EXISTENTIAL APPROACH IN PEDAGOGICAL PERSONALISM
O. Yu. Poroshenko
Kazan State University of Architecture and Engineering, Kazan, Russia
Keywords: педагогическая антропология, педагогический персонализм, экзистенциальная педагогика, экзистенциальный персонализм, В«глубиннаяВ» психология, мужество, смысл жизни, pedagogical anthropology, pedagogical personalism, existential pedagogy, existential personalism, В«deepВ» psychology, courage, meaning of life
Abstract
Introduction. The paper describes the research results devoted to the problem of searching for the new conceptual philosophical and anthropological approaches in order to develop contemporary educational technologies which are adequate to the «human situation» in the modern world. The need for research and descriptions of the new fundamental foundations in contemporary pedagogical anthropology, which is a section of humanitarian knowledge, is associated with the increase of socio-psychological problems of individuals and society in the era of globalization. Methodology and methods of the research. Rational-individualistic and socio-collectivist paradigms that exist today in the humanities and pedagogy, in particular, do not solve the underlying existential problems associated with the disclosure of “inner world” of modern person, both in the West and in Russia. However, in the history of philosophical thought of the 20th century, there were developed the concepts of existentialism and personalism, which can be used to solve contemporary problems within the framework of educational anthropology. The results of the the research. The purpose of this research is to formulate the subject area of existential approach in pedagogical personalism, within which it can be possible to discuss the change of ideology of a fragmented individual of consumer society into the new perspective ideology of a holistic personality of the «knowledge society». Conclusion. Based on the analysis of the concepts of existential phenomenology and logotherapy, it is concluded in the paper that, within the framework of the existential version of pedagogical personalism in modern Russian pedagogy, it is possible to expand and supplement the technologies of mental activity and systemic approaches by the so-called «fifth dimension» - measuring the depth of the inner world of the person with such characteristics as uniqueness, subjectivity, sense-positioning, integrity in order to form a «multidimensional personality» capable of withstanding «the challenges» of contemporary man-made society and individualistic culture.
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