Educational Autonomy in the Prevention and Correction of Mass and Individual Violence

Introduction. Educational relations increasingly abound in violence of various types, which is related to the destruction of meanings and forms of education, including its commercialization and managerealization, bringing corruption and violence into these relations. The purpose is to analyze psychological-pedagogical problems of formation and development of educational autonomy in the context of tasks of prevention and correction of individual and mass violence in education. Materials, Results and Discussion. Modern educational relations are actively changing, including changes in their value-meaning and social status foundations: the transition from a directive-learning model to a research-dialogical model that promotes educational and professional autonomy of subjects of education. This transition generates growth and change of requirements for the formation and development of educational culture and socio-psychological competence of teachers and students. In the absence of such competence and culture of educational relations, cases of psychopathization or sociopathization of certain individuals and their groups or educational relationships are commonly increasing, there is growth of intrapersonal and interpersonal deformations, including extension of individual and mass violence and its various forms: not finding productive channels, autonomy of pupils and teachers turns into destructive forms. Conclusions. School and institutions of higher education, concerned about the prevention and correction of violence, should provide educational entities with various forms and channels of implementation and development of their educational and professional autonomy, which makes it possible to harmoniously, directly and in the interest of education and social development in general meet the individual demands of subjects in self-realization and self-actualization.