UkrainianProfessional Education

Abstract

In the article, based on the awareness of the practical component of the training of future specialists in the field of humanitarianism (culturologists, historians, religious scholars, philologists, philosophers) for ethno cultural professional activity, the folk-pedagogical aspect of the relevant content of educational practices of higher education students is characterized. It has been found that a significant amount of the content of the ethno cultural activity of humanitarian specialists is mutual based on ethnological and folk-pedagogical components and appropriate technological means.Based on the provisions of ethno pedagogy and ethno psychology, the specifics and integrity of the system of ethno pedagogical influences on the child are outlined:– from the period of the mother’s pregnancy to the first days after birth (magical actions of the midwife, choosing a name, behavior of a pregnant woman, etc.); – during early childhood (mother’s lullaby, methods of physical development, maternal and children's folklore); – during the period of personality formation and development (family upbringing, the example of father and mother, work skills, economic traits). A number of tasks are proposed that can be implemented by future specialists in the humanitarian field in the process of educational practices. They are the following: the systematization of folk-pedagogical knowledge and ethno-pedagogical methods of raising children and youth, research of folk-pedagogical aspects (customs, traditions, and rituals), usage of rituals as a complex of ethno cultural actions aimed at self-development in the profession.It has been concluded that the folk-pedagogical aspect of the content of the ethno cultural activity of future specialists in the humanitarian field has the potential to be implemented in educational practices. It stimulates the study by future historians, philologists, philosophers, and religious experts, culturologists of the basics of folk education of children of different ages, family pedagogy, folk deontology, child studies, and another crucial folk pedagogical knowledge. The tasks of educational practices proposed in this study are of a scientific and research nature and will contribute to the awareness of future humanities specialists of the specifics of their ethno cultural activity in the chosen profession

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