Social anthropology in the context of education and personality education (second half of the XIX century) as a factor of modern educational changes

- Загородня, Алла Анатоліївна (orcid.org/0000-0003-2418-1670) (2022) Social anthropology in the context of education and personality education (second half of the XIX century) as a factor of modern educational changes Science and Technology Today ("Pedagogy" Series, "Law" Series, "Economics" Series, "Physical and Mathematical Sciences" Series), 11 (11). pp. 96-106. ISSN 2786-6025

Text Стаття_Загородня А.А._11 номер Наука і техніка-95-106.pdf Download (547kB)

Abstract

The article reveals the perspective created by the anthropological approach to modern educational changes, because it considers a person as an integral whole and must ensure that the subjectivity and autonomy of the individual are taken into account in educational practice - a participant in life activities, the integrity of the interaction of this individual with the environment and the broad context of related phenomena. The process of formation and implementation of socio-anthropological ideas of education and training in the second half of the 19th century is analyzed. The essential characteristics of the concept of "pedagogical anthropology" are revealed. The purpose and tasks of education and training in the field of pedagogical anthropology are outlined, which consist of: establishing relationships between various aspects of humanities; determining the conditions of human socialization and essential characteristics of interaction in the context of "person-person" within different social and age groups; disclosure of regularities, ways, forms and methods of organization of humanisticoriented educational process; revealing the essence of a person as a subject and object of education. The essence of the anthropological approach, which allows analyzing the evolution of the interaction of man, nature, and society in the historical, social, and biological context, is revealed. The essential characteristics of the conceptual provisions of socio-anthropological ideas of education and upbringing of the second half of the 19th century - 1917 are outlined, such as: synthetic, natural-scientific, sociological, experiential, philosophical, and theological. It is proved that social anthropology emerged as a scientific direction that claims to form a new explanatory model of modern socio-cultural processes in radically changed realities associated with structural and social changes of the global order. The time is coming when a person appears in education as a whole, and education integrates different approaches to learning and upbringing, so that a person, assessing his place in the world and the level of realization of the meaning of life, at every stage is satisfied with his life in all its manifestations.

Downloads

Actions (login required)

View Item