Meta-subject paradigm of health-forming education space in the modern comprehensive educational institution

The research aims to give theoretical justification of a model of health-forming education space in the comprehensive school which is meant to result in the well-formed meta-subject health-forming competence of the school students. The methodological basis of the author’s conception includes system, competence and meta-subject approaches. Based on the general logic methods of analysis and synthesis of information the author develops a conception of health-forming education space in school determined by existing laws and regulations of the modern general education, advanced scientific conceptions of the education science and physical education, and low levels of students’ health. The model of health-forming education space distinguishes two complementary chronotopes, systemically important factors that actualize temporal and spatial relations: first, the sportization of physical education (space-forming factor), second, health-forming integration of subject areas of FSES (space-conditioning factor). As physical and anthropo-sociogenic subspaces are crossing, there is an interpenetration area where the factors stated above provide a subspace of humane-personal interaction (filled with values, traditions and technologies). In this subspace, the human subjects of education interact with each other and with the space saturating it with different kinds of activity, relationships and stimuli that trigger the mechanisms of health-forming reflection and personal development. The author define the major principles of health-forming education space in school as follows: an advance compliance with the educational standards, mission of the comprehensive schools and the educational needs of human subjects; environmental friendliness and cultural conformity; natural conformity and humanist lability of the structural-functional relations; health-forming validity of educational technologies and conditions, and stimulation of the mental mechanisms of responsibility for one’s health, personal development and partnership. The author believes that the properly created health-forming education space in school results in progress of students’ health-forming competence which is the unity of cognitive, recovery, judgmental, educational, health-promoting, health-recreating and sporting meta-subject competences.