NATURE-LIKE EDUCATION IN HISTORICAL, PEDAGOGICAL AND GENERAL SCIENTIFIC DIMENSIONS

Abstract

The life activity of a modern person proceeds in conditions of a high degree of turbulence, unpredictability and uncertainty of the external environment. All the aspirations of society for stability and sustainable development are being undermined by growing and gaining strength environmental crises, social, economic and political conflicts. The globality of what is happening and the understanding of its consequences for civilization require rethinking the issues of interaction with the world, awareness of the unity and integrity of the laws of the environment and man, changing the direction of his activities towards creating harmonious relations with nature and society. This determines the relevance of our research on the phenomenon of nature-like education, which includes the idea of coordinating the process of personality formation with the general laws of nature development and the laws of nature of the person himself, which contributes to his harmonization with the social and natural environment. The purpose of this article is to identify the essence and features of nature-like education. The historical and pedagogical dimension of this pedagogical phenomenon made it possible to trace its genesis and determine the conjugation of nature-like education with ideality, manifested in the anthropological orientation of the phenomenon under study. Comparative-historical and causal analysis allowed us to determine the essence of nature-like education, reflected in the orientation of the process of personality formation to its organic and harmonious adaptation to the world of nature and society, the ecological formation of an unconditional connection with the environment. Within the framework of the general scientific dimension, it is revealed that nature-like education has led to the development of scientific and theoretical knowledge about education, is actualized with the change of scientific paradigms, is the result of the synthesis of natural science and humanitarian knowledge, reflects the unity of emotional and rational principles in the understanding of pedagogical phenomenon and processes. The practical significance of the results lies in their use in the development of educational and methodological manuals on pedagogy, history of pedagogy, as well as in the system of training and professional development of pedagogical staff.