Abstract
The research deals with the conceptual foundations of the pedagogy of freedom as a qualitatively new direction of alternative pedagogy, which successfully functions in the paradigmatic space of upbringing systems of humanistic orientation. The historical retrospective of the formation and development of the philosophical and pedagogical ideas of upbringing by freedom and the main directions in which ideas of free upbringing are developing have been outlined. The system of invariant principles that constitute the conceptual basis of the pedagogy of freedom and the parametric model of the types of upbringing environment in which the humanistic positions of the leading representatives of free upbringing are localized, as well as the possibilities and practical experience of the introducing and functioning of the concept of the pedagogy of freedom in domestic educational and upbringing space of today, are presented. It is proved that the pedagogy of freedom, being the most thorough and integral concept among the humanistic educational systems, deduces the idea of upbringing by freedom onto the level of integrated realization in contemporary socio-cultural conditions and may become the theoretical basis for the reconstruction of the modern upbringing system of Ukraine, aimed at the development of an individual as a unique personality, the subject of his/her own life
Highlights
A characteristic feature of development of any society, the democratic in the first place, is the desire to comprehend the meaning of human existence in its spiritual and material manifestations and to deepen theoretical and methodological ideas about the environment that determines both development of a personality and changes in society, depending on its fundamental principles
Having identified historical retrospective of the stages of the formation of the philosophical and pedagogical ideas of freedom and fundamental directions on the basis of which the ideas of pedagogy of freedom were carried out, it was proved that the brightest developmet turned to the historical periods which are characterized by the growth of social and cultural situations, breaking views and ideas, rapid growth of human consciousness, protest against social pressure
At the beginning of the XX century among Ukrainian scientists it was connected with liberal and democratic traditions of civil life, respect to the people's individuality as the subject of the own life, which appeared in the field of education and knowledge
Summary
A characteristic feature of development of any society, the democratic in the first place, is the desire to comprehend the meaning of human existence in its spiritual and material manifestations and to deepen theoretical and methodological ideas about the environment that determines both development of a personality and changes in society, depending on its fundamental principles. The European priorities in development of the modern Ukrainian state set previously unclaimed landmarks for a personality: its orientation towards success and the development of such socially important personal qualities as independence, initiative, business acumen, internal freedom and responsibility. In view of these processes there is a reassessment of values in the system of traditional perception of the tasks of pedagogical education and upbringing in accordance with the humanistic values of a democratic society. When a personality freedom of a man is not driven into the Procrustean bed of a social order for "... the preparation of a competitive human capital for the high-tech and innovative development of the country and provision of the needs of society..." [1], but is directed at identifying and improving all its essential forces; when the individual is considered not as the such one who is «lead» and «formed», but as the creator of himself, capable of creative self-realization, independent free choice of lifestyle and personal trajectory of individual development
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