Humanitarian Education Research Articles

The socio-cultural discourse of falsifications of national history and the actual tasks of school humanitarian education

The socio-cultural discourse of falsifications of national history and the actual tasks of school humanitarian education

Understanding leadership challenges faced by humanitarian aid workers: insights from the experiences of NNPHL training participants

This paper examines the self-reported leadership challenges experienced by humanitarian aid workers who participated in the National NGO Program on Humanitarian Leadership (NNPHL) Program. Data were drawn from NNPHL program participants describing leadership challenges they faced in their humanitarian work. Responses were analyzed qualitatively revealing 10 broad themes of leadership challenges: (1) organizational capacity and resource constraints, (2) managerial decision-making styles, (3) bureaucracy and external influence, (4) purpose, motivation, and influence, (5) coordination and cooperation, (6) trust and cohesion within teams, (7) staff well-being and burnout, (8) identity and diversity, (9) self-efficacy and confidence, (10) security. These findings were then situated in the broader literature on challenges identified in humanitarian aid contexts. Humanitarian aid workers offer valuable first-hand insights into the leadership challenges they face in their work. Understanding leadership challenges from the perspective of aid workers provides valuable insight that can be used to inform decision-making and policy development within humanitarian organizations. The findings can also help inform and shape the development of humanitarian training programs by tailoring humanitarian education curricula to address the challenges encountered by aid workers themselves.

Serious Games for Education and Training in the Humanitarian Sector: State of the Art

Serious games and game-based learning have seen slow and stymied adoption in the humanitarian sector, despite their general efficacy as training tools. We looked at over 120 games released between 1990 and 2023 that dealt with topics relevant to the humanitarian sector such as disaster risk management, conflict mitigation, human rights and sustainability, and applied the following filters - serious games, games for education and training, and non-commercial games - to obtain a list of 89 serious games that were designed for awareness, education or training in the humanitarian sector. We then noted their accessibility and investigated the following information for each - year of release, developer, format, platforms, context, purpose, target audience, NGOs involved and related research papers - to understand the trends, challenges and future potential of games as a research and pedagogical tool in this field. Of particular interest to us was the subset of 31 training games aimed at professionals, policy makers and stakeholders. We noted concerning trends regarding the accessibility and longevity of games in this field, and tracked recurrent issues facing the development and dissemination of these games, such as the need for a trained facilitator, the difficulty of adapting the content to new settings, a lack of scientific frameworks to guide their design and a lack of long-term impact metrics. However qualitative surveys conducted by the game designers and some third-party researchers indicate that these games remain a valuable addition to traditional forms of education and training and help enliven a difficult topic through experiential learning. We thus propose that involving professional game designers, embracing digital formats, and investing in archiving and long-term impact studies will greatly benefit the development and accessibility of games for humanitarian education and training.

ETHICAL AND AXIOLOGICAL ASPECT OF PROFESSIONAL TRAINING OF MASTERS IN THE HUMANITIES

The article investigates the topical scientific and empirical problem of professional training of masters in the humanities at Ukrainian universities based on cultural, personal, and integration paradigms with the use of methodological and technological tools of historical, pedagogical, and modern scientific approaches. The models and factors of training masters in the humanities at universities throughout the entire period of existence of these institutions are generalized; the concept and contextual and professional model of the system of such training on axiological principles are presented. As a result of a gradual elucidation of the prerequisites and factors of the value dimension of humanitarian education of masters in different models of European universities for the period from the time of their emergence (the lower boundary of the study is the IX century) to the present (the beginning of the XXI century), the essence of the concept of «axisphere of future masters in the humanities» (a set of values of the personality of specialists that determine their activity in teaching and research) is clarified. Their attitude to the world and their self-knowledge in the chosen field and specialty is clarified using analytical and methodological tools of historical and pedagogical general scientific and special pedagogical approaches; the need to develop and implement in practice the educational and research activities of modern universities of the humanities is explained. The technological and methodological support of the proposed model is updated. It is proved that the tendencies of internationalization, intensification, deepening of international cooperation, and building a context-oriented environment for training masters in the humanities in modern universities based on an integrative educational paradigm contribute to a powerful renewal of teaching, research, and provision of educational services; the values of multiculturalism of the personality of higher education students are determined as significant in the interdisciplinary scientific discourse (philosophy of education, sociology, psychology, pedagogy and education sciences, etc.) It is concluded that the main results of the study should be used for the further development of the system of professional training of masters in the humanities (historians, philosophers, religious studies, cultural studies, philology) on axiological principles in Ukrainian universities.

