THE METHOD OF STUDYING NORMATIVE AND METHODOLOGICAL SOURCES ON THE FORMATION OF THE CONCEPT OF BECOMING A SPECIALIST

Introduction. Perspectives on the development of reforms in Ukraine need to take a two-pronged view. The first direction is related to the study and critical analysis of the Ukrainian 30-year experience. The second direction reflects the analysis of the results of the European educational reforms of the 17th – 20th centuries. This period is instructive for Ukrainian reforms. Among these reforms were the radical activities of V. Humboldt and his associates. We can call this period the first educational revolution in Europe. Purpose. The article aims to research normative documents and ideas of the authors of revolutionary changes in the activities of German universities on the example of the Berlin higher educational institution, to form the structure and content of the concept of such changes.Methods. Historical and genetic analyses were used. Results. We proceeded from the conclusions of researchers who examined the effectiveness of reforming European universities in the late 18th and early 19th centuries. We have formed a structural and logical diagram of the concept of a model of liberal education. Its construction is based on conclusions from the analysis of the normative base of sources and fundamental research of V. Humboldt, the work of I. Kant, F. Schiller, F. Schleiermacher, J. Fichte and others. Originality. The proposed model contains 6 interrelated components: effectiveness of educational activity; academic freedom; interactivity, Socratic dialogue; priority of general educational training over professional training; political neutrality; development of competencies, not the sum of knowledge. These components interact with each other. Conclusion. The concept has a leading neo-humanist idea, where the essence of education is the selfless search for truth and self-improvement. Currently, the definition of «adult citizen» is being considered, which should cover the competencies of a graduate of a higher education institution. It means that the graduate must fully act boldly, independently, and responsibly. The characteristics specified in the concept are derived from an analysis of the normative sources of Berlin University's founders. Defined values cannot be imposed from the outside or be abstract. In the future, it is advisable to study of the principles of organization and development of the Berlin higher education institution to study the best experience for imitation.