Education in humanistic pedagogy. Goals and objectives of humanistic education Humanistic education is the path to the personal growth of the child
Humanistic education has as its goal the harmonious development of the individual and implies the humane nature of relations between the participants in the pedagogical process. The term "humane education" is used to designate such relations. The latter implies a special concern of society for educational structures.
Humanistic education is one of the progressive trends in the world educational process, which has also embraced the pedagogical practice of Russia. Awareness of this trend put pedagogy in front of the need to revise the adaptive paradigm that had previously developed in it, appealing to certain personal parameters, among which the most valuable were ideology, discipline, diligence, social orientation, collectivism. This was the main content of the "social order" for which pedagogical science worked during the Soviet period of its existence.
In the humanistic tradition, the development of a personality is viewed as a process of interrelated changes in the rational and emotional spheres that characterize the level of harmony of its self and society. It is the achievement of this harmony that is the strategic direction of humanistic education.
Self and sociability are spheres of personal manifestation, deeply interconnected poles of a person's orientation towards himself (life in himself) and society (life in society) and, accordingly, two sides of self-creation.
Self as a reflection of the inner plan of personality development, primarily psychophysical, it characterizes the depth of the personality's individuality. It determines the development of the personality from the elementary moments of its life activity to complex mental states, which are carried out with the help of self-knowledge, self-regulation and self-organization.
Sociability reflects the external plan for the development of the individual, and above all the social one. It has such parameters as the breadth and height of the individual's ascent to social values, norms, customs, the degree of orientation in them and the level of personal qualities acquired on their basis. Sociability is achieved through adaptation, self-affirmation, correction and rehabilitation and is manifested in acts of self-realization of the individual.
The harmony of self and society characterizes a person from the position of integrity and comprehensiveness of ideas about her "I", which develops and is realized in conjunction with the external natural and social world. Humanistic education is carried out in acts of socialization, the actual education and self-development of the individual.
The generally accepted goal in the world theory and practice of humanistic education has been and remains the ideal of a personality coming from the depths of centuries, comprehensively and harmoniously developed. This goal-ideal gives a static characterization of the personality. Its dynamic characteristic is connected with the concepts of self-development and self-realization. Therefore, it is these processes that determine the specifics of the goal of humanistic education: the creation of conditions for self-development and self-realization of the individual in harmony with himself and society.
In such a goal of education, the humanistic worldview positions of society in relation to the individual and their future are accumulated. They allow us to comprehend a person as a unique phenomenon of nature, to recognize the priority of his subjectivity, the development of which is the goal of life. Thanks to this formulation of the goal of education, it becomes possible to rethink the influence of a person on his life, his right and responsibility for revealing his abilities and creative potential, to understand the relationship between the internal freedom of choice of a person in self-development and self-realization and the purposeful influence of society on her. Consequently, in the modern interpretation of the goal of humanistic education, there is the possibility of forming a planetary consciousness and elements of a universal culture.
The goal of humanistic education allows us to set tasks adequate to it:
formation of a scientific picture of the world among students, the orientation of the individual in understanding the meaning of life, his place in the world, his uniqueness and value;
· assisting in the construction of personal concepts that reflect the prospects and limits of the development of physical, spiritual inclinations and abilities, creativity, as well as in the awareness of responsibility for life-creation;
familiarization of the individual with the system of cultural values that reflect the richness of universal and national culture, and the development of one's attitude towards them;
· disclosure of universal norms of humanistic morality (kindness, mutual understanding, mercy, sympathy, etc.) and the cultivation of intelligence as a significant personal parameter;
development of intellectual and moral freedom of the individual, the ability to adequate self-assessments and assessments, self-regulation of behavior and activities, worldview reflection;
· the revival of the traditions of the Russian mentality, the feeling of patriotism in the unity of ethnic and universal values, the upbringing of respect for the laws of the country and the civil rights of the individual, the desire to preserve and develop the prestige, glory and wealth of the fatherland;
· the formation of attitudes towards work as a socially and personally significant need and a factor that creates the material resources of the country and its spiritual potential, which, in turn, provide opportunities for personal growth;
development of valeological attitudes and ideas about healthy way life.
