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Recent Developments in Understanding Spirituality as Exemplified by the Concept of Self-Transcendence

100%
Jastrzębski A.
Verbum Vitae
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2021
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vol. 39
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issue 2
515-525
EN
The recent history of science has witnessed many shifts of paradigms. One of the major changes has been observed in the shift of spirituality, transforming from a traditional faith-based notion to a more secular or postmodern one. These changes are confusing for many modern people as they are not able to follow these rapid developments. This article is an attempt at providing a conceptual framework to understand the changes that the notion of spirituality has undergone using the concept of self-transcendence and its two major dimensions: vertical and horizontal. This model will serve to evaluate different ways of defining spirituality in both theology and the social sciences and to indicate the provenience of their roots in both disciplines. In conclusion, self-transcendence will be compared with the concept of self-actualization.
2
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К вопросу о роли акмеологической культуры личности в профессиональной деятельности

100%
Stepanyan L.
Przegląd Wschodnioeuropejski
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2017
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vol. 2
171-179
EN
The problem of person’s acmeological culture in the field of personal and professional activity was investigated. The dynamic model of acmeological culture of person, which consists of such functional elements as self-estimate, motivation and active life position, was described. The role of the acmeological culture was shown as integrative factor, which stimulates the process of achievement of “acme” in all spheres of human activity through understanding, realization and actualization of their needs, values and interests.
3

ЕМОЦІЙНА КУЛЬТУРА КРЕАТИВНОЇ ОСОБИСТОСТІ В ПРОЦЕСІ САМОВИЗНАЧЕННЯ

86%
Марія Б.
Педагогічні науки: теорія, історія, інноваційні технології
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2017
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issue 3(67)
132-142
EN
The meaning and interconnection of such definitions as emotions, emotional state, emotional culture, self-determination of the creative personality (in professional and life sphere), emotional intelligence are under view in the article. In the course of the study were used such methods as study, analysis, generalization, systematization of data of scientifical-methodological and special literature. The researcher analyzes approaches to definitions and structures, under which conditions they develop, examines basic theories of emotions. The aim of the study is to reveal the influence of the emotional state of personality on the process of self-determination and self-realization, to analyze the term “emotional culture” as the main condition for effective professional self-determination. It is being proved that self-identity is a controlled process and such qualities as emotional culture (in the context of professional and pedagogical culture of the teacher) and creative potential play an important role in this process. Emotional culture is understood as an integrated dynamic personal education, with its own structure, and a set of knowledge about the development of emotions, skills and methods of analising and controlling them. These skills are aimedat the adequate response, that contributes to verbalizationof human emotions, emotional openness, emotional empathy and giving emotional support toothers when needed. Among the leading components, ensuring the formation of a high level of emotional culture are the following: sociocultural, behavioral, emotional, motivational, ethical and moral. Emotional culture includes the emotional competence and emotional literacy. There are the following components in the structure of emotional culture, such as axiological, technological and personally creative. The interaction of emotional culture and emotional intelligence can be most fully realized in the emotional environment. Emotional environment includes emotions and emotional relations that occur in humans during interaction. So pedagogical influence on the process of professional self-determination of a person occurs under condition of targed pedagogical work to help a person to understand himself better, to be able to estimate personal skills. Hence, professional self-determination is a controllable process. And one of the elements controlling professional self-determination is the development of emotional culture of the individual. Thus, the ways of development of emotional culture of the person are suggested. This improves the effectiveness of the process of self-determination.
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КОМУНІКАТИВНІ АСПЕКТИ САМОВИЗНАЧЕННЯ КРЕАТИВНОЇ ОСОБИСТОСТІ

