Process Of Personal Development Research Articles

DIAGNOSING THE LEVEL OF UPBRINGING OF PRIMARY SCHOOL CHILDREN AS AN EFFECTIVE PREREQUISITE FOR THE UPBRINGING PROCESS

At the stage of rapid development of science and technology, the primary task of the school is the formation of a comprehensively developed personality, which is carried out in the pedagogical process, the structure of which includes an important and mandatory process of education. It is impossible to organize a well-founded process of personality development without pedagogical diagnostics aimed at studying the individual characteristics of pupils and the socio-psychological characteristics of the children's collective. With the help of diagnostic techniques, the teacher receives data on the state of the educational process, the quality of education and upbringing of students, processes this data, analyzes and evaluates them, corrects and predicts the development of the educational process and students. In the process, the younger generations must assimilate what has already been accumulated by society, that is, to assimilate educational knowledge, values brought to their level of development, master a certain culture of behavior, abilities, learn the norms and experience of society's behavior and develop a certain system of views on life. Upbringing is the process of transferring social and historical experience by the older generation to new generations in order to prepare them for life and work, which is necessary to ensure the further development of society. Today, modern society is moving towards the modernization of education. As a result of significant transformations, state educational and subject standards are aimed at teaching in their content, giving secondary importance to the education of students and value orientation. It is necessary to determine the level of upbringing with the help of diagnostic tools, methods and techniques and, based on the identified qualities, organize a student-oriented and personality-oriented upbringing process.

Применение экосистемного подхода в образовании

Educating young people in an educational environment is a process of formation and development of person-ality, which is influenced not only by the educational organization, but also by other participants: accelerators, business schools, collective cooperation platforms, the professional community (employers), and the state. In this regard, it is appropriate to consider the interaction of participants in youth education using an ecosystem approach. The inextricable connection between education and work, the interaction of many stakeholders in the process of youth development, the presence of an organizational culture (collective values and principles), self-organization of interaction participants (including youth interested in personal development), mutually benefi-cial cooperation, as well as the availability of an information technology tool, allowing to track the process of personal development of young people, are direct forms of interaction in ecosystems. Based on a generaliza-tion of scientific provisions on the application of the ecosystem approach in education, as well as the definition of the features of the modern ecosystem, the author’s structure of interaction between participants in the pro-cess of educating young people is proposed, corresponding to modern challenges of society.

COMPETENCE-BASED APPROACH TO COMMUNICATION PROBLEMS

In this article, the competence based approach to communication issues is thoroughlyconsidered. The conditions and methods of a person's constant communication, one’s relationship with oneself, others, the world, life, and the meaning of one’s life are analyzed. The formation and functioning of the mechanism of communication tools, the process of personality development are described. The modern professional activity of a person is almost entirely based on interaction for the exchange of information, that is, on communicative competence.The categorization of communication develop from the day a person is born, depending on the influence of the environment at the level of age specificity. The categorization of children's reciprocal communication, the cultivation of essential life skills, and the foundational elements contributing to the development of a child's identity are based in the course of reciprocalcommunication.Success in interpersonal and business relationships, as well as learning interactions, has been shown to be achievable through regular practice to develop the necessary characteristics and competencies.

