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Urgency of the research. One of the main problem of modern civilization is the lack of understanding between people. Excessive orientation on pragmatic values in modern society has led to the devaluation of the primordial principles of human nature, the forgetting of the eternal principles of humanism and antropocentrism. Therefore, the person was trapped of his own self-esteem, arrogance, inability to take into account the opinion of members of the immediate environment, which led to the emergence of a large number of violent conflicts. The existence of large-scale peace and security organizations in the global world, the signing of international agreements and memoranda are not able to make up for the shortage of human spirituality, solidarity and peace. As a result, more and more scientists are trying to prove that achieving worldwide peace requires a deeper understanding of it -not just as absence of homicide, but also as a set of indicators such as social justice, happiness index, interpersonal trust, and high development of education and health care. Target setting. The presence of such an ambitious project as a "knowledge society" has significantly added optimism to anyone who believes that the desire for knowledge can displace violence on a local and global scale, ultimately convincing humanity of the expediency of giving up violence, even if a person pursues good intentions. Other part of scientists, skeptics, unanimously, argue that violence cannot be defeated, since it accompanied the development of human civilization on the every period of evolution. In their view, the idea of eternal peace is nothing more than a utopia that cannot be embodied in the harsh reality of everyday life. Accordingly, its usefulness is only that philosophers can dream of it. Therefore, this paper will attempt to answer this question -is it realistic to reach an understanding in the modern world in which conflict is already perceived as a certain norm, and if so what is required? Actual scientific researches and issues analysis. The problem of the positive impact of education on society in conflict is within the scientific interests of scholars in the field of social philosophy, philosophy of education, the most prominent of which are K. McLean, M. Zembilas and S. Beckerman thanks to their collective monograph "Education for Peace in Conflict and Post-Conflict" Societies: Comparative Perspectives ”(2009). No less thorough in this context is the content of the doctoral thesis IF. Pacheco "Conflict, Post-Conflict, and the Functions of the University: Lessons from Colombia and Other Armed Conflicts" (2014), as well as the content of J. Lederak's scholarly work "Peacebuilding. Sustainable reconciliation in divided societies ”(2019). The research objective. The key objective of this paper is to formulate the author's vision of the strategy of development of education in conflict, and to prove that the project of a knowledge society, with its advantages and disadvantages, can be implemented not only to the detriment of mankind, but as a first step in building a society of understanding. It is impossible to achieve such kind of society, it can only be built by our own efforts. The statement of basic material. Peacebuilding in society is impossible without generating and implementing an effective higher education development strategy. Education representing the ideological and value principles of humanism, democracy, tolerance, dialogue is a powerful tool in the consolidation of a conflict society, its gradual transformation into a society of understanding. In this regard, the role of the teacher in peacebuilding cannot be overestimated. Unfortunately, most politicians prefer to finance short-term projects where certain material benefit can be obtained in a minimum period of time. This is probably one of the major strategic mistakes that can cause extremely negative consequences. In general terms, peace can be compared with a kind of humanitarian deposit that is long-term oriented. Its main dividend is the stable development of a society in which the confidence of individual citizens in each other acts as a metaphorical interest rate. That is, the greater the social trust within society, the greater the likelihood that war will not affect the territorial integrity of a particular state. The level of trust implies the support of state institutions of power from the side of ordinary citizens, as well as interpersonal trust in matters of religion, ethnic and valuebased differences. Universities should increase the level of trust within society, thus advocating as a means of conflict prevention acording to optimistic scenario or social rehabilitation acording to pesimictic scenario. However, public investment in its development should be steadily increased beside grant financial infusions. Conclusions. In the framework of this paper, it was proved that higher education is able to reduce the number of conflicts in the global and local dimensions, and in the future - to bring humanity closer to the taboo of violence as well. It is up to teachers to do this because they can clearly demonstrate in the educational process how important respect for each person's rights, views and values, as well as the rejection of bigotry and radicalism is important. Universities should prepare not just social characters who have specific practical skills, but first and foremost, spiritually evolved individuals who will fully realize that human life is the highest value, regardless of human skin color, gender or ideological considerations. [ABSTRACT FROM AUTHOR]

Connected to high education reform aimed at quality, generalizing achievements and identifying gaps in pharmaceutical education are relevant. It allows to identify the main perspectives of pharmaceutical education development. Target setting. Based on archival documents the authors offer their vision of pharmaceutical education formation in Kharkiv and its importance in the period of the first half of the XX-th century. Actual scientific researches and issues analysis. The problem of the formation of pharmaceutical education in Ukraine and Kharkiv was analyzed by: V. Belikov, Yu. Borysyuk, V. Semynko, L. Kazarnovsky, V. Chernykh and others. Archival materials were also used. The research objective. The aim is to analyze the process of formation and development of pharmaceutical education in Kharkiv on the basis of formation and development of Kharkiv Pharmaceutical Institute since the 1920-ies until now. The statement of basic material. The paper analyzes the documents of the formative education meetings, the resolutions of the People’s Commissariat of Health Care in Ukraine, resulted the creation of plans for preparation of pharmacists and opening of the first pharmaceutical institute in Ukraine. The basic stages of development of pharmaceutical institute and changes in the program of training of specialists are considered. Changes in the forms of organization of the educational process have been observed. Conclusions. The result is a whole picture of the formation of pharmaceutical education in Ukraine, its achievements and outlined problems of development. [ABSTRACT FROM AUTHOR]

Urgency of the research. Civil service is the core of management activity in any country. The political-legal, socioeconomic, spiritual and cultural progress of the country, ultimately the level of its subjectivity in the international arena, directly depends on the quality of the performance of professional duties by civil servants. The article updates the provision of effective and responsible training of civil servants in modern conditions. Target setting. The effectiveness of the state-building process, the implementation of socio-economic changes, and state management depends on the professional abilities and culture of civil servants as real leaders in the performance of their main duties and the implementation of state functions. Therefore, professional development should be a flexible and operational tool for civil servants to acquire the latest practical skills and competencies, that are needed at a certain point in time to solve specific tasks in their professional activities. Actual scientific researches and issues analysis. The issue of ensuring effective training of civil servants and civil service reforms is the subject of scientific research by such domestic scientists as: N. Alyushina, T. Vasylevska, M. Golovan, G. Yermolayeva, N. Lasna, V. Kozakov, N. Korchak, O. Melnikov, O. ParkhomenkoKutsevil, B. Panchenko, M. Rudakevich, I. Chaplai, etc. The research objective. To determine the professional abilities and competencies of public servants in order to ensure effective and responsible public service in modern conditions. The statement of basic materials. The formation of professional ethics and integrity of civil servants is analyzed as an important prerequisite for ensuring effective and responsible civil service. Emphasis is placed on the rapidity and dynamism of today's realities, which requires civil servants to improve their professional qualities constantly. It is emphasized that the information society and society of knowledge, in comparison with the traditional society, requires a new quality of public service and, accordingly, professional civil servants who are modern in their worldview and professional skills. It is in need to promote the implementation of civil service reforms in the context of the transition to society of knowledge, scientific support for civil service modernization based on international experience is outlined. The importance of using innovative methods of training civil servants, including selfeducation, electronic counseling and training, cooperation with professionals, coaching, etc., has been proven. Conclusions. The importance of using innovative methods of training civil servants, including self-education, electronic counseling and training, cooperation with professionals, coaching, etc., has been proven. It is noted that a modern civil servant is not only a professional manager, but also a moral example for citizens, as he is associated with the state in public consciousness. That is why the formation of professional ethics and integrity of civil servants becomes one of the primary tasks. In general, the current state of the process of professional training of civil servants is determined by the needs of the reform of the civil service in Ukraine, its opportunities to reorganize its activities quickly in accordance with new social needs. [ABSTRACT FROM AUTHOR]

