1.26. MODERN THEORIES OF EDUCATION

New values ​​of education, formed at the end of the 20th century, determined the emergence of new approaches to upbringing, based on the ideas of free personal development and its pedagogical support.

One of the first concepts in this direction is the concept of pedagogy of freedom and pedagogical support of O. S. Gazman. Unlike traditional pedagogy, the pedagogy of freedom is aimed at assisting the child as a subject of free consciousness (self-consciousness), free activity (independent activity), free choice (self-determination). The result of pedagogical activity in the pedagogy of freedom should be freedom as a qualitatively new characteristic of the personality. Freedom is understood by scientists as the ability to autonomous, independent behavior, allowing a person to accomplish a life purpose, his own, individual choice.

Realization of the new goal of education requires the teacher to provide pedagogical support to the child in his autonomous spiritual growth, in creative development, in his self-determination. In this case, the meaning of support lies in the fact that you can only maintain what is already available, but at an insufficient level. Pedagogical support consists in defining with the child his interests, goals, opportunities and ways of overcoming obstacles (problems) that prevent him from achieving positive results in learning, self-education, communication, lifestyle. Pedagogical support relates to a different culture of education, growing inner freedom, creativity, real democracy and humanism of the relationship between an adult and a child.

In the concept of E. V. Bondarevskaya, person-centered upbringing is understood as a pedagogically controlled process of cultural identification, social adaptation and creative self-realization in which the child enters the culture, society, and develops all his creative abilities and abilities. The main mechanism of this process is the personal activity of the individual, included in the educational process as his subject co-author. Therefore, from an early age, the main attention is paid to the development of subjective personality traits: independence, independent self-discipline, self-control, self-management, self-regulation, ability to reflect, etc. Pedagogical management is carried out by forms of pedagogical assistance, social and educational protection, psychological and pedagogical correction of individual development, and self-development stimulation . The main principles of education in this concept are: the principle of culture-like education, which is manifested in the creation of various cultural environments where the child develops and acquires experience in cultural-like behavior, assisting him in cultural identity and self-realization of creative potential and abilities.

The principle of nature-forming education means treating a child as a part of nature, which implies raising it in harmony with nature and caring for its environmentally friendly environment. It also means taking into account the age and gender characteristics of children in the upbringing, taking into account the health status, age characteristics of children, etc.

The principle of the personal approach determines the position of the child in the educational process, which means recognition as an active participant in this process. The personal approach is based on the fact that each person is universal and the main task of educational work is the formation of individuality, the creation of conditions for the development of creative potential. Individuality integrates all the socially valuable properties of the individual, gives it integrity, and its formation implies a creative search for options for the development and upbringing of its adequate features and capabilities.

The concept of synergistic, self-organizing educational activities (S. V. Kulnevich) is based on the provisions of the synergistic approach (from the Greek “synergy” - cooperation) to education: open education, self-determination of participants in the educational process, dialogical training and education, self-organization, etc.

In this regard, education is viewed as a process of moral self-organization of an individual by means of its internal resources initiated by external influences (in particular, the influence of a teacher). Internal resources are the personal structures of consciousness: criticality, motivation, reflection, autonomy and They form their own picture of the world. Within the framework of such an understanding, pedagogical activity acquires a different meaning, namely, it becomes aimed at the development of the spiritual world of the individual, at providing pedagogical support in the self-formation of a moral image by a person. Self-organizing educational activity requires the teacher to independently select and creatively use in practice the general principles of upbringing, which determine the strategy of the teacher’s relations with the students and the general content. These are the principles (nature- and culture-like education, its value-semantic orientation, humanism, personal activity, subjective control, belief in a child (optimistic hypothesis), inclusion of a person in significant activities), speaking as conditions, means and guidelines for restructuring the teacher's personal consciousness At the same time, they are externally initiating factors in the upbringing of the student’s moral and creative personality.

At present, in the practice of the work of domestic schools, a transition is being made to the implementation of the above educational concepts.