1.22. EDUCATION AS A PROCESS OF THE INTEORIORIZATION OF SOCIAL HUMAN VALUES AND DEVELOPMENT OF A PERSON

Social norms, requirements, ideals, values ​​of culture are assigned by an individual individually and selectively. At the same time, social values ​​only become incentives for action if they are realized and accepted by a person, becoming his personal values, beliefs, ideals, goals. In this case, education should be regarded as a specially organized process of the interiorization of universal human values. The internalization (the translation of universal values ​​into the inner plan of the individual, their appropriation) is carried out in the process of realizing the personality of a particular value (for example, rules of conduct or activity), understanding its meaning, emotional attitude to this value and using it in its activities. This unity of rational, emotional and practical is the mechanism of education. Violation of any of the components of this holistic mechanism leads to costs in education, such as, for example, the formal assimilation of the rules of behavior. And vice versa, the unity of all aspects of the mechanism of interiorization characterizes a high level of education of the individual, which allows her to selectively treat the surrounding phenomena and objects, orient herself in the world of material and spiritual culture.

In science, there are two ways of organizing education. The first involves the stimulation of socially approved activities and behavior of pupils by changing the external conditions of education. Thus, by creating an appropriate educational environment, one can stimulate children's interest in art classes or reading, etc.

The second way of organizing education consists in transferring to the pupil “ready-made” the motivations, goals, and ideals of the educator, which should turn into internal convictions and values ​​of the student. This requires the organization of a special work to rethink the pupil’s attitude to reality, on the substantive and semantic reworking of the current system of motives.

The full organization of education requires the use of these two methods interrelatedly, since each of them individually has only advantages, but also significant drawbacks. So, education, limited to the presentation of only formal requirements, does not take into account that their implementation may be purely external and not affect the true motives of the child. The main goal of education should be the formation of the inner aspirations of the pupil, from which his moral behavior and desire to engage in self-education.