CONCEPTUALIZATION OF THE INTELLECTUAL-VALUE COMPONENT OF THE HEALTHCARE COMPETENCE OF THE TEACHER OF PHYSICAL CULTURE

Abstract

The article conceptualizes the intellectual-value (cognitive) component of the health preserving competence of a Physical Education teacher. The development of the cognitive component is carried out based on practical needs, taking into consideration the specifics of post-graduate education and using the Ancient Greek ideas of sophrosyne (Ancient Greek σωφροσύνη – common sense, «clear mind», moderation, harmony) as well as the dianoethical (cognitive) values of Aristotle, autopoiesis concepts of U. Maturana and F. Varela, holistic understandings about the complexity of psychics as well as the value and ethical dimensions of the mind. The intellectual-value component has a complex structure and is presented in the form of health preserving intentionality, way of thinking, understanding, intellectual orientation, problematics, forecasting, anticipation, cognitive values, cognitive orientations, cognitive strategies, cognitive skills, narratives, discourse and dialogue practices, visions, reflections, interpretations etc. Health preserving intentionality is determined as the professionally related orientation of a teacher’s consciousness, which manifests itself in his/her ability to define, actualize, see, understand the phenomenology of a person, which is represented in the form of preserving their life and health. The health preserving way of thinking represents a practically oriented intellectual capacity of an educator to detect, actualize, analyze, interpret the problematics of person viewed as a spectrum of normative and pathological phenomena, which is carried out based on the vital, life-forming and humanistic strategies using the existential and cultural potentials.