Urgency of the research. The complexities of socio-cultural development (Russian aggression, military-political conflicts worldwide, technological progress, quality of life issues, threats to environmental protection and natural resources) touch upon the very foundations of human existence. It poses a serious challenge for educational and upbringing practices, life strategies that need to adapt flexibly to rapid changes. In democratic societies with diverse future possibilities, various political, religious, and ethical perspectives influence an individual's worldview choices. For the younger generation, the crucial question arises: what values and ideals should guide life; how important is the pursuit of moral integrity, and what threats (and consequences) come with abandoning tradition and virtuous conduct in individual life creation? Target setting. The issue of integrity in contemporary culture is under special scrutiny by scholars (legal experts [1;4], linguists [13], educators [14]) and is the subject of public discussions and professional debates [3; 11]. Problems such as corruption and cybercrime have heightened the global community's attention to ethical and moral issues [8]. The abuse of academic freedom has brought renewed focus from scholars and educators to academic integrity [2]. Actual scientific researches and issues analysis. Philosophical reflections on the cultural-creative process are widely represented in both domestic and Western philosophical thought, particularly in the works of Y. Bystritskyi, M. Boichenko, S. Krymskyi, M. Kultaieva, N. Radionova, P. Sloterdijk, V. Sukhomlynskyi, and E. Fromm. Productive ideas regarding the formation of integrity and worldview culture in educational and upbringing practices are traced in the works of V. Bekh, M. Boichenko, N. Boichenko, Yu. Boychuk, N. Dyichyk, I. Dorozhko, M. Drobotenko, H. Korzh, S. Kremen, M. Kultaieva, N. Radionova, S. Pylypenko, S. Pustovit, and M. Tryniak. Despite the considerable attention from scholars, educators, and the public to the issue of integrity, the complexity of contemporary sociocultural development requires a comprehensive approach that considers both classical and modern scientific works, as well as encyclopedic publications on this subject. The research objective. This article attempts to demonstrate the humanistic potential of philosophy and education in constructing contemporary strategies of integrity as productive life-creation in various spheres of human existence. In the changing contexts of the present, it aims to justify the role of culture as a resource in shaping integrity at both social and individual levels. The article seeks to unfold the cultural-creative resource of integrity and its influence on modern educational and upbringing practices. The statement of basic materials. Despite diverse interpretations of the concept of integrity, it can be identified as a state of coherence and consistency between beliefs, decisions, and actions based on ethical values. In the philosophy of José Ortega y Gasset, a conception of noble life has emerged, characterized by active creativity, self-development, and the internal need for voluntary submission to a higher norm. Emphasizing duties over rights, Ortega y Gasset argues that “nobility obliges”. In contrast to virtuous noble life, he describes an inert state of relaxation, undisciplined behavior, irresponsibility, and an inability to adhere to any norms, even those considered ethical. This state is purposefully contrasted with integrity. Indicating that dishonesty is perilous for both individuals and society, it renders individuals defenseless against the influence of propaganda and manipulation. Society is also at risk of establishing authoritarian or totalitarian regimes. The organic connection between democracy and ethical principles is crucial, and courage is required to defend them despite associated risks. Education and art play significant roles in the pursuit of virtuous life. Theodor Adorno argues that they provide spaces where individuals can experience freedom. However, mass culture and semi-education may hinder individuals by culturally masking the antitheses of integrity. Conclusions. Therefore, society's superficial attitude towards mass education, the educational needs of the younger generation, cultural acquisitions, and human subjectivity contains the danger of losing valuable benchmarks. Crisis phenomena in various processes of social life demand not mutual accusations (which do not lead to understanding the complexities of socio-cultural dynamics) but the search for a new humanistic mindset, societal attention to the culture-forming potential of integrity, and effective life-creating strategies. Integrity manifests in the active life-creating endeavors of individuals, their personal interest in the results of their activities and work. In future research, it is worthwhile to analyze integrity strategies as life-creating processes at different levels of educational practices (preschool, primary, secondary, and higher education; formal and informal contexts; youth policies, artistic and cultural projects, cinematography, and design). [ABSTRACT FROM AUTHOR]

Urgency of the research. The modern education system, which was founded in the Modern era, contains a contradiction between the proclaimed ideals of human emancipation and the actual practice of enslavement. This contradiction is represented in the form of freedom and enslavement, creativity and adaptation, personal principle and instrumental depersonalization as defining principles of the constitution of educational space. Currently, the search for a way out of the crisis state of all levels of education requires an understanding of the shortcomings and advantages of the pedagogical project of Enlightenment. Target setting. Modern studies of critical pedagogy consider the existing education system as repressive and enslaving people. However, the existing education system is the result of the pedagogical project of the Enlightenment, which was inspired by the ideas of comprehensive human emancipation. Therefore, it is necessary to investigate the reasons and ways of transforming the spirit of Enlightenment into the spirit of enslavement. Actual scientific researches and issues analysis. The study is based on the works of I. Kant, H. Hegel, P. Freire, W. Wozniak, G. Bist, T. Adorno, D. Dewey, J. Rancière, M. Foucault, G. Arendt, M. Heidegger, S. Kierkegaard. The research objective. The article attempts to trace the logic of the development of education as liberation in the context of the pedagogical project of the Enlightenment and to identify the reasons for its transformation into a repressive instance of enslavement. The statement of basic material. One of the fundamental ideas of the Enlightenment was the idea of freedom. The Enlightenment laid the foundations for the Western education system and ideas about freedom. The Enlightenment connects the idea of freedom and the development of the human personality with the effectiveness of one's ideals. Thus, it can be argued that the Enlightenment is both a historical period and a process of liberation (“exit”) of man through the formation of the ability and conditions to use his reason. Conclusions. A teacher who accepts the risk of education as a practice of freedom realizes that it’s not he who really educates and teaches, but the depth of that cultural content, to the objectification of which he managed to attract students. In this case, education is always a process of finding freedom in order to interact with the subjective dimension of culture. [ABSTRACT FROM AUTHOR]

Urgency of the research. Recently, the Ukrainian education system has undergone significant methodological and organizational transformations driven by both the development of information technologies and the universal demand for integrity within the educational environment. Adhering to academic integrity involves not only compliance with legislatively established rules but also an internal, profound alignment of participants in the educational process with the moral principles of responsibility ethics. This postulate, particularly in Ukrainian contexts, requires enhanced argumentation. The article discusses the search for ethical foundations in conditions of war, which simultaneously serves as a condition and an uncompromising requirement for the moral self-realization of individuals during times of great tension and uncertainty. This is why the article turns to ethical guidelines from ancient aretology. Target setting. Virtue ethics, rooted in Aristotle's moral philosophy, holds significant potential to assist modern individuals in shaping moral guidelines, indicating a path towards personal flourishing and societal well-being. Virtue ethics allows for context consideration and flexible responses to complex situations, fostering the interaction between personal interests and the common good. Actual scientific researches and issues analysis. Framing the problem in this aspect involves referring to the works of Elizabeth Anscombe, Alasdair MacIntyre, Philippa Foot, Rosalind Hursthouse, Roger Crisp, and Edith Hall. The issue of academic integrity has been addressed in the research of V. Romakin, T. Finikova, A. Artyukhov, M. Grynyova, L. Ryzhak, O. Tsokur, Y. Kalinovsky, V. Khmarsky and others. The research objective. Unveiling the creative potential of aretological ethics and its applicability in crafting a strategy of integrity and its effective implementation in the academic, cultural, and socio-political realms of contemporary Ukraine. The statement of basic materials. Changes in moral philosophy from Aristotle to the present day are shaped by diverse historical, cultural, and philosophical influences. In the mid-20th century, normative ethics was dominated by two theories: deontology, inspired by the 18thcentury philosopher Immanuel Kant, and utilitarianism, rooted in the philosophies of Jeremy Bentham and J.S. Mill. Elizabeth Anscombe, in her work “Modern Moral Philosophy” (1958), highlighted a legalistic shift in ethics, suggesting a departure from viewing virtues as mere duties or obligations, advocating a return to Aristotle's approach where virtues are seen as key qualities of character aimed at human flourishing. Anscombe's work sparked a revival of virtue ethics. Philosophers like Philippa Foot, Rosalind Hursthouse, Edith Hall, and others contributed to the rehabilitation and development of virtue ethics, emphasizing Aristotle's moral philosophy. These philosophers seek not only to revive but also to adapt Aristotle's teachings on virtue to the demands of modern society, addressing contemporary challenges. Their contributions have significantly influenced the development of normative ethics, expanding discussions and examining aspects of virtue in the context of contemporary moral theories. Conclusions. The implementation of academic integrity strategies in the complex and multifaceted modern Ukrainian contexts requires systematic and careful adherence to ethical standards in the educational environment and the practical realization of an ethical enlightenment project among the general population. The theoretical underpinnings of this project should be based on the universal principles of aretological ethics. Aristotle's idea of virtue, as a guiding force for achieving human well-being, takes on new meaning in contemporary conditions, contributing to the harmonious development of personality and the strengthening of moral foundations in the modern world. Even considering that socio-cultural contexts have changed, the key aspects of Aristotle's virtue concept remain relevant and valuable for moral development and personal flourishing in the modern world. In this context, virtues become a crucial foundation for shaping a holistic personality and defining moral conduct. [ABSTRACT FROM AUTHOR]

