The dissertation deals with the problem of continuous ecological training of future designers in Ukrainian higher educational institutions.
Philosophical and methodological foundations of the research based on the organic unity of its components have been developed, the socio-philosophical aspects and ways of forming the ecological consciousness of the designer have been determined, the historical origins and the process of establishment of art and design education abroad and in Ukraine have been analyzed.
The pedagogical system of continuous ecological training of a designer has been theoretically grounded and developed on the basis of general scientific (integrative, activity, synergetic, humanistic, culturological, ethnographic, creative, cognitive) approaches with the following constituents: the main idea, methodical and pedagogical approaches, principles (general and specific), methods, forms, means, pedagogical conditions. Being in a single complex, they have a positive effect on the training of future designers. Socio-philosophical aspects and ways of forming the ecological consciousness of a designer in the context of environmental education have been determined.
The concept of continuous ecological training of the designer has been developed with the use of various methodological bases which are the basis for its construction (combination of systemic, synergistic, technological, activity, ergonomic, environmental, personal approaches) and the model of the pedagogical system of continuous ecological training of a designer has been built and it is based on such principles: professional orientation, environmentalism, interdisciplinarity, co-evolution, achievement of results, continuity of education. Indicators of environmental education of a future designer have been determined.
The structural-functional model of the pedagogical system of designers’ ecological preparation representing the stages of continuous ecological training of future designers has been given.
Pedagogical conditions of the formation of ecological responsibility of the designer in the context of professional ethics (realization of axiological approach aimed at realization of humanization tasks in the system «man-nature-society»; ensuring the unity of ethical, ecological and professional knowledge of the specialist; ensuring continuity in forming ethical knowledge and establishing the ethical motives the development of moral convictions, the use of a cultural approach aimed at nurturing the environmental responsibility of the designer, based on the norms of professional harmonization of formation of environmental responsibility of future designers with their personal requests and interests; use of systematic approach to formation of ecological and ethical installations of the student, aimed at formation of environmental responsibility in professional activity; existence of appropriate special courses and scientific and methodological support; formation of ethical and environmental responsibility of a future designer based on a certain minimum of ethical knowledge as a prerequisite for the formation of moral convictions and moral consciousness that directly affect moral behavior and moral relations in designer’s professional activity) have been identified and methodological foundations of designer’s continuous environmental training have been characterized.
The author’s method of implementation of the pedagogical system of continuous ecological training of designers has been proposed and the expediency of the concept of «integral ecological competence of the designer» containing the system of components has been substantiated. At the methodological level, the pedagogical system of continuous ecological preparation of future designers for professional activity is considered as holistic, it takes into account the purposeful professional orientation, corresponds to the modern level of development of science and innovative technologies, requirements of the information society and modern educational paradigms; there is a scientific and methodological complex of methodical provision of preparation for professional activity. The preparation of students studying the specialty «Design» in higher educational institutions covers the whole process of self-organization as one of the stages of development of an open pedagogical system by restructuring the existing ones and creating new connections between its elements. It allowed to provide simultaneous professional and environmental training, completeness and high quality of visual knowledge, professional formation of future designers by means of syncretism of professional and ecological disciplines taking into account their integration relations.
