自我实现和自我实现是新乌克兰学校的教育重点

Larisa LAVROVA, Viktoriya SAVCHENKO, Natalia HIRLINA
{"title":"自我实现和自我实现是新乌克兰学校的教育重点","authors":"Larisa LAVROVA, Viktoriya SAVCHENKO, Natalia HIRLINA","doi":"10.54891/2786-7005-2023-1-10","DOIUrl":null,"url":null,"abstract":"The article analyzes the content of the terms self-actualization and self-realization in the context of the goalsetting process of the New Ukrainian School. It is shown that the identification of the terms self-actualization and selfrealization, which is often carried out in scientific works and directive documents, is methodologically unjustified and harmful to the practice of educational reforms. The prerequisites for a scientifically based delimitation of the content of both terms are defined. The main approaches to distinguishing the concepts of self-actualization and self-realization in scientific literature are summarized. It is appropriate to include the interpretation of the concepts of self-actualization and self-realization as a component of each other, demarcation as cognitive and activity phenomena, separation based on the dichotomy of ideal and real, and the use of philosophical categories of content and form. The methodological and practical expediency of using the concepts of human potential and the human factor to substantiate the specificity of the concepts of self-actualization and self-realization is shown. It is concluded that self-actualization reproduces the ancestral (spiritual) essence of a person in his individual being, therefore it contains a humanistic and sociocentric ideal in the form of guidelines for self-development, actualizing the future through the deployment of a person’s self-development potential. Within the process of self-actualization, the attitude to constant self-improvement necessary for modern education is provided as a search for oneself, coordination of one’s own competencies, values, meaningful life priorities with the needs of society and universal human values. Self-actualization within the priorities of the New Ukrainian School should be considered as the main goal, which ensures the self-development of the individual and is an integral goal of educational activity. In turn, self-realization reflects the pragmatic-competent dimension of educational activity, orients education and a person to the development of one’s own skills, knowledge, talents and their use in real life to ensure success and self-affirmation in the personal and professional sphere. Within the process of self-realization, the formation of a personality is also carried out, but mainly of a pragmatic nature - as the realization of one’s own plans and desires regarding the profession, social status, and individual achievements. Therefore, the global strategy of the New Ukrainian School should be oriented towards subordinating the goals of self-realization to more general tasks of self-actualization.","PeriodicalId":500923,"journal":{"name":"Dnipro Academy of Continuing Education Herald Series Philosophy Pedagogy","volume":"74 1","pages":"0"},"PeriodicalIF":0.0000,"publicationDate":"2023-09-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"SELF-ACTUALIZATION AND SELF-REALIZATION AS EDUCATIONAL PRIORITIES OF THE NEW UKRAINIAN SCHOOL\",\"authors\":\"Larisa LAVROVA, Viktoriya SAVCHENKO, Natalia HIRLINA\",\"doi\":\"10.54891/2786-7005-2023-1-10\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"The article analyzes the content of the terms self-actualization and self-realization in the context of the goalsetting process of the New Ukrainian School. It is shown that the identification of the terms self-actualization and selfrealization, which is often carried out in scientific works and directive documents, is methodologically unjustified and harmful to the practice of educational reforms. The prerequisites for a scientifically based delimitation of the content of both terms are defined. The main approaches to distinguishing the concepts of self-actualization and self-realization in scientific literature are summarized. It is appropriate to include the interpretation of the concepts of self-actualization and self-realization as a component of each other, demarcation as cognitive and activity phenomena, separation based on the dichotomy of ideal and real, and the use of philosophical categories of content and form. The methodological and practical expediency of using the concepts of human potential and the human factor to substantiate the specificity of the concepts of self-actualization and self-realization is shown. It is concluded that self-actualization reproduces the ancestral (spiritual) essence of a person in his individual being, therefore it contains a humanistic and sociocentric ideal in the form of guidelines for self-development, actualizing the future through the deployment of a person’s self-development potential. Within the process of self-actualization, the attitude to constant self-improvement necessary for modern education is provided as a search for oneself, coordination of one’s own competencies, values, meaningful life priorities with the needs of society and universal human values. Self-actualization within the priorities of the New Ukrainian School should be considered as the main goal, which ensures the self-development of the individual and is an integral goal of educational activity. In turn, self-realization reflects the pragmatic-competent dimension of educational activity, orients education and a person to the development of one’s own skills, knowledge, talents and their use in real life to ensure success and self-affirmation in the personal and professional sphere. Within the process of self-realization, the formation of a personality is also carried out, but mainly of a pragmatic nature - as the realization of one’s own plans and desires regarding the profession, social status, and individual achievements. Therefore, the global strategy of the New Ukrainian School should be oriented towards subordinating the goals of self-realization to more general tasks of self-actualization.\",\"PeriodicalId\":500923,\"journal\":{\"name\":\"Dnipro Academy of Continuing Education Herald Series Philosophy Pedagogy\",\"volume\":\"74 1\",\"pages\":\"0\"},\"PeriodicalIF\":0.0000,\"publicationDate\":\"2023-09-05\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Dnipro Academy of Continuing Education Herald Series Philosophy Pedagogy\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.54891/2786-7005-2023-1-10\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"\",\"JCRName\":\"\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Dnipro Academy of Continuing Education Herald Series Philosophy Pedagogy","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.54891/2786-7005-2023-1-10","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"","JCRName":"","Score":null,"Total":0}
引用次数: 0

