Співвідношення категорій «вільний час» та «дозвілля» як важливих педагогічних дефініцій
Ескіз недоступний
Дата
2021
Назва журналу
Номер ISSN
Назва тому
Видавець
РВВ ЦДПУ ім. В. Винниченка
Анотація
(ua) У статті автор розкриває сутність понять «вільний час» та «дозвілля», обгрунтовуючи їх як важливі педагогічні дефініції; зазначає на характерних їх особливостях. Ураховуючи специфіку дозвілля, виокремлює ознаки (свобода вибору, без регламентації та менторства; добровільна участь; прагнення отримати радість, задоволення від процесу та радість успіху щодо результату (компенсаційність); самостійність у поєднанні з відповідальністю; творчість та саморозкриття власних можливостей).
(en) In the article the author reveals the essence of the concepts of «free time» and «leisure», substantiating them as important pedagogical definitions. He interprets free time as a space for human development, which is not directly absorbed by productive labor, but remains free for pleasure, for leisure, for free activity and development. Substantiates the social conditionality of free time, characterized by the spirituality of the individual, depends on the value of the individual and the social conditions of life. Indicates the components of free time: time used for necessary social, creative and other activities; own leisure. Emphasizing that leisure is a certain semantic dimension of free time in general in the process of which the consumption of culture is carried out, not its creation: a person seeks to satisfy their needs for pleasure, satisfaction, entertainment. Represents the following generalization: free time is space, and leisure – its content. Leisure is defined as an independent branch of knowledge that studies the importance of free time in human life, its content, the development of the individual when included in leisure activities. He notes the orientation of the individual to realize himself in productive activities that are interesting and valuable to him, characterizing leisure as a specific aspect of human leisure, which expands opportunities for intellectual, spiritual, creative and physical development of the individual, satisfies his personal interests and inclinations, needs for communication and personal-individual self-expression are provided. While arguing that leisure has significant potential, opportunities for the formation of various personal needs: moral, intellectual, physical, where in contrast to the natural basis of recovery of human strength, leisure is characterized by a specific, social way of regenerating these forces, providing recreational and restorative ability. Given the specifics of leisure, the author identifies its features (freedom of choice, without regulation and mentoring; voluntary participation; desire to enjoy, satisfaction with the process and the joy of success in the result (compensation); independence combined with responsibility; creativity and self-disclosure).
(en) In the article the author reveals the essence of the concepts of «free time» and «leisure», substantiating them as important pedagogical definitions. He interprets free time as a space for human development, which is not directly absorbed by productive labor, but remains free for pleasure, for leisure, for free activity and development. Substantiates the social conditionality of free time, characterized by the spirituality of the individual, depends on the value of the individual and the social conditions of life. Indicates the components of free time: time used for necessary social, creative and other activities; own leisure. Emphasizing that leisure is a certain semantic dimension of free time in general in the process of which the consumption of culture is carried out, not its creation: a person seeks to satisfy their needs for pleasure, satisfaction, entertainment. Represents the following generalization: free time is space, and leisure – its content. Leisure is defined as an independent branch of knowledge that studies the importance of free time in human life, its content, the development of the individual when included in leisure activities. He notes the orientation of the individual to realize himself in productive activities that are interesting and valuable to him, characterizing leisure as a specific aspect of human leisure, which expands opportunities for intellectual, spiritual, creative and physical development of the individual, satisfies his personal interests and inclinations, needs for communication and personal-individual self-expression are provided. While arguing that leisure has significant potential, opportunities for the formation of various personal needs: moral, intellectual, physical, where in contrast to the natural basis of recovery of human strength, leisure is characterized by a specific, social way of regenerating these forces, providing recreational and restorative ability. Given the specifics of leisure, the author identifies its features (freedom of choice, without regulation and mentoring; voluntary participation; desire to enjoy, satisfaction with the process and the joy of success in the result (compensation); independence combined with responsibility; creativity and self-disclosure).
Опис
Ключові слова
особистість, дозвіллєзнавство, педагогіка дозвілля, вільний час, дозвілля, дозвіллєва діяльність, ознаки дозвілля, рекреаційно-відновлювальна здатність, personality, leisure science, leisure pedagogy, free time, leisure, leisure activity, signs of leisure, recreational and restorative ability
Бібліографічний опис
Дубінка М. М. Співвідношення категорій «вільний час» та «дозвілля» як важливих педагогічних дефініцій / Микола Михайлович Дубінка // Наукові записки ЦДПУ. Серія: Філологічні науки = Research Bulletin. Series: Philological Sciences / ред. кол.: В. Ф. Черкасов [та ін.]. – Кропивницький : РВВ ЦДПУ ім. В. Винниченка, 2021. – Вип. 192. – С. 53-58.