DEVELOPING SCIENTIFIC ANALYTICAL AND COMMUNICATION SKILLS IN HUMANITIES STUDENTS AT THE INTERNATIONAL UNIVERSITY

The article deals with the issue of formation and development of scientific analytical and communicative skills among humanities students at Peoples' Friendship University of Russia named after P. Lumumba ("RUDN University"). The study touches upon the issues of shaping competences in professional sphere taking into account multipolarity and international status of the university and its educational programmes. The study is based on the multidisciplinary approach to teaching humanities students from different countries taking into account the level of development of all kinds of speech activity,national-cultural specificities of the students and interdisciplinary approach. The article discusses an innovative interdisciplinary approach and the need to integrate technical skills into humanitarian education.

“For them it’s not the work, it’s the life”: humanitarian leadership development in the Global South

What are the leadership development needs of so-called ‘Global South’ humanitarian professionals? The humanitarian professionalisation agenda begun in the 1990s has evolved to include short courses and accredited programmes specifically aiming to build leadership skills. This paper explores how humanitarian professionals from the Global South understand the current context of leadership development, including its barriers of access, and potential for change to be more relevant to their lives and work. Using thematic analysis of eleven key informant interviews, the paper finds three levels of consideration: global politics and inequality, personal and professional enrichment, and practical support. The findings suggest that while humanitarian leadership training can be better tailored and made available to Global South leaders at all career stages, there is a wider, more crucial need to address systemic imbalances. This paper contributes to wider discussion on localisation and inequality in the humanitarian aid sector, and more specifically contributes to the literature on how systemic factors shape the limits of both professionalisation and expansion of humanitarian education initiatives.

OLIY TA’LIM TIZIMINI INSONIYLASHTIRISH VA INSONPARVARLASHTIRISH MUAMMOLARI

The article, based on an analysis of scientific literature and empirical research, examines the issues of humanitarization of higher education in the modern period. The harmony between the natural, technical, social and human sciences in this process is explored. The content of modern humanitarian education includes not only the humanities, which reveal the laws of social development, social norms and the development of relationships, but also knowledge about society, skills and competencies of social interaction, civil society and the ability to act in the world of high technology.

The Role of Philosophy in the System of University Social and Humanitarian Education in Current Socio-Political Conditions

The present-day Russian system of university social and humanitarian education was formed against the background of the collapse of the USSR. The ideologized system of Marxist-Leninist disciplines was replaced by a Western-oriented liberal system in which philosophy began to play the role of a translator of Western philosophical ideas and values. For more than thirty years, the liberal Russian state refused to control the activities of the professional philosophical community and the content of philosophical knowledge disseminated in universities. With the beginning of the special military operation, the situation began to change, and the state, through presidential decrees, set before the professional community the task of protecting the traditional spiritual and moral values of Russian society. This task is directly related to the task of decolonizing public consciousness and returning to the grandiose philosophical experience accumulated by Russian culture.

