Формування ціннісних орієнтацій молодших школярів засобами музичного мистецтва як психолого-педагогічна проблема

У статті обґрунтовано актуальність проблеми ціннісних орієнтацій майбутнього викладача закладу вищої освіти. Визначено сутність понять «цінності» та «ціннісні орієнтації». З’ясовано, що цінності складають основу ціннісних орієнтацій індивіда. У науковій літературі розрізняють матеріальні, суспільно-політичні, духовні цінності; позитивні і негативні цінності; цінності особистості, соціальних та професійних груп, національні, загальнолюдські цінності. Серед цінностей людського буття і культури при всьому розмаїтті найчастіше виділяють лише декілька, як правило, основних: людина, життя, добро, краса, істина, свобода тощо. Розкрито психолого-педагогічний аспект ціннісних орієнтацій. У публікації наголошується на тому, що дослідження передбачає лише вивчення змісту ціннісних орієнтацій майбутнього викладача закладу вищої освіти, але не виключається можливість змін у системі ціннісних орієнтацій майбутнього викладача під впливом організованого нами процесу формування та розвитку полікультурної компетентності.Описано методику визначення рівня ціннісних орієнтацій. Для цього використано методику «Ціннісні орієнтації» Мілтона Рокича (Milton Rokeach), який розрізняє два класи цінностей: термінальні та інструментальні. Здійснений якісний і кількісний аналіз системи ціннісних орієнтацій майбутнього викладача до та після реалізації чотирьох етапів формування полікультурної компетентності засвідчив ефективність розробленого та запропонованого нами змісту полікультурної освіти.

Value orientation is an important concept in the philosophy of axiology. There is a natural close connection between higher education system and value orientation. The construction and selection of innovation mode of higher education system must be based on the promotion and guidance of certain value orientation. The value orientation of domestic higher education has mainly gone through two stages of "social standard" and "economic standard". Entering the new era, the innovation of higher education system should establish a "people-oriented" value orientation, clearly take the modern university spirit as the value pursuit, and take the university concept as the value source.

The article studies moral and spiritual values as regulators of relations in social systems that determine the worldview of the individual and the development vector of modern society, building value orientations as the basis of national security. Attention is drawn to the fact that the mass culture of the virtual Internet space freely erases the national borders of countries and continents, creating conflicts and crises on a global scale. The article substantiates the need for a modern state to support its own culture and values in the context of information globalization, to prevent the imposition of the values of other cultures, and to develop conditions for optimal integration without destructive consequences for society. It is shown that to ensure the national security of modern Russian society, it is necessary to: form public and national consciousness; maintain the cultural and value potential of the nation; develop spiritual and moral values of dialogical interaction of communities; develop a stable spiritual immunity of the individual based on the national values of the state; include a cultural and value dominant in development strategy of the country.

The article covers the topic of amulets and their production at hobby clubs in institutions of out-of-school education. The importance of studying amulets that have regional specificity is determined. The symbolic meaning of the images created in amulets and the symbolism of their colours are revealed. The features of Slobozhanshchyna amulets related to local beliefs and rituals, as well as the differences in plants in the local landscape, the traditions of making amulets, and the skills of local artisans to make amulets, are highlighted. The names of the folk art masters of the Slobozhanshchyna region, who specialize in manufacturing amulets from natural materials, are given. Methodological recommendations are proposed for decorative and applied art class leaders, which relate to collecting, storing, and preparing natural materials - herbs. A systematic description of making amulets made of herbs with primary schoolchildren – “Circles with a Bird” and its symbolic meaning is described. The description is supplemented with a visual series that conveys the technical techniques of working with herbs and the sequence of work. The author concluded that making amulets, which involves delving into the customs and rites of one’s people, has a decisive influence on forming students' national consciousness, feelings, and values. Hobby clubs in institutions of out-of-school education have significant opportunities in it. The diversity of students’ interests allows them to create various decorative and applied art products, including – amulets with a socially substantial message – to present to soldiers, loved ones with good wishes, etc. Making amulets becomes a stimulus and motivation for students: to get involved in art projects, where they study and research folk traditions and rituals by making amulets; and visit exhibitions of local history and art museums to expand their knowledge and gain artistic impressions and experience (virtually and, if possible, “live”); participate in or initiate ethnic festivals and competitions; explore family traditions. The author’s work will be helpful to art teachers in formal and non-formal education.

