Analysis of Janusz Korczak’s pedagogical ideas in the context of children’s rights and upbringing

This research analyzes Janusz Korczak's pedagogical ideas within the framework of children's rights and the concept of upbringing. The article explores his scientific-pedagogical, methodological, and socio-psychological views, systematically interpreting the core principles he advanced in the field of training and upbringing. Attention is given to the reflection of Korczak's conceptual views on children's rights in contemporary international normative documents. The study examines the pedagogue's pedagogical and artistic heritage, notably his works "How to Love a Child," "School of Life," "The Child's Right to Respect," and "King Matt the First," investigating the connection between his ideas and humanistic pedagogy, progressivism, existentialism, and personalism, as well as children's rights, social pedagogy, anthropological, and ethical approaches, thereby analyzing their pedagogical essence. The relevance of the topic is highlighted by the compatibility of Korczak's ideas with contemporary inclusive education, humanistic pedagogy, and personality-centered learning approaches. Furthermore, the research identifies gaps in the study of Korczak's legacy in Azerbaijan and justifies the necessity for new scientific investigations in this direction. The research findings reveal that Korczak's pedagogical views possess broad applicability within the context of democratic education and children's rights in the modern era. By establishing the connection between his pedagogical legacy and scientific-philosophical movements, the study offers some general insights and theoretical foundations regarding the integration of these ideas into contemporary educational systems.