinatorial, logical thinking, in the process of learning "paper-mâché" the creative thinking of students is formed and the skills of stylization and generalization are acquired, which involves the acquisition of practical experience for figurative reproduction. In the perspective of further research, it is important to consider the need to research, develop and create a model for the development of the future designer’s artistic and creative competence.

Theoretical and methodical aspects of teaching and identification of figurative speech while reading literary text

The study of literary theory in school is inseparably connected with the teaching of literature itself. From the primary grades, students should, in parallel with the program material on literature, familiarize themselves with the elements and specifics of expressive speech, with the means of figurative thinking, and also understand literary terms, etc. Students find it difficult to find and identify certain figurative means of expression, mainly comparisons and epithets, and they also do not distinguish epithets from metaphors. You can achieve the desired result by applying a variety of strategies and activities in learning. You must remember that it is important to be able not only to memorize and repeat the types of trope mechanically, but their practical application must be taught to find, identify and determine their functions and meaning in the text.

Model of the Development of Creative Thinking Primary School Students in the Process of Extracurricular Work

The article considers the possibilities of modeling based on which a model of the development of creative thinking primary school students in the process of extracurricular work is theoretically justified and developed, which has three components: the first component is the parts of creative thinking, namely: creative imagination, the ability to speak new and associative and figurative thinking. The second component is the methods of development creative thinking, within the scope of the study they were defined as: educational and developmental methods, motivational methods and creative and productive methods. The third component is pedagogical conditions for the development of creative thinking. Pedagogical conditions included: activation of creative activity, which is realized through the activation of thinking, creative imagination, observation of each student; giving the teacher freedom of action to demonstrate his creative abilities while performing tasks aimed at developing creativity; the introduction of game moments that motivate the creative activity of students, give an opportunity to be realized in a more favorable, psychologically positive atmosphere; the ability to create a sense of satisfaction and joy from success in students, the development of creativity; creation of an art space: a classroom, relaxation art corners, a hobby workshop, a gallery of student creativity; the use of innovative technologies in the process of extracurricular activities, for example, project activities.
 It was determined that in accordance with the characterized pedagogical conditions, it is appropriate to use certain groups of methods: educational and developmental, aimed at identifying the creative potential of students and directing it to the formation of creativity structural components; motivational, which should interest students in the process of learning about the new, unknown, actualize knowledge bases, promote active creativity in the process of extracurricular activities; creative and productive, which summarize the mastered material, reflect the quality and level of specific knowledge, skills and abilities acquired in the lessons; creative learning methods, which include those that are traditionally intuitive: brainstorming, empathy, etc.
 It’s confirmed that within the framework of the implementation of this model, the main task of the teacher is to manage the processes of creative search: creating a situation of creative activity of primary school students, developing their imagination, associative thinking, the ability to understand patterns, the desire to constantly improve, to solve more and more complex creative problems.

