HUMANITARIAN COMPONENT OF THE CONTENT OF PROFESSIONAL EDUCATION OF FUTURE LAWYERS

The article is devoted to the problem of professional training of future lawyers in the context of the humanization of education, reflecting the idea of the priority of common cultural values and the integrity of human activity. The essence of the content of professional education of future lawyers is revealed from the position of the humanitarian-anthropological approach, which takes into account the entire multidimensionality of human reality. The experience of solving educational and personal tasks, reflecting the unity of the external and internal sides of the educational process, its subject-objective and personal-subjective aspects, is substantiated as a humanitarian component of the content of professional education. Educational and personal tasks are determined by the context of students’ personal development and the specifics of the educational situation in the humanitarian model of education. Knowledge about the humanitarian principle of cognition, about the educational situation and the content of holistic professional education aimed at becoming a professional as a carrier of the culture of his profession, made it possible for the first time to formulate the concept of “educational and personal task” and determine the experience of solving educational and personal tasks as a component of the content of education. The article reveals, from the standpoint of the methodology of humanitarianism and cognitive research, the types of experience in solving educational and personal tasks: empirical, metaphorical and conceptual knowledge. This is the experience of attention to the object of cognition (“what is cognized”), the experience of attention to the process of cognition (“how is cognized”), the experience of attention to the subject of cognition (“who cognizes”). One of the objectives of the study was to determine the mechanism for the formation of future lawyers’ experience in solving educational and personal problems. This mechanism is textual-dialogical activity, which allows in the educational process to transform the impersonal information of academic disciplines into a text that is personally meaningful for students and to build question-answer relationships. The article presents the results of the study concerning the readiness of students to solve educational and personal tasks.

vocational education, humanitarian-anthropological approach, humanitarian principle, humanitarian model of education, educational content, cognitive research, cognition, educational and personal task, experience in solving educational and personal tasks, textual-dialogical activity.

Belova S. V., Chubanov I. I. Humanitarian component of the content of professional education of future lawyers. Business. Education. Law, 2021, no. 3, pp. 306—310. DOI: 10.25683/VOLBI.2021.56.371.