Pedagogical Discourse

Formation of Pedagogical Skills of Future Teachers of Physical Culture in Classes on Sports Games

Oleksandr Mozolev, Maryna Khmara — Tue, 17 Sep 2024 00:00:00 +0300

The article explores the theoretical foundations of the formation of pedagogical skills of future physical education teachers. The aim is to reveal the content of the formation of pedagogical skills of future physical education teachers in sports games classes at the Khmelnytsky Humanitarian and Pedagogical Academy (KHPA). To solve the tasks set, we used general scientific and special research methods: theoretical analysis of educational and scientific literature; observation method; comparative method; comparative method; problem-oriented method. Results. It was established that the current model of the formation of pedagogical skills of future physical education teachers at the KhPA is focused on ensuring the comprehensive development of specialists, where theoretical knowledge is combined with practical skills and abilities, and the educational process is aimed at the formation of competencies that ensure the competitiveness of graduates in the labor market. The formation of theoretical knowledge and professional competencies of future physical education teachers at KhGPA occurs through the study of educational blocks in the following disciplines: pedagogy, psychology, morphofunctional and metabolic foundations of physical education, theory and methodology of physical education, inclusive physical education of schoolchildren. The relationship between theoretical and practical training of future physical education teachers at KhGPA is carried out in practical classes by conducting part of the class. In the formation of pedagogical skills of future physical education teachers, a significant place is given to the practical component, which provides for seven types of practice. Sports games classes most effectively allow developing the necessary professional skills, because it is in sports games classes that situations most often arise that require prompt, professional and correct intervention by the teacher. Sports and outdoor games for schoolchildren are an integral part of the educational process, therefore, an important place in the training of future physical education teachers is given to the formation of skills in organizing this type of activity.

Inclusiveness in Higher Education: Key Ideas, Challenges and Barriers

Nataliya Dub — Fri, 27 Sep 2024 00:00:00 +0300

The idea of inclusiveness in the educational practice of training future specialists in Ukraine gained popularity only at the beginning of the 21st century. It is still at the stage of conceptual, regulatory and institutional consolidation. The need to transform higher education in the direction of implementing the principles of inclusion is caused by global changes in Ukrainian society, which initiate its humanization and large-scale integration of leading scientific achievements into educational practice. The integration of «special» students into higher education institutions is a natural stage in the development of the higher education system of Ukraine, which declares equal opportunities for all students to obtain an education. Inclusive education is an integrative unit of social space, which consists of a set of system structural components and blocks that determine the specifics of its content. The content of education within the scope of inclusion is implemented in a format accessible to each participant. The study of the essence of the inclusive educational environment of higher education institutions made it possible to assume that it has both general characteristics: organization, length in time and space, content and structure, and specific ones: accessibility, polysubjectivity, barrier-free, variability (content, temporal, organizational). The set of barriers that students with special needs face when enrolling in higher education institutions (physical, spatial, informational, communicative, etc.) is specified. It is emphasized that the effective implementation of inclusive education is possible under the conditions of social understanding of disability, where awareness of the problems of physical health of a person depends on the level of development of society. It is determined that the introduction of inclusive education into the higher education system should become a long-term strategy for its transformation. The vector of inclusiveness should implement a systemic approach to the organization of the educational process, in which various subjects participate. Their actions should be based on interaction, cooperation, mutual understanding, which will ultimately contribute to improving the quality and efficiency of the educational process. In general, inclusion in higher education is interpreted as a specially organized system of spatial, material and technical, educational and methodological means of learning, which covers a set of interdependent processes and allows each student (normotypical and with special educational needs) to take full part in the educational process of higher education.

Organizational and Pedagogical Conditions and Structural and Functional Model of Forming the Corporate Culture of Future Officers of the Armed Forces of Ukraine Using Pedagogical Technologies

