ГЛУБИННЫЕ ФЕНОМЕНЫ ВОСПИТАНИЯ ДУХОВНОСТИ ЛИЧНОСТИ В «ФИЛОСОФИИ СЕРДЦА» В. А. СУХОМЛИНСКОГО

Abstract

Introduction. Based on the social and philosophical analysis of V. A. Sukhomlinsky’s works, a pedagogical interpretation and reconstruction of the phenomenon of “heartfelt contemplation” is proposed, within the framework of which the joy of learning is considered as a creative methodology with extrapolation to Immanuel Kant and Ivan Aleksandrovich Ilyin’s works. An attempt was made to rethink the experience of the theory of learning and the practice of educational training by V.A. Sukhomlinsky. Research Methodology. I. Kant’s epistemology; I.A. Ilyin’s phenomenological method; theory of values and theory of education and training by V.A. Sukhomlinsky. Results. Heartfelt contemplation and pedagogical instruction are presented as a form and method of learning. Joy is recognized as the driving force (motive) for learning. It has been established that the joy of learning is a personally significant phenomenon of a growing personality, which reveals itself in a situation of success. Discussion. V.A. Sukhomlinsky’s pedagogy developed under the influence of I. Kant’s ideas. The philosopher’s collected volumes are still kept in the library of the Pavlysh School Museum. In V. A. Sukhomlinsky’s pedagogy, in the practice of his upbringing, not only I. Kant’s categorical imperative was actively involved, but also the ideas of the heart, close to I. Ilyin’s Christian tradition, specifically: education coming from the heart will always have a positive educational effect if it is not imposed from the outside but is connected to the internal freedom of the individual. The internal conscious freedom of a growing personality presupposes its responsibility for choice and educational results, which trains the individual’s ability to act according to their conscience, according to the call of their heart, and not out of fear of punishment. Conclusion. The deep phenomenon of education in the philosophy of the heart, V.A. Sukhomlinsky advocates the phenomenon of the joy of learning (the joy of studying), the value meaning of which is revealed in the manifestation of willpower aimed at overcoming educational difficulties and conscious actions on the path to success, in awakening feelings of love and conscience, and in the ability of the mind to console. Heartfelt contemplation as a form of learning places new emphasis in the philosophy of education and in practical pedagogy.