The article systematically analyzes the stages in the formation of the idea of an individual approach in the history of pedagogical thought and substantiates its contemporary interpretation in the process of upbringing. From a comparative perspective, the study examines the development of Western didactics from the principle of conformity to nature to the concept of differentiated instruction, as well as the tradition of approaching students according to their individual nature and characteristics in the Eastern pedagogical heritage. The author substantiates the conceptual distinction between individualization in the educational process and an individual approach in the process of upbringing and demonstrates the need to take this distinction into account in the content of teacher education. The findings confirm the necessity of developing the individual approach not as a technological skill, but as a professional stance of the teacher.

individual approach, individualization, differentiation, personalized learning, upbringing process.

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