Ryndak V.G., Bazhenova Yu.A.
HISTORICAL AND PEDAGOGICAL ANALYSIS OF V.A. SUKHOMLINSKY’S HOLISTIC PEDAGOGICAL SYSTEM IN THE CONTEXT OF MODERNITY ^{[№ 3 ' 2023]}
This article was prepared on the eve of the 105th anniversary of the birth of V.A. Sukhomlinsky. To analyze his holistic pedagogical system, we used the main scientific works of the teacher-researcher, substantiated and proven by many years of practice on the issues of education of a comprehensively developed personality, the organization of educational work with students, cooperation of schools, families and the public in the upbringing of children. The problems of the content, methods and forms of teaching, pedagogical creativity and mastery of the teacher, works of art for children are analyzed. His pedagogical heritage is considered as the author’s system of humanistic views based on the understanding of the philosophical truth that education, upbringing and development of a growing personality is, first of all, the affirmation of harmony of mind and heart, where, according to V.A. Sukhomlinsky, a gentle and subtle melody belongs to the heart, which naturally claims to be modern and timely comprehension. The purpose of the article is to show the significance of V.A. Sukhomlinsky’s views in the context of modern and promising development of education and pedagogical science.

Ryndak V.G., Samofal A.S., Kapaeva A.A.
DOMESTIC AND FOREIGN EDUCATION THEORY AND SOCIAL PRACTICE OF PROFESSION INSTITUTIONALIZATION ^{[№ 3 ' 2022]}
The essence of the definition of “profession” is multifaceted and ambiguous. There is a need to study the work of scientists in various fields: sociologists, economics, education. The concept of “profession” is an integral category of research. According to the results of a theoretical study, several main aspects can be distinguished that characterize the concept of “profession”: “this is a kind of labor activity” and “the presence of special knowledge and skills”. The development of the essence of this definition is noticeable. Initially, it was interpreted as a type (type) of activity, then it becomes a type of activity that requires special training, the presence of certain knowledge and skills. A profession combines a group of related specialties. They are aimed at achieving more particular or intermediate results or at achieving general results by specific means. The mechanisms for designing a model of vocational education are determined: social dialogue between employees, employers and the state; methods for forecasting skills needs; obtaining reliable and timely information on labor markets; normatively fixed contractual relations for the fulfillment of obligations. The most significant for the profession, modern students call such professional qualities as: purposefulness, stress resistance, sociability, ability to work in multitasking mode.

Ryndak V.G., Allagulov A.M., Chelpachenko T.V.
DIGITAL TECHNOLOGIES AS A MEANS OF DEVELOPING INCLUSIVE EDUCATION ^{[№ 3 ' 2021]}
Due to the processes of adaptation of the educational environment, inclusion is able to provide students with special educational needs with an adequate form of education. The role of digital technologies in the development of domestic and foreign inclusive education is revealed on the basis of the experience of inclusive education at the Orenburg Pedagogical College named after N.K. Kalugin.
We have determined the role of inclusion in the reconstruction of the social ecology of persons with disabilities, shown the restructuring of the value orientations of education and upbringing of “special children”, their socialization and rehabilitation in the process of teaching with children of the norm. The main models of teaching children with disabilities abroad and in Russia are highlighted, the episodic nature of digital resources and technologies in inclusive education is noted. The theoretical foundations of digital technologies in the development of inclusive education, the system of indicators of the level of digitalization of inclusive education have been clarified. A brief description of the methods of the electronic educational environment and models of its organization is given. The students' judgments about understanding the essence of the architecture of the educational platform are given. The structure and content of informational and methodological support of the educational process are disclosed.
Digital technologies provide a quality transformation of inclusive education. This is confirmed by large­scale projects for the implementation of inclusive education. Digital Learning Affiliate Programs provide assistance and support to the family of a student with a disability.

