For citation:
Gusakovsky M. A. Upbringing Trends in Modern Conditions: from the “Collectivism” Discourse to the “Self-Care” Discourse. Izvestiya of Saratov University. Educational Acmeology. Developmental Psychology, 2019, vol. 8, iss. 2, pp. 169-175. DOI: 10.18500/2304-9790-2019-8-2-169-175
Upbringing Trends in Modern Conditions: from the “Collectivism” Discourse to the “Self-Care” Discourse
It is widely known that education is the unity of training and upbringing; it plays a crucial role in the formation of personality. At the same time, modern education with the prevailing natural science approach and pragmatic orientation loses one of its main components – formation of the value of the spiritual world of a person living in the material world. Among the problems updated by the current situation, the problem of reconsidering the interrelation of such phenomena as “individuality” and “collectivity” stands out. In this connection, it is necessary to critically examine and theoretically substantiate a new type of interrelation of the indicated phenomena of education. The aim of the research presented in the article is to identify new trends in upbringing, allowing to raise the issue of the essence of the concepts of «individualization» and «socialization» and to search for new approaches to upbringing in modern school. On the basis of the conducted philosophical and methodological analysis of socio-cultural situation and modern social and humanitarian practices, we propose a hypothesis that there is a change of trends of upbringing in modern education – the “collectivism” trend is replaced by the “individuation” trend. The research methods are based on the methods developed in modern philosophical and methodological and cultural humanitarian literature: discursive analysis, critical reflection, analysis of situations. A philosophical and cultural analysis was carried out and a distinction was made between two upbringing discourses – the “collectivism” discourse and the “self-care” discourse. The foundations, genesis and perspectives of the “self-care” practices developed by modern pedagogy are shown on the example of phenomenological pedagogy by M. J. Langeveld, N. Beets and pedagogics of “pedagogical support” by O. S. Gazman. We came to the conclusion that it is necessary to change some theoretical views and pragmatic sets of the modern pedagogical consciousness, which is completely dedicated to the problems of modern upbringing.
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