Abstract
Purpose: disclosure of a nature and characteristics of the Movement for the renewal of adult education (New Adult Learning Movement - NALM) as salutogenetic approach to the training of future teachers. Results: to analyze the nature and characteristics of salutogenetic approach to training of future teachers, which is based on anthroposophical methodological foundations and practically realized in the world as Movement for the renewal of adult education. Described the theoretical basis and direction of training (academic training, learning experiences, inner spiritual development), that allow to activate the internal intention of the person, arouse will of students to learn throughout life and contributes to the healthy development of the whole structure of the individual. Conclusions: were reported health saving forms and methods of education of future teachers: the organization of health-improving educational space, development of integrated programs (integration of educational elements - lectures, discussions, group work, project work, art classes, social exercises, etc.), the rhythmic organization of educational process taking into account the human biorhythms, work with the biography of a man, pedagogical diagnostics and etc.
Highlights
Economists opened for themselves conception of salus-genesis: to day it is economically profitable to work for human mental and physical health
In modern researches of Waldorf pedagogic conception “salus-genesis” is widely used and is a synonym of “healthy development”, i.e. therapeutic-educational approach with child’s health and its improvement instead of disease being a center of pedagogic process [8]
Van Goyten [14, 15] builds New Adult Learning Movement (NALM) on the following interconnected principles: teaching of adult person as development of holistic personality; training of will awakening and formation of independent thinking; training to overcome barriers; training of adults as integration of three main educational directions – academic, life experience, inner mental progress; Individualization of adult learning; teaching of adult as synthesis of science, art and moral that make a person to be a carrier of general human culture; training to harmonizing of relations in social system of university
Summary
Van Goyten [14, 15] builds NALM on the following interconnected principles: teaching of adult person as development of holistic personality (in trinity of thinking, emotional sphere and will); training of will awakening and formation of independent thinking; training to overcome barriers (barriers in thinking, feelings, will); training of adults as integration of three main educational directions – academic, life experience, inner mental progress; Individualization of adult learning (creation of individual program, including duration of training as far as many people can achieve progress much quicker than other); teaching of adult as synthesis of science, art and moral that make a person to be a carrier of general human culture; training to harmonizing of relations in social system of university. In the process of education seven processes (steps) of learning in interconnection with seven human life processes are regarded (see table 1)
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