1.3. THEORETICAL APPROACHES IN MODERN PEDAGOGY

  The reorientation of modern pedagogy to the person and his development, the revival of the humanistic tradition require the development of new theoretical and methodological approaches in pedagogy. In this case, the theoretical approach is understood as the synthesis of theoretical propositions, guiding ideas. The essence of humanistic pedagogy is represented by the main provisions of the activity, personality-oriented, cultural studies approaches to the study of pedagogical reality.

The activity approach is based on the basic tenets of the theory of activity, disclosed in the works of A.N. Leontiev, such as the recognition of the unity of the internal (mental) and external activities, the development of personality in activity. This approach emphasizes the need to transfer the pupil to the position of a subject of knowledge, labor and communication. Its implementation in practice requires the organization of full-fledged livelihoods at each age stage, involving the child as an active participant in this process. In recent years, the activity approach has often been criticized for the lack of reflection in it of the personal and individual characteristics of the subject.

The personality-oriented approach is based on philosophical ideas about humanism and the ideas of humanistic psychology (G. Allport, A. Maslow, C. Rogers, etc.). Humanism in the philosophical sense is a historically changing system of beliefs, recognizing the special value of a person as an individual, his right to happiness, development and manifestation of his strengths and abilities, considering the good of a person to be a priority criterion in evaluating the activities of social institutions. Humanistic psychology is permeated with faith in a person, in his potential and actual possibilities of self-development and realization of values ​​of a higher order.

Based on these postulates, a student-centered approach in pedagogy brings to the fore the person himself, his values, his personal freedoms, his ability to predict and control himself

myself. Its implementation in training involves the creation of an open educational content; the possibility of varying educational material; humanitarization of the content of education - both by increasing the share of humanitarian disciplines in the curriculum, and by shaping the students in a special form of attitude to the world around them, to themselves, to their own activities; strengthening the emotional and communicative potential of learning tools; the emancipation of the personality of the teacher. In the field of education, the further development of ideas of cooperation and co-creation of teachers and pupils, the individualization of education, and dialogue are of particular value. The personality-oriented approach involves the creation in educational institutions of conditions for the development of the essential forces of each and harmonization of relationships between all participants in the pedagogical process. The result of it is the readiness of the individual to self-development, self-improvement, self-realization. (V.V. Serikov).

The culturological approach in pedagogy is based on the philosophical understanding of culture as “a special, specific mode of human activity, the unity of the diversity of historically developed forms of activity, reflecting the degree of humanization of nature and the measure of human self-development” (A. M. Arnoldov). The philosophical roots of this approach are laid in the works of the philosophers I. Kant, F. Schiller, A. Adler, M. Bakhtin, N. A. Berdyaev, Yu. M. Lotman.

From the standpoint of the cultural approach, education is viewed as a complex cultural process of polysystemic transfer of normative-value and creative experience and the creation of conditions for cultural forms of self-determination, self-development and self-realization of a person; as a cultural activity of subjects of education; as a complex cultural space of interaction of the educational sphere with other cultural spheres; as a complex sociocultural system that performs specific functions of preserving and updating the cultural traditions of society.

The historical background of this approach was laid in ancient culture, in the ideas of cultivating sincerity and education. Later they were deployed in the works of A. Disterweg, KD Ushinsky, L. N. Tolstoy, S. Freinet, M. Montessori, V. A. Sukhomlinsky, and others, who emphasized the dominance of cultural and moral values ​​in education. At present, these ideas are being developed in the works of V. S. Bibler, S. Yu. Kurganov, B. M. Nemensky, and others. The implementation of the culturological approach in the modern school is based on the following principles:

- the principle of cultural conformity, meaning the ability of education to express the essence of culture, its dynamics, content. The school should create conditions for cultural self-determination and identification of the child with its people, the ideal of education at this historical stage;

- the principle of productivity, reflecting the ability of education to express the creative, productive essence of culture, to create conditions for the creative, practical activities of the child;

- the principle of multiculturalism, which consists in the ability of education to reflect the diversity and diversity of cultures, to express culture as a complex process of interaction of all types of local cultures, to create conditions for the formation of a child’s cultural tolerance.

These theoretical approaches are not mutually exclusive, they rather complement each other, making up the essence of the new pedagogical thinking.