Petrunina M.A.
FORMATION OF SOCIAL ACTIVITY OF THE STUDENT IN THE PREPARATION AND IMPLEMENTATION OF SOCIALLY SIGNIFICANT PROJECTS ^{[№ 5 ' 2017]}
The process of formation of social activity of the student comprehended, evaluated, transformed, aligned with the current unstable situation. However, demand is filling the formation of social activity of student new components, and the preparation and implementation of socially significant projects. In contrast to the traditional approach to the preparation and implementation of projects emphasizes the development of creative initiative of the student and teacher that involves the cooperation and creates conditions for interaction. Features of project communication is that along with deep insight into the investigated problem, manifested critical thinking, reveals the leading nature of occurrences in the learner’s socio-cultural situation. To justify socially significant design characteristics of the proposed projects, teaching the meaning of which is to create conditions for the implementation of socially directed actions of the individual. So on the basis of obtaining and processing information is the foresight of problems to be solved in the course of the development of the product; formed team work skills and business communication in the group, skills transfer and presentation of acquired knowledge and experience. It is proved that the preparation and implementation of socially significant projects allows you to gain a positive experience of socialization that contribute to the student becoming a productive member of society, assimilating social norms, cultural values and being active. The same methods of formation of social activity of students allows to assert that participation in social projects, reflecting the ideas, values, norms and features of social and cultural processes, past and present, find the need of self-understanding, motives develop relationships with other people and the outside world. Design technologies allow to take into account the specifics of the age of the students, their individual characteristics and interests, to engage in teaching and life events.

T.A. Petrunina
PEDAGOGICAL ANTHROPOLOGY IN THE SYSTEM OF PEDAGOGICAL KNOWLEDGE ^{[№ 3 ' 2003]}
A number of methodological problems of pedagogical anthropology is considered in the article, such problems as: problem of researches' subject, pedagogical anthropology status in the system of pedagogical sciences, reconstruction of unified anthropological foundation of Pedagogy. Representations about the pedagogical anthropology subject, which had been existed in the pedagogical history and also modern views on this problem, are analyzed here. The author treats pedagogical anthropology as unified system of ideas about man, lying in the foundation of pedagogical theory and practice.