Psychological and pedagogical models of personally oriented education (period of independence of Ukraine)

- Дічек, Наталія Петрівна (2019) Psychological and pedagogical models of personally oriented education (period of independence of Ukraine) Педагогічна освіта: теорія і практика, 1 (26). pp. 70-77. ISSN 2309-9763

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Abstract

The article analyzes the ideas of Ukrainian psychologists about new approaches to the education of the personality in the conditions of the first decades of Ukraine's independence. Their provisions on the model of a person-centred education of a citizen and patriot are elucidated. It is argued that since the 1990s, Ukraine has been developing a new post-non-classical model of education – person-oriented education, in which the development of the potential and capabilities of the individual is recognized as a main value. The classical and non-classical image of science and education, not meeting the global challenges of the information society, gives way to a post-non-classical paradigm. The post-non-classical education system is established on the basis of its informatization and computerization. The growth of the person is largely based on the capabilities of the information space. The development in the Ukrainian pedagogical psychology of the implementation of person-centred education was significantly intensified with Ukraine's independence and was carried out from the standpoint of humanistic (post-non-classical) and activity (non-classical) paradigms. That is, personoriented education began to develop in the frames of ideas about the active role of the person in the process of life activity, and in accordance with the principle of subjectivity. Subjectivity is treated as a special quality of human being and implies the ability of the person to self-sustainability. The ideas of the psychological and pedagogical foundations of the person-oriented education of a Ukrainian citizen developed by psychologists М.Boryshevskyi and I.Bekh are interpreted. The development of new technologies gives rise to a new outlook, as well as contradictions between the new realities of human existence and the established forms of attitude to the world. At the same time, the transformation of paradigms (the classical image of science into non-classical, and further into post-nonclassical) should not be understood as the complete disappearance of previous ideas and methodological guidelines of the preceding stage. Between them there is synergy continuity. The ideals and philosophical foundations of non-classics are preserved in post-non-classical rationality in a transformed form, which reflects a new, more complete picture of the scientific knowledge and education.

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