До проблем гуманізації в педагогічному процесі

Abstract

(uk) У статті розглядаються основні принципи та цілі гуманізації в педагогічному процесі. У науковій літературі гуманізація освіти розглядається з психолого-педагогічної, філософської та соціологічної точки зору. Велика кількість наукових працівників бере участь у вивченні різних проблем теорії та практики гуманізації освіти, проблеми вдосконалення цього процесу привертає увагу багатьох дослідників.

(ru) В статье рассматриваются основные принципы и цели гуманизации в педагогическом процессе. В научной литературе гуманизация образования рассматривается с психолого-педагогической, философской и социологической точки зрения. Большое количество научных работников участвует в изучении различных проблем теории и практики гуманизации образования, проблемы совершенствования этого процесса привлекают внимание многих исследователей.

(en) The article deals with the main principles and aims of humanization in pedagogical process. In the scientific literature humanization of education is considered from the psycho-pedagogical, philosophic and sociological point of view. A great number of research workers are involved in the study of different problems of theory and practice of humanization of education; the problems of improving this process attract numbers of researchers. «Humanization of education» in a wider sense means creation of humane system of education in the society which corresponds to the ideals of humanism (first of all personal freedom, social justice and human dignity). Educators who enact humanizing pedagogy commit to explore the varied macro- and micro-level elements that affect teaching and learning by interrogating multiple forms of oppression in their students’ lives. Critical consciousness is imperative for a humanizing pedagogy in that the evelopment of critical consciousness provides educators and students with the opportunity to become more fully human. Students and educators develop critical awareness through the following: critique of oppression, questioning of prevailing values and ideologies, and examination of their own status, power, and choices. A humanizing pedagogy integrates students’ prior knowledge and links this knowledge to new learning. By acknowledging students’ background knowledge, the teacher legitimizes and communicates the value of students’ languages and cultures. Moreover, a humanizing pedagogy creates learning conditions where all students can demonstrate their knowledge and expertise in a way that encourages students to «see themselves, and be seen by others, as capable and confident». Freire’s conceptualization of humanizing pedagogy is centered on the student and teacher relationship. Educators orienting toward a humanizing pedagogy build trusting and caring relationships with students. Educators who care engage in the following: listen to students’ interests, needs, and concerns; know students on a personal level and attempt to understand students’ home experiences; acknowledge the challenges associated with the development of bilingualism and biculturalism; model kindness, patience, and respect; create a support network for students inside and outside of school; build on the values and contributions of parents; create a safe learning environment where risk-taking and active engagement are valued; allow for native language support; and facilitate student connections to their communities. Caring relationships are founded on mutual respect between students, families, and teachers, thus humanizing the context of schooling. A humanizing pedagogy is focused on what students can do and achieve with the cultural resources they bring to the experience of schooling. Educators who orient toward a humanizing pedagogy believe in students’ academic, intellectual, and social capacities; hold high expectations; encourage students to think independently; incorporate a range of learning styles; and engage students in solving real-world problems.