FROM THE ANCIENT “ΚΑΛΟΚἀΓΑΘΊΑ” AND THE RENAISSANCE “PIETAS LITTERATA” TO THE POST-MODERN “HOLISTIC EDUCATION”: THE GENESIS OF THE IDEA OF HOLISTIC PERSONAL EDUCATION

Abstract

The article presents an analysis of the historical development of the idea of holistic personality education in the European ideological and intellectual pedagogical space from Antiquity to the present day. It is proved that the main points of bifurcation in the development of the idea of holistic education should be considered: the ancient concept of “καλοκἀγαθία”; Renaissance pedagogical system “pietas litterata”; the modern concept of “sura personalis”; postmodern educational philosophy “holistic education”. 
 It was established that European ideas about holistic education of the individual were conceptualized in the ancient system “καλοκἀγαθία”, which manifested the unity of the beautiful (aesthetic context) and the good (moral and ethical context). It was found that the ancient kalokagatia excavated the ideal of the individual in the unity of different dimensions of being: pedagogical, worldview, social-political, and ethical-aesthetic. It was revealed that the second stage in the development of the idea of holistic education of the individual was the Renaissance pedagogical system of “pietas litterata”. It is noted that it was based on the humanistic priority of comprehensive and harmonious education. 
 It is proved that the further development of the idea of holistic education of the personality was reproduced in the modern concept of “sura personalis”, which was proposed by Jesuit teachers in the new era. It was established that “sura personalis” provided for holistic (intellectual, spiritual, moral, and physical) education of young people, the implementation of an individual approach, attention, and care for the interests, talents, abilities, needs, experiences, and physical strength of the individual. 
 It was found that the modern content of the idea of holistic education of the individual is represented in the postmodern educational philosophy “holistic educatio”. It is highlighted that today holistic education is considered to be a specially organized educational process, which, based on a holistic approach to the organization of education, is aimed at the development of a personality that has a holistic life-affirming image of the world. A “decalogue” of the principles of integral education was formed, among which their content and pedagogical significance were named and analyzed. 
 It was concluded that holistic education makes it possible to implement a holistic approach to the quality of education, according to which it is considered as a unity of quality properties reflected in its conditions, process, and results, which correspond to modern innovative social demands and needs of both the individual and the state and society as a whole.