CHARACTERISTICS OF ANTHROPOSCOPIC FEATURES IN PERSONS WHO HAVE COMMITTED CRIMES AGAINST HUMAN LIFE AND HEALTH

Dermatoglyphics is currently a subject of research by specialists in various fields of knowledge. The reason for this is that the study of the comb pattern of the hands and feet is widely used in various medical and non-medical fields, because the dermatoglyphic constitution is a genetically determined trait that remains unchanged throughout life, which closely correlates with other human characteristics, predisposition to certain types of diseases, etc. Also, papillary pattern prints can give us the opportunity to predict deviant processes of personality development.
 Aim of the work. To identify factor phenotypic features in individuals prone to crimes against human life and health.
 Materials and methods. In the course of this study, anthroposcopic parameters obtained from 50 persons, male and female, aged 18 to 59 years, who were convicted of crimes against human life and health (CGLH) were analysed: intentional murder (Article 115 of the Criminal Code of Ukraine), negligent homicide (Article 119 of the Criminal Code of Ukraine), intentional murder of a mother of her newborn child (Article 117), intentional grievous bodily harm (Article 121 of the Criminal Code of Ukraine), intentional bodily harm of moderate gravity (Article 122 of the Criminal Code of Ukraine), intentional light bodily harm (Article 125 of the Criminal Code of Ukraine). of the Criminal Code of Ukraine), intentional bodily harm of moderate severity (Article 122 of the Criminal Code of Ukraine), intentional light bodily harm (Article 125 of the Criminal Code of Ukraine), torture (Article 127 of the Criminal Code of Ukraine), leaving in danger (Article 135 of the Criminal Code of Ukraine) and 50 persons of the control group (CG).
 Anthroposcopic (descriptive) parameters were obtained by means of a verbal description that does not contradict generally accepted standards (Ginzburg V.V., 2000; Kozan N.M., 2018). Statistical calculations were performed using the software package STATISTICA 12 for Windows (licence number ZZS9990000099100363DEMO-L).
 Results. It has been established that for the group of premeditated murderers, the following factors are factor: skin colour (p=0,000), hair colour (p=0,017), hair type (p=0,000), facial features (p=0,023), forehead slope (p=0,004) and the shape of the lower jaw (p=0,000) showed statistically significant differences, and for a number of indicators such as forehead height (p=0,072), forehead width (p=0,060) and cheekbone shape (p=0,056), differences were observed at the level of statistical trend.
 Conclusion. The presence of factor phenotypic signs indicating a predisposition to criminal acts of varying severity will allow the use of a computer neural network program to predict the propensity to commit offences.

Стратегии освоения страдания в культуре

The article is devoted to the study of suffering as a component of human subjectivity. The factors that determine the unavoidability of suffering in human life are highlighted. The dynamics of the meanings of the word "suffering" are shown from the original meanings associated with the concepts of "death" and "hard work" to modern meanings grouped around the experience of pain, death, and guilt. At the same time, the essential features of existential suffering are a lack of freedom and destructiveness. The features of the strategy of avoiding suffering as an experienced state are analyzed: at the early stages of historical development; in religious concepts; in Epicurean philosophy; in hedonistic theories. Using the example of the analysis of archaic initiation practices that determined the life cycles of an individual and society, the ambivalent role of the painful trials and sufferings that accompanied them is described: as an indicator of readiness to transition to a new status and as a factor of coercion in an undesirable social role. The tendencies of rethinking suffering in the period of Axial time are shown (the formation of a "suffering person"; voluntary acceptance of suffering; the appearance of a bundle of "suffering and redemption" in the Abrahamic religions). A feature of religious strategies of escape from suffering is the withdrawal of a state without suffering beyond the real world and the promise of existence without suffering after death. The consequences of the reinterpretation of suffering, characteristic of modern society, as an existential experience that adjusts a person to a passive life position and the living of pleasures are considered. The positive and negative aspects of suffering are highlighted, as well as the dual relationship of suffering with meaning: on the one hand, suffering itself assumes the existence of a meaning that must be discovered; on the other hand, the subject himself is called upon to fill the meaning of the suffering situation. The meaning here is what helps to survive the irremediable suffering. Giving a situation of suffering meaning changes the personal attitude of the sufferer, increasing his chances of overcoming the situation and, more importantly, ensuring his moral safety. Personal strategies for understanding suffering are described. The conclusion is made about the ambivalence of the phenomenon of suffering, its dialectical connection with pleasure, its dependence on the spiritual mood, as well as the influence of meaningful suffering on the processes of personal development.

Personal development. Educational management strategy

School organizations in Romania face the continuous perspective of change by referring to legislative changes, to those at the level of the educational paradigm, but also at the social level.Change as a process in the school organization produces major implications in the current socio-professional environment of teachers and school managers, causing them to identify effective methods of adapting to change, reinventing and reconfiguring to give meaning and relevance to the activity didactic and managerial, to facilitate overcoming the challenges that appear in the process of social changes and educational paradigms, but also in relations with other educational actors and with oneself. In order to adopt the most appropriate way of effective functioning in the current dynamic socio-professional environment, teachers and school managers get involved in programs and projects designed to support the personal development process as part of career development and professional success.

