Scientific journal
European Journal of Natural History
ISSN 2073-4972
ИФ РИНЦ = 0,301


Kuznetsova A.Ya.

Today the problems of the humanization of education are studied widely enough. This is bound up with the fact that modern educational system has to train the new generation of people to live in the considerably changed society which still keeps on changing. In these quickly changing conditions a number of historically new tasks are set to the educational system one of whose functions is to transmit the culture from generation to generation.

The humanization problems have become especially keen in the second part of the 20th century owing to the development of regional and global crises. Modern education is to reveal and develop such phenomenological features that can help a man cope with new the new crisis and post crisis conditions preserving his morals at the same time.

In fact, some new technologies are created and some new educational projects are designed owing to multiple changes in modern educational structures of different levels. And these technologies and projects use the idea of humanization as the conceptual basis. When talking about the humanization of education they usually mean the necessity of upbringing a person who is able to master the rich culture of civilization on the basis of existing moral principles. It is supposed that on the basis of the new pedagogical approach introduced by the humanization both spiritual and physical features of a person will develop thoroughly, with harmony and without defects.

However, the models of the humanization of education don´t basically consider the role of intellect and the technologies of its development. Having elucidated the humanistic value of intellect in education, we also considered the education potentialities in the upbringing of a man. The way of decision lies in conservation, mastering and improving the intellect.

For the knowledge, got during the process of education, to be integrity, a purposeful work of mind, its development, mastering the methods of creative thinking are necessary. But is it necessary to develop intellect? Is it so useful for the society? These questions and the like are more often repeated in connection of coming global ecological catastrophe and other similar crises.

The necessity of searching the ways out of crises leads to the understanding the urgency of humanization of a society, science and education as a short way to the harmonical development. But the humanization and its essence are understood differently. The view are different in the definition of the role which intellect plays in the process of humanization of education.

The notions "a soul" and "intellect" reflect a deep base of a man. A great number of approaches to the definition of intellect can be found in modern literature. But contemporary authors in their scientific works seldom consider a notion "soul" and its correlation with the notion "intellect". Such inequivalent reflection leads to their withstanding.

The approach according to which the intellect and a soul are in close unity allows solving the problem on the correlation of the intellectualization of a society and its humanization. The development of the intellect doesn´t contradict humanization but is in its ontological base. Nowadays the correlation between a soul and the intellect is in the fact that the intellect as a thin instrument with the knowledge of psychology can be used by a man for self-knowledge, necessary for the humanization of the society.

The work is submitted to Scientific Conference "The Problems of International Integration of Educational Standards", England (London) - France (Paris), April 20-28, 2009. Came to the Editor´s Office on 10.02.2009.