The solution of these tasks makes it possible to lay the foundation for the humanitarian culture of the individual, which brings to life his needs to build and improve the world, society, and himself.
At the present stage, more and more attention is paid to the humanistic orientation of education, showing the ways of harmonious development of the subjects of the educational process. The goal of humanistic education is to create conditions for self-development, self-realization and harmonious development of the individual, while combining his own interests with public ones, which implies the humane nature of the relationship between the participants in the pedagogical process.
The corresponding tasks of humanistic education follow from the goal:
To give the individual the opportunity to realize the meaning of life, their own uniqueness, value,
To attach a person to the system of cultural values and help develop an attitude towards the achievements of universal and national culture, *
To reveal universal norms and the content of humanistic morality,
To develop the intellectual and moral freedom of the individual, his ability to reflect,
Develop a sense of patriotism, respect for the laws of the country,
Develop an attitude towards work as a social and personally significant need,
To develop ideas about a healthy lifestyle and focus on the implementation of personal and social perspectives.
In the system of humanistic metaprinciples of education, there are:
1. The principle of continuous harmonious development of the personality (providing basic professional knowledge, mastering the universal culture and, on this basis, the development of all aspects of the personality.
2. Natural conformity of education, i.e. education should be consistent with the general laws of the development of nature and man, develop the desire for a healthy lifestyle, environmental behavior. i
3. Cultural conformity, i.e. basis on universal human values, ethical and other types of culture.
4. Activity approach as a principle (mastery of culture is more effective if the individual is included in an increasingly diverse and productive activity.
5. The personal approach as a principle involves considering the student as a subject of education, i.e. a student is a valuable person who should perceive others in the same capacity.
6. The dialogical approach as a principle focuses on equal cooperation between the subjects of the educational process.
7. An individual creative approach as a principle involves the creation of conditions for the self-realization of the individual and the development of his creative abilities.
In addition to these basic principles of humanistic education, there are also private principles:
The upbringing and education of children in a team, which implies the optimal combination of collective, group and individual forms of organization of the pedagogical process;
Reliance on the positive in a person;
Unity and consistency of the requirements of the school, family and community;
Connections of education with life and production practice, i.e. systematic acquaintance of students with current events in the life of the country, its economy, politics, culture, the inclusion of students in socially useful activities;
Combinations of direct and parallel pedagogical actions, etc.
It is important to remember that for the successful definition and solution of educational tasks, the selection of content, methods, forms and means, it is necessary to use these principles in the aggregate, and not in isolation.
Question 11
Pedagogical ideas of Ya.A.Komensky
Great Czech teacher Jan Amos Comenius(1592-1670) led a community of "Czech brothers" who fought for their national independence. In 1628, after the start of the Thirty Years' War in Europe and repressions from the church, the community left the Czech Republic and moved to Poland. Comenius lived there for about 30 years. But during this time I visited:
Sweden, compiling textbooks for schools,
England, drawing up plans for the reform of the school,
Hungary, where he worked as a consultant on the organization of school education.
In Poland itself, Comenius led a fraternal school, carried out the planned reforms, and wrote textbooks. During his exile, he wrote many works: “The General Council for the Correction of Human Affairs”, “Great Didactics”, “The Open Door of the Languages of All Sciences”, “The World of Sensible Things in Pictures”, “Mother School”, etc.
After 1656 Comenius lived in Amsterdam, where he published many of his works. There he died.
Justification of the system of education.
Comenius was the first to substantiate the principle of the natural conformity of education. In his opinion, the natural principle in a person is inherent in the ability to self-move, and, therefore, the child must be given the opportunity to independently explore and comprehend the world.
Proclaiming the principle of natural equality of people, Ya.A. Comenius recognized that they had individual inclinations. According to him, academic studies will be successful if everyone devotes himself to the kind of work for which nature intended him.
