Home – Home – Jornals – "Philosophy of Education" 2019 number 2

Introduction. The anthropological principle is actualized in the personality-oriented model of the new educational paradigm in the conditions of uncertainty. The criteria and indicators of «anthropological proportionality» and «anthropological disparity» in education are revealed as the results of the present research. Methodology and methods of the research. The methodology and procedures of the study are determined by the realities of digital age, the development of smart manufacturing. This reality challenges education (smart education) that is oriented humanistically towards self-actualization, self-construction, and self-realization of the personality in the conditions of freedom and responsibility. The results of the research. Oppositely, hostility and aggressiveness, the absurdity of existence, the loss of the meaning of life, «mental moratorium» increase in the case of anthropological disproportion (G. Marcel, M. Heidegger, K. Jaspers,J.-P. Sartre, A. Camus, V. Frankl, A. Maslow, C. Rogers, L. Kolberg, J. Habermas). The existential concept is pedagogically effective in the practice of «taking care of oneself» (Plato, M. Fuko, S. Khoruzhy, G. Petrova) for developing subjectivity, socialization, and identity in the reflection of knowledge about oneself, about the mechanisms of taking care of oneself, correlation with the care of others. The novelty of the author’s approach is argumentation of the relevance of the anthropological principle study in the face of uncertainty, the need for the practice of «taking care of yourself» in the context of anthropological proportionality and disparity. An empirical study of university students has included several methods that allow identifying the correlation between attitudes towards life and values on the one side, and self-confidence and «taking care of oneself» on the other side. A wide range of opinions of students about attitudes towards life and values, about self-confidence and «taking care of oneself» has been identified. Conclusion. The criteria and indicators proposed by the author have theoretical and practical importance for the pedagogy and education system. They can be adapted in aims, content, and procedures on different levels of the educational system to contribute to the personality development in all ages, through a competent understanding of anthropological proportionality and disparity between external and internal factors of uncertainty, freedom to choose oneself and responsibility for it based on selectivity. The prospect of research is connected with the concepts of «culture of usefulness» and «culture of dignity».