The article analyzes results of an online survey (N = 2021) of young people (aged from 14 to 35 years) living in the Saratov region. The author summarizes answers related to the respondents’ value orientation. It is concluded that the value identification and orientation of young people are influenced by the safe conditions of functioning of regional society, as well as global political events. In the view of young people, the values of patriotism and collectivism fade into the background, material well-being comes first, this contributes to the outflow of young people from the province to more prosperous cities and regions, which creates a lack of population reproduction potential in the region. In turn, this creates demographic problems and the replacement of the indigenous population by migrants who are not culturally adapted to local conditions. The polar worldview of young people is also revealed in relation to the special military operation, where positive and negative opinions are almost equal. In the structure of regional security, regional threats are clarified, to which the author refers destructive political activity of young people, uncertainty about the future, outflow of young people from the region, uncontrolled migration to the region of citizens of other states, corruption of local officials, and low socio-qualitative potential of the region.

The research is relevant due to the solution of the scientific and pedagogical problem which is connected with the study of spirituality and the development of an adolescent’s behaviour on its basis. The problem is solved by involving teenagers in mastering behavioural patterns. The article substantiates the conception the study. It consists in understanding the mechanisms of the higher laws of being. In this case not only understanding, but also building one’s life in accordance with these laws and the laws of goodness, leads to the realization of the following idea: the planned things are carried out naturally, which indicates harmonious interaction with the surrounding world. It is noted that spirituality and morality are not identical, but their similarity is determined by the focus on the development and regulation of the relations with the surrounding world “from within”. The purpose of the study is to identify pedagogical tools that contribute to the activated development of adolescents’ consciousness based on spirituality. The research hypothesizes that if we bring teenagers to understanding the fundamentals of the organizing power peculiar to the laws of the universe, and if we equip them with appropriate behavioural patterns, then, as a result of the accumulated experience, teenagers will be able to interact harmoniously with the outside world and to achieve maximum success in everyday life. The sample of the research included teenage schoolchildren (N = 52) (Astrakhan) aged 14–15. The research methods comprise the methodology of ‘Value orientations’ (by M. Rokich), the ‘Unfinished Sentence’ technique, and a clarifying conversation aimed at finding out the peculiarities of understanding spiritual and moral values by adolescents and at identifying their relationships with the surrounding world. Results. On the basis of qualitative changes in the results of the pedagogical experiment, the study proves the significance of involving adolescents in the search for behavioural patterns of harmonious interaction with the outside world. The results also confirm the necessity of such search as a factor of the individual’s spiritual development. Conclusions. The study concludes that the use of the training sessions ‘The Art of Social Communication’ has contributed to the activated involvement of adolescents in the search for behavioural patterns for harmonious interaction with the surrounding world.

