Pedagogical Dominant of Renaissance Reflective Discourse: Michel Montaigne’s Concept of Developmental Teaching and Education

The linguistic and axiological features of the conceptualization pedagogical views in reflective discourse Michel Montaigne are studied. A feature chosen research problem is consideration text corpus historical personality 16th century from point view reflexive representation. relevance topic due to importance addressing historically formed cultural ideals (education, science, upbringing). study was conducted based on principles anthropocentrism narrativism, as well using analysis methods (in an open online case à l’Œuvre). For first time, modeling author’s doctrine standpoint its conceptual value expression has been performed. material base represented by 8 thematically selected chapters Montaigne’s “Essais”, posted authentic Middle French orthographic version MonLOE website. It proved that Montaigne's work lays foundations humanitarian education, considered a system education development person capable building his own judgment. showed program such components educational paradigm 21st developing, student-centered, individual learning harmonious development.