The axiological foundations of pedagogy stem from the direction of philosophy of values - “axiology”. Experts note that the “value outlook” on reality has established itself in science quite thoroughly and broadly. In this regard, he is often considered the almost dominant direction in the issue of research projects in humanitarian studies. This is due to the fact that in real life and in nature, values are presented in the form of a specific prism through which certain socio-psychological phenomena are refracted. In this regard, the axiological approach in pedagogy allows you to fairly accurately identify the functional orientation, the significance of various social phenomena.
The application of the method in question to the study of educational phenomena and processes, therefore, is quite natural. According to modern scientists and practitioners, values determine the essence of education and upbringing of a person as well.
The axiological approach is introduced into the educational process without imposing and pressure. This is achieved by introducing various value orientations into the spiritual and pragmatic structure of a person’s relationship to himself, nature, and other people. In this case, the teacher does not just apply the axiological approach as a kind of “presentation” of values, but creates the conditions for their understanding with students.
A value is considered an internal reference point mastered at the emotional level of the subject of his own activity. The axiological approach is substantively determined both historically and socially. In the process of the development of ethnic groups in general and of man in particular, changes have taken place in the sphere of people's attitude to the reality surrounding them, to themselves, others, to their work as a necessary method of self-realization. Along with this, the directions of relations that determined the
values of social consciousness changed. There is no doubt the connection of value priorities with a person, the meaning of his activity and his whole life, which take place in a certain ethnic and cultural context. For example, in ancient times, beauty, harmony, and truth were considered priority values. With the advent of the Renaissance, such concepts as good, freedom, happiness, humanism began to dominate in the system. There are specific
value systems. So, for example, the “triad” of public consciousness in pre-revolutionary Russia is known: people, Orthodoxy, monarchy.
For modern society, priority can be called such values as labor, life, family, team, person, homeland. Actual modeling of the axiological approach is possible on the basis of "inter-value" relationships. In the modern world, a value often derived from advanced semantic constructs is often manifested - social mobility. With its formation, some experts associate hopes for a way out of society from the crisis. At the same time, teachers pay attention to the specifics of universal and national values.