Порівняльний аналіз особистісно орієнтованого, компетентнісного та комунікативного підходів в освіті

Abstract

In the context of determining the methodological foundations of education development of Ukrainian education in the XXI century, a comparative analysis of personally oriented, competent, communicative approaches in education has been carried out. The key criterion for the methodological effectiveness of the relevant approaches in education is the principles of the modern (post-classical) education paradigm. Тhere has been shown the key role of the personally oriented approach in overcoming the authoritarian paradigm of education and the role of the competent approach as a key factor in the transformation of Ukraine’s education in the direction of the European educational space. The positive aspects and disadvantages of personally oriented and competent approaches are determined. In particular, the possibility of absoluteizing the role of the individual (personally oriented approach) in the system «man — the world» and the absoluteization of the technological aspect of personality development (competence approach), which returns us to the classical (rationalistic) paradigm of education. The positive aspects and disadvantages of personally oriented and competent approaches have been determined. It has been substantiated that the disadvantages of personally oriented and competent approaches can largely be overcome by a communicative approach. There has been researched the role of the communicative approach as the key methodological system-forming factor of Ukraine’s education development. The communicative approach overcomes the imperfections of the competence approach, stipulating the necessity of forming competences for the «value goal» of education, harmonizing the spiritual and technological competency aspects of the development and activity of the individual. The analysis of personally oriented, competent and communicative approaches in education shows their interconnection, interdependence, interdependence, complementarity. Therefore, the systematic approach in education should be the methodological basis for their further research and actualization in pedagogical practice.