İnsanoğlu doğayla olan mücadelesi sonrası maddi ve manevi kazanımlar elde etmektedir. Birlikte edinilen bu değerler her toplumun kendine özgü kültürünü oluşturmaktadır. Zamanla biriken bu veriler toplumların kültürel belleğinin oluşumuna zemin hazırlamaktadır. Dinamik, kolektif ve sistematik yapısı sayesinde kültürel bellekte geçmişten bugüne toplumların tüm kültürel verileri saklanmaktadır. Bu değerli verilerin sonraki kuşaklar arası aktarımı ise dilde gerçekleşmektedir. Bunun için dil toplumların kültür belleğinde bulunan evrensel, ulusal ve kültürel değerlerini dil göstergelerine kaydetmektedir. Neredeyse her toplumun dilinde bu verileri şifreleyen ve deşifre eden çeşitli kodlar bulunmaktadır. Bu kültürel bilgiler farklı toplumlarını ve onların kültürlerinin öğrenilmesi ve tanınması için anahtar görevi üstlenmektedirler. Bu evrensel ve ulusal değerlere kod kültürleri veyahut kültür kodları denilmektedir. 20. yüzyılın sonlarında araştırmacıların dilbilimde yapısalcı bakış açısı yerine antropolojik yaklaşımı benimsemesi dil ve kültür etkileşim sorunlarına yönelik çalışmaların başlamasını sağlamıştır. Böylece dilbilimde alt disiplinlerin doğuşu kaçınılmaz olmuştur. Bu bağlamda, dil ve kültür arasındaki etkileşim sorunlarının kültürdilbilimsel yaklaşım çerçevesinde incelenmesi yeni kuram ve kavramların ortaya çıkışını sağlamıştır. Bu çalışmada, dil ve kültür etkileşim sorunlarının çözümünde önemli bir rol üstlenen kültürdilbilimin oluşumu ve gelişimi incelenmektedir. Buna istinaden, toplumların dünya görüşü, mantalitesi, ulusal ve kültürel değerleri gösteren kod kültürlerinin tahlili yapılmaktadır. Bunun için çalışmada ileri sürülen görüş ve varsayımlar Rusça ve Türkçe örneklerle aydınlatılmaktadır. Sonuç bölümünde ise elde edilen sonuçlar değerlendirilmektedir. 

This article is devoted to the specifics of the formation of national, spiritual and religious values, and provides information on the importance of national and universal values in the process of educating young people. An established scientific fact can be considered that the cultural values of religion, which determined the features of the upbringing and education of the younger generations, lie at the source of the culture of any nation. In this regard, the views of great thinkers on improving the efficiency of the educational process, the views on the education of the perfect man and spiritual-enlightenment, educational-moral, religious education are widely expressed in his works from the scientific-artistic, pedagogical-psychological point of view.

Аргументы, определяющие необходимость актуализации идеи создания и развития русской школы в современной России, включают следующее содержание. К ним относим: современную социокультурную ситуацию в мире, определяемую необходимостью пересмотра геополитических отношений; сложившиеся в истории образования модели русской школы, русской национальной школы; гуманизацию содержания образования в целом; осознание личной ответственности каждым педагогом — чиновником-администратором и учителем — перед современным социумом; выросшую значимость национального самосознания, отражающуюся в воспитании любви к Отечеству, патриотизма, гражданственности; особое уважение к русской культуре и ее традициям. Концепция духовно-нравственного развития и воспитания личности гражданина России (2011) уже в начале второго десятилетия XXI века определяла национальный воспитательный идеал, систему базовых национальных ценностей, педагогические принципы духовно-нравственного развития и воспитания обучающихся. Содержание указанного документа напрямую перекликаются с утверждениями К. Д. Ушинского, В. А. Грингмута, С. А. Рачинского, Л. А. Тихомирова и других о необходимости «сделать русские школы русскими», не забывая о необходимости духовно-нравственной консолидации многонационального народа Российской Федерации. Программа воспитания, как часть основной образовательной программы общеобразовательной организации, сегодня в качестве ключевых задач рассматривает приобщение обучающихся к традиционным российским духовно-нравственным ценностям, нормам жизнедеятельности в современном российском обществе. В качестве характеристики личностных результатов, согласно ФГОС, на первом месте стоит формирование российской идентичности, что, безусловно, было бы результативнее сформировать в рамках модели русской школы. Авторами публикации приведены историко-педагогические аспекты изучения становления и развития идеи русской школы в трудах исследователей XIX—XXI веков. Представлено описание некоторых моделей авторских русских школ в исторической ретроспективе. Дано содержательное определение феномена русской школы в современных условиях жизнедеятельности Российской Федерации. Currently, the following arguments are used as arguments determining the need to actualize the idea of creating and developing a Russian school in modern Russia: socio-cultural situation in the world, determined by the need to revise geopolitical relations; the models of the Russian school and the Russian national school that have developed in the history of education; the humanization of the content of education as a whole; awareness of personal responsibility of each educator - either an official administrator or a school teacher — before modern society; the increased importance of national identity, reflected in the education of love for the Fatherland, patriotism, citizenship; special respect for Russian culture and its traditions. The Concept of spiritual and moral development and education of the personality of a citizen of Russia (2011) already at the beginning of the second decade of the XXI century defined the national educational ideal, the system of basic national values, pedagogical principles of spiritual and moral development and education of students. The contents of this document directly echo the statements of K. D. Ushinsky, V. A. Gringmut, S. A. Rachinsky, L. A. Tikhomirov and others about the need to “make Russian schools Russian”, not forgetting the need for spiritual and moral consolidation of the multinational people of the Russian Federation. The education program, as part of the main educational program of a general education organization, today considers as key tasks the familiarization of students with traditional Russian spiritual and moral values and norms of life in modern Russian society. As a characteristic of personal results, according to the Federal State Educational Standard, the formation of Russian identity is in the first place, which, of course, would be more effective to form within the framework of the Russian school model. The authors of the publication present the historical and pedagogical aspects of the study of the formation and development of the idea of the Russian school in the works of researchers of the XIX—XXI centuries. The description of some models of the author’s Russian schools in historical retrospect is presented. The substantial definition of the phenomenon of the Russian school in the modern conditions of the life of the Russian Federation is given.

