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Summary: Humanization of education. Scientific Electronic Library Humanization Process

The main direction in the development of modern science is its focus on worldview sources, that is, "a return to the significance of man."

The main trends in the humanization of education are associated with the development of a harmoniously developed personality.

Leading idea

The priority direction of the humanities is the development of the child's independence, the revival of humanistic traditions. This approach is caused by the realities of life.

The meaning of school education lies in the disclosure and development of the spiritual potential of children, the education of patriots and active citizens of their country.

What are the main trends in the development of education?

Humanization at this stage has become of paramount importance, since such an approach contributes to the formation of individual personality traits:

intellectuality;
communication;
independence;
responsibility;
creativity;
self-esteem.

Actual problems of our time

The most acute issues at present are those related to the psychological health of the younger generation. The humanization of modern education contributes to the restoration of personality-developing and culture-forming functions.

This approach contributed to a change in ideas about the purpose of education and training. The humanization of education involves the transmission of the values of national and universal culture to the younger generation. This implies a revision of the technologies and content of education and training, a change in the structures of various educational institutions: kindergartens, schools, universities.

Goals and objectives of the approach

The humanization of education is a system that recognizes a person as the highest value. I. Kant believed that such an approach contributes to the formation of a person who can independently develop, improve his creative and mental abilities.

What do modern researchers put into the meaning of this method? They believe that the humanization of education is the creation of certain conditions that are aimed at revealing and improving the abilities of the child. They help build positive self-realization. The approach is based on respect for a person, faith in him, relationships with other people, the comfort of existence in a social environment.

Expert opinions

L. S. Vygotsky called the process of humanization of education an evolutionary way of transforming the younger generation, aimed at self-determination and self-development.

A. V. Brushlinsky believes that with a humanistic interpretation of a person as a subject, he ceases to be a passive being, is included in the process of development of society.

Features of the approach

The humanization and humanitarization of education presuppose taking into account the age and psychological characteristics of students. The specificity of the methodology and the main content is the application of a student-centered approach. This enables the teacher to identify talented and gifted children at an early age, to create optimal conditions for their development.

The humanization of education is a system based on ethical principles. This approach involves the interaction of schoolchildren and teachers in order to form a positive attitude towards themselves, the world around them, and people.

Important Aspects

The humanization of education is a system for the implementation of which it is necessary to draw up curricula, select books and manuals. It involves the design of planning for each area of scientific knowledge.

The humanization of education is an approach that involves a change in the attitude of teachers to professional activities. They cease to be authoritarian personalities, they become mentors for their pupils.

At present, in Russian school education, the teacher has the right to use the variability of the content of the material when drawing up the program. This allows teachers to provide children with the right to choose at different stages of educational activities, the possibility of personal growth.

A special type of humanistic learning is the creation of a situation of communication. It refers to the joint activity of the mentor and the student. Such a psychological and pedagogical environment contributes to the formation of personality.

Dialogue is a variant of verbal communication, as a result of which self-development, self-actualization of the child is carried out.

Education is built in such a way that an atmosphere of creative search is created, students have the “right to make a mistake”, share experiences, find the best solution to the problem.

Performance criteria

With a humanistic approach, the effectiveness of training is not limited to the assessment of skills and knowledge that are revealed by control cuts and test work. The main element of the effectiveness of educational activities is the use by the child of the acquired skills and knowledge in practical activities.

The teacher must create a "success situation" for his pupils at all stages of the educational (extracurricular) classes, find an individual approach to each child. To effectively solve this problem, the teacher uses the following factors:

carries out joint activities with students in the process of educational and extracurricular activities;
demonstrates its approving attitude towards students who seek to independently acquire skills and abilities;
offers students an exciting, interesting job.

Distinctive features of humanization

Personally-oriented technologies involve placing the child's personality at the center of the educational system, creating for him conflict-free, favorable and safe conditions for realization, development of natural potential.

The technology of cooperation is based on equality, democracy, partnership between the teacher and the student. Together they think over a plan of action, select literature for work, analyze the results. The humanization of modern education has contributed to the introduction of research and project activities into educational institutions.

The project methodology has become an indispensable element in any academic discipline. What is its significance in the humanization of education? As part of the project, the child learns to independently set goals, objectives, put forward a hypothesis (assumption), and select scientific literature. In this process, the teacher is a mentor, he corrects the work of his ward.

The technology of free education contributes to the creative, versatile development of the student. When processing the results of the study, the child acquires informational competencies. Children present the finished project to their peers within the framework of research conferences and competitions, while forming and developing communication skills.

Conclusion

The humanization of modern education contributes to the formation of a respectful attitude towards the personality of each child, faith in his creative powers and capabilities. Humanization is the main element of innovative pedagogical thinking, which is aimed at developing a psychologically healthy personality.

If in the traditional education system the teacher acted as an authoritarian personality, and the children memorized all the information, then at present the teacher is a mentor, whose opinion the children listen to, but development is carried out along individual educational and developmental trajectories.

After the introduction of new federal educational standards in Russian schools, a differentiated approach has become one of the main methods for humanizing the upbringing and educational process.

Humanization of education. Translated from Latin humanus means “human”, and humanism is associated with a set of views that express respect for the dignity and rights of a person, his value as a person, concern for the welfare of people, their comprehensive development, and the creation of favorable conditions for social life. 22 The idea of humanism, covering all aspects of social life, is naturally projected onto education, requiring it to humane treatment to the child. In Russian education, the idea of humanism has always expressed the need to overcome authoritarianism, radically change the attitude towards the child, recognize him as a full-fledged subject of education. The idea of humanization acquired particular urgency in the 80s of the twentieth century and found its most capacious embodiment in the "pedagogy of cooperation".

Today, posing the question of the humanization of education testifies to the recognition of humanism as the basic idea of the development of education. The philosophical basis of the processes of humanization are today's conscious ideas about the characteristic features of the spiritual life of a post-industrial society, outlining the ideals and goals worthy of a person: the development of a person's multilateral abilities, the expansion of subject-subject interactions, the enrichment of labor activity with manifestations of free creative and creative activity.

The humanization of education is the main system-forming trend, suggesting that the teacher should focus on the holistic unique personality of the child, open to everything new and capable of conscious choice of "mode of action" in various life situations. This means, on the one hand, understanding the child and accepting him as he is, the desire to put himself in his place, to be imbued with his experiences and feelings, to show sincerity and openness. On the other hand, humanization is associated with the creation of such pedagogical conditions that would liberate the inner forces of the child, mobilize his personal potential to realize and realize his needs and interests.

It is important to emphasize that the lack of regulation in the educational process and the provision of the child with the opportunity to selectively respond to pedagogical influences are, according to psychologists, the most favorable circumstances for enriching personal experience and becoming a free subject of life. This approach leads to the fact that the educational process is based on the principles of creative cooperation between an adult and a child, stimulating the initiative and self-development of the student, excluding the authoritarian and mentoring tone of the teacher's behavior, as well as expanding the possibilities of dialogue forms of interaction.

