On the notion of the subject as an agent of causality for personal development in the educational process

The paper corroborates the idea that a subject realizes oneself in the world. The major direction of such self-actualization is to be an agent of free causality, which refers to the possibility and actual ability to spontaneously initiate new causal chains. Development situation is constituent for the subject self-actualization, thus underlying socio-psychological basis of this phenomenon. This means that the nature of free causality emerges in communication through new formations in the sphere of subjective relations. The analysis has been carried out to trace the evolution of education in two correlative ways. On the one hand, it appears as a mechanism inducing abilities to cognise social and cultural spirituality. On the other hand, it manifests itself as a means for spiritual transformation of an individual into a subject of their own activity. The notion of spiritual culture elucidated at least three extremely important ideas in the field of social psychology: cultural technologies constitute a consistent mechanism for the formation of a socio-psychological subject; coupled with another subsystem, i.e. material culture, the mentioned mechanism belongs to the global unity and integrity of nature and humankind, to spiritual culture and social relationships; the integration of spiritual and material cultural phenomena into a socio-cultural technology is determined not only by psychological laws but is also described by such socio-economical terms as ''instrument'', ''material'', ''commodity'', ''exchange'', ''distribution'', etc. Culture, thus, becomes a specific model of socio-psychological processes of objectivation-subjectivation. This means that objectivation-subjectivation is presented within the framework of social organization of education, based on division of labour and humankind-nature relationships. Communication plays a system-forming role for forming a new socio-cultural object in education. Similarly, a new subject is formed in the context of education, which is primarily a subject of communication, concerning cultural artifacts of the professional sphere. The latter is objectified in regard to the object. This innovative event is valid, provided there appears an individual who interprets culture in their own way in various situations. Viewed in terms of educational process, objectivation-subjectivation takes the form of a psycho- and socio-cultural communication cycle, consistent with replicating of an individual's subjective sphere. Consequently, the basic problem is to ensure replicating of that cycle, as it stipulates the functioning of both culture and society. A particular role here is suggested for the educational process, which provides the unity and integrity of culture and society.

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