72%
Бикова М.
Педагогічні науки: теорія, історія, інноваційні технології
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2016
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issue 5(59)
260-267
EN
The article discusses the nature and interaction of concepts of self-determination of a creative personality, communication skills, creative communication, and creative potential. It analyzes approaches to the definition, structure, development of conditions and performance criteria for implementation of these concepts. The article analyzes the impact of advanced communicative and creative potential revealed on the productivity of the process of self-determination. It is proved that the maximum efficiency of development of two afore mentioned abilities can be achieved in the process of creative communication, which is understood as the highest level of communication where a person not only reveals his/her potentials and achieves the highest spirituality, but also there is an improvement of the participants. The principles of creative communication, which are universal are described. It is proved that self-identity is a managed process and an integral role in this process is played by qualities such as creativity and interpersonal skills. The proposed mechanisms and pedagogical conditions of professional formation help students to realize their potentials, disclose abilities and inclinations, making an impact thus increasing the efficiency of the process of self-determination. Among the main conditions the creation of an atmosphere of cooperation and trust, and the use of dialogical methods are put forward. And the main condition of effective interpersonal communication we call communicative competence as an individual’s ability to solve tasks in specific situations based on the context and subtext of the situation. Each person has desire for self-determination, and therefore the task of modern education is the search for such resources and capabilities, which will ensure the formation and realization of all potentialities of the individual, which represents a significant reserve of acceleration of STP, a powerful tool for the development of production, science and culture. A successful process of self-determination can be considered only if the activity of the person would lead to such a relationship between the individual and society, which will be further successful development of creative and moral forces of a person. A leading role in these processes plays well-developed communicative and creative potential of the teacher and students.
5
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SYNERGICZNA AKTUALIZACJA SIEBIE A PRZEŻYWANE RELACJE DO BOGA WŚRÓD MATURZYSTÓW

72%
Liszewski T.
Studia Psychologica
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2016
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issue 16/2
59-76
XX
Problematyka artykułu koncentruje się wokół związków zachodzących u młodzieży maturalnej między przeżywanymi relacjami do Boga oraz sposobem kształtowania własnego życia przez wchodzenie w relacje międzyludzkie. Przeprowadzono badania na grupie 172 maturzystów (88 kobiet, 84 mężczyzn) z różnych szkół, wykorzystując Kwestionariusz stylów aktualizacji siebie (KSAS) Uchnasta, a także Skalę relacji religijnych – przeżywane relacje do Boga (SRR) autorstwa Hutsebauta. Wyniki badań w większości potwierdziły postawione hipotezy badawcze. W badanej grupie różne style aktualizacji siebie wiążą się z przeżywanymi poszczególnymi relacjami do Boga, przy czym w zdecydowanej większości przypadków relacje zaklasyfikowane jako dojrzałe mają związki odmienne niż relacje określone jako niedojrzałe.
EN
The purpose of this article was to examine associations between the lived relations to God and the types of shaping own life by the interpersonal relations. 172 high school graduates (88 women and 84 men) form various types of high school took part in current research. The assessment included The Styles of Self-actualization Questionnaire by Uchnast and Hutsebaut’s Relation to God Scale. The results demonstrated that the different styles of self-actualizations associated with individual lived relations to God. The relations to God classed as mature link positive with personal or synergistic styles of self-actualization and negative with the apersonal styles, which were the opposite results as in case of the immature religious relation.
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ПРОФЕСІЙНЕ САМОВИЗНАЧЕННЯ ОСОБИСТОСТІ ЯК СПОСІБ ЇЇ САМОРЕАЛІЗАЦІЇ

72%
Бикова М.
Педагогічні науки: теорія, історія, інноваційні технології
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2015
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issue 9(53)
137-144
EN
The article discusses the nature and interaction of concepts “professional self-identification” and “self-realization”. The approaches to the definition, stages, structure, performance criteria of these concepts are analyzed. Professional self-determination is defined as the process of formation of the personality’s relationships with professional environment and the way of its realization, an integral part of a holistic life of self-determination. Self-realization is seen as a conscious process of thorough investigating and growth of potential and incentive-motivational essential powers of a person, as the process of affirmation of the self, which provides self-knowledge and self-education. It is proved that professional identity is a managed process and, thus, offered educational support to students with the aim to realize their potentials, to reveal the abilities and inclinations, thus increasing the efficiency of the process of self-realization.The leading trends are defined: humanization of society and education; the possibility of systematic and continuous education throughout life; the dominant position of creativity in the education system, that is, change of strategies to personal that make the development of fundamental knowledge with the help of a teacher, their parallel use in practice and creating conditions for the use of knowledge in unforeseen circumstances, on the basis of the developed creative skills; application of modern system of professional orientation, which should help everyone to fully develop his/her own potential (gift, talent, originality of thoughts and actions, professionalism), which is determined by the nature of social relations, formation of a perceived need for an adequate professional self-determination is carried out in practical creative activities through the integration of social, cognitive, and socio-labor activity of the individual. It is determined by the value of the level of development of creative abilities in the process of professional self-determination. It is assumed that the mechanism of self-realization in its fundamental aspects corresponds to creativity, creativity is considered as a constant attribute of the activity of the individual, the attribute of any profession. Thus the desire for professional self-determination is inherent to every individual and is essentially a reflection of a more basic need – fulfillment.
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БОРОТЬБА САМБО ЯК ЗАСІБ ФІЗИЧНОЇ САМОРЕАЛІЗАЦІЇ СТУДЕНТІВ

