In the complex socio-economic conditions that have emerged in our society, education plays a crucial role in seeking solutions to the contradictions caused by the ongoing changes. Globally, processes are becoming increasingly complex and are subject to rapid change. The profound socio-economic transformations occurring across all sectors of society also influence the field of education. Unlike the previously dominant authoritarian teaching-upbringing methods and the principle of uniformity in education, new tendencies related to the humanization of education have begun to emerge. However, the innovations taking place in society are accompanied by a deep crisis in all areas. The contradictions between democratic changes and the real situation manifest themselves in the intensification of destructive tendencies in all spheres of social life. The ongoing crisis in the education system also prevents the full implementation of tendencies directed toward the humanization of schools. The article emphasizes that changes in priorities within social development inevitably lead to changes in priorities in the structures subordinated to it, including education. As the traditional education paradigm transforms into a humanist one and the ideas of humanization begin to be implemented, the personality of the teacher gains special importance today. The pupil’s readiness to respond, more or less to both the teacher and their own activity, as well as their attitude toward people, depends on how deeply they personally engage in the activity formed through interaction with the teacher. In conditions of social instability and fragmentation within society, the meaning of pedagogical activity, which reflects the humanist ideals that have long formed the foundation of human culture, requires an adequate approach to the student, to the organization of their activity, and to ideals such as kindness, beauty, truth, and equality in human relations. Today, when we speak of a return of the subject to culture and education, a humanist approach to the child’s personality is undoubtedly considered one of the real mechanisms of the humanization of education and subsequently, of social relations. One of the most pressing issues of modern education is the difficulty of implementing the ideas of humanist pedagogy in schools, colleges, vocational institutions and higher education establishments. The reasons for these difficulties lie in the current state of education and society as a whole, as well as the contradictions between the principles of humanism and the harmful tendencies present in public life. Despite the complexity and uncertainty of the current situation, the leading tendency in the development of education, which should ensure a decent life for individuals, must be the humanization of education. The humanization of education is the path that leads to the humanization of society and the formation of true human culture. Solving this issue requires the renewal of the system of social values and the upbringing of the younger generation on the basis of universal and moral values. As a general direction in solving various pedagogical problems, the humanization of education becomes the leading foundation in shaping children's orientation toward humanist values. In this context, it is necessary to form a system of principles and norms of behavior and activity that enables resolving contradictions based on humanist criteria during moral choices. The humanization and renewal of education are determined by changes in societal life. Under such circumstances of instability in all spheres, the problem of social equality based on moral and humanist values arises sharply. Under humanization, it becomes necessary to implement a new cultural-educational function of the school. Its purpose is to eliminate the isolation of schools from the cultural life of society. This function is aimed at the formation of a creative personality, the development of self-awareness, self-regulation, enrichment of the moral world and the revelation of humanist-oriented developmental potential.
Fidan Babayeva (Tue,) studied this question.