Methodology for identifying components of the content of socio-cultural competence of an architect

Aim. The purpose of this article is to describe the methodology for distinguishing the composition of the components of the content of the social and communication competence (SCC) of the future architect, taking into account differences in psychological and pedagogical approaches at the stages of architectural training. The formation of this competence is carried out with the help of a practiceoriented situational approach, taking into account psychological and pedagogical differences and methods of forming professional skills in the conditions of the current system of architectural training.

Methodology and methods. The methodology of this research is based on a set of general scientific methods (analysis, synthesis, classification, systematization, generalization), the method of "linking" situations of social and communicative situations to the psychological and pedagogical stages of the architectural education system.

Results. The study substantiates a logically related sequence of actions: analysis of future architects' learning objectives at each stage; selection of social and communication situations from architectural practice that most fully meet the objectives of each stage and are simulated using different forms of scientific and educational activities; determination of the composition of subjects of educational interaction at each stage and communication barriers; determination of the SCC content components based on the composition of skills required to overcome communication barriers. It is based on the previously identified types of communicative situations in architectural practice and linking different types with the psychological and pedagogical stages of teaching architectural design. In the development of this study, it is planned to detail each content component in order to develop a methodology for assessing the degree of SCC formation and a program of additional professional education for teachers of higher schools of architecture to form SCC among students.

Theoretical and/or practical significance. The theoretical significance of this study lies in the very setting of the goal and the planned results, namely, the definition of interrelated goals and communication barriers characteristic of the stages of continuous architectural education, which are supposed to be used in the development and conduct of ascertaining and formative experiments. The practical significance of this research lies in creating conditions for the introduction into practice of training future architects of a methodological system for the formation of social and communicative competence of architects.

Conclusions. The algorithm for identifying the components of the content of social and communicative competence is performed by comparing the communicative approaches in pre-design and project practice with the psychological and pedagogical stages of training future architects. The reliability of the methodology is achieved through the study of the experience of architectural practice and proven methods of professional training. The key ideas for highlighting the components of the content of this competence are taking into account the interests and peculiarities of thinking of all groups of communication subjects, striving to overcome communication barriers to develop mutually acceptable solutions in architectural and urban planning design.

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