EDUCATION, VALUES AND DEVELOPMENT OF PERSONALITY

Abstract

This paper discusses a question constantly in the spotlight of the pedagogical
theory, namely – how does the education act in the process of accepting of certain values
and value orientations in the development of the personality. For the modern
pedagogy it has always been important the issue how can a subject accept the educational
requirements posed by the society, and also to create a conscious attitude towards
them and build his/her own individuality. In this sense, very often in both
psychology and pedagogy the processes and the terms of interiorization and internalization
become a topic of interest.
The values are most often seen as general and hierarchically organized characteristics
of the individual (dispositions) or the group (elements of the social awareness)
formed under the influence of the historic and current social and individual
factors. The values are formed by social learning and in the individual they develop
abilities of evaluating the actions and the relations as good or bad, and connected
with this are the feelings of repulsion towards the bad and affection towards the good
as well as the strive that what has been perceived as good to be realized with the
one’s own action. This seemingly clear definition of the values and value orientateons
abounds in many dilemmas and unexplained issues, such as: are the values a
traditional or modern category, an absolute or a relative one, objective or subjective.
The problem becomes more complicated when it comes to the development of abilities
and will for accepting, or assimilation, when the act of education ought to be confirmed
with the act of mutual adaptation of the objective and the subjective, i.e. the objective
and the personal.