Urgency of the research. The increasing use of visual content in everyday life, educational, and scientific activities requires a more detailed scientific understanding of the issues of visual epistemology. The relevance of ways of knowing the new, information-digital reality is due to the emergence of visuality or the sphere of vision. Video, photos, graphics, and other visual elements are used as the primary mode of communication and learning. Understanding and analysing visual information is becoming a key skill for intellectual and social development. As a result, a scientific analysis of the problems of visual culture formation is becoming increasingly important. Target setting. Cognitive activity expands the toolkit of its own practices and along with analytical, hermeneutic, and phenomenological, cognitive practices of productive cognition of the world poses the task of including the visual paradigm. There is a need for scholarly reflection on the inclusion and application of visual practices in the teaching and learning process. Actual scientific researches and issues analysis. Visual culture is studied by N. Brighton, A. Boylen, K. Jenks, M. Sturken, and L. Cartwright. The theoretical theory of "visual studies" is represented by the research of T. Mitchell, N. Mirzoyev, M. Dykovitska, and D. Elkins. Social visualism is studied by K. V. Bataieva. The culture of visual thinking is analysed by G. V. Ilyina. The research objective. To analyse the epistemological content of visual culture and visual practices and their influence on the formation of modern man's perception and understanding of the world. The statement of basic materials. A modern person is an active consumer of visual images, through which he/she forms his/her worldview and discourses. This leads to the search for new approaches to the presentation and assimilation of knowledge. As a result of involving visualisation in cognition, this or that problem situation was solved more productively. The formation of visual perception is directly influenced by the social environment, which determines the appropriate conditions of existence, influences the effect of cultural and linguistic traditions, and takes into account intellectual, emotional, and mental characteristics. The information boom caused by the development of technology and the availability of the internet is overloading humans with the sheer volume of information they must process. The cognitive sphere is inseparable from technological progress and is subject to all the innovations of the age, both in the use of these innovations and in their creation. Therefore, we are moving to a new epistemological interpretation of science, education, and the learning process. Consequently, it is necessary to focus on the issues of the formation of digital humanities, mosaic, and iconicity in the presentation of visual information, analysing the perception and processing of visual information, formation of visual literacy, visual thinking, and visual culture. Conclusions. In the context of the "visual turn" in culture, there is an expansion of the ways of knowledge transmission - from the language of texts to the screen, media-visual language. In the study of the problem of visuality a set of scientific researches concerning the processing of visual information, ways of using conscious visual perception in communication processes, application of various techniques of argumentation on the basis of visual information, etc. is gaining development. The epistemological turn of the digitalised society implies the search for new methods of presenting, processing, and assimilating information. The basis of the new education is multimedia screen communication, which forms visual literacy and visual thinking, requiring the assimilation of visual culture. [ABSTRACT FROM AUTHOR]

Urgency of the research The success of a higher education institution in the context of the transformation of the educational environment and the integration of the Ukrainian educational space into the European one depends on its capacity for investment practice. Thus, the effectiveness of the implementation of innovative projects or programs, the creation of a new educational product is largely determined by the level of attracting investments as an effective factor in the implementation of the national goals of sustainable development of Ukraine. Target setting. Innovative activity in a higher education institution plays an important role in its development, since the attraction of investments to support panEuropean educational trends and compliance with the principles of publicprivate-public management is one of the conditions for the competitiveness of a higher education institution and contributes to the realization of one of the national goals of sustainable development of Ukraine - ensuring equal access to quality higher education. Actual scientific researches and issues analysis. The scientific achievements of domestic scientists, in particular, such as L. Burdonos, V. Vinogradnya, L. Kozarezenko, K. Shchur, as well as a number of works by the authors of this article, reveal various aspects of the investment activity of higher education institutions and confirm the relevance of research on investment in higher education as a component of the implementation of the national goals of sustainable development of Ukraine. The statement of basic materials. The article updates the goals of Ukraine's sustainable development until 2030 and establishes the relationship between the goal of ensuring quality education and attracting investments to a higher education institution; the participation of stakeholders, among whom are investors, in the management of the educational institution as one of the key principles, which is implemented through the relationship with the labor market and the construction of partnership relations, is highlighted; attracting investments for the purpose of improving the system of providing educational services and their quality, developing new products, improving the infrastructure of universities, attracting international partners, bringing higher education institutions to European standards of activity is one of the key indicators of the prestige of the university and the mechanisms of sustainable development of the national education system in general; the fact of a decrease in the amount of education funding is analyzed, which potentially has negative consequences for the socio-economic development of Ukraine, and investment activity for higher education institutions in the vast majority of management practices remains a secondary or conditional unit of funding. Conclusions. The development of higher education is correlated with the current trends that dominate the world and are aimed at establishing the public good. Attracting additional resources, in the form of investments, to the educational environment of the university will allow implementing socially useful projects, improving the level of educational services, supporting innovative research, implementing the principles of publicprivate partnership in the management of the educational institution, and creating a favourable microclimate for the future development of the higher education institution and the implementation of sustainable development goals. [ABSTRACT FROM AUTHOR]

Urgency of the research. Relationship between governance and public administration is a social phenomenon that is actively relevant today in various spheres of public life. It becomes especially important at the stage of development of global civilization and individual communities, when socioturbulent tendencies play a powerful role. In such conditions, public administration has the potential to organize, interact, integrate different democratization trends. The article emphasizes that this potential is especially important to use as fruitfully as possible in public administration of science and education. Target setting. It is necessary to find out not only the unity, but also the difference between the principles of education management and the management of science, the principles of public-state and state-public management of the system of science, as well as to reveal the specifics of the implementation of the principles of one or another form of its selforganization. Actual scientific researches and issues analysis. From a philosophical standpoint, scientific communication was already studied in Ukraine by I. Dobronravova, as well as by the author himself, and M. Boychenko philosophically analyzed the related educational communication. A more general conceptual description of the democratic principles of education was classically given by the American philosopher, a classic of the philosophy of pragmatism, J. Dewey. The principle of subsidiarity, according to which most of the powers are delegated from the leading and central authorities to subordinate and regional ones, was studied by the modern German philosopher O. Goffe. At the same time, important generalizations approaching the philosophical level of conceptualization were made by representatives of political science and management theory in Ukraine - O. Horban and O. Tyagusheva, H. Yelnikova, A. Krupnyk, O. Onats and L. Kalinina, H. Todosova and others. and also in the world - M. Domenek, P. Laskum. Basic legal documents of Ukraine, which regulate scientific activity, activity of public councils as special public organizations, regional policy, etc., should also be taken into account. At the same time, a generalized analysis of public-state management of science as a specific model of decentralization in the organization of science on philosophical grounds in Ukraine was not carried out. The research objective. This makes it necessary to investigate the public-state management of science on philosophical grounds as a specific model of decentralization in the organization of science. The statement of basic materials. It is emphasized that the democratization of science implies the growing influence of the public on science, and hence the introduction of public-state or state-public management of the science system, the principles of its self-organization. In Ukraine, the model of structural public support has been implemented, when the subordination vertical of management presupposes the presence of public structures at each management level – public councils, which have not yet become a real force and voice of the public. The development of self-organization of scientists, including the creation of alternative, “additional” social structures is a key factor in strengthening the social component in the management of science, as well as contribute to the development of science in general. Conclusions. It is noted that the regionalization of science is focused not so much on the autonomy of regional authorities, but on improving the coordination of executive bodies in the field of innovation based on a common understanding of the goals and objectives of innovative development of Ukraine. [ABSTRACT FROM AUTHOR]