Гуманитарная экспертиза информационных технологий в контексте гуманитарного знания и познания

The use of information technology has long remained the prerogative of the natural sciences. They began to be used in the humanities at the beginning of the 20th century, giving rise to a number of non-trivial problems. One of them is related to the question of how justified is the use of new information technologies in humanities knowledge, where work is traditionally based around reading and comprehending texts. The need to under-stand the risks of introducing digital technologies into the humanities determines the relevance of the proposed study, the aim of which is to substantiate the role of humanitarian expertise as an independent assessment of the feasibility of applying technical innovations in humanities knowledge and cognition. It is shown that the hu-manitarian expertise of information technologies in humanities knowledge and cognition is a new and unex-plored area of modern science. At the same time, understanding this phenomenon makes it possible to identify the risks and possible negative consequences of using technical innovations in humanitarian education and science.

CONCEPTUAL FOUNDATIONS FOR THE UPPER SECONDARY EDUCATION TRANSFORMATION IN THE CONTEXT OF UKRAINIAN SCHOOL REFORM

The introduction of the concept of the New Ukrainian School provides for the transformation of the national system of full-time general secondary education on a new conceptual basis for all its levels, including at the level of upper secondary education. The strategic function of the final stage of secondary education is to provide educational applicants with the opportunity to meet their educational needs depending on their future life plans – continuing their studies or obtaining a profession. Therefore, upper secondary education should be based on the principles of deep individualization and differentiation of learning, considering students’ needs and interests, their abilities and life intentions of self-realization. Based on the generalization of domestic and foreign experience, the article presents the main conceptual foundations for the introduction of upper secondary education in two areas – academic and professional. In the content of education, it is proposed to distinguish two components: 1) the core of general education training, which is mandatory for all those who receive a full-time secondary education; 2) content that, depending on the direction, provides in-depth mastery of profile-oriented knowledge, competencies, methods of activity, etc. The first component can be reflected in four areas: Language and Literature, STEM, Social and Humanitarian Education, physical development and security. The second component, depending on the direction, is implemented by specialized subjects studied in depth, or professionally oriented disciplines for institutions of vocational and professional pre-higher education. In accordance with this division of content, educational institutions create educational/educational-professional programs in agreement with the selected training profiles, professions or specialties. To meet the educational needs of applicants for education, local selfgovernment bodies form a network of upper secondary education institutions of various types (academic and professional lyceums, colleges, specialized education institutions), which function mainly separately or in combination with other educational institutions and establishments.

Teaching Kazakh literature in secondary education through the technology of �reasoning, fall to thinking, thinking�

Relevance. This study highlights the relevance of Kanipa Bitibaeva's technology �Throw an idea, fall to thinking, thinking� popular in Kazakh CIS secondary schools. Purpose. The article examines the process of technology research and development for teaching foreign and domestic literature. Methodology. An analysis of the existing literature on pedagogical technologies was carried out, emphasizing the importance of a step-by-step approach and practical application of advanced domestic and global pedagogical technologies. Results. The issue on the agenda of the humanitarian education system of the state of Kazakhstan is to improve the quality of education and the formation of a well-developed personality with a rich spiritual world. Introduction of new teaching technologies, informatization of education. This technology identifies the scientific and methodological foundations of teaching, deepens the knowledge of students who study the Kazakh language and literature in depth, encourages the development of business skills, writing skills, vocabulary, and literary language, and promotes creative activities. In the global education system, the questions such as �What should be taught in the XXI century?�, �How do teachers prepare students for the XXI century?� are on the agenda. In the XXI century, our sovereign state aims to ensure that not only the economy, but also the education system meets international standards and is of high quality. Conclusions. The technologicalization of the educational process in accordance with modern requirements is based on the modernization of the content of education, the use of new teaching methods in the discovery of personality. The effectiveness of innovative technologies prevails in the implementation of these issues, and educational institutions play an important role in the implementation of the goals and objectives. Keywords: literature; pedagogical technology; methodology; innovation; fiction

The system of spiritual and moral values as a national ideology and the basis of national humanitarian education and upbringing

