The article presents the results of research on the problem of training future masters of humanities for research activity under the conditions of the information environment. The authors reviewed scientific literature, determined the mainstreams of the future masters’ training for research activities, and the dynamics of their readiness for these activities, studied the influence of the information environment of higher educational institutions on the level of the development for research activities. They also developed the provisions for methodological recommendations. The information environment is understood as the possibility to obtain the necessary data, evidence, hypotheses, theories, etc. Much attention is paid to ensuring the quality of professional training through the introduction of stagewise higher education, the formation of the future masters’ professional mobility under the labour market conditions. Based on the review of psychological and pedagogical literature, we determined the pedagogical conditions for the development of future masters' readiness for research activities: ensuring the future masters’ training within the modern information environment; formation of the future masters’ motivation for research activities in the information environment; introduction of a competent approach into the future masters of humanities training; ensuring the integration of academic subjects in the future masters’ training for research activity. Based on the results of the study, we determined the main tasks of further research. The authors confirmed the reliability of the research results by the Student’s t-test and Fisher’s F-test.

The dynamics of formation of educational and professional attitudes of future social workers while studying at higher educational institution is viewed in the paper. During the study it has been found out that the concept of "attitude" means the readiness (perception of future events, forms of response to them, strategies for the professional tasks solution) of future social workers to carry out their own professional duties. The attitudes are closely connected with self-attitude-a structurally complex formation that contains a global feeling (for or against yourself), self-esteem, self-respect, auto-sympathy, self-interest, the expected attitudes of the others. In order to study the dynamics of formation of educational and professional attitudes of future social workers, we have conducted a diagnostic research among first-year students, Bachelors and Masters of the speciality "Social work" of Khmelnitsky National University. According to the results of the research, it has been found out that there is a positive dynamics of changes in the formation of educational and professional attitudes of students in the process of studying at higher educational institution. The need to workout and introduce the program of formation of educational and professional attitudes of future social workers while studying at higher educational institution is defined by the fact that a certain number of Bachelors of the speciality "Social work" has rather weak indicators of formation of such important professional and personal attitudes as decisiveness, confidence in yourself and own strengths, independence, social importance, autonomy, self-control and control over important vital situations.

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Бриндіков Ю. Соціально-педагогічна профілактика булінгу в підлітковому середовищі… Several recommendations are proposed as an effective socio-pedagogical tool for the prevention of teenager bullying, including intolerance of any manifestations of outrage in the educational environment and beyond, active educational work on the signs of bullying and its consequences, analytical work with each case of outrage and persecution, creating a clear mechanism for pupils to report on bullying with a privacy.

The purpose of the paper was to substantiate the essence of metaculture as a way of recognizing yourself as a person in the maze of free will and action; determination of the structure, morphology and functional typology of metacultural metaphors and epistemological conditions for their contemplation. The introduction of this typology into the theory and practice of contemporary cultural pedagogy makes it expedient: 1) to avoid the practice of "imposing" and "adjusting" the process of metaphorizing the cultural artifact to a "ready" model of classical or non-classical rationality; reduction of the cultural metaphor to the semiotic interpretation of the sign; 2) to organize the "co-creation" of historical forms of the "I" and "you" dialogue in the metaphorical modeling of cultural artifacts on the basis of social and cultural pluralism and relativism. The systematic mentality methodology of the presented research implemented phenomenological-hermeneutic and semiotic approaches, methods of coherent modeling and expert evaluation of conceptual integration theory, connective theory of metaphorical interpretation, concept of nonlinear epistemology, principles of antinomy, verification, complexity, disjunctive synthesis. The scientific novelty of the material is to discover the peculiarities of the metacultural metaphor and determine epistemological strategies for contemplating its essential meaning. Conclusions. Epistemic metaculture implies a reflective use of the cultural experience of the Other One for creative self-development. The performance of its semiotic subject is effectively realized in the process of metaphorical cognitive science. The metamodern epistemological strategy overcomes the elenctic cognitive irony by applying a methodology of nonlinear thinking.