Akimov L.A., Ryndak V.G.
DEVELOPMENTAL POTENTIAL OF THE PEDAGOGICAL UNIVERSITY EDUCATIONAL ENVIRONMENT IN THE CULTURE FORMATION OF A FUTURE TEACHERS SAFE LIFESTYLE ^{[№ 1 ' 2021]}
The increase in the crisis phenomena of modern life determines the social order for pedagogical universities to establish a culture of a safe lifestyle of the future teacher, who is capable of timely and appropriate actions to meet the ever-increasing challenges of ensuring safety in education and raising a viable generation. The fruitful actualization and realization of the developing potential of the educational environment of the pedagogical university to achieve the effectiveness of the process under study is in demand.
The purpose of our theoretical research was to substantiate the developing potential of the educational environment of the pedagogical university in the formation of a culture of a safe lifestyle of the future teacher and the experience of its implementation. The concept of “developing potential of the educational environment of a pedagogical university” is considered by us as a set of resources and opportunities. They can be successfully implemented by the subjects of pedagogical education in the selected areas to ensure the necessary and sufficient pedagogical, didactic, organizational conditions for the formation of a culture of a safe lifestyle of the future teacher. The resources and capabilities of the developing potential of the educational environment of a pedagogical university are classified by us as available means that determine the achievement of the effectiveness of the process under study. What is fundamentally new in the results of our research is the allocation of normative-cultural, didactic-professional and interactive-productive spheres in the developing potential of the educational environment of a pedagogical university, within which the allocated opportunities and resources are implemented.
Thus, it is advisable to structure the developing potential of the educational environment in the totality of resources, opportunities, and areas in which the effectiveness of the formation of a culture of a safe lifestyle of the future teacher is achieved. Resources and opportunities can be demanded by university teachers for a socially determined, pedagogically accompanied process of changing the professional and personal quality of a teacher.

Ryndak V.G., Allagulov A.M., Chelpachenko T.V.
PEDAGOGICAL KNOWLEDGE THROUGH THE PRISM OF A SYNERGY APPROACH ^{[№ 5 ' 2020]}
The methodology of pedagogical science at the present stage is undergoing significant changes. This is due to the complexity and multidimensionality of objects and subjects in the structure of pedagogical reality. The existing methodological arsenal does not allow taking into account all these features. At the same time, in pedagogical science, more and more attention is paid to the problem of an interdisciplinary approach in scientific research. And this requires an appeal to the general scientific level of pedagogical methodology. We established the functions of methodological approaches in pedagogical knowledge, actualizes the value of the synergetic approach. The appeal to the general scientific level of pedagogical methodology in the cognition of modern pedagogical reality actualizes the methods and principles of the theory of self-organization. Today, the penetration of the corresponding terminology into the sphere of pedagogical knowledge is noted. This process is quite natural, since the general theory of systems and synergetics provide a methodological basis for a full study and description of pedagogical reality, regardless of its nature, forms of existence, degree of complexity, and features of functioning. The optimal means of pedagogical cognition through the prism of a synergetic approach are proposed. The use of a synergetic approach in pedagogical cognition actualizes the need for its integration with a systemic approach.

Ryndak V.G.
PROFESSIONAL SELF-DETERMINATION OF GENERATION Z STUDENTS: PROBLEMS, WAYS OF SOLUTION ^{[№ 5 ' 2019]}
Purpose of the article: determination of the essence of professional self-determination of students from generation Z. Research methods: theoretical analysis of foreign and domestic psychological and pedagogical literature; conversations; analysis of the portfolio, questionnaires, situations, experience of the author of the article, assessment and self-assessment of bachelors, teachers, generalization and systematization of the data; personal technique of R. Ketell; ranking of cognitive needs; analysis of students’ opinions on the conditions and quality of vocational training. Research results: the article gives a theoretical analysis and analysis of the research results, which made it possible to clarify the concept of multi-professionalism, professional self-determination, the importance of integrating the professional self-determination environment and personalized maintenance of students from generation Z, students from generation Z are characterized, the reasons for their late maturity, their attitude to career and work are determined. The role of computerization of the educational process, independent and cognitive activity is revealed. It was clarified that the effectiveness and quality of professional self-determination is ensured by individual educational paths, a methodological resource, online training, and access to digital technologies. Conclusions and recommendations: the role of the teacher as a professional partner from generation Z is determined. It is proved that the teacher, not being an authority for the centennials, nevertheless remains a competent knowledge guide for them, a consultant, a specialist who helps to track the optimal paths of professional self-determination.