At the same time, increased attention to the subject-subject relationship between the teacher and the student does not relieve the adult of responsibility for the child. Moreover, the pedagogical mission of the teacher, which is essentially “cultivating”, is strengthened: it is necessary to prepare for the role of the subject of the child, introducing him into the appropriate sphere of culture - the culture of life self-determination. Otherwise, "humanization" deprives the educational process of its own educational significance. And we really often become witnesses of how a student in a lesson, trying to demonstrate his own originality of judgments, in an annoyed tone rejects the opinion of the teacher, not wanting to enter into a meaningful dialogue with him, and without having the appropriate culture of self-determination for this. At the same time, the teacher often does not pay attention to such a limitation of the student, as if touched by the originality of student manifestations, and does not take any pedagogical actions, thereby indulging children's imperfection. It is clear that in this case the position of the teacher is unlikely to have a humanistic orientation, since not only does it not stimulate the student to personal growth, but, on the contrary, hinders his self-improvement.

Undoubtedly, the humanization of education is impossible without the orientation of the educational process to the whole personality, to the system of its needs, motives, value-semantic attitudes and beliefs. “The illusion consists ... in the fact that how a person thinks, how he feels and what he strives for, seems to us to depend on what his thinking, his feelings, his aspirations are. But it is not thinking that thinks, it is man who feels and strives. So, the main thing is than for the person become those thoughts and knowledge that we communicate to him, those feelings that we cultivate in him, those aspirations that we arouse in him. That's why and the humanization of education presupposes such an organization in which schoolchildren open for themselves the personal significance of knowledge and on this basis master the content of academic disciplines. At the same time, the student has the right to free creative search, which is stimulated not by a mark or punishment, but by spiritual and moral stimuli that elevate a person and form manifestations of a cultural being in him. In this context, it is necessary to talk about another feature of modern education - its humanization.

Translated from Latin, “humanitarian” means “human nature”, “education”, “related to humanity, social being and consciousness”. That's why humanization of education it is advisable to associate it with such an approach to its organization, which is aimed at the priority development of a truly human principle and, in this sense, at the “humanization” of education. Since truly human orientations are set by culture, to the extent that humanitarization also implies a system of measures aimed at emphasizing cultural principles in education, i.e. on the formation of a mature personality with a pronounced spiritual potential capable of “putting oneself in the all-connection, in the “tradition” (M.K. Mamardashvili) and ready to self-creation.

This conclusion turns out to be extremely significant today, since the existing practice of humanitarization of the school is often characterized by a focus only on the external side of the phenomenon: an adjustment is made to the school curriculum, which consists in increasing the hours allocated to the so-called humanitarian subjects, and natural science and mathematical subjects are reduced to a minimum. At the same time, the most important point falls out of sight: the degree of humanitarianism of pedagogical influence and education as a whole is determined not so much by what kind of subject knowledge a person acquires, but by the fact how does he learn it. Even more significant from this point of view is the consideration of what this knowledge becomes for a student- a means of inclusion in creative and creative activity, a means of spiritual self-development based on an appeal to another, to society, to the human race, when a person is guided in his behavior by the highest human values - the ideals of truth, goodness and beauty, or a means of informational "coaching", ignoring comprehension of the human predestination of scientific knowledge (for example, the achievements of genetic engineering, when neglect of moral consequences can lead to the death of humanity itself, regardless of the degree of theoretical significance of the discovery made) and generating, therefore, a consumer attitude to the world, which is based on a simplified scheme of its understanding. It is in this sense that M.M. Bakhtin, who emphasized the idea that the degree of responsibility of a person in choosing a “way of acting” depends entirely on how much a person himself has realized his uniqueness and uniqueness in this world. In a word, regardless of the specifics of the subject area, the humanitarian approach in education performs an extremely important function for a person. Its purpose is to set guidelines for a truly spiritual life and, on this basis, to help a person in acquiring experience in correlating his actions with cultural (spiritual) values. It seems that within the framework of the subject content of the natural-mathematical profile, the need for such efforts is revealed with all obviousness. And we should not talk about their reduction, but about a qualitative change in the content and teaching methods. 24 Otherwise, the effect of the illusion of technocratic power begins to operate. At the same time, the real life of people is subject to another, humanitarian logic: "...human dialogue is a more reliable way to avoid dangerous collisions than computer-dictated steps." 25 Therefore, in the conditions of the modern educational process, it becomes important to focus on culture, within which the mechanism of humanitarization is associated not with taking into account the subject-content aspect, but rather with efforts to generate a more cultured person, i.e. a person who knows "not only the history of the country, but also the history of mankind and culture, ... not only the general history, but also the history of the science or profession he is studying, ... not only knowing, but also acting in accordance with his knowledge and conviction, first reflecting over what the result of his work will bring to people, and then the one who achieves the result, but not vice versa. 26

As opposed to technocratic tendencies, it is important to emphasize that the humanization of education draws attention to the fact that the school should teach the child to think. about a human, seek and find answers to the questions: Why does he live? What is its purpose in life? What is good and evil, truth and error, beautiful and ugly? The school should develop in the child the experience of creating a culture that determines the rich inner world of a person and the “humanization” of the world of natural and social things. In this regard, there are several areas of humanization of education, from the point of view of which it is possible to talk about the human proportionality of any school subject. In our opinion, these directions are as follows.

Strengthening the role of human studies training within the framework of any academic subject: knowledge about a person, about society, the history of mankind, including the history of scientific discoveries and the history of the accumulation of knowledge in a particular subject area. From a humanitarian point of view, it is important to present the history of science not dispassionately, but as the history of the human destinies of those people who created culture, thereby realizing their creative potential.

Strengthening the philosophical context of the subject training of schoolchildren, which involves the inclusion of knowledge about how the process of accumulating knowledge in human culture is going on, what are its patterns and methods, what are the specifics of the method of cognition in related subject areas of knowledge, etc. All this allows the student to realize the essence of cognition as a special human activity, to feel its significance for humanity and to comprehend the meaning for himself.

Strengthening the psychological preparation of schoolchildren, associated with the expansion of opportunities for schoolchildren to master the features of the mental structure of their cognitive activity, with the study of the features of the functioning of mental cognitive processes (memory, thinking, attention, will, etc.), ensuring mastery of the content of educational material and allowing students to voluntarily control their cognitive activities. For example, in the textbooks of mathematics of the series "Mathematics, Psychology, Intelligence" (Tomsk), as part of the educational material, psychological workshops are contained that help schoolchildren master psychological mechanisms, knowledge of which allows schoolchildren to consciously build their cognitive strategies, taking into account the characteristics of the individual style of cognitive activity .

