HUMANISTIC APPROACH TO EDUCATION AS THE FACTOR OF INTENDING TEACHERS’ SOCIAL AND SPIRITUAL DEVELOPMENT

Introduction. At the current stage, according to the democratization and humanization of Ukrainian society, attempts are being made to rethink the purpose, tasks, content, organizational principles, forms, means and methods of education, to determine the ways of overcoming the crisis phenomena that have affected it. We see the humanization of education as a vector for solving this problem. It is about making the main task in the education of children and youth to involve them in the system of general cultural humanistic values – ethical, aesthetic, and intellectual, i.e. ensuring the transition from an authoritarian model of education to a reflective and humanistic. In the broad sense of the word humanism (from the Latin humanus means human), researchers understand the desire for humanity. At the conference devoted to the creation of the Humanist International, the secretary of this organization's international relations, G. Windobro, also defined other aspects of humanism: humanitarian care for the well-being of people, and nations, or the collective delineation of humanitarian social disciplines. In the generally accepted norms of human relations, the concept of «humanism» includes respect for the individual, affirmation of life and person dignity value, personality's rights and freedoms, kindness, and mercy. The humanistic approach considers a person as a unique and inimitable value that has its own characteristics of development. Based on this, the humanistic approach to education is revealing the potential of an individual, creating conditions for the development of the best intellectual, moral and civic qualities. Such an attitude means confidence that every person deserves respect, and recognition of the right to individual views, interests, and judgments. You should see an aim in each personality, see something unique. Under these circumstances, the humanistic approach performs an important function in the education system in order to acquire intending specialists' qualities of a creative, mobile, aesthetic personality, capable of self-critically perceiving themselves in the process of education as an organic part of human culture. Purpose. Article aims to substantiate the humanization process of the Ukrainian modern educational space, its conceptual foundations, specifics, main directions and conditions for the effective implementation of the process, the result of which should be the social and spiritual development of intending teachers. Methods. Theoretical analysis of psychological and pedagogical scientific literature for the study of conceptual provisions, basic concepts and categories of this topic, which makes it possible to substantiate its basic principles were used in the process of research. Conclusion. Summarizing the above, we note that in the modern process of pedagogical reform, only such an education system can be viable, which will be able to realize the function of reproducing the humanistic traditions of national and world culture. Such an educational system becomes capable of self-development, comparison and interaction with foreign educational models. However, the possibilities of humanizing the educational space also depend on external factors (state institutions, society, the public, governing bodies, etc.).