Communicative Culture of Cadets – Future Officers as the Basis of Aesthetic Attitude to Professional Activity

Introduction: the article analyzes dissertation research on the problem of forming the communicative culture of cadets when receiving higher education. Purpose: based on the analysis of recent dissertation research (Pedagogy) on the problem of forming communicative culture of cadets studying at institutions of law enforcement and military orientation, to define key approaches to the development of the personality of a future specialist in this direction. Methods: theoretical, theoretical and applied qualitative analysis, generalization, comparative method. Results: the analysis of dissertation research reveals key pedagogical conditions for the development of the cadets’ communicative culture. In addition, the most important and effective forms and methods of working with cadets, theoretical positions of justification of educational programs are determined. Conclusions: the communicative culture of a future officer, compliance with the norms of ethics of business communication, principles of dialogical communication, and orientation to the highest universal values boost effectiveness of professional training. The formation of the interethnic communication culture of cadets presupposes development of a respectful attitude towards all communication and interaction participants, regardless of their nationality. This attitude should be based on the principles of dialogical communication, constructive business interaction, free from the influence of cultural and ethnic stereotypes, taking into account the specifics of customs and traditions of representatives of different nationalities and cultures. The assessment by a future specialist of his/her own activity, his/her behavior, taking into account aesthetic criteria, serves as the basis for the development of the ability to choose behaviors, styles of professional activity that correspond to the best national traditions, according to the laws of harmony and beauty.


Introduction
Professional training of future officers should be wellplanned, purposeful and en sure effective interaction with all subjects of professional activity in any situation.Re searchers note that in addition to profession al knowledge and skills, a future specialist should have a professional culture, including a communicative culture [1; 3; 6].However, based on the analysis of the practice of train ing future military specialists, law enforce ment officers and researchers argue that insufficient attention is paid to the formation of a cultural personality of a cadet with a valu able humanistic worldview [1-4; 6; 12; 15].Educational programs of universities are fo cused primarily on the formation of communi cative competence, which is undoubtedly an important part of the professional training of a future specialist.At the same time, the works of many scientists show that the formation of a communicative culture serves as the basis for the development of the personality of the subjects of communication and interaction [1; 6; 11; 16].
University programs to train specialists capable of performing official tasks of any complexity should be focused on the holistic development of a harmonious, spiritual per sonality.Such a specialist will be able to build professional communication and interaction, focusing on standards, the best manifesta tions of the ethics of communication in the profession, everyday life, social activities [2; 5; 9].In modern ethics, the harmony of human relations is interpreted as moral, inner beauty.
In the context of this article, we pay special attention to the aesthetic aspect of profes sional communication (aesthetics of profes sional communication, interaction and behav ior), which is fully reflected in the problem to form the communicative culture of cadets.In this regard, we emphasize that in the sphere of communication, manifestations of an aes thetic attitude to professional activity are re flected, in which aesthetic criteria are closely related to moral ones [2; 5; 9].The quality of the specialist's behavior reflects manifesta tion of benevolence, respect for human digni ty, and desire for cooperation [2; 5].The aes thetic principle is manifested in the culture of interpersonal communication, contributes to building beautiful relationships between peo ple [5; 9].Aesthetic criteria in professional communication presuppose correctness and functional ordering of relations in the process of professional activity, a favorable psycho logical climate.Aesthetics of professional communication is manifested in the choice of optimal means and methods of communica tion, culture of expressing feelings and emo tional states, reflection of universal values and meanings, and ability to selfcontrol [5].
The problem to determine moral standards of communication reflecting the communica tive culture of an individual is discussed in the works of scientists in the framework of phi losophy, psychology, sociology, psycholin guistics, ethnography, medicine, pedagogy, and acmeology [15].

Research materials and results
The main purpose of this study is to ana lyze recent dissertation research (Pedagogy) on the problem of forming the communicative culture of cadets receiving higher education in institutions of power structures, military universities in order to determine the main approaches to developing the personality of a future specialist in the direction under con sideration.In this article, we will pay attention to the most important and effective, in our opinion, forms and methods of working with cadets, theoretical positions of justification of educational programs.
