Authors
- Svetlana Vachkova N. Doctor of Education, Associate Professor
- Salakhova Valentina B. PhD in Psychology
- Krasheninnikov Evgeniy Evgenevich PhD in Psychology
Annotation
Education humanization in the context of digital transformation of contemporary society is one of the key problems of the social world. Present-day risks and threats associated with the global digitalization of all aspects of social reality, including the education system, necessitate the formation of new methods and approaches, innovative foundations of pedagogical activity. The article presents the author’s model based on the principles of humane pedagogy, including methods of their implementation in practical and educational activities with the student. The model includes a description of the methodological rationale; targets and goals; the basic principles of the implementation of humane pedagogy in the interaction between teachers and parents of students; methods of practical interaction of teachers with subjects of educational relations; common features and differences in the implementation of the model for parents of children of primary school and teenagers.
The model is a set of tools that meets the global challenges of the modern paradigm of education, where the emphasis in teaching and upbringing is placed on the individual himself. The use of the model in the system of basic general education will take account of the peculiarities of the student’s internal picture of the world (individual psychological, individual typological, psychophysiological characteristics) and provide the most harmonious and effective conditions for his self-knowledge, self-development, and self-realization. The application of the model in practice will expand the consciousness of the teacher, who must make an informed choice of his professional strategy and implement it in a dialogue with parents. It will also help to implement the ideas of humane pedagogy and build a new school that meets the risks of our time.
How to link insert
Svetlana, V. N., Salakhova, V. B. & Krasheninnikov, E. E. (2025). A MODEL CONTAINING A DESCRIPTION OF THE HUMANE PEDAGOGY PRINCIPLES AND THE WAYS OF THEIR IMPLEMENTING IN THE PRACTICE OF EDUCATION OF STUDENTS Bulletin of the Moscow City Pedagogical University. Series "Pedagogy and Psychology", 19 (1), 24. https://doi.org/10.24412/2076-9121-2025-1-24-40
References
1.
1. Comenius, Ya. A. (1982). Selected pedagogical essays. In 2 volumes. Volume 1. (Ed. by E. D. Dneprov, I. Kirashek, M. N. Kuzmin, D. Chapkova et al.). Pedagogical library. Moscow: Pedagogy. (In Russ.).
2.
2. Fitchett, P. G., & Moore, S. B. (2021). Democratizing social studies teacher education through mediated field experiences and practice-based teacher education. The Journal
of Social Studies Research, 46(1). https://doi.org/10.1016/j.jssr.2021.09.005
3.
3. Brownell, C. A., Svetlova, M., Anderson, R., Nichols, S. R., & Drummond, J. (2013). Socialization of early prosocial behavior: Parents’ talk about emotions is associated with sharing and helping in toddlers. Infancy, 18(1), 91–119. https://doi.org/10.1111/j.1532-7078.2012.00125.x
4.
4. Nessipbayeva, O. (2013). Spiritual-Moral Nurture of the Person through Folk Pedagogy. Procedia — Social and Behavioral Sciences, 93, 1722–1729, https://doi.org/10.1016/j.
sbspro.2013.10.106
5.
5. Archambault, C. (2014). Holistic and humane pre-primary provision: Pre-primary provision should be locally integrated and promote health, nutrition, and social protection.
Child Abuse & Neglect, 38(2), 180–191. https://doi.org/10.1016/j.chiabu.2014.01.007
6.
6. Petrenko, M. (2015). Theoretic Bases of Pedagogical Interaction. Procedia — Social and Behavioral Sciences, 214, 407–413, https://doi.org/10.1016/j.sbspro.2015.11.690
7.
7. Banshchikova, T., Solomonov, V., & Fomina, E. (2015). Attitudes and Tolerance in the Structure of Individual Readiness for Intercultural Interaction. Procedia — Social and Behavioral Sciences, 214, 916–924. https://doi.org/10.1016/j.sbspro.2015.11.753
8.
8. Samuels, W. E. (2018). Nurturing kindness naturally: A humane education program’s effect on the prosocial behavior of first and second graders across China. International
Journal of Educational Research, 91, 49–64. https://doi.org/10.1016/j.ijer.2018.08.001
9.
