2024 Issue №1

Theoretical justification for the model of legal competence formation for senior crew offic­ers is based on a competency-based approach, particularly relevant in the context of legal training for naval cadets. The proposed component structure of the model for legal competence formation for senior ship specialists not only allows for defining the content of legal disci­plines but also developing criteria for assessing the professional and personal qualities of ca­dets that influence their legal competence. The main assessment criteria include knowledge of basic methods and ways of solving legal problems, the ability to apply knowledge in choosing methods for collecting, structuring, and analyzing information, mastery of techniques for composing, formatting, and monitoring the evaluation of legal solutions, as well as the ability to independently apply knowledge for collecting, structuring, and analyzing information, work in a team, demonstrate persistence in solving legal problems, and evaluate the effective­ness of the decision made. The obtained data on the practical implementation of the developed model allow for a step-by-step assessment of the process of forming legal competence for senior crew officers during the training of cadets in naval educational institutions. It was revealed that as a result of the implementation of the algorithm developed by the authors into the edu­cational process, the most significant changes occurred in terms of the formation of the sub­stantive-procedural component of the legal competence of senior crew officers.

Drawing on comprehensive historical data about the system of music education in China in the 1920—1930s, the authors focus on the relevance of professional pedagogical values for the successful transmission of professional experience. Examining axiological dimension of the intense pedagogical activity of Boris Zakharov (1887—1943), the head of the piano de­partment at the Shanghai National Conservatory in 1929—1943, we claim that there is direct continuity between the system of professional values implemented by him and the traditions of Russian piano education established by Anna Yesipova (1851—1914), one of the great pi­ano virtuosos of her day and a distinguished professor at the St. Petersburg Conservatory. It is demonstrated that the success of pedagogical activity of both Anna Yesipova and Boris Zakharov, as one of her students, is conditioned by the comprehensive realization of a wide range of professional pedagogical values. Attitudes, means, knowledge, qualities relevant for the educational process are shown to be subordinated to the main value — the need to provide the student with the knowledge and skills necessary to achieve maximum technical freedom for a full artistic interpretation of a musical work. A conclusion is drawn that the rich axio­logical potential inherent in the Russian piano education is one of the key prerequisites for successful cross-cultural transmission of experience in professional education.

The article studies the organization of the pioneer movement from the perspective of the educational process, allowing for the identification of valuable experience for further use in modern conditions, when a new stage of development of children’s organizations is observed in the Russian Federation. Despite the primary goal of ideological education in the pioneer organization, its activities reflected comprehensive elements such as play, labor education, art, and social education. According to S. T. Shatsky, these are fundamental elements in organiz­ing children’s life. The connection between the theoretical views of S. T. Shatsky and practical work with children in the pioneer organization, created within the framework of the Com­munist Party ideology with the goal of educating a socialist individual, has been studied.