Volodymyr Seliuk — Fri, 27 Sep 2024 00:00:00 +0300

The article focuses on the relevance of using pedagogical technologies in the field of education, in particular in the educational process of higher military educational institutions through the prism of forming the corporate culture of future officers of the Armed Forces of Ukraine. In accordance with the set goal (identification and justification of the essence of organizational and pedagogical conditions and structural and functional model of forming the corporate culture of future officers of the Armed Forces of Ukraine), a conceptual analysis of the categories «organizational and pedagogical conditions», «structural and functional model» is carried out. The essence of the definition «organizational and pedagogical conditions of forming the corporate culture of future officers of the Armed Forces of Ukraine by means of pedagogical technologies» is generalized. A number of dissertation studies, monographic publications, publications in scientific professional publications of researchers on the problem of determining organizational and pedagogical conditions in the educational process of higher military educational institutions were analyzed, the most effective organizational and pedagogical conditions for improving the quality of forming the corporate culture of future officers of the Armed Forces of Ukraine by means of pedagogical technologies were identified. Based on the analysis of regulatory documents in the field of military education, it was proven that the content of organizational and pedagogical conditions for forming the corporate culture of future officers of the Armed Forces of Ukraine by means of pedagogical technologies requires substantiation and detailed analysis. In order to identify the most effective pedagogical conditions for forming the corporate culture of future officers of the Armed Forces of Ukraine, an expert survey was conducted. A structural and functional model of forming the corporate culture of future officers of the Armed Forces of Ukraine, which consists of five blocks, was developed and substantiated. The essence, structure and goals of each block were revealed. It is concluded that the implementation of a structural and functional model of forming the corporate culture of future officers of the Armed Forces of Ukraine by means of pedagogical technologies in compliance with organizational and pedagogical conditions will allow to improve the quality of forming the corporate culture of future officers of the Armed Forces of Ukraine by means of pedagogical technologies.

Development of Popular Education in the Podillia Governorate at the Turn of the 19th and 20th Centuries: From Parish Schools to Zemstvo Schools

Tetiana Zuziak — Tue, 01 Oct 2024 00:00:00 +0300

The development of education in Ukraine during the 19th century was deeply influenced by the socio-political changes within the Russian Empire, of which Ukraine was a part. This article explores the impact of educational reforms, particularly the reforms of 1803 and 1864, which significantly expanded the network of primary and secondary schools throughout the region. Despite these advancements, many educational institutions continued to operate with outdated curricula, relying on traditional teaching methods, and often suffered from inadequate resources, which hindered the quality of education.

Focusing on the Podolia Governorate as a case study, the article analyzes the role of parish schools, which became the primary educational institutions in rural areas. These schools, though widespread, faced numerous challenges, such as a shortage of qualified teachers, insufficient funding, and lack of proper infrastructure and teaching materials. As a result, the effectiveness of these institutions in providing quality education was often limited.

The article also examines the emergence of literacy schools in the mid-19th century. Although their scope was limited, these schools played a vital role in promoting basic literacy among the rural population, where formal schools were scarce. Their development was crucial in increasing educational access in remote areas, providing essential skills to the populace.

Furthermore, the article addresses the establishment of zemstvo schools following the 1911 reform. These schools were part of a broader movement aimed at decentralizing education and improving its accessibility, particularly in rural regions. Zemstvo schools were an important step towards modernizing the Ukrainian education system and contributed to the formation of a more structured and comprehensive educational framework.

By analyzing these stages of educational reform, the article illustrates both the progress and challenges faced by Ukraine's education system in the 19th century. Despite the numerous obstacles, these reforms laid the groundwork for the future development of modern education in Ukraine, offering valuable insights into the interplay between socio-political changes and educational transformation.

Pedagogical Conditions of Adaptive Physical Training of Injured Military Servants

Viktor Shynkaruk — Thu, 31 Oct 2024 00:00:00 +0200

The article is devoted to the analysis of the experience and practical examples of adaptive physical training of the military, in particular, wounded during combat operations. The relevance of the problem of adaptive physical training is due not only to the significant number of wounded military personnel, but also to the need to create effective methods that allow restoring not only physical, but also psychological resources of the individual. Existing approaches to physical rehabilitation are largely focused on the general principles of rehabilitation, however, adaptation to specific injuries and wounds requires individualized and comprehensive programs. Military injuries can vary from minor injuries to serious injuries, such as loss of a limb, spinal cord injury, traumatic brain injury, which require not only medical, but also pedagogical efforts to restore their physical capabilities.