摘要

本文结合新乌克兰学派的目标设定过程,分析了自我实现和自我实现这两个术语的内涵。研究表明,在科学著作和指导性文件中经常进行的“自我实现”和“自我实现”这两个术语的识别在方法上是不合理的,对教育改革的实践是有害的。对这两个术语的内容进行科学界定的先决条件是明确的。综述了科学文献中区分自我实现和自我实现概念的主要方法。将自我实现和自我实现的概念解释为彼此的组成部分,作为认知和活动现象的划分,基于理想和现实二分法的分离,以及内容和形式的哲学范畴的使用,都是合适的。使用人的潜能和人的因素的概念来证实自我实现和自我实现的概念的特殊性的方法学和实践权宜之计。自我实现在个体存在中再现了一个人的祖先(精神)本质,因此它以自我发展的指导方针的形式包含了一种以人文和社会为中心的理想,通过个人自我发展潜力的部署来实现未来。在自我实现的过程中,现代教育所必需的不断自我完善的态度是寻找自我,将自己的能力、价值观、有意义的生活优先事项与社会需求和普遍的人类价值观相协调。在新乌克兰学校的优先事项中,自我实现应被视为主要目标,这确保了个人的自我发展,是教育活动的一个整体目标。反过来,自我实现反映了教育活动的实用能力维度,将教育和个人定位于发展自己的技能、知识和才能,并在现实生活中加以利用,以确保在个人和职业领域取得成功和自我肯定。在自我实现的过程中,人格的形成也在进行,但主要是实用主义性质的,即实现自己对职业、社会地位和个人成就的计划和愿望。因此,新乌克兰学派的全球战略应着眼于使自我实现的目标服从于更普遍的自我实现任务。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
SELF-ACTUALIZATION AND SELF-REALIZATION AS EDUCATIONAL PRIORITIES OF THE NEW UKRAINIAN SCHOOL
The article analyzes the content of the terms self-actualization and self-realization in the context of the goalsetting process of the New Ukrainian School. It is shown that the identification of the terms self-actualization and selfrealization, which is often carried out in scientific works and directive documents, is methodologically unjustified and harmful to the practice of educational reforms. The prerequisites for a scientifically based delimitation of the content of both terms are defined. The main approaches to distinguishing the concepts of self-actualization and self-realization in scientific literature are summarized. It is appropriate to include the interpretation of the concepts of self-actualization and self-realization as a component of each other, demarcation as cognitive and activity phenomena, separation based on the dichotomy of ideal and real, and the use of philosophical categories of content and form. The methodological and practical expediency of using the concepts of human potential and the human factor to substantiate the specificity of the concepts of self-actualization and self-realization is shown. It is concluded that self-actualization reproduces the ancestral (spiritual) essence of a person in his individual being, therefore it contains a humanistic and sociocentric ideal in the form of guidelines for self-development, actualizing the future through the deployment of a person’s self-development potential. Within the process of self-actualization, the attitude to constant self-improvement necessary for modern education is provided as a search for oneself, coordination of one’s own competencies, values, meaningful life priorities with the needs of society and universal human values. Self-actualization within the priorities of the New Ukrainian School should be considered as the main goal, which ensures the self-development of the individual and is an integral goal of educational activity. In turn, self-realization reflects the pragmatic-competent dimension of educational activity, orients education and a person to the development of one’s own skills, knowledge, talents and their use in real life to ensure success and self-affirmation in the personal and professional sphere. Within the process of self-realization, the formation of a personality is also carried out, but mainly of a pragmatic nature - as the realization of one’s own plans and desires regarding the profession, social status, and individual achievements. Therefore, the global strategy of the New Ukrainian School should be oriented towards subordinating the goals of self-realization to more general tasks of self-actualization.
求助全文
通过发布文献求助,成功后即可免费获取论文全文。 去求助
来源期刊
自引率
0.00%
发文量
0
×
引用
GB/T 7714-2015
复制
MLA
复制
APA
复制
导出至
BibTeX EndNote RefMan NoteFirst NoteExpress
×
提示
您的信息不完整,为了账户安全,请先补充。
现在去补充
×
提示
您因"违规操作"
具体请查看互助需知
我知道了
×
提示
确定
请完成安全验证×
copy
已复制链接
快去分享给好友吧!
我知道了
右上角分享
点击右上角分享
0
联系我们:info@booksci.cn Book学术提供免费学术资源搜索服务,方便国内外学者检索中英文文献。致力于提供最便捷和优质的服务体验。 Copyright © 2023 布克学术 All rights reserved.
京ICP备2023020795号-1
ghs 京公网安备 11010802042870号
Book学术文献互助
Book学术文献互助群
群 号:481959085
Book学术官方微信