Straipsnyje pagrindžiamas dvasinio ugdymo aktualumas šiuolaikinėje visuomenėje, taip pat aptariama dvasinio ugdymo vieta šių laikų mokykloje. Pateikiama dvasingumo, kaip dvasinio ugdymo objekto, samprata. Išryškinami aktualūs dvasingumo ugdymo tikslai ir uždaviniai vyresniame mokykliniame amžiuje.

Introduction. The article discusses the features of value and life-purpose orientations, the motivational sphere of the individual, which is currently one of the key topics in psychology. Value orientations and life-purpose orientations are interconnected and influence the formation of the individual, its development and the way the individual achieves goals in the activity. The development of the motivational component of the individual is closely related to the value-semantic sphere, which determines the direction and content of needs and motives. Of great importance are studies of various forms of motivation that affect the attitude to the matter, the quality of the work performed, the creative component of the activity. In the study, the authors consider the motivation to achieve success, as it plays an important role in successful educational and professional activity. In the conditions of modern society, fierce competition, a rapidly changing economic situation, specialists motivated to succeed have a better chance of being in demand and self-realization. Objective. To study the value and life-purpose orientations of students with different levels of motivation to achieve success. Materials and Methods . The following methods were used in our study: T. Ehlers' questionnaire "Motivation for achieving success", D. A. Leontiev's test "Meaningful orientations in life", M. Rokeach's test "Value orientations". The obtained data were processed using the Kruskal-Wallis H-criterion. Results . The study sample consisted of 60 DSTU students. As a result of the study, differences in value and meaning-of-life orientations were found in students with different levels of motivation for achieving success. The study showed that students with an average, high and very high level of motivation for achieving success showed greater awareness of their lives and have goals for the future. Students with low motivation for success are less inclined to analyze their life plans, less inclined to goal-setting, and less confident that a person's life can be subject to conscious control. Discussion. Studying the research of other scientists, we can conclude that motivation plays an important role in the period of potential realization and professional self-realization. The study revealed differences in the values of students with different motivation for success. Students with an average level of achievement motivation were found to have a predominance of conformist values.

Artistic culture as a foundation for the spiritual and cognitive development of students.

Article studies nonlinear approach in modern school education system, which involves transition from the traditional pedagogical methods of learning to the newest one, such as nonlinear in order to create new model of personality. It characterizes the meaning of spirituality in works of scientists and the interpretation of the Christian traditions’, higher spiritual values, such as faith, hope, love, truth, art, creativity, sacrifice, etc., which define a person during his or her life. Roots of human values reach deep in the past and are based on honest work, moral and ethical principles in accordance with God’s Law and nature, connected not only with the past, cultural traditions, but also directed on present and future existance. Considered all mentioned above, research analizes influence of folk music heritage on the development of student's spiritual world and personality, based on considerable increase in national self-consciousness of people, and interest to traditions of folk music in Ukraine.Scientific research shows innovative pedagogical technologies of building students' spiritual values by means of music folklore with providing of a nonlinear approach in the organization of the educational process during musical-aesthetic classes and after class activities with pupils of secondary schools and out-of-school educational institutions. The results of an experimental study conducted among children's creative teams of different ages to determine the effectiveness of music folklore influence on the formation of contemporary students’ spiritual values are presented.