V.S. Romanyuk defines the communica tive culture of cadets of educational organi zations of the Ministry of Internal Affairs of Russia as a personality quality that integrates communicative values, knowledge and expe rience, manifested in situations of a proce dural nature and allowing to achieve mutual understanding between law enforcement in stitutions [11].He pays special attention to the development of professionally significant personal qualities important for successful professional and communicative activities.As the main pedagogical conditions to form the communicative culture of cadets, V.S. Romanyuk defines situations of professional communication in various classes, communi cative tasks, methods of business play, dem onstrations close to the real situation of pro fessional activity; extracurricular work when organizing excursions, meetings with practi tioners, pensioners of the Ministry of Internal Affairs of Russia, representatives of the me dia; a system of advanced training of teach ers in this area [11].
G.A. Anokhina defines the following peda gogical conditions for effective formation of the communicative culture of cadets: assess ment of the cadets' communicative activity experience based on the individually creative and dialogical approach; cadet's awareness of the need to develop the communicative culture, knowledge of the functions and com ponents of the specialist's communicative culture; formation of an attitude to selfor ganization, selfdiscipline, selfdevelopment, selfcontrol, selfregulation and correspond ing skills and abilities; formation of a cultur al component of communication, which in cludes a system of forms, methods, norms, standards of behavior when interacting with other people [3].
G.A. Anokhina characterizes communica tiveness as a professionally significant per sonal quality of a specialist of internal affairs bodies, which is found in professional and legal communication and includes readiness for the communication process in order to ex change information that is significant for in teraction participants [3].
She defines the communicative culture as a component of the cadet's professional cul ture, which represents a system of regula tors that include general cultural knowledge, communication skills, speech culture, and presence of certain value attitudes [3].
The communicative culture, as defined by V.S. Chernyavskaya, is an integral personal quality aimed at humanizing relations [16].Such relations are based on orientation to universal values, moral education, subjectiv ity, communicative knowledge, and the ability to dialogue.The researcher defines the ability to build dialogic communication as a charac teristic of the highest level of communicative culture, and considers the depth of communi cation to be a reflection of the highest mean ing of communication.Such communication, according to V.S. Chernyavskaya, demon strates the responsibility of a future officer, orientation to the emotional factor, openness of position, acceptance of each person as uniqueness, value [16].
V.S. Chernyavskaya recommends creating a developing atmosphere, characterized by teacher's open position and focus on learn ing facilitation in the special educational pro gram classes with the use of active teaching methods.A teacher should select problems significant for cadets, build subjectsubject relations, demonstrate congruence with stu dents, positive attitude towards them, and empathy.The researcher attaches particu lar importance to the teacher's professional competence [16].
For E.V. Timofeeva, a high level of com municative culture and a creative attitude to the teacher's work is the main condition to form the communicative culture of cadets by means of a foreign language [15].The re searcher notes that in the second half of the 20th century, the nature of people's com munication changed, the expanded forms of home communication, home literary read ings, which promoted development of the art of communication, practically disappeared [15].
The problem of the officer's commu nicative culture is connected with the re valuation of values occurring in the society.E.V. Timofeeva emphasizes that leading rep resentatives of military pedagogical science and society put the value of personality to the fore.In addition, she argues that culture, which determines person's attitude to other people, moral and spiritual values, norms of behavior in work, everyday life, interpersonal relations can be the criterion revealing human in a person.E.V. Timofeeva identifies two as pects of communicative culture: speech (cul ture of speech) and psychological (culture of interpersonal relations) [15].
In the process of forming the communica tive culture of cadets, E.V. Timofeeva draws attention to practical tasks that are aimed at developing directorial skills in organizing the communication process and persuasive in fluence techniques, and developing the abil ity to internal control and selfeducation [15].
V.E.Akint'eva, the communicative culture is represented by a set of communicative skills and abilities that characterize the de gree of the cadet's knowledge of the theory and skill of communication with the person nel, awareness of the rules and norms of professional communication, ability to man age the pedagogical situation, prevent and manage a conflict situation [1].She identifies components of the communicative culture of Pedagogy a military specialist: motivationalvalue (com munication motivation; motivation to master communication skills and abilities; attitude to other people, companions, team; the need for communication); cognitive (knowledge of the role of communicative qualities in profession al selfrealization; knowledge of strategies and tactics of interaction, etiquette; conflic tological, speech and language knowledge; knowledge of individual personality charac teristics); activity (possession of means of verbal and nonverbal communication; ability to model the communication situation, con duct negotiations; selfpresentation skills) [1].
The communicative culture of a future of ficer, according to V.E.Akint'eva, is a compo nent of the person's basic culture along with professional, informational, humanitarian, aesthetic culture [1].
