Borytko N.M.
TECHNOLOGICAL POTENTIAL OF V.A. SUKHOMLINSKY’S PEDAGOGICAL SYSTEM OF MORAL EDUCATION ^{[№ 3 ' 2023]}
The author analyses the pedagogical system of moral education developed by V.A. Sukhomlinsky. The article shows the technological transition from the educational environment as a set of circumstances external to the student, which have a significant impact on his formation and development, to the educational space as a personal image of the environment, which forms the appropriate identity of a person, his image of self. At the same time, the features of the educational space are distinguished (an integral and highly conscious image of the self, which is characterized by integrity, consistency of elements; the identity of a person in his socio-cultural environment; the result of a person’s own work on himself, the result of constant efforts to be, to preserve his positive identity), the characteristics of pedagogical technologies (specificity of the goal; monitoring of activity; lawfulness; conditions of effectiveness), the features of educational technologies (focus on the emotional and social development of the person), and the characteristics of educational technologies (focus on the emotional and social development of the person). Based on this methodological framework, a conceptual analysis of a specific fragment of his pedagogical experience of moral education of children described in the work of V.A. Sukhomlinsky is carried out, its technological characteristics, including monitoring as a way of managing the process of realisation of the educational goal, are revealed, and the significance of V.A. Sukhomlinsky’s works for the professional development of a modern teacher and the technologisation of everyday pedagogical activity is determined. The educator does not offer in his works any specific pedagogical (educational) technologies, as it can be found in other authors. But he shows how to technologise his own daily activity, advancing to professional mastery, to the development of his professional style, which is much more important and effective. This is all the more important in the sphere of moral education, which is a particularly debatable issue today in the aspect of technologisation of pedagogical (educational) activity. In conclusion, some ideas of V.A. Sukhomlinsky, from the author’s point of view valuable in relation to the technologisation of moral education of modern children and youth, are offered.

Borytko N.M., Shirokyi A.A.
UNIVERSITY DISTRICT AS A FORM OF NETWORKING FOR WORK WITH INTELLECTUALLY GIFTED CHILDREN AND TALENTED YOUTH ^{[№ 10 ' 2017]}
Currently in Russia, more than 28 percent of young people between the ages of 15 and 19 live in rural areas. Low density of infrastructure can not create local educational centers, which can be limited depending on how to do it. This problem is especially acute in relation to intellectually gifted students, since not all teachers of schools and faculty are ready to provide them with assistance in mastering and designing research on selected issues of science, without entering into a compulsory curriculum. The project of the Volgograd University District has higher education: higher education, intellectual education, education, education, education, education, education, education. The activities of the Okrug create a foundation for the social development of the Volgograd region in terms of creating a favorable educational environment for intellectually gifted children and talented youth of the region. The target audience of the project are those who demonstrate advanced abilities in mastering the sciences, studying in organizations of basic and secondary (complete) general education, as well as secondary vocational education, for which it is difficult to realize the need for high-quality education of higher level in force at a distance from large educational centers, and also teachers and teachers from whom they are trained, and public organizations / associations that provide assistance to intellectually gifted students and young people. Special attention is paid to the role of teachers in the development of the natural abilities of students. Within the framework of the project, a system of measures is proposed, aimed at improving the subject-scientific postgraduate training of teachers, as well as overcoming their anxiety towards intellectual gifted children and the formation of positive attitudes towards them.