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The structure of the reflexive-acmeological approach to the development of professional skill

So. The analysis showed close and diverse connections of acmeology with other human sciences. How do these relationships affect specific acmeological research? Naturally, the knowledge gained in related sciences is taken into account in separate acmeological research and development in different ways, depending on their specific tasks and conceptual and methodological means of solution. Moreover, the effectiveness of transferring related knowledge to the fabric of one or another acmeological study is determined by the constructive capabilities of their subject-methodological connection. These capabilities are largely derived from the methodological “equipment” of the research approach, which is the basis for a specific acmeological development. Let us consider the possibilities of joining related knowledge and ways of realizing the connections of acmeology with other human sciences using the example of the reflexive-acmeological approach proposed by me [20] to the development of professional and creative mastery.

The age, educational, and professional aspects of the acmeological approach are distinguished as the basic ones. They as the initial background biosociality set an objective space for the manifestation of the subject's activity, focused on the development of their professional skills. In this activity, the following derivatives (relatively basic) of the acmeological aspects of the subject space of the realization of acmeological possibilities are distinguished: creative, existential, and cultural. The system-forming factor regarding the interaction of the entire categorical system, both basal and acmeological aspects derived from them, is the reflective aspect of mastery.

Thus, the ontological specificity of acmeology is formed by the interaction of categorically qualified entities: biologicality, sociality, activity and reflexivity of human skill. The emphasis on their dominance is determined by the tasks of specific acmeological studies, which are complex, therefore, the acts and patterns found as a result of these studies should be interpreted more systematically from a system perspective. This means that only as a result of specific acmeological studies can we establish what kind of domination will be in the studied professional. If, for example, age, will there be a development, say, by the type of growing up or aging. It is important to establish at the same time, what is the specific weight of the pedagogical and professional aspects and how many reproductive and productive moments are in this case, how powerful is professional reflection, which ensures the achievement of the highest levels of mastery and the overcoming of template stereotypes.
It is necessary to find out how much professional development leads to existentially personal or, conversely, personal development, is just a by-product of a professional. There may be a variety of combinations, so we emphasize that the typological approach is also a methodological principle for acmeological research and development.

From the foregoing, the following conclusions can be drawn. Recently developed in cooperation with management theory, pedagogy and psychology, acmeology has been changing rapidly in the field of vocational training and in the system of continuing education. The acmeological approach is dominated by the problems of developing the creative abilities of professionals, taking into account various aspects of their preparation and improvement.

The age-related aspect of the study is aimed at diagnosing the inclinations and abilities by means of pedology (studying children and youths), androgogy of adults (including students and professionals) and gerontology (labor veterans). The educational aspect - on the diagnosis and development of knowledge and skills in the system of general, professional and continuing education. The professional aspect is to determine the opportunities and results of the implementation of labor activity by ascertaining professional suitability, psychological readiness for this type of work and the degree of social responsibility for its process and results. The creative aspect is to determine the effort spent and the success of their implementation by ascertaining the level of professionalism, the reflective and innovative potential of its improvement to the degree of mastery and assessing the social significance of innovations obtained in the process of creativity. The reflexive aspect (associated with the self-identity of the person as a developing “I” and the understanding of communication partners in the process of work) is systemically important, providing optimal coordination between the highlighted acmeological aspects of human professionalization.

The developed methods of individual, dialogic, and group game-reflection [22] allow us to develop the creative abilities of students, students and professionals in situations of both solving professional and creative problems, and applying intensive-game methods of cultivating reflection.
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The structure of the reflexive-acmeological approach to the development of professional skill

  1. The structure of the reflexive-acmeological approach to the development of professional skill
    Recently developed in close cooperation with management theory, pedagogy and psychology, acmeology has significantly changed the emphasis in the field of professional training and in the continuing education system. The acmeological approach is dominated by the problems of developing the creative abilities of professionals, taking into account various aspects of training and improving their
  2. The structure of the reflexive-acmeological approach to the development of professional skill
    Recently developed in close cooperation with management theory, pedagogy and psychology, acmeology has significantly changed the emphasis in the field of professional training and in the continuing education system. The acmeological approach is dominated by the problems of developing the creative abilities of professionals, taking into account various aspects of training and improving their
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