The article examines the phenomenon of the culture of life-creation in the context of the formation of the cultural identity of the individual, which is considered an important factor in the spiritual development of modern man and society. It is emphasized that in the conditions of globalization, information overload, socio-cultural transformations, and the crisis of traditional values, a person's ability to consciously, creatively, and morally responsible self-design of his own life becomes of particular importance. The culture of life creativity is interpreted as an integral characteristic of a person, combining spiritual-semantic, axiological, cognitive, emotional-volitional and activity components that ensure harmony between the inner world of a person and the external socio-cultural environment. It expresses the measure of an individual's spiritual maturity, his ability to reflect, self-knowledge, create meaning, and responsibly choose life guidelines. The essence of life creativity is revealed as a universal human ability to create one's own life world based on freedom, reflection, creativity, and moral self-determination. It is emphasized that life creativity is not only a manifestation of personal activity, but also a form of cultural existence, through which a person joins social experience, preserves and rethinks cultural heritage, and creates new meanings and values. In this context, the culture of life creativity appears as a way of implementing the humanistic idea of self-creation, combining personal freedom with social responsibility. Scientific approaches to defining the concepts of “life creativity» and «cultural identity” in philosophical, culturological, psychological and pedagogical dimensions are analyzed. It has been determined that cultural identity serves as the value core of an individual, providing them with a sense of belonging, spiritual stability, and semantic coherence of life decisions. On the other hand, it is the culture of life-creativity that provides a dynamic renewal of cultural identity, promotes openness to new experiences, and the integration of traditions and modern cultural forms. The relationship between these phenomena is defined as complementary: cultural identity sets the axiological guidelines for life-creation, while life-creation acts as a practical mechanism for their implementation in the human life space. The socio-cultural potential of the culture of life-creation is outlined, which contributes to the formation of tolerance, the ability to dialogue, civic activity and intercultural understanding. In the modern globalized world, it is a means of preserving spiritual continuity and at the same time a tool for the creative renewal of cultural traditions. A person with a developed culture of creative living is able to harmoniously combine national identity with openness to world culture, without losing internal autonomy and moral stability. Particular attention is paid to the role of education in the formation of a culture of creative life. The educational process is considered as an environment for spiritual development, socialization, and cultural self-expression of the individual. It is shown that humanitarian-oriented education, based on the principles of dialogicity, self-knowledge, reflection, and creative interaction, contributes to the formation of life-creating competence. The pedagogy of life creativity is revealed as an innovative paradigm of education, at the center of which is a person as a subject of his own life, capable of independently determining goals, making moral choices, and taking responsibility for the results of his own activities. It emphasizes the need to combine knowledge, spiritual values, and creative action in the educational process, which ensures the development of reflexivity, critical thinking, cultural openness, and spiritual maturity. It is concluded that the development of a culture of life creativity is a necessary condition for the formation of a harmonious, spiritually mature, morally responsible and culturally identical personality capable of self-realization in conditions of constant socio-cultural changes. Such a person is aware of his or her cultural identity, is able to creatively interpret traditions, integrate them into modern realities, and at the same time create new cultural meanings. The culture of creative living appears as an important factor in the formation of a humanistic worldview, the spiritual renewal of society, and the preservation of the value foundations of national culture in the global world.

Summary The personal values of a group of female and male managers working in organizations in the United States were evaluated. One hundred twenty-two female managers and 130 male managers responded to the Personal Values Questionnaire as designed by England. An analysis of the general personal value orientation of the respondents showed there were no significant differences between the two groups of managers. The primary value orientation of both the female and male managers was pragmatic. The secondary value orientation for both groups of managers was moralistic. Neither group showed an affect orientation to any degree. The by-concept analysis showed that of the 66 concepts, 51 were shared by the two groups of managers. The remaining 15 concepts reflect value differences between the female and male managers. The research suggests that these female and male managers had a similar personal value orientation. The results are also similar in nature to previous studies utilizing England's methodology of ass...