Global challenges of the 21 st century show that the upbringing of a harmonious personality is a central problem for the contemporary higher education system. It is particularly relevant for Russia, which has experienced recent large shocks, associated with the breaking of social order. In this regard, there is a need to find new pedagogical strategies to support the development of a student's personality, in order to intensity the process of forming positive value orientations among young people. This requires harmonizing the educational process and unifying intellectual, aesthetic and moral components. Socio-anthropological, structural-systematic and axiological approaches are accounted by the need for understanding the pedagogical strategies of achieving the harmonious personality in the context of modern university educational space through the systematization of specific empirical facts and analysis of existing Russian, American and European scientific theories. We relied on the scientific works of Russian, American and European authors; empirical material taken from the practice of Vladimir University for Tourism and Hospitality. Despite some differences in the interpretation of the terms "education", "upbringing" and "pedagogy" in American and Russian cultures, it is evident that they have a common focus on the humanization of personality. As a result of studying and summarizing the scientific literature in the field of research and interpretation of the practice of Vladimir University for Tourism and Hospitality, there were identified practical recommendations. These recommendations are the pedagogical strategies for the establishment of a harmonious personality in the context of the upbringing culture of the university: strengthening the relationship of academic and upbringing activities; improvement of the intellectual, aesthetic and moral components of the teacher's personality; introduction of the cultural component into the curriculum and introduction of tourist activities into the educational space of the university. The above strategies will help, in our opinion, to build the upbringing culture of university that will guide students to the harmonious development of inner life, positive self-identification and the development of moral values.
Political violence in the modern world is developing in many ways and in forms that are more radical than ever before. In the second half of the last century, and the start of this current one, the ethno-social conflicts (terrorism being the most extreme) have been one of the most pressing global issues of our time.Various aspects of ethno-social conflict, with terrorism as an extreme form of political violence, are now the subject of artistic interpretation for contemporary authors. The study of literary text for understanding conflicts in the contemporary reality is significant, since writers consider certain factual material in their works. These writers strive to emphasize and describe personal and social layers of ethno-social conflicts, to reveal their peculiarities and consequences.This study compiles a theoretical framework for the study of literary text as a source for understanding the conflicts of contemporary reality. It uses a complex approach that provides a profound analysis of causes and effects, and the nature and content of political and ethno-social conflicts, including the principles of political studies and comparative literature.The authors of this present study conclude that the great concern of the world’s writers about ethno-social issues and conflicts is the inter-ethnic and inter-cultural contradictions that closely connect to the crisis of multiculturalism in the USA and Western Europe. Contemporary writers focus on themes, like the islamization of Europe, inter-confessional conflicts, total changes in inter-ethnic relations, fragmentation of the single universal cultural space, and social and cultural transformation leading to conflicts. Examples include Andrei Volos’ Maskavskaya Mecca, and Elena Chudinova’s The Mosque of Notre Dame. Some authors ponder over the terrorism as an extremist reaction to social injustice or inner personal, cultural, and religious contradictions, as seen in John Updike’s Terrorist and Don DeLillo’s Falling Man.
Life Long Learning, which has acquired great significance in recent years, is an urgent factor in the educational policy of many countries. LLL is considered to be a debatable issue among educators dealing with psychological, methodical and financial aspects of this phenomenon, because of the number of approaches to it. Nevertheless, the concept of LLL presupposes some basic features, such as the presence of the educational environment at any schooling age, the variety of learning trajectories and the established system of improvement of professional skills and abilities. Special importance is given to the professional development of educators, who are not only transmitters and translators of scientific doctrines but are responsible for the formation of spiritual values of the younger generation. There are a number of different programmes in the EU that focus on satisfying the growing needs of sustaining mental fitness and potential employability of people. The field of university education in Russia has both similarities and differences with the learning strategies of the EU. The implementation of LLL technologies among Russian university teachers is present now in three major forms: mastering English, improving professional skills and providing computerized learning environments. It is concluded that professional development of educators occupies one of the most promising areas in the paradigm of LLL, due to the fact that professional qualifications of teachers ensure the quality of the teaching-learning process.
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