Abstract
Freedom is an important social and individual value extrapolated to various spheres of human activity. The article considers peculiarities of the implementation of the principle of freedom in education in the historical aspect and in the context of possibilities of the modern school with the help of methods of theoretical and historical analysis and subject pedagogical interpretation. In terms of the principle of freedom realization, there are two main approaches. In the first case, by maximizing the boundaries in the space of choices and actions of a growing individual, it creates conditions for the development of his or her natural abilities. In the second case, freedom is understood not as a given, but as a goal to which a person should be led from childhood, demarcating the outer freedom limits on the way, and reckoning with individual and age specifics and pedagogical expediency. The freedom of the teacher and the freedom of the school as a social institution are considered in the context of the child’s freedom. In addition, the article emphasizes questions concerning internal school management, teacher’s position, content of education, educational and upbringing activities.
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