THE ESSENCE OF THE CONTENT OF PREPARING YOUTH FOR FAMILY RELATIONS IN HIGHER EDUCATION INSTITUTIONS

Introduction. The problem discussed in the article concerns family pedagogy, which has recently been separated from the pedagogical sciences as an independent scientific field. The object of the research is family development trends and its present state, the topic is the essence of family upbringing, this process mechanisms and their influence on personal development. Family pedagogy does not attempt to create a single rule that is binding on every family and clearly regulates the upbringing of children. It studies only those situations that are controversial and cause the young its difficulty. As all scientific knowledge, its conclusions can never fully replace wisdom and life experience. Preparing youth for family relationships cannot help but affect this aspect of pedagogical activity, more precisely on the preparation of youth for family relationships.

OPPORTUNITIES AND GOOD PRACTICES FOR STRENGTHENING THE INTERGENERATIONAL LINK IN CENTRAL EUROPE - A COMPARATIVE ANALYSIS

We conducted research entitled “Learning and exchanging good practices strengthening the social role of the family” under project identification number EFOP-5.2.2.-17-2017-00048 “Research on good practices strengthening the social role of the family in the Carpathian Basin in the Hajdúsámson Reformed Parish and Family Pedagogy Association ”in connection with the project. With online questionnaires, we try to explore answers and solutions in research that can help professionals pass them on to families as good practice. The questions are about the family programs for different generations organized by the institution and municipality as well as the functioning of reverse socialization mechanisms in the intergenerational relationship. The aim of the paper is to show some examples of good practices in multigenerational programs, which were examined in the research.

Family pedagogy and home education

The textbook reveals the normative and legislative acts of family regulation and the legal foundations of family education, describes the family at different stages of its formation, the history and traditions of the family in different faiths. The article presents the characteristics of family formation and marital relations. The basics of raising children in different types of families are formulated and methods of improving the pedagogical culture of parents are proposed. For students of secondary vocational education institutions. It can be useful for bachelors, undergraduates, postgraduates and students of advanced training courses and retraining of teaching staff.

Pansophism and pedagogy in the work of John Amos Comenius from the angle of pedagogy in Serbia

The roots of today's education system stem from one of the most significant peda-gogists and thinkers, John Amos Comenius (1592-1670). His entire comprehensive and sys-tematic work represents a turning point, not only in the field of the development of pedagogy, as a science and its disciplines, but also in the field of the development of human thought in general. After a brief review of life and work of John Amos Comenius, the paper presents the basic concepts of pedagogical theory through the chapters they cover – his reforming and educational mission, contribution to the establishment and development of didactics and methodology of pedagogy, contribution to school, preschool and family pedagogy. Of particu-lar importance is the chapter that deals with pansophism as an ideological concept of univer-sal wisdom and pedagogy, because the central theme of the paper is focused on the relations-hip between pansophism and his overall pedagogical work. The aim of this paper is to theore-tically research the connection between these problems, as well as to understand their broa-der implications and current scientific achievements. The paper uses the method of theoreti-cal and historical analysis with the technique of content analysis of available and relevant historical and pedagogical sources and documents. The concluding remarks point to the im-portance of Comenius as a reformer important for the overall development of pedagogy as a science. His pansophism is permanently imprinted as a seal with a reflexive echo and reper-cussions on all later occurrences in the field of teaching and pedagogical educational activities. The ideas of John Amos Comenius that are practically tested and attested, carry a special strength and vitality even after three centuries, which makes him one of the true pedagogical classics.