The special military operation in Ukraine, which began on February 24, 2022, made the subject of ideological education of Russian youth and the country’s population as a whole actual and inevitable. This event clearly showed that a large gap has appeared in the ideological education and patriotic upbringing of the Russian population. It is impossible to fill that gap without having the appropriate tools and mechanisms to influence the minds of people, especially young people. Decree of the President of Russia V. V. Putin No. 809 of November 9, 2022 “On approval of the fundamentals of State policy for the preservation and strengthening of traditional Russian spiritual and moral values” is destined to fill the ideological vacuum that had been formed immediately after the liberal democratic revolution in Russia, which took place in the early 90s of the last century. The ideological university course “Bases of Russian Nation-building” should play a special role in solving the problem of the ideological patriotic education of Russian youth. Such basic factors as the global mission of Russia, the historical experience of the nation, the level of development of society and the state, relations with the outside world should be the main ones during developing the ideological course.

New Trends in Cultural Studies in the System of Modern Humanitarian Education

The analysis in this article is based on the new trends in the system of cultural education in the context of students’ ideological training. Based on the materials of the International Scientific Conference within the framework of the XVIII Kolosnitsyn Readings, organized and conducted by the Department of Cultural Studies and Socio-Cultural Activities together with the Russian Cultural Society on November 17, 2023, the author reflects on the realities and prospects of humanitarian education. An obvious fact in the scientific discussion that took place is not only interdisciplinarity as the basis of modern cultural education, but also the emergence of new concepts and trends in its structure in the context of the challenges of the XXI century, which contributes to the activation of its axeological, aesthetic and ideological functions.

The Scholarly Activities of the Astrakhan State Conservatory

The Astrakhan State Conservatory, which was established in 1969, has played a significant role in the creation of an artistic atmosphere, as well as the spiritual and intellectual life of the city. It is emphasized in the article that Doctor of Arts, Professor Mark Etinger, who chaired the Music Theory and Music History Department for 29 years, actively participated in its organization. At the initial stage of the formation of this educational institution, in the 1970s, the conservatory’s scholarly activities were connected with two main directions: historic-theoretical musicology and regional musical culture. Theoretic musicology, devoted to the research of the issues of scales and modes, melody and harmony, found its reflection in the dissertations written for the Cand.Sci. degrees by faculty members of the Music Theory and Music History Department defended in the early 1980s. Questions related to musical content, form, style, genre, dramaturgy, musical symbolism, semiotics and folk music are actualized in them. Starting from the 1990s, two additional directions have undergone active elaboration at the Astrakhan Conservatory: “Philosophical and Aesthetical Issues of Artistic Culture and Art” and “Psychological and Pedagogical Issues of Musical and General Humanitarian Education.” The faculty members of the Astrakhan Conservatory have made an estimable contribution to musicology in this country, actively participating in Russian nationwide and international conferences in various cities in Russia and other countries.

РОЛЬ КОГНИТИВНОГО СТИЛЯ В ФОРМИРОВАНИИ ПЕРСОНАЛИЗИРОВАННЫХ ПРОГРАММ ОБУЧЕНИЯ

Cognitive style is one of the most multilevel constructs in psychology, as it combines different approaches to classifying individual characteristics of information processing, decision making and strategies of cognitive activity, including learning efficiency. The expanding possibilities of online learning, not only in the teacher-student format, but also in the brain-computer format, actualize the development of personalized interfaces taking into account the individual cognitive characteristics of users. In this regard, the article presents the results of an analysis of the relationships of cognitive style indicators at the metacognitive level using different approaches to their classification. The study involved 92 students of the Faculty of Humanitarian Education aged 18–23 years. To determine the indicators of extraversion - introversion, sensory – intuition, thinking – feeling and impulsiveness – rationality according to D. Keirsey's method and a profile of thinking styles according to the Harrison-Bramson approach, a computerized program was used with the presentation of the corresponding formulations of situations. Also, the contribution of the approach-avoidance motivation (BIS-BAS system) to the organization of the cognitive style profiles was assessed using the Gray-Wilson questionnaire. It has been shown that analytical and realistic cognitive styles represent the most differentiated ways of organizing style characteristics, and the rational function “thinking” is present in the regression models of these styles, but with a greater effect in the Analyst style. The BIS-BAS systems have been the additional influence on these cognitive styles. Consequently, differences in the information processing by representatives of analytical and realistic styles of thinking together with the motivational component of cognitive activity should be taken into account when developing interface of an educational program with feedback to optimize interaction in the brain-computer system.

