DEVELOPMENT OF READINESS TO SELF-REALIZATION OF SENIOR ADULTS IN CONDITION OF NON-FORMAL EDUCATION
Abstract
In the publication the author analyzes one of the most important and topical problems of modern psychological and pedagogical science - the development of readiness for self-realization of people of the third age in the conditions of non-formal education, in particular, universities of the third age and adult education centers in order to ensure their active, creative and self-sufficient old age. The readiness to self-realization of the senior adult personality is considered as an integral personality’s education, which is characterized by the presence of a person with developed self-awareness and reflection with an actualized ability to know himself and the world, real and potential abilities and opportunities, interests and values, prospects of personal growth. It is determined that the leading law of self-realization of the elderly should be the process of self-development of the person whose main goal is to form the need for self-education and self-actualization related to the search for their own purposes in life and place in it based on the disclosure of human potential abilities.
Non-formal education of the third age people is considered from the point of view of sociocultural, gerontological, activity’s, acmeological and andragogical approaches, which allows to integrate the socio-cultural and age features, cultural and educational needs, etc in the educational process in the educational process. The guiding principles are the principle of personal self-realization support, openness and dynamism, joint activity, taking into account the diversity of characteristics of the social and educational portrait of a senior adult, building on the learner’s experience.
The education in non-formal institutions, in particular, universities of the third age and adult education centers should be constructed taking into account the socio-pedagogical and psychological-age characteristics of older adults, namely: variety of types; the need for communication among peers, the development of social ties, the individual approach, personal growth, andagricultural interaction.
Key words: self-realization, readiness to self-realization, senior adults, non-formal education.
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References
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