9. Branigan, H. E., & Donaldson, D. I. (2020). Teachers matter for metacognition: Facilitating metacognition in the primary school through teacher-pupil interactions. Thinking Skills and Creativity, 38, 100718. https://doi.org/10.1016/j.tsc.2020.100718
10.
10. Sipman, G., Martens, R., Thölke, J., & McKenney, S. (2021). Professional development focused on intuition can enhance teacher pedagogical tact. Teaching and Teacher Education, 106, 103442. https://doi.org/10.1016/j.tate.2021.103442
11.
11. Amonashvili, Sh. A. (2013). School of Life. A treatise on the initial stage of education based on the principles of humane and personal pedagogy. All-Ukrainian Cultural
and Educational Association of Humane Pedagogy, Artyomovsk Center for Humane Pedagogy. Donetsk. (In Russ.).
12.
12. Sukhomlinsky, V. A. (1990). How to bring up a real person: the ethics of communist education. (Ed. by O. V. Sukhomlinsky). Moscow: Pedagogy. (In Russ.).
13.
13. Vygotsky, L. S. (1991). Pedagogical psychology. Moscow: Pedagogy. (In Russ.).
14.
14. Rubinstein, L. S. (1976). Problems of general psychology. Moscow: Politizdat. (In Russ.).
15.
15. Leontiev, A. N. (1975). Activity. Consciousness. Personality. Moscow: Politizdat. (In Russ.).
16.
16. Vygotsky, L. S. (1983). Сollected works. In 6 volumes. Volume 3. Moscow: Pedagogy. (In Russ.).
17.
17. Mirascieva, S. (2011). Didactical principles in the teaching and education for human relations. Procedia — Social and Behavioral Sciences, 15, 1401–1403. https://doi.org/10.1016/j.sbspro.2011.03.301
18.
18. Bradshaw, C. P., Waasdorp, T. E., & Leaf, P. J. (2012). Effects of school-wide positive behavioral interventions and supports on child behavior problems. Pediatrics, 130(5),
e1136–e1145. https://doi.org/10.1542/peds.2012-0243
19.
19. Aryabkina, I. (2015). Pedagogical Model of Primary School Teacher Cultural and Aesthetic Competence Formation Using Personality Oriented Approach. Procedia — Social and Behavioral Sciences, 214, 10–17, https://doi.org/10.1016/j.sbspro.2015.11.587
20.
20. Kessler, M. (2021). Investigating connections between teacher identity and pedagogy in a content-based classroom. System, 100, 102551. https://doi.org/10.1016/j.system.2021.102551
21.
21. Mascadri, J., Brownlee, J. L., Johansson, E., Scholes, L., Walker, S., & Berthelsen, D. (2021). Children’s perspectives on why and when teachers listen to their ideas: Exploring opportunities for participation in the early years of school. International Journal of Educational Research, 107, 101747. https://doi.org/10.1016/j.ijer.2021.101747
22.
22. Amonashvili, Sh. A. (2011). The art of family education. Pedagogical essay. Moscow: Amrita. (In Russ.).
23.
23. Ananiev, B. G. (2016). Man as a subject of knowledge. 3rd ed. St. Petersburg: Peter. (In Russ.).
24.
24. Elkonin, D. B. (1989). Selected psychological works. (Ed. by V. V. Davydova & V. P. Zinchenko). Moscow: Pedagogy. (In Russ.).
25.
25. Shishova, M. I. (2011). Humane personal education space as a phenomenon of humane pedagogy. MCU Journal of pedagogy and psychology, 1(15), 58–63. (In Russ.).
26.
26. Glasser, W. (1991). A school without losers. Moscow: Progress. (In Russ.).
27.
27. Amonashvili, Sh. A. (1984). The upbringing and educational function of assessing the teaching of schoolchildren: Experimental and pedagogical research. Moscow: Pedagogy.
(In Russ.).
28.
28. Salakhova, V., & Kalinina, N. (2020). Behavior based safety of minors in the field of preventing internet risks and threats of life and involvement in extremist and other violent
groups. PolitBook, (2), 76–103. (In Russ.).