Principles of therapeutic pedagogy: from the history of creation to modern interpretation

The study is focused on the review and justification of the fundamental principles of medical pedagogy, in their epochal and modern context. The purpose of the article is to show the specifics of refraction of the principles of integrative and anthropological approaches in medical pedagogy. The retrospective and comparative analysis of the origin and subsequent changes in the principles of medical pedagogy has been conducted and the process of their reflection in medical and pedagogical activities, as well as the role of scientists-practitioners as the founders and carriers of these principles are shown. The research was carried out on the basis of methods of retrospective and theoretical analysis, the method of the framework approach, generalization of the provisions of pedagogical science and practice. For this purpose, the theoretical provisions on the significance and role of the principle in pedagogy and medical pedagogy, in particular, were updated. Scientific novelty lies in identifying and justifying the principles of medical pedagogy, the principle of integrative and anthropological approaches, in their historical-retrospective and modern context, their influence on the formation and further development of this branch of pedagogy, the specifics of their refraction in medical and pedagogical activity are indicated.