Abstract:

The formation of an autonomous personality is a question, a problem, a leading goal and a task with permanent relevance for Pedagogy in theoretical and mostly practical terms. In the variety of definitions of personal autonomy we find characteristics that are among the most frequently cited 21st century skills such as Critical thinking, Communication skills, Creativity, Problem solving, Self-direction, Social responsibility. For many authors, the individuals autonomy is one of its rarest characteristics of today, and in many cases it is considered impossible for a modern person. In the psychology of development, with regard to the problem of personal autonomy, attention is paid mainly to the development of autonomy during adolescence. It should be noted that age boundaries of adolescence have expanded dramatically in recent decades. I.e. new generations are somehow unwilling or unable to emancipate themselves and achieve their autonomy. Today, at every step we see young people, including those who develop high competence in a certain field, but are practically unsuccessful in life. In her book “How to Raise an Adult”, Julie Litcott-Heims calls such young people "Existentially impotent."

This article discusses a key factor in such a coincidence. This is rather a conceptual, logical elaboration, based on number of years empirical experience following observations, formal and informal talks. The study examines and summarizes various theoretical views, highlighting different factors and processes that contribute to the development of autonomy and varieties of approaches on how to define autonomy. The approach emphasizing the influence of the motivational sphere and the self-concept is presented in several theories, where the common link is that activity and social interactions are necessary for the development of autonomy. The autonomous person is self-initiated and self-regulated, flexible in his interactions with the environment, has a way of freedom and qualities such as spontaneity and creativity. The higher the degree of autonomy, the stronger the empathy, the higher the moral principles and more positive relationships with other people. Above description covers the three dimensions of autonomy described in related literature - Behavioral, Cognitive and Emotional Autonomy.

In the next stage of this study is presented an author's concept, examining how the psycho-linguistic code "My child", "My students" affects the mental attitudes and behavioral patterns of the educator towards a child. Guidelines are given for recoding the educator’s mental attitudes towards the graduate, which requires some cognitive flexibility. Perhaps the most important concept here is the educator's reflection on the autonomy of the other person. The model or the paradigm "My child" is most manifested in family upbringing, and most clearly and with the most severe consequences - in family upbringing in early childhood. Theorists, who see the environment as important, point out that early experience sets the pattern for lifelong behavior. Presented conception finds support in neuroscience and some ideas from William Glaser's Theory of Choice.

Keywords:

Personal autonomy, 21st century skills, Pedagogy, Family upbringing, Informal education.