PERAN PENDIDIKAN ORANG TUA DALAM MEMBENTUK KARAKTER DAN MOTIVASI BELAJAR ANAK SD

The purpose of this study was to discuss the influence of the family environment on the formation of character and learning behavior of elementary school students. Basically the environment is very influential in shaping a person's attitude and personality, and because each child is a unique person, the family environment also affects the learning behavior of children. If the child is in a good environment, it will have a positive impact on personality development, learning behavior and education. The family environment plays an important role in the formation of personality. The purpose of this study was to clarify the influence of the family environment on the formation of children's personality and learning behavior. This research was conducted through a literature study or literature study, taking into account the results of related journals available in electronic media. Family is the first place for children to learn everything. The family is also a place where children can apply the character values taught in society and taught in schools. The conclusion of this article is as follows: The family environment plays an important role in shaping the personality of students and maintaining basic education through the role of parents and the family environment. A harmonious home environment fully supports the process of personality development and learning behavior of children, thus enabling optimal growth and development of children

Концепция социализации детей с расстройствами аутистического спектра, осложненными сочетанными нарушениями

В статье представлена концепция социализации детей с расстройствами аутистического спектра (РАС), осложненными сочетанными нарушениями, основывающаяся на теоретических знаниях; ценностно-целевых ориентирах; официальных данных мероприятий и статистике; оценке текущей ситуации; практическом аспекте решения проблемы. Учитывая факт, что дети данной категории более трудно адаптируются к условиям современного социума, процесс интеграции в социальную систему и вхождение в социальную среду представляют собой многогранное развитие личности и адаптацию в социальном окружении. В силу междисциплинарного характера процесс развития и получение социального опыта детей с расстройствами аутистического спектра, осложненными сочетанными нарушениями, являются общим предметным полем таких наук, как медицина, дефектология, педагогика и психология. Формирование концепции социализации предполагает большое количество научно-практических подходов и определяет социализацию и ее специфику как процесс становления полноценной личности детей данной категории. Исследование направлено на повышение качества и доступности образовательных условий для детей с особыми образовательными потребностями, в том числе детей с РАС, осложненными сочетанными нарушениями. Концептуальное видение авторов заключается в создании комплексной модели социализации детей с РАС, осложненными сочетанными нарушениями, с учетом условий специального и инклюзивного образования. Реализация данной модели позволит рассмотреть методическое и организационное решение проблем поддержки детей данной категории, эффективно планировать программу сопровождения, облегчит педагогам осуществление учебно-воспитательного процесса, создаст оптимальные условия для социализации в обществе детей с РАС, осложненными сочетанными нарушениями.

A grounded theory of personal development in high-performance sport environments

ObjectivesThe purpose of this study was to develop a grounded theory of how to promote personal development in high-performance sport environments. MethodologyIndividual interviews were conducted with 32 members of the Canadian junior and senior national biathlon teams, including 18 athletes (9 women, 9 men, Mage = 20.8 years, SD = 2.9), 5 coaches (1 woman, 4 men), 3 technical leaders (2 women, 1 man), and 6 parents (3 mothers, 3 fathers). Follow-up interviews were conducted with five key participants. Straussian grounded theory methodology was used. Analytic techniques included open coding, constant comparison, questioning, memoing, diagramming, and theoretical integration. ResultsThe grounded theory is based on the core category that personal development is a continual and individualized process. Three propositions represent how to promote athletes’ personal development process. Proposition 1: Athletes use realistic self-evaluation and goal setting. Proposition 2: Athletes experience different situations and reflect on their areas for personal development. Proposition 3: Athletes perceive and receive social support. ConclusionThe grounded theory portrays propositions that can be used to promote athletes’ personal development in high-performance sport environments. It may inform future applied research and the delivery of sport psychology support to high-performance athletes.

