Personal Experience and its Evolution in Developmental Education

Relevance. The relevance of the study is due to the scientific achievements of modern pedagogy in the field of personality-oriented education and the design of a personality-developing educational environment. They draw the teacher’s attention to taking into account the personal needs of students in understanding the meaning of education, self-realization, and creative self-development. On the other hand, in wide pedagogical practice in the spirit of classical rationality, a formalized logical-system approach to pedagogical knowledge is widespread, including in the field of educational interaction. This approach considers the result of education in connection with the imperative subject-object influence, with learning. The success of education is determined by the correspondence of a set of reduced personal qualities to an established and standardized model that determines the patterns of activity and behavioral activity of the student.

Aim. To reveal the historical and pedagogical features of the formation of the pedagogical phenomenon of personal experience and the peculiarities of its formation in the student in the refraction of the concept of an environmental approach to the design of personality-developing education.

Methodology. The research applied the methods of formal logics (analysis and synthesis, induction and deduction, comparison and analogy, generalization, etc.); analysis of pedagogic concepts in the context of value-oriented system which determines the pedagogic thinking; historical and pedagogical comparison.

Scientific novelty / theoretical and/or practical significance. For the first time, the the concept of personal-environmental integrity represents the basis for interpreting personal experience as a result of education and a necessary condition for designing a personal-developing environment. Personalenvironmental integrity, considered as a metasystem, is a special subject-containing complex system (M. Gell Mann, V. I. Arshinov, Ya. I. Svirsky, V. G. Budanov, P. K. Grechko, etc.). The dialectic of such metasystem is based on environmental processes and mechanisms, which seem to be crucial for the teacher in his design activity. The key elements of dialectics are the relations of the educational environment as external phenomenon possessing the property of polymodality, becoming part of the internal, on the one hand, and the developing personality in the context of subjective reality, the inner world of a person (V. I. Slobodchikov), on the other hand.

Results. The development of domestic pedagogy in the context of the only true and correct methodological basis in the form of dialectical materialism was reflected in the pedagogical interpretation of the essence of the personality, its functions, personal experience and features of pedagogical tools aimed at imperative formation and education. Pedagogical ideas regarding personal experience as an education goal are evolving in various scientific schools in its interpretation from objectively conditioned and subjectively conditioned experience to environmental interpretation of personal experience in various forms and correlations of the objective and subjective. Personal experience as the desired result of modern personality-oriented education is determined by the dynamics of the subjective reality of educational interaction participants in the educational environment. Such experience as an integral part of the ontologization process of the subject, as a part of the dialectics of the formation of the personality itself, its essential properties and qualities, is formed in the context of subjective reality, its semantic basis. The experience of implementing personal functions is naturally conditioned by the dialectics of the relationship between the individual and the environment, contributes to the internal conditioning of the subject’s activity, its transformative orientation.

Conclusion. The generation of subjective reality by the participants in educational interaction and its dynamics in the educational environment are the basis for the emergence of developing properties of the environment, the basis for the acquisition of personal experience by the subjects of educational activity. The nature and characteristics of personal experience will be determined by the procedural features and specifics of its generation – the process of birth, structuring, recombination of subjective semantic reality in the educational environment. The peculiarities of the formation of the student’s personal experience endow pedagogical tools with an environment-transforming character. The activity of the teacher, solving the actual educational, developmental tasks, becomes mainly environment-transforming.

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