72%
Лях М., Хоменко С.
Педагогічні науки: теорія, історія, інноваційні технології
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2015
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issue 9(53)
334-341
EN
The article aims at studying scientific and educational literature that highlights some issues of physical self-actualization of students during sambo classes, as well as its impact on the development of physical skills and coordination abilities of fighters. The research methods are the following: analysis of scientific and educational literature on general and special physical training of an unarmed self-defense sportsman, systematization and synthesis of information received; methods of observation, introspection, self-esteem, which are used in a student’s physical self-actualization. The article considers some questions of physical self- actualization of students during sambo classes and briefly presents the main stages of the structure of student’s self-actualization in the development of the main physical qualities of an unarmed self-defense sportsman. Based on scientific sources there have been described such fighter’s physical qualities as speed, agility, endurance, strength, flexibility, and some exercises contributing to their development are given. Due attention is focused on the importance of coordination skills when performing techniques. Modernized Cossack complex exercises that promote strength, courage, agility, speed and the ability to instantly calculate the time by an unarmed self-defense sportsman and quickly act in unexpected situations are recommended, and one can find a detailed description of the exercises "Grasshopper" and "Skipjack". In the process of the study the authors concluded that engaging in sambo, a student passes a cycle of comprehensive development and multiple testing of his will, tenacity, workability, promotes persistence in achieving goals, self-discipline, self-control of feelings and emotions. He becomes mature and courageous, ready to defend the Fatherland. He also realizes that to defeat a rival in sambo one must perfectly possess many physical qualities, which can only be achieved through constant hard and purposeful powerful self-actualization. Physical student’s self-realization promotes good health of his organs and systems, increases their functionality, development of motor skills, and improves coordination abilities. Based on the analysis of scientific sources, the authors define sambo as one of the foreground ways of student’s physical self-actualization.
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ТЕОРЕТИЧНІ АСПЕКТИ САМООРГАНІЗАЦІЇ НАВЧАЛЬНО-ПІЗНАВАЛЬНОЇ ДІЯЛЬНОСТІ СТУДЕНТІВ

72%
Гук І.
Педагогічні науки: теорія, історія, інноваційні технології
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2015
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issue 9(53)
220-227
EN
The effectiveness of the educational process is provided by a number of factors. One of the most important is the ability of a student to get new knowledge independently at different stages of professional development. The problem of self-organization of learning and cognitive activity of students deserves special attention of teachers. Analysis of psychological and pedagogical research on self-organization in education allows to distinguish several main areas: organization of independent work of students; forming rational learning activity; the relationship of self-organization of learning and motivation activities; the relationship of self-organization and self-control; creating a culture of self-organization. The article deals with the theoretical aspects of self-organization of learning and cognitive activity of students.Self-organization is linked to other concepts of “I”-Concept: self-actualization, self-analysis, self-education, self-control, self-regulation, self-assessment, self-knowledge and others. We note that student’s learning and cognitive activity is based on positive motivation, personal qualities of the student as a subject of study, and is aimed at teaching the student as a person who possesses the ability of self-organizing their own activities. Based on the analysis we can conclude “self-organization of learning and cognitive activity of students” is conscious activity of students associated with the ability to organize themselves in the learning process, which manifests itself in focus, activity, conscious motivation, planning its activities, independence, speed decision making and responsibility for them, critical assessment of the results of their actions, a sense of duty. In the process of self-organization skills and personal qualities that ensure the effectiveness of teaching and learning of students are formed. Self-organization of learning and cognitive activity of students contributes to the improvement of the learning process and organizes educational activities of students. The effectiveness of educational activity depends on student’s own efforts and attitudes. Prospects for further research are to establish and characterize components of self-organization of learning and cognitive activity of students; to study the technology of ensuring the effectiveness of self-organization of learning and cognitive activity of students in higher education.
9
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Aktualizacja-siebie rodziców dzieci z dystrofią mięśniową Duchenne’a

