Psychological and pedagogical aspects of the prevention of extremism in youth

The issues of projecting personality developing pedagogical systems, such as underestimating the role of students’ educational needs in educational projects and also underestimating impetuses and opportunities of social and cultural macro-environment are considered in the article. Subjective (needs and motives, aims, individual experience) and objective (demands, contradictions and risks, communicative and pragmatist opportunities of the environment) factors which influence personality development are named. The model of personality development in its interaction with educational environment – sequential changing student’s role positions, his educational needs and necessary environmental conditions – is given. On the basis of this model the variant of a questionnaire which investigates students’ educational needs, is suggested. The process of testing the questionnaire is described briefly. The results of questioning students of higher educational and further vocational educational institutions are given and analyzed. Practically significant conclusions for pedagogical projecting personality developing educational systems are made.

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