INDIVIDUAL STROKES AND TRENDS OF HUMANISTIC DEVELOPMENT EDUCATION PARADIGMS IN THE CONTEXT OF CHANGING THE MANAGEMENT VECTOR

Abstract

The article is devoted to the analysis of scientific achievements on the development of the humanistic paradigm of education, the study of new trends and touches in its development in modern conditions. In particular, the genesis of the formation of the humanistic paradigm of education is briefly traced. The urgency of the problem under study, which becomes critical, is emphasized, since today, as ever, the priority of a human -centrist approach and the need to form democratic values in education applicants. The analysis of scientific achievements demonstrates great attention to scientists to substantiate the structure and content of the humanistic paradigm of education. The essence of the term "paradigm" is considered in terms of different sciences, which confirms different views of scientists on the characteristics of the paradigm and its classification. The purpose of the article is to consider the tendencies and individual characteristic strokes of the humanistic paradigm of education, to distinguish its influence on the development of the personality of education, the study of advantages, and the warning of the humanistic paradigm at the present stage. The following trends in the development of a humanistic paradigm that influence the content and quality of the educational process in the higher education institution are considered: priorities of humanistic educational policy; reflection of reforms in strengthening the humanistic aspect of education in the normative legal bases of education; expanding the rights and responsibilities of consumers of educational services as a characteristic of the humanistic paradigm of education, the use of ideas of postmodern pedagogy in the educational process; strengthening of social responsibility of management entities; outline the humanistic management vector; digitalization of the educational space of a higher education institution. The advantages and warnings of the development of the humanistic paradigm of education are highlighted in the context of its special characteristics: reflexive approach, human-centric approach, competent approach, subjective-subjective interaction in educational and management processes, axiological context of educational process, academic education, academic freedom, academic freedom, academic freedom of education, academic freedom of education. Integration of the emotional and cognitive component in the educational process, reorientation of the outlook of the personality of the applicant's personality to humanistic values, orientation of educational systems on the formation of traits of humanity personality of education, developmental humane environment, emphasis on self -education and self -development of personality. The prospects of further exploration may be the study of the impact of the humanistic paradigm on the system of education of the personality of the applicant of education and the development of criteria for evaluating such influence.