Shaping Teachers' Aesthetic competence with Aesthetic Education Concepts in Confucius Ideology

Confucius established a comprehensive framework of aesthetic education based on the rich heritage of aesthetics passed down through generations. His profound insights emphasized an aesthetic education philosophy rooted in "benevolence" and centered around "humanization." He seamlessly integrated these principles into the establishment of a rational social order and the cultivation of an ideal personality. This perspective holds significant practical significance and social value in contemporary efforts to advance aesthetic education and shape individual personalities. Confucius believed that aesthetic education transcended the mere appreciation of beautiful things; it was a holistic process of personal development and refinement that intersected with moral and humanistic education. His vision recognized the inseparable link between aesthetics, emotions, spirituality, and culture. In today's rapidly changing world, characterized by technological advancements and accelerated lifestyles, the importance of aesthetic education and personality development has grown exponentially. Confucius' aesthetic education philosophy offers invaluable guidance and insights. It not only enhances our ability to understand and appreciate beauty but also aids in finding our place in a dynamic society, enabling us to harmonize with ourselves and our surroundings. Confucius' teachings inspire us to integrate aesthetic education into our lives and educational systems, fostering well-rounded individuals who appreciate beauty, uphold moral values, and contribute positively to society. In doing so, we can embrace the timeless wisdom of Confucius to navigate the challenges of the contemporary world while nurturing our inner selves and our collective humanity.

Exploring students’ emotional experiences on a 7-day outdoor personal development course: investigating emotional dynamics across different programme elements

ABSTRACT Emotions influence the process of personal development and are an important factor in learning. Reflecting on and understanding one’s emotions within an experiential personal development course can contribute to self-knowledge and future professional growth as leisure educators. This study maps the emotions experienced by the participants on a 7-day residential outdoor course conducted in the Czech Republic. The research group was composed of 18 students aged 19–22 years. Participants documented a wide range of emotions though self-reflective recording sheets, with joy, peace, and ecstasy being the predominant ones. Positive emotions were prevalent in the respondents’ accounts. The intensity of the experience was noted as strong to very strong in nearly half of the programme elements. The study tracks the progression of emotional intensity throughout the course and identifies the programme elements in which participants experienced emotions most profoundly. The significance of self-reflection on emotions during the course is discussed, along with suggested recommendations for effectively engaging with emotions in practice.

ACMEOLOGICAL COMPETENCE OF THE HEAD OF A GENERAL SECONDARY EDUCATION INSTITUTION IN THE CONDITIONS OF CHANGES

The purpose of the article is to determine the structure and content of acmeological competence of the head of a general secondary education institution, the latest technologies, psychological and acmeological conditions and factors of its productive development. The article reveals the essence of managerial competence of the head of a general secondary education institution. It is noted that it includes special types of competences, among which acmeological competence plays a leading role as the most important condition for the professionalism of management personnel. The acmeological competence of the head of the institution of general secondary education is in the space of research of competence and its special types: social, professional (autoprofessional), individual social-perceptive, autopsychological, psychological-pedagogical, conflictological, communicative, anti-crisis and other competences. The algorithm for the formation of managerial (autoprofessional acmeological) competence involves the sequential implementation of the following stages: actualization of personal and professional problems; formation of the subject of self-transformation activity; tasks of the indicative basis of self-transforming actions; formation of the operational and technological component of self-transforming activity; transition from external (materialized) to internal (psychological) actions. Indicators for evaluating self-professional competence are: behavioral and intellectual flexibility; adaptability; the ability to self-manage (own development, emotional states); a high level of motivation mainly for the process of selfimprovement and self-realization; adequacy of self-assessment; self-identification in the profession, etc. Acmeological competence of heads of general secondary education institutions is structurally a unity of the following components: cognitive, regulatory, reflective-status, normative and communicative, which in turn are manifested in motivational and personal qualities and operational acmeological knowledge and skills. The criteria for the development of acmeological competence of the head of a general secondary education institution are its levels, and both individual and levels of development of the teaching staff, the productivity of personal and professional development and self-development. The structure of the acmeological algorithm for the development of the acmeological competence of the head of the institution of general secondary education is revealed: the accumulation and understanding of the relevant acmeological and managerial knowledge; formation of psychological and acmeological abilities and skills necessary in managing the processes of personal and professional development and self-development; reflection of acmeological competence and its further development. The main acmeological conditions for the development of the acmeological competence of the head of a general secondary education institution are defined: the formation of the need for professionalism in the field of education, increasing the social status and prestige of pedagogical activity, providing the necessary resource opportunities for development, creating an acmeological environment in an educational institution. The essence and features of the professional self-improvement of the head of a general secondary education institution as a conscious purposeful process of increasing the level of one’s own professional (managerial) competence and the development of professionally significant qualities are considered.