Methodological approaches to the organization of adaptive physical training should be based on the principles of individualization and progressiveness. Selection and correction of exercises for different categories of wounded is the basis for creating effective rehabilitation programs. An important condition is to take into account the type of injury, physical capabilities and psychological state of the soldier. Successful adaptive physical training programs in Ukraine and abroad are considered, which contribute to the restoration of physical capabilities and improvement of the psychological state of military personnel. The impact of such programs on functional recovery, as well as the positive effect of psychological rehabilitation for the military, are described. The responses of rehabilitation program participants were analyzed and the problems and prospects for the development of adaptive physical training were identified. The importance of integrating innovative technologies, new methods, and a multidisciplinary approach to create effective adaptation and rehabilitation programs was emphasized. The main problems, such as shortcomings in existing programs and resource limitations, were identified that need to be taken into account to improve adaptive physical training for the military.

Activation of Neurogenesis as a Prerequisite for Intensifying the Process of Learning Foreign Languages in a Non-Linguistic Environment

Raisa Martynova — Fri, 01 Nov 2024 00:00:00 +0200

The article examines the problem of activation of neurogenesis as a prerequisite for the intensification of the process of learning foreign languages in a non-linguistic environment. The foundation of the research was neurogenesis phenomenon as a multi-stage process of the formation of new nerve cells and associative relationships between them in the central nervous system, namely in the neocortex, which is considered to be its adaptive function. The conducted research made it possible to come to the following conclusions: 1) neurogenesis in the neocortex is such a psychophysiological phenomenon that ensures the mental development of a person in general sense and mastering a foreign language in particular; 2) neurogenesis in the preschool-age children is the most active process due to the presence of the largest number of genetically derived neurons. In the process of their activation and unification, as a result of the plasticity of the neurostructures of the cerebral cortex, the rapid development of children and the possibility of their successful learning a foreign language take place. But it occurs under the condition that training is carried out on the basis of mastering an interesting activity for the children conducted in a foreign language; 3) activation of neurogenesis in children of different age groups: of primary school age is achieved on the basis of intuitive mastering of linguistic phenomena in the process of topical speaking in a foreign language; of middle and high school age is achieved on the basis of conscious mastering linguistic phenomena in the process of movement gaming and the formation of a foreign language dynamic stereotype; 4) the activation of neurogenesis in students is achieved on the basis of their integrated mastering a professional subject and a foreign language as a means of learning it. Intensification of brain activity is provided by the formation of neural connections between different content units; and the availability of such activities for the majority of students is provided by the didactic stages of the integrated learning process; linguistic-conceptual, subject-speech and subject-activity.

Educational Motivation and Self-Efficacy as Factors in the Formation of Academic Success of Students

Galyna Kovalchuk, Yaroslav Semyonov — Fri, 22 Nov 2024 00:00:00 +0200

The problem of the formation and development of educational motives in the study of professional disciplines has become more and more relevant in recent years, as more and more often researchers point to the decrease in the effectiveness of traditional education in institutions of higher education, especially in the conditions of war in Ukraine. In the course of our research, it was established that educational motivation is one of the main factors in increasing academic success and forming the self-efficacy of education seekers - students in the process of professional education.

As a result, a decrease in educational motivation leads to the insufficient formation of professionally significant competencies and skills, in particular, self-organization, responsibility, and the ability to self-directed learning. Therefore, the formation and development of educational motivation of education seekers is among the most important tasks in terms of increasing academic success and the overall effectiveness of education. The structure of educational motivation and the dominant motives of educational and cognitive activity significantly affect the general academic success and cognitive activity of students during classroom training and their attitude to independent (individual) work. The teacher is faced with the task of developing a system of didactic methods and tools for creating an environment conducive to learning and forming the educational motivation of students.

Researchers note that the student's motivational sphere in the process of obtaining an education is quite dynamic and flexible, and is determined by various social influences in a specific historical environment. Therefore, the teacher has the opportunity to choose and model various didactic tools for the development of educational motivation of students in the process of studying professional engineering and psychological-pedagogical disciplines.

Digital Competencies of Managers and Lawyers: Their Significance and Prospects in the Current Context

Olha Fedorchuk, Oleh Sukhovirskyi — Tue, 26 Nov 2024 00:00:00 +0200

The article deals with the study of the effectiveness of managers and lawyers in the context of rapid digital transformation of society. The theoretical and methodological aspects of the concept of «professional effectiveness» are analyzed, which is considered in the context of modern requirements for professional competence. Particular attention is paid to the relationship between the concepts of «competence» and «competency”, where the former is defined as the potential for learning, and the latter as the result of acquiring knowledge and skills. Various approaches to defining professional competence are explored. In particular, the importance of professional identity, ethics, competitiveness, the desire for scientific improvement, and motivation for continuing education are emphasized. The authors emphasize that in the post-industrial stage of societal development, there is a transition from qualification assessment to competence assessment, which reflects a change in the requirements for professionalism.

