Образ человека будущего, Том 7 (СИ)

During the education, there are many workshops, including two major theoretical seminars during the first year of study. The first seminar entitled "Introduction into communication studies" refers to the theme of philosophical and theoretical hypotheses for different methodologies, approaches, procedures of research, which include semiotics, discourse analysis, ideological analysis, political economic analysis, historical analysis, archival research, psychoanalysis, feminist analysis, networking analysis, transcultural analysis, ethnographic analysis, content analysis, in-depth interviews and analysis of audience perception.

In the view of the research component of the program, the seminar on proposals to the thesis work is of vital importance. It is carried out in the first semester of the third year of study to provide students with a proper theoretical and methodological foundation before they start working on their thesis works. The course is conducted as a workshop, and students must make first crude schemes for thesis work and the final versions should be prepared during the second semester of the third year of study. In addition, the faculty, inside or outside, gives lectures on basic theoretical and disciplinary courses with a volume of 12 credits. This list of disciplines includes the subjects of anthropology, sociology, history, philosophy, computer science, social psychology, political science, law and politics, science about feminism, international science and science of regional development, the sciences of America, culture, film and performances, critical theory and others. These courses are selective. Another disciplinary component is optional specialized courses (minimum 8-10 credits, inside the faculty). They cover any important graduation courses offered at the faculty of media, culture and communication [Educational program, 2017e].

Recommendations

In modern education "the main condition for building a successful model of training is the principle of consistency, steadiness and continuity in education" [Delikatnyy, 1986]. Many scientific papers are dedicated to this issue [Batarshev, 1996; Delikatnyy, 1986; Goncharenko, 1997; Hanaba, 2014; Gritsyuta, 2015]. Relying on the philosophical, psychological and pedagogical literature, we can say that throughout the development of pedagogical science the scientists have been actively holding searches of the most appropriate model to ensure continuity in education.

"Category of continuity in the literature can be considered in many aspects - scientific, philosophical, pedagogical and didactic. However, in order to understand this principle, we must consider some aspects of the interpretation of the concept of "continuity". Speaking of continuity as a social process, here are two its components - transfer of values and their assimilation." The nature of values to be delivered to the students also reflects the semantic component of continuity. Konstantin Delikatnyy, in his scientific work suggests that the process of continuity should involve a continuous connection between the past, the present and the future in the context of the acquisition of educational knowledge [Delikatnyy, 1986].

Another scientist Semen Godnik, considers the phenomenon of continuity as "the law of operation of all specially organized and controlled processes and believes that gradual

78 Future Human Image. Volume 7, 2017

The Main Determinants of Improvement of Model of Educational Training of Specialists in the Field of PR Based on Competency Approach by Andrii Kyrychok

progressive development is impossible without continuity" [Godnik, 1981]. We agree with this statement and will add that during the analysis of academic textbooks on pedagogy the scientist had found the ambiguous interpretation of the term "continuity" and the functions that it must perform.

Semen Godnik found that scientificity is a training rule that ensures the implementation of principles of scientificity, accessibility and continuity in education. Also, the scientist stated that the category of continuity necessarily implies a connection between what has been studied and new knowledge, being the elements of an integrated system. He also draws attention to the interdisciplinary relationship in the context of continuity in education, which is the study of related disciplines in the context of lifelong education. The continuity is meant that teachers will build the learning process so that future teachers, who will lecture their subjects in the future, will also teach according to the principle of continuity.