Urgency of the research. The development of a problem of creative thinking is due to the need to intensify the creative activity of the individual in modern conditions, which is associated with the scientific and technological development of society and social needs. Insufficient study of mechanisms of formation and development of creative thinking is an obstacle to the development and introduction of innovative education technologies in university education. However, the significance of creative thinking of personality will continue to grow, as it is the creativity, as a spiritual social phenomenon is one of the main factors in the development of society. Every person has the ability to cognition and creativity, and the development of professional creative thinking of students must be developed at the university. Target setting. The priority criteria of a modern specialist are a high intellectual and professional level, ability to solve complex, unpredictable tasks, creativity and creative thinking. Using the methodology of problem oriented training, positive results can be obtained in the formation and development of professional creative thinking of students. Such a methodology will allow to eliminate the shortcomings that are inherent in many students, for example, to avoid passivity in students in the perception and processing of scientific information, fragmentation of thinking, which does not allow to allocate a significant component of the content of the educational series that is taught. Application within this methodology of active methods of training will enable the productive interaction between students and lecturer, students with each other during the conduct, successfully learn the material of educational disciplines and develop professional creative thinking. Actual scientific researches and issues analysis. The conducted research prompted to appeal to the works of domestic and foreign scholars devoted to socio-philosophical principles of development of creative thinking, as well as the formation of professional creative thinking of future specialists in the context of modern higher education. The problem of creativity is investigated in scientific works by S. Averintsev, G. Batyshev, M. Berdyaev, M. Kogan, P.Kravchuk, V. Matyushkin, V. Frankl, V. Shinkaruka and others. Important for our study were scientific up comes of Ukrainian scientists: V. Andrushchenko, M. Boy-chenko, L. Gorbunova, E. Gerasimova and others. The research objective. The purpose of the study is to determine the impact of problem-oriented learning for the development of creative thinking of students. Within this study, socio philosophical principles of development of creative thinking are considered; to analyze the impact of developing training on the development of professional creative thinking of students; consider the role of creative thinking in solving complex tasks and solved unpredictable situations; Identify the structure of creative thinking and the role of scientific intuition in a creative process. The statement of basic materials. An analysis of the essence and development of creative thinking, the determination of the main structural elements of this phenomenon makes it possible to identify effective approaches to the formation and development of professional creative thinking of students. You can define a few approaches to the formation of creative personality thinking. This is a systematic, activity and cultural approaches. Within the system approach, the main components of creative thinking are considered not distinguished, but in interconnection with each other as a holistic system. The definition of creative activity of personality and its personal abilities is the basis of a personal approach. The activity approach is guided by educational and scientific activities in the educational process and is the main condition for the development of professional creative thinking of students. The meaningful basis of the culturological approach is assimilated by values. To the main elements of training that are capable of influencing the formation of creative thinking of students is problematic, that is, in order to increase mental activity it is necessary to include problematic tasks, simulated situations. This approach will contribute to the formation of creative thinking of students, therefore, in our opinion; the methodology of problem-oriented learning is the most successful. Students are given the opportunity to solve complex tasks independently, make decisions and open scientific truths. Making a new material to think, analyze the facts synthesizing new ideas, develop reflexive thinking by selfknowledge, self-observation. Conclusions. It is determined that creativity involves realizing the person of its personal abilities, which are revealed in the process of creative activity; The influence of developing training on the development of creative thinking of students is analyzed; The leading role of creative thinking in solving complex problems and solved unpredictable situations is substantiated; The structure of creative thinking is considered and the role of scientific intuition in the creative process is determined; The results of the study are obtained which will continue to develop problems of developing creative thinking of students in the context of innovative development of modern higher education. [ABSTRACT FROM AUTHOR]

Urgency of the research. Modern society is becoming increasingly dependent on the media. If the processes of social modernization at one time were due to the influence of education, which became widespread in the Enlightenment, the social postmodernization, which has been intensive in recent decades, is due to the spread of mass media. But while education did not experience intense media pressure during the days of television, as its impact was more on adults and its impact on children was fairly easy to control, the Internet era erased virtually all boundaries and prohibitions, and children from an early age were dominated by Internet content, and not educational programs of preschool and school. Target setting. To determine the relationship of education to the media space, it is necessary to find out to what extent the media in general change the social reality, to what extent this reality is constructed, and only then to decide how education interacts with the media reality. Actual scientific researches and issues analysis. The issue of media is widely represented in the world and domestic literature, but the connection between the media and education is not fully covered. To identify this connection, it is important to refer to the works of phenomenological sociology A. Schutz, P. Berger and T. Luckmann, media researcher Canadian philosopher M. McLuhan, American public opinion researcher W. Lippman, French philosopher-postmodernist J. Baud rillard, German theorist, author of the theory of social systems N. Luhmann, creator of metaphorology H. Blumenberg, authors of the concept of establishing the agenda M. McCombs and D. Shaw. Also of interest are modern studies by E. Dyakova and A. Trachtenberg, T. Krasikova, I. Lysak, V. Mansurova, and A. Ulanovsky. The research objective is to identify the main effects of modern media on education and the possible effects of modern education on the media. The statement of basic materials. The article analyzes the extent to which social reality can be considered as constructed. The main causes and consequences of the media's influence on the construction of social reality are analyzed. The main risks and benefits of the influence of the media on education are identified and the main directions of constructive interaction between the media and education are indicated. Conclusions. The mutual penetration of education and the media opens up greater opportunities for the reverse impact of education with its potential for critical thinking in the media – but to gain such a tangible impact and effect, this impact must first acquire a media-acceptable format – the system can only be changed from within. [ABSTRACT FROM AUTHOR]

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Urgency of the research. Once Ukraine has joined Bologna process, a lot of scholars started to conduct comparative studies of European educational standards. At the same time American education standards do not get attention they deserve, regardless a fact that it is American Universities often rated in the top in various world ratings. Historically it was the Protestant Branch of Christianity that laid foundational principles even in the world-recognized Universities like Harvard. “Faith-base” educational institutions founded by the Protestants of Ukraine in their early years applied American educational standards. Thus, any research in this area will have scientific novelty by default. Target setting. Mentioned subject field is not well-researched and that creates an outstanding need to increase co-operation with “faith-based” higher educational institutions, study their best practices and make attempts to scale the best achievements. Actual scientific researches and issues analysis. Some individual researchers point out to a fact that although most of Europe’s Universities were once founded by Protestant groups, by 1980 practically none of the Protestant Universities are functioning in Europe. Some researchers point to the typical distortions of the well-known phrase about the “dividing wall between the church and the state” - others describe the unjustified tendency of synonymous use of the terms “secularism” and “atheism”. However, apart from isolated studies of American standards of education quality, virtually no researcher examines the Ukrainian experience of implementing American standards of higher education by domestic Protestants for the purpose of scaling up. The research objective. Identify basic foundational principles of education laid down by Protestants, recognize their implementation in Ukraine and suggest ways to scale them. The statement of basic materials. Author is examining three most common typical principles that influenced the educational system of the USA and argues that scaling those principles along with the experience of “faith-based” higher educational institutions may be helpful. Conclusions. Thus, practically all of the Protestant higher educational institutions were able to demonstrate that it is possible to apply the most valuable principles in Ukrainian realities, such as formation of the higher educational institutions that become providers of high-quality education without subsidy from the State; ability to screen future students during admission and screen faculty without being corrupted; forming responsible and integrated Christian community that interacts with the larger society; uncompromised enactment of the worldview values, keeping schools’ image, constructing adaptive system of education that takes into consideration requests of all the stakeholders of spiritual education. The author argues that everything stated above proves the significance of the further study of the issue with the purpose of scaling the best achievements. [ABSTRACT FROM AUTHOR]

Urgency of the research. One of the most important globalization processes is Ukraine's entry into the European educational space. This process requires a deep understanding and definition of strategic directions for the development of the education sector. Education is currently recognized as the most important area of human existence and requires constant compliance with all the requirements of a changing world, and therefore is simply obliged to respond to any transformation of society. Its features such as lack of staticity and the ability to transform make the study of the globalization of education extremely relevant and requires constant study. Target setting. Consideration of the challenges of globalization and the information revolution is one of the main tasks of modern scientific research. After all, the education system is recognized today as the most important area of existence of the knowledge society and must constantly meet the various requirements of a changing world and respond to any transformations of society. Actual scientific researches and issues analysis. The works of V. Andriyash, V. Voronkova, I. Kalenyuk, O. Kyvliuk, O. Nazarchuk, O. Petrovich, V. Yakovets are devoted to the study of globalization processes in education. The development of education under the conditions of the information revolution was covered in the works of O. Zadorozhnaya, O. Kyvliuk, A. Korneevsky, S. Sysoeva, N. Batchenko and others. The statement of basic material. The world experience of civilizational development of the most advanced countries of the world testifies to the crucial role of the educational sphere in the formation of the whole sociocultural complex – modernization of production, improvement of social relations, science and culture, ensuring sustainable development of society, entry of industrial countries into the stage of post-industrial information society. Educational systems have always focused on the needs of society and, despite the known conservatism, responded to the changes. The concept of “globalization of education” means the process of entry of the educational system into the European Higher Education Area and standardization of requirements: comparability of degrees, a single system of credit points, academic mobility and assessment of the quality of education. The globalized world is an open world, but not an equal one. New challenges in the system of human preparation for life are not least due to socio-cultural dynamics, which is constantly accelerating under the pressure of globalization and the information revolution. Therefore, today it is important to know the main vectors of globalization and informatization not only on the development of modern society in general but also on the development of its education system in particular. The social stratification of states deepens faster than material, financial, intellectual, human resources and talents are pumped out of backward countries. Conclusion. In the context of society's search for an effective educational policy and the need to move to flexible high-tech educational systems, there is a need to use the latest information and communication technologies. At the same time, innovative processes aimed at the production of knowledge cause changes in the content, methods and forms of teaching and appointment of the modern teacher. In such dynamic conditions, certain threats are inevitable, overcoming which is the task of modernizing education. [ABSTRACT FROM AUTHOR]