A key aspect of the research is the impact of digital technologies on the formation of professional competencies of managers and lawyers. The authors note that digital skills are becoming an integral part of professional activity, and intensive technological progress creates new digital needs and competencies. Considering legal education as an environment for the formation of a new generation of lawyers, the authors emphasize the need to take into account the processes of digitalization in the educational process. Digital competencies of a lawyer are considered as a basic set of knowledge, abilities, and skills necessary for successful professional activity in the modern world.

The manifestations of the combination of competencies of a lawyer and a manager, especially in the context of small business, where there is often a need for universal specialists with both legal and managerial knowledge, are analyzed. Digital skills of managers as an important condition for the development of the future economy are also considered. Key aspects of IT training, such as digital literacy, cybersecurity, creativity, adaptability, communication, and emotional intelligence, are highlighted. Significant attention in the article is paid to the impact of digitalization on the legal field, in particular the automation of routine tasks and the virtualization of legal services. Various interpretations of the concept of digitalization of jurisprudence are presented. At the same time, the authors warn against the potential negative consequences of excessive automation, such as the devaluation of the human component in the profession and the decrease in public trust in law. The need to maintain a balance between technological and human factors in legal activity is emphasized.

The inevitability and generally positive impact of digitalization on the professional activity of managers and lawyers are emphasized, but the importance of maintaining personal approach and avoiding complete robotization is also stressed. The authors argue that digital competence is a condition for professional success and includes information and media literacy, communication and collaboration, digital content creation, digital security, problem-solving, and continuous self-improvement.

Peculiarities of Communicative Competence Formation of Future Physical Education Specialists

Olga Tsaryk, Oksana Krychkivska — Wed, 04 Dec 2024 00:00:00 +0200

The article is devoted to the study of the formation of communicative competence of future specialists in physical education and sports, which is an important aspect of their professional training. The purpose of the article is to study the peculiarities of forming the communicative competence of future specialists in physical education and sports. Since effective communication is an integral part of pedagogical, coaching and organisational activities, especially in the context of the dynamic development of physical education, the need to develop communication skills is becoming particularly relevant. The study emphasises that a high level of communication competence requires not only knowledge of teaching and training methods, but also the possession of interpersonal skills that ensure effective interaction, motivation and psychological support for the participants in the process. The article pays special attention to the peculiarities of forming communicative competence in future specialists in physical education and sports. Given the specifics of this profession, the need to integrate theoretical knowledge with practical experience, as well as the importance of adapting to the changing conditions of the training process, communication becomes an important tool for forming effective interaction with different groups - students, athletes, colleagues etc. It is noted that the ability to develop empathy, leadership skills, stress resistance and self-confidence directly affects the effectiveness of communication in the sports environment. The research methods include analysis of scientific sources, comparison and synthesis of the data obtained, which allows to assess the role of communication competence in the professional activities of specialists. It is noted that modern teaching methods, such as role-playing games and situational modelling, play an important role in the development of these skills. In particular, the study demonstrates that the use of interactive methods contributes not only to the development of theoretical knowledge but also to the effective formation of communication skills. It is stated that the study of the peculiarities of the formation of communicative competence is important for improving the effectiveness of professional training of future specialists in physical education and sports, as it directly affects the quality of their activities in sports practice. The article substantiates the need for an integrated approach that combines theoretical knowledge with real practical situations to ensure a high level of communication competence in future coaches and teachers.

