Abstract: The article focuses on the beginning of the dichotomous research of the interdisciplinary category "culture". It also considers the objective and subjective aspects of the essence of the analyzed general scientific category. The previously mentioned method of such innovations on pedagogy already exists and is being improved in higher education. The prerequisites of the dichotomous approach have determined the wide use of formalization means. The means include logical constructs and formulas addressed to the interdisciplinary category "culture". It is quite a complex object of analysis. On its basis with the help of formal logic, the authors obtained several system-parametric formulas reflecting subject-object and subject-subject indicators. With the successful application of dialectical logic, the authors identified five types of resolving contradictions between the principal dichotomies underlying the prerequisites of the initial stage of the interdisciplinary concept "culture".
Abstract: The article presents a study of polychotomous classifications in scientific and educational literature on the theory and methodology of physical education, sports training, recreational and adaptive physical education. The object of the study is full texts of several literary sources of the analyzed pedagogical branch. The two-step methodology of the research of the selected cumulative information was consistently based on both the computer program "LING-M" and the formal logic. The obtained results of the study testify to the success of the applied tools for finding mutually exclusive variants of pedagogical concepts in the analyzed scientific and educational texts on pedagogy. The authors obtained mainly mixed classifications of specific terms occurring in the texts of the analyzed branch of scientific knowledge.
Abstract: The article considers a continuous pedagogical education from the point of view of existential philosophy and positive psychology, in which the category "life", as a cognitive act, is identified with the continuity of cognition and establishes semantic links with the teaching and self-realization of a person throughout all stages of life and his educational path to revise the concept of quality of education. The article presents an overview of philosophical theories of existentialism and positive psychology, united by the plot-thematic proximity of reflections on the individual and personal characteristics of human existence and its social roles within the idea of lifelong learning in terms of finding individual routes at different stages of continuing professional education, depending on needs and motives (deficits and successes or failures). The article raises the question of the organization of the integrity of the educational professional path in terms of theoretical knowledge and practical professional activity, i.e. the content of professional education, based on the organization of living space for self-movement in the field of human capabilities ("individual educational route" and "educational trajectory"), which serve as the foundation of lifelong education or continuous professional education of a person, as well as the formation of professionalism and competence of a professional specialist.
Abstract: In the article, continuous professional training of personnel departments is considered from the standpoint of systems theory, the idea of which is the presence of general patterns in the interaction of social objects, in our case representing links, levels or stages of continuing education. The concept of "system" is analyzed. Two vectors of its development (linear and nonlinear) under conditions of continuity are compared. The organizational structure based on the concept of "loosely coupled systems" covering several levels of professional management education is considered. Described by means of "geometric metaphors" (horizontal, vertical, parallel) coevolutionary movement of each stage of education, shows the effect of building a single nonlinear environment of managerial education. Attention in the article is paid to the study of the behavior of the system (pedagogical space of professional training) from the point of view of its organizational integrity, continuity, stability, monocentrism. Interesting, in our opinion, is the consideration of the properties of continuing education (chronality, temporality), which lie in the field of view of synergetics, in the pedagogical space of professional training of managerial personnel.
Abstract: The author of the article reveals the concept of the professional orientation of educational psychologists through a coordinated set of methods and means for designing, implementing and analyzing the results of educational activities. The created program of empirical research reflects the sequence of tasks to be solved in studying the relationship between self-relationship and the psychological culture of future educational psychologists. The article substantiates the relevance of the formation of readiness for professional orientation and, in this context, the psychological culture of future educational psychologists is studied. The presented program is aimed at testing the hypothesis put forward about the relationship between the level of self-attitude and the level of psychological culture of the personality of future psychologists in the framework of forming their readiness for professional orientation. The article reflects the results of studying the psychological culture of future specialists of educational psychologists who receive higher education at the bachelor's level of 3-4 courses and at the master's level of 1-2 courses, full-time and part-time forms of education.
Abstract: The age dynamics of the features of the intellectual development of schoolchildren is studied in solving problems of varying difficulty. An analysis of a computer database is provided that allows obtaining information on various indicators of intellectual development, both at the level of the student (individual characteristics of the student) and at the level of other stakeholders. In the study, only those indicators of intelligence were singled out, the level of development of which quite adequately reflects the whole picture of the student's intellectual development as a whole. The indicators are conditionally divided into two groups: (I) indicators of mental development, which school education is focused on, and (II) indicators that characterize the ability of students to solve heuristic problem tasks. The qualitative difference in the intellectual development of two groups of students – grades 6-9 and 10-11, as well as the quantitative difference in the indicators of intellectual development between all surveyed age groups of schoolchildren was determined. The difference in the effectiveness of solving problems of different difficulty was revealed. Significantly worse results were obtained when solving problems of the first type, which require a developed practical intellect, i.e. special mental organization of the subject.