Psychological and pedagogical directions and difficulties of improving modern education

Abstract

Introduction. Many modern researchers and teachers are concerned about finding ways to overcome the number of difficulties of modern education. However, the numerous and diverse problems facing education are far from being solved.Purpose setting. The purpose of the study is to analyze the psychological and pedagogical aspects of improving modern education, those directions and difficulties of its development, which it has encountered in the modern world.Methodology and methods of the study. The research method is a theoretical analysis of psychological and pedagogical directions and the difficulties of improving modern education.Results. The discourse of modern «education» has changed significantly, it is rather difficult to compare the «educational practices of the past and the present, since they differ in their goals and values. The education of the past was the institution of cultural transmission, education and upbringing of a person. On the wave of the ideas of «humanization and individualization» of education, completely opposite ideas were actively introduced into it, the ideas of pragmatization of education, the goals of «education» eventually transformed the training and upbringing of a person into the training of a competent consumer and service personnel, that is, in a way that does not allow considering these two institutions as a whole.Conclusion. Prevention, correction and use of the stress of education, including the stress of innovation, are significant: it is important to build educational relationships in the spirit of focusing on understanding as awareness and mutual understanding as dialogue. It is important that the school and university develop a person's understanding of himself and the world, and, thus, increase the psychological well-being and life-affirming potential of a person. For this purpose educational relations should be enriched with models that allow subjects to be active and cooperate in solving problems that are urgent for them, realizing the model of intersubjective management both in the organization of education and in its process.