Humanistic model claims that the knowledge, skills and abilities (competencies) are perceived not only as a learning objective, but also as a means of development and implementation of creative students. Humanistic pedagogy teaches relevant to each individual child as a value. It tends to be a so-called "free education”, so try to adjust to the type of egalitarian relations in the educational community and partner interaction style of senior and junior. The humanistic model of education focuses on the variability of educational programs and the implementation of individual educational trajectories. Humanistic understanding of education and training processes allows to go beyond the normative, the technocratic, socio-deterministic teaching practice. Humanistic paradigm brings into focus the student as a subject of life as a free and spiritual personality, having the need for self-development. It is focused on the development of the inner world, interpersonal communication, dialogue, to help in personal growth (Finn, 1982). The relationship between teacher and student are built on the principles of dialogue, cooperation, co-creation, mutual responsibility for the free choice of its position. The subject of the free interaction of participants in the educational process of exchange not only knowledge, but also the personal sense. Semantic level of the educational process brings into focus the individual, the inner world of the student, knowledge of the world through the exchange of spiritual values (Hirsch, Storm, Frazee, 2009).
According to E.Hirsch the humanistic concept of the purpose of education implies the ability to help a person meet with them, to realize their aspirations and the main differences in their implementation (Hirsch, 1987). The priority of educational practice is the cultivation and the cultivation of the child of his "individual self." The culmination of this approach is considered to be self-actualization of man. For humanistic pedagogy education is not the main goal is to reach the students of some (even large) amount of knowledge, and when they reach a certain social status and approval of its social significance. Humanistic model implies the ability to give confidence to all students, including children with disabilities, confidence in achieving this social status. Humanistic idea as a form of expanding educational space, the inclusion of all children, regardless of differences in abilities and opportunities, on their cultural and social status, more boldly enters into the human consciousness.
The concept of humanistic education also involves the creation of an atmosphere of humanistic relations between the participants of the educational process, the organization of a favorable correction and development of the educational process, the availability of qualified professionals and their joint activities with the class teacher. The team working with the child, consists of a coordinator, a general education teacher, special teacher, parent. Parents are active members of the team and work on a par with the teaching staff of the formulation, implementation and monitoring of individual educational trajectory of the child. that is, the development of general education is also humane, as the process in this case implies the availability of education for all in terms of the system to adapt to the different needs of children, including children with special needs. Achieving this is related to ensuring compliance of the educational environment, the educational process to the needs of technology social development of the individual child at a given stage of development. The transformation of education in humanistic education requires collective thinking and action in relation to social justice, taking into account the capacity of learning of each student.
The basis of the idea of development developmental educational system concept is put the person who claims that education is a constant reorganization and restructuring experience (Kohn, 1999). Thus, we can define education as the restructuring or reorganization of experience, which expands its meaning and increases a person's ability to choose the direction for further experience. The founder of the movement for progressive education was John. Dewey. The basic principle of the progressive formation of this training should be based on experience, to solve practical problems. Teacher not only deals with students cramming and reading, but also trying to train on their experience. Progressive education should strive to contribute to the correction of way of life, when one unjustly enjoy the privileges, while others are deprived of everything, and not to support it. But if social control means subordination of the activity of the individual class in power, there is a danger that vocational education is mainly aimed at preserving the status quo. In the broadest sense, social efficiency is not that other, as the socialization of consciousness, active concern to make human experience more suitable for transmission, and break down the barriers of social stratification, making people immune to each other's interests. Education shall be directed not to the division of the natural sciences, studying the nature and literature, leading chronicle of human aspirations, and contribute to the interconnection of the natural sciences and various humanities disciplines, such as history, literature, economics and politics. Developmental educational system implies dissatisfaction with traditional teaching community education scheme, imposed from above and outside the standards of subject content and methods developed by adults for those who at that time still grows. The generation gap is so great that the prescribed content, methods of teaching, as well as the behavior is absolutely alien to the interests of the children and go far beyond the bounds of experience, available to them. Any principles themselves are abstract. They are specified only in the process of change. As outlined principles are so fundamental and wide, their use in the family and the school will largely depend on the interpretation. In general, the new philosophy of education may look reasonable, but the ways in which progressive moral and intellectual priorities will be put into practice, are not determined by abstract principles. Then they actually correct deficiencies theories that so sharply rejected, instead of developing their own constructive philosophy. The education system should be set in motion, either back to the intellectual and moral standards of pre-scientific era, or forward to a wider than ever, the use of the scientific method, to create opportunities for growth and development experience (Dewey, 1986). As a result of discussions the effectiveness of traditional and "progressive" schools, colleges began to fail leading to graduates of "progressive" high school admission because these graduates did not study certain courses. "Progressive" schools were aimed at changing the school, but not to reduce the chances of students to enroll in college. The results showed that high-achieving students in college were not associated with a particular set of teaching subjects in high school. Therefore, the requirements that have advanced colleges for graduates of advanced schools were found to be inadequate. Progressive education has demonstrated that colleges can receive the information they need when taking students studying the results of standardized tests, rather than obliging schools to adhere to certain curricula.
The current stage of development of society requires an update of the educational process of the school, especially in terms of content and effective components. In this regard, issues of social efficiency become very relevant in the design of the educational process. It should be noted that the social effects of education is understood as a social, as a rule, a delayed result of the formation, mediated nature of socialization and social results of operations of the graduate. Efficiency is the result of costs related to: the significant results and lower costs, the higher the efficiency. As indicators of achievement of the social effects of education as a mechanism of development of society are considered:
- Positive impact on the educational process, development of the best qualities of the person;
- The creation for the individual the most comfortable living conditions;
- Improvement of all aspects of social relations;
The formation of an open democratic society.