ХУДОЖНЬО-ЕСТЕТИЧНА КУЛЬТУРА ПЕДАГОГІЧНИХ ПРАЦІВНИКІВ ЗАКЛАДІВ ДОШКІЛЬНОЇ ОСВІТИ

The article examines the phenomenology of artistic-aesthetic culture as a scientific-terminological dimension and professional- pedagogical quality. The concepts of "pedagogical cooperation", "pedagogical communication" are outlined, and the concepts of interaction of the "teacher - preschool child" format are highlighted. The phenomenon of the artistic culture of a pedagogical worker as a prerequisite for effective professional activity has been studied.The place of the concepts "aesthetics", "moral", "morality" and "figurative thinking" in the narrativization of the culture of an art-aesthetic teacher are determined. The impact of the teacher's artistic and cultural competences on the aspects of interaction with preschool children, children's parents, other teachers, social and institutional representatives, etc. was determined. The features of pedagogical mastery of artistic and aesthetic direction are determined. The complex of concepts "the art of pedagogy" and "pedagogical art" in an inseparable combination and commensurability with the understanding of the "artistic and aesthetic culture of the teacher" was studied. Aspects of the generation of "pedagogical talent" as derived from the aesthetic and artistic culture of the simulacrum are singled out. Models and options for the implementation of the artistic and aesthetic culture of a pedagogical worker have been determined in accordance with the Law of Ukraine «The Education Act" No. 2145-VIII dated 09/05/2017 (as amended from 01/01/2023). In particular, the provisions regarding the academic freedom of the teacher and the educational institution (clause 2, part 1, article 1 of the Law) were analyzed in relation to the hypothetical-potential artistic development of the teaching staff in the process of increasing professional competence. Exclusively, attention is focused on the conformity of artistic and aesthetic pedagogy commensurate with Clause 4, Part 1, Art. of the Law of Ukraine "The Education Act" No. 2145-VIII, which defines the criterion narratives of pedagogical activity in general and aspects of competence, formed by Clause 15 Part 1 of Art.1 of this Law. The version of modifications to the Law of Ukraine "The Higher Education Act" No. 1556-VII dated 07.01.2014 (ed. dated 03.15.2023) was specified in the context of the process.

Transformation of the Jewish Cultural Code of Sefer in the Social Strata of the Shtetl

The subject of the study is the transformation of the main Jewish cultural code of the Sefer -Book, from stratum to stratum in the culture of Jewish shtetls. Shtetls were called urban-type settlements in Eastern Europe - the Jewish pale of settlement. The Sefer code, originally embodying the foundations of Jewish law and worldview, the written and oral Torah, pointed to the path to the Almighty through its study. The perception of the rules within each stratum differed in a number of features: the Misnageds, as well as the Karaites and Krymchaks, had strict adherence to the laws, and the Hasidim had an emotional perception. With the advent of the Jewish Enlightenment-Haskalah, and later the globalization of the twentieth century, the Sefer code began to personify the light of knowledge as a whole, as the main goal, including both religious and secular sources. Education in the religious stratum was perceived as the knowledge of God and his creations, and in the atheistic environment - as an end in itself, remaining the main goal in all strata. The obtained research results can also be applied to ethnocultural studies of other ethnic groups. The study applied the method of historicism in retrospect of the functioning of the Jewish communities of Eastern Europe, the comparative method in the comparative characteristics of cultural and religious concepts of various Jewish communities, methods of analysis and synthesis in the formulation of the scheme of cultural codes and their conjugations. The study for the first time characterizes the author's universal morphological scheme of Jewish cultural codes, from which the hierarchy and interrelationships of the main groups of symbols, as well as the key meanings and the main meaning, which is the center of intersection of all codes, are understood. Conclusions: 1. The cultural area of the Eastern European shtetl towns was distinguished by stable patterns associated with the compact residence of the Jewish population and traditional occupations, as well as a worldview based on the Jewish religion. After the disappearance of the shtetls due to globalization, the cultural and ideological foundation became the basis of the activity and thinking of scientists, literary and artistic figures who emerged from it. 2. The Sefer cultural code embodies not only the Torah and its derivatives, but also identifies the main goal - the acquisition of knowledge, which is the same for representatives of all social strata of the Shtetl - Ashkenazim, Sephardim, Jews, Karaites, Krymchaks, Misnageds, Hasidim, representatives of Haskalah, and later atheists and agnostics.

The Role of Image and Sign in a Artwork

The article deals with the problem of image and sign in a work of art. If the image is one of the examples of philosophical and psychological perception of objects and phenomena of real life through consciousness and feelings, then figurative thinking is the main feature of a work of art. That means, an image is a phenomenon of consciousness; in the theory of art, it is interpreted as an image of reality perceived by the senses. In a literary work, an artistic image is an aesthetic concept, characteristic only for art, of comprehending life's realities and reproducing them. As the art of the word, literature appeals to imagery and image. Such theoretical studies of the image form is taken as the basis of the article. Also considered are the objective-cognitive characteristics of the image, the ways of its definition, conclusions about the application of the concept of “image”. It is known that any phenomenon with the help of the author's imagination in a work of art can turn into an image. Despite the fact that the image originates in real life, in literature, according to the rules of art, it moves away from reality and moves into a new space. The image in a work of art has a leading meaning, and the sign, to a certain extent, participates in the creation of this image. Signs occupy a special place in the history of mankind. Many works are devoted to the study of systems of signs underlying works of art, the sign-semiotic function of literature. The signs that generate the image are symbolic in nature. In the course of the study, it is proved that the talent and imagination of the artist play an important role in creating images, providing a variety of signs in the artistic space, and appropriate conclusions are made.

