Purpose of the study: The problems of the self-education of the person, the organization of his/her self-directed activity have deep historical roots and considered to be one of those pedagogical problems that have remained relevant regardless of certain historical conditions, being the focus of researchers for almost a century and a half. The authors have analyzed the concept of self-directed learning in Russian and foreign pedagogy, introduced the formation of self-education in domestic and foreign pedagogical science and identified the essential characteristics of self-education in different historical periods.
Methodology: Our study is based on the theoretical research method – the analysis of foreign and national philosophical, historical, pedagogical literature on a problem; analysis and generalization of modern pedagogical experience; the method of the unity of historical and logical consideration of pedagogical phenomena.
Results: The historical retrospective of processes of formation of self-education presented in the context of social development shows that essential characteristics of self-education are caused by a set of historical, economic, political and social factors including the entire logic of development of education in general. The author defines the essence of self-education in the context of a new paradigm of development of education – Life-Long Learning.
Applications of this study: This research can be used for the universities, teachers, and students.
Novelty/Originality of this study: In this research, the model of the Formation of the Concept of Self-Education in the History of Russian and Foreign Pedagogy is presented in a comprehensive and complete manner.
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