EVOLUTION OF THE HUMANISTIC PARADIGM OF EDUCATION IN THE PHILOSOPHICAL AND PEDAGOGICAL TRADITION

Abstract

The article examines the evolution of the humanistic paradigm of education within the philosophical and pedagogical tradition and outlines its significance for understanding the value foundations of contemporary educational policy and practice. The relevance of the study is обусловлена the transformations of higher education under conditions of globalization, standardization, and the growing influence of managerial approaches to learning, which foreground the problem of preserving the human dimension of education. The purpose of the article is to trace the main stages in the formation of the humanistic paradigm in pedagogical thought and to clarify its conceptual importance for interpreting the role of the individual in the educational process. The methodological framework combines historical-philosophical and historical-pedagogical approaches that make it possible to analyse the development of humanistic ideas across different cultural and educational contexts. The study relies on methods of theoretical analysis, interpretation, and systematic review of scholarly sources. The analysis makes it possible to trace how the humanistic paradigm gradually takes shape as a stable intellectual tradition, within which education is no longer treated primarily as a mechanism of disciplinary control but rather as a context for the development of autonomy, moral judgement, and personal agency. In the twentieth century this line of thought is significantly reworked through pragmatic pedagogy, humanistic psychology, and critical pedagogy, whereas in recent European debates it is more often discussed as a response to the growing dominance of outcome-based and managerial models of education. The analysis also shows that the Ukrainian pedagogical tradition has developed its own model of the humanistic paradigm, grounded in the principles of human-centred education, axiological orientation, and learner-focused approaches. The theoretical contribution of the article lies in the systematisation of the key stages in the development of the humanistic paradigm and in substantiating its role as a value-based framework for modern professional education.