Kaluga, Kaluga, Russian Federation
The work is built around the study of the important direction of the development of modern education, consisting in individualization as the basis for the formation of a self-developing personality. It is postulated that self-development is associated with the existential choice of a person, which occurs at the moment of a life event dictated by a specifi c social situation. The article presents the results of a theoretical analysis of the pedagogical, philosophical and psychological literature on the issue of considering freedom and responsibility, on the one hand, as categories of modern education, on the other hand, as indicators of self-development of the individual. Attention is focused on the educational sense of the category of freedom as freedom not “from” but “for”. Particular attention is paid to the fundamental idea of the concept of existential pedagogy, consisting in the formation of a person who can optimally live his life, making maximum use of his potentials, developing himself and improving himself, realizing himself in socially signifi cant activity. An appeal was made to the ideas of the philosophy of existentialism, which are the basis of the methodology of existential pedagogy, namely: the understanding of essence (J.P. Sartre), choice as the basis of human essence (A. Camus); Freedom as free will (J. Habermas, K. Jaspers), freedom to take responsibility for one’s own destiny, freedom to listen to one’s conscience and make decisions about one’s destiny (V.Frankl); The ideas of existential psychology (V.N. Druzhinin), as well as the psychological theory of overcoming, developed by R.Kh. Shakurov, the main category of which is the barrier that man overcomes and determines his development/self-development.
modernization of education, self-development of the individual, freedom, responsibility, subjectivity, individualization.
Начало XXI в. знаменуется периодом кардинальных преобразований в российском обществе, которые породили ряд социальных, экономических, экологических и этнокультурных проблем.
1. Bederkhanova V.P. V poiskakh gumanisticheskoy real’nosti [In Search of Humanistic Reality]. Sbornik nauchnykh trudov [Proceedings]. Krasnodar, KubGU Publ., 2007. 282 p.
2. Berdyaev N.A. Samopoznanie [Self-knowledge]. Moscow, 1991. 335 p.
3. Vtorushina E.V. Pedagogicheskaya podderzhka kak pedagogicheskoe uslovie samorazvitiya obuchayushchikhsya [Pedagogical support as a pedagogical condition for the self-development of students]. Mir nauki, kul’tury, obrazovaniya [The world of science, culture, education]. 2011, I. 2(27), pp. 51–52.
4. Gazman O.S. Pedagogicheskaya podderzhka detey v obrazovanii kak innovatsionnaya problema [Pedagogical support of children in education as an innovative problem]. Novye tsennosti obrazovaniya: desyat’ kontseptsiy i esse [New values of education: ten concepts and essays]. Moscow, Innovator Publ., 1995. 58 p.
5. Gil’ L.B., Chekhovskikh K.A. Sposobnost’ k samorazvitiyu v kontekste gumanitarizatsii obrazovaniya [Ability to self-development in the context of the humanitarization of education]. Izvestiya AltGU [Izvestia]. 2012, I. 2-1, pp. 14–16.
6. Grebenyuk O.S., Grebenyuk T.B. Metodologicheskie osnovaniya razrabotki printsipa individualizatsii vospitaniya [Methodological foundations for the development of the principle of individualization of education]. Yaroslavskiy pedagogicheskiy vestnik [Yaroslavl Pedagogical Bulletin]. 1999, I. 1, pp. 104–107.
7. Grebenyuk T.B. Formirovanie individual’nosti budushchego pedagoga v protsesse professional’noy podgotovki. Dokt. Diss [Formation of the individuality of the future teacher in the process of vocational training. Doct. Diss]. Yaroslavl’, 2000. 452 p.
8. E.V. Chto takoe lichnost’? S chego nachinaetsya lichnost’ [What is personality? Where does the person begin]. Moscow, 1979, pp. 234–235.
