Purnak V., SOCIAL AND HUMANITARIAN STATE POLICY IN THE EDUCATIONAL SPHERE OF THE NATIONAL GUARD

Purnak V.

graduate student of the Department of Public Administration Stepan Gzhytskyi National University of Veterinary Medicine and Biotechnologies of Lviv

SOCIAL AND HUMANITARIAN STATE POLICY IN THE EDUCATIONAL SPHERE OF THE NATIONAL GUARD

DOI: 10.52363/passa-2021.2-22

Abstract

It is substantiated that the problems of educating national guardsmen need, first of all, philosophical and sociological understanding. This does not diminish the role and significance of knowledge about education obtained by other sciences, but, on the contrary, emphasizes the need for an interdisciplinary approach. The results of the study not only supplement theoretical knowledge, but also provide some starting points through which sociological, pedagogical and socio-psychological studies of education are carried out. It has been established that the nature of education is a complex epistemological process, which is a natural movement of thought from a phenomenon to an essence. It is necessary to correctly find the goals and objectives, the role and place in the system of training national guards, to analyze the essence, content and structure of education. These and other specific sciences, making conclusions important for office practice, as a rule, do not investigate methodological problems, first of all, the essence, content, principles of education, the effectiveness and management of educational process, the relationship of behavior regulation factors.

Key words: national guard, management, social factors, education, pedagogical processes, humanitarian policy, national security.

References

  1. Bet‐El I. Media and Conflict: An Integral Part of the Modern Battlefield / in Michael Kobi, David Kellen and Eyal Ben‐Ari (eds). The Transformation of the World of War and Peace Support Operations. Westport, CT: Praeger, 2009. 72 p.
  2. Borst J.A.I. Deugd & doctrine: onderzoek naar de overeenkomsten en verschillen tussen deugden die militairen belangrijk vinden en deugden die in doctrines staan. Breda: NLDA, 2010. 123 р.
  3. Cottey A., Edmunds T., Foster A. (eds). The Challenge of Military Reform in Postcommunist Europe. Building Professional Armed Forces. Basingstoke: Palgrave Macmillan, 2015, p. 36.
  4. Dembinski M., Hasenclever A. (eds). Die internationale Organisation des Demokratischen Friedens. Studien zur Leistungsfähigkeit regionaler Sicherheitsinstitutionen. Baden‐Baden: Nomos, 2010.
  5. Ejdus F. State Building and the Image of the Democratic Soldier in Serbia. Democratic Civil-Military Relations. Routledge, 2012. 23 p.
  6. Fang R., Duffy M.K. and Shaw J.D. The Organizational Socialization Process: Review and Development of a Social Capital Model. Journal of Management. 2011. 127 р.
  7. Feaver Peter D. The Civil‐Military Problematique: Huntington, Janowitz, and the Question of Civilian Control. Armed Forces & Society. 2013. Vol. 23 (2). P. 167-172.
  8. Grimell J. Making dialogue with an existential voice in transition from military to civilian life. Theory & Psychology. 2017. Р. 832-850.
  9. Groen J. Task Force Uruzgan. Getuigenissen van een missie. Ede: Elijzen grafische producties, 2012.
  10. Herbert W. Security Sector Reform in Developing and Transitional Countries Revisited / in B. Austin, M. Fischer, H. J. Giessmann (eds). Advancing Conflict Transformation. Berghof Handbook II. Leverkusen: Barbara Budrich Publishers, 2011.
  11. Hughes S.C., McCoy C.E.E., Severe G., Johnston J H. Cultural Influences on Trust / In N. A. Stanton (Ed.), Trust in Military Teams. Farnham: Ashgate Publishing Limited, 2011. Р. 127-148.
  12. Mannitz S. (ed.). Democratic Civil‐Military Relations. Soldiering in 21st Century Europe. London: Routledge, 2012. 321 p.
  13. Mayhew M.J., Seifert T.A., Pascarella E.T., Blaich C.F. Going Deep into Mechanisms for Moral Reasoning Growth: How Deep Learning Approaches Affect Moral Reasoning Development for First-year Students. Research in Higher Education. 2012. Р. 26-46.
  14. Milerski B., Śliwerski B. Leksykon. Pedagogika. PWN: Warszawa, 2012. S. 68-75.
  15. Müller Harald, Wolff Jonas. Democratic Peace: Many Data, Little Explanation? / in Anna Geis, Lothar Brock and Harald Müller (eds). Democratic Wars. Looking at the Dark Side of Democratic Peace. Basingstoke: Palgrave Macmillan, 2017.
  16. Olsthoorn P. Мilitary Ethics and Virtues. An Interdisciplinary Approach for the 21st Century. New York: Routledge, 2013. 192 р.
  17. Praharso N. F., Tear M. J., Cruwys T. Stressful life transitions and wellbeing: A comparison of the stress buffering hypothesis and the social identity model of identity change. Psychiatry Research. 2017. Vol. 247. P. 265-275. doi: 10.1016/j.psychres.2016.11.039.
  18. Schneckener U. Post‐Westfalia trifft Prä‐Westfalia / in Egbert Jahn, Sabine Fischer and Astrid Sahm (eds). Die Zukunft des Friedens. Wiesbaden: VS Verlag für Sozialwissenschaften, 2014. P. 189-211.
  19. Sińczuch M., Zauer J. Świadomość historyczna oraz poczucie patriotyzmu wśród żołnierzy zawodowych, sprawozdanie z badań. Warszawa: Wojskowe Centrum Edukacji Obywatelskiej, 2015. S. 19.
  20. Soeters J., Bijlsma T., Heuvel J. van den. Trust thy ally. Multinational military cooperation in Uruzgan / In R. Beeres, van der J. Meulen, J. Soeters, A. Vogelaar (Eds.). Mission Uruzgan. Collaborating in Multiple Coalitions for Afghanistan. Amsterdam: Amsterdam University Press, 2012. P. 161-176.
  21. Wojciszke B. Człowiek wśród ludzi. Zarys psychologii społecznej., Warszawa: Scholar, 2014. 463 s