Linguoculturological Character of Somatic Phraseological Units with the “Head” Component (based on Turkic (Kazakh, Tatar, Bashkir) and English)

The aim of the work is to be guided by the anthropological position of «the human factor in language» in the anthropocentric paradigm of modern scientific research, the study of the concept of «language is a constitutional property of a person» through language, the formation of a holistic theory and theoretical and methodological form of unity of «language and man, language and the world». In this regard, the main focus and significance of the article is to consider the language from the point of view of the «language code» through the triad «human studies – language – World Studies». The authors pay special attention to the vision and cognition of the world, understanding and perception of the world by the Kazakh, Tatar, Bashkir and English peoples, as well as to ensure that the world of images and standards, stereotypes and symbols in the context of cultural traditions is reflected in the language and fixed in the meaningful subtext of language units in the form of background knowledge. The article analyzes the somatic phraseology of the «head» component in the linguistic and cultural aspect. Through them, the similarities and identities of the representatives in the systems of figurative thinking, attempts to know the world, life experience, customs and consciousness are revealed and were used as the material of the article. The analysis of the content of phraseological units related to the triad «Humanity – Language – World Science» has been carried out. The article uses the method of comparing somatic phraseological units at the inter-lingual level. The results of the study – in the semantic and substantive structure of somatic phraseology, presented in different languages, an archaic knowledge base is accumulated, which is caused by a person's self-awareness and the desire to thoroughly know other objects in the world through himself. The practical value of the work is the study of national and cultural features that contribute to the implementation of intercultural, interethnic communication between related and non-related languages. In the conclusion of the work, the somatism «head» is divided into several categories. The phrases used in Turkic and English languages reveal a lot of similarities in the ways and semantic features of the word «head». In particular, if the similarities between the Turkic languages say that their tendency to exist is due to a common culture, the phraseology used in unrelated Turkic and English languages shows evidence that the function of the «head» in any people is to the same extent.

Updated of the problem of forming the artistic-figurative thinking of the future teacher of music

The article analyzes the views of scientists from various fields of knowledge on the main definitions of research. It is proven that philosophy considers thinking as the basis of human activity, a guarantee of individual freedom.
 It has been clarified that psychologists consider thinking to be an active form of cognitive activity of a person, which is based on certain requests, abilities and is closely related to society and culture.
 In the pedagogical plane, thinking is considered as an active reflection of real reality in a person's consciousness, its ability to consistently and generally establish connections between objects and phenomena and generate new ideas.
 It was found that the formation of artistic-figurative thinking is recognized as an important factor in the professional training of a future teacher of music. Based on the views of scientists, the author presents his own interpretation of the concept of "artistic-figurative thinking of a future music teacher" as a purposeful process of emotional-intellectual knowledge of the world, a process of self-awareness, which is carried out on the basis of mastering works of musical art and is realized in one's own musical-pedagogical and performing activities.
 It is proved that the updated of the problem of formation of artistic- figurative thinking is determined not only by its effective influence on the abilities of the future music teacher, his professional self-development and self-improvement in the modern conditions of the educational process. The main factors are the terrible modern challenges caused by the war, those crisis situations and emotional states in which student musicians found themselves. The formation of artistic- figurative thinking in the process of mastering vocal works will help the future music teacher to resist negative social life situations, direct his own mental instructions to a positive worldview, a humane attitude towards others and awareness of his own vitality.

Anti-scientific article

Scientific and journalistic presentation about the methods and methodology of modern science, about the role of figurative thinking in it. According to the author, heuristic guesses are the result of persistent knowledge and development of the material world around us.