9. Karpinskiy K.V. Chelovek kak sub”ekt zhizni [Man as a subject of life]. Grodno, GrGU im. Ya. Kupaly Publ., 2002.
10. Kourov A.V. Istoriya issledovaniya problemy «samorazvitie» [History of the study of the problem of “self-development”]. Mir nauki, kul’tury, obrazovaniya [The world of science, culture, education]. 2013, I. 6 (43), pp. 81–83.
11. Mikhaylova N.N., Yusfi n S.M. Svobodosposobnost’ kak rezul’tat razvitiya sub”ektnosti rebenka v protsesse pedagogicheskoy podderzhki [Freedom as a result of the development of the subjectivity of the child in the process of pedagogical support]. Vestnik Kostromskogo gos. un-ta im. N.A. Nekrasova. Seriya: Pedagogika. Psikhologiya. Sotsial’naya rabota. Yuvenologiya. Sotsiokinetika [Vestnik Kostroma gos.un-ta im. ON. Nekrasov. Series: Pedagogy. Psychology. Social work. Juvenology. Socio-kinetics]. 2014, V. 20, I. 2, pp. 143–147.
12. Rodzhers K.R. Vzglyad na psikhoterapiyu. Stanovlenie cheloveka [A look at psychotherapy. The formation of man]. Moscow, «Progress» Publ., 1994. 480 p.
13. Rozhkov M.I. Kontseptsiya ekzistentsial’noy pedagogiki [The concept of existential pedagogy]. Yaroslavskiy pedagogicheskiy vestnik [Yaroslavl Pedagogical Bulletin]. 2011, I. 4, p. 43.
14. Slobodchikov V.I., Isaev E.I. Osnovy psikhologicheskoy antropologii [Fundamentals of psychological anthropology]. Psikhologiya cheloveka: Vvedenie v psikhologiyu sub”ektivnosti [Human psychology: Introduction to the psychology of subjectivity]. Moscow, Shkola-Press Publ., 1995. 384 p.
15. Frankl V. Osnovy logoterapii. Psikhoterapiya i religiya [Fundamentals of logotherapy. Psychotherapy and religion]. St. Petersburg, Rech’ Publ., 2000. 286 p.
16. Frankl V. Chelovek v poiskakh smysla [Man in the search for meaning]. Moscow, Progress Publ., 1990. 368 p.
17. Frizen M.A. Psikhologicheskaya sushchnost’ i determinanty samorazvitiya lichnosti [Psychological essence and determinants of self-development of personality]. Vestnik KRAUNTs. Gumanitarnye nauki [Vestnik KRAUNTS. Humanitarian sciences]. 2011, I. 2(18), pp. 24–33.
18. Khaydegger M. Razgovor na proselochnoy doroge [Talking on a country road]. Moscow, Vysshaya shkola Publ., 1993. 190 p.
19. Shchukina M.A. Sub”ektnyy podkhod k samorazvitiyu lichnosti: vozmozhnosti teoreticheskogo ponimaniya i empiricheskogo izucheniya [Subjective approach to self-development of personality: the possibility of theoretical understanding and empirical study]. Psikhologiya. Zhurnal VShE [Psychology. Journal of Higher School of Economics]. 2014, V. 11, I. 2, pp. 7–22.
20. Bronfenbrenner U. The Ecology of Human Development, 1989.
21. George R.L., Cristiani T.S. Counseling: Theory and Practice, 3rd Ed., Englewood Cliff s. N. J.: Prentice- Hall, 1990.
22. May R. The Art of Counseling. N. Y.: Abingdon Press, 1967.
23. Nuttin J. Motivation, planning, and action: a relational theory of behavior dynamics. Leuven: Leuven University Press; Hillsdale: Lawrence Erlbaum Associates, 1984, p. 179.
24. Nuttin J. Future time perspective and motivation. Leuven: Leuven University Press; Hillsdale: Lawrence Erlbaum Associates, 1985, p. 40.
25. Freud A. The Ego and the Mechanism of Defence. New York: Internationa Universities Press, 1958.
