PERIODIZATION OF SOCIOCULTURAL COMPONENT DEVELOPMENT IN PROFESSIONAL EDUCATION OF FUTURE NAVIGATORS (SECOND HALF OF THE XXth – THE BEGINNING OF THE XXIst CENTURY)

Abstract

The article outlines the importance of developing the periodization of sociocultural component development in professional education of future navigators in the second half of the XXth – the beginning of the XXIst century. Periodizations on issues related to the research topic are considered. With a view on events that influenced the development of this historical and pedagogical process within the selected period of time, own periodization is developed: 1st period (1951–1974) – excessive ideologizing and politicization of the content of socio-cultural disciplines. This period can be divided into the following subperiods: 1951–1958 – strengthening the role of humanities; 1959–1974 – polytechnic education, restructuring the teaching of social sciences in universities and secondary special educational institutions; 2nd period (1975–1989) – strengthening the quality of training due to the gradual improvement of general secondary education, which took place in the following subperiods: 1975–1983 – improving the teaching of sociocultural disciplines due to the implementation of relevant government regulations; 1984–1989 – reform of general secondary education, growth of computerization and search for effective forms, methods and means of teaching; 3rd period (1990–2017) – the humanitarianisation of maritime education, increasing the number of social sciences and humanities and including most of them in the list of normative, which occurred in the following subperiods: 1990–1996 – departure from Soviet traditions and restructuring of teaching socio-cultural disciplines; 1997–2017 –reorientation of the Ukrainian system of training and certification of seafarers in accordance with the ‘International Convention on Standards of Training, Certification and Watchkeeping for Seafarers’.