V.N.Zheshko defines the communicative culture of a future officer as the most impor tant indicator of the socioprofessional sta tus of a military specialist [4].In his research, the author reveals capacities of educational, military service and cultural and leisure activi ties for the communicative culture develop ment.V.N.Zheshko characterizes interaction in educational and military service activities as professional, roleplaying communication in the system of relations "teacher (officer) -cadet" and "cadet -cadet".Interaction in cultural and leisure activities is determined by the interests, needs, inclinations, sympa thies of cadets.He describes it as nonpro fessional.Each type of activity, according to V.N.Zheshko, has a meaningful component (selection and structuring of cultural mate rial), procedural component (communication technology), didactic component (communi cation tools "teacher (officer) -cadet" and "cadet -cadet") [4].E.Yu.Simonenko considers the culture of professional communication of cadets in the unity of internal content and its external mani festation, in connection with the structure of the personality as a whole [12].
The content of the professional commu nication culture includes a set of value stan dards of communicative qualities, communi cation methods and behavioral models that contribute to the establishment of construc tive relationships (with subordinates, people of equal status, commanders, population); methods of managing a team in various con ditions to perform educational and official tasks [12].E.Yu.Simonenko defines motivational, per sonal, cognitive, instrumental as key compo nents of professional communication the cul ture [12].
In the context of this article, we particu larly note the relevance and significance of the problem to form the culture of intereth nic communication of cadets, since the en vironment of cadet divisions is characterized by multiculturalism.Future officers should be educated in accordance with the norms of general morality and the interests of mili tary service, interethnic tolerance, respect for representatives of different nationalities.At the same time, the researchers note that it is necessary to take into account specific national traditions, cultural features to over come negative phenomena on the interna tional soil [10; 13; 14] Interethnic relations within the framework of cultural studies from the positions of dif ferent fields of scientific knowledge are ana lyzed in the work of V.N.Sribnyi [13].He notes that the problem of interethnic relations in the military team is at the intersection of different subject areas of cultural studies, philosophy, ethnology, sociology, psychology and peda gogy.First of all, V.N.Sribnyi considers stud ies of the ethnopsychological situation in our country, problems of the ethnopsychology of culture and interethnic tolerance, specifics of interethnic relations in youth groups and military teams, as well as research within the framework of sociological science, etc. [13].
He conducts an empirical study of the cul ture of interethnic relations, ethnocultural stereotypes among the cadets of the Saratov Military Institute of the Internal Troops of the Ministry of Internal Affairs of the Russian Fed eration (554 people).This sample includes representatives of all the main groups of the peoples of our country according to religious, geographical and ethnocultural characteris tics.Having analyzed the cadets' responses to the questionnaire, V.N.Sribnyi concludes that in order to optimize interethnic relations, it is necessary to have the same attitude to wards representatives of any nationality on the part of teachers, commanders and supe riors, and exclude the impunity towards any one.At the same time, according to the ca dets, it is important, if possible, to take into account national and religious specifics in the distribution of duties [13].
O.B. Sukhanov emphasizes the need for unit commanders to take into account the specifics of the national character of cadets, their national traditions and customs.Profes sional competence of commanders of military universities, in his opinion, should necessarily include knowledge of the specifics of various national cultures, the ability to form respect ful and friendly attitudes in a multinational ca det team [14].
Commanders' professional competence, according to the scientist, is the most im portant factor in the formation of the culture of interethnic communication of cadets.The content of professional competence includes psychological and pedagogical (knowledge of the specifics to form national identity, knowledge of the methods to form interna tional tolerance, commanders' necessity to address problems caused by the culture of in terethnic communication) and ethnocultural competences (knowledge of the specifics of various national cultures, interest in mas tering this knowledge, readiness for positive dialogue communication, need to organize constructive interaction of cadets of differ ent nationalities).O.B. Sukhanov considers the interethnic tolerance of cadets studying at higher education institutions of the Ministry of Internal Affairs of Russia as an integrative personal formation that includes common ideological and motivational grounds for in teraction between representatives of differ ent ethnic groups, manifested in achieving genuine mutual understanding, acceptance and respect for another ethnic entity, and at titude towards him/her as an equal partner in communication [14].
The researcher emphasizes that in the system of military education, the problem to develop the interethnic communication cul ture is urgent and significant.Consequently, organization of the educational process with regard to the multicultural environment in ca det units should be one of the most important tasks.Nowadays, representatives of 30-45 nationalities serve in the divisions of the Min istry of Internal Affairs of Russia.Develop ment of civic responsibility, formation of a dialogue culture in cadet teams, and promo tion of a friendly attitude of cadets of different nationalities to each other and commanders to subordinates serve as a reliable basis for the unity and cohesion of the team, strength ening discipline, and maintaining combat ca pability in an extreme situation [14].