Age periodization
Based on the principle of natural conformity, Ya.A. Comenius divided the life of a child (from birth to 24 years) into 4 six-year cycles: childhood, adolescence, youth, and maturity.
For each cycle, he developed educational steps.
1. For children under 6 years old (childhood) - "Mother's School", i.e. preschool education under the guidance of the mother. The content of education, according to Comenius, should include: the development of speech, the initial acquaintance with the phenomena of nature and social life, accustoming to work, the development of such moral habits as diligence, truthfulness, respect for elders, etc.
2. For children 6-12 years old (boyhood), Comenius proposed a school of their native language, which should be in every small village (this is an elementary school). The traditional content of Ya.A. Comenius expanded with subjects: geometry, geography, natural science, politics, economics, religion (instead of simply memorizing prayers), acquaintance with the craft, singing.
3. For pupils of 12-18 years old (youth) in each city there should be a Latin school or gymnasium. Comenius added the following subjects to the then traditional “7 Free Arts”: history, geography, natural science, Latin, Greek and native languages, morality, theology, chronology (principles of chronology).
4. For people 18-24 years old (maturity), Comenius suggested creating an academy with three traditional faculties in every major region or state: theological, medical, legal. To enroll in the academy, Comenius demanded extraordinary mental abilities from young people. Along with giftedness, a student must have diligence and honesty. The greatest attention should be paid to the manifestation independent work students. Education at the academy should complete travel. The content of education was not developed by Comenius.
didactic perspective.
The most important place in the pedagogical heritage of Comenius is occupied by didactics. The main didactic ideas are sensualistic in nature (i.e. based on the sensory perception of a person, his sensations). All the problems that relate to didactics, Comenius associated with the construction of a learning process that ensures successful, easy, short and thorough assimilation of knowledge (this is the core of Comenius' didactics).
Having put the idea of conformity to nature as the basis of the theory of learning, Comenius believed that the “natural” method should be the main one for learning, i.e. based on the imitation of nature. To follow nature means to develop in a child:
In the "Mother School" - external senses,
In the mother tongue school - imagination and memory (i.e. inner feelings) together with the hand and tongue,
In the gymnasium - understanding and judgment,
In the academy - the will.
Thus, we are talking about the sequence of development of the spiritual forces of the child.
In the didactic teaching of Comenius, the following didactic principles:
1) visibility (main). Comenius owns the development of the so-called. " golden rule of didactics":" Everything that can be provided for perception everyone sense organs."
2) Sequence,
3) Consciousness,
4) Systematic,
5) Feasibility,
6) Strength.
Organization of schooling. The merit of Comenius is that he created a completely new for his time classroom system teaching children in a team (which is still functioning). The most characteristic indications of Comenius:
it is necessary to create all the pedagogical conditions that ensure the training of a team of students under the direct supervision of a teacher.
Each class should have its own study room.
He considered in detail the issue of the distribution of time in schools. He substantiated the theory of the school year and the school day (classes should begin in the fall; during the year there are 4 vacations; academic year divided into months, weeks, days, hours; was against homework - everything you need to do at school).
Without firm discipline it is impossible to teach thoroughly and successfully. Comenius advocated a conscious discipline based on an interest in knowledge and respect for the teacher.
Requirements for a teacher: honesty, activity, vocation to one's work, to enrich students by their own example, to possess not only knowledge, but also teaching methods, to control and check the work and knowledge of students.
Comenius created pansophic school, i.e. school of universal wisdom. Pansophism is the unification of all the knowledge acquired by mankind and their communication through the school in their native language to all people. This school was called upon: - to spread the knowledge of everything known at that time - as an expression of wisdom. It teaches all the subjects necessary for the present and future life. -The school is for all walks of life. - Students should not only learn how to apply knowledge, but also acquire the ability to speak well. Thus, Comenius gave this school a practical character.
The teachings of Comenius had a huge impact on progressive world pedagogy. He is considered an outstanding founder of pedagogical science even today, because. His ideas are relevant and useful to this day.
