The article highlights the leading ideas of Ukrainian scientists – philosophers, psychologists, educators – about the ways of individualization of education in the period of its reforming on a humanistic basis (1991-2014). The provisions of the personality-oriented paradigm of education, genetic psychology, psychology of creativity, approaches to the education of gifted children are reflected. It was substantiated that since the mid-1990s, education and upbringing in the Ukrainian school began to modernize in the spirit of the new post-non-classical education model. According to it declared, it wasn’t the acquisition of a person’s amount of knowledge that was recognized as a value, but the development of person’s potential and capabilities, the process of its creative self-actualization and self-realization, that is, the personalityoriented model of school education, the value of school education. It is shown that Ukrainian scientists in their studies substantiated the humanistic paradigm of subjectivity. It is shown that V. Kremen as the President of the National Academy of Education of Ukraine develops the paradigm of human centeredness in the context of the synergy of the value-cognitive meanings of the educational process and in the context of the actual philosophical problem of «complexity». The post-non-classical Ukrainian system of education is approved based on its informatization and computerization, and the development of the individual is largely based on the possibilities of the information space. However, the methodology of the activity approach remained in the study of the personality of the student. Ukrainian scientists created the basis for the study of the students’ psyche not as a combination of individual mental functions and cognitive parameters, which is characteristic of functional and cognitive psychology, but as an integrity with all the individual characteristics and manifestations that the person as a subject develops, organizes and controls.