Humanization of the Learning Process in Higher Educational Institutions

Abstract

Editorial In the current context of globalization and integration into the world educational space, the issues related to psychological and information safety of the learning environment are the most topical. Global socio-economic and political changes, along with society's entry into the post-industrial age, have contributed to the democratization and humanization of a man's life and his activities. Treating a human being as the highest value of social existence has become the condition for the identification and development of the creative potential of a person and the training of highly qualified specialists in higher educational institutions. Successful training of future specialists at the university is achieved not only by being informed, knowledgeable or the quality of teaching (that is obviously very important), but mainly by meaningful guidance, giving the students freedom and allowing them to participate in independent activities, by choosing an appropriate organization and improving the process of education. Humanistic oriented higher education allows each participant to apply his knowledge effectively, develop skills in new situations, and reveal his potential. The main objectives of the humanistic oriented educational process in high school are: • Humanistic orientation of the teaching process of all subjects in the curriculum; • Creating conditions suitable for the realization of an individual approach to the humanistic development of the future specialist's personality; • Establishing principles of co-operation and promoting the development of student activities in learning and research processes. The methodology of implementing the humanization of education should be based on contemporary axiology as the foundation for the development of the values of a person, reflect-ing on one's attitude to the social and the objective world, as well as to oneself. The problem associated with the making of a humanistic oriented person are commonly attributed to a review of objectives, content and technologies of humanistic oriented education in higher school, with the creative interaction of the actors of this process, as well as the identification of the practical effectiveness of the humanistic paradigm of education.