Value-semantic component of life-building competence as a basis for designing educational environment in existential paradigm

Statement of the problem. The article fixes the relevance of the transition of education from a sociodynamic to an existential paradigm, proposes the concept of life-building competence as a target reference point for existential pedagogy, discusses five types and scales of life plans, identified on the basis of five types of a person’s relationship with the world. The purpose of the study is to describe the value component of the life-building competence of students in grades 8-10, to identify the motivation that is relevant for adolescents, and to identify resource values for the development of life-building competence. Theoretical and methodological basis of the research is the subject-activity approach (S.L. Rubinstein, A.N. Leontiev, B.G. Ananyev, L.I. Antsiferova, K.A. Abulkhanova-Slavskaya, A.V. Brushlinsky, etc.), the competence approach (Yu.G. Tatur, I.A. Zimnaya, A.V. Khutorskoy, etc.), generalization of works in the field of existential psychology (S.L. Bratchenko, D.A. Leontiev, A. Langle, S. Maddi, R. May, I. Yalom) and existential pedagogy (O.I. Andreeva, Yu.V. Annushkin, N.N. Niyazbaeva, M.I. Rozhkov, O.L. Podlinyaev, S.Y. Polyankina). The study involved 90 adolescents studying in grades 8-10 of secondary schools. The method of Schwartz & Bilski was used as a diagnostic tool. Research results. The study showed that the prevalence of the values “Hedonism” and “Self-Direction”, typical for this age, was revealed. “Benevolence”, “Security”, “Achievement”, and relevant fundamental motivation were identified as resource values. It is noted that the desire of adolescents to achieve their own well-being through independent actions creates a solid foundation for goal-setting, ensures activity in goal setting. The conditions in the educational process, conducive to going through life planning on the scale of “I” will allow to expand the target audience of life planning to other people at the next stage. The presence оf the value of benevolence in the top five values, which introduces other people from the adolescent’s close circle into the goal-setting space, also provides an opportunity to expand the scale of the life plan. The resource value that creates the basis for the transition to a larger scale (scale of “significant small group”, “significant group”) is the desire to preserve and improve the well-being of loved ones. The value of universalism, which could ensure the transition to the largest scale of “World”, is deficient in adolescents. Conclusion. It is concluded that it is necessary to build the educational process in such a way that adolescents can act, creating and realizing life plans, gradually mastering an increasing scale of planning, based on resource values, while simultaneously strengthening those values that are still in short supply.