‘Constants’ and ‘variables’ of digitalized education

Introduction. The article examines the problem of informatization of a globalized society. The purpose of the study is to summarize the ideas about the ‘constants’ and ‘variables’ of modern university education as a self–organizing system actively involved in the processes of digitalization. Materials and Methods. In order to achieve the research aim, a thematic review of Russian and international studies on the issues of informatization of a globalized society has been conducted. The study involved a comparison of alternative points of view reflected in the works by B. Readings, P. Cramer, etc. The analysis of existing theories of the information society has been carried out. Results. Reviewing the results of Russian and international studies has shown that the world picture today is structured predominantly by the modern media, while most globalizing trends are becoming less and less manageable. The history of philosophy frequently addresses the problem analysis of such paradigmatic shifts which arise implicitly and take shape in emergence. The article discloses the authors’ understanding of ‘constants’ and ‘variables’ in contemporary university education as a self-organizing system that is rapidly undergoing an intensive process of digitalization. A traditional European university typically demonstrates its ‘aura of age’. The questions are: ‘To what extent is the structure of consciousness influenced by the development of digital resources and by outsourcing the functions of academic word and of individual memory to external digital data media?’; ‘To what degree can production of university knowledge act as an intellectual practice and determine the independence of thinking?’ The problem of establishing the topic of academic engagement and interaction in online formats is considered to be debatable. The authors show that today individuals as subjects of cognitive activities find themselves in a situation where they face value choices, which, in their turn, determine the prospects and the potential of cultural development. Mnemonic operations are to longer perceived as the art of memory. This problem attains special significance during the process of building humanitarian education within the system of electronic communication. One cannot claim categorically that individuals cease to think structurally when they relay the function of storing information to digitized sign systems as a universal resource. Conclusions. The conducted research allowed the authors to conclude that the development of digital technologies as a means of fulfilling social interests means positioning the idea of ‘digital equality’ as the main social asset. This has stimulated establishing cardinally new directions in humanities research. At the same time, the need in relevant and timely connections between the concepts of infogenesis and semiosis is seen today as one of the most current issues in world paradigm problems.

On the pedagogical conditions of the humanization of modern domestic education

The article is devoted to the problem of humanization of the educational process in the conditions of Russian society. The views of scientists on the humanization of education are revealed, the analysis of which makes it possible to determine the pedagogical conditions for the humanization of modern domestic education. The position on the leading role of the personality of the teacher in the implementation of the humanization of the educational process in a particular educational institution and on the importance of the image of a model humanist teacher in the professional training of future teachers is substantiated. The possibility of considering the humanization of education in the context of the needs of the individual and from the perspective of the functions performed by the teacher, the relations between the subjects of the educational process, and values is argued. The role of the student’s personality in the humanization of the educational process is revealed. The correlation of humanization and humanitarization of education is shown, in which humanization acts as the goal of personality formation, and humanitarization as a means of achieving it. The possibilities of pedagogical reflection in the implementation of humanization of the educational process are outlined. The pedagogical conditions of the humanization of modern Russian education are substantiated: determining the content of education in a pedagogical university on the basis of scientifically based ideas about the personality of a humanist teacher; orientation of the educational process to meet the basic needs of the individual; the teacher’s implementation of moral values in relations with students, while simultaneously introducing such values to the students themselves; formation of the student’s personality as an active subject of the educational process; introducing students to the humanitarian culture of humanity; development and formation of the teacher’s ability to carry out pedagogical reflection according to the criterion of humanism.

