International Society of Philosophy and Cosmology Future Human Image Volume 10 Kyiv, 2018 Future Human Image, Volume 10 The Academic Journal ISSN 2519-2604 (Online), ISSN 2311-8822 (Print) The State Registration Certificate of the print media КВ №20662-10462Р, April 17 2014 http://fhijournal.org/ E-mail: [email protected] Printed as a collective monograph “Future Human Image: Whom and How to Educate in the Rising Generations?” since 2011. Printed Academic Journal “Future Human Image” since Volume 4, 2014. Printed according to resolution of Scientific Board of International Society of Philosophy and Cosmology (Minutes of meeting № 26 from October 5, 2018) Editor-in-Chief Sergii Rudenko, Doctor of Philosophical Sciences, Associate Professor (Ukraine) Denys Svyrydenko, Doctor of Philosophical Sciences, Associate Professor (Ukraine) Editorial Board Anna Afonasina, Ph.D., Associate Professor (Russia) Mohamad Awwad, M.Sc., Lecturer, (Canada) Oleg Bazaluk, Doctor of Philosophical Sciences, Professor (Ukraine) Galyna Beregova, Doctor of Philosophical Sciences, Professor (Ukraine) Enric Cabrejas, M.Sc. (Spain) Danny Dubé, Ph.D., Professor (Canada) Eric G. Frost, Ph.D., Professor (United States) Tracey Isaacs, Ph.D. (South Africa) Serhiy Klepko, Doctor of Philosophical Sciences, Professor (Ukraine) Sergey Krichevskiy, Doctor of Philosophical Sciences, Professor (Russia) Tomasz Mróz, Ph.D., Professor (Poland) Akop Nazaretyan, Doctor of Philosophical Sciences, Professor (Russia) Olga Petriashvili, Doctor Philological Sciences, Professor (Georgia) Raushan Shindaulova, Doctor of Philosophical Sciences, Associate Professor (Kazakhstan) Arkady Ursul, Doctor of Philosophical Sciences, Professor (Russia) The Journal is indexed in the following international databases: Index Copernicus; Directory of Open Access Journals (DOAJ); Central and Eastern European Online Library (CEEOL); ERIH Plus; Science Index; ResearchBib; The Philosopher’s Index; Google Scholar; Ulrich’s Periodicals Directory; Open Academic Journals Index; Registry of Open Access Repositories (ROAR); Directory of Open Access Repositories (OpenDOAR); WorldCat; EBSCO (Sociology Source Ultimate) International Society of Philosophy and Cosmology: http://www.bazaluk.org/ © International Society of Philosophy and Cosmology, 2018 Table of Contents Anna Czyż ............................................................................................................................... 4 An Analysis of Polish Teachers Attitudes towards Inclusive Education Iryna Khomenko ................................................................................................................ 20 Empiricalization as a Trend in Argumentation Study Pavlo Kretov and Olena Kretova ...................................................................................... 29 Symbolism of Auto-Descriptions of Modern Human: Anthropology as a Narrative Ontology Iryna Liashenko ................................................................................................................. 41 Pre-University Training in Ukraine: History and Contemporary Condition Serhii Medynskii, Svitlana Shandruk and Svitlana Sovgira .......................................... 50 Prospective View of Professional Study of Specialists in Physical Education and Sports in Higher Educational Universities of Ukraine (Based on the American Experience) Olena Polishchuk ............................................................................................................... 62 Artistic Myth and its Interpretations of Cultural Heritage of the Eastern European Countries in the Popular Animated Films of the Post-Soviet Period Rina Avinash Pitale Puradkar .......................................................................................... 70 Vivekananda’ Perspective of Universal Religion: Introspection Nataliia Reva ...................................................................................................................... 76 Logic, Reasoning, Decision-Making Sergii Rudenko ................................................................................................................... 85 History of Ukrainian Philosophy: Teaching and Evaluation Methodology Denys Svyrydenko and Dariusz Tulowiecki .................................................................... 92 Family Policy of the State as a Response to Social Security Threats Amita Valmiki ..................................................................................................................... 103 Retrospection on Philosophy of Education of Gandhi, Vivekananda and Tagore for Futuristic Indian Education System: A Possibility! Paweł Walczak .................................................................................................................... 