Psychological Problems of School-children's Esthetic Upbringing and Artistic-Creative Development

Today we see the school not simply as an educational institution having its own purely scholastic problems, but as a reflection of all the contradictions and ills of the adult world, and at the same time the embryo of the future, the possibility of forward progress, the "cone of growth" of human society.1 It is becoming obvious that the most vital, urgent, and difficult tasks facing the school lie in the upbringing of the growing person: the shaping of the spiritual character, genuine ideals and values, and creative attitudes toward life of whole generations of young people. The need for all of this has become so urgent that the traditional problems of perfecting school knowledge, however important they are, have been relegated to the background, in particular because failures in the field of upbringing also have an impact on how a person acquires and uses knowledge. The shaping of the schoolchild's personality must become the core of the educational process—this is the main direction in the restructuring of the school system. Also connected with this is the urgent necessity of humanizing the schools, for only a humanized school can educate a human being.