Today, the modern man is forced to face global problems in almost all spheres of life, social, economic, political, etc. The aggravated crisis of the society on almost all continents poses a very difficult question to the pedagogical community, educators, teachers: what should a modern person, a pupil, a child be like? Ideas of great humanists and philanthropists have not fallen into the past, but they are unlikely to form the basis of the education of the third millennium.
Humanism, as the basis of the educational process, even in a quite prosperous Europe, faces the need to overcome problems and contradictions, to create conditions for the formation and development of man as a person, and the impossibility of the system of education and upbringing to provide these processes of formation.
The humanistic approach is understood as an appeal to a person, respect for his dignity and trust in him, acceptance of his personal goals, requests, and interests, creation of conditions for the disclosure of his abilities. But let's be objective, can a young person, brought upon such principles, adapt in modern society? It is unlikely.
The statement that in recent years humanism in the educational system has become the leading one, and on the other hand - religious radicalism, and aggravated interethnic conflicts require teachers to educate not only humanistic views of children but also the ability of modern man to defend his own culture and morals. And this cannot be achieved only through the efforts of the humanist component of personality formation.
As heirs of Soviet pedagogy, we have the image of a Soviet man, a harmoniously developed personality, brought up on the principles of deepest patriotism and love for the Motherland. Frankly speaking, I can say that I am close to this type of people, but I realize that he is already in the past. I am surprised at the pseudo-patriotism of teachers who create and propagandize the image of new Russians or real Ukrainians, a European. I think that today we should talk about the need for education and the ability to integrate the man of peace.
The definition is far from new. I foresee that statesmen can complement me - and where is citizenship, patriotism? Of course, I personally support such forms and principles of education, but this is the prerogative of the state. Paid sections, circles, tutoring, manuals, and rented textbooks are unlikely to help children form a high civic position. I am still delighted to discover the greatest teacher of the twentieth century, Alexander Makarenko.
I would use a lot in modern school from his pedagogical heritage, but outside the window other times. Yuri Azarov, the greatest pedagogue-humanist of our time, perceived with heart and soul by teachers and parents in pure form will not solve the problem of education either. Therefore, all our thoughts, researches, theories, and experiments lead us to the origins, which is quite natural, to the sacred books - the Bible, the Koran, and the Talmud, which set forth the norms of behavior and detailed instructions on how to behave children and parents. The ancient thinkers of Socrates, Plato, etc. formed some general theoretical provisions of pedagogy.
The methodological positions of Democritus and Socrates indicated two different approaches to education, which are still relevant today. The period of the Middle Ages to the New Age also passed under the sign of rivalry between Spartan and Athenian systems of education. And finally, the ideas of J.A. Comenius are consonant with those of Socrates and Plato.
The priority of upbringing over education, the importance of moral upbringing and the advantages of the individual approach of family upbringing over the social one proclaimed by J. Locke, which are reflected in the works of Diderot and Pestalozzi, speak about the humanistic orientation of pedagogical thought of the New Age. At the same time, we must not forget the natural kindness of man. But the modern school clearly underestimates the importance and significance in the process of harmonious upbringing of a man of labor activity.
Unfortunately, it is necessary to state the fact that teachers, for the most part, reject the increasing role of various labor in all its diversity. G. Kershensteiner's Labor schools are not honored, but ideologists remind that manual labor in ancient times was the province of slaves, and the importance of its practical application today is low and poorly paid. But is it possible to talk about the harmonious upbringing of a modern man without labor?
The search for other ways of forming the younger generation is unpromising. The state policy in the field of education should contribute in every possible way to this, creating a material base for the upbringing of a citizen, patriot, a harmoniously developed personality.