HUMAN RESILIENCE : TRANSFORMATION OF THE EXISTING AND THE SEARCH FOR INNOVATIVE DIDACTIC PRACTICES

The article analyses the latest research and publications on the interpretation of the concept of ‘resilience’; it is proved that it is understood as viability and sustainability at the same time. New fundamental principles of organising the educational process in an innovative society are considered. It is stated that the evolution of the educational process from a system to a network encourages the improvement of existing and the search for innovative didactic practices that would meet the requirements of time and the psychological characteristics of participants in the educational environment. The author emphasises the transformation of transversal competence practices, which should make self-determined development with a focus on the psychological resilience of educational outcomes as successful as possible. The change in views on the content of educational relationships and the quality of educational outcomes is considered. It is noted that traditional pedagogy was dominated by the information and knowledge approach to education, as a result of which most didactic principles concerned learning as the provision of knowledge, skills and abilities to participants in the educational process. It is proved that nowadays the emphasis is changing: from assimilation of information to mastering strategies and practices of working with it, and modern didactics is reoriented from the triad ‘knowledge — skills — abilities’ to the development of a holistic personality on the basis of reduction. It is emphasised that modern phenomenological pedagogy tends to hermeneutic pedagogy, and their synthesis lays the foundations of the phenomenological- hermeneutic theory of pedagogy. It is noted that the ability to reproduce and transform these strategies and practices regardless of the learning environment or control situation leads to the involvement of psychological resilience of educational outcomes as a benchmark for this process. The concept of resilience is analysed in interdisciplinary, psychological and pedagogical aspects. The author's position on the fundamental nature of this property of educational outcomes is substantiated and the leading ways to achieve it are highlighted. The phenomenon of resilience is considered at the level of the didactic principle from the standpoint of the anthropological approach, the essence of which is the emphasis on the development of the individual, and in terms of designing educational outcomes. It is concluded that academic resilience as a didactic principle has a polyparadigmatic character, since it is not just in the sphere of interests of different subject areas of pedagogy, but at the intersection of the paradigms of human capital development, scientific knowledge and social development.