Humanities as a tool for the formation of educational and professional independence of students of non-humanitarian universities

The article deals with the features and capabilities of the humanitarian disciplines as the tool for the formation of students» professional in­dependence. The socio-philosophical and psycho­logical-pedagogical aspects of professional indepen­dence of non-humanitarian universities» students are studied. The problem of the formation of educational and professional independence of students is present­ed at the theoretical and practical level. The research methodology is based on active and interactive ele­ments and forms, as well as the competence-activity approach. The authors refer to the study by S. I. Mo­rozova on the nature, structure, levels of university students» educational and professional independence (EPI) formation. EPI is an integral quality of a stu­dent»s personality, characterized by the ability to or­ganize educational and professional activities aimed at mastering future profession and general cultural competencies on their own. It is considered that qual­itative formation of the general cultural competencies among students of non-humanitarian universities, i.d. the ability to independently acquire knowledge, skills, the need for self-education are possible through hu­manitarian disciplines, organized self-educational activities of the students. Self-educational activities are activities oriented at student focusing on improv­ing their professional competencies and personali­ty as well. The main parameters of self-educational activities include independent search for materials, critical thinking, seeing the problem and solving it, and the self-development ability. Independent stu­dent’s work is considered to be a means of forming student’s interest in continuous self-education. In the article independent work is interpreted as one of the types of the learning process and one of the forms of its organization, aimed at the formation of educa­tional and professional independence of students and contributing to the formation of a creative self-think­ing person, ready for further professional activity and continuous self-education. The authors describe the experience of using interactive and active methods and forms of forming the educational and profession­al independence of students of non-humanitarian uni­versities on the example of historical and philosoph­ical disciplines.

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