The purpose of this article isto reveal the specific features of personality-oriented education and to consider how a person,being in dialogue with another person,can declare freedom only by an act of own free will. To achieve the goal set, the authors have used a set of theoretical and empirical methods of analysis, description, comparison, extrapolation, synthesis, hermeneutic methodology, and a method of implication. Cross-sectional studiesand case studies have also been used at the intersection of philosophy and psychol-ogy. It is emphasized that in the Ukrainian framework of the representation, this problem demonstrates the following –the “old” system of education, formed on the principle of necessity, has demonstrated its ineffective mechanism of action through a system of prohibitions and oppression. The “new” system of educa-tion, built on the principle of freedom, relies on its effectiveness, rejecting necessity and eliminating compulsion. However, the methodological error of creating something new bydestroying the old and inefficient is becoming more and more evident.

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