Question 12 Pedagogical thought of the era of enlightenment in Russia. Reforms of Peter 1 in areas of education.
The 18th century entered the history of spiritual culture as the age of enlightenment. feature Russian enlighteners there was not only a desire to free the human mind from church dogmas, but also to form a new national culture, in particular, views on education. The new moral ideal is a secularly educated person who has a broad view of the world, preserves national traditions and is ready for a feat for the good of the Fatherland.
Long-standing Western European influence created the basis for transformation in various spheres of life, including education, which was carried out in the reign of Peter I (1672 - 1725). Thanks to Peter I, education began to be regarded as one of the main career paths for a person of any class (except for serfs), which caused dissatisfaction among the well-born boyars.
In order to overcome the cultural backwardness of the country in 1700 in Russia, a new chronology was introduced “from the birth of Christ” (and not from “the creation of the world”). The beginning of the year was January 1, not September 1. FROM 1702 The newspaper Vedomosti is published, where articles about the most important events in the country were published. AT 1708 d. civil font introduced. This facilitated the development of secular literature. At the direction of Peter, some foreign books were translated into Russian, and, in particular, educational books by Ya.A. Comenius.
To carry out the reforms, trained executors were needed - according to Peter, these should be domestic personnel. He had 2 ways of training specialists: 1) by studying abroad, 2) by creating his own state education system. It was at this time that the term “school” was firmly established instead of the traditional word “school” in Russia. So, they were open: Navigational school, Artillery(Pushkar) school, "Russian" schools(training was conducted in Russian). The first is based on shipyards near Voronezh. They trained craftsmen for the construction of ships. Medical(Surgical) School, Engineering, Artillery schools, 42 digital schools. Their goal is the subsequent professional preparation of children for the state secular and military service. All children (from soldiers to nobles), except for serfs, were voluntarily and forcibly enrolled here. They were taught literacy, arithmetic, geometry. However, they did not receive support among all segments of the population for a number of reasons: - far from home, - material difficulties, - written requests from nobles, merchants, clergy to educate children at home, etc. Schools were gradually closed.
Maritime Academy, mining schools in the Urals for children of the lower class.
Reform carried out spiritual education: Primary episcopal schools and theological seminaries were created, which had a broad general educational program.
All schools set themselves the task of training specialists in certain sectors of the economy or military personnel.
1725.G. - Academy of Sciences, which had a university and a gymnasium (opened after the death of Peter, but according to his project).
"Scientific squad" of the Petrine era. Petrine reforms in the field of education were supported by well-known figures: I.T. Pososhkov, Feofan Prokopovich, L.F. Magnitsky, V.N. Tatishchev and others. This intellectual association was called "Peter's scientific squad." They were distinguished by the state approach to the problems of education.
Ivan Tikhonovich Pososhkov(1652-1726). He outlined his philosophical and pedagogical views in his essay "The Book of Poverty and Wealth". He considered obligatory elementary education for peasants, incl. for "small" peoples - Mordovians, Chuvashs. The education of the people should be facilitated by the creation general education schools and professional institutions. He owns the idea of creating educational books in Russian, built on the principle of a self-instruction manual, which students could use on their own. He spoke about the need to simplify the Church Slavonic font. Pososhkov assigned the main role in spreading education among the peasants to the clergy. In his essay “A Testament to His Father’s Son”, recommendations are given on the organization of the upbringing and education of children, for example, to introduce a strict order in education, to record the knowledge of each student in a special book, etc. He describes in detail the rules of church behavior - prayers, bows, the fight against heresy , while the ideas of the Old and New Testaments are clearly traced (that is, old and new views collide). So, he calls for the severity of raising children, stands for strong paternal power in the family. But at the same time, he advises taking care of children, instilling in them honesty, diligence, mercy towards people and animals.
