Pedagogical support to the individualization of the student
The article analyzes the environment of higher educational institution as a space of formation of students individuality and formation of personality of a new socio-cultural type. The urgency of the consideration of the phenomenon of individuality and the feasibility of setting the goal of educational activity as a help to the pupil in the effective use and development of their capabilities, in an effort to become themselves, that is self-realization. Thus, the authors emphasize that the activities of teachers to assist students in solving important problems for them is one of the essential elements of the system of education at the University, focused on the development of individuality. The key aspects of the process of formation of individuality are revealed and their brief characteristic is given. The problem of pedagogical support through the formation of "helping relationships" comes to the fore. The author confirms the validity of the scientific provisions put forward by K. Rogers on the conditions of formation of helping relations, to which he attributed the perception of himself as a person facing a problem; congruence of the teacher; immutably positive attitude of the teacher to the pupil; empathic understanding of the pupil; student's feeling of congruence, acceptance and empathy of the teacher. From the point of view of forms and methods of education, this means the need to implement the four main tactics of support (protection, assistance, assistance and interaction), developed and explained in detail in the works of N.V. Casicina, N.N. Mikhailova, S.M. Yusfin, etc. The article emphasizes that the concept of individuality considers morality and freedom as the norms of human existence and thus points to the possibility of creative and selfless life, the content of which is designed to surpass the social norms set by education, and in this context, becoming unique, serve as a source of new patterns and standards. Therefore, individuality is called the ability to work and exist in society, a significant result of human education as a person. It is this provision that raises the question of the possibility and ways of ensuring the formation of individuality through education. The authors intend to devote their next publications to these important problems.