Abstract

In the article, the author considers the possibility of constructing a conceptual model forming noohumanistic worldview based of the noohumanism and the pedagogical potential of latest research. The noohumanism with its moral and humanistic oriented, demand time and in the context of contemporary realities can become a spiritual compass of modern youth. One way to study noogumanism pedagogical potential is feasible on the basis of a comparative analysis with similar types of educational systems. The philosophy of cooperation requires the implementation of appropriate humanitarian settings: understanding and acceptance of the child as he or she is; empathy (empathy), dialogue. The universality of dialogue is that it is not just a semantic nucleus of culture, but also its logical form, because the consciousness of others can not contemplate, it is possible to understand and analyze the means of communication. As a result of analysis of the problem, the author found that the formation of noohumanistic worldview includes the main provisions of these types of systems and didactic concepts of the philosophy of education. Author comes to conclusion that the noohumanistic philosophy of education has a great humanist, developmental potential and associative capabilities. Conjugated with personality-activity approach, the formation noohumanistic worldview contains full features of educational activity, representing theoretical justification of their educational potential.