The development of the problem of social effectiveness implies that education should be based on the principle of non-integral of the cumulative effects of social education. In terms of methodology, it proves the feasibility of differentiating internal and external efficiency of education. Social efficiency of educational institutions for the general public, related to ensuring the quality of community life and the human in them that is external efficiency. These effects express the essence of education as the most important institution of socialization of society. In turn, internal efficiency is related to private education effects that can be tracked and identified at the level of the subjects of the educational process (Ogbu, 1978). This approach allows to consider the social effectiveness as a natural consequence of the personal effectiveness of educational process. In this context, personal effectiveness is a necessary factor and means of achieving the social effectiveness of education.
As the purpose of modern education is determined by the development of the human personality effectiveness, which is understood as the result of the implementation of the individual qualities of the system, allowing a person to be successful in terms of society. Success should be considered in two ways: externally as the degree of acceptance by society and the ways of human activities, at the domestic level it implies a satisfaction with their own methods and results of activity of the person. The effectiveness of teacher communication is determined by his style, which implies individual-typological features of the interaction of the participants. It finds expression communicative possibilities of the teacher; the established nature of the teacher's relations with all participants in the educational process of their creative individuality and characteristics. Implementation of the social effects of education as a result of the new school involves orientation style of cooperation of participants of pedagogical interaction.
Critical pedagogy is a post-modernist trend in modern foreign educational theory characterized by an appeal to the global social and cultural processes, the rejection of the cult of reason and the ideal of freedom, not on the orientation universalization, and to support diversity. The task of critical pedagogy is to improve the school climate, to create such educational space, which would be able to positively evaluate the progressive initiatives to ensure that universally apply the principles of social justice in life. S.Bowles and H.Gantis (1978) believe that teachers in their work at the ideological essence must become active agents of social change in the society. School teachers and university professors they see as the active agents of social change, as, in essence, require their very professional work. Teachers should be able to critically analyze and own views and attitudes that they bring with them in their profession.
Representatives of critical pedagogy offer to involve public education in the implementation of fundamental changes in society, because they see in education the main instrument of reproduction of the social relations. Consequences of market capitalism and globalization: the power of corporations, a progressive consumption, the environmental crisis, the impoverishment of the masses - oppress and discriminate against a person. The school and the education system as a whole, not only do not give the person and the possibility of objective knowledge to rectify the situation, but also form a pupil obedience, impose a public role in the structure of social inequality. The purpose of the critical pedagogy implies the need to create a learning environment in which the school will become a platform for social transformation and emancipation of the individual. The authors show the relevance of critical pedagogy of ideas against the background of today's educational reform and proposes to make them a part of the modern teaching methodology. Unification of education leads to the fact that the humanistic orientation of education declines, creativity and the search go by the wayside, pedagogy becomes a mono-subject and authoritarian. The modern school lives according to market logic so modern US policy is aimed at blunting the mind and divert the growing generation of social problems. The public sphere with its institutions and values sings odes to the entertainment industry and hides the triumph of cultural degradation. Capitalism provides casino spectacle and "washes" the story, thus ensuring the triumph of form over content. Violence becomes institutionalized in the movies, art, computer design. Normal for this situation becomes a state of moral, intellectual and emotional anesthesia. Critical pedagogy calls for the need to change this situation, and emphasizes the important role of the education system in this regard.
The school should become a platform for social transformation and emancipation. The principles of critical thinking, critical reflection, self-analysis must be made part of the teaching methodology and educational practice. Competence approach used in education today, in some way contrary to these principles. Teaching specific competencies, individual transactions and limited tools, modern pedagogy narrows the scope of mental activity of students. General crisis of the humanities in general, the test method is widely popular in the modern school, and the format of the unified state examination in particular contribute to the blurring of the natural human need to evaluate, to empathize, to make moral choices, to resist injustice. However, education should not be a means of reproduction of the unequal and unjust social relations. According to the critical pedagogy education is the force which can create favorable living conditions for oppressed and discriminated people. Education should lead to the development of civil awareness and responsibility, overcoming stereotypes should be included in the terms of the initial tasks of the modern school and be the imperatives of educational policy in the interests of public health.
References
Bowles, S., & Gintis, H. (1976). Schooling in capitalist America (Vol. 57). New York: Basic Books.
Dewey, J. (1986). Experience and education. In The Educational Forum (Vol. 50, No. 3, pp. 241-252). Taylor & Francis Group.
Finn, C. “A Call for Quality Education,” American Education (Jan.-Feb, 1982). pp. 31-36
McLaren, Peter (1989). Life in Schools: An Introduction to Critical Pedagogy in the Foundations of Education. New York: Longman. Ch. 6. Critical Pedagogy: A Look at the Major Concepts. pp. 120-149. (Course Packet).
Hirsch, E. D. (1987). Restoring cultural literacy in the early grades. Educational leadership, 45(4).
Hirsch, E. D., Storm, J., & Frazee, B. (2009). The Core Knowledge Curriculum—What’s Behind Its Success?. Kaleidoscope: Contemporary and Classic Readings in Education.
Kohn, A. (1999). The schools our children deserve: moving beyond traditional classrooms and" tougher standards". Houghton Mifflin Harcourt.
Ogbu, J. (1978). Caste and Education and How They Function in the United States. In Minority Education and Caste: The American System in Cross-Cultural Perspectives, New York: Academic Press. Education and Bridge to Adult Status, p. 342-366 (Course Packet).
