Resilience and Vitality as Pedagogical Categories

One of the most important characteristics of an adolescent’s personality becomes the development of personal resources that contribute to success in a constantly changing world. The complex of issues related to the process, ability or result of successful human adaptation despite difficult or threatening circumstances is considered in the theory and practice of education in the concepts of “resilience”, “sustainability”, “vitality”, “life creativity”. The purpose of the article is to characterize the concepts of “resilience” as pedagogical categories to substantiate theoretical approaches to understanding the development of personal resources that contribute to the successful adaptation of an adolescent. Methodology and research methods. The methodological bases of the study are determined by subject-personal, axiological, comparative-pedagogical approaches, which reveal the key features of the concept of “resilience”. Results of the study. In order to clarify the correlation between resilience as pedagogical categorie, a comparative analysis of more than 30 works by Western European, American and Australian researchers was conducted according to the following criteria: approaches, meaning of the term, structure, diagnostic methods. No significant substantive differences in the interpretation of the concepts of “resilience” were found. The application of these concepts as pedagogical categories should take into account the context of the approach, which sets the meaningful and structural characteristics of the concept. Conclusion. Thanks to the clarification of the concepts of “resilience” as pedagogical categories, it is possible to define more substantively the psychological and pedagogical conditions for the formation of resilience in the educational system of an educational organization.