THE CONTENT AND COMPONENTS OF STUDENTS’ EARLY PROFESSIONAL SELF-DETERMINATION IN THE SYSTEM OF SECONDARY EDUCATION

In this article, the content and components of students’ early professional self-determination in the system of secondary education were studied. The theoretical analysis of the study’s main directions of professional self-determination – structural theories, motivational theories, theories of individuality – made it possible to define professional self-determination as a step-by-step process leading to a successful and conscious career building. It was revealed that the process of self-determination should be carried out in the middle level of the school. The authors proposed the definition of early professional self-determination as a process of personality development, expressed in the conscious construction of a future professional path, considering the needs, motives, interests and inclinations of students, in accordance with the socio-economic conditions of the professional environment. To determine the structure of early professional self-determination (its components), we conducted an online survey among secondary school students in Pavlodar region using a Google form. The survey involved 2968 students in grades 7-9, gender was not considered. Based on the results obtained, the components of early professional self-determination were identified: motivational-value component (personal interest, salary), reflexive-evaluative component (inclinations, abilities), social component (parents, teachers, friends, classmates, popularity of the profession). Thus, these components of early professional self-determination should be directly interconnected and complementary, resulting in a conscious, realistic, desired choice and a plan for immediate actions for personal and professional development.

THEORETICAL BASIS OF THE INTELLECTUAL POTENTIAL MANAGEMENT MECHANISM FORMATION

Introduction. The intellectual potential is an important element of the innovative development of the enterprise. The focus on the human factor, the level of which is determined by education and scientific achievements, does not fully reflect the possibilities and peculiarities of intellectual potential. Taking this into account, an important scientific problem is the determination of the composition and theoretical foundations of the formation the mechanism for managing the intellectual potential of the enterprise. Methods. To achieve the defined goal and solve the tasks, general scientific methods and approaches were used in the work, including the systematic approach, the dialectical method, as well as the methods of analysis and synthesis, abstraction and formalization, observation, and generalization. Results. The work emphasizes that the full use of the innovative potential of the enterprise requires a systematic approach from the management aimed at coordinating not only the processes of personal development of the staff but also ensuring the appropriate level of material, technical and financial support, regulatory and scientific justification, etc. Accordingly, it is substantiated that the intellectual potential management mechanism is a set of matrix-type interactions that intertwine management functions and the processes of formation, development, and using of intellectual potential as a reaction to the emergence of an intellectual vacuum due to the impact on human, structural, and financial elements of intellectual potential and relationship elements. Discussion. The results obtained in the work lay important prerequisites for the design and use of the intellectual potential management mechanism at enterprises of the real sector of the economy. Keywords: intellectual potential, mechanism, management, innovative development.

Dimensions auto-curatives et pré-engagement thérapeutique du « développement personnel »

