Pedagogical Conditions and Mechanisms of Formation of Children’s Value-Semantic Orientations in an Educational Organization

Abstract

The implementation of educational programs aimed at the formation of value-semantic orientations of children is an urgent task of modern education, for the solution of which it is necessary to develop modeling ideas about pedagogical conditions and mechanisms for the formation of value-semantic orientations in an educational organization. The theoretical provisions and methodological principles of the anthropology of education are formulated, which made it possible to consider an educational organization as an integral humanitarian-organic system that provides age conditions for the formation of value-semantic orientations of children at different levels of education. The conditions and mechanisms of their formation are considered. The hypothesis is put forward that the formation of value-semantic orientations should be considered in the context of the development of personal and subjective positions, the integration of which provides the possibility of self-determination of a growing person. A complex of system-wide, intra-system and intersystem conditions for their formation in educational organizations has been developed. Differences in their characteristics are presented. The main mechanisms and related processes of the formation of value-semantic orientations are considered. It is concluded that the theoretical and methodological justification carried out is the basis for designing new technologies of educational work in modern socio-cultural conditions.