Urgency of the research. The concept of tolerance is a cross-cutting ethical guide for the functioning of all socio-cultural mechanisms of a globalized society. The higher education system is not an exception. This is a system, in which the contradictions of intercultural interaction, respect for worldviews, etc. should be resolved in a specific way, and substantiation of tolerant interpersonal interaction strategies is an urgent task for researchers in higher education. Target setting. Modern European education declares a focus on the reproduction of humanistic values and creative self-development of the individual, which is impossible without the establishment of democratic values in the public consciousness and political and legal reality. However, there is a need to generalize the theoretical and, no less important, practical mechanisms for implementing these approaches. Actual scientific researches and issues analysis. The problem of tolerance in ensuring the mechanisms of development of a globalized society is studied in the works of T. Andrushchenko, S. Bondyreva, M. Kushnaryova and others. Worldview challenges of education development are analyzed in the works of Yu. Kalynovsky, M. Kolotylo, G. Nikolay, O. Ovcharuk, V. Reut, L. Ryzhak, Yu. Shabanova and others. The specifics of adherence to the principles of inclusion and academic honesty were analyzed by O. Vakhrina, Yu. Kalinovsky, Yu. Kruk, G. Nesterenko and others. The research objective. The author aims to identify the features of the implementation of the principles of tolerance as an important educational practice in accordance with the humanistic ideas of the European educational space. The statement of basic material. Formal and informal means are used to foster tolerance in European educational institutions, including through the establishment of a complex set of moral values (inclusion, principles of academic integrity, etc.). The declared principles are reflected in the codes of ethics, which serve as guidelines for the development of national educational systems, provide an ethical foundation for educational practices of specific universities, and so on. Conclusions. Based on the analysis of the discourse of tolerance in European education, it was possible to come to a number of consolidations: the formation of a European type of personality forms the task of educating value competencies that form the basis of its thinking and action; tolerance is a universal competence based on which it is possible to ensure human rights and principles of democracy, the implementation of the ideology of peacebuilding and the perception of ethical norms of behavior of others, the development of environmental and information security, etc.; education and adherence to the basic values of the European educational space ensures the harmonization of the European space, balanced perception of the other, creates an atmosphere of respect and desire for cooperation, ensures the existence of everyone in a complex European society; research and further provision of educational practices of tolerance appears as an urgent social task of civilizational development. [ABSTRACT FROM AUTHOR]

Urgency of the research. In the article within the framework of cultural studies discourse the peculiarities of the philosophical basis of religious studies are comprehensively analyzed. Target setting. It has been established that the philosophical and value component of religious studies provides for different forms of interaction between the State, educational institutions and the Church in the implementation of educational tasks for the formation of the competence of religious studies. Actual scientific researches and issues analysis. Among the domestic authors who specially and professionally researched the problems of religious studies, we should mention V. O. Balukh, V. Yu. Leshan, Yu. A. Nazarenko, I. Yu. Selezhan, O. А. Tymchyk. Among the scientific publications that have been published between 2017 and 2019, there are the following. In the field of religious studies, it is necessary to highlight the studies of such authors as O. V. Lisovy, O. M. Yeremenko, O. O. Smolina, V. V. Spivak. The research objective. Based on the above, the research objective is to attempt a comprehensively analysis of the philosophical foundations, principles and general backgrounds of religious studies. The object of the study is religious studies. Accordingly, the subject of the research is the philosophical principles of religious studies. The statement of basic materials. Achievement of the right ratio of religious studies and religious education is possible under the condition of integration of mental values of individuals and societies, as well as the gradual formation of a single mental space of civilization. It has been established that the philosophical basis of religious studies is that it can: define and form the correct worldview positions regarding religion; offer the person a system of attitudes that excludes negative fluctuations in the search for an appropriate worldview; regulate the axiological positions in the multi-variance of moral choice. In addition, the philosophical basis of religious studies should help to harmonize the content of this education with personal views on the student's religion. This basis should be grounded in the position that religious studies should not impose a certain view of the religions of the world on young people, but should offer a volume of objectively balanced knowledge of religious world view. Conclusions. We can come to the following conclusions in the context of the problems of the present research: substantiating the need for the philosophical component of theological education, it is important that it requires various forms of cooperation between the state, educational institutions and the church in the implementation of educational tasks to form theological competence; considering the problem of the philosophical component of the relationship between religious studies and religious education, it should be noted that the achievement of their correct and scientific relationship should ensure the integration of mental (mental) values of individuals and societies, as well as the gradual formation of a single mental space of civilization. [ABSTRACT FROM AUTHOR]

Urgency of the research. The beginning of the 21st century is characterized by the test of the humanity for its survival. Deep crises in various spheres of social life have covered most of the countries of the world. Ecological terrorism, which comes out in all continents, leads to disasters, the result of which is destruction, death and demolition. A significant number of social conflicts take place in various parts of the globe, and in many countries wars are continued that result in significant material and human losses. There are changes in human nature. Many people who focus on practical interests neglect the principles of humanism and human centrism. Disregard of other people's opinions, inability to analyze the situation and find optimal solutions to solve the problems lead to a lack of understanding between people. Many scientists, in particular teachers, psychologists are inclined to believe that one of the reasons for all the negative manifestations in the society and nature is a human, in particular the low level of the quality of person’s culture. Target setting. The issue of civility of human was always the focus of the public attention. This characteristic should be understood to mean the level of education, good manners of a person, as well as the mastering of a certain field of knowledge or activities. The level of culture of a person is generally identified with its good manners and it is associated with the well-being of the whole nation. Is it possible to achieve the positive results in human lives and the processes of outside world through the culture of people, and if ‘yes’, so under what conditions? Actual scientific researches and issues analysis. The problem of “civilized lack of culture” was posed by Oswald Spengler (1918) in his book “Sunset of Europe” - translation from German “Der Untergang des Abendlandes” [19]. Currently, the issue of the favorable effect of culture on an individual and the society as a whole was covered in the works of A. Weber (2008) “Global Climate Change. Who's guilty? And what to do?” [4], S. Wozniak (2011) “The concept of cultural reality in the context of the humanitarian paradigm of knowledge” [5], G. Didenko (2011) “Humanitaristics as a way of coping with the “civilized lack of culture” [8], J. P. Lederach (2019) “Development of the world. Sustainable reconciliation in divided societies” [11]. The research objective. The main objective of this work is to justify the need in the development and improvement of the level of culture of modern young people and in the outlining of the author’s vision of the efficiency of this process. The statement of basic materials. Minimization of the problems that humanity faces today is impossible without the organization and implementation of an effective way of culture development. A civilized person is guided by high moral guidelines and is aware of his or her responsibility for the results of his or her actions. Culture is the most common integral characteristic of a human, a leading generic feature. Outside of culture, a human ceases to be a human. The concepts of culture, spirituality, humanism, humanity, kindness, beauty, harmony are synonymous, they complement each other. Culture that represents such value principles is a significant force for uniting of the world community and its progressive transforming into a community of mutual agreement. Therefore, the development of culture of the rising problems of humanity. Based on this fact, the invaluable role of a teacher in this process becomes obvious. Unfortunately, today’s reality shows the shortcomings in the training of teachers for educational work. The authors of the article studied the causes of this condition and outlined the ways for their elimination. One of the conditions for the effective development of culture in the applicants for education is an increase in state investments into educational institutions and the state approach to the cultural qualities of the people as the most important capital of the nation. Conclusions. Within the scope of this work, the practicability of the development of the level of culture was substantiated, since its high level is a favourable condition for achievement of understanding between people, the content of which is in the humanization of relations, avoidance of conflicts and care for nature in both local and global dimensions. The main person for the development of culture in young people is a teacher. Therefore, it will not be amiss in the institutions of higher education with pedagogic training programs and postgraduate courses to strengthen the work for enriching of the future specialists with knowledge on the implementation of the educational process. The development and the implementation of the academic discipline “General Culture” into the educational process of all educational institutions will also be appropriate for achievement of the target goal. The content of the program for each class (course) shall correspond to the age of the applicants for education. The media shall assist in the formation of the culture of the population. [ABSTRACT FROM AUTHOR]