Determination of a professionogram of the divers spesialty according to personal and psychophysiological characteristscs

OBJECTIVE: To study divers’ professional (labor) activity and to develop specialty professiogram «diver» by personal and psychophysiological characteristics.MATERIALS AND METHODS: The study involved 16 people (men), aged 25–45 years, having served from 2 to more than 10 years. The methods of professional graphic research, according to the developed scheme in three stages were applied. The first stage included analysis of the governing documents, current documentation, study of work tasks and work monitoring. In the second stage there was analysis of scientific literature, containing information from the study area. Methods of observation, survey, oral intake, questionnaire and method of expert assessments were studied. The third stage analysed the method of expert assessments.RESULTS: As result of the study professiogram was developed, and highlighted professionally important qualities in it might become a significant indicator in determining professional competence in the specialty «diver» at the stage of selecting and training highly-qualified staff.DISCUSSION: The main predictors, affecting the efficiency of professional activity, are personal (type of temperament — sanguine or phlegmatic, lack of claustrophobia, switching from one activity to another, memory length, figurative thinking) and psychophysiological characteristics (noise immunity to various distractions and environmental factors, lability of the nervous system, high reaction speed, switching ability, stable coordination of movements). Their intensity allows to define professionals’ typological features and to form a picture of individual self-regulation style, behavioral reaction, backing up phsychological stability and success in performing professional tasks.

RELIGIUSITAS DAN INTELEKTUALITAS DALAM RUANG PUBLIK UNTUK MENGGIATKAN MODERASI BERAGAMA

Indonesia as a multicultural and multiethnic nation, this is a privilege as well as a challenge to maintain diversity. The formation of public space allows various communities to grow and develop according to the capabilities of each step. With a high level of diversity, the Indonesian nation is a religion-centric society: seeing all things from a religious perspective. The interaction of religiosity and intellectuality in the public space can radiate values ​​and norms resulting from existing religions and cultures to ensure a sustainable shared life in a pluralistic society that can fulfill the same function and is eager to contribute to religious moderation. The method to be used is a literature review to survey the thoughts of figures and the scientific community who have an interest in discussing religiosity, intellectuality and religious moderation within the scope of Bhinneka Tunggal Ika. Religiosity implements the vision of diversity, in which religion appears as social capital to build a better life together. Religiosity pursues common ground in religious moderation, that is, there are universal teachings and values ​​that bring religions together. Intellectuality in a public space that is familiar but critical of conditions of intolerance to diversity will be able to save diversity from the rifts of religious communication and offer how a substantially better world can be created.

Эпистолярная дидактика В.А. Жуковского (на материале переписки с членами царской семьи)

