Recent history of developed countries attests to the fact that non-formal education may be considered as assets both in socioeconomic and personal development. Studies of this phenomenon allow to deﬁne the essence of educational interaction through its attribute — non-formality. It is ontologically rooted in the speciﬁc form of tradition conveyance — a personal meeting. It maintains the settings of interaction development aﬀecting the generic human quality formation while preserving the speciﬁ c cultural features. The author conducted ontological, historical and pedagogical analysis of non-formal education practices. On this basis the system has been deﬁned in terms of organization, in line with the nature of the phenomenon. It includes the freedom of choice of community and the master, place, time, extent of involvement and participation in educational meetings, as well as one’s position. The author justiﬁ es the instrumental value of the term “non-formal educational practices” transitioning the academic view to the level of self organizing non-system communities which recreate all elements of the non-formality attribute. Researching this experience allows to enrich the eﬃcient apparatus of formal education, substantially advance in dealing with the issue of maintaining high educational motivation.
non-formal education; non-formal educational practices; educational interaction; conditions of education, adequate to human nature; personal meeting, tradition
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