Ryndak V. G., Bazhenova Yu. A.
MATRIX ANALYSIS AS A RESEARCH METHOD OF THE THEORY OF PERSONAL ORIENTATION IN THE WORLD VALUES IN THE CONTEXT OF THE STUDY OF PEDAGOGICAL PHENOMENA POSTCLASSICTION PARADIGM ^{[№ 4 ' 2018]}
Modern Russian science is experiencing an acute crisis, characterized by the destruction of ideals and aspirations, the Genesis of which is the beginning of the ideology of socialist society. The main features of the changes characterize the transition to the post – non-classical paradigm, which had a great impact on all spheres of social and cultural life of man and society-education, ideology, politics, economy, religious life.
Among the system transformations, the exclusive place belongs to the value sphere of personality, the study of which is the Central problem of Sciences focused on the recognition of the global methodological model in the context of the post-non-classical paradigm.
It is assumed that the matrix analysis of semantic transformations of the theory of personal orientation in the world of values in the context of post-non-classical paradigm will allow to avoid the difficulties of General cultural reprogramming and determination of value attitudes, to fill the ideals and norms of scientific knowledge of pedagogical phenomena with new meaning.
In this article the subject of matrix analysis is the theory of personality orientation in the world of values in the scientific school of Professor A. V. Kiryakova, because it is a model of value-personal concept, in the preparation of which the postulates of postnonclassical paradigm were taken into account to the maximum extent.

Ryndak V.G., Mikhaleva E.S.
THEORETICAL ASPECTS OF DEVELOPMENT OF POTENTIAL OF GIFTED TEENAGERS IN CREATIVE EDUCATION ^{[№ 10 ' 2017]}
In the modern education system is increasing the demand for young people with a high level of development potential, therefore, the priority is the development of potential of gifted students, and a study of their problem areas and prospects of development is the most important task of modern education. Consequently, there is a need to create a new educational paradigm in modern education system with the priority of creative education, providing an opportunity for the development of potential of gifted adolescents, and orientation to the new tasks, finding a life perspective, the birth of many innovative ideas. An important role in the development of the potential of a gifted teenager in the creative education is given to the teacher, and more successfully developed the creative potential of the student teacher. That’s the teacher in working with gifted teenagers will be able to see something new, unusual. Activities creative teacher focused on the creative solution of professional of unusual tasks, creation of new values, the formation of the experience of generating ideas. He is characterized by such personal qualities as sociability, to make unconventional decisions, ability to participate actively in the development of new ideas, to act correctly in the face of uncertainty and high risk. Productive development potential of a gifted teenager in a creative education possible with the implementation of structural-functional models based on personalized approach, principles and functions (educational, educational, organizational, communicative, diagnostic, prognostic, reflective, adaptive environmental, creative and developmental), reflecting the optimal set of pedagogical conditions: planning an individual route, based on the diagnosis of the level of development of potential of gifted teenagers in partnership positions teen and teacher; the inclusion of a gifted teenager in the creative-reflective learning; the implementation of creative education socio-pedagogical situations, relations and communication.

Ryndak V.G., Utepov M.B.
TO THE QUESTION ABOUT PROJECTION OF INDIVIDUAL EDUCATIONAL ROUTE AS MEANS OF PERSONAL ACHIEVEMENTS FORMATION OF SENIOR PUPIL ^{[№ 7 ' 2003]}
The problems of motivation, projection and control of personal achievements of senior pupil at educational process are regarded in this article. From the point of view of personal-oriented method the essence of personal achievements is revealed here. The author applies to the questions of aim placing, of control and appraisal, conditions creation for collaboration in educational school process. At the present days the condition of control and appraisal of pupils achievements needs the review. The author suggests his view on solution of this problem.