Today it is obvious that the texts created by Zhukovsky, including personal letters, are mostly “saturated” with ideas of educative instruction, expressed directly or in subtext. These ideas are organically part of the romantic concepts of life-creation and self-building, and lead the poet to specific socio-cultural practices, in particular, pedagogical ones. The article deals with Zhukovsky's letters to the royal children (Grand Dukes Alexander Nikolayevich, Konstantin Nikolayevich, Grand Duchess Maria Nikolaevna) and their parents, Nicholas I and Empress Alexandra Feodorovna, of the 1820s - early 1850s, as well as response letters from these addressees. The aim of the article is to study this part of Zhukovsky's epistolary works from the perspective of its didactic dominant, which researchers have not yet explored. The article models a holistic concept of Zhukovsky's didactics as educative instruction, analyses different strategies for its presentation in letters to royal persons, depending on the addressee, and also considers Zhukovsky's use of epistolary practices for didactic purposes. The author refers to the methodology of research in the field of “court pedagogy”, epistolary practices of the first third of the 19th century, life-building and life-creation, and works about Zhukovsky as a writer-educator. The historical and cultural method of research is also used, which makes it possible to see the place of Zhukovsky's epistolary didactics in the pedagogical tradition. The analysis carried out led to the following conclusions. Most of Zhukovsky's letters of a didactic nature are addressed to his pupil and student, Grand Duke Alexander Nikolayevich. They highlight two of the most common meanings of statements. The first and dominant determines the educational pathos of the text; the second, actually didactic, is the main one in later messages addressed to the Grand Duke about the education of his children. In the letters, as a rule, Zhukovsky focuses on the representation of events from the life of the state through the prism of history as a moral process filled with behavioural models that give the reader the vector of their perception, experience and comprehension. Zhukovsky's letters to Maria Nikolaevna, which develop her figurative thinking, ability to see the world based on the romantic principle of universalism, perceive and create texts based on romantic philosophy, are distinguished by a special style, defined by Zhukovsky as “chatter”, which obviously intersects with Pushkin's storytelling strategies. Zhukovsky's epistolary didactics in relation to Grand Duke Konstantin Nikolayevich is characterised primarily by the range of discussed issues of a philosophical, moral, ethical and aesthetic nature, focused on the idea of life-creation. Zhukovsky adopted his own features of epistolary didactics in relation to the parents of his students. In general, the most significant achievements of Zhukovsky's romantic philosophy, aesthetics and poetics are involved in his epistolary didactics. Created according to the general laws of romantic epistolary literature, the letters of the writer-educator completed his multifaceted creative system as a holistic one.

ВООБРАЖЕНИЕ КАК «ЭКРАН ВНУТРЕННЕГО ВИДЕНИЯ» В ТВОРЧЕСКОМ ПРОЦЕССЕ РАБОТЫ АКТЁРА НАД РОЛЬЮ

The relevance of this study is due to the fact that the concept of imagination, which is much talked about in psychology, remains incomplete outside of theatrical discourse, actor's and director's understanding of this category. Imagination is not a spontaneous, automatically developing process, but an in-depth process based primarily on the intellectual capabilities of the actor through the manifestation of his analytical abilities, which are directly related to the degree of development of his imagination, which determines the professional quality of the actor. The algorithm of the work of the imagination, its phased development is investigated. Examples are given from the pedagogical experience of the author of the article on activating the imagination of students - trainings and tasks that develop figurative thinking and, as a result, acting skills. An integral part of learning is tasks for the memory of physical actions, where the subject is imaginary, and actions with it are real. The problems of interaction between the actor and the spectator in the performances of the puppet theater are touched upon: the role of imagination control in theatrical activity. Lack of imagination or thoughtless departure from it leads to a negative result: instead of "co-creation", immersion in the picture created by the actor, repulsive feelings awaken in the viewer. Imagination has a special role in theater as a "three-dimensional art".

Visualization and creativity in the professional training of communication-oriented experts

The article is devoted to studying the application of visualization in teaching students the disciplines "Mass Communication Psychology", "Creative Design in Advertising and Public Relations" and training "Methods for Activating Creative Abilities" in preparing specialists in public relations, advertising, and media communications at Kazan (Volga Region) Federal University. The main purpose of this study is to introduce visualization as a methodological support tool in the educational process for forming a creative environment among students. The method of included observation in the educational process was used in the research, and examples of tasks for group and creative classroom work were developed. The results showed that most students use familiar, structural-logical schemes when visualizing the answer and rarely apply non-standard forms of information reflection. This served as a trigger for us to develop tasks and techniques stimulating figurative thinking in students. The data obtained can help in further study of the introduction of visualization in the educational process and lead to the revision or reformatting of curricula and an increase in creative assignments.

