Axiological foundations of pedagogy stem from the direction of philosophy about values - "axiology". Experts note that the “value view” of reality has established itself in science quite thoroughly and widely. In this regard, it is often considered practically the dominant direction in the issue of research projects in the humanities. This is due to the fact that in real life and in nature, values are presented in the form of a specific prism through which certain socio-psychological phenomena are refracted. In this regard, the axiological approach in pedagogy makes it possible to quite accurately identify the functional orientation, the significance of various social phenomena.
The application of the considered method to the study of educational phenomena and processes, therefore, is quite natural. According to modern scientists and practitioners, values determine the essence of human education and upbringing as well.
The axiological approach is introduced into the educational process without imposition and pressure. This is achieved by the introduction of various value orientations in the spiritual andpragmatic structure of man's attitude to himself, nature, other people. In this case, the educator does not just apply the axiological approach as a kind of “presentation” of values, but creates the conditions for their understanding together with the students.
The value is considered to be the internal, mastered at the emotional level of the subject, the landmark of his own activity. The axiological approach is substantively conditioned both historically and socially. In the process of development of ethnic groups in general and of a person in particular, there were changes in the sphere of people's attitude to the reality around them, to themselves, others, to their work as a necessary method of self-realization. At the same time, the directions of relations that determined the values of social consciousness changed. There is no doubt the connection of value priorities with a person, the meaning of his activity and his whole life, which take place in a certain ethnic and cultural context. For example, in ancient times, beauty, harmony, and truth were considered priority values. With the advent of the Renaissance, such concepts as goodness, freedom, happiness, humanism began to dominate in the system. There are also specific value systems. For example, the “triad” of social consciousness in pre-revolutionary Russia is known: people, Orthodoxy, monarchy.
For modern society, such values as work, life, family, team, person, homeland can be called priority. Actual modeling of the axiological approach is possible on the basis of"intervalue" relationships. In the modern world, a value is often manifested, a derivative of advanced semantic structures - social mobility. With its formation, some experts pin their hopes for society's way out of the crisis. Along with this, teachers pay attention to the specifics of universal and national values.