Painting as a Fundamental Discipline in the Professional Training of Future Artists of Fine and Decorative Arts in Institutions of Higher Education

Bohdan Krulyk — Fri, 06 Dec 2024 00:00:00 +0200

The article examines painting as one of the basic and universal tools in the training of future artists of fine and decorative arts and as an educational discipline in the context of art education in Ukraine, in particular on the example of the study of this discipline by graduates of the department of technological and professional education and decorative arts of Khmelnytskyi National University; the professional competences that are formed during the mastering of painting and the program results according to the Standard of Higher Education are determined; the purpose, subject and tasks of the discipline «Painting» are determined; the main methods and technologies of the teaching process in the discipline «Painting» are defined; practical classes are highlighted as the most effective form and natural image as the leading method of work during mastery of painting by students; note the sections of the content of the educational discipline «Painting» and their content with the topics of practical tasks; gouache is singled out as the optimal material for the realization of natural productions in the teaching of pictorial writing; the importance of accompanying practical tasks with the performance of short-term sketches to solve specific pictorial problems is emphasized; methods of control and revision as a control measure characteristic of artistic disciplines are considered; the close interdisciplinary connections of painting are emphasized; the discipline «Decorative painting» is selected as a related discipline, during which the study of painting in the broad sense continues within the professional training of specialists in the artistic direction; the importance of studying the discipline «Painting» in the system of training a future specialist in fine and decorative arts is substantiated.

Pedagogical Conditions for the Formation of Future Physical Education Specialists’ Readiness for Managerial Activity in Blended Learning

Liliia Rebukha, Ronghao Chen — Fri, 06 Dec 2024 00:00:00 +0200

The article under consideration addresses the pedagogical conditions that are conducive to the cultivation of the aptitude of prospective physical education specialists for managerial pursuits within the context of blended learning. The purpose of the article is to outline and characterize the pedagogical conditions for the above-mentioned training of future teachers. The article identifies the following priority areas for the development of modern education: the development of creative personalities; the ensuring of continuity of education for the whole population and all age groups; the integration of universal human values into education; and the orientation of education to the interests of each individual. The necessity of modernizing the training of future physical education specialists by integrating theory into pedagogical practice is emphasized. The professional development of specialists is emphasized, with particular attention paid to the comprehensive implementation of an individual and systematic approach to learning. The enhancement of the efficacy of training and professional and managerial development of students of physical education is facilitated by the effective utilization of specific pedagogical conditions in the educational process that engender motivation for the future profession, a high level of organization of teaching, the incorporation of predetermined educational technologies and teaching methods in them, and independence in the acquisition of knowledge. The implementation of pedagogical conditions ensures the formation of future physical education teachers' readiness for managerial activities, influencing their professional training as a whole and ensuring the constant updating of the educational programme. The programme is designed to equip students with a foundation in the principles of pedagogical activity, various teaching methods for physical education, and an understanding of age-appropriate psychology and pedagogy.

The author expounds upon his personal interpretation of the notion of «pedagogical conditions in the field of physical education». The fundamental pedagogical conditions for the managerial activities of prospective physical education teachers are delineated and elucidated, namely the establishment of an incentivizing and value-based educational milieu in the course of blended learning for the cultivation of managerial competence in students, the engagement of physical education students in the development of contemporary curricula in the discipline through blended learning, the incorporation of state-of-the-art technical means of blended learning into the professional training of future physical education specialists for managerial activities, and the self-improvement of managerial activities of future physical education teachers through the organization and implementation of blended learning.

Pedagogical Conditions for the Formation of Information and Communication Competence in Future Teachers of Music

Gege Zhang — Wed, 11 Dec 2024 00:00:00 +0200

The advent of information and communication technologies has had a profound impact on the field of education, particularly in the domain of arts education. For those aspiring to become music educators, the ability to engage effectively with information and communication technologies is paramount. This is because such competencies enhance interaction in the educational process, support innovative teaching methods, and enrich artistic-pedagogical activities. This competence is vital for integrating digital tools into music education, improving learning experiences, and achieving various educational goals. The relevance of this issue is highlighted by several factors. The evolution of educational standards necessitates that prospective educators possess the capacity to utilize information and communication technologies, as delineated by frameworks such as the New Ukrainian School and the European Qualifications Framework. Furthermore, the integration of advanced technologies in music pedagogy is being encouraged by the advent of digitalization, thus fostering creativity and enhancing teaching methods. The evolving role of teachers now requires them to function as facilitators and mentors, which demands high digital literacy and communication skills, especially in online environments (Varnavska, L., Viktorova, M., & Rymar, L. (2021), 4-7). The global challenges posed by the ongoing pandemic and the ongoing war in Ukraine have served to underscore the necessity for distance and blended learning models, particularly in the domain of arts education where interactivity and audiovisual content are imperative. It is therefore timely and crucial to explore the pedagogical conditions for developing information and communication competence in future music educators, with a view to improving arts education and preparing competitive professionals. This article investigates the pedagogical conditions for developing information and communication competence in future music educators. The paper establishes and describes in detail the key pedagogical conditions for the formation of information and communication competence of future music teachers. These conditions include the development of the motivational and value sphere of future music teachers, the integration of music-pedagogical and information and communication training, interdisciplinary training and self-development of digital literacy of future music teachers aimed at self-development of the individual. The implementation of these conditions has been shown to assist in the cultivation of students' technical and creative skills, while concurrently promoting critical thinking and problem-solving abilities. The article presents a comprehensive approach to teacher training, emphasizing motivation, teacher preparedness, and the integration of information and communication technologies. In the context of ongoing digital transformation in education, it is imperative that music educators possess the competencies to navigate this evolving landscape. This research offers valuable insights for educators, policymakers, and researchers working to improve arts education in the digital era.

