Modern pedagogy owes much to the philosophers and thinkers of the past. A person’s cognitive search has long-standing roots. The search path ran through many spheres of philosophical, pedagogical, psychological, social, humanitarian, and natural research. Thanks to the era of globalization, expansion in the cognition of the human world, and the change in the basic spheres of mankind, education has given a full impetus to the world of education. At the beginning of the 1990s, world conditions created prerequisites for updating the theory and practice of pedagogical education. New technologies were used in the preparation of future teachers. The emergence in pedagogical science of the concept of “personality-oriented education” determined the set of views of thinkers and researchers of the past. Pedagogy and psychology of different historical periods, personality-oriented learning was considered from different perspectives. Although training is presented as a phenomenon for human needs, practice is still more rich than theory. Since personality-oriented education is personally-oriented, there are a multitude of concepts on this topic. The role and place of pedagogical views and concepts of the thinkers of the past in the formation of the ideological sources of modern pedagogical and psychological concepts are unique. Formed theories of the past show not only the views of thinkers but also the interests of social groups and the socio-political reality of the past. The article considers the historical prerequisites of personality-oriented education. Therefore, special attention is paid to the historical significance of personality-oriented education.