VALUE ASPECTS OF THE CONCEPT OF PERSONALITY DEVELOPMENT IN THE PEDAGOGICAL HERITAGE OF G. S. SKOVORODA

Abstract

The article analyzes the ideas of Hryhoriy Savich Skovoroda, a Ukrainian thinker of the 18th century, regarding the development of personality. Based on the totality of his creative heritage, the components that form a systemic methodological and methodical integrity – the concept of personality development – are identified.

The purpose of the article is to analyze the ideas of G.S. Skovoroda, which can be defined as a pedagogical concept of personality development. To present the development of pedagogical ideas of the Ukrainian thinker in the context of the scientific discourse of independent Ukraine and outline their value.

Research methodology. General scientific methods of analysis and synthesis were applied in order to clarify the ideas of the creative heritage of G.S. Skovoroda regarding personality development. The method of terminological analysis was used to coordinate the terminological apparatus of exploration and compare discourses – modern educational and pedagogical and Skovoroda's. The syncretic method was applied to the analysis of the scientific works of the Ukrainian thinker, ideas regarding personality development, which at the same time allows creating a holistic paradigm of the concept of personality development. The historical-genetic method was applied to the identification of the pedagogical ideas of G.S. Skovoroda and their continuity. The method of hermeneutic analysis was used in the exploration of authentic sources of the 18th century.

The scientific novelty lies in the application of a value approach to the analysis of the ideas of G.S. Skovoroda's work, which form a value concept of personality development.

Conclusions. In the views of G.S. Skovoroda, personality development acts as an imperative of life-creation. Intellectual development should occur simultaneously with physical development, intellectual is inseparable from moral and spiritual. The tension of moral and intellectual forces (education of the will through the choice of a moral act) is exactly the path that a person should follow in constant work on moral and spiritual growth.

Thus, the analysis of the creative heritage of G.S. Skovoroda and his views on personality development indicate that the thinker saw this process as the self-development of the personality, which can be conditionally represented as four stages: self-knowledge, self-determination, self-development and self-improvement. At all stages, development should be accompanied by self-reflection.

Pedagogical ideas according to the concept we have defined – personality development, which we can distinguish from the work of G.S. Skovoroda, such as: self-knowledge as the beginning of self-development; determining one's own path according to abilities; moral and spiritual development, which is the basis of the aspirations and actions of the personality; self-development according to natural talents; the desire for endless self-improvement (continuous development); the unity of the individual and the social in the personality – all together make up a general concept of personality development, which contains everything that is postulated by modern pedagogy as the basis of personality development.

As we can see, a comparison with the modern pedagogical discourse of pedagogical postulates regarding the personality, its upbringing, development, social position, etc., gives the right to speak about the ideas of G.S. Skovoroda as such, which coincide with their essential understanding in the modern sense.

The value of the ideas of Hryhoriy Skovoroda, as well as the concept of personality development – in declaring higher values as the basis of personality development, in non-violent development in accordance with the natural talents of each individual, in socially significant development guidelines, and in general – humanistic in relation to man. And this is the main meaning and value of the concept of Hryhoriy Skovoroda.