Anthropological‐value reflection of the paideia as a cultural comparative way of improving the health preserving competence of a physical education teacher

The article integratively and comparatively analyzes the competence and paideia phenomena on the basis of methodological perception of the issue of development of the health preserving competence of a Physical Education teacher in conditions of post-graduate education using the systemic, pedagogical, anthropocultural and historic approaches. On the basis of the antrhopolical-value reflection and reception of the paideia tradition, the study determines important aspects, which are used for the development of a pedagogical system for improving the stated competence. Such system organizing aspects include the following: paideia is an efficient way of disclosing the anthropological and cordocentric essence and image of a person; paideia tradition is a cultural-educational condition for the formation of arête (moral virtue), agate (goodness), care, responsibility, love, kindness, sophrocine, sensibility, temperance, wisdom, merci, cordiality, phronesis, i.e. qualities which are necessary for the improvement and efficient functioning of the health preserving competence of a Physical Education teacher. The article actualizes the importance of reception of the paideia tradition, its senses, intentions and high Elin spirit in the context of systemic, comprehensive and mutually complimentary application of the concepts, traditions and ideas, which are important for the pedagogical system and which were developed in the Elin age, namely: care of self (epimelēsthai sautou), understanding of self (gnothi sautou), reflection, Epistrophe (epistrophe), the Socratic method (ancient Greek – μαιευτική), art of public speaking, anamnesis (ancient Greek ἀνάμνησις), Phronesis (ancient Greek φρόνησις), sophrocine (ancient Greek – σωφροσύνη), harmony (ancient Greek – κρασις), calocahathia (ancient Greek καλοκαγαθία), human nature (ancient Greek φύσι ς του άνθρωπου), healthy life style, democracy. While perceiving paideia and competence as specific anthropological and cultural phenomena, which are characteristic of human nature, we form the concept of a mutually complimentary interaction of the competence and paideia aspects of culture. Depending on the vector and peculiarities of culture or educational system, competence and paideia – being anthropological, cultural-educational and cultural phenomena – may exist in either actualized or contextual form. We formulate a methodological concept of competence-paideia convergence, on the basis of which a Physical Education teacher may efficiently disclose and integrate the paideia and competence aspects of culture. This is being implemented through actualization of existential issues and forms of activity, namely: body and corporeity, motion activity, preservation of life and health, temporality etc. Such convergence of paideia and competence facilitates the nature corresponding and culture corresponding formation of a harmonic, sensible, healthy, adapted, selfsufficient, actualized, existentially disclosed, strong and at the same time competent personality. While studying paideia and competence as systemic anthropocultural, psychological and anthropo-biological phenomena, we form the concept of a competence architype, the essence of which is the idea of actualizing the collective unconscious as a significant and system-organizing. Cultural-educational, educational and professional factor. Paideia, which reveals human nature from the point of kindness, spirituality, human image, merci, hope, complexity, may be a significant methodological and pedagogical intention and condition, supplementing and broadening the competence approach and compensating its limitations, related to specification and technologization.