IDENTIFICATION OF THE INDIVIDUAL AS THE GOAL OF EDUCATION

Abstract

The purpose of the study is to elucidate the concept of personality identification and establish the prerequisites for designing an educational environment based on principles of education. This educational framework aims to facilitate an effective impact on the processes of personality identification. Methods. Various scientific research methods were employed, including analysis, synthesis, induction, abstraction, generalization, theoretical modelling, system and problem-solving methods. Results. As individuals acquire cultural knowledge, they undergo a journey that expands the scope of their life activities, marked by distinct stages: family, preschool, school, local community, native region, homeland, and international experiences. The interaction with these spaces occurs through microsocial environments, to which individuals relate and gradually adapt. When individuals experience changes in social status, they face the task of identifying with new communities, which fosters the formation of fresh life perspectives. Identity represents an individual's awareness of their affiliation with a social role or group. Forming an individual's identity is primarily about engaging him in a specific space and creating conditions for his realization within it. Individual identification manifests through activity, and its effectiveness hinges on preparedness, which is a state that ensures efficient and effective engagement. The key components of preparedness encompass motivational, physical, psychological, moral-willed, operational, and communicative readiness. The formation of identification and readiness for activity is intricately linked to motives that arise through an individual's interaction with the space of life. To instil enduring motives oriented towards educational objectives, the primary responsibility of educators is to construct an educational environment. Conclusions. A set of educational principles, tailored to each participant of the educational process, encompasses four principle categories: principles governing the organization of sociocultural and natural spaces, the configuration of the educational environment, pedagogical ethics, and the students' personal conduct. The creation of an educational space, underpinned by a system of pedagogical principles, allows for pedagogical guidance to be exerted not only through the educator's actions but also through the influence of the student themselves, the educational microenvironment, and the sociocultural and natural context.