Reliance in education on cooperation, the development of the ability of social interaction, dialogue forms of communication, as well as the accumulation of experience in business cooperation, which is so necessary for the manifestation of a person's spiritual culture. To this end, the regular use of the work of schoolchildren in small groups in the educational process as a means of purposeful "cultivation" of the experience of business cooperation between students is of particular importance.

Consistent orientation in the educational process is not so much towards the transfer of "ready", generalized knowledge to schoolchildren, but rather towards the organization of their independent search activity with a gradual enrichment of the experience of students' research capabilities.

The implementation of the indicated ways of humanitarization of education leads to the appearance of significant changes in the course of the educational process, i.e. to innovation processes in the field of education.

Ministry of General and Vocational Education

Sverdlovsk region

Revdinsky State Pedagogical College

Department of Psychological and Pedagogical Disciplines

HUMANIZATION OF EDUCATION

Introduction to the teaching profession

Completed by: Vlasova E.V.,

student gr.101

specialty 0319

Checked by: L.V. Bormotova,

teacher

1. The role of humanization. Basic concepts.…………..…………………………3

2. Patterns of humanization of education………………………………………………………………………………………………………………………………………………………………

2.1. Basic provisions……………………...……………………….5

2.2. “My pedagogical credo”…..…………..………………………8

3. Humanization of education and the democratic style of the teacher……… ……10

4. List of used literature…………………………………………...11

1 . THE ROLE OF HUMANIZATION. BASIC CONCEPTS

Russian society is at a turning point in its development. It is characterized by a reassessment of values, criticism and overcoming what hinders further movement forward. The highest humanistic meaning of social development is the affirmation of the attitude towards man as the highest value of being.

A person as an end in itself of development, as a criterion for evaluating the social process, is a humanistic ideal of the transformations taking place in the country. Progressive movement towards this ideal is associated with the humanization of the life of society, in the center of plans and concerns of which should be a person with his needs, interests, needs. Therefore, the humanization of education is considered as the most important socio-pedagogical principle, reflecting modern social trends in building the functioning of the education system.

Humanization is a key element of the new pedagogical thinking, which affirms the polysubject essence of the educational process. The main meaning of education in this is the development of the individual. And this means changing the tasks facing the teacher. If earlier he had to transfer knowledge to students, then humanization puts forward another task - to contribute in every possible way to the development of the child. Humanization requires a change in relations in the "teacher-student" system - the establishment of ties of cooperation. Such a reorientation entails a change in the methods and techniques of the teacher.

The humanization of education presupposes the unity of the general cultural, social, moral and professional development of the individual. This social pedagogical principle requires a revision of the goals, content and technology of education.

The key concept of the humanistic philosophy of education is "humanism". An attempt to determine its meaning shows that this concept has several meanings. Their change makes it possible to understand various aspects of this problem, although it causes difficulties associated with determining the specific content of the very concept of "humanism".

So the concept of "humanism" is used in at least ten meanings:

· the name of the Renaissance in various cultural movements, ideological currents, directions of social thought;

· the name of the area of theoretical knowledge, which gives preference to the humanities;

Characteristics of the Marxist worldview, proletarian ideology, socialist way of life;

designation of the moral qualities of a person - humanity, kindness and respect;

Determination of the most important factor in the comprehensive development of the individual;

Expression of a special attitude towards a person as the highest value of life;

the name of the practical activity aimed at achieving universal ideals, etc.

A similar situation is observed with regard to the concept of "humanity", which is often identified with the concept of "humanism".

Humanism most often appears as a philosophical and ideological concept, as the name of a philosophical system, and therefore its studies prescribe the competencies of the philosophical sciences. Humanity is considered more often as a psychological concept, which reflects one of the most important features of the orientation of the individual.

The humanistic worldview as a generalized system of views, beliefs, ideals is built around one center - a person. If humanism is a system of certain views on the world, then it is the person who turns out to be the system-forming factor, the core of the humanistic worldview. At the same time, his attitude contains not only an assessment of the world, but also an assessment of his place in the surrounding reality. Consequently, it is in the humanistic worldview that the diverse attitudes to man, to society, to spiritual values, to activity, that is, in fact, to the whole world as a whole, find their expression.

In the psychological dictionary, the concept of "humanity" is defined as "a system of attitudes of the individual to social objects (a person, a group, a living being) determined by moral norms and values, which is represented in the mind by experiences of compassion and rejoicing ... is realized in communication and activity in the aspects of assistance, complicity, help." (Psychology: dictionary / Under the editorship of A.V. Petrovsky, M.G. Yaroshevsky.-M, 1990.-p. 21.).

2. REGULARITIES OF THE HUMANIZATION OF EDUCATION.

2.1. Basic provisions

Based on the conclusions of numerous psychological and pedagogical studies, it is possible to formulate patterns of humanization of education.

1. Education as a process of formation of mental properties and functions is due to the interaction of a growing person with adults and the social environment. Psychological phenomena, noted S.L. Rubinshtein, arise in the process of human interaction with the world. A.N.Leontiev believed that the child does not face the outside world one on one. His attitudes to the world are always transmitted through the relationships of other people, he is always included in communication (joint activities, verbal and mental communication).

2. Among the humanistic trends in the functioning and development of the education system, one can single out the main one - an orientation towards the development of the individual. The more harmonious the general cultural, socio-moral and professional development of the individual, the more free and creative a person will become.

3. Education will satisfy personal needs if, according to L.S. Vygotsky, it is focused on the “zone of proximal development”, that is, on mental functions that have already matured in the child and are ready for further development.

4. Today there is a real opportunity to give a person to master not only basic professional knowledge, but also a universal culture, on the basis of which it is possible to develop all aspects of the personality, taking into account its subjective needs and objective conditions related to the material base and human resources of education. The development of a personality in harmony with the universal culture depends on the level of mastery of the basic humanitarian culture. This pattern determines the culturological approach to the selection of the content of education. In this regard, self-determination of the individual in world culture is the core line of the humanization of the content of education.

5. The culturological principle requires an increase in the status of the humanities, their renewal, liberation from primitive edification and schematism, the identification of their spirituality and universal values. Taking into account the cultural and historical traditions of the people, their unity with the universal culture are the most important conditions for designing new curricula and programs.

6. Culture realizes its function of personality development only if it activates, induces a person to activity. The more diverse and productive the activities that are significant for the individual, the more effective is the mastery of universal and professional culture.

7. The process of general, social, moral and professional development of the individual acquires an optimal character when the student acts as the subject of education. This pattern determines the unity of the implementation of active and personal approaches.

The personal approach assumes that both teachers and students treat each person as an independent value, and not as a means to achieve their goals.

8. The principle of the dialogical approach involves the transformation of the position of the teacher and the position of the student into personal equal rights, into the position of cooperating people. Such a transformation is associated with a change in the roles and functions of the participants in the pedagogical process. The teacher does not educate, does not teach, but activates, stimulates aspirations, forms the student's motives for self-development, studies his activity, creates conditions for self-movement.