Linguacultural Framework for Developing Master’s Students’ Bilingual Rhetorical and Polemical Competences

The development of core humanitarian competencies is one of the crucial issues of modern university humanitarian education, including, in particular, bilingual rhetorical and polemical competences, without which an individual will be unableto take part successfully in international discussions and debates on socially sensitive topics and controversial issues in the humanities. And, although in the new millennium, a number of research studies have tried to open the door to the world of discussions and debates to Russian university students, using for educational purposes this or that format of international discussions or debates, nevertheless, an analysis of the theoretical and applied results of these pedagogical searches, as well as a methodological analysis of rhetoric syllabi and Russian & foreign course-books clearly indicate that students are left in the dark about important sociocultural and linguo-cultural features of international discussion and debate formats. As a result, some Master’s students’ classroom debate experiences do not make them really capable of interacting with representatives of other cultural and linguistic communities in international discussions and debate settings. It seems that the first step to improve this didactic situation is to specify linguocultural components of bilingual rhetorical and polemical competences (in terms of knowledge, skills, sociopsychological attitudes, abilities and personal characteristics of an individual who is able to act as a successful polemist and participant in modern online and offline discussion) on a linguo-didactic analysis of the Euro-Atlantic formats of international discussions and debates as linguocultural phenomena. The paper gives an insight into the author’s vision of a component structure of the above-mentioned general humanitarian competencies in the context of the communicative actionoriented and sociocultural approaches to designing a Master’s degree programme of bilingual communicative education through Russian and foreign languages.

SYMBOLISM OF E.T.A. HOFFMANN’S FAIRY TALES: TO THE ISSUE OF TEACHING WORKS OF VERBAL ART

The article dwells upon symbols in “The Nutcracker and the Mouse King” by E.T.A. Hoffmann viewing them in terms of ethical and philosophical content of a romanticist masterpiece, as well as accepting them as a means of the didactic sphere. The authors claim the essential role of literary works in key pedagogical principle realisation. These pedagogical principles, such as forming critical thinking, imagination and systematization skills along with aesthetic taste and literary text interpretation, establish the basis of the contemporary humanitarian education. Teaching deep reading enhances professional competencies of future specialists in various fields of humanitarian sciences. Moreover, it broadens students’ cultural background and forms everyday and professional communication competencies. Hoffmann’s fairytale was chosen due to its complex inner content and deep symbolic value. The study of the text chosen illustrates the philological reading approach as a vitally important didactic principle.

Посредничество в функциональной структуре библиотек

The promotion and popularization of scientific knowledge among all members of society is one of the most important tasks of all scientific and cultural institutions. The related library also solves this problem. But does its functional structure change at the same time? The author examines the essence of communicative and intermediary functions. The purpose of the article is to find an answer to the question: what function does the library perform in order to promote the interaction of science and society. The author shows the differences between the communicative and intermediary functions of libraries of different types in the formation of a scientific worldview. The author comes to the conclusion that, due to the humanitarian education of their employees, municipal, city and regional libraries are able and obliged to perform a communicative function for solving leisure tasks, and intermediation – through a system of mass events – for the development of a scientific worldview. University libraries, depending on their direction, can perform both a communicative and intermediary function (this is especially true for libraries of technical and natural science universities). The author believes that theoretically it is possible to explain the intermediary function only on the basis of studying the more general ability of the library to "communicate". This function is the original universal. And in this universality intermediation tasks come to the fore in the library in the interaction of science and society. In order to implement the communicative and intermediary functions, librarians need to possess certain knowledge, not formal, but substantive: the communicative function requires not only "purely" library and bibliographic knowledge of service, but also knowledge ranging from the history of science to understanding its modern problems and tasks. It may seem that the knowledge that cultural universities currently provide is enough to implement the intermediary function. But advanced training courses are needed tо introduce new popular science literature on any scientific field, new names, new scientific achievements. This is necessary not just in order to hold mass events known from university library education, but to invite certain scientists and specialists.