The article considers the question of the ideological and creative evolution of famous Russian poets at a turning point in the history of the twentieth century - during the years of the active formation of a totalitarian state system and its aesthetic socialist-realist doctrine. Revolutionary maximalism, the idea of a complete renewal of all being, came not only from Marxism and the Bolsheviks, but was also prepared by literature, long before the revolution, it had already “artistically matured” in the poetry of Alexander Blok, Sergey Yesenin, Osip Mandelstam, Vladimir Mayakovsky and many others. There is every reason to assert that the sources of Soviet literature as a cultural phenomenon were not only party leaders, not only so called proletarian culture and commissaries, but also honest artists who were ready to see in the cruelty of the revolution the right path to the cardinal renewal of life that their soul, which was full of angry denial of the world. The authors of the article argue that, having survived “belated insight”, Russian poetry in the person of Alexander Blok, Sergey Yesenin, Andrey Bely, Mickhail Kuzmin and others began a dramatic struggle for humanistic ideals and creative freedom.
The article is devoted to disclosure of the characteristic features of Cossack pedagogy. Attention is focused on the fact that education in the context of the chosen topic is understood as a specially organized by interactions among educators and pupils to understand the spiritual and material culture of the nation, the formation of national consciousness and the achievement of spiritual unity of generations. The identity of Ukrainian national psychology in the article is determined by the basis of Cossack pedagogy. Among the factors, a large number of male children were identified, who constantly replenished the ranks of Sich’s pupils, abandoned, or abducted in campaigns against рeople of other faiths, as well as the high cultural level of the Cossack state. The authors noted that education dynamically developed through the formation of Cossack schools of various types. The goal of these schools was to educate and form a diversified personality through the development of martial arts, combat training through dance, teaching singing, reading and writing, the God's law. Graduates of Sich schools could continue their studies at the Kiev-Mohyla Academy. It is stated that Cossack pedagogy synthesized humanism and deep democratism of the Ukrainian worldview, relied on national traditions, rich experience of self-government and the level of formation of justice in conventual and fraternal schools. The article focuses on the global significance of Cossack pedagogy. As the most famous example of Cossack martial arts, the authors highlighted the Cossack Hopak dance. It is indicated, that individual Cossacks by special exercises achieved an incredible effect when the body seemed to play (in this case, the enemy’s painful hits were not felt). Cossacks were able to instantly concentrate internal energy in that part of their body where the enemy’s blow was directed. Such phenomena are inherent in martial arts, for example, the art of Tibetan monks of the cathode and the "school of the iron shirt" in kung fu and karate.
The article raises the topical problem of innovative activity of pedagogical higher education institutions. The authors take the position that in the context of changing the role of the teacher in the training of pedagogical specialists of the new generation is a popular and modern solution. One of the ways to solve the problem is to introduce into the cycle of general training of applicants for the first (bachelor’s) level of higher education disciplines that will contribute to the formation of students’ ability to solve complex professional problems, quality of teaching and learning, support, motivation, psychological and pedagogical support, their personal and professional development.The purpose of the article is to specify the content of the discipline “Coaching Technologies in Education” for H.S. Skovoroda Kharkiv National Pedagogical University.The authors of the article present the experience of implementation and content of the selective discipline “Coaching Technologies in Education” for applicants for the first (bachelor’s) level of higher education. The list of general and professional competencies that are formed in future teachers during the study of the discipline is given, the program results are specified. Target and content aspects of the elective course are presented through the prism of standardized requirements for general secondary education teachers.Methods of teaching are revealed, including partial search, performance of practical exercises, conversation, discussion, work with the basic and auxiliary literature, information sources, the story, the decision of cases, practical exercises, writing of the essay, business game, drawing up mental maps, storytelling, case study method, World Cafe method.Of particular value is the presented content of the elective course, which consists of two modules “Philosophy, principles and types of coaching”, “Coaching in education”. The thematic plan and forms of lectures and seminars are presented. The peculiarities of conducting classes in the form of coaching sessions are specified.Prospects for further scientific research are to develop practical and methodological complexes for the discipline.
The aim of the research was to solve a problem of sustaining and developing foreign language skills and abilities by young learners during long-lasting summer holidays. The analysis of the current situation in Ukrainian education sector showed that reading a book continues to be one of the few tools for English revision in summer. There has been little research targeting on studying the impact of summer reading on young learners’ foreign language acquisition, so the experiment in which 240 young learners (aged 8-9) took part was conducted. Both the experimental (n=120) and control (n=120) groups were pre-tested and post-tested in May and September 2019 respectively, and the children’s skills and abilities in reading comprehension, vocabulary, speaking, writing and creativity were checked. The data obtained before the experiment showed almost the similar level of language acquisition in both groups. The results of the experiment indicated significant progress of the participants of the experimental group in every aspect of English. The main factors which played the crucial role in young learners’ enhancements were access to English readers, comprehensibility of the reading materials which were elaborated specially for the children’s language needs, interesting topics, reading for pleasure and enjoyment without tasks, tests or marks, and parental support. These results proved the reasonability of integrating summer reading in teaching foreign languages in primary school and induced the creation of English readers for all grades of elementary education.
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