9. Personal self-development depends on the degree of creative orientation of the educational process. This regularity forms the basis of the principle of an individual creative approach. It involves the direct motivation of educational and other activities, the organization of self-promotion to the final result. This enables the student to feel the joy of realizing their own growth and development, from achieving their own goals. The main purpose of the individual creative approach is to create conditions for the self-realization of the personality, to identify and develop its creative capabilities.

10. The humanization of education is largely associated with the implementation of the principle of professional and ethical mutual responsibility. The readiness of the participants in the pedagogical process to take on the concerns of other people is inevitably determined by the degree of formation of the humanistic way of life. This principle requires such a level of internal composure of the individual, in which a person does not follow the circumstances that develop in the pedagogical process. The personality itself can create these circumstances, develop its own strategy, consciously and systematically improve itself.

Today, when unprecedented changes are taking place in the socio-economic life of the country, when we are all thinking about ways to transform public education, there is a need to solve the new tasks we face. One of them is the same one that faces society as a whole: the transition from a command-bureaucratic to a democratic organization of life. A renewed society must show its face, especially to children. With regard to education, this means humanization (involves strengthening humanity, respect for human dignity; philanthropy in training and education) - orientation towards the child, his needs, opportunities and psychological characteristics.

What is meant by child orientation? What are its capabilities and psychological characteristics, and which of them should we take into account in the first place? Or, perhaps, any systematic pedagogical influence of the child should be completely canceled, relying on the natural course of his development?

Remember the source of mental development is the social environment that embodies the characteristics of the human race, which the child must learn.

Mental development occurs in the process of mastering human culture - tools, language, works of science and art, etc., otherwise it cannot occur. But the child does not acquire culture on his own, but with the help of adults, in the process of communicating with people around him. Education and training are the most important forms of such communication, in which it occurs systematically and systematically.

Thus, the question of the need for systematic pedagogical influence on the child is resolved quite unequivocally: it is necessary, since it serves as one of the main ways of transferring social experience and human culture to the child. Without such transmission, mental development is generally impossible. Another thing is how, in what ways, in what forms this influence is carried out in order to focus on the child, take into account his interests and capabilities, and at the same time be most effective.

So, in order to acquire a truly humanistic character, not in words, but in deeds, education should be carried out mainly through the organization and management of children's activities and provide the best conditions for the development in these activities of psychological qualities that are specific to age and have enduring significance. - primarily figurative forms of knowledge of the world and social emotions.

The actual process of a child's mental development includes a much broader range of mental properties and abilities that must be taken into account when designing education and upbringing. The main thing is that the development of each child follows its own special path, in which general patterns are manifested in an individual form. And if taking into account the age-related characteristics of psychological development is the basis for the development of a general strategy, it requires the identification and consideration of individual characteristics.

2.2. "My Pedagogical Credo"

The humanization of society raised the question of the authority of the teacher. The closeness of authority and authoritarianism as words of the same root and related concepts problematized the idea of teacher's authority and presented ethical criteria for it. Individuality as the basis of education and upbringing returns self-respect to the teacher and the school.

“Teaching and students are, first of all, employees,” wrote N.K. Roerich. Thus, democratization and humanization in education opened the way to the development of initiative and independence of the student and teacher.

The complexity of the educational process lies in the fact that it occupies a significant place in a person's life, does not give a tangible, visible, concrete result immediately after its completion. The result of education is all subsequent behavior, activity, lifestyle of a person. Therefore, the influence of the pedagogical impact of any educational institution cannot be directly controlled.

Everyone who chooses the profession of a teacher takes responsibility for those whom he will teach and educate, at the same time he is responsible for himself, his professional training, his right to be a teacher, teacher, educator. The worthy fulfillment of a professionally pedagogical duty requires a person to accept a number of obligations.

Firstly, one should objectively assess one's own capabilities, know one's strengths and weaknesses, qualities that are significant for a given profession (features of self-regulation, self-esteem, emotional manifestations, communicative, didactic abilities, etc.).

Secondly, the teacher must have a general culture of intellectual activity (thinking, memory, perception, representation, attention), a culture of behavior, communication and pedagogical communication in particular. A teacher is a model that students consciously, and most often unconsciously, imitate, adopting what the teacher does.

Thirdly, an obligatory prerequisite and basis for the successful activity of a teacher is respect, knowledge and understanding of his student as a “other”. The student must be understood by the teacher and accepted by him, regardless of whether their value systems, behavior patterns and assessments coincide; it also involves knowledge of the psychological mechanisms and patterns of behavior and communication.

Fourthly, the teacher is the organizer of the learning activities of students, their cooperation, and at the same time acts as a partner and a person who facilitates pedagogical communication, that is, a “facilitator”, according to K. Rogers. This obliges to develop organizational, communication skills to manage the process of assimilation of knowledge by students, including them in active forms of educational interaction that stimulates the cognitive activity of its participants. The development of such professional skills requires not only deep psychological and pedagogical knowledge, but also constant, systematic professional training.

Thus, the professional qualities of a teacher should be correlated with the following postulates-commandments of his psychological and pedagogical activity:

Respect in a student a person, a person (which is a concretization of the golden rule of antiquity - treat others the way you would like to be treated yourself);

Constantly look for the possibility of self-development and self-improvement (for it is known that one who does not study himself cannot develop a taste for learning, a “mental appetite” in others);

Transfer knowledge to the student in such a way that he wants and can master it, be ready to use it in various situations and in his self-education.

These postulates are the concretization of the well-known thesis: only the personality educates the personality, only the character forms the character. The teacher must be a Personality, this is his professional characteristic.

In order for the development process to be successful, painless for the child, an appropriate atmosphere must be created around him, the so-called "humanistic space" (ID Demakova). In creating such a space, the teacher occupies a certain place, plays one of the main roles. Using WORD, DEED and OBSERVATION (diagnostics), the teacher creates conditions for the child to prove himself. In order to help the child, you can define the basic rule - "Rule 7Y":

- "confidence" - knowledge of their rights and the rights of the child, the ability to protect him. The teacher is the guarantor of the observance of the rights of the child;

- "success" - taking on any business, the teacher must foresee a positive result, that is, be sure that it is within the power of the children and him;

- “amazingness” - one must develop originality in oneself, children do not like “pies with nothing”;

- "persuasiveness" - to be able to ignite children's hearts, to convince them of the importance of the matter;

- "respect" - mutual respect is necessary; Respect your children's opinion, they respect yours. Education without respect is suppression;

- "poise" - in the classroom you need to be ready for anything, not to faint, but to analyze and work;

- “smiling” - it is impossible to live at school without a sense of humor. A smile is both appreciation, and approval, and encouragement.

3. HUMANIZATION OF EDUCATION AND THE DEMOCRATIC STYLE OF THE TEACHER

The desire to live in a certain community, to be protected by it, to assert itself in its environment is common to everyone. Therefore, if a teacher wants children to be good, it is necessary to do everything so that the pupils want to be good, so that they find pleasure in good, moral deeds.

