Margarita Kozhevnikova

The purpose of the research is to clarify the current problems of education in terms of education management and to work out the ways of solving them within the framework of the humanistic paradigm, that is, “management for human education”, presenting these solutions as implementing the required model of teachers’ training. Methodology. The author implements the approaches of education anthropology, the basis for which was provided by monitoring in action, textual records and research letters, as well as general philosophical methods. Scientific novelty of the research lies in the anthropological view of the education problems, including the sphere of management. The perspective of the modern situation under study, that is, the neoliberal and managerial context add to the degree of scientific novelty. Results. Different conceptions of education management are revealed and the corresponding management models are considered, the difference of which is explained by opposing the humanistic and managerial paradigms. In a number of problems of education management, beyond the usual ones that appear for the collectives of educational organizations, it became obvious that new problems have emerged due to introducing “new management”, which has a noticeable impact on the goals and values themselves, distorting “human education”. As a response required from management to the needs of education in line with the humanistic paradigm, a “synergetic model of management” and “democratic management of education” are proposed. Conclusions. On the basis of analyzing the problems and education management models required for education, the author draws conclusions for teachers’ training: highlights the ideas that make up its guidelines, and outlines possible approaches to the content and methods of teaching education managers and teachers in line with the model “Creative, autonomous, reflective teacher” corresponding to the humanistic paradigm.

The paper is devoted to understanding education as bringing to “true adulthood” and to the educational model based on this concept. What would be the future of humanity if infantilism was to increase? To comprehend the nature of “childish people” and that of “true adulthood”, the author observes the characteristics of these two, the structure of maturity modus and genesis of maturation using materials of Buddhist tradition. “Childish people”. In Buddhist texts is a concept that describes common people, possessing ordinary mind. This state is a starting point for education. Buddhist educational model with its main elements is substantiated by scheme of the maturation’s genesis. Bringing the mind to maturity in terms of the cognitive model is here the foundation for transformations of all other spheres of human personality: emotional, motivation, values and will, activity and communication.