On the pedagogical conditions of the humanization of modern domestic education

The article is devoted to the problem of humanization of the educational process in the conditions of Russian society. The views of scientists on the humanization of education are revealed, the analysis of which makes it possible to determine the pedagogical conditions for the humanization of modern domestic education. The position on the leading role of the personality of the teacher in the implementation of the humanization of the educational process in a particular educational institution and on the importance of the image of a model humanist teacher in the professional training of future teachers is substantiated. The possibility of considering the humanization of education in the context of the needs of the individual and from the perspective of the functions performed by the teacher, the relations between the subjects of the educational process, and values is argued. The role of the student’s personality in the humanization of the educational process is revealed. The correlation of humanization and humanitarization of education is shown, in which humanization acts as the goal of personality formation, and humanitarization as a means of achieving it. The possibilities of pedagogical reflection in the implementation of humanization of the educational process are outlined. The pedagogical conditions of the humanization of modern Russian education are substantiated: determining the content of education in a pedagogical university on the basis of scientifically based ideas about the personality of a humanist teacher; orientation of the educational process to meet the basic needs of the individual; the teacher’s implementation of moral values in relations with students, while simultaneously introducing such values to the students themselves; formation of the student’s personality as an active subject of the educational process; introducing students to the humanitarian culture of humanity; development and formation of the teacher’s ability to carry out pedagogical reflection according to the criterion of humanism.