“Humanist Master”: Humanistic Intonations of Pedagogical Interaction in the Implementation of The Early Modern Idea of Holistic Personal Education

Abstract

The historical experience of the development of European education shows that the now established model of pedagogical interaction based on the principles of humanism and co-creation was not “full-fledged” in all historical periods. The European Middle Ages are quite naturally assessed by historians of pedagogy as an era of corporal punishment and an era of fairly conservative views on education. Since the beginning of the 16th century, the pedagogical ideas of holistic education of the individual, substantiated by humanists, were rapidly gaining recognition among both the elite and the general public. One of its key attributes was a change in attitude towards pupils and students - humanists called for care for children and youth, proposed new methods of pedagogical interaction based on the principles of an individual approach, respect, development of abilities and consideration of the interests of students.

The purpose of the article: to analyze the pedagogical views of the founders of secular and religious cultural and ideological movements of the early modern period on the organization of pedagogical interaction based on the principles of the humanistic idea of ​​​​the holistic education of the individual, to determine its civilizational significance for the development of European education in modern times.

Research methods: the solution to the problems of this studio is based on a set of methods, both general theoretical and special. Along with the use of analysis, systematization, explanation, comparison, interpretation, special methods were of great importance: the method of historical and pedagogical reconstruction, the method of historical and pedagogical comparative studies, etc.

Results. The study confirmed that the spread of the Renaissance-humanistic ideology quite naturally led to a broad reform of education, which corresponded to the pedagogical essence of humanism. The humanistic idea of ​​​​the holistic education of the individual, proposed by humanists and developed by church reformers, implied a radical restructuring of the system of relations between the teacher and students. Humanism substantiated the need to abandon corporal punishment, which was almost the main educational tool in the Middle Ages. A new approach to organizing pedagogical interaction implied a change in attitude towards pupils and students. Humanist teachers called for care for children and youth, proposed new methods of pedagogical interaction based on the principles of an individual approach, respect, development of abilities and consideration of students' interests.

 Conclusions. It is concluded that the new model of pedagogical interaction was based on the knowledge of the abilities and condition of students, taking into account the identified age, psychological, social or other features in the implementation of educational influence. Among the methods of education, conversation, spiritual exercises, convictions, explanations, pedagogical irony and satire were widely used. It was stated that the restructuring of the system of pedagogical interaction was of great importance, because it was an important element in the implementation of the idea of ​​​​a holistic education of the individual. Humanists managed to draw attention to the value of humanizing pedagogical relations, changing the image of a humanist teacher. Such pedagogical reform demonstrated the persuasiveness of the idea of ​​the priority of pedagogical relations over the content of education, because in the conditions of pedagogical authoritarianism and corporal punishment it was difficult to talk about the assimilation of educational content.