This means that the teacher cannot have any other goals, except for the goals of the life of pupils. After all, for children, the idea is not separated from the individual, and what their favorite teacher says to them is perceived quite differently than what a disrespectful and alien person says. The loftiest ideas in the mouth of the latter become hated.

Therefore, it is worth taking the place of children more often in order to understand: what interests them, what pleases them, what tires them, what offends them. After all, the educational process stops from that moment until the child understands why they did this to him; until he agrees with what was done to him; while he is embittered that he was so unfairly treated.

In all this, there is an objective basis for the unity of the educator and pupil, that is, a necessary condition for the emergence of a pedagogy of cooperation known to everyone (but not used by everyone!) which is based on the principles of humanization and democratization of relations with their pupils.

To solve all pedagogical problems, there are two approaches. One is imperative, when the teacher himself solves the problem, forcing his pupils to do what is necessary for their future. The other is humane, that is, when the educator seeks to involve children in solving pedagogical problems, when he cooperates with them, makes them his assistants in education, teaches what he himself can do.

The most important acquisition that a child needs to make during the period of school apprenticeship is self-esteem, faith in himself, faith in what he knows, can and can do.

And this can only be achieved with good, for only good begets good. So bequeathed a wonderful teacher - our contemporary V.A. Sukhomlinsky.

Children are a source of inspiration, and it is my duty as a teacher to give them a childhood, to keep it, to be their friend.

“From birth to three years, the child is your god, from three to ten, he is your slave, from the age of ten, the child is your friend” (ancient Chinese wisdom).

LIST OF USED LITERATURE.

1. Amonashvili Sh.A. Unity of Purpose: A Teacher's Guide. -M.: Enlightenment, 1987.

2. Preschool education No. 8.-M., 1990

3. Zimnyaya I.A. Pedagogical psychology. - M.: Logos, 1999

4. Class teacher No. 4.-M., 2001

5. Sneaky Pedagogy.

6. Slastenin Pedagogy.

7. Soloveichik S.L. Pedagogy for everyone. - M.: Children's literature, 1989

An important aspect of the modernization of modern domestic education can be considered the emerging (and in one form or another confirmed by regulatory documents) trends that are usually associated in scientific research and journalistic literature with the concepts of "humanization" and "humanitarization". These concepts are widely represented in journalistic literature, reference books, dictionaries, are reflected in school textbooks (for example, in the textbooks "Social Science", "Man and Society"), but they are still far from unambiguously interpreted by researchers. Therefore, it is important to avoid terminological substitution of the subject and activity, which quite often leads to a shift in semantic accents in the pedagogical process and levels the significance of the above directions in improving domestic education. So, the Latin word " homo" in Russian dictionaries is translated as "man". Derived terms from it humanus And humanitas are sometimes given as synonymous words identical to the concept of "humanity", although different semantic contexts can be distinguished. The term " humanus"(humanism) since the Renaissance has been correlated with the worldview of anthropocentrism, according to which a person is thought of as the center of the universe. In this aspect, this concept reflects the moral principle of relations between people, which is based on caring for a person, striving to improve his life, ensuring the satisfaction of his needs , the free development of the individual, his natural inclinations and abilities.In this respect, the concept " humanity" is close in meaning to the concept of "personality", the benefit of which becomes the main criterion for evaluating the activities of social institutions.

Such an interest in a person's personality, his inner world, interests, aspirations, self-realization is reflected in the humanization of education, in its personality-oriented technologies.

At the same time, it should be noted that a person can be outwardly highly "educated", be well versed in matters of natural science, history, ethics, aesthetics, politics, law, and, nevertheless, assert anti-humanism, extreme egoism, evil, lack of culture, aggression in life. Self-affirmation and self-realization of such a person occurs at the expense of others, more humane and tolerant. In this case, it is important to take into account the fact that a child enters the education system already having some well-established knowledge, beliefs, ideals, and value orientations. Therefore, in education it is very important to realize what level of culture this or that person has reached; what she affirms in her life; what does it strive for and what does it not accept; what actually human qualities have already been revealed and what are still to be revealed in a purposeful educational process. Such a position certainly implies increased attention to the problems of ethical and aesthetic education, involvement in the active educational process of children with deviations in mental and physiological development, childhood disabilities, juvenile delinquents, etc. Not without reason, even in the ancient tradition, the concept " humanitas"(humanity) as a reference task, embodied in the culture of activity, in a state of some aesthetic and ethical completeness of the cultural development of the individual. Such a state was associated with the highest manifestations of human qualities in the artificial environment that the person himself created with his thoughts, words, deeds. Therefore, In our opinion, the separation of the concepts of "humanism" and "humanitarianism" is of fundamental importance.

Humanism is an appeal to the potential of the best personal qualities of a person: spiritual completeness, altruism, creative activity, goodwill, self-government, the ability to solve complex practical problems, etc. It forms a pronounced individuality of a harmoniously developed spiritualized personality as a whole.

In the psychological dictionary, the concept of "humanity" is defined as "a system of attitudes of the individual to social objects (a person, a group, a living being) determined by moral norms and values, which is represented in the mind by experiences of compassion and rejoicing, is realized in communication and activity in the aspects of assistance, complicity, help ". (Psychology: Dictionary / Under the editorship of A.V. Petrovsky, M.G. Yaroshevsky. M, 1990. - p. 21.).

Consequently, humanity is a quality of a person, which is a combination of moral and psychological properties of a person, expressing a conscious and empathetic attitude towards a person as the highest value. Based on the conclusions of numerous psychological and pedagogical studies, it is possible to formulate patterns of humanization of education.

Education as a process of formation of mental properties and functions is due to the interaction of a growing person with adults and the social environment. Psychological phenomena, noted S.L. Rubinstein, arise in the process of human interaction with the world. A.N. Leontiev believed that the child does not face the outside world one on one. His attitudes to the world are always transmitted through the relationships of other people, he is always included in communication (joint activities, verbal and mental communication).

Among the humanistic trends in the functioning and development of the education system, one can single out the main one - an orientation towards the development of the individual. The more harmonious the general cultural, socio-moral and professional development of the individual, the more free and creative a person will become.

Education will satisfy personal needs if, according to L.S. Vygotsky, is focused on the "zone of proximal development", that is, on mental functions that have already matured in the child and are ready for further development.

Today there is a real opportunity to give a person to master not only basic professional knowledge, but also a universal culture, on the basis of which it is possible to develop all aspects of the personality, taking into account its subjective needs and objective conditions related to the material base and human resources of education. The development of a personality in harmony with the universal culture depends on the level of mastery of the basic humanitarian culture. This pattern determines the culturological approach to the selection of the content of education. In this regard, self-determination of the individual in world culture is the core line of the humanization of the content of education.

