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“Development and implementation of the acmeological concept of the formation and development of multi-ethnic competence of subjects of education in the framework of a new acmeological direction - ethnoacmeology of education”

In the second chapter, the goal was to develop a methodological construct for studying the multiethnic competence of subjects of education and to study its specifics based on this construct.

To achieve this goal, the author analyzes the concept of "multi-ethnic education" as a category of acmeological research, gives the genesis of this concept, examines the conceptual relationship of multi-ethnic education and ethno-acmeology of education with other areas of knowledge; a multi-ethnic education strategy of a heuristic nature is being developed; We study the personality of subjects of multiethnic education, their values, patterns of behavior and attitudes through metatheoretical generalization of the results of specific scientific research.

The system of multi-ethnic education is described, which has as its goal - accelerating the development of progress in the educational sphere. The methodological basis of the author’s system of activities aimed at the development of subjectivity in multiethnic education is developed.

The basis of the development of the strategy of the acmeological concept of the formation and development of multi-ethnic competence of subjects of education was used a systematic approach N.I. Bondarenko, in particular, her invariant schematic analysis of cyclogenesis. The strategy of the acmeological concept of the formation and development of multi-ethnic competence of subjects of education is multidimensional, its methodological synthesis includes: 1. The image of the result. 2. The current level of development or assessment of the real state of development of a multi-ethnic educational environment. 3. The identification of differences between the existing level of development of a multi-ethnic educational environment and the desired result is a deviation of parameters. 4. The identification of discrepancies between social needs and the actual state of development of the educational environment, the achievement of an adequate level of development of a multi-ethnic educational environment is the process of overcoming this discrepancy. The development of the author’s system of activity, the creation of conditions, methods and means is the driving force for achieving the goal - a multi-ethnic educational environment. 5. Development of acmeological programs, trainings, seminars, academic discipline. 6. At this stage, a multi-ethnic educational environment moves from one state to the desired image of the result, fueled by social need for a given period of time. 7. Due to the assessment of the process quality criterion and the result of a multi-ethnic educational environment, a certain level of development of multi-ethnic potential and multi-ethnic competence in subjects is ascertained. The effectiveness of the developed research concept is evaluated using a selected bank of psychodiagnostic techniques, developed acmeological programs, identified factors and conditions, as well as parameters affecting the formation and development of a multi-ethnic educational environment.

The author’s activity system has been developed and justified (Fig. 2), which includes the psychodiagnostics of formation and development programs for the multi-ethnic potential and multi-ethnic competence of educational subjects, is the basis for the development of a theoretical and empirical acmeological concept of multi-ethnic competence of educational subjects.

Fig. 2.

Scheme of the author's system of development activities

multiethnic competence of subjects of education





The progressive development of the sphere of multiethnic education and an increase in its level of organization will be associated with an increase in the number of acmeological educational programs aimed at revealing the multiethnic potential of subjects. To transfer education as a system to a new quality - multi-ethnic education - it is necessary to develop the subjectivity of all participants in the educational process, the disclosure of their ethnic potential and an increase in multi-ethnic awareness.

The effectiveness of the functioning and implementation of the concept of multi-ethnic competence of the subjects of education is developed and presented, the stages of its implementation and the stage of implementation are described. The effectiveness of a multiethnic educational environment is the result of the impact of a specially organized author's system of activities and social environment.

Each stage consisted of several steps. The process of creating the system is long, it included three stages of applied solution to the problem, this is not a one-time act. At these stages, pilot studies, testing, regular testing of hypotheses and tasks took place, and only after the achievement of positive results did the experimental implementation of original developments become possible: the introduction of a scientific and practical platform, acmeological programs, trainings, discipline for choosing students, round tables and seminars.

Based on the systematic approach used in this chapter, the following conclusions are drawn: Ethnoacmeology of education aims at identifying and developing a multi-ethnic potential with an orientation toward optimizing the process of its self-development. A strategy of the acmeological concept of the formation and development of multi-ethnic competence of subjects of education is developed. A methodological analysis of the effectiveness of the functioning and implementation of the acmeological concept of the formation and development of multi-ethnic competence of educational entities has been carried out. The conceptual foundations of multi-ethnic education can be studied and implemented, first of all, in academic disciplines, acmeological trainings, acmeological programs and seminars, at scientific and practical sites on the basis of an educational institution.
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“Development and implementation of the acmeological concept of the formation and development of multi-ethnic competence of subjects of education in the framework of a new acmeological direction - ethnoacmeology of education”

  1. “Optimization of acmeological formation and development of multi-ethnic competence of subjects of education”
    The sixth chapter reveals the content of the phenomena “acmeological formation” and “acmeological development”, analyzes the conditions and factors of acmeological formation and development of multi-ethnic competence of educational subjects, develops ways to optimize ethnic potential through acmeological programs for all participants in the educational process (students and their parents,
  2. “Theoretical and methodological substantiation of the acmeological concept of the formation and development of subjects of multiethnic education”
    The first chapter substantiates the new direction of acmeology and psychology - ethno-acmeology of education, examines the social institutions of the multi-ethnic development of the individual, the basic concepts of ethno-acmeology of education and the principles on which the new direction is built: the principle of determinism, the activity approach, the principle of development, the principle of comparativeness in the analysis of national psychological
  3. Manoilova MA. Acmeological development of multi-ethnic competence of subjects of education, 2011
    ABSTRACT of the dissertation for the degree of Doctor of Psychology. Specialty: 19.00.13 - Developmental Psychology, Acmeology. The work was performed at the Department of Management Psychology and Pedagogy, State Educational Institution of Higher Professional Education North-Western State Academy
  4. “Comparative psychological and acmeological study of the features of the formation and development of multi-ethnic competence of educational specialists”
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  5. “An empirical study of the formation and development of multiethnic competence of subjects of education”
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