Peculiarities of Information Competence of a Teacher in the Context of Countering Negative Informational and Psychological Influence on Future Officers in the Process of Training During Hybrid Warfare

Oleksandr Halus, Oleksandr Polishchuk, Larysa Zdanevych — Thu, 12 Dec 2024 00:00:00 +0200

The article analyzes the peculiarities of information competence of a teacher in the context of countering negative informational and psychological influence on future officers in the process of training during hybrid warfare. The definition of measures to counteract destructive information and information-psychological influence in the context of hybrid confrontation is clarified. The mechanisms and means of propaganda influence on the personality are clarified.

It is emphasized that in order to effectively combat hostile disinformation at the national level, it is necessary to consolidate the efforts of the conscious part of society. This category includes professionals who have direct contact with people, including teachers, psychologists, media representatives, content makers, religious leaders, librarians, and representatives of public and cultural organizations. A significant role in this confrontation is played by professors of higher military educational institutions who teach future officers. The effectiveness of their activities directly depends on the level of information and psychological competence, ability to defend Ukrainian values, awareness of the real state of affairs, understanding the scale of threats and the ability to effectively counter them.

Prevention of information diffusion is a set of measures aimed at protecting the information space of a country, organization or community from external influence, manipulation and disinformation. The main areas of information protection are: compliance with legal regulations; strengthening cybersecurity; sufficient media literacy and developed critical thinking of the population; development of its own information space; international cooperation.

The author identifies the main components of an officer’s information literacy: media literacy; the need for information retrieval and analysis; the development of critical thinking and fact checking; effective use of digital technologies; digital literacy; communication skills and information transfer; ethical and legal aspects.

Organisation of the Educational Process in Higher Art Education Institutions of Ukraine

Anna Bokshan — Mon, 16 Dec 2024 00:00:00 +0200

The article analyses the peculiarities of the development and organisation of the educational process in higher art education institutions of Ukraine at the turn of the XX-XXI centuries, taking into account the socio-political, cultural and historical, economic, material and technical, scientific factors that led to changes in the structure and content of the educational environment.

In the context of study of the theoretical issues of the problem of organization the educational process in higher art education institutions of Ukraine, we examined the essentials of the fundamental concepts of the study: education, art education, fine arts education, artistic and pedagogical education, culture.

It is determined that training of future specialists in higher education institutions should be provided by the implementation of a competence-based approach to professional activity. The development of a student's professionalism begins in the period of his/her studies at an educational institution, where the appropriate professional competences are formed. The effectiveness of the educational process depends on many of its components - establishing conditions for quality education, сreating motivation for personal development and self-improvement, use of various innovative technologies, etc.

It was found out that the synthesis of education and culture into an educational and cultural holistic space is based on the principle of multiculturalism. The study of the history of arts, traditional crafts, customs and peculiarities of the development of art education in historical and ethnographic territories contributes to a deeper understanding of the cultural heritage and its impact on the modern development of Ukraine. Therefore, it is important to organise the educational process in higher art education institutions in Ukraine on the basis of understanding the cultural heritage and its impact on the modern development of society.

Thus, the formation of professional competences of an art specialist involves the preparation of a competitive personality in the national and European labour market. Training of such specialists is based on the identity of the national art education system, with a view to the diversity of the spectrum of spiritual values. Improving the general and professional level is a practical tool for strengthening the culture of the nation through the poly-artistic education of an intellectual and creative personality.