The culturological principle requires raising the status of the humanities, updating them, freeing them from primitive edification and schematism, and revealing their spirituality and universal values. Taking into account the cultural and historical traditions of the people, their unity with the universal culture are the most important conditions for the design of new curricula and programs.

Culture realizes its function of personality development only if it activates, induces a person to activity. The more diverse and productive the activities that are significant for the individual, the more effective is the mastery of universal and professional culture.

The process of general, socio-moral and professional development of the individual acquires an optimal character when the student acts as the subject of training. This pattern determines the unity of the implementation of active and personal approaches.

The personal approach assumes that both teachers and students treat each person as an independent value, and not as a means to achieve their goals.

The principle of the dialogic approach involves the transformation of the position of the teacher and the position of the student into personal equal rights, into the position of cooperating people. Such a transformation is associated with a change in the roles and functions of the participants in the pedagogical process. The teacher does not educate, does not teach, but activates, stimulates aspirations, forms the student's motives for self-development, studies his activity, creates conditions for self-movement.

Personal self-development depends on the degree of creative orientation of the educational process. This regularity forms the basis of the principle of an individual creative approach. It involves the direct motivation of educational and other activities, the organization of self-promotion to the final result. This enables the student to feel the joy of realizing their own growth and development, from achieving their own goals. The main purpose of the individual creative approach is to create conditions for the self-realization of the personality, to identify and develop its creative capabilities.

The humanization of education is largely associated with the implementation of the principle of professional and ethical mutual responsibility. The readiness of the participants in the pedagogical process to take on the concerns of other people is inevitably determined by the degree of formation of the humanistic way of life. This principle requires such a level of internal composure of the individual, in which a person does not follow the circumstances that develop in the pedagogical process. The personality itself can create these circumstances, develop its own strategy, consciously and systematically improve itself.

The source of mental development is the social environment that embodies the characteristics of the human race, which the child must learn.

Introduction……………………………………………………………………2
1. Education and humanization…………………………………………… 4
2. The essence and content of the humanization of education………………….8
3. Problems of humanization of education in Russia……………………… 14
Conclusion………………………………………………………………...17
References……………………………………………………………..19

Introduction.

Humanization is a modern term, but the problem is far from new. With the change of historical epochs, the problem of the image of a person corresponding to the spirit of the times arose every time. In the history of the problem, biblical pro-humanism, ancient humanism, humanism of the Renaissance and humanism of the Enlightenment are distinguished. Modern humanism is characterized by multidimensionality, which is associated primarily with the diversity of cultures, the plurality of ideas about the world, the search for a dialogue between the bearers of different moral values.
The humanization of education is more consistent not with the principle of meeting the educational needs of an "abstract" personality, but with the principle of dialogue, taking into account the interests of various social strata and groups, which has an impact on the interests and needs of a particular individual. This does not mean that the student's personality is replaced by a social group; outside the latter, it is unthinkable and can only be understood in a certain socio-historical context. Relations between the participants in the educational process are not limited to the dialogue "personality-state"; they become more complex and mediated. As an intermediate link, one should probably take a social group and society as a whole. This link, connecting the individual with the state, forms both sides. The education reform at the end of the 20th century led to a confusion of the personal principle in pedagogy and educational policy. The humanistic meaning of the first of the principles unreasonably extended to the level of state policy in the field of domestic education. At the same time, the humanization of education is carried out through the achievement of a more complete correspondence of universal values, society and individual social groups that generate educational needs and ideals; a concrete person becomes the bearer and spokesman of the dialogue.
The purpose of this work is to study the humanization of education. The following tasks follow from the goal:

Give the concepts of "education", "humanization", "humanization of education", "humanism";

Reveal the essence and content of the humanization of education;

Highlight the problems of humanization of education in Russia.

1. Education and humanization.

In order to give a concept of the humanization of education, it is necessary to find out what education is and what humanization is, to compare these concepts and their compatibility, to find out whether there is a need for humanization of education.
Education - according to the legislation of the Russian Federation - a purposeful process of education and training in the interests of a person, society, state, accompanied by a statement of the achievement by a student of the state-established educational levels (educational qualifications). The level of general and special education is determined by the requirements of production, the state of science, technology and culture, as well as social relations.
Education is a purposeful cognitive activity of people to obtain knowledge, skills, or to improve them.
In the broad sense of the word, education is the process or product of "... the formation of the mind, character or physical abilities of the individual ... In a technical sense, education is the process by which society, through schools, colleges, universities and other institutions, purposefully transmits its cultural heritage - the accumulated knowledge, values and skills - from one generation to another.
In the ordinary sense, education, among other things, implies and is mainly limited to the teaching of students by a teacher. It may consist of teaching reading, writing, mathematics, history and other sciences. Teachers in narrow specialties such as astrophysics, law or zoology can only teach this subject, usually at universities and other universities. There is also the teaching of vocational skills,
1. Aleksandrova O. A. Education: accessibility or quality - the consequences of choice // Knowledge. Understanding. Skill. - 2005. - No. 2. - S. 83-93.)
2.
for example, driving. In addition to education in special institutions, there is also self-education, for example through the Internet, reading, visiting museums or personal experience.
The right to education is now confirmed by national and international legal acts, for example, the European Convention for the Protection of Human Rights and Fundamental Freedoms and the International Covenant on Economic, Social and Cultural Rights, adopted by the UN in 1966.
Humanization is a key element of the new pedagogical thinking, which affirms the semi-subjective essence of the educational process. The main meaning of education in this is the development of the individual. And this means changing the tasks facing the teacher. If earlier he had to transfer knowledge to students, then humanization puts forward another task - to contribute in every possible way to the development of the child. Humanization requires a change in relations in the "teacher-student" system of establishing cooperation links. Such a reorientation entails a change in the methods and techniques of the teacher.
The humanization of education presupposes the unity of the general cultural, social, moral and professional development of the individual. This social pedagogical principle requires a revision of the goals, content and technology of education.
The key concept of the humanistic philosophy of education is "humanism". An attempt to determine its meaning shows that this concept has several meanings. Their change makes it possible to understand various aspects of this problem, although it causes difficulties associated with determining the specific content of the very concept of "humanism".
Humanism (from lat. humanitas - humanity, lat. humanus - humane, lat. homo - man) - a worldview, in the center of which is the idea
3. en.wikipedia.org/wiki/ Education
man as the highest value; arose as a philosophical trend in the Renaissance (see Renaissance humanism).
Humanism is a progressive life stance that, without the help of a belief in the supernatural, affirms our ability and duty to lead an ethical life for the purpose of self-realization and in an effort to bring greater good to humanity..
Yu. Cherny's study "Modern Humanism" provides a classification of humanistic views, which was proposed in 1949 in his student work by the future American researcher Warren Allen Smith:

humanism - a concept meaning interest in a person or in the study of the humanities (study of the humanities);

ancient humanism - a concept related to the belief systems of Aristotle, Democritus, Epicurus, Lucretius, Pericles, Protagoras or Socrates;

classical humanism - the humanism of the Renaissance; a concept referring to ancient humanistic ideas developed during the Renaissance by such thinkers as Bacon, Boccaccio, Erasmus of Rotterdam, Montaigne, Thomas More and Petrarch;

theistic humanism - a concept that includes both Christian existentialists and modern theologians who insist on the ability of a person to work on his salvation together with God;

atheistic humanism - a concept that describes the work of Jean-Paul Sartre and others;

