PEDAGOGICAL ATTITUDE AS A FUNDAMENTAL CONCEPT OF HUMANITARIAN PEDAGOGY

Abstract

The paper reveals the conditions of emergence of humanitarian trend in German pedagogy. Attention is focused on the emergence and development of conceptual provisions of humanitarian pedagogy. Historicity, hermeneutics of educational reality, autonomy of pedagogy, reflected in the works of W. Dilthey and his students are analyzed. Particular attention is paid to the concept of pedagogical attitude, which was theorized and described in the works of G. Noll. The theoretical concept of "pedagogical attitude" represents one of the first attempts in pedagogical science to explain "pedagogical connection". In humanitarian pedagogy the category is seen as the most important element of educational reality, natural human interactions and represents the life in which pedagogical experience and objectification are connected, pedagogical theory and practice are linked. The aim of the work is a systematic analysis of the category "pedagogical attitude", which is a key category for humanitarian pedagogy. Pedagogical attitude is considered as a fundamental concept of humanitarian pedagogy, which essentially reveals the main ideas of humanitarian pedagogy. Within the framework of humanitarian pedagogy, the theoretical concept of "pedagogical attitude" was developed as a new approach to justify scientific pedagogy and develop the idea of relative independence of pedagogy among other cultural spheres (art, science, economy, law). Interest in the concept of "pedagogical attitude" developed within humanitarian pedagogy becomes relevant in modern conditions due to the tendency of transition to person-centered model of education.