The School as a Student Implementation Space for Self-Upbringing

Abstract

In the process of upbringing, a pupil becomes a form-teacher for himself/herself and undertakes the choice of their own concrete life path; undertaking self-reliant decisions and taking responsibility for them; molding the sense of their own value, knowing themselves; the acceptance and formation of the ideal of their own person and its realization. These acts of doing do not appear independently in the pupil’s activity. The stage of implementation to self -upbringing is noticed at the mid-schooling age, meaning that the school is this space is where one should look to implement activities to the process of upbringing. The as yet insufficiently described environmental factors of undertaking the work upon the self have become the basis for making the analysis of the upbringing areas of school and indicating the possibilities hidden inside. The purpose of the article is to show the role of the form-teacher/teacher as an initiator and organizer of self-upbringing activity of the pupil, the role of organizing activity of school with particular indication at the pupils’ participation in it that is to be reflected in the self-governance, the significant role of the group and time assigned for the upbringing hours. The basis for the article is the analysis of pedagogical literature on self-education and pedeutology. The analyzed issues indicating the above interaction areas show the theoretical as well as practical aspects of these interactions.