4. en.wikipedia.org/wiki/ Humanism
5. Batkin L.M. Ideas of diversity in the treatise of Lorenzo the Magnificent: On the way to the concept of personality // Problems of Italian history. - M., 1987. - S. 161-191.
6. Andrushko V. A. Ethical modalities in Lorenzo Valla // Rationality, reasoning, communication. - Kyiv, 1987. - S. 52-58.

communist humanism - a concept that characterizes the beliefs of some Marxists (for example, Fidel Castro), who believe that Karl Marx was a consistent naturalist and humanist;

naturalistic (or scientific) humanism - an eclectic set of attitudes born in the modern scientific era and focused on the belief in the highest value and self-improvement of the human person.

Humanism as an ideological value complex includes all the highest values developed by mankind on a long and contradictory path of its development and called universal; philanthropy, freedom and justice, the dignity of the human person, diligence, equality and fraternity, collectivism and internationalism, etc.
The humanistic worldview as a generalized system of views, beliefs, ideals is built around one center (a person). assessment of one's place in the surrounding reality.Consequently, in the humanistic worldview, diverse attitudes to a person, to society, to spiritual values, to activity, that is, in fact, to the whole world as a whole, find their expression.
In the psychological dictionary, the concept of “humanity” is defined as “a system of personal attitudes to social objects (a person, a group, a living being) determined by moral norms and values, which is represented in the mind by experiences of compassion and rejoicing, is realized in communication and activity in the aspects of assistance, complicity, help».
7. Andrushko V. A. Ethical modalities in Lorenzo Valla // Rationality, reasoning, communication. - Kyiv, 1987. - S. 52-58.
8. Psychology: Dictionary / Ed. A.V. Petrovsky, M.G. Yaroshevsky. (M, 1990. (p. 21.).
Consequently, humanity (this is the quality of a person, which is a combination of moral and psychological properties of a person, expressing a conscious and empathetic attitude towards a person as the highest value. When teaching, they must be taken into account. Therefore, the humanization of education is necessary.

2. The essence and content of the humanization of education.

The humanization of education occupies an important place in the multifaceted process of modern society. This problem was not bypassed by domestic teachers either, in its rich theoretical heritage there are many ideas and directions that are directly related to the humanistic concept of education.
A humanistically oriented education cannot prepare a person only for the performance of any social or professional functions, without taking into account the interests and needs of the person himself. As an objective consequence of the current culturological situation, the humanization of education, being a key element of the new pedagogical thinking that requires revision, reassessment of all components of the pedagogical process in the light of their human-forming function, involves the organization of special relationships between the educator and the educatee, the teacher and the student. In the context of the subject-subject approach, the goal of modern education is not<воспроизведение>ready-made knowledge, concepts, techniques and skills, and the development of the unique personality of the child, starting from preschool age. The meaning of the pedagogical process is the development of the student, the appeal to his inner world, his individuality. In other words, in the pedagogical aspect, the phenomenon of the formation of the humanization of education means nothing more than the dialogization of the educational process, the content basis of which is, among other things, the cognitive activity of children.
9. Psychology: Dictionary / Ed. A.V. Petrovsky, M.G. Yaroshevsky. M, 1990. (p. 21.).
A humanistically oriented educational process involves new goals of education, in which the priority is universal values and the individuality of the student and, at the same time, ensuring the self-realization of the teacher; new content of education, in which the leading role is played by the universal value aspect, and not impersonal information about the outside world; different in comparison with the traditional nature of communication in the system "teacher-teacher", "teacher-student", "student-student", an atmosphere of mutual trust, creative interaction, dialogue, stimulating the self-realization of the teacher and student; in the procedural and methodological aspect - the choice by teachers and students of forms and methods of teaching, involving the active inclusion of self-development processes in the structure of learning activities.
Undoubtedly, the humanization of education leads to the expansion of sources for setting a pedagogical goal. Traditionally, two sources of goal-setting were considered: society and the child, the needs of its development. In essence, there is no contradiction between them, although their absolutization led to the well-known theories of "free" and "authoritarian" education in pedagogy. Among the sources of the goals of upbringing and education, as a rule, the personality of the teacher is not mentioned. He was traditionally assigned the role of the executor of "projects" and "technologies". However, pedagogical activity is one of the few in which the teacher's personality not only mediates, but also determines the purpose and content of the process.
It should be noted that, in accordance with the humanistic paradigm, the socially determined goals of education should be to create conditions for the fullest possible mastery of material and spiritual cultures by the individual, ensuring his favorable social adaptation and prosocial activity. The objectively determined goals of education are represented at the level of the subject through the realization of individually determined needs. The subject-related goals of education should be aimed at the most complete satisfaction of the needs of the individual. The needs of the subject are reflected and maximally embodied if he has the opportunity to satisfy them in such forms of activity that correspond to the maximum extent to the styles of his personality: the style of understanding, the style of self-actualization, the style of interpersonal relationships. The lack of opportunities for the manifestation of mental activity in line with the style of individuality characteristic of the subject leads to tension of needs and perceived dissatisfaction.
The humanist-oriented didactic system includes new educational goals aimed at the self-realization of the student and teacher through the assimilation of the system of universal values; new content of education, correlated with the personal needs of the subjects of the educational process; a system of student-centered methods and forms of education, their choice by students and teachers; democratic style of pedagogical and professional communication; the inclusion of learning activities in the structure of the processes of self-development and life self-determination of the personality of students.
The principles of humanization of the learning process are as follows:

knowledge and assimilation by the child in the pedagogical process of truly human;

child's knowledge of himself as a person;

coincidence of the interests of the child with the universal interests;

the inadmissibility of using means in the pedagogical process that can provoke a child to antisocial manifestations;

providing the child in the pedagogical process with the necessary social space for the best manifestation of his individuality;

humanization of circumstances in the pedagogical process;

determining the qualities of the emerging personality of the child, his education and development, depending on the quality of the pedagogical process itself

It is extremely important in the learning process to adhere to such humanistic positions that allow you to reveal the potential of each child, form the highest level of cognitive need in him, and prevent the feeling of rejection of teaching and school from developing.
Sh.A. Amonashvili and others propose to adhere to certain humanistic positions in the learning process, which predetermine the establishment of humane relations between the teacher and students, between the students themselves. This is, first of all, the management of education and the entire school life of the child from the standpoint of his needs and interests. The content of education and upbringing, that is, the basis for organizing the school life of children, is determined mainly regardless of their personal interests and needs. The psychological and didactic task is to ensure that students accept this content, become interested in it, and become interested in educational and cognitive activities. With this approach, goal-setting and selection of means will be built with maximum consideration for the characteristics of the cognitive sphere of students. The teacher must really believe in the capabilities of each child and consider any deviations in his development, first of all, as a result of an undifferentiated methodological approach to him.
To perceive the student's natural failures as his inability and to react to this condemningly is inhumane in relation to the personality of the child.