Teori Kontrak Sosial (Studi Komparasi Teori Politik Menurut Imam Al-Mawardi, Thomas Hobbes Dan John Lock)

Scientists have agreed to mark the times of revival in Islamic civilization, namely in the Middle Ages or the Classical century, while this revival in Islamic civilization can be seen, one of which is the development of science ranging from the fields of economics, politics, and in the field of medicine. In the field of Islamic politics, for example, it has received special attention from a philosopher as well as a scholar, namely Imam al-Mawardi, in the field of Islamic politics, the contribution of Imam al-Mawardi can be seen in his book, al-Ahkam al-Sulthaniyah. While broadly speaking, this study aims to further read Imam al-Mawardi's theory of social contract by comparing it with several Western philosophers who also have social contract theory such as Thommas Hobbes, thus this research can also be called a comparative study of the thoughts of figures and theories. used in this study also uses political theories of social contract from several

ANALYSIS STUDY OF IBNU KHALDUN’S ISLAMIC ECONOMIC THOUGHT

Activities of economic that are oriented towards the Islamic Economics system are increasingly widespread in various countries, including Indonesia. The theory of Islamic Economics cannot be separated from the thoughts of figures who have contributed to laying the foundations and principles of Islamic economics. Scholars' thinking about Islamic economics in the classical period was very advanced and brilliant, far ahead of modern Western thinkers such as Jean Baptis Say, Ricardo, Adam Smith, and Keynes. Ibn Khaldun is an muslim economy who has a very vital role in the development of Islamic economics to date. This research aims to analyze the thought of Ibn Khaldun to the development of Islamic Economics.

КЕНЖЕ МЕКТЕП ОКУУЧУЛАРЫНДАГЫ ОРИГАМИНИ КОЛДОНУУ МОТИВАЦИЯЛАРДЫН КАЛЫПТАНЫШЫНЫН ДЕҢГЭЭЛДЕРИ

In the process of practical and experimental work, we set the task to check the effectiveness of the work carried out to develop the creative abilities of younger students. The main indicator of the development of creative activity of younger students is the constant interest in the educational process, readiness to complete tasks, and their attitude to non- standard solution of tasks. The structural level of mutual enrichment in the development of the creative personality of a junior schoolchild is considered as a property that is equally applicable to everyone, emotional expressiveness, creative activity, freedom of thought and behavior. This is the formation of readiness for creativity, the search for new, non-standard ways of solving problems; the formation of communication skills in the classroom. To improve the motivational perception of learning based on interest and the desire to acquire new knowledge, concentration and stability of attention will contribute to a more intensive development of spatial and figurative thinking.

ІНТЕРПРЕТАТИВНІ СТРАТЕГІЇ СУЧАСНОЇ ПРОЗИ В КОНТЕКСТІ ЛІТЕРАТУРОЗНАВЧОЇ АНТРОПОЛОГІЇ

The aim of the research is to consider the interpretive strategies with respect to modern prose in the context of critical anthropology, which, on the one hand, unveils mentality of modern person, and on the other hand, influences its formation. This article identifies the theoretical foundations of interpretive strategies in anthropological criticism. The theoretical framework of the research is grounded on the ideas advanced by T. Boellstorff, A. Brandel, O. Halchuk, O. Haleta, V. Iser, M. P. Markowski, O. Polishchuk, N. Rapport, E. Wiles, B. Williams and other scholars. Research methods include anthropology, hermeneutics, and theoretical analysis of their basic notions. The academic novelty is in new emphasis on considering interpretive strategies of modern prose in terms of anthropological criticism. The interpretive strategies are viewed as an aspect that emphasizes the specificity of modern person’s way of thinking its direction. Modern person’s imaginative way of thinking is gradually balanced in life by abstract and conceptual framings. The study of interpretive strategies in terms of critical anthropology helps to solve two tasks: to find out how the non-academic community regards the image of oneself as a person of today, and to highlight the mechanisms and specificity of figurative thinking that manifests itself through involvement into art either as author or as recipient. It affects personal disposition as well as self-identification. Reader’s text interpretation procedure includes the processes of text creation as well as the reader’s inscription in the text itself. Besides, the process of text interpretation throughout the reading determines the production of long-term reader’s self-reflection. Nowadays literary anthropology and criticism makes it possible to consider author, recipient, and critic as cultural actants of the literary field. It also makes it possible to trace the way the image of modern person is revealed in literary text, and what are the mechanisms and strategies that create this image of the reader. Thus, the aesthetic parameters of the reception of the literary work are inscribed in the reader that influence the scope of interpretation and, accordingly, the personal growth of the recipient as it is revealed in the text. Conclusion. Interpretive strategies are recognized as a variety of textual devices along with narrative and receptive ones. Modern prose, positioned as belonging to post-non-classical literature, in contrast to classical and non-classical ones, are able to implement not one, but several different strategies focused on different types of perception. Interpretive strategies inscribed in modern texts reflect the specifics of Homo digitalis as well as virtual environment. The study of the “virtuality” of modern prose is effective in applying the methods of literary anthropology. Its interests are gradually shifting from a supporting function in the study of person by cultural and social anthropology to the analysis of literary text relying on the achievements of anthropological criticism for verifying and revealing the specifics of literary creativity and the activity of actants in the diverse literary writings.