Objective“Self-help” refers to a heterogeneous collection of syncretic knowledge, delivered in the form of books, videos or training courses. This content is sought after by many people whose obvious objective is the quest for an authentic self, in a society where identity supports are wavering. In addition to being a critical consideration, our study aims to better understand the motivations of those who invest in this knowledge and who feed their preferences for these non-conventional approaches. MethodWithin the framework of a literature review in the form of clinical anthropology, three clinical vignettes are presented, based on clinical research interviews conducted with volunteers engaged in a personal development process. ResultsOne of the participants is involved in a practice that includes two mentors; another pursues only a reflective approach nourished by his readings; and the last one supplements his readings with psychological consultations. All of them pursue a desire for inner transformation in connection with a questioning of identity. DiscussionReading such works can promote forms of symbolization mediated by reading. The first vignette provides a clinical illustration of the concept of “apérité” developed by Nicolas Marquis. It demonstrates that the possibility for the subject to identify himself with the contents of the self-help book, which allows him to develop new representations, linked to his personal life history, thereby helping him to move towards a clearer representation of his internal world and the functioning of his identity. The second subject is more motivated by the hope of the existence of an ideal of life that he could implement with the help of the concrete application of certain key factors. He is trying to rebound from a complex family situation that has pushed him to break with his family. By adopting a self-help approach, he is attempting to find the support and backing that he did not have in his family environment. The identification with mentors constitutes a support comparable to a religious precept. The practice of mentoring embodies a real system of reference and support in the life of the third subject interviewed. Over time, this practice enabled him to establish a new relationship with his parents and to gradually emancipate himself. The mentor is often assigned to accompany the individual in the development of a mindset that favors his or her empowerment. This practice also underpins a path towards self-awareness, by inviting the subject to consciously reconnect with his internal world and the different sensations that run through it at various moments of daily life. From the perspective of the participants in the study, personal development stimulates a self-therapeutic work whose limits are exceeded by a gradual openness towards another, in a process of therapeutic pre-commitment. ConclusionIf it is possible to locate the coordinates of the current tendency to strive for personal development in certain mutations of the social bond, it seems necessary to develop a careful and rigorous approach to this form of therapeutic pluralism sought out by a portion of the general population.

Подходы к психологическим детерминантам профессионального становления педагога на этапе обучения в вузе

<p>The article provides an overview of psychological approaches to the concept of “professional development of a teacher at the stage of study at a university”. The vectors of studying the process of professional formation of a teacher in the process of studying at a university are presented. An integrated approach is considered, based on the category of professional suitability, the main indicators of which are success in professional activities and subjective satisfaction with work. The psychological determinants of the process of professional and personal development of the teacher have been allocated: analysis of the period of vocational training as an integral concept, which combines social, individual and age references in their close relationship and interdependence; functional duality of the educational process; understanding the interaction of the student, future teacher and teaching staff, as a subject-subject model of interaction; analysis of the educational space of the higher school as a public sphere and the matrices of professional and personal development of the student of the future teacher; analysis of professional development as secondary socialization of the student, future teacher.</p>

Past Is Prologue: Ethical Issues in Pediatric Psychedelics Research and Treatment.

Recent clinical trials of psychedelic drugs aim to treat a range of psychiatric conditions in adults. MDMA and psilocybin administered with psychotherapy have received FDA designation as "breakthrough therapies" for post-traumatic stress disorder (PTSD) and treatment-resistant depression (TRD) respectively. Given the potential benefit for minors burdened with many of the same disorders, calls to expand experimentation to minors are inevitable. This essay examines psychedelic research conducted on children from 1959 to 1974, highlighting methodological and ethical flaws. It provides ethics and policy recommendations for psychedelics research involving children and adolescents, including recognizing that the psychedelic experience is an ineffable one that makes informed proxy consent for parents, guardians, and others especially challenging. Psychedelic experiences are associated with novel benefits and risks, such as significant personality changes, shifts in fundamental values, and possible re-exposure to traumatic memories. These effects may alter the process of personality development in minors. Recommendations for ethically sound psychedelics research in minors include strict adherence to eligibility criteria, including a comprehensive family and individual psychiatric, substance use, and trauma history. An age-appropriate assent process that includes considerations related to the use of therapeutic touch should be developed. In addition, oversight by data safety monitoring boards and patient and family advocates, coupled with the adoption of pharmacoequity best practices, will help to ensure safety and fairness of psychedelics research in children.

