Keyword: «self-realization»

This article from an existential point of view focuses on such issues of education as knowledge transfer, the process of cognition; is analyzed the model of the process of learning a foreign language, providing the formation of meaning of the foreign language study.

The article discusses the features of human existence in the postmodern context igraizatsii modern society. We sell as a simulacrum of the game is the way of adaptation, self-realization and self-presentation of the individual, through which coordinates are displayed axiological life.

The article examines the relationship of the phenomena of self-actualization and self-realization in a single process of personal improvement. The results of experimental studies of the peculiarities of self-realization of first-year students with different levels of socio-psychological adaptation to the conditions of higher school.

In this paper the author examines the reforms of recent decades, where the Soviet system of physical culture was destroyed, mass physical culture and sports movement almost lost significant government support. Sports and physical development turned into a private matter, because the commercialization of a significant proportion of health and fitness services. This led to a marked decrease in the number of people involved in sports, to reduce the importance of sport in the general system of Russian values and, as a consequence, to the deterioration of the living standards of the public. Market relations dominating the society, as well as the liberation of the state from social obligations, influences the system of values of the individual layers of the population. On the values of sport and a healthy lifestyle are focused to a greater extent, the representatives of the higher strata of society, for which sport activities become part of the prestigious fashion and consumption. Representatives of the lower social groups, on the contrary, consider sports unnecessary and meaningless.

The article poses an urgent problem of transition from a set of scientific paradigms of education to one new paradigm. The presence of a full-fledged scientific paradigm becomes the most important condition for solving both the most common and many specific problems of modern education. The aim of the article is to develop methodological support for education that corresponds to the development of a modern scientific and technical information society. The study of the problem was carried out on the basis of the concept of the historical dynamics of the scientific knowledge by Thomas Kuhn. This approach allows to consider modern methodological models of education as components of revolutionary transformation in the period of a new education paradigm formation. On the base of domestic and foreign literature review, it was concluded that the development of pedagogical ideas within the technocratic paradigm was in the direction of the knowledge base and the creative state of the individual strengthening, provided with his worldview potential. It is shown that the consistent implementation of humanistic ideas in theory and practice of Russian science since the 80's of the XX century led to approval of the personality-oriented education paradigm. It is argued that many new paradigms resulting from the formation of new pedagogical vision can be defined as applied or "particular new" ones. All " particular new" paradigms are associated with the "old" paradigm, which gave birth to them. Between themselves, " particular new" paradigms are connected through the "old" paradigm as a source. They are also connected to each other by the subject of research. It is proposed to unite paradigms on the basis of the methodological principle of complementarity, since each " particular new" education paradigm contains model elements of the "old" paradigm. Theoretically it is shown, that in the search for a new paradigm, there is a convergence and a consistent unification of separate particular paradigms. The article presents a dialogue of paradigms, currently taking place in science, leading to their definite conjugation and formation of one common new paradigm. The fundamentalization of modern education practice in mastering nonclassical and post-non-classical paradigms is substantiated. This is necessary for highly qualified specialist training who is interested in self-change, capable of creating his own image of the studied academic discipline, ready for professional self-realization. The article gives an analysis of the conditions for the professional self-realization of a specialist's personality, important for the practice of modern education, including his personal-semantic, motivational and needful, instrumental, emotional-volitional, reflexive-evaluative characteristics. It is argued that self-realization considering as a complex concept was the result of the unification, convergence of particular paradigms in pedagogy and psychology in achieving a common goal - understanding the essence of self-realization phenomenon. At the same time, the contents of the concepts "self-expression" and "culture of self-expression" are revealed. In conclusion, it is asserted that the modern period of pedagogy development corresponds, in the context of the concept by T. Kuhn, to the period of scientific revolution, preceding the design of a holistic, time-appropriate, new scientific education paradigm.