| dc.description.abstract | У статті охарактеризована антропологічна концепція, обґрунтована її роль в організації гуманістичного виховання молоді на основі антропоцентризму. Виховання особистості здійснюється завдяки цілеспрямованому впливу суспільних інститутів, що забезпечують відтворення соціально-культурного досвіду в її свідомості, спо-собах поведінки та діяльності. Результати виявляються в її вихованості, що характеризує ставлення людини до самої себе та довколишніх. В основі ставлень – цінності, прийняті в суспільстві. В сучасній ситуації домінан-тою є формування базових цінностей гуманізму. Принцип людиноцентризму сто-совно освіти об`єктивується нами як особистісно орієнтований виховний процес. В основі антропологічної концепції лежить антропоцен-трична модель виховання. Людина в ній – найвища цінність, відкрита система, а головне завдання виховання – створення середовища, сприятливого для саморозвитку кожного. Антропологізм максимально наближається до гуманістичного принципу організації виховання відповідно до законів розвитку особистості, сприяє формуванню у молоді ціннісного ставлення до людини. У статті охарактеризовано складові антропологічної концепції виховання, особливості процесу гуманістич-ного виховання школярів | uk |
| dc.description.abstract | The article describes the anthropological concept, its role in the organization of humanistic education based on the anthropocentrism principle. The training of a person is influenced by different social institutions, which ensure the reproduction of socio-cultural experience in his consciousness, behavioral models and kinds of activities. The results are represented in his educational level, which defines the person`s attitude to himself and the others. The values adopted the society are at the heart of attitudes. Nowadays the dominant factor is the formation of the basic values of humanism. The principle of human-centeredness in the sphere of education is defined as a personality-oriented educational process. The anthropological concept is based on anthropocentric model of education. According to this model the person is conidered to be the highest value and the open system. The main task of education is the creation of an environment fostering everyone`s self-development. Anthropologism is closely connected with the humanistic principles of educational process and based on the laws of personality development, contributes to the formation of youth`s value-centered attitude to a person. The commonly accepted scientific principle of human-centeredness is considered here as a personality-centered educational process. The suggested here anthropocentric model regards a person as an open system; education process is viewed as the environmental creation, capable of self-development. the anthropological humanistic point of view, educational process is implemented in such a way, when interests, believes of each person are respected. Pedagogical anthropology presents a complex set of human existence characteristics; it is closely connected with the principles of humanistic education.In the article the theoretical and methodicalprinciples of humanistic education studies based on anthropocentric ideas are scientifically proved; the scientific-methodical system and the research concept are developed on methodologi-cal, theoretical and practical levels; the level of the psychological and pedagogical scientific studies, educational prac-tice development and subsequently the peculiarities of youth`s humanistic education based on anthropocentric ideas and its role as the main factor of the education humanization process is investigated, the main principles of the humanistic transformations methodology in education is clarified.The notion and structure of a value-centered attitude to a person as a universal, complex personal quality were defined. It is regarded as an integral, systemic, multidimensional, invari-ant entity with its meaning being revealed by means of intellectual, emotional and value-centered, activity and practical components and is characterized by the reflection of the significant role of moral knowledge, ideas, beliefs, humanistic motives, emotions, feelings, value-centered orientations that determine a valuable position of a person, encourage him to act, express love for people; respect for personal dignity; generosity; mercy; moral activity in the struggle against any manifestations of evil, cruelty, indifference, anti-human actions; sensitive, fair and respectful attitude to others, which is implemented by means of friendly relationships, tolerant interaction, and, in general, is provided by understanding of the experience gained in the educational activity of humanistic behavior in youth`s consciousness. It is based on the inte-gration of human knowledge and versatile work with different age categories of pupils in extracurricular, out-of-school humanistic activities.The criteria of mastering basic humanistic values by modern youth in order to form personal value-centered attitudes (cognitive, motivational, operational and productive), indicators (external and internal), levels of the quality under study were developed. Organizational and pedagogical conditions were defined, proved and implemented, methodological approaches of solving the problem were improved. An important role is played by the subject-to-subject interaction, cooperative creative activity, humanization of partner relationships, scientific and methodological provi-sions, content, forms, methods and means of educational work.Anthropological educational concepts are described in the article, a fragment of the study concerning the improving the pupils` level of a value-centered attitude to a person process is presented, the results of work are summarized.The dynamics analysis of teaching a value-centered attitude to a person to pupils of different age groups has proved the suit-ability of the author`s technology. At all stages of the experiment positive changes concerning basic humanistic values mastering, which was implemented in behavior and value-centered attitude to a person took place in the personality`s structure by the cognitive, motivational, operational and productive criteria | en |