Petrovsky A.V. System-activity approach to personality: The concept of personalization // Psychology of a developing personality. M.: Pedagogy, 1987. S. 8-18.

12. Amonashvili Sh.A. Personal and humane basis of the pedagogical process. Mn.: Universitetskoe, 1990. 560 p.
The cooperation of a teacher with schoolchildren in the learning process involves the unification of their interests and efforts in solving cognitive problems, while the student feels himself not an object of pedagogical influences, but an independently and freely acting person. This implies an ethical attitude towards the student, respect for his dignity, support for his point of view and judgments, which creates an atmosphere of mutual respect, unconstrained educational and cognitive activity, forms ethical norms and moral behavior in society among schoolchildren.
A humanistically oriented teacher needs to have a positive attitude towards the student: he accepts the child as he is, understanding the need to correct his individual qualities, taking into account the general positive attitude towards the child's integral personality; the openness of the teacher is opposed to the formal role-playing behavior that does not allow the manifestation of emotions and feelings in addition to this role setting and the functions of the subject teacher performed by him; empathic understanding assumes that the teacher evaluates the student not so much from the standpoint of social and normative requirements, but based on the student's own assessments and values.
With this approach, the goal of the learning process should be the self-education of the child in himself as a person. Scientific knowledge in this case acts as a means to achieve this goal.
The humanistic orientation does not imply a rejection of universal pedagogical technologies, but their variability depending on the individual characteristics of the child. At the same time, it must be borne in mind that, if technologies can and should vary, combine, complement each other within the framework of one educational system, then the learning model,
13. Amonashvili Sh.A. Personal and humane basis of the pedagogical process. Mn.: Universitetskoe, 1990. 560 p.

defining the general concept of the work of an educational institution, should be unified. However, her choice is currently a great difficulty for the heads of educational institutions.
At the same time, it should be taken into account that the humanization of the educational process is possible with the implementation of a whole range of requirements. L.A. Baikova and other researchers distinguish the following:

unconditional acceptance of the child, a stable positive attitude towards him;

showing respect for the individual and maintaining self-esteem in everyone;

awareness of the right of the individual to be different from others;

granting the right to freedom of choice;

assessment not of the child's personality, but of his activities, actions;

the ability to feel (empathy) for each child, to look at the problem through the eyes of a particular child from his position;

taking into account the individual psychological and personal characteristics of the child (type of the nervous system, temperament, features of thinking, abilities, interests, needs, motives, orientation, formation of a positive self-concept, activity).

In conclusion, I would like to note that the above indicates only some ways of implementing the idea of humanization of education in the formation of a new pedagogical thinking. The problem under consideration includes a whole range of tasks for the formation of human spiritual values, which can be considered as a further perspective of the study of the humanization of education. This perspective includes: development of conceptual foundations, methodology, theory, software technology
14. Baikova L.A. Education in traditional and humanistic pedagogy // Class teacher. 1998. ї 2. S. 2-11.

ensuring the humanization of education (development of curricula, curricula, textbooks); systematization of existing approaches to the development of the problem.

3. Problems of humanization of education in Russia

The modern school of Russia is a social institution of society that transmits knowledge, norms, values and standards of culture to the younger generations to ensure the continuity of culture and the cohesion and stability necessary for Russian society, without which it is impossible to overcome the country's systemic crisis and the formation of market relations.
In the late 70s - early 80s of the twentieth century, education in Russia began to be considered as one of the global problems of our time, since the wealth of modern states, according to M. V. Ushakova, is determined not by natural and technological parameters, but, first of all, human capital, which has a certain price in the labor market.
One of the most significant modern problems of Russian education is its humanization and humanitarization. They are associated with global changes taking place in the modern world, where the main value and property of society is a person capable of self-actualization (the main thesis of humanistic psychology). Most researchers dealing with this problem attribute it to the modern paradigm of the development of Russian education.
Reflecting on the ways of implementing the modern paradigm of the development of Russian education, it should be pointed out, as V. T. Pulyaev emphasizes, that it should be essentially humanitarian, generate in society
15. Ushakova M. V. Higher School of Modern Russia: Trends and Forecasts // Social Humanitarian Knowledge. 2003. No. 4. S. 166 - 179.

humanism. Technogenic civilization and technocratic thinking are becoming obsolete. The value of human existence in its harmony with the world of nature and society is increasingly coming to the fore. Human relations imperiously include humanitarian problems, universal values that take into account the interests of not only living, but also future generations of people. The humanization of education presupposes the primacy of man over technical systems.
Revealing the essence of this problem, M. V. Ushakova emphasizes that the majority of students are dominated by the technocratic idea that everything economically efficient is moral, many of them suffer from narrow utilitarian thinking, technicism, misunderstanding of the meaning and role of humanitarian knowledge.
The humanization of education is carried out with the aim of "elevating" a person, the value of which lies in his individuality. At one time, N. A. Berdyaev argued that “the whole real world” depends on the will, thoughts and deeds of an individual. According to N. A. Berdyaev, a person as a thinking, creative being has such qualities as individually special, activity and creativity, freedom and freedom of creativity.
The humanization of education can be carried out in the form of the upbringing of the spiritual ability to evaluate and accept the reality of being, without losing
"I" values. The individualization of education in the context of the humanistic paradigm is based on human freedom. Freedom is the meaning of life, the true essence of man.
Humanization also contributes to the increasing accessibility of higher education in the world, which affects the education of an ever higher level, its transformation from an elitist to a mass one.
16 Pulyaev V. T. A new paradigm for the development of education and the main contours of its implementation in Russia // Socio-political journal. 1998. No. 5. S. 3 - 20.
17 Ushakova M. V. Higher School of Modern Russia: Trends and Forecasts // Social Humanitarian Knowledge. 2003. No. 4. S. 166 - 179.
18. Chinaeva V. Student mobility: global trends // Higher education in Russia. 2002. No. 3. P. 93 - 98. Collection of scientific papers

It is the mass nature of higher education, as emphasized by V. Chinaeva, that has become one of its most characteristic features in our time.
Thus, we can conclude that the humanization and humanitarization of education are the most important problems of modern education. They are closely connected with such phenomena as the democratization and globalization of the higher education system, its transformation from an elitist into a mass one. Humanization largely determines the effectiveness of the education system and is one of the modern paradigms of its development.
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