Urgency of the research. In the 21st century education has become a significant strategic resource and potential for innovative development, which requires a coordinated effort of the state, business, NGOs to improve its quality. Target setting. Identifying the factors influencing the improvement of the quality of education at all levels, as well as current innovative trends in the educational process in the context of globalization are very important. The tendency to increase the gap in the teaching of natural, engineering and social, humanity sciences, disparities in access to education and international mobility of students and young scientists is very dangerous. The effectiveness of innovation must be combined with the responsibility of researchers whose moral and ethical qualities, intelligence and professionalism are formed and developed in educational institutions. Actual scientific researches and issues analysis. There are a number of official reports and statistics from the OECD, the European Parliamentary Research Service of the EU, the World Economic Forum of "think tanks" (Pew Research Center, RAND Corporation), as well as the work of scientists (K. Amadeo, R. Athanasiadou, M. Barber, G. Becker, K. Goldin, K. Delvin, H. Jia, I. Katsarova, W. Liu, Y. Netrebin, N. Pelagesha, G. Tam, T. Schultz, etc.), which are devoted to the study of tendencies of the educational process, its impact on the effectiveness of innovation. The research objective. The objective is to identify the mechanisms of intersectionality between the innovative progress of society in the quality of education, international mobility of students and young scientists, the disparity in the teaching of natural sciences, engineering and humanities, the role and importance in the educational process and science of English. The statement of basic material. The economic and innovational development depend on the quality of human capital, which is determined by the quality of education. The quality of training of pupils and students depends not only on traditional factors (amounts of funding, composition of groups), but also on the qualification of teachers, the level of introduction of new technologies in the educational process. A significant role in increasing the competitiveness of national education systems is played by the English language, which is an imperative condition for innovative breakthroughs, scientific achievements, mastery of new technologies. There is a redistribution of spheres of influence in the field of secondary and higher education at the global level, where the countries of the East Asian region are at the forefront. Attention to postdoctoral training as a prerequisite for improving the efficiency of the innovation process is significantly increasing. The necessity of finding a balance in the teaching of humanities and natural sciences and engineering disciplines in order to reveal the innovative potential of societies in the conditions of rapid technological changes is substantiated. Conclusions. Education is the main determinant of the level of human capital, the driving force of improving the efficiency of the economy and innovation. Its achievements and prospects result from the qualifications of teachers, the introduction of new educational technologies, productive (meaningful) humanization of education in order to harmonize innovative progress with its worldview background. [ABSTRACT FROM AUTHOR]

Urgency of the research. The tendencies of modern society in social, cultural, economic, political terms have led to the formation of a polycultural society - a space where representatives of different ethnolinguistic, religious and socioeconomic backgrounds live and study. Target setting. Among the spiritual and moral values of the schoolchildren’s personality, the education of a citizen with a tolerant outlook, capacity for intercultural, interconfessional dialogue and mutual understanding with representatives of other people holds a special place. Actual scientific researches and issues analysis. In scientific research, the problem of forming a tolerant personality in a multicultural society is viewed from the standpoint of multicultural education and upbringing (P. Kendzior, H. Filipchuk, S. Nieto, S. Schechter), teaching tolerant relations (V. Boichenko, L. Honcharenko, V. Zasluzheniuk, V. Kucher), formation of schoolchildren’s attitude to tolerance as to socially significant value (M. Bekoieva, A. Kapska, H. Rozlutska). However, the problem of education of schoolchildren in a multicultural society has not been properly reflected in psychological and pedagogical research. The research objective. To reveal the particularities of education of schoolchildren’s tolerance in the conditions of multicultural society. The statement of basic materials. Polycultural education is considered as a process of creating conditions for schoolchildren to develop a worldview setting for constructive cooperation by engaging in ethnic, native and world cultures, developing planetary consciousness on this basis, forming readiness and ability to live in a multinational society. The process of education of tolerance in schoolchildren a multicultural educational environment is considered in three aspects: acquiring a particular philosophy of tolerance as a value; culture of tolerant consciousness; attitude to the appropriate reality that is embodied in real behaviour. The conditions for the efficiency of education of tolerance in schoolchildren in the context of a multicultural society are: multicultural content of the educational process; organization of a tolerant environment that ensures tolerant interaction between the subjects of the educational process; the use of interactive, personalityoriented, reflexive and dialogic technologies, which are aimed to develop the tolerant qualities of schoolchildren; developed tolerant qualities of the teacher’s personality and his/her competence in the issue of education of tolerance. Conclusion. It is established that at the present stage of society development the solution of the problem of education of tolerance in schoolchildren in conditions of multiculturalism can be achieved only in the interaction of family, educational institutions, society and the state. [ABSTRACT FROM AUTHOR]

Urgency of the research. Much research is related to understanding spiritual issues regarding education. Such attempts require some basic definitions or descriptions of the term “spiritual”, which have different meanings and possible interpretations. Spirituality can be associated with answering basic life questions, developing a greater sense of self, nurturing inner life, and connecting people to intangible well-being. But not only ideas about spirituality relate to the inner resources of human life, they must be reconciled with the desire for external progress. Individuals are aware of themselves in the world, and teachers must analyze how to develop various aspects of the development of consciousness. If spirituality is to be discussed in relation to education, it may be necessary to rethink both the description of the term “spirituality” and the modern purposes of the secular school, since students construct knowledge and their own identity partly within the class where they study. Education takes place in a social and historical context, and the disconnection of spiritual problems from schooling is a problem that needs to be addressed in educational reform. Target setting. Most current scholars of pedagogical direction recognize the importance of recognizing the spiritual component of education, demarcating the difference between religious and spiritual problems. Most problems of spiritual education are not impossible to solve, but there are different, conceptually different, ways of solving them. An unbiased approach to this issue enables the current discourse to move beyond the conceptual barriers faced by spirituality and to allow its more complex understanding, which is not dependent on a dominant globalized view. Actual scientific researches and issues analysis. Significant contribution to the development of ideas for the introduction of spiritual pedagogy in the educational process made by foreign educators and thinkers, namely: J. Crossman, C. Joldersma, L. Miller, P. Palmer, D. Purpel, A. Zajonc. At the same time, there are no generalizing works on the problem of introduction and realization of spirituality in the educational space. The research objective. Analysis pedagogical approaches, namely: secular and religious, in defining, understanding and realizing the idea of spirituality in education. The statement of basic material. The article deals with the problems of implementation and realization of spirituality in the educational space. Particular attention is paid to the importance of recognizing the spiritual component of education, marking the difference between religious and spiritual issues. Conclusions. Most of the spiritual problems in education are not of a definitive nature, but are conceptual and informal. The cognitive map that exists for secular teaching puts science on one side and spiritual issues on the other, but cognitive spirituality lies on both sides of the map. International perspectives on the subject may allow current discourse to move beyond the conceptual barriers facing spirituality and allow for a more complex understanding of it that is independent of the dominant globalized view. A phenomenological perspective allows one to understand spirituality by fluctuating from individual to community, from life-giving justice to the vital contingent of life, so that one experiences spirituality without directly identifying the source. [ABSTRACT FROM AUTHOR]

