Аксіологічні виміри німецької філософсько‐педагогічної думки ХІХ – ХХ ст.
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Дата
2023
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Анотація
У статті розглядаються основні засади морального виховання в Німеччині (кінця ХІХ – початку ХХ століття). Метою морального виховання у попередні столітті було формування вільної особистості, всебічна реалізація потенційних можливостей, уміння керувати власними емоціями. У ХХІ столітті процес виховання та освіти має будуватись на основі традицій гуманістичної етики і найвищих людських цінностей, а виховання має готувати дитину до служіння світовим цінностям. Постійне самовдосконалення, саморозвиток, самонавчання,що сприяють самореалізації людини, є певною мірою проявами гуманізму особистості, яка не зупиняється у своєму розвитку і виступає запорукою міцного і стабільного сучасного суспільства.
The article examines the basic principles of moral education in Germany (late ХІХ ‐ early ХХ centuries). Morality has been a central issue in German pedagogy for many centuries, and the goal of education is a highly moral personality, its moral convictions and moral maturity, preservation of spiritual orientations, and inner freedom. Considerable attention in the German school is paid to the integrity of the personality in the process of its development. It forms a certain consciousness, motivations, needs, habits, a sense of fullness of life, abilities and desire to learn. Disadvantages of the internal integrity of the individual lead to many problems, develop negative dynamicsin social processes. The priority principle in the philosophical and pedagogical system of Germany in the ХІХ and ХХ centuries was the principle of educating a social person. Its activities were to be based on universal moral values. Priority was given to feelings of duty, solidarity, honesty, love, and inner harmony. This trend persists even at the beginning of the XXI century. Civic and social values become the benchmarks of education: responsibility, civic duty, national self‐awareness. Common civic values acquire a personal meaning and universal content. The transformation and transformation of values is evidence and proof that they are integrated, creating a coherent core of universal moral values. The goal of moral education in the previous century was the formation of a free personality, the comprehensive realization of potential opportunities, the ability to manage one's emotions. In the XXI century, the process of upbringing and education should be based on the traditions of humanistic ethics and the highest human values, and education should prepare the child to serve world values. Constant self‐ improvement, self‐development, self‐learning, which contribute to the self‐realization of a person, are to some extent manifestations of the humanism of an individual who does not stop in his development and acts as a guarantee of a strong and stable modern society.
The article examines the basic principles of moral education in Germany (late ХІХ ‐ early ХХ centuries). Morality has been a central issue in German pedagogy for many centuries, and the goal of education is a highly moral personality, its moral convictions and moral maturity, preservation of spiritual orientations, and inner freedom. Considerable attention in the German school is paid to the integrity of the personality in the process of its development. It forms a certain consciousness, motivations, needs, habits, a sense of fullness of life, abilities and desire to learn. Disadvantages of the internal integrity of the individual lead to many problems, develop negative dynamicsin social processes. The priority principle in the philosophical and pedagogical system of Germany in the ХІХ and ХХ centuries was the principle of educating a social person. Its activities were to be based on universal moral values. Priority was given to feelings of duty, solidarity, honesty, love, and inner harmony. This trend persists even at the beginning of the XXI century. Civic and social values become the benchmarks of education: responsibility, civic duty, national self‐awareness. Common civic values acquire a personal meaning and universal content. The transformation and transformation of values is evidence and proof that they are integrated, creating a coherent core of universal moral values. The goal of moral education in the previous century was the formation of a free personality, the comprehensive realization of potential opportunities, the ability to manage one's emotions. In the XXI century, the process of upbringing and education should be based on the traditions of humanistic ethics and the highest human values, and education should prepare the child to serve world values. Constant self‐ improvement, self‐development, self‐learning, which contribute to the self‐realization of a person, are to some extent manifestations of the humanism of an individual who does not stop in his development and acts as a guarantee of a strong and stable modern society.
Опис
Ключові слова
виховання, гуманізм, мораль, моральність, освіта, самовдосконалення, саморозвиток, загальнолюдські цінності, upbringing, humanism, morality, education, self‐improvement, self‐development, universal human values
Бібліографічний опис
Геращенко С. Аксіологічні виміри німецької філософсько‐педагогічної думки ХІХ – ХХ ст. [Текст] / Т. Геращенко, С. Кондратюк, О. Козлова // Педагогічні науки: теорія, історія, інноваційні технології : науковий журнал / МОН України, Сумський державний педагогічний ун-т ім. А. С. Макаренка ; [редкол.: А. А. Сбруєва, М. А. Бойченко, О. А. Біда та ін.]. – Суми : СумДПУ ім. А. С. Макаренка, 2023. – № 5-6 (129-130). – С. 102–111. – DOI: 10.24139/2312‐5993/2023.05‐06/102‐111