Educological origins of establishing the value paradigm of modern pedagogy

Abstract

The article analyzes the axiological contexts of developing a modern pedagogy, it considers the educational foundations of implementing this process. The definition of the value paradigms in pedagogy is determined by its transgressive character in the period of change. It is stated that V.O. Ogneviuk`s educological heritage contains the values of sustainable human development of society, which are important for ensuring the functioning of education and pedagogy in today’s conditions: political and legal (democracy, justice); cultural (freedom, creativity, communication, activity); moral (happiness, goodness, duty, responsibility, conscience, dignity, honor); national (statehood, traditions, language). It presents the reasoning of the scientist regarding the creation of a value-oriented environment, which will facilitate the development and formation of these values. The article presents separate results of the students` survey about the formation assessment of leading values at the personal and social levels. Attention is focused on the fact that the origins of the value paradigm of modern pedagogy have an educational basis. This fact enables the integration of all directions of scientific research in the understanding of new theoretical and practical aspects of pedagogy as a sphere of social, civilizational creation of man and society. A conclusion was made regarding strengthening the role of modern pedagogy in its value-oriented dimension at different levels: normative, theoretical, and activitybased.