author: Oksana Yakymchuk
Urgency of the research. A significant qualitative breakthrough in domestic education can occur only with introducing new innovation-humanistic, personality-oriented technologies of teaching and education. Today, the most favorable environment for applying such technologies is created only through a competency-based approach in school. Simultaneously, the question remains what this approach means and whether it leads to excessive displacement of knowledge from the educational process in favor of the practical component.
Target setting. Different, sometimes very contradictory, points of view are heard when developing new principles and guidelines for modern Ukrainian school work. Proponents of the traditional knowledge paradigm of learning argue that the end-to-end application of the school’s competency approach will prevent students from grasping the necessary set of knowledge vital for a fundamental scientific worldview. This article argues that the competency approach does not mean a simple, direct, mechanical preparation of the individual to perform any professionally or vitally useful actions.
Actual scientific researches and issues analysis. Axiological principles of the modern education system of Ukraine have been studied by V. Goncharov, L. Hrynevych, L. Gu-bersky, A. Yevdotyuk, S. Lupinovych, and others. Socio-philosophical studies of the phenomenon of competence and philosophical and educational studies of the place of competencies in the modern educational paradigm are represented by O. Bushchan, S. Kostyuchkov, J. Raven, N. Semenyuk, A. Fedorov, and others.
The research objective. The study provides a philosophical justification for the possibility of ensuring the unity of knowledge, competencies, and values in the implementation of the principles of the New Ukrainian School.
The statement of basic material. The formation of a powerful, active, and dynamic axiological foundation of personality is one of the essential tasks of the competency approach because even a high level of knowledge and skills acquired in the process of learning and education cannot ensure the integrity and progressively oriented unity of personal and professional competencies for future successful life, socio-cultural and professional self-realization. Given this, within the competence paradigm of education, qualitatively new content is the unity of learning and education. If before a significant amount of theoretical knowledge, detached from real life, had a shallow educational potential, now any pedagogical action, even focused on the cognitive assimilation of basic scientific knowledge, will have a worldview. An essential characteristic of the competency approach in education is that it can ensure each student’s unique structure the unity of knowledge, competencies, and values.
Conclusions. The article proves the urgent need to bridge the gap between education's cognitive, axiological, and praxeological function. Such a gap is quite firmly rooted in domestic pedagogical practice due to the strong tradition of the dominance of the knowledge and information paradigm in education. The competence approach in education is designed to ensure the implementation of such pedagogical principles. A child or young person would be instilled with a deep psychological sense and rational awareness that knowledge should be value-based and suitable for practical, vital, creative use. First of all, in the new school's educational process, the general cultural, general civilizational competencies necessary for full-fledged life in the modern world must be realized.
Keywords: human, education, competencies, knowledge, values, New Ukrainian School, creativity in education, worldview
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