МОДЕЛЬ ДУХОВНОСТИ ВОСПИТАНИЯ В ОБРАЗОВАТЕЛЬНОМ ПАРАДИГМАЛЬНОМ ПРОСТРАНСТВЕ ГЛОБАЛИЗИРОВАННОГО МИРА

The pattern of spirituality of upbringing in the educational paradigmatic spase of the globalized

Abstract

This is an attempt to present the author's point of view on the prospects of introducing into the artistic educational space of higher educational institutions the newest paradigm of education of the 21st century, which can be based on the pattern of spirituality of upbringing. The implementation of the latter within the frames of the newest paradigm of education requires a drastic shift in emphasis on the tasks of higher education in today's globalized world.

Thus, it becomes urgent not only to understand the realities and possible consequences of globalization in the postmodern era, but also to develop those promising areas for the development of modern society that must be pursued for the sake of preserving the identity of a man as a personality. In other words, the task of developing a modern education paradigm is paramount for the education sphere, which makes it possible to prove that in the era of globalization, the subject of the educational environment has the right to choose and the opportunity to live on the basis of democratic values, since the world has always been, is and will be the product of the spirit and hands of a self-developing personality.

The key categories of the concept of spirituality of upbringing are such fundamental concepts as "spirituality" and "upbringing." As for the first of these, the spirituality, in its most general form, is a phenomenon of continuity of generations and positive trends in human development. In addition, spirituality is the way of existence of a person who responds by his inner attitude to higher values that attach the dominant importance to human life and to all human culture. In this connection, spirituality is represented as the sense of transformation by the subjects of the environment, as a representation of the inner world of man in a social environment. With regard to the subjective-personal format of the treatment of the essence of upbringing as a socio-pedagogical phenomenon, its modern meaning is determined by the humanistic tradition and is associated with the individual's self-worth and development, in which the spiritual principle is dominant.

In this sense the spirituality of upbringing is a phenomenon expressing the unity of a personality and social spirituality, manifested as a result of creation and spiritualization by subjects of the educational space. In its essential content, the spirituality of upbringing is the reflection of a personality in the culture of the environment, and in this respect it is a component of modern education, where both the space, being transformed by the subjects (educational reality) and the subject transforming it (the student, in our case) change. Such changes appear as result of realization by the subjects of the reconstruction of pedagogical process as a way of transforming the artistic educational space and the formation of a student’s personality in the university.