GENERATION PROCESS OF CUMULATION OF PATRIOTISM BY NATURE OF PHYSICAL CULTURE

The article substantiates the need for the use of economic influence factors in the education of human patriotism in pedagogical technologies. Groups of experience of humanity are generalized on the sets of historical-formation, cultural-cognitive, mental-normative, political-empirical, economically-problematic and structural-functional combination of the movement of socio-economic processes.

Article’s purpose is to draw the attention of teachers to the general organizational provisions of cumulation in the personality of the intellectual resource of citizenship and patriotism by formal mechanisms of generation of physical culture without causing loss and damage to society.

Methodology. The methodological basis of the article is the means of convergence of economic and pedagogical influence on the choice of cognitive methods of education in the personality of patriotism by the perception of convergence of traits of patriotism and ambivalence of human feelings. The leading ideas in it are to find out the content and importance of the components of the cumulation of citizenship and patriotism of the personality by the peculiarities of physical culture, to establish the foundations of the generational process of patriotism by the systemic components of the progressive movement of society, to substantiate the analytical links of the components of the movement of such physical processes.

Scientific novelty covered by the cognitive aspects of determining the features of the generation of provisions of cumulation of citizenship and patriotism by measures of physical culture and systematization of means of their reflection, generalization and formalization.

Conclusions. The trajectory of society's heritage is correlated with the common factors of the upbringing of patriotism, which are variable in transition economies. In the environment of pedagogical reflection, which is reproduced in Ukraine, such property has a theoretical value. The application of theoretical provisions leads to the development of integrated programs of human education on the basis of conscious perception of the environment and the achievements of pedagogical and economic sciences.

A promising direction for the continuation of the study of the chosen problem is to study the issues of philosophical reflection and methodological support of pedagogical programs of human education, formalization and modelling of pedagogical methods of ensuring fruitful action.