(2016) Science and education, 10, 200-205. Odessa.

Huang Jingsheng,
post-graduate student, Department of Pedagogy,
South Ukrainian National Pedagogical University named after K. D. Ushynsky,
26, Staroportofrankivska Str., Odesa, Ukraine

THEORETICAL BASIS OF THE FORMATION OF
FUTURE FINE ART TEACHERS’ AESTHETIC WORLDVIEW

The article deals with the philosophic and psychological approaches to studying the issue of future of Fine Art teachers’ aesthetic worldview, as well as its pedagogical context. The main parameter of the scientific substantiation of the essence and structure of aesthetic worldview of Fine Art teachers is its relation to another complex integrative phenomenon – aesthetic consciousness. The author interprets aesthetic consciousness on the basis of research works by leading scientists (classics and contemporary ones). According to the results of scientific literature review, the author specifies aesthetic worldview as a system of beliefs, view of the nature, world, society, and place of a man in it, as well as beliefs, ideals, and principles of reality perception. Considering the complexity and variety of interpretations of aesthetic worldview and aesthetic consciousness, the author also analyses the connection of aesthetic worldview and creative capabilities of a Fine Art teacher with his/her initiative in overcoming stability of artistic activities by means of creativity. Following the results of the current research, aesthetic worldview has been defined as personality’s ability to organise his/her work according to the humanitarian way of perceiving the image of the world, artistic tendency, artistic culture, which is manifested through positive attitude to the profession by means of forming corresponding aesthetic images of educational work in ones’ consciousness.

 personality’s view of the world, aesthetic consciousness, a future teacher of Fine Art.

1. Andrushchenko, T. I. (2007). Fenomen estetychnoho (filosofsko-istorychnyi analiz) [The phenomenon of the aesthetic (philosophic and historic review)]. Kyiv: Znannia Ukrainy [in Ukrainian].
2. Bekh, I. D. (2003). Vykhovannia osobystosti : navchalno-metodychnyi posibnyk [Education: textbook]. Kyiv: Lybid [in Ukrainian].
3. Mazepa, V. I., Azarkhyn, A. A., Horskyi, V.S. (1988). Estetychne vykhovannia: dovidnyk [Aesthetic education: guide]. Kyiv: Politvydav Ukrainy [in Ukrainian].
4. Zhbankova, Y. Y. (2001). Mirovozzrenie [Worldview]. Vsemirnaya entsyklopediya: Filosofiya – Time encyclopedia: philosophy. Moscow: AST [in Ukrainian].
5. Zelena, I. O. (2010). Osoblyvosti formuvannia estetychnoho svitohliadu maibutnikh uchyteliv predmetiv humanitarnoho tsyklu [Peculiarities of the formation of aesthetic worldview of future humanities teachers]. Naukovyi chasopys NPU ys. M. P. Drahomanova – Dragomanov scientific bulletin, 12, 130-134. Kyiv [in Ukrainian].
6. Ziaziun, I. A. (2006). Estetychni zasady rozvytku osobystosti [Aesthetic foundations of personal development]. Mystetstvo u rozvytku osobystosti : monohrafiia – Arts in personal development: monograph (pp. 14-36). Chernivtsi : Zelena Bukovyna [in Ukrainian].
7. Kondrashova, L. V. (2001). Gumanizatsiya pedagogicheskogo protsessa v sovremennoy shkole: istoriya i sovremennost [Humanosation of the educational process in modern school: history and modernity]. Minsk: Bestprynt [in Ukrainian].
8. Konovets, S. V. (2012). Teoretychni ta metodychni osnovy tvorchoho rozvytku maibutnikh uchyteliv obrazotvorchoho mystetstva u vyshchykh navchalnykh zakladakh [Theoretical and methodical bases of creative development of future Art teachers at higher educational institutions]. Candidate’s thesis. Kyiv [in Ukrainian].
9. Muzyka, O. Ya. (2008). Tvorchi zdibnosti i osobystist vchytelia obrazotvorchoho mystetstva [Creative abilities and peculiarities of Arts teacher]. Visnyk Cherkaskoho universytetu – Bulletin of Cherkasy university, 129, 70-74. Cherkasy: Vyd. Vid. ChNU imeni Bohdana Khmelnytskoho [in Ukrainian].
10. Pokrovshchuk, L. M. (2005). Kompiuterni tekhnolohii u tvorchomu rozvytku vchyteliv obrazotvorchoho mystetstva: Metodychnyi posibnyk [IT technologies in the creative development of Fine Arts teachers]. Kherson, Ailant [in Ukrainian].
11. Tarasenko, H. S. (2006). Vzaiemozviazok estetychnoi ta ekolohichnoi pidhotovky vchytelia v systemi profesiinoi osvity: monohrafiia [Interrelation of aesthetic and ecological training of a teacher in the system of professional education: monograph]. Cherkasy: Vertykal [in Ukrainian].
12. Shinkaruk, V. I., Ivanov, V. P., Mikhalchenko, N. I. (1988). Mirovozzrenie kak forma obshchestvennogo samosoznaniya cheloveka i sposob dukhovnoprakticheskogo osvoeniya mira [Worldview as a form of social self-consciousness and a wat of spiritual and practical cognition of the world]. Nauchnoe mirovozzrenie i sotsialisticheskaya kultura – Scientific worldview and socialistic culture (pp. 12-29). Kiev : Nauk. Dumka [in Russian].

