Personality-based learning as a trend of humanization of education

Abstract

The article examines personality-based learning as a tendency of humanization of education. The necessity of targeting to humanization and humanitarization of education is proved. It is confirmed that humanization and humanitarization are interrelated in the context of solving general problems of humanity which are crucially important for the evolution of both education and humanity. The humanization of education definitely means taking the direction to personalization of education. The development of humanization and humanization of education in the process of historical scientific knowledge as a basis for personality-oriented learning is studied. The definition of personally-oriented learning is provided. In the article the humanistic core of the personality-based approach in education is considered. The characteristics and advantages of personality-based education along with the issues in education it addresses are presented. The aims of personality-based learning are specified. Theoretical and methodological basics of the personality-oriented approach in education are identified. The article presents a difference between personally-based and traditional education. The shortcomings of the traditional education system are highlighted. The efficiency of the credit-module system and elective disciplines in education the implementation of personality-based learning is substantiated. The ways to resolve contradictions between traditional education and personalised learning are presented. The stages of learning activities that a student must possess in order to be a subject of the educational process are described. The basic rules of cooperation between a teacher and a student in the process of personality-based learning are highlighted. The role that the learning environment plays in personalized learning and what this environment should be is defined.