MODELING THE DEVELOPMENT OF PERSON’S COMMUNICATION IN THE PROCESS OF CIVIC AND PATRIOTIC EDUCATION

Abstract

The article examines modeling the development of communicative personality within the civic and patriotic education framework for the younger generation. It identifies tools for modeling this process and explains its impact on a growing individual’s overall and cultural development.
The purpose of the study is to analyze the modeling of communicative personality development within civic and patriotic education for the young generation, exploring possibilities for creating optimal conditions to achieve a qualitatively new level of communicative relations in institutions of out-of-school education in cooperation with public organizations, children’s associations, and youth creativity centers. In line with the aim, the objectives include examining the process of modeling the development of communicative personality in the educational process of secondary education institutions and the practical implementation of communicative tools in the younger generation’s academic and extracurricular activities. To achieve the goal of the article, theoretical methods were applied: analysis of psychological and pedagogical literature, synthesis, alignment, systematization, and generalization.
The phenomenon of communicative personality is discussed as a unique interpersonal interaction between individuals, encompassing: social attitudes; humanistic values; moral needs; cognitive and effective mechanisms for self-regulation of personal and interpersonal states and relationships, and the alignment of personal values with social or spiritual standards based on normative criteria.
Criteria, levels, and functions of modeling communicative development in students are developed (educational, developmental, organizational-optimizing, motivational); forms (practical classes, training, testing, communicative activities, self-development); and methods (theoretical; empirical; person-centered; stimulating; problem modeling; activity-based; process-integrative; projective; creative-technological; communicative). Furthermore, specific stages of communicative development, such as personality-oriented, methodologically optimizing, and communicatively stimulating development, are defined for application.
Fundamental principles (psychological, pedagogical, personal, communicative, and modeling) are presented, which deepen the cultural thesaurus of the growing personality, enrich its emotional-sensory sphere, expand the scope of targeted communication, and stimulate the expression of communicative potential. Emphasis is placed on the optimal use of research methods for communicative personality development: analysis, synthesis, abduction (the simultaneous use of deduction and induction), systematization, generalization, recycling, questionnaires, interviews, observation, generalization, modeling, testing, expert evaluation, diagnostics, training, discussions, and the use of traditional and innovative educational technologies. The essential parameters for acquiring communicative skills include information exchange via verbal and non-verbal means, interactive organization of joint interpersonal activities, perceptual understanding of communication partners, appropriate evaluations of received information, and various forms of media communication.