Evolution of psychological approaches to creative education and upbringing in the secondary school course: from the colapse of integration to the integrative conception of sense-based didactics

Comparative analysis of the content and the succession of the 4 known psychological- didactic conceptions of creative education and upbringing of secondary-school pupils has been conducted. Some results of interpreting contradictions of these concepts from the viewpoint of integrative character of the education process are discussed. A detailed practical investigation has been conducted on the basis of a number of schools in 3 regional centers of RF, its goal being the ascertainment of the approach to solving the following problems: implementation of education and upbringing objectives in the creative education system; organization of education and upbringing processes; regulation of the "teacher - pupils" relationships. The materials obtained have completely confirmed the existence of problems bound up with implementation of creative education and upbringing in RF secondary schools. An idea of importance of constructing a creative education and upbringing system, which would presume goal-oriented and systemic formation of thinking and consciousness in schoolchildren in the process of secondary school training from the viewpoints of sense didactics and constructing of correct and cultural pedagogical discourse is discussed. The conception of creative education and upbringing corresponding to the 2 nd decade of the XXI century could be constructed on the basis of the improved idea uttered by L. S. Vygotskii and presuming the initiation of thinking activity in the mind of pupils. This idea presumes formation of senses in course of teaching activity. As an important result of progress of such ideas we can indicate to the conception of sense-concentration in pedagogy, which provides for the opportunity of influence on the pupils' consciousness via the system of pedagogically-valuable senses. Their successful formation as personalities, their moral growth in the process of education and upbringing are hardly ever possible without clear goals, deep spiritual content and obvious moral orientations, i.e. without orientation to the formation of mental sense structures of personality. This formation is impossible without development of the pupils' feeling-sense sphere of mind.