ANTROPOLOGICAL COMPETENCE OF THE PEDAGOGUE-RESEARCHER
Authors: L. A. Кondratska
Number of views: 232
Вreeding of the heart, fully open for the questioning of Truth, and conscientious will, ready to unite and communicate with the Honored Interlocutor can be called a real education. That is why the task of the anthropological paradigm of education is to subordinate the whole man to the will of God, «that He should be glorified as a result» (1 Corinthians 10:31). Therefore, the subject of the proposed article is the disclosure of the anthropological foundations of human education from the point of view of analyzing the interaction of biological and socio-cultural preconditions, conditions and determinants of the processes of upbringing and learning that are oriented toward the realization of K. Ushinsky's well-known thesis, according to which one can educate a person in every respect only by studying it in every way. In this case, it is mainly concerned with the pedagogical anthropology, that is, the scientific basis for comprehending and solving the problems of human education. Pedagogical anthropology as a special discipline is aimed at solving the problems of not only professional training, but also spiritual selflessness of the teacher, who must have deep and complete knowledge of the person, and being involved in pedagogical relations, becomes a pupil and tutor, teacher and student. The course of pedagogical anthropology can be interpreted as helping the self-determination of a person, the knowledge of his nature, the mechanisms of revealing himself as a corporeal, spiritual and spiritual being as a person, understanding his own development problems, ways and methods for their solution, and the role and place of the mechanisms of pedagogical regulation of these processes.