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УПРАВЛІННЯ ВПРОВАДЖЕННЯМ ДУХОВНО-МОРАЛЬНОГО КОМПОНЕНТА В СИСТЕМУ МАГІСТЕРСЬКОЇ ПІДГОТОВКИ МАЙБУТНІХ ВИКЛАДАЧІВ ЗІ СПЕЦІАЛІЗАЦІЇ «ХРИСТИЯНСЬКА ПЕДАГОГІКА У ВИЩІЙ ШКОЛІ»

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Сіданіч І.
Педагогічні науки: теорія, історія, інноваційні технології
|
2017
|
issue 9(73)
120-132
EN
The article analyses regulatory framework and content of master’s training in specialization “Christian pedagogy in higher education”; identifies main problems in managing of implementation of spiritual and moral component in the system of master’s training of the future teachers of Christian pedagogy in the context of reforming higher education. In the article the materials on understanding the process of management of professional training of masters and teachers of pedagogy in higher education with specialization “Christian pedagogy in higher school” are generalized. It analyzes the regulatory framework and content of training for masters in specialization “Christian pedagogy in higher school”; highlights the main problems of spiritual and moral component in preparation of the future teachers of Christian pedagogy in terms of reforming higher education. The deepening of a constructive dialogue between theology and secular science, development of new research collaboration, preparation of teaching aids, textbooks, education and training concepts, which, on the one hand would take into account the Christian tradition, and on the other trends of modern science, is necessary. Teachers of the Christian pedagogy constantly seek new ways to know the truth, to find the keys to the hearts and minds of students. An effective national system of higher education is not only important, it is a key focus of the university, and the most important resource tool for development sacred mission of modern education. Today the impact of religious content for higher education remains open, and teaching (not teaching) basics of religious knowledge in higher education institutions and its shape depends almost entirely on ideological preferences, and sometimes, unfortunately, on the material interest of the leaders of this or that education institution. The right to free choice of belief must be kept for each as the private affair of the individual. This means that religion should be represented in Ukrainian education not as an ideology but as a part of scientific knowledge about man and society because of their inherent cultural value. Christian education has to form young people’s trust in the traditional spiritual values of Ukrainian society, tolerance towards other religious beliefs, which in turn is an effective means of forming spiritual people. Further exploration will be focused on the development and implementation inthe educational process of higher school of the model of training in management education in Christian schools in Ukraine.
2

ДУХОВНО-МОРАЛЬНА КОМПЕТЕНТНІСТЬ ПЕДАГОГА ЯК ПЕРЕДУМОВА ЗАБЕЗПЕЧЕННЯ ДУХОВНО-МОРАЛЬНОЇ СПРЯМОВАНОСТІ ВИКЛАДАННЯ НАВЧАЛЬНИХ ПРЕДМЕТІВУ ЗАКЛАДАХ ОСВІТИ

100%
Сіданіч І.
Педагогічні науки: теорія, історія, інноваційні технології
|
2017
|
issue 10(74)
234-245
EN
The article addresses theoretical basis of spiritual and moral competence of Masters in Christian Education as a professional basis for teaching subjects of spiritual and moral direction at education institutions of Ukraine. The author analyzes competence as an integral part of research, recommends ways of optimizing the spiritual and moral education in education institutions. Training of the future teacher of Christian pedagogy for highereducation provides education of the person who will sethimself the task of self-improvement and self-development; positive impact on the spiritual life of society. Of course, spirituality and morality are linked regulators of social relations that traditionally are factors of relationships and connections in the process of which is formed the individual attitude to people and to himself. Moral education shapes the human characteristic of social norms of behavior. Accordingly, future specialist’s training in terms of higher education should also include formation of spiritual and moral competence. Considering spiritual and moral training as part of training in terms of the magistracy of higher education, it is worth noting that this competence is determined by the level of consciousness and identity, spiritual values, which are shown within the team. We believe that the future university lecturer’s personal culture depends on the level of entry into the system of moral knowledge, spiritual and moral beliefs, mastery of knowledge concerning the interpretation and application of ethical standards in the life of the deep values, strong-willed qualities of competence, which will coordinate with law obedient professional activities. Competent Master is a worthy prospect for implementing the proposed formula competency of its main components: knowledge as variability, dynamic, diverse information, which should be able to find and weed out unnecessary, transfer of experience of own activities; ability to use knowledge in a particular situation; understanding how to get the knowledge and for which knowledge which method is right; adequate evaluation ofhimself, the world, his place in the world, particular knowledge or superficial things necessary for his work, as well as methods of obtaining or use. Summarizing the views of scientists and these regulations it’s appropriate to formulate the term “spiritual and moral competence” as an integrative personal quality that manifests itself in readiness for the effective implementation of professional activity on Christian principles – personal quality of man that defines its spiritual and moral behavior and affects the level of performance of some (including professional) activities; willingness to use spiritual and moral knowledge, Christian education and skills, and ways of life to solve practical and theoretical spiritual and moral problems.
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