The modern world is experiencing an era of global crisis in literally all spheres of human life. The sphere of education and upbringing is no exception in this respect. The most dangerous manifestations of this crisis in education today are its dehumanization, formalization and technologization. In the context of the digital revolution and the total spread of global information networks, participants in the educational process become dependent on the content that dominates them and, to a much lesser extent, show their subjective abilities to learn and master a new reality. In this regard, the historical experience of humanistic pedagogy, accumulated by science over the past years, is of particular interest. Humanism as a system of worldview in which man himself, the human personality, becomes the highest value, has made a significant contribution to pedagogical science. Among such outstanding teachers - humanists of past centuries, as T More, M. Montaigne, F. Rabelais, E. Rotterdamsky, F. Rabelais, and others, there was also an outstanding Czech thinker, philosopher, writer and teacher Jan Amos Comenius (1592- 1670), whose 430th birthday was celebrated in 2022. His ideas in the field of pedagogical didactics, in the formation of the content and organization of the pedagogical process, in certain respects, anticipated the emergence of such theories that are widespread today, such as the concept of “developmental education” by L. S. Vygotsky, “Self-concept” by K. Rogers, “cognitive constructivism” by J. Piaget, “communicative pedago- gy” by V. Karakovsky and others. with the possibility of their practical use. The article presents an analysis of the philosophical and ideological foundations of Ya. A. Komensky’s pedagogy, its humanistic and personality-oriented nature, and reveals its significance for the formation of a harmoniously developed person.