Feofan Prokopovich(1681 - 1736) - ideologist and intellectual mentor of the squad. In his essay "Spiritual Regulations" (1721), he outlined the program of the new school education. He considered education as a means of preparing and shaping a new person, influencing the progress of society and the new structure of the state. He opposed scholastic education (formal, divorced from life). He considered it necessary to lay the foundations of moral behavior, the basis of which is religion. He tried to apply his views in the practice of teaching in episcopal schools, theological seminaries and in a home for orphans and poor children, which he opened in 1721.
Vasily Nikitich Tatishchev(1686 - 1750). He set practical tasks for education, considering them more important than religious, spiritual and moral education. He was a supporter of public education and demanded the expansion of the network of schools. And, although he defended the class principle of education (for the children of the nobility - a gymnasium, a cadet corps, an academy), nevertheless, he was a supporter and organizer of public schools and industrial schools, in which vocational training should be combined with teaching counting, writing, reading . The school, in his opinion, should form a "reasonable egoist", which presupposed a person's awareness of himself, his inner world, the ability to distinguish between good and evil. Content general education, which should precede the professional, should include: native and foreign languages, eloquence, mathematics, physics, anatomy, history and some other "useful" and "necessary" sciences. They should be supplemented by "dandy" sciences - poetics, painting, dancing, music.
Tatishchev made high demands on the teacher, who must be highly moral, prudent, honest, know his subject well, not steal, not lie, not be a drunkard and lecherous, take into account the individual abilities of the child and focus on those subjects to which he shows a penchant. Moral education should be carried out at home. Personal qualities should depend on the future type of activity: for future civil servants - patience, independence, selflessness; for the military - prudence, courage, but not recklessness, etc. From 18 to 30 years - civil service, after 30 years - marriage.
Theoretical developments and their practical implementation by representatives of the "scientific squad" speak of both the scale and the reality of their plans. They made a significant contribution to the development of pedagogical science, were the ideological predecessors of Lomonosov M.V.
Pedagogical activity of M.V. Lomonosov (1711- 1765).
Lomonosov was the initiator of various scientific, technical and cultural undertakings in the country, the organizer of science and education. He considered education as a means of reorganizing the life of society. He believed that a properly delivered education improves morals, develops inquisitiveness and the ability to be creative.
Lomonosov was the first in Russia to develop a pedagogical theory, the methodological basis of which was a materialistic worldview. He distinguished between science and religion, i.e. advocated the idea of secular education. For the first time in Russian pedagogy, he came out as a supporter of the combination of classical natural science and real education. Elements of polytechnic education are highlighted in his teaching methods.
Lomonosov was a supporter of the principle of conformity to nature, considering it important to be guided by the factors of the natural natural development of the child. In his opinion, the natural features and inclinations of children are the basis of their development.
Lomonosov saw an organic connection education and training, insisted on the relationship of mental development with physical and moral education. AT education, to whom he assigned a large role, he proceeded from the principles of humanism and nationality and highly valued universal morality. He considered the goal of education to be the formation of a patriotic person who is able to selflessly serve the Motherland, hardworking, highly moral, showing love for science and knowledge. He called order and discipline an important method and condition of education. If necessary, did not object to corporal punishment.
Education: Based on the consideration of child psychology and the individualization of education, Lomonosov put forward didactic principles: the main 2 - developmental education and accessibility, as well as logic, clarity, scientific character, connection between theory and practice, thoroughness of knowledge. He owns the development of methods for teaching physics, chemistry, geography, Russian and foreign languages.
Lomonosov took an active part in the creation of Moscow University (1755). The university had 3 faculties: medical, legal, philosophical. At the university, 2 gymnasiums were opened: 1 - for the children of nobles, 2 - for different ranks, except for serfs. Lomonosov was never able to get them the right to study at the gymnasium (although he tried to last days life). Those. he was a supporter of the classless education system up to the university. At the gymnasium, they studied mathematics, geography, Russian and Latin. In these gymnasiums + in the academic one, Lomonosov was the first to introduce the class-lesson system, considering it the most productive for the development of the mