EUROPEAN HUMANITIES STUDIES: State and Society http://ehs.eeipsy.org/index.php/ehs <p>European Humanities Studies: State and Society / Europejskie Studia Humanistyczne: Państwo i Społeczeństwo” (EHS:SS) is a <em>peer-reviewed quarterly scientific journal</em> and<span class="tlid-translation translation" lang="en"><span class="" title=""> is aimed at both experienced scholars and educators as well as novice researchers and practitioners</span></span>. On its pages are published articles in the field of<em> social sciences and humanities</em>, primarily related disciplines such as pedagogy, psychology, sociology, philosophy, education, art, administration, management, etc.</p> <p>The <em>mission</em> of the journal is to be an effective publishing platform for contemporary researchers in the humanities and social practice, to facilitate the rapid and effective presentation of their experiences and discoveries.</p> <p>The journal has been published since 2012 on the initiative of the East European Institute of Psychology (Ukraine - France), as well as Polish universities: Cracow Academy named after Andrzej Frycz Modzhevsky (Poland) and the Pomeranian Academy in Slupsk (Poland). Today, the publication’s partners are the Polish Academy of Sciences (Kiev Representative Office) and the Fund them. Mikołaj Rey (Poland).</p> <p>The magazine is published quarterly, the electronic version of the current issue is published within 30 days after the publication of the printed version.</p> East European Institute of Psychology en-US EUROPEAN HUMANITIES STUDIES: State and Society 2413-9025 Haydegger and Sartr: I, the Other and People in the context of the problem of education http://ehs.eeipsy.org/index.php/ehs/article/view/194 <p>The article compares the interpretation of the relationship between I, the Other and People in the existentialism of Heidegger and Sartre. For Heidegger, the Other is a henchman, an area that is determined by the execution of a case. Care that is pre-ontological and therefore impossible to consider. Orientation is the identification of relationships between places, which is why a person must maintain a distance. Its necessity is explained by the fact that I am on the premises of People. The impotence of the Self is due to the fact that it is impossible to determine what People are. As a result, each person seeks to be invisible, hide in the middle. Unlike Heidegger, Sartre explores the Self as an independent entity, which is in dialectic relations with Another. Therefore, it depends on the teacher as Another how I will be the pupil. The influence of Another is explained by a look that clarifies: who is who. That is why the teacher has the opportunity to shame the children. With it, a child has the opportunity to see his uniqueness and uniqueness, in other words, become a person.</p> <div id="gtx-trans" style="position: absolute; left: -5px; top: 300px;"> <div class="gtx-trans-icon">&nbsp;</div> </div> Oleksandr VOLKOV Copyright (c) 2020 2020-05-11 2020-05-11 2 4 14 10.38014/ehs-ss.2020.2.01 The history of B. Sadovskoy’ cooperation in the journals "Vesy" and "Zolotoe runo" http://ehs.eeipsy.org/index.php/ehs/article/view/195 <p><span style="font-weight: 400;">B. Sadovskoy led an active literary activity in the first half of the twentieth century. In 1904 the editor of “Vesy” V. Bryusov invited the young writer to collaborate in the journal. B. Sadovskoy proved to be a talented literary critic and poet. Nevertheless, his reviews and notes were considered as pretentious and sharp in expressions that led to the condemnation and alienation of many contemporaries in relation to the writer. A few years later B. Sadovskoy became a member of “Zolotoe Runo”. Editorial policy of this journal from the first issue became the subject of controversy in literary circles, especially from the Symbolists who published their works on the pages of “Vesy”. The journals “Vesy” and “Zolotoe Runo” played a considerable role in B. Sadovskoy’ formation as a writer, poet and literary critic.&nbsp;</span></p> Anna ELISEENKO Copyright (c) 2020 2020-05-11 2020-05-11 2 16 25 10.38014/ehs-ss.2020.2.02 Ostracism – social expulsion – the state of social disadvantage http://ehs.eeipsy.org/index.php/ehs/article/view/196 <p><span style="font-weight: 400;">The article is devoted to the peculiarities of the concept of social isolation as a state of social disadvantage, which because of its characterological and phenomenological features contains a threat to the normative development of the individual. An attempt was made to analyse the peculiarities and patterns of individuals' nonacceptance in the social environment, which is manifested in actions aimed at deliberately excluding an individual from a social group or processes of joint activity. The psychological mechanisms of formation of ostracisation tendencies are analyzed, which include non-acceptance of group members to discipline the unacceptable, asocial members, development of cooperation in the group space; latent type of intimidation of the individual – relational aggression; the formation of negative causal attribution, based on their interpretation of possible actions of the victim while observing his/her behavioral manifestations. It is pointed out the interdependence of the negative attribution formation, its types and social rejection of personality in the intergroup space. The conclusions are drawn that the main cause of the social rejection phenomenon is the mismatch between the individual's behavior and his social status, stereotypical characteristics, generally accepted norms, already defined by the group. Further consideration of this problem is seen in a more extensive study of the ostracism phenomenon as the state of social disadvantage, a practical study of causes and mechanisms of how the tendency of rejection of individuals in the group forms.&nbsp;&nbsp;</span></p> Victoriia NAZAREVICH Copyright (c) 2020 2020-05-11 2020-05-11 2 26 41 10.38014/ehs-ss.2020.2.03 Prospects for the use of an interdisciplinary approach to the study of human rights (psychology and law) http://ehs.eeipsy.org/index.php/ehs/article/view/197 <p>The article analyzes the prospects of using an interdisciplinary approach to clarify and deepen the understanding of the place and role of a person and personality in the legal system of Ukraine.</p> Khrystyna SOLODOVNIKOVA Copyright (c) 2020 Христина СОЛОДОВНІКОВА 2020-05-11 2020-05-11 2 42 53 10.38014/ehs-ss.2020.2.04 Sexual scripts of persons with different types of sex education http://ehs.eeipsy.org/index.php/ehs/article/view/198 <p><span style="font-weight: 400;">Thanks to the chosen methods we were able to investigate the features of three types of sexual education in the family: repressive, avoidant and expressive. Persons with a repressive type of sex education are the least sexually well-off, and their sexual scenarios are geared to compliance with existing rules (religious, ethical) and exclude pleasure. Respondents with the avoidant type of upbringing try to know everything in their own experience, thus filling in the lack of information, overestimating the number of sexual relations and their presence, they are dominated by a hedonistic and playful approach to sex without burdening themselves to build a healthy relationship, as well as the level of sex. Individuals with the expressive type are most capable of building a harmonious relationship, the most sexual well-being, and their sexual scenarios are flexible and diverse. Sex education is a powerful factor in shaping one's own sexuality and the way it is realized, which is reflected in the sexual scenarios chosen by the person.</span></p> Viktoriia HUPALOVSKA Olga AVRAMENKO Copyright (c) 2020 2020-05-11 2020-05-11 2 55 73 10.38014/ehs-ss.2020.2.05 Development of high school students emotional intelligence: methodology and research results http://ehs.eeipsy.org/index.php/ehs/article/view/199 <p><span style="font-weight: 400;">Throughout the period of studying at school, there is an active process of a student personality formation determined by the educational process. When young people are in high school they also face difficult problems of identifying not only through a professional way, but generally in the way of searching strategies of life self-realization. Realizing and solve these important life problems by high school students also depend on the level of psychometric intelligence (IQ), and the level of emotional intelligence (EI). Nowadays emotional intelligence is declared the key factor of the person success which is more significant than high level IQ, due to EI is not only a part of academic achievement, but also a component of future professional development. A theoretical approach to the study of emotional intelligence determined that emotional intelligence is a structural phenomenon that contains the following components: cognitive, emotional, adaptive, and regulative which form a function-structural model of high school students EI. In this article there is an overall strategy of empirical research on development of high school students emotional intelligence, the diagnostic tools are described and the results of empirical research are analyzed which are useful for introducing into the school educational process to optimize the development of high school student emotional intelligence and optimizing the strategy for choosing their own future life and professional activities. The prospects for further research are to develop a program of developing emotional intelligence of high school students.</span></p> Svitlana MOHYLIASTA Copyright (c) 2020 2020-05-11 2020-05-11 2 74 95 10.38014/ehs-ss.2020.2.06 The impact of learning using adaptive intellectual learning systems on the psychological well-being of the learner http://ehs.eeipsy.org/index.php/ehs/article/view/200 <p><span style="font-weight: 400;">In the article, the theoretical approaches as to the description of the phenomenon of psychological well-being are analyzed. Besides, the peculiarities of the adaptable intellectual educational systems (AIES) are explored. Also, the possibility of the positive influences of the usage of adaptable intellectual educational systems on the psychological well-being of the individual who strives for education is displayed. In addition, the questions on the further examination with the usage of the information and communication technologies on such topics as mental health and physiological health of a human being as the components of the productive life are raised as well.</span></p> Anna TARASOVA Copyright (c) 2020 2020-05-11 2020-05-11 2 96 112 10.38014/ehs-ss.2020.2.07 Communicative competence as a factor in effective communication among student youth: a philosophical dimension http://ehs.eeipsy.org/index.php/ehs/article/view/201 <p><span style="font-weight: 400;">The article explores communicative competence as a basis for effective communication and social interaction of student youth. The structure of communicative competence is covered, its components are analyzed, actual areas of communication competence of student youth are considered. The necessity of researching modern science of communicative competence as a component of professional competencies of future specialists, as well as as a factor of the comprehensive,, harmonious development of modern youth and establishment of its existence, is substantiated. It is emphasized that communicative competence is developed not only by the means of education, but also by the means of all spheres of cultural and educational space in which the young person functions.</span></p> Nataliia AVDYMYRETS Copyright (c) 2020 2020-05-11 2020-05-11 2 114 124 10.38014/ehs-ss.2020.2.08 The state of the process of obtaining scientific knowledge in Ukrainian preschool linguistics http://ehs.eeipsy.org/index.php/ehs/article/view/202 <p><span style="font-weight: 400;">The article deals with the current state of scientific knowledge acquisition in Ukrainian preschool linguistics by using this method of cognition of applied problems of learning the mother tongue as modeling of empirical processes. It was concluded that with the help of system-structural models it is possible to penetrate more deeply into the essence of interconnections between elements of the pedagogical system, to define direct and indirect, multivariate and unidirectional connections according to the terms, means, the content of language learning. Thus, it is possible to investigate the optimal nature of the relationships caused by a certain educational material, to determine the direct and indirect factors influencing the final learning outcomes.</span></p> Tetiana KOTYK Lesia VYSOCHAN Copyright (c) 2020 2020-05-11 2020-05-11 2 125 137 10.38014/ehs-ss.2020.2.09 Formation of the pedagogical image of a future teacher of New Ukrainian School http://ehs.eeipsy.org/index.php/ehs/article/view/203 <p><span style="font-weight: 400;">The teacher is the key personality of the educational process. His professional qualities, philosophy, pedagogical image, attitude to the career and value system influence directly the formation of the student's personality, both professionally and socially. Especially important the image of the modern teacher becomes in the context of reforming the school education system implemented in Ukraine («New Ukrainian School»). The article deals with the relevance, main components and functions of such concept as «pedagogical image», also the innovation activity as an important component of the pedagogical image is analyzed.</span></p> Olena BOLGAR Copyright (c) 2020 2020-05-11 2020-05-11 2 139 148 10.38014/ehs-ss.2020.2.10 Features of valuable relations teacher in the context of professional activity http://ehs.eeipsy.org/index.php/ehs/article/view/204 <p>This article clarifies the essence of the concepts of “value”, “attitude”, “value relation”; the structural components of the definition of “value relation” are highlighted, characteristic features are described; defined the emotional-value attitude of teachers to their professional activities as the basis for the orientation of their installation field;&nbsp;the&nbsp;results of a pilot study of the emotional-evaluative component of the semantic attitude of teachers are highlighted, which made it possible to distinguish five types of the value attitude of teachers to participants in the educational process.</p> Anzhela GELBAK Oksana MOLCHANOVA Copyright (c) 2020 2020-05-11 2020-05-11 2 149 161 10.38014/ehs-ss.2020.2.11 The content and structure of social and psychological training "Formation of secondary school principals' psychological readiness to interact with school psychological service" http://ehs.eeipsy.org/index.php/ehs/article/view/205 <p><span style="font-weight: 400;">This article discusses the objectives, content and structure of social and psychological training "Formation of Secondary School Principals' Psychological Readiness to Interact with School Psychological Service." Special attention is paid to the analysis of interactive techniques used in training secondary school principals for interacting with school psychological service. It is noted that a system of secondary school principals' psychological and pedagogical training is based on special social and psychological training for interacting with school psychological service, studying, analyzing and designing specific psychological and managerial situations during principals' advanced training, use of active forms and methods of teaching (problem mini-lectures, practical classes, role-playing and business games), individual projects, setting adequate training objectives and use of appropriate training forms, etc.</span></p> Iryna OVDIENKO Tetiana CHAUSOVA Copyright (c) 2020 2020-05-11 2020-05-11 2 163 173 10.38014/ehs-ss.2020.2.12