Професійно-освітній простір як чинник і умова становлення особистості курсанта в навчальній діяльності

Abstract

У статті на підставі теоретичного аналізу сучасних філософських психолого-педагогічних досліджень розглядаються умови професійного й особистісного саморозвитку курсантів льотного ВНЗ. Визначальною умовою цього процесу є здатність курсанта до конструювання власного професійно-освітнього простору. Конструйований ним професійно-освітній простір і його здібність до конструювання складають процесуальну єдність професійного й особистісного саморозвитку. The article is based on a theoretical analysis of modern philosophical, psychological and educational research and it examines the conditions of professional and personal self-development of cadets at flight universities. The crucial condition of this process is the ability of cadets to design their own professional and educational space. Educational space designed by themselves and their abilities makes procedural unity for professional and personal self-development designing. This professional-educational space serves as a manifestation of subjective abilities, their universal character, as space- expression of active manipulation of autodidactic self-knowledge to achieve a specific goal, as space-awareness of instrumental support their creative professional and personal self-development. Cadets capability to design is provided by «golden ratio» between the aspirations of the individual internal and external conditions of their implementation. This can be possible only if cadets have high level of subjectivity professional and psycho-pedagogical competence. Professionally-educational space of a cadet is considered an initial «point» in structural composition of professionally-educational space, that surrounds him or her. Integrity of professionally-educational space is a factor and a condition of cadet personality becoming as a subject of his or her activity. Cadet’s moving outside own space, outside own «ME» and acceptance other people as subjects which have ability to develop themselves creatively assists the forming of qualitatively new metainduvidial position of personality such as creative cooperation. Thus cadets share their experience of «self-control» with each other, and they assist realization experience of independent «action» as a unique way of own limit nature specification, possible methods of its overcoming and realize how to create his or her own (original) algorithm of selfoverreaching. Metainduvidial position of a cadet in educational activity is a dynamic process of cooperation and constructing external possibilities and internal conditions. These are resources for professional and individual development.