Personal identity in education: who can learn from whom?

The principle of a personality-oriented model of education is actualized in the conditions of complexity and diversity, digitalization, rapid spread of information and communication technologies that radically affect the dynamics of life and educational space. The problem of the identity of the personality of those who teach and who learn is posed. A changing personality in a changing world is an interdisciplinary problem and orients the education system to modernize the goals, process, result of training and education of students of all ages who are creatively developed, open to innovation, ready to use them, create new things. Personal identity expands the scale and depth of the uncertainty of the present and the future, raises the question of who can learn from whom. The article examines the transforming attitudes of teachers and schoolchildren, lectures and students to the creative potential and risks in mastering innovations in education, including the forced transition to online learning. Strategic understanding of the methodology of identity development of the main subjects of the educational process draws to the main provisions of the cultural and historical theory of the development of higher mental functions by L. S. Vygotsky (the environment is the source of personality development, in particular higher mental functions). In distant historical times outstanding Russian teachers were convinced of the need to overcome the archaic nature of obtaining knowledge in a ready-made form from the mouth of a teacher, memorizing and reproducing him, believed in the creative abilities of those who teach and who learn (L. N. Tolstoy, A. F. Muzychenko, V. I. Charnolusky et al.) The modern life and educational environment is based on innovative principles and methods adequate to the time of uncertainty. The imperative of mastering a personality-oriented model in education is realized in the widespread use of interactive technologies as a means of developing identity, achieving a situation of success in learning. Pedagogical professionalism, relevant to the challenges of the time, allows overcoming the increasing alienation in teaching on ethical and humanistic ways of psychological and pedagogical facilitation (K. Rogers). The concept of reverse learning is considered as effective and promising in the present and future. Motivation for educational activity of schoolchildren and students increases the role of independent creative work and allows achieving results in accordance with the cognitive interests of those who teach and who learn, including the assessment system (self-assessment, teacher and group assessment according to pre-agreed criteria). The facts of the students' use of innovative didactic technologies were interpreted (Six hats of thinking by Edward de Bono; SWOT analysis; positional learning by N.E. Veraksa; Case-technology (case-study); "unfinished story"; writing an essay, etc.). The analysis of the methodology, theory and practice gives hope for the timely development of the identity of the personality of schoolchildren and students, teachers and lecturers as self-confident, assertive.