O.B. Sukhanov concretizes ethnocultural features of the military university, in particu lar, multiculturism of the educational environ ment, multinational contingent of students, possibility and necessity of transferring in terethnic relations into the system of military social relations [14].
Experience of forming cadets' intercultural interaction is highlighted by E.V. Lignovskaya [10].She notes that cadets' life activity re flects relations inside the society and at the same time is determined by strict regula tions and regime, as well as the formalized and hierarchical system of relations.E.V. Lig novskaya defines intercultural interaction as a kind of social interaction that focuses on the communicative side of contacts between representatives of different cultures.In this process, the change of subjects is not only interrelated, but also interdependent.At the same time, effective intercultural interaction is built on the basis of universal values in ac cordance with jointly developed rules and norms.It is perceived by its subjects, pur poseful, organized, structured [10].
In her research, E.V. Lignovskaya presents the experience of intercultural interaction as an integral part of a person's social experi ence associated with the formation of a mo tivational and value attitude towards repre sentatives of other cultures and his/her own culture, sufficient knowledge about the ways to participate in intercultural contacts, forma tion of skills and abilities to effectively imple ment such contacts, and intensity of activities in a foreign cultural environment [10].
The researcher represents the formation of the experience of intercultural interaction of cadets in several stages.The first stage is aimed at realizing the existence of a problem and involves experiencing crosscultural mis understanding.E.V. Lignovskaya notes that the vast majority of cadets have little experi ence of communicating with representatives Pedagogy of other nationalities, therefore they are afraid of such contacts in their professional activities because of existing stereotypes in relation to people of other nationalities.The second stage is called informational.Here, cadets receive the necessary amount of knowledge about the specifics of intercultural interaction in various spheres of public life and professional activity.At the third stage, cadets perform exercises aimed at forming behavioral communication skills based on the acquired knowledge.The final stage is analytical.It is aimed at develop ing cadets' selfreflection and their ability to evaluate their own activities and plan selfde velopment in this direction [10].
The criteria for forming cadets' experi ence of intercultural interaction, according to E.V. Lignovskaya, are the following: moti vational (pride in one's homeland, sensitiv ity to cultural differences, tolerant attitude to another culture, readiness for professional activity in a foreign language environment), cognitive (knowledge of one's native culture, culture of the peoples of one's own and other countries, knowledge of current intercultural and interethnic conflicts, orientation in the modern geopolitical situation; conative (pres ence of experience, communication skills and constructive interaction with representatives of other nationalities and cultures).This crite rion is an external manifestation of the forma tion of motivational and cognitive criteria [10].
To assess the development level of ca dets' business interaction, E.V. Kovalenko suggests taking into account motivational, creativepersonal and competence criteria [7].The motivational criterion includes orien tation of the personality of the future special ist, degree of interest in business interaction, attitude to it, stability of motivation for busi ness interaction.Indicators for this criterion can be the following: presence of a mindset for cooperation, mutual assistance, mutual understanding and cocreation, interest in the scientific foundations of business interac tion.The creativepersonal criterion reflects individual features of the future specialist's business interaction.The style of business interaction, sociability, tolerance in busi ness behavior are indicators for this criterion.Characteristics of the competence criterion include the future specialist's experience and the degree of readiness to implement busi ness interaction in professional and social activities.The indicators in accordance with the competence criterion are the following: readiness to regulate joint actions, ability to reach mutual understanding with people, and use of techniques and methods to coordinate ideas, goals, plans, actions with communica tion partners [7].
Having analyzed the empirical study results with regard to the selected criteria, E.V. Kova lenko proposes to distinguish development levels of the culture of business interaction.She presents characteristics of cognitiveat titude (awareness of the business interaction culture), proceduralneed (desire to master the business interaction culture), adaptive technological (readiness to use the business interaction culture in practice), and creative development levels (readiness for selfdevel opment) [7].
As pedagogical conditions to form the business interaction culture in cadets, the researcher identifies the intensification of ca dets' creative activity when performing joint activities; formation of a semantic attitude to mutual assistance, cooperation, cocreation; cadets' independent search for the optimal model of behavior in joint activities with a fo cus on humanistic values, ideals, regulatory and legal acts; group and individual reflection on the results and process of joint activity [7].