112 De-Communization of Childhood. Introduction to Research on Transformations of the Discourse on Child and Childhood in Post-Communist Poland Valentin Yakushik ...............................................................................................................123 The Timeless Value of a Pluralistic World Authors.................................................................................................................................136 Information for Authors .....................................................................................................142 An Analysis of Polish Teachers Attitudes towards Inclusive Education Anna Czyż1 Ph.D., Adjunct Professor, Pedagogical University of Cracow (Cracow, Poland) E-mail: [email protected] ORCID: 0000-0001-7923-1204 The purpose of the study was to determine the relation to inclusive education involving teachers of both public and special schools. The study was conducted on a sample of 224 teachers. In the study, a diagnostic survey was used with the Scale for Measuring Attitudes towards Inclusive Education. The tool was designed for the purposes of this study and it was analyzed for internal consistency and reliability. A key for the attitudes’ verification was established and it is based on a sten scale. The measured values were treated as the basis for ordering the material in the direction of the attitude. The findings show the neutral attitude in the tested sample and there is no difference observed based on the type of represented school. Keywords: educational inclusion, child with special needs, teacher, attitudes Received: September 18, 2018; accepted: October 12, 2018 Future Human Image, Volume 10, 2018: 4-19. DOI: 10.29202/fhi/10/1 Introduction The education system in the countries of the world emphasizes the importance of the individualization of teaching processes resulting from the diversity of the students’ needs and the developing reality in which an adult must have personal resources that allow for flexible and effective functioning in a changing environment[Cambell, 1976; Sęk, 2003]. The purpose of modern education is to teach and educate the human being in a way that lays foundation for awareness and develops open attitudes to continuous work to deepen and broaden the acquired knowledge. Understanding individual differences is a key to open education. Equally important is aligning educational goals, methods and means of their implementation. By moving away from a system that classifies children into categories, including age, culture, language, health, and more, the present tends to create environments that are tailored to the needs of the individual rather than the masses. This is the idea of educational inclusion that does not divide, but connects. In a way, all students become special needs education participants, © Czyż, Anna, 2018 4 Future Human Image, Volume 10, 2018 An Analysis of Polish Teachers Attitudes towards Inclusive Education by Anna Czyż where the basic premise is to allow and optimize the growth of each child according to his or her individual developmental rhythm. Report of the European Agency for Special Needs and Inclusive Education from 2009 notifies that the condition of proper implementation and development of inclusive education is primarily a permanent monitoring of the process, evaluation and verification of performance indicators, identifying weaknesses and introducing remedial interactions. The most important determinants of the inclusion system effectiveness are financial, legislative, structural and social factors, including the openness of all participants to equal opportunities and education. This equality of all persons was first expressed in the Universal Declaration of Human Rights of 1948 and recalled at a conference in Salamanca in 1994 (articulated in many other legal acts and declarations signed at international meetings aimed at spreading the idea to equal social asymmetries1). Equal opportunities’ policy is possible when, however, not only laws and declarations require the creation of open, inclusive schools, but when it arises from social attitudes that promote the development of problem- solvers and can meet the individuals needs of students. Attitudes of Teachers as a Determinant of Subjective Conditions of the Introduction and Implementation of Inclusive Education Since the first time in the scientific nomenclatureattitude appeared and was defined, almost a century has passed. William Thomas and Florian Znaniecki in the 1920s for the first time used and described what an attitude is: by attitude, we understand a process of individual consciousness which determines real or possible activity of the individual in the social word [Znaniecki & Thomas, 1918: 19].