Modern Education in the Framework of Affirmative and Non-affirmative Approaches

The article deals with the qualitative uniqueness of the affirmative and non-affirmative approaches to understanding the role of education in human life and society in general. The study of the content of publications in scientometric database “Scopus” and publications on issues of affirmative approach in the Russian State Library shows that ambiguous interpretation of the concept “affirmative” was the reason for developing various theme-lines in the field of education, both at the organizational and the subjective-personal level. It is noted that the approach of the German authors is quite different, as guided by the idea of “socially positive”, which is achieved through both affirmative and non-affirmative approach to education and upbringing. The problem of “affirmativeness” in education holds promise for being developed as a theme-line that supports the idea of forming person's positive attitude and zest for life.