Urgency of the research. The urgency of the topic is due to the fact that the cultural activities of the Christian denominations have not yet been considered from this perspective. And the processes that took place in the social and cultural life of Ukraine in the early sixteenth century. as well as in the religious and ecclesiastical complex of Christianity in general, are analyzed in a panoramic and impartial manner. Target setting. The study of the religious-philosophical problem in the activity of Christian churches and their influence on the cultural life of Ukraine in the context of religious diversity is conducted. Actual scientific researches and issues analysis. There are a number of basic studies that address some of the problems of Ukrainian humanism and some of the provisions of a general analysis of Renaissance human philosophy. These are, in particular, the works of D. Nalyvayko, V. Lytvynov, Y. Stratyi, P. Kraliuk, M. Kashuba, I. Paslavskiy, V. Gorskiy, O. Matkovska, B. Krysa, V. Lyubashchenko. The research objective. Research on the influence of the national idea of Ukrainian Catholics, Greek Catholics and Protestants on public opinion and their positive impact on the formation and development of Ukrainian national consciousness, education and culture. The statement of basic material. The article examines the spiritual and religious culture of Ukraine in the first half of the sixteenth century, which is one of the most interesting and poorly researched topics in the history of cultural development of Ukraine. It was during this period that the foundations were laid for the formation of early-modern national thought in its various ways -rationalistic and mystical; Renaissance-humanist and reformist ideas were formed, which later functioned and developed within the boundaries of Ukrainian Baroque culture. There is still an opinion that among the main Christian denominations in Ukraine -Orthodox, Catholic, Protestant and Uniate -national, state-building has always been and is still only Orthodox. As for the “Catholic movement” -Ukrainians of the Catholic faith, almost nothing is known about them in the general public. Meanwhile, from the point of view of national ideology, the "Catholic Rus" for the culture of Ukrainian did, probably, not less than the Greek Catholics or the Orthodox, and could produce no less than the cultural forces for both the Ukrainian material culture and the spiritual. Conclusions. Denationalization and Polonization of the Ukrainian Population in the 16th Century associated with the process of tickling. However, this process was not onesided. There was also a Ukrainianization of the Catholic environment. This found some manifestations in the activities of the Ukrainian Dominicans and some cultural centers. All this has not yet been sufficiently studied, although the need for this kind of knowledge is great because, given Ukraine's European choice, it is important to overcome outdated nihilistic dogmas. [ABSTRACT FROM AUTHOR]

Urgency of the research. Changing ways of pedagogical thinking and practice is accompanied by the search for new foundations of educational development. Diverse schools and traditions enter into the dialogue. The global world is open to all kinds of experiences, and modern educational outlines emerge through the intersection of different educational theories and practices. Education is forced to look for ways to overcome dehumanization and cruel utilitarianism. Target setting. Nowadays, the retreat from "traditional" education becomes more and more obvious, its discrepancy with the requirements of time, and the ways of thinking and activity are relegated to the past. The education of XXI century have to make an "anthropological turn". In the process of its formation, modern society seeks to make a personal choice, based on the heritage of human culture. The education in this situation is one of the main sources of humanization of the present. Actual scientific researches and issues analysis. The works of M. Buber, Y. Habermas, S. Franko, K. Yaspers, V. P. Andrushchenko, V. G. Kremen, A. P. Ogurtsov, S. A. Smirnov and etc. are on the problem of communicative space of education. The research objective. Current modernization of educational space should take into account the achievements of the "communicative philosophy", seeking to move from the authoritarian past with its subjectobjective interaction, to democratization of the pedagogical process with its inherent subject-subjective relations. The task is to get rid of one-sided orientation to the "theoretical mind" and find ways to supplement it with "practical reason." Such holistic education will reproduce the "life-world" of man. The statement of basic material. Becoming a person is a fundamentally dialogic process. That is why at least two people are always involved in it. In their intersubjective interaction, meaning is created. A multifaceted dialogue with culture reveals unity in the diversity of aspects of a human's personality. Dialogue in this sense is a specific activity aimed to state the meanings and values. The idea of “communication” was enshrined in the teachings and concepts that emerged in the early XXth century. A significant impetus for its development was philosophy of K. Jaspers. Especially popular problem of "communication" has become in the philosophical teachings of the last decades of the last century. Of these, the concept of K.-O. Apel and Y. Habermas are on the first place. Education involves the change of all subjects involved in the process of teaching. A new system of education is impossible without the transition from a subject-objective approach to a subjectsubjective approach. This approach is possible only on the basis of an appropriate educational philosophy, the main principle of which is dialogism. Conclusion. According to the dialogical understanding of the essence of education, its goals are determined. Without the introduction of dialogical relations into the educational space, it cannot be crucial. Human is a benchmark of education today, so the question is who will be the person of the future. [ABSTRACT FROM AUTHOR]

Urgency of the research. At the turn of the XIX - early XX centuries in Europe, educators sought to build a new theoretical-based school for educators who would educate initiative, well-developed people who could become entrepreneurs, active in various fields of public life in the future. Such reform trends were characterized by a negative attitude to the traditional theory and practice of education and upbringing, respect and interest in the personality of the child, new ways of solving pedagogical problems, among which were the search for ways of becoming a person during the childhood period, the development of the child’s creative forces, personal self-awareness, capacity for social adaptation and nurturing of spirituality, spiritual and moral values. Given the current Ukrainian realities, it is necessary to emphasize the importance of forming such personality traits as: desire to work, initiative, creativity, desire for self-realization, awareness of the need for constant self-improvement. Such traits of the modern Ukrainian meet the requirements of the information society, and therefore, pedagogical efforts should be focused their education. For this reason, the period of formation of industrial society, represented in the history of pedagogical thought in WesternEurope by various trends and concepts focused on the education of man of industrial society, man of his time. Target setting. The peculiar features of the educational trends of the period of industrial society formation were the syncretic combination of new theoretical provisions with practical creative activity, which took place in new educational establishments with the possibility of conducting scientific experiments. Actual scientific researches and issues analysis. General works on the history of pedagogy were used to write the article. At the same time, the ideological basis of the work is special research on certain aspects of this problem, as well as the work of teachers themselves. However, there are no works devoted to the study of the unity of theory and practice as a factor in the education of moral and ethical values in European pedagogical concepts of the period of industrial society’s formation. The research objective. Analysis of ideas about the unity of theory and practice as a factor in the education of moral and ethical values in European pedagogical concepts of the period of industrial society formation. The statement of basic material. The article deals with the issues of unity of theory and practice as a factor of education of moral and ethical values in European pedagogical concepts of the period of industrial society formation. Particular attention is paid to the fundamental concepts of education of moral values in pedagogy.Possibilities of using world pedagogical thought by Ukrainian teachers are revealed in the article. Conclusions. The ideas of the educational currents of the period of industrial society formation provided a significant impetus for the formation and further development of ideas about the role of public education and professional preparation for future activities, as well as educational trends contributed to the development of pedagogical theory and its implementation in Europe of XX century. Therefore, the spiritual upbringing of the disciples is formed and developed within the diligent performance of any work through which the will, the mind, the refinement of the senses develops. Contemporary Ukrainian pedagogy is represented by a wide variety of currents and concepts; however, in the context of the information society, the idea of unity of theory and practice as a factor in the formation of moral and ethical values of the individual does not lose its importance and needs further development. [ABSTRACT FROM AUTHOR]

Urgency of the research. During the period of national revival of Ukraine the special actuality is acquired the problem of spirituality. The development of spiritual qualities is one of the leading directions of reforms of the national education system that involves the use of new methodological categories. In this context, the scientific interest is the detailed study of the concept of “spirituality”. An important step towards the development and establishment of the modern education system with all its principles and moral and spiritual compass has become exactly at the XIX century. Target setting. The reform of the socio-economic, political, educational and cultural life in Russian Empire, which included lands of the Dnieper Ukraine at the second half of XIX century, included a philosophical change in the minds of society. The question of national revival was important, prompting the person to rethink the problem of human existence. Educational and teaching activities of the communities, members of which in different time intervals were known representatives of the Ukrainian people: V. Antonovich, M. Drahomanov, N. Kostomarov and P. Kulish, P. Chubinsky, etc., played a significant role in the formation of national consciousness of the ethnic group, the development of Ukrainian culture, laid the foundations of national education. Actual scientific researches and issues analysis. A significant contribution to the development of the pedagogical thought of Ukraine carried out the M. Pirogov, P. Redkin, M. Korf, P. Yurkevich, S. Gogotsky, S. Miropolskiy, K. Ushinsky. Ideas of these scientists are summarized in the works of L. Golubica, O. Gorchakova, L. Gurenko, L. Klimczak, S. Kuzmina, S. Sapna, in the context of other pedagogical studies consider them L. Berezovskaya, L. Bondar, N. Gupan, L. Dubrovskaya, I. Zaichenko, S. Zolotukhina, T. Ilyina, O. Cerdan, O. Mikhailichenko, N. Pobirchenko V. Postolatii, T. Filimonova and others. However, at historical and pedagogical works where wasn’t the question of the Genesis of the concept of “spirituality”. The research objective. A study of the philosophical basis of the interpretation of the term “spirituality” by Ukrainian teachers of the second half of the XIX century. The statement of basic material. The article deals with the ideological principles of interpretation of the term “spirituality” by Ukrainian educators of the second half of the nineteenth century. Particular attention is paid to the fundamental concepts of “spirituality” in pedagogy. The article reveals the peculiarities of the national definition of the term “spirituality”. Conclusions. Based on the above, we can distinguish the following transformations in the content of the concept of “spirituality” in the pedagogical thought of Ukraine in the second half of the nineteenth century. Remaining religious, the paradigm of spirituality is gradually changing. An important aspect of the transformation of the religious paradigm was the discourse of transcendence of the problem, resulting in the growth of pedagogical components of the change in the concept of spirituality. The concept of spirituality as the meaning of human being, and therefore the basis of education and upbringing, remains unchanged. Educators have a special role to play in defining values, such as ideas of truth, good and beauty. The notion of spirituality in a certain period is complemented by many aspects; it becomes more multidimensional, multifaceted. [ABSTRACT FROM AUTHOR]

