PSYCHOLOGICAL DETERMINANTS OF MODULE-DEVELOPMENTAL INTERACTION OF PARTICIPANTS OF INNOVATIVE LEARNING

The psychological determinants of the projective transition of the domestic higher education from the directive-extensive to the psychologically intensive models of socialization of youth on the basis of parity are substantiated. The form-content benefits of the system of module-developmental learning because of which is creating socio-cultural indirect space of continuous developmental-dialogue interaction between subjects of the educational process is outlined. Is upheld the idea that namely the last one activates the information exchange and psycho-spiritual mutual influence and thus ensures the harmonious psychosocial development of each personality. Also, the article clarifies and specifies the content filling of four fundamental general education principles (mentality, spirituality, development and modularity), the requirements of which are fully implemented thanks to technologies of a holistic module-developmental process.