72%
Anikiej P., Mański A., Bidzan M.
Niepełnosprawność - zagadnienia, problemy, rozwiązania
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2018
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issue 2(27)
37-53
PL
Dystrofia mięśniowa Duchenne’a (DMD) to rzadka choroba genetyczna, powodująca stopniową utratę funkcjonowania mięśni oraz innych tkanek organizmu. Choroba dotyczy głównie pacjentów płci męskiej, a objawy uwidoczniają się około 3. roku życia. Posiadanie dziecka z niepełnosprawnością stanowi dla jego rodziców wyzwanie. Ich codziennemu życiu towarzyszy lęk, niepokój, bezradność oraz smutek. Przeprowadzono badanie mające na celu analizę aktualizacji-siebie rodziców dzieci z DMD (n=30), których porównano z rodzicami dzieci zdrowych. W badaniu użyto kwestionariusza Aktualizacji-siebie z „Narzędzi pomiaru w psychologii rehabilitacji – REHAB1” oraz karty informacyjnej własnego autorstwa, zbierającej m.in. dane demograficzne. Wyniki pokazują, że rodzice dzieci z DMD mają niższy ogólny poziom aktualizacji siebie niż rodzice dzieci zdrowych. Najbardziej różnicującymi aspektami są Stosunek do innych ludzi oraz Ekspresja siebie, w zakresie których rodzice dzieci z DMD uzyskują niższe wyniki niż rodzice dzieci zdrowych. Wyniki dobrze odzwierciedlają sytuację tych rodzin oraz specyfikę omawianej choroby. Stanowią one także punkt wyjścia dla wskazania rodzicom skutecznych sposobów radzenia sobie z tą sytuacją i wyboru optymalnych oddziaływań terapeutycznych.
EN
Duchenne muscular dystrophy (DMD) is a rare genetic disease that causes a gradual loss of muscle function and other body tissues. It is mainly boys who suffer from it, and symptoms have been manifested since about 3 years of age. Having a child with a disability is quite a challenge for his parents. Their daily life is accompanied by fear, anxiety, helplessness and sadness. A study was carried out to analyze the self-actualization of parents of children with DMD (n=30) who were compared with parents of healthy children (n=30). The result shows that parents of children with DMD have a lower overall level of self-actualization than the parents of healthy children. They differ the most in relation to other people and self-expression. The results accurately reflect the situation of these families and the specificity of the disease. They are also a starting point for the possibilities offered to parents to deal with this situation and possible therapeutic interactions.
10
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The impact of opportunities to learn with grade-level classmates without disabilities on self-actualization and autonomy for students with extensive and pervasive support needs

58%
Ryndak, Diane L. (https://orcid.org/);, Taub D. J., Cavanaugh C., Alberque K.
Człowiek - Niepełnosprawność - Społeczeństwo
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2020
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vol. 49(3)
35-52
EN
Inclusive education encompasses both theoretical constructs (e.g., least dangerous assumption, presumed competence) and implementation variables (e.g., curriculum, settings, instructional practices). When these variables are addressed collectively, the complex and multilayered process of developing equitable schools and implementing evidence-based practices that facilitate inclusive education results in students with extensive and pervasive support needs demonstrating unpredicted progress in the acquisition and use of both academic and embedded essential skills across situations that are meaningful in their lives, as well as progress related to self-actualization and autonomy. These variables are discussed, and examples of how opportunities to learn with grade-level peers without disabilities impacted self-actualization and autonomy for one individual with extensive and pervasive support needs, following 15 years of educational segregation followed by 7 years of inclusion at school and in the community.
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