Виховання в умовах інноваційних процесів: проблеми, фактори успішності

The article reveals the problems and factors of success of education in the context of innovative processes, analyzes the positions for and against education. It is emphasized that the search activities of a modern teacher should be focused only on those innovations that are progressive, do not cause harm and open up new opportunities for student development. The innovation process is understood as a complex activity of creating, predicting the effectiveness, assimilating, using and disseminating innovations. It is associated with updating and modifying the content, forms and methods of education, adapting the educational process to new social and historical conditions. It is emphasized that the methods of educational influence should be evaluated in terms of their usefulness and focus on quality results. Orientation to the new cannot be an end in itself for pedagogical innovation. In parallel with the modernization of forms and methods of education, it is necessary to discover and use new opportunities of traditional ones, the potential of which can be revealed only with appropriate communication support, to give preference not to external effects, no matter how modern and innovative they are, but to the content itself, its depth, relevance, novelty, correspondence to the interests and life experience of those whom we influence. The article calls the factors of successful education the secrets of successful education, one of which is to ensure contact with students, namely the mutual contact that, from the standpoint of humane psychology, is called internal (spiritual) contact and is based on emotional unity and mutual acceptance of the subjects of pedagogical interaction, as opposed to external contact, which is actually only its appearance. The next secret is a clear understanding of the specific features of education, the logic of educational influence, and the consideration of those components without which there will be no success: external influence, its acceptance by the student, transition to the inner plan of his or her personality, and aftereffects and changes. The third secret concerns the hidden nature of education, when the student does what the educator needs, but of his or her own free will, when you educate as if you are not educating. Since the theory is a guide to the practice of education, we cannot ignore the fundamental provisions that are important for ensuring educational influences, which are developed by general pedagogy. Observations show that for students, theory often exists on its own, and practice seems to be outside of theory, so scientific provisions are perceived as something abstract, detached from life.