Browsing by Author "Sizov, Vitalii"

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Cultural Deprivation and the Importance of Education
(Scientific Center of Innovative Research, Estonia, 2026) Sizov, Vitalii; Sheviakov, Oleksii; Slavska, Yanina; Bobyl, Volodymyr V.; Matusevich, Oleksii
ENG: The article considers the problems of forming cognitive characteristics of subjects who are subject to the destructive influence of cultural deprivation phenomena. The main purpose of the study is to analyze the trends of cultural deprivation in the modern education system. The study highlights the main characteristics and forms of cultural deprivation. The authors propose as basic characteristics the role and significance of education in conditions of cultural deprivation, as well as a number of forms of manifestation of cultural deprivation. According to the concept of L.S. Vygotsky, it is noted that the education system and pedagogical forms occupy a key place in the nature of cultural deprivation, since subjective deprivation is not an innate, but an acquired quality of the subject. The authors substantiate the position that different cultural environments (the so-called value vectors), acting simultaneously, are not capable of forming socially significant value orientations of the individual, but offer certain "options" or "freedom" of choice, limited only by narrow group relations. The article analyzes the process of substitution, or the likeness of substitution of social values, which lays the foundations of cultural deprivation in society, which, in turn, leads to the degradation of education and a decrease in the cognitive characteristics of individuals, that is, the effect of participation. The emphasis is on the crisis of education, and the means of preventing crisis phenomena in the context of cultural deprivation are considered. The concept of cultural and historical development of L.S. Vygotsky is considered as a methodological basis for preventing crisis phenomena in the education system. Thus, the concept of cultural and historical development can be contrasted with modern processes of cultural deprivation.
Determinants of Opposition to Modern Cultural Diffusion in the Theory of L. Vygotsky
(Scientific Center of Innovative Researches OÜ (Tallinn, Estonia), 2025) Sizov, Vitalii; Sheviakov, Oleksii; Slavska, Yanina; Alforov, Oleksanr
ENG: The article deals with the essence and meaning of the cultural-historical theory of L. Vygotsky, who revealed the social nature of formation of a personality's mental qualities. The main objective of the study is to analyze the trends of multiculturalism as a counterbalance to the process of cultural diffusion. The study highlights the elements of pedagogical technology, which should be based on a cultural and historical basis and, in turn, provides support for the formation of a general concept of education in society. The psychological features of understanding the patterns of the pedagogy development and the formation of methodological basis of the pedagogical science in the modern socio-cultural space are stated. According to L. Vygotsky's concept, the cultural development of a child involves a process in which biological characteristics (ability to remember and think) are transformed into social ones, and the social ones are transformed into psychological ones, modifying the mechanisms of cognitive processes of manifestation and development of memory and thinking. L. Vygotsky substantiates that with this development, the reflex mechanisms fade into the background, but the socio-cultural ones become a priority. The sources characterizing social relations and social interaction, which can become an internal higher mental function, are analyzed. In the act of experiencing, their dramatic collision is melted down and results in a change of the personality structure, becoming an act of development. The topic of social relations that form patterns and models of behaviour is actualized. The emphasis is made on the fact that social relations are not always reduced to collective ones, the sociality can serve as a source of personal experience. The concept of a sign is considered, where consciousness manipulates symbols and concepts. Thus, the cultural-historical theory of L. Vygotsky as an example of cultural relativism can be opposed to modern processes of cultural diffusion.
Specificity of the Pedagogical Environment of a Higher Educational Institution of Musical Direction and Pedagogical Characteristics of Cognitive Features of Higher Education Applicants
(Scientific Center of Innovative Research OÜ, Estonia, 2024) Sizov, Vitalii; Sheviakov, Oleksii; Slavska, Yanina; Karas, Vitalii; Bondarenko, Oksana
ENG: This study examines the pedagogical environment of higher educational institutions in musical directions and the cognitive characteristics of students within such settings. Musical education, characterized by individual-focused pedagogy, deviates significantly from traditional, collective-oriented higher education systems. These differences highlight the necessity for specialized pedagogical approaches. The primary aim is to identify and analyze the specific pedagogical and cognitive characteristics within music education environments. Objectives include assessing the role of intrapsychic and interpsychic factors in shaping pedagogical interactions and exploring the implications for curriculum development and student engagement. The study employed a combination of literature review, pedagogical observation, documentary analysis, testing, experiments, and statistical methods to evaluate the unique aspects of music education environments. The research highlights the distinctiveness of the musical education environment, which prioritizes emotional engagement and individualized learning. Key findings reveal that music students often demonstrate heightened individualism, emotional reliance, and unique cognitive features shaped by their immersive creative environment. However, limited social interaction and conceptual thinking pose challenges to broader cognitive development. Despite this, over 90% of graduates pursue careers aligned with their specialized training. The pedagogical environment significantly influences the formation of cognitive and professional attributes. Interpersonal and environmental factors play a central role, with implications for fostering meaningful values in professional education. Further studies should focus on developing tailored pedagogical technologies that address the specific needs of music education systems. These technologies should integrate cognitive and emotional dimensions to enhance professional training outcomes while addressing identified gaps in social and conceptual development.