Abstract
The article touches upon the issues on the shift in the paradigm of pedagogy, transformation of pedagogical principles, and on the dependency of principles of pedagogical activity on its objectives. The writer discloses the essence of modern anthropocentric paradigm of pedagogical knowledge, defines the concept, purpose and nature of positive pedagogy, points out the connection between the concept of positive pedagogy with pedagogy’s humanistic trend and anthropocentric paradigm. Analyzing a system of pedagogical principles proposed in modern publications of researchers reveals implementation difficulties in the making of principles of upbringing. Starting from the goal of positive pedagogy – creating conditions for raising positive individuals – the writer outlines corresponding principles: of positive priorities, positive life content, positive perspective and substitution of the negative by the positive. The author suggests essential features of such principles and explains their interaction with the goal of positive pedagogy and methodology principles in humanist pedagogy.
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