Vol 12, No 3 (2023)

The paper is of importance due to the developing poly-paradigmatic approach in the pedagogical theory and practice. Diverse content of numerous paradigms infl uences both, the methodology of bringing up educational issues and solving every-day practical tasks of the educational process. The purpose of the article is to reveal certain signs of the anthropological paradigm and indicate whether it is possible to develop them in professional education. It is mentioned that the dominant educational paradigm is set in accordance with the pattern of the society. Diff ering approaches to defi ne the number and the content of paradigms in education are compared. It is shown that opposing classical paradigm (in all its variations) to the humanistic one is counter-productive. The idea of the anthropological paradigm having potential to bringing them together is expressed. Some signs of the anthropological paradigm are defi ned. They are the shift from information to knowledge, technology-advanced professional activity, and virtual occupation. It is shown that the signs mentioned are found in professional education. The conclusion is drawn that in accordance with the inner logic of the system development these spot changes, caused by the signs mentioned are to become the areas of the system’s growth.

The relevance of the study is due to the following fact. Comparative analysis of individual psychological characteristics of students with and without addiction to social networks, that is conducted by means of the integrative approach, allows us, firstly, to identify the connection of multi-level characteristics in the structure of the individuality and, secondly, to single out latent, resource capabilities of the individual for psycho-prophylaxis and psycho-correction of this addiction. The research objective is to study individual psychological characteristics of the students who are either addicted to social networks or do not have such an addiction. The objective is achieved by using the integrative approach. The article hypothesizes that university students with a prominent addiction to social networks have specifi c features of integration of psychodynamic, personal and socio-psychological traits in the structure of students’ individuality. The study sample includes 154 1st – 3d-year students of Saratov State University, aged 17 to 20, the average age 18.6, SD = 0.61, 45% of young men, 55% of young women. The research methods (tools) are as follows. The questionnaire of formal-dynamic individuality properties (by V. M. Rusalov) was used to identify psychodynamic properties in the structure of one’s individuality. To study personal qualities, the following tools were used: The Freiburg Personality Inventory (the modifi ed form “B”) (developed by A. A. Krylov and T. I. Ronginskaya), The Holmes and Rahe Stress Scale, the Technique for Diagnosing the Level of Neuroticism (by L. I. Wasserman). To identify socio-psychological characteristics the questionnaire “Perception of the Internet” (by E. A. Schepilina) was used; to measure the degree of a person’s addiction to social networks, the “Social Networks Addiction Assessment Questionnaire” (by V. P. Sheinov, A. S. Devitsyn) was used. The research results. The study has revealed signifi cant diff erences in the integration of multi-level individual psychological qualities in the structure of students’ individuality in the compared samples. The conclusion. Students’ addiction to social networks is manifested by the following symptom complex of characteristics: low psychodynamic resourcefulness in the communicative sphere, high emotionality and its lability, neuroticism, disposition to depressive states and psychological diffi culties in interpersonal communication. Independence from the use of social networks is accompanied by motor and communicative endurance at the psychodynamic level of integral individuality, introversion, high speed of intellectual information processing and assimilation of communication skills, as well as sociability at the personal level. The compared sample groups diff er in the type of contribution of psychodynamic features to the manifestation of the social networks addiction. This can infl uence manifestation of sociability during contact interaction and can determine the tendency to excessive immersion in network and the Internet communication. The received data can help to optimize the process of the Internet communication used for educational purposes by interpreting psychodynamic grounds as the reasons for students’ predisposition to develop addiction to communicating in social networks. The data can become the basis for designing psychological developmental and psycho-prophylactic programs aimed at preventing this type of addiction.

The contradiction between the necessity to identify the resource potential of ethnic identity in modern conditions, on the one hand, and the contradictory data on its development in persons whose socialization takes place in an ethnically homogeneous environment, on the other hand, makes the study issue relevant. The research purpose: a retrospective study of the ethnic identity development in high school students living in a mono-ethnic Russian region – the Smolensk region. Research questions: At what age do children living in a mono-ethnic environment acquire the fi rst information about their own and other ethnic groups? How do children feel about their ethnic group in the process of identifying with it? What is the role of the family in shaping the ethnic identity of children? The study participants are 185 secondary school students from Smolensk who identify themselves as Russians, aged from 15 to 18; the average age is 16.3 years old; 59.5% of them are females. The research methods (tools) used: the technique “Ethnic autobiography” (by P. V. Rumyantseva), aimed at studying the development of ethnic identity in the childhood. The processing of the research results was carried out with the help of frequency and content analysis methods. The research results: most of the students acquired their fi rst knowledge of Russian and other ethnic groups at preschool and primary school age and experienced positive feelings about their ethnicity. A third of the high school students showed an indiff erent attitude to their ethnicity. The contribution of the family to the ethnic identity development weakens in a situation where parents belong to diff erent nationalities or when the children do not know their parents’ nationality. The main conclusions. Development of the ethnic identity of the majority of high school students, who live in a mono-ethnic Russian environment, takes place in the process of family upbringing, it is smooth, without any shocks and changes, it is characterized by a positive attitude towards their belonging to the Russian ethnic group. The indiff erent attitude of some high school students to their ethnicity may, on the one hand, indicate its irrelevance and insignifi cance for children living in a mono–ethnic environment, and on the other hand, it can be considered as an indicator of a “hidden” identity that can be actualized under certain conditions. The research fi ndings should be taken into account in order to increase the eff ectiveness of intercultural interaction and to develop national civil Russian consolidation.

The study appears relevant due to the need of theoretical and applied pedagogy to research the issues of art education concerning its theoretical and methodological aspects. The purpose of the research is to study the theoretical and methodological principles in development of art education. Attention is drawn to the content of the Art Education Framework as a federal-level document that develops the strategy of the cultural policy of the Russian Federation in the designated area and regulates art education in educational organizations of diff erent levels. Research results. It is shown that the creation of art education theories is a rather complex process which makes scholars consider basic scientific theories: the theory of artistic perception and the theory of artistic creativity, which are regarded through their applied aspect. Our interest in visual fi ne art determines the prerequisite of considering the theories of visual fi ne arts in various historical periods. These theories serve as a theoretical basis both in the fi eld of art education and in the fi eld of fi ne arts. The article summarizes the main movements in teaching fi ne arts at school created by various authors. The article emphasizes that the study of both these movements and the fi ne arts educational programs that correspond to them facilitate the choice in favor of the program that would fi t the curriculum of a particular educational organization. The idea of what results of students’ visual arts development should be is refl ected in both the concepts and methods of fi ne arts education that are presented in the program an educational organization will choose. These results become the methodological basis in development of art education. Main conclusions: the article emphasizes the necessity to carry out theoretical and methodological research in the fi eld of art education as well as to overcome the problems of creating “coherent” theories of art education, theories of visual fi ne art and methods of teaching it based on the experience accumulated by Russian and foreign theorists and practitioners.