Conceptual Approaches to the Education of Life-Meaningful Values of Teenagers and Early Adolescence in Ukraine

Abstract

The article presents the conceptual approaches to the upbringing in the education of lifemeaningful values of teenagers and early adolescence in Ukraine. The definition of life-meaningful
values has been given up. The major problems and contradictions in the upbringing of the
Ukrainian children were paid attention to. The dependence of the result of upbringing, from the
desire and the participation of all actors: children, parents, teachers is pointed out. Conceptual
approaches to education of life values meaning are analyzed on the methodological, theoretical
and practical levels. The aspects of the previous researches have been underlined. In this context, a
systematic approach determines the integrity of the educational process in primary and high
school. Synergetic approach combines the organization and self-organization of the growing
personality. Humanistic approach recognizes each child's highest value at school, family, and
society. Personal-centered approach provides individual attention to him, to free choice of that or
other life-meaningful values. Activity approach provides practice and deed activity of children and
shows how the value of the meaning of life affects the behavior of the individual. The theoretical
level of substantiation of the concept of education of children of teenagers and early youth gives
ability to define key points and concepts. Practical level implies the corresponding experimental
activity, the determination of propriate pedagogical conditions, the selection of content, forms and
methods of education of teenagers and early adolescence. Conceptual approaches offer the
opportunity to develop a modern system of education of the values of the meaning of life of
teenagers and early adolescence in Ukraine. Implementation of conceptual approaches aimed at
qualitative changes in the education of life-meaningful values among of teenagers and early
adolescence