Abstract
The proposed model of the educational process closely reflects humanist educators’ concept of free education. An important similarity between the nature-aligned model and the free-education model is the learning objective—or, more precisely, its absence. Educators working within the free-education tradition do not set a prescribed goal for learners; instead, they create an environment in which learners act and develop spontaneously. The nature-aligned model has the same quality, although it is intended for higher professional education rather than childhood education. The article presents the results of a long-term study of the educational process at a technical university.
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