Russian Particle Prosto (‘Simply’): the Expantion of Functions

The lexical means of marking expressiveness: modal particles, adverbials are analyzed. The Russian particle/adverb prosto ‘simply’ is highlighted but German English and Polish equivalents are also taken into consideration. The case of metaphorization based on the concept ‘simple’ is under investigation. In other words this paper intends to make input into the answer to the question: ‘What are the features of lexis that make it possible of figurative thinking in the sphere of expressivity? The idea of simplicity is rather common for means expressing emphasizing and implication in some (not all anyway) languages: Rus. Prosto Fr. (tout) simplement, Germ. einfach Eng. Simply The metaphorical shift in the situation of emphasizing X prosto Y can be reconstructed in this way: ‘there are many ways of evaluating X, X can be named Y and one does not need other, more complicated means’. The meaning of causality (as it often occurs with particles) is mostly based on implicated cause, and that makes it possible to use this particle even when the causal relation is not evident. Rather often the idea of the cause needs a chain of implication: Mozhno? Ya prosto xotela sprosit; May I come in? I just wished to ask’(3). ‘I ask the permission to enter, (because I need something here), and this is to ask for something that I find not complicated,(so the cause of my ask for the permition is a simple desire to get some information)”. In such examples the function of the particle is similar to adverbials (as actually) or even hesitators. The function of hesitators is being developed later than others. This fact can be described in terms of microdiachrony. The conclusion about the importance of describing the system of connections in the language, reflecting the specifics of changing the prototypic meaning in different languages is made.

Ювілейна грушевськіана 1966 року: проблематика, інтерпретації, полеміки

Мета статті – з’ясувати особливості рецепції українськими закордонними істориками наукової та суспільно-політичної діяльності М. Грушевського в контексті відзначення його столітнього ювілею. Методологія дослідження передбачає використання принципів історизму й об’єктивності, а також загальнонаукових і спеціально-історичних методів історіографічного дослідження. Наукова новизна статті полягає у спробі всебічної реконструкції історіографічного ефекту відзначення українськими закордонними інтелектуалами столітнього ювілею М. Грушевського. Висновки. Узагальнений різноплановий матеріал дозволяє переконливо ствердити, що столітній ювілей М. Грушевського став визначною подією в інтелектуальному житті закордонного українства. Незважаючи на стереотипність мислення частини діаспорних діячів, завдяки широкій медійній промоції та численним громадським і науковим ініціативам персональну дату визначного вченого вдалося перетворити на важливе для консолідації еміграційної спільноти свято української культури. В підсумку постали численні новаторські за актуалізованою проблематикою історіографічні студії. Їхні автори у своїх реконструкціях життя та діяльності М. Грушевського виходили з урахування все більш широкого кола пізнавальних перспектив та інтелектуальних контекстів. А жваве обговорення цих праць, поява провокативних інтерпретацій (наприклад, О. Пріцака), громадський резонанс багатьох ініціатив сприяли стабільності «тонусу» історіографічного інтересу. Все це уможливило постання дисциплінарної ініціативи Л. Винара по започаткуванню наукового грушевськознавства. Динамічність поступу цієї українознавчої галузі в наступні десятиліття дозволяє ствердити потужність даного ювілейними заходами історіографічного імпульсу.