According to E.V. Kovalenko, business in teraction can be developed with the use of various search activities in the work: dispo sitional (aimed at coordinating cadets' in tentions, positions with partners, selfdeter mination in choosing goals, technologies of business interaction); mobilization (aimed at realizing cadets' capabilities to achieve their goals, activation of partners' resources); op erational (include the search for the most ra tional way to perform a joint task, partners' assistance in the work performance); coor dination and correction (aimed at finding ac tions and relationships that require correc tion and coordination of efforts, awareness of the business interaction experience and strengthening of positive experience) [7].
The presence of an invariant component (common to all specialties) and variable ones (with regard to features of a certain specialty) distinguishes the educational technology de veloped by E.V. Kovalenko [7].
The reseacher notes that the formation of the business interaction culture of a future specialist is part of the preparation for solving professional tasks, as well as for the worthy performance of civil and family functions [7].
Besides, T.I.Koval' indicates the need for forming the culture of dialogue in the profes sional training of a future military specialist, which is an important professional and per sonal quality [8].On this basis a future officer will be able to build open, spiritual and value relationships with others [8].
After analyzing philosophical, linguistic, psychological, and pedagogical scientific works, T.I.Koval' makes a conclusion about functions of dialogue, such as selfknowledge and selfesteem in the course of dialogical communication.She notes that by watching another person, a person develops the ability to reflect feelings and thoughts of a commu nication partner and forms his/her own posi tion [8].
T.I.Koval' considers the culture of dialogue as an integrative, spiritual and psychological formation of a personality, including orien tationvalue (associated with the motivation need attitudes and value attitude of a future officer to another person, professional activity, surrounding reality), contentsemantic (knowl edge and ideas about functions, essence, methods of dialogic interaction), communica tiveactivity components (reflects the pres ence of dialogic skills, willingness to use them in various areas of professional activity) [8].
Pedagogical conditions for effective for mation of the culture of dialogue of cadets, according to the researcher, are the follow ing: cadets' awareness of the valuesemantic meaning of the culture of dialogue for suc cessful professional activity; development of knowledge about the essence of dialogical interaction and the way they are applied in professional communication; building peda gogical work on the basis of principles of hu manistic orientation, valuesemantic dialogi cal interaction, personal and creative activity; use of forms and methods of organizing the educational process on the basis of dialogue and dialogical interaction (polemic, discus sion, dispute, debate, and soliloquium) [8].
In conclusion, we note that this article ana lyzes researchers' basic approaches within the framework of pedagogical science to the problem of developing the communicative culture of cadets receiving higher education at educational organizations of law enforce ment agencies and military universities.The problem of developing the communicative culture of cadets as a component of the pro fessional and general culture of the future specialist includes several aspects, such as development of professional and ethical culture, professional communication cul ture, business interaction culture, culture of dialogue, interethnic communication culture; formation of the intercultural interaction ex perience; aesthetic education of cadets.
Conclusions Thus, the analysis of dissertational re search (Pedagogy) on the problem to form the communicative culture, the culture of com munication of cadets shows that this problem is of great importance for training a future of ficer, a highly professional specialist.Such a specialist is guided in his/her professional activity by ethical norms and rules, standards of professional communication and behav ior, universal values, is able to build dialogical communication.
It can be stated that the authors of all the studies presented in this article pay attention to the definition of pedagogical conditions to form the communicative culture of cadets.As the main pedagogical conditions for working in this direction, we note the following: pro fessional communicative and ethnocultural competence and a high level of communica tive culture of teachers, commanders; ori entation of pedagogical work on humanistic principles, valuesemantic dialectical inter action, normative legal acts; intensification of search and creative activity of cadets in educational, service and cultural and leisure activities; use of various forms of educational work, active teaching methods close to the real situation of professional activity.

Pedagogy
After analyzing works on the problem of forming a culture of international commu nication of cadets, we can conclude that work in this direction involves the formation of a respectful attitude to all participants of communication and interaction, regard less of their nationality.This attitude should be based on principles of dialogical com munication, constructive business interac tion, free from the influence of cultural and ethnic stereotypes, taking into account the specifics of customs and traditions of rep resentatives of different nationalities and cultures.
The effectiveness of the professional train ing of cadets -future officers is ensured by the orientation of the educational process to humanistic ideals, high moral universal values of equality, justice, constructive cooperation of representatives of various peoples and cul tures.
The success of the cadet's future profes sional activity, emotionalvalue and aesthetic attitude to it depend on the level of the cadet's communicative culture.Aesthetic attitude to professional activity is characterized by free dom, harmony and is a way of selfexpression of a young person's personality.