Urgency of the research. Today, knowledge is considered an area in which you can get answers to all the challenges of our time. Having turned into an important foundation of the modern era, knowledge includes the innovations of the infosocium, turning into space beyond which society and man can no longer exist. This is the space of a knowledge-based society. Target setting. The transformation of the general conditions of the infosocium leads to the emergence of new methodological reflections built on the information and communication technologies of our time. A change in the methods of obtaining information and knowledge, causing a change in the forms of thinking, also leads to a transformation in the person’s perception of the content of reality. Actual scientific researches and issues analysis. The problematization of the cognitive dimensions of education in rethinking the theory of the "information society" is highlighted in the works of such scientists as P. Drucker, R. Hutchison, T. Husen, O. Vysotska, A. Ohurtsova, D. Galkina and others. The research objective. The basis of the fundamental goal of world development is an innovative economy and culture based on knowledge and based on the productive capabilities of a person to create innovations in the scientific and technical field. The task is to identify new communicative abilities of participants in the thought process that are realized in educational activities. The statement of basic materials. The dominant feature of today is the “knowledge society” -a worldview and scientific concept, updated by social, cultural and philosophical discourses in the process of a thorough rethinking of the theory of “information society”. Gaining increasing popularity in connection with the problematization of the cognitive dimensions of education, economics and technology, this concept gains a modern definition: it is a society whose development is based on internal polyphony and the individual abilities of each of its representatives. Thus, in modern society, not only “information”, but also “knowledge” plays a special role. The separation and differentiation of these two concepts are of fundamental importance. The modern era (having reached the definition of the "era of knowledge") brings a new understanding of "knowledge." Conclusions. The paradigm shifts that are occurring today in all areas of public life, including education, show the acquisition of new features by the educational and educational processes. The “Educational Mind” (together with the philosophical one), enriched by the experience of grandiose projects and decisive reconstructions, begins to generate new, creative thinking in the process of gaining knowledge. And although from time to time it falls into a period of passivity, however, it is it that is able to activate the educational process, give it vitality. [ABSTRACT FROM AUTHOR]

Urgency of the research is due to the educational crisis that continues to worsen in Ukraine, despite the numerous reforms that the Ministry of Education and Science of Ukraine is constantly introducing. Today's realities require teachers to search for new ways to develop higher education in the context of the principles of interdisciplinarity, individualization, sustainability, consciousness in the learning process and dual education. For any HEI, the urgent tasks in preparing students are to obtain a high level of theoretical and practical knowledge, professional competencies, and the ability to adapt successfully in conditions of rapid socio-economic changes and competitiveness in the labor market. Target setting. The implementation of dual education in Ukraine becomes possible due not only to the efforts of scientific and educational institutions but also to employers, where the externalization of educational services is a priority. Actual scientific researches and issues analysis. The issue of externalization of educational services was considered in the works of: N. Butenko, O. Dannikov, E. Ibrahimov, M. Lukashuk, T. Obolonska, V. Pylypchuk, T. Serohina. The research objectives. The synthesis of interbranch theoretical and empirical knowledge of the concept of “externalization” will allow its analysis in the context of the theory of marketing of services as such, which is characteristic of the characteristics of dual education. The statement of basic material. The space-time combination of training and professional activities (internships) within both HEI and branch industrial institutions in the ratio of 50% to 50% is effective and widely used in many countries of the EU and North America. Thus, this concept should be implemented in Ukraine in the near future through the development of educational technologies, close cooperation between universities and employers, legislators and managers, not only within the educational and economic space of Ukraine but also in the context of globalization and integration processes. The externalization of educational services is seen as the path to the implementation of dual education in Ukraine in the context of a marketing concept (“from outside to inside”), characterized by the emergence of new forms and technologies of public service activities. Conclusions. Dual education in Ukraine is the future of education, and the search for effective and efficient ways to implement it, among which we see the externalization of education as a priority. [ABSTRACT FROM AUTHOR]

Urgency of the research. The world of the 21st century subjects a person to a test with its speed and fluidity, resulting in the transformation of habitual cognitive skills and exploratory strategies. There are also changing ways of finding and retrieving information, resulting in the transformation of forms of cognition and thinking, the individual loses the habitual content of reality, plunges into the alluring world of virtual existence that awaits a person behind the flickering screens of various gadgets. Chats and forums, blogs and YouTube channels are confidently pushing the margins of everyday life the direct communication with friends and family, familiar educational models and techniques, which undoubtedly have a negative impact on personality formation. However, at the same time it also has a positive load, because it opens up the opportunities for self-education and self-improvement New communication models are being formed in the cognitive, intellectual, and spiritual spheres, which are implemented in the theory and practice of educational activities of the “knowledge society”, Target setting. The challenges of the present are being experienced by all links in the educational chain – from elementary school to higher education. The situation is further complicated by the fact that the cognitive needs of the individual can be met through the capabilities of the computer world, while the educational component of educational process is beyond the machine’s control. The Creator of personality is the Educator, who has one’s own values, social and political preferences, experience of victories and defeats. Analysis of recent research and publications. Understanding cognitive strategies in the context of globalization shifts and postmodern transformations of the society is the focus of scientific, theoretical and methodological studies both in Ukraine and abroad. The aspects of these issues have been highlighted in the publications by V. Andrushchenko, T. Andrushchenko, V. Vashkevych, V. Voronkova, L. Horbuno-va, A. Yermolenko, A. Kravchenko, V. Kremen, O. Kyvliuk, M. Kultaieva, V. Muliar, I. Predborska, N. Radionova, A. Sakun, I. Stepanenko, D. Svyrydenko, S. Terepyshchyi and others. The research objective implementing the sociophilosophical reflection of innovative strategies in education and identifying ways to improve the effectiveness of educational process. The statement of basic material. The educational realities of the 21st century are changing significantly under the influence of information technologies, the use of Internet resources and virtual practices in the educational process, the introduction of new standards of knowledge transfer. As a result, a polyspace of communication appears, where a confident and comfortable person who has broken the shackles of the Modern worldview, has abandoned the narratives and limitations of the Modern. One can observe a specific anthropo-axiological turn in education, which is a sign of the increasing role of the subjective factor. This necessitates qualitative changes in the educational process, the widespread use of innovative technologies and the latest methodological approaches, the attraction of information technologies capable of providing training for highly qualified specialists, which will ensure the prosperity and well-being of the country. However, only the changes in the educational process are not enough, since there is a need to form a new image of educator, who is aware of the cognitive, axiological, praxeological needs of the generation born in the age of globalization, postmodernism and total consumption, and capable of perceiving significant amounts of information, but requires the skills for its analysis. That is why the search-and-problematic thinking style, the ability to analyze information and to highlight the main point of interest are of great importance. The main guideline of modern education is the intellectual development of a person capable of productive cognitive activity, constant self-improvement and selfeducation. Therefore, methods of creative learning, acquisition and production of knowledge, the ability to formulate and solve problems, and independently search for necessary information in finding the answer to the problems posed by the teacher or the students themselves become especially relevant and required. Conclusions from this study and prospects for further research. The consequence of rapid socio-cultural change is the transformation of the content of education, methods of translation and assimilation of knowledge, the problems of formation of competencies necessary for successful self-fulfillment and career growth. The trend of modern education should be its transformation in the humanistic direction, so that a personality should become the center of educational intentions. Moreover, it should be not just an educated personality, but also a creative one, able to find the opportunity to create new ideas and projects in any situation, devoid of stamps and stereotypes in the process of transformation of the world and self-improvement [ABSTRACT FROM AUTHOR]