Foster Parents’ Readiness for the Implementation of Foster Family Pedagogy

It can be observed that changing attitude towards the environment and fellow human beings manifests itself as a socially unsustainable relationship, which in different ways and at different levels manifests itself in social exclusion. Social exclusion is increasingly emerging as a phenomenon that is complex in nature and its solutions must be sought in the wicked problem approach, which is characteristic of complex problems and has significant ontological roots. At present, ontology should consider the much more complicated problem of what types of being are formed by both the natural and the cultural evolutionary processes. It can be argued that evolutionary ontology attempts to create a new image of the world and of humans – a new non-anthropocentric cosmology, i.e., a consistently philosophical culturological cosmology that takes into account reality in its real structure as a conflict between the spontaneous activity of nature and the socio-cultural activity of humans (Šmajs, 2008, p. 96). The reasons for social exclusion can be different, and its specific manifestations are various, and the same can be said about the phenomenon of social inclusion, which is the expression of the quality of other relationships and attitudes. Externally observable signs of social exclusion are more closely related to the concept of families at risk. A social risk family can be defined as a family that experiences difficult problems and has limited opportunities to provide favorable living conditions for the comprehensive development of all family members. More and more often it is associated with unsustainable cultural or non-cultural contexts, mainly related to non-ecological culture prosperity in the consumer society. It can be noted that this context in its current form (which includes manufacturing, consumption, material culture, and technology, and both the social, intellectual, and material life of humans) is quite anti-natural oriented in its principle. Unfortunately, the aggressive anti-natural sociocultural strategy permeated also the field of human upbringing and education (Šmajs, 2008, p. 194). At the beginning of the 21st century, it has emerged as the Anthropocene era in a broader sense, in which the geological characterization of the era is complemented by the characterization of the sustainability of public relations in a broader holistic perspective. The aim of the article is to consider a number of real cases in a broader perspective from the point of view of foster family pedagogy, identify the choice of foster care approaches and evaluate the results obtained. From the perspective of foster family pedagogy, foster parents and foster children are participants in the lifelong learning process, where the mutual influence and interaction of foster parents and foster children are studied. The authors evaluated real situations from the perspective of foster family pedagogy and children’s involvement in the family structure. The article also examines the influence of the foster family and its readiness to overcome the effects of Anthropocene unsustainability.

Family pedagogy. Current issues and new research areas.

The article, based on theoretical and analytical research, discusses family pedagogy as one of pedagogical sub-disciplines. Family, the main research subject of family pedagogy, has been presented in many aspects and contexts, particularly as an educational environment that performs educational tasks and functions. Current issues of family pedagogy considered in the article include: transformation processes of modern family, educational function of the family and its conditions as well as threats to child raising. New research areas of family pedagogy comprise such categories as parenthood and childhood. They allow us to analyse the family and its functions from different perspective – in theoretical, empirical and methodological contexts.

Marital Satisfaction During Retirement

Marriage/commitment and retirement are two common experiences in an adult’s life. Marital satisfaction and retirement have been researched in multiple disciplines. The relationship between these two constructs has not been as widely researched. The purpose of this study was to determine whether retirement has an impact on marital satisfaction. Quantitative methods and analyses were used. The variables used accounted for 83% of the variance of satisfaction. Limitations and implications are provided to inform marriage and family pedagogy and practice.

What does family pedagogy deal with? Position of family pedagogy in Croatian and foreign scientific space

The first part of the paper analyses the relation between family pedagogy and related non-pedagogical disciplines in the Croatian and foreign scientific space, as well as the position of family pedagogy within systematic pedagogy. The analysis is followed by the central part of the paper which is dedicated to a problematisation of the question based on what family pedagogy can consider itself part of pedagogy, i.e. what family pedagogy bases its pedagogical distinctiveness on. From the conclusion of the central part of the paper an overview of the possible application fields family pedagogy deals with is derived, which forms the final part of the paper.

“My Sweet Mother…”: Empathetic Interpretation of Olena Pchilka’s Epistolary Portrait

The paper deals with empathetic characteristics of Olena Pchilka’s personality in the family letters. The correspondence of the writer’s children, in particular Mychailo and Lesia, contains a number of details for the psychological portrait of Olena Pchilka; it captures her various emotional states and reactions, allows dening the communicative frames that dominated in the family. The researcher traces the formation of a specic Olena Pchilka’s cult, which concerned her roles of a writer, public person, and mother. It is conrmed by numerous enthusiastic and thankful words in the letters of her children. However, the main attention is paid to the synthesis of self-sacrice and authoritarianism in Olena Pchilka’s family pedagogy. Communication at distance between Lesia Ukraiinka and her mother turned into an experiment of modeling the image of a national writer. At the same time, the letters testify to the fact that Olena Pchilka recognised the unique gift and powerful intelligence of her daughter Lesia Ukraiinka. The mother managed to establish quite friendly relations with her elder children, but Pchilka’s desire to control the emotional world of young Kosaches, her insistent interpretation of it, and the fear of other people’s excessive influence on her children caused long-lasting conflicts, accompanied by ‘tactics of silence’. These destructive tactics resulted in emotional traumas, which, in particular, were sublimated in the literary world of Lesia Ukraiinka as a discourse of communicative rupture (“Advocate Martian”, “Johanna, Chusa’s Wife”, “Aisha and Mohammed”, “Babylonian Captivity”, etc.). It should be noted that children tried to tolerate their mother’s dependence on her psychological complexes and insistent self-isolation, understanding the unique role of Olena Pchilka in their personal development.