공연예술 관람 경험이 청소년 정서에 미치는 영향 : 생태학적 관점에서의 실증연구

This study empirically analyzed the “effect of performing arts experiences on youth emotions” from an ecological perspective for teenagers attending middle and high schools across the country. To this end, the path model was first set as negative emotions and environmental variables that affect them (parent, teacher, friendship, school life). Next, in order to understand the effect of performing arts experience on negative emotions, we analyzed whether there was a difference in the path of the research model between the performing arts experience group and the inexperienced group through a structural equation modeling (SEM). Emotional problems of adolescents are generally expressed as behavioral symptoms such as aggression, depression, and social contraction, and the experience of performing arts has a moderating effect of relieving these negative emotions through various channels. In the performing arts experience group (n=203), the positive (+) effect of social contraction was weakened compared to the inexperienced group (n=204) . On the other hand, the negative (-) effect of teacher intimacy, friendship, and school adaptation weakened negative emotions was strengthened. The negative (-) effect of reducing negative emotions in parental affection was higher in the inexperienced group, which means that the inexperienced group in performing arts is more sensitive to parental affection. BR These results suggest that students who have experienced performing arts are experiencing a more organic personal development process while mitigating negative emotional formation through various channels from an ecological perspective compared to those who have not. Through this study, youth culture policy requires a long-term and stable support policy for adolescents and a paradigm shift in public education based on the pure function of culture and arts, and continuous research and attention from a long-term perspective are needed rather than short-term effectiveness research.

A „Lélek által való nemesedés” szolgálata. Református kollégiumok küldetése a tehetségek támogatásában

"Service of “Nobility through the Spirit”. The Mission of Reformed Colleges to Support Talent. In the community of Reformed institutions, children’s growth is accompanied by educators whose mission is a call from God, in the spirit of which they seek to convey the word of the Bible to children. The main message of nurturing talent is to help all students become aware of the abilities they have received from God personally. Reformed colleges play a special role in this and build on significant historical traditions, and see nurturing talent as a process of complex personal development. The aim of the present study is to examine the mission of Reformed colleges in relation to talent development by highlighting two examples: the role of the Reformed College in Sárospatak and of that in Pécs in supporting talent. The sources used were school bulletins and yearbooks. Keywords: talent management, Reformed college, faith, school bulletin and yearbook, Christian pedagogy "

Educational Environment as the Basis for the Formation of Universal Competencies of Students

The purpose of the study. The legislation of the Russian Federation describes education as a single purposeful process of education and training. At the same time, education rightly stands before learning, in the first place, at all levels of education. The importance of personal development in educational institutions of higher education is spelled out in various regulatory documents of the federal level. The legislator defines education as a systemic process that is one for understanding by teaching staff in the field of education; therefore, the active development of the educational environment has become one of the primary tasks for universities, regardless of their departmental affiliation. The effectiveness of modern education depends on the educational environment in which the holistic educational process is carried out. Moreover, according to the federal state educational standards of higher education, not professional, but universal competencies come to the fore, providing opportunities for flexible human strategies (education, profession, personal and social strategies) in a competitive environment that accelerates changes in the labor market. It is the environment that is the basis for the formation of universal competencies of students. However, in the practice of Russian educational institutions of higher education, the potential of the educational process is not included in the formation of universal graduate competencies. The purpose of the presented paper is to analyze the current state of the personal development environment of educational institutions of higher education as the basis for the formation of universal competencies of students.Materials and methods of research. The research was based on scientific and methodological literature that reveals the essence of the educational space in higher educational institutions, studies the issues of personal development in educational institutions of higher education and the components of the personal development environment in the formation of universal competencies of students. When studying these sources on the problem under consideration, methods of theoretical analysis and synthesis, their abstraction and concretization were used. The methodological basis of the research was complex and technological approaches as the most important components of the educational environment, systemic and environmental approaches as the basis of the educational function of the university in modeling the educational environment with the expectation of profiling training, as well as an activity approach associated with the activity nature of the formation of universal competencies of students.Results. As a result of the research, the historical aspect of the formation of the concept of “educational environment” has been studied and its formulation has been clarified, the differences between this concept and the concept of “nurturing environment” have been identified and the possibilities of the educational environment in the formation of universal competencies of students have been characterized.Conclusion. The theoretical analysis carried out and the conclusions of the study on the problem under consideration can be used in scientific and pedagogical activities when considering the issues of regulating the personal development process in educational institutions of higher education, thereby improving the quality of the holistic educational process. It is important to analyze the possibilities of the personal development environment of educational institutions of higher education in the practical formation of universal competencies of students.