Personality development function of lifelong education

The article based on the author’s original approach examines the concept of personality development education, particularly its objective-based, informative and processual aspects, which provide the development of a personality in the educational process. Conditions for forming an experience of personality self-development as a system of reasons and indicative basis for lifelong education are identified. Semantic differentiation between personality development learning and developmental, educative and other kinds of learning is drawn. In the author’s view, personality development learning, which is not restricted by functional and career interests, is most consistent with the idea of lifelong education as an essential attribute of modern life. It is the personality experience based on specific psychological mechanism that lays indicative basis for lifelong self-education. Methodological background for personality development education, including its main concepts and specificity of its implementation at different educational levels and in different life periods, is successively presented in the article. An attempt has been made to answer numerous questions concerning personality competences of pre-school children, schoolchildren, college and university students and all people involved in the system of lifelong education, namely, where and when they are to be developed, what age groups and what material are to be considered, what educators are to be responsible for that and what practices should be applied for this purpose. The goal has been set to train teachers for a new kind of educational work, consisting in the support of the formation of various kinds of personality experience.