(2016) Science and education, 10, 206-211. Odessa.

Olha Tsikhotska,
PhD (Candidate of Pedagogical Sciences), associate professor,
Liudmyla Lozynska,
PhD (Candidate of Pedagogical Sciences), associate professor,
Foreign Languages Department,
Vinnytsya National Pirogov Memorial Medical University,
56, Pyrohova Str., Vinnytsia, Ukraine

HUMANISM AND HUMANITY AS A FUTURE DOCTOR’S PERSONAL
QUALITIES: CURRENT STATE AND WAYS OF FORMATION

The article is devoted to the problem of investigation of the formation of future doctors’ value orientation in the process of studying foreign languages. The authors made an attempt to analyse the current level of humanistic value orientations’ development in future doctors. The specific character of humanism-oriented education by means of the university subject “English Language” is discovered. The pedagogical conditions of the students’ familiarisation with humanistic value orientations, which assist purposeful and effective management of this process, are revealed. The educational capacity of English-language study material is grounded and experimentally proved.

value orientation, humanisation, English language, humanistic values, education, educational capacity of study material.

1. Drozdova, O. & Litvin, O. (2006). Natsionalnyi interes vyshchoi osvity Ukrainy v umovakh Bolonskoho protsesu [The national interest of the Ukrainian higher education in Bologna process conditions]. Zbirnyk naukovykh prats Poltavskoho derzhavnoho pedahohichnoho universytetu imeni V. G. Korolenka – Collection of scientific articles of Poltava V. G. Korolenko National Pedagogical University, 3, 38-45 [in Ukrainian].
2. Sokurianska, L. H. (2003). Tsinnisna dyferentsiastiia Ukrainskoho studenstva: klasternyi analiz [Value differentiation of Ukrainian students: cluster analysis]. Metodolohiia, teoriia ta praktyka sotsiolohichnoho analizu suchasnoho suspilstva. Knyha naukovykh prats – Methodology, theory and practice of sociological analysis of the modern society. The book of scientific papers. (pp. 534-539) [in Ukrainian].
3. Temekh, N. D. (2002). Ukrainske telebachennia i problemy vykhovannia molodi (za otsinkamy naukovtsiv ta zhurnalistiv praktykiv) [Ukrainian television and the problems of youth upbringing (by the evaluation of scientists and practical journalists)]. Dopovidi ta povidomlennia vosmoi vseukrainskoi konferentsii “Ukrainska periodyka: isoriia i suchasnist” – Proceedings from 8th Ukrainian Conference “Ukrainian periodicals: history and modernity”. (pp. 566-570). Lviv [in Ukrainian].
4. Zakon Ukrainy “Pro Osvitu”: pryiniatyi 4 cherv. 1991 v redaktsii vid 9.08.2016, № 1144-ХІІ [The Law “On Education” dated 4th June 1991 as amended 9.08.2016, No. 1144-ХІІ]. (2016). [in Ukrainian].
5. Dossett, M., Kuhatsu, V., Nunley, V., Mehta, D., Davis, R., Phillips, R., & Weh, G. (2013). A medical student elective promoting humanism, communication skills, complementary and alternative medicine and physician self-care. Explore (NY), 5, 292-298. (Vols. 9) [in English].
6. Lee, W. N., Langiulli, M., Mumtaz, A., & Peterson, S. J. (2003). A comparison of humanistic qualities among medical students, residents, and faculty physicians in internal medicine. Heart Diseases. (Vols. 5(6)). (pp. 380-383) [in English].
7. Lewis, D. (2012). Humanism and the art of medicine. Momentum, 1(2) [in English].
8. Nelson, K. (2015). Investigating future physician preparedness for providing humanistic care to dying patient. Proceedings of the national conference on undergraduate research. (pp. 465-472). Cheney, WA: Eastern Washington University [in English].
9. Rousseau, Paul (2007). Has medicine lost its compassion and humanism? Journal of the American Medical Association. (pp. 1859-1860) [in English].
10. Sura, N. A. (2012). Teacher’s strategies in language classroom. Middle-East journal of scientific research, 12 (9), 1224-1230 [in English].

