Higher School Teacher’s Integrated Self-Development
The article deals with the problem of the integrated self-development of the personality, the need for the development of methodological foundations for the personal and professional self-development of higher education teachers. An attempt to create a model (tree) of the personality’s integrated self-development was made on the example of a higher education teacher. The «tree’s root», depicted below the crown, is a necessary basic condition for a self-development, its base area of an actual self-development; among its indicators should be noted here the teacher’s spirituality and moral maturity, without which a successful self-development may not be carried out. The «tree’s body», depicted in the middle of the model, is a system of interconnected structural elements of the higher education teacher’s integrated self-development. The «tree's top» is the continuation of creative self-realization of abilities according to other goals and tasks after the completion of the previous ones. The emphasis is on the introduced concepts of «integrated self-development of a personality», «integrated self-development of a higher education teacher»; the directions that contribute to the continuation of self-development of the formed personalities (higher education teachers), and encourage them to creativity.
The researches of the most well-known scientists concerning the personality’s self-development, that does not give an opportunity to extinguish creativity, improves physical, intellectual and moral values, promote interest in life and self-perfection, are analyzed.
The article presents the examples of modern prominent Ukrainian and foreign scholars-teachers who, thanks to their integrated self-development, continue their creative search and improve their abilities in various spheres of life.
The author notes that it is the absence of the extinction of active social and personal activities, the integrated self-development of a personality, that result in its no fading, so that a person retains a creative potential throughout its life, the realization of all its abilities, maintains a high quality of life. The author of the article gives an example of the considered integrated development of a personality, which is the outstanding Ukrainian scientist, scholar Ivan Andriiovych Ziaziun.
The article has a conclusion that, regardless of the sphere of activity, such people continue to be developed, although they have had enormous achievements and regalia; they have had an integrated self-development of various manifestations of their abilities and qualities, an internal need, which required an every day building of their vital reality and transfer their experience to others.
2. Vaintraub, M.A. (2010). Suchasni tekhnolohii formuvannia yakisnoi pidhotovky maibutnikh fakhivtsiv [Modern technologies of formation of the future specialists qualitative training.]. Humanit. visnyk DVNZ «Pereiaslav-Khmelnytskyi derzhavnyi pedahohichnyi universytet im. Hryhoriia Skovorody» – Humanit. Bulletin of the SHEE «Pereiaslav-Khmelnytskyi State Hryhorii Skovoroda Pedagogical University»,19, 24–29 [in Ukrainian].
3. Ziaziun, I.A. (2003). Bezsvidome i tvorcha intuitsiia [Unconscious and creative intuition]. Profesiina osvita : pedahohika i psykholohiia. Ukrainsko-polskyi zhurnal – Professional education : pedagogy and psychology. Ukrainian-Polish Journal. Chenstokhova-Kyiv : Vydavnytstvo Vyshchoi Pedahohichnoi shkoly u Chenstokhovi, 4, 121–135 [in Ukrainian].
4. Ziaziun, I.A. (1999). Liudyna v konteksti humanitarnoi filosofii [Man in the Context of Humanitarian Philosophy]. Profesiina osvita: pedahohika i psykholohiia. Ukrainsko-polskyi zhurnal – Professional education : pedagogy and psychology. Ukrainian-Polish Journal. Chenstokhova-Kyiv : Vydavnytstvo Vyshchoi Pedahohichnoi shkoly u Chenstokhovi, 1, 323–333 [in Ukrainian].
5. Kaprara, Dzh.& Servon, D. (2003). Psihologiya lichnosti [Psychology of personality]. Sankt-Peterburg : Piter [in Russian].
6. Kostyuk, G.S. (1969). Printsip razvitiya v psihologii. [Principle of development in psychology]. In E.V. Shorohova (Ed.), Metodologicheskie i Metodologicheskie i teoreticheskie problemyi psihologii [Methodological and theoretical problems of psychology]. Moskva : Nauka, 118–152 [in Russian].
7. Levin, K. (1980). Topologiya i teoriya polya [Topology and Field Theory]. In P.Ya. Galperina & A.N. Zhdan (Eds.), Hrestomatiya po istorii psihologi [Reading-book on the History of Psychologists]. Moskva : Moskovskiy universitet, 121–131 [in Russian].
8. Ziaziun, I.A. et al. (1997). Pedahohichna maisternist [Pedagogical Skills]. Kyiv : Vyshcha shkola [in Ukrainian].
9. Schukina, M.A. (2014). Napravleniya issledovaniy samorazvitiya lichnosti v sovremennoy zarubezhnoy psihologii [Directions in research of the personality’s self-knowledge in modern foreign psychology]. Vopr. Psihologii – Questions on Psychology, 4, 94–105 [in Russian].
10. Report 2008-125. Forecasting skill needs: a review of national and European practices. Commissioned by the Norwegian Ministry of Education and Research (Kunnskapdepartementet). Retrieved from http://www.trainingvillage.gr/skillsnet.
11. Study visits programme for education and vocational training specialists 2010/11. Retrieved from http://www.trainingvillage.gr/skillsnet (under «Forecasting» section).
12. Vocational education and training – key to the future. Lisbon-Copenhagen-Maastricht: mobilising for 2010. Retrieved from http://www.trainingvillage.gr/skillsnet (under «Forecasting» section).
This work is licensed under a Creative Commons Attribution 4.0 International License.