Humanitarian security as an educational project
DOI:
https://doi.org/10.31874/2309-1606-2024-30-2-4Keywords:
human security, identity, education, methodological guidelines, methodical guidanceAbstract
The article is devoted to the disclosure of the concept of “humanitarian security” in its educational perspective as an educational project. The authors state the need to protect against hybrid Russian aggression by means of the humanitarian sphere, emphasizing the humanitarian nature of hybrid Russian aggression. Based on the peculiarities of understanding and defining the humanitarian sphere in Ukraine, education is defined as a key aspect of this security. The authors point out the need for and consider the possibility of creating a special educational component “Human Security”. The article proposes specific steps to form the framework of such a special course: (1) methodological guidelines and (2) methodological guidelines. They represent the two main parts of the article. A certain novelty of the article is that among the methodological guidelines are the author’s own developments in conducting the analysis, such as the “principle of health” of society, and the effectiveness of well-known approaches is emphasized: “historical and geographical principle”, analysis of the intercultural coexistence of national identities, discourse analysis, and for the analysis of national identities – the principles of constructivism and primordialism. The methodological guidelines contain a clear thematization by divided blocks or modules: spiritual and value, socio-political, and practical and applied. The authors also formulate the task corpus of the special course: methodological, cognitive, and practical components. On this basis, the authors outline a map of the results to be achieved in the course of study, according to the formula «to know and be able to». At the same time, the authors emphasize the importance of the practical and research aspect of the educational component “Humanitarian Security”, which should be developed into research initiatives. The authors conclude that it is mandatory to form and improve such an educational component as a means of protection and a means of finding one’s own mistakes.
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