(2016) Science and education, 10, 212-220. Odessa.

Tetiana Yarkho,
PhD (Candidate of Engineering Sciences), associate professor,
Head of the Department of Higher Mathematics,
Kharkiv National Automobile and Highway University,
25, Yaroslava Mudroho Str., Kharkiv, Ukraine

FORMATION OF THE CONTENT OF BASIC MATHEMATICS TRAINING FOR FUTURE
TECHNICIANS AT THE EDUCATIONAL-SCIENTIFIC LEVEL OF DOCTOR OF PHILOSOPHY

According to the new law of Ukraine “On Higher Education”, at higher educational establishments of III-IV levels of accreditation, a transfer to the multi-level system of higher education has been put into practice, which is represented by the Bachelor’s degree, Master’s degree and PhD degree. Numerous higher educational establishments have introduced a course of fundamental and applied mathematics training into the compulsory educational-scientific curriculum of the third cycle of higher education for the first time. This paper substantiates and presents the content of the suggested course for future Doctors of Philosophy in the sphere of engineering sciences. The content of Part One of the course entitled “Additional Aspects of Classical Mathematics and their Practical Applications” is preconditioned by a wide spectrum of modern technical applications and related aspects. The sections of the Part One are devoted to the general theory of sets, special issues of linear algebra, classical methods of optimisation, additional sections of integral calculus, special issues of differential equations, elements of harmonic analysis. The aim of Part Two of the course entitled “Stochastic Methodology in Applied Problems” is mastering the probability-statistical research instruments in technical fields. The two sections of the Part Two include the principal constituents of the mathematical apparatus of statistics: the theory of statistical evaluation of unknown parameters of the model under analysis and the theory of testing statistical hypotheses about the parameters or nature of the analysed model. In the three last sections of the Part Two, the key problems of applied statistics are outlined. The significance of mathematics as the universal language of sciences, as a powerful tool of solving applied problems, as well as forming creative thinking and intellectual development of a personality is taken into account in the formation of the content of the basic training in mathematics. 

multi-level system of higher education, the third cycle of higher education, Doctor of Philosophy, educational-scientific curriculum, fundamental and applied training in mathematics, creative thinking, additional aspects of classical mathematics, stochastic methodology.

1. Ayvazyan, S.A. & Mkhitaryan, V.S. (2001). Teoriya veroyatnostey i prikladnaya statistika [The theory of probability and applied statistics]. Moscow: YuNITI [in Russian].
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3. Gvildis, T. Yu. (2014). Aspirantura v strukture vysshego obrazovaniya [Post-graduate studies in the framework of higher education]. Voprosy sovremennoy nauki i praktiki. Universitet im. V.I. Vernadskogo – Issues of Contemporary Science and Applied Science. V. I. Vernadsky University, 4 (54), 169-178 [in Russian].
4. Getmanskaya, E.V. (2010). Lichnost: kreativnye kharakteristiki [Personality: creative characteristics]. Pedagogika i psikhologiya: Vestnik Moskovskogo gumanitarnogo universiteta im. M.A. Sholokhova – Pedagogy and Psychology: Issue of Sholokhov Moscow University for Humanities, 1, 25-32 [in Russian].
5. Grokholskaya, O.G. (2012). Didakticheskie vozmozhnosti innovatsionnogo vuza v podgotovke professionalov. [Didactic possibilities of an innovative higher educational establishment in the preparation of professionals]. Vestnik Universiteta Rossiyskoy akademii obrazovaniya – Bulletin of University of Russian Academy of Education, 2, 53-57 [in Russian].
6. Dlin A.M. (1958). Matematicheskaya statistika v tekhnike. [Mathematical statistics in technology]. Moskva: «Sovetskaya nauka». [in Russian].
7. Zakon Ukraїni «Pro vishhu osvіtu» [The Law of Ukraine “On Higher Education”]. (2014). Retrieved from: http://zakon2.rada.gov.ua/laws/show/1556-18 [in Ukrainian].
8. Matematika kak yazyk nauki [Mathematics as a language of science]. Retrieved from: http://libweb.kpfu.ru/z3950/full_fond/klass/014/151- 175.pdf. [in Russian].
9. Gnoenskiy, L.S., Kamenskiy, G.A. & Elsgolts, L.E. (1969). Matematicheskie osnovy teorii upravlyaemykh system [Mathematical grounds of the theory of operated systems]. Moscow: Nauka. Glavnaya redaktsiya fizikomatematicheskoy literatury [in Russian].
10. Finikova, T. & Sharova, O. (2014). Monitorynhove doslidzhennia. Monitorynh intehratsii ukrainskoi systemy vyshhoi osvity v Yevropeiskyi prostir vyshhoi osvity ta naukovoho doslidzhennia: analitychnyi zvit [Monitoring-based research. The monitoring of integration of Ukrainian system of higher education into European framework of higher education and scientific research: analytical report]. Kyiv: Takson [in Ukrainian].
11. Oleynik, O. A. (1996). Rol teorii differentsialnykh uravneniy v sovremennoy matematike i ee prilozheniyakh [The role of the theory of differential equations in contemporary mathematics and its applications]. Sorovskiy obrazovatelnyy zhurnal – Sorovsky Educational Journal, 4, 114-121 [in Russian].
12. Reheilo, I. Yu. (2011). Istoriohrafichni aspekty pidhotovky naukovykh i naukovo-pedahohichnykh kadriv vyshchoi kvalifikatsii v Ukraini [Historiographic issues of training highly-qualified scientific and scientificpedagogical staff in Ukraine]. Naukovyi visnyk Melitopolskoho derzhavnoho pedahohichnoho universytetu imeni Bohdana Khmelnytskoho – Scientific Bulletin of Melitopol State Pedagogical University, Seriia: Pedahohika, 271- 281 [in Ukrainian].
13. Simonenko, O. D. (n. d.). Matematika i tekhnicheskie nauki. Iz istorii razvitiya tekhnicheskikh nauk [Mathematics and engineering sciences. From the history of development of engineering sciences]. Retrieved from: http://www.portal-slov.ru [in Russian].
14. Spirin, O.M. & Yatsyshyna, A.V. (2014). Dosvid pidhotovky naukovykh kadriv z informatsiinokomutatavnykh tekhnolohii v osviti [The experience of training scientific staff in the domain of informationalcommutative technologies in education]. Kompiuter u shkoli ta simi – Computer at School and at Home, 2, 3-8 [in Ukrainian].
15. Tikhomirov, V. M. (2000). O nekotorykh problemakh matematicheskogo obrazovaniya [On some problematic issues of mathematical education]. Vserossiyskaya konferentsiya «Matematika i obshchestvo». Matematicheskoe obrazovanie na rubezhe vekov – AllRussian Conference “Mathematics and Society”. Mathematical education at the turn of centuries. (pp. 3-15). Мoscow: MTsNMO [in Russian].
16. Torrance, E. (1988). The nature of creativity as manifest in the testing. The nature of creativity (pp. 43- 75). [in English]
17. Chornous, V. (2014). Kreatyvne myslennia u tvorchykh poshukakh osobystosti: literaturnyi ohliad [Creative thinking in creative search of a personality: literary survey]. Nova pedagogіchna dumka: naukovo- metodichniy zhurnal – New Pedagogical Thinking: scientificmethodological journal, 1, 38-41 [in Ukrainian].
18. Yarkho, T. (2016). Matematychna pidhotovka maibutnikh fakhivtsiv tehnichnoho profiliu v intehrovanomu protsesi fundamentalizatsii profesiinoi tehnichnoi pidhotovky u VNZ [Mathematical preparation of the future specialists of a technical profile in the integrated process of fundamentalization of professional technical preparation at a higher educational establishment]. Humanitarnyi visnyk DVNZ «PereiaslavHmelnytskyi derzhavnyi pedahohichnyi universytet imeni Hryhoriia Skovorody – Humanitarian Bulletin of “Gregory Skovoroda Pereiaslav-Khmelnytskyi State Pedagogical University”, (pp. 345-353) [in Ukrainian].
19. Yarkho, T. A. (2014). Osnovnye didakticheskie printsipy matematicheskoy podgotovki v sovremennom tekhnicheskom universitete [The principal didactic principles of mathematical preparation at a modern technical university]. Humanitarnyi visnyk DVNZ «PereiaslavKhmelnytskyi derzhavnyi pedahohichnyi universytet imeni Hryhoriia Skovorody» – Humanitarian Bulletin of “Gregory Skovoroda Pereiaslav-Khmelnytskyi State Pedagogical University”, (pp. 514-521) [in Russian].
20. Yarkho, T. (2016). Matematychna pidhotovka maibutnikh fahivtsiv tehnichnoho profiliu v intehrovanomu protsesi fundamentalizatsii profesiinoi tehnichnoi pidhotovky u VNZ [The mathematical training of future specialists majoring in technical sciences in the integrated process of its fundamentalization at a higher educational institution]. Naukovi zapysky – Scientific essays, 9, 123- 127 [in Ukrainian].
21. Yarkho, T. O. & Yemelianova, T.V. (2015). Formuvannia matematychnoi kompetentnosti maibutnikh naukovo-pedahohichnykh kadriv u systemi neperervnoi profesiinoi pidhotovky mahistriv i aspirantiv suchasnoho tekhnichnoho universytetu [The formation of mathematical competence of future scientific-pedagogical staff within the system of life-long professional training of masters and post-graduates at a modern technical university] Naukovi zapysky Berdianskoho derzhavnoho pedahohichnoho universytetu: zb. nauk. Prats – Scientific Issues of Berdyansk State Pedagogical University: Collection of Papers, 3, 417-424 [in Ukrainian].

(2016) Science and education, 10, 220-227. Odessa.

Оlena Mezentseva,
postgraduate student, Laboratory of Social Pedagogy,
Institute of Educational Problem of the National Academy of Educational Sciences of Ukraine,
co-chairperson of Ukrainian Association of Waldorf Initiatives,
9, M. Berlynskoho Str., Kyiv, Ukraine

CONCEPTUAL IDEAS OF SPIRITUAL AND SCIENTIFIC
ANTHROPOLOGY OF RUDOLF STEINER

Globalisation, changing demographics, emerging technologies, and other challenges of our time changed the attitude towards education. At the end of the twentieth century, the ideals of a new school were formulated. The changing of pedagogical orientations made a child’s personality centre of the educational system. His/her real needs and opportunities for self-knowledge, self-development, self-education, self-realisation in various spheres of life became important. Child-centred educational ideas started to develop at the turn of XIX – XX centuries when human freedom was countered against monarchy, capitalism, rational and pragmatic political systems that functioned in many countries around the world those times. Many reform education systems were developed then. Waldorf Education created by Rudolf Steiner was one of them. The central idea of Waldorf School was a holistic view of a man based on the principles of anthroposophy. The core idea of Waldorf Approach is based on anthropology (human studies) in the educational process. According to Steiner the knowledge of the child’s nature should be both the starting point and purpose of the educational process. Pedagogical anthropology was seen as an important component of the educational process in the past and this approach is still relevant today as evidenced by the analysis of the literature. R. Steiner’s anthropology consists of the following structural components: the general doctrine of a man as body-soul-spiritual creation; human as a unity of thinking, feeling and willing; the concept of sense organisation of a man; the focus on the age priority in education from the standpoint of physical, mental and spiritual processes that shape a personality. Education which is based on the study of a man is called “the art of education” by the philosopher. The study has led to the following conclusions. Waldorf education originated at the turn of the XIX – XX centuries has not lost its relevance, since it is based on a deep, close and holistic view of a man in his/her physical, mental and spiritual existence. The anthropological concept of Rudolf Steiner offers real tools for harmonisation of human being development processes and educating a child as a self-sufficient, healthy, holistic person who will be able to respond to the challenges of rapid unpredictable changes and will be adjusted to the transformation of values in future. The introduction of child-oriented teaching approaches based on R. Steiner’s spiritual and scientific anthropology could be perspective for Ukrainian educational science and practice in the context of the national educational system reforms.

anthropology, anthroposophy, Rudolf Steiner, Waldorf education.

1.Glӧckler, M., Langhammer, S., Wiehert, Ch. (2006). Vospitanie i zdorovye. Zadacha dlya pedagogov, medikov i roditeliey [Education and health. The challenge for teachers, doctors and parents]. Meditsynskaya i pedagogicheskaya sektsiya Geteanuma. Svobodnaya shkola dukhovnoy nauki – Medical and educational section of the Goetheanum. Free school of spiritual science. Dornach [in Russian].
2.Ziaziun, I. (2008). Filosofiia pedahohichnoi antropolohii [Philosophy of educational anthropology]. Profesiina osvita: pedahohika i psykholohiia. UkrainskoPolskyi zhurnal – Professional education: Pedagogy and psychology. Ukrainian-Polish magazine, 10, 51–58 [in Ukrainian].
3.Ionova, O. M. (2010). Stanovlennia i rozvytok liudyny: antroposofskyi pidkhid [Formation and development of a human-being: anthroposophical approach]. Pedahohika, psykholohia ta medykobiolohichni problemy fizychnoho vykhovannia i sportu – Pedagogy, psychology and biomedical problems of physical education and sport, 4, 56-63 [in Ukrainian].
4.Lievegoed, B. (1993). Fazy razvitiya rebenka [Phases of child development]. Kaluga: “Dukhovnoye poznaniye” [in Russian].
5.Postanova Kabinetu Ministriv Ukrainy No. 896 vid 3 lystopada 1993 [Resolution of Cabinet of Ministers of Ukraine No 896 dated 3 November, 1993]. Retrieved from: http://zakon2.rada.gov.ua/laws/show/896-93- %D0%BF [in Ukrainian].
6.Ushynskiy, K. D. (1953). Izbrannyye pedagogicheskiye sochineniya. Voprosy vospitaniya [Selected pedagogical works. Issues of education]. (Vol.1). Moscow [in Russian]. 7.Ushynskyi, K. D. (1983) Liudyna yak predmet vykhovannia. Sproba pedahohichnoi antropologii [A human-being as a subject of education. Pedagogical anthropology attempt]. (Vols. 1-2). Kyiv: Radianska shkola [in Ukrainian].
8.Steiner, R. (1997). Antropologiya i pedagogika [Anthropology and pedagogy]. Moscow: Parsifal [in Russian].
9.Steiner, R. (1993). Vospitaniye rebenka s tochki zreniya duhovnoi nauki [Education of a child from the standpoint of the spiritual science]. Moscow: Parsifal [in Russian].
10. Steiner, R. (2009). Dukhovnaya nauka i meditsina. Dvenadtsat dokladov, prochitannykh v Dornahe s 21 marta po 9 aprelia 1920 [Spiritual science and medicine. Twelve lectures in Dornach, March, 21st – April, 9 th , 1920]. Retrieved from: http://bdnsteiner.ru/modules.php?name=Archives&l_op=viewlink& cid=33 [in Russian].
11. Steiner, R. (1995). Dukhovnoye obnovleniye pedagogiki [The spiritual renewal of pedagogy]. Moscow: Parsifal [in Russian].
12. Steiner, R. (1997). Dukhovno-dushevnyye osnovy pedagogiki [Spiritual and mental foundations of pedagogy]. Moscow: Parsifal [in Russian].
13. Steiner, R. (2003). Dukhovno-nauchnyye aspekty terapii. Deviat lektsyi dlia vrachey i izuchayuchikh meditsynu, Dornah, 11-18 apreliya 1921 g. [Spiritualscientific aspects of therapy. Nine lectures for doctors and medical students, Dornach, from 11 to 18 April, 1921]. Moscow: Enigma [in Russian].
14. Steiner, R. (1996). Pedagogika, osnovannaya na poznanii cheloveka [Pedagogy based on human cognition]. (D. Vinogradova, Trans.). Moscow: Parsifal [in Russian].
15. Steiner, R. (1992). Suschnost sotsialnogo voprosa v zhiznennykh neobkhodimostiakh nastoyaschego i buduschego [The essence of the social issue in vital need of the present and the future]. Kaluga: Dukhovnoye poznaniye [in Russian].
16. Steiner, R. (1995). Teosofiya. Vvedeniye v sverkhchuvstvennoye poznaniye mira i poznaniye cheloveka [Theosophy. Introduction to the supersensible knowledge of the world and a human-being]. Moscow: Parsifal [in Russian].
17. Bühler, W. (1962). Der Leib als Instrument der Seele in Gesundheit und Krankheit [Body as an instrument of the soul in health and illness]. Stuttgart: Freies Geistesleben [in German].
18. Steiner, R. (2004) A modern art of education. Lectures presented in Ilkley, Yorkshire August 5-17, 1923. Great Barrington: Anthroposophic Press [in English].
19. Steiner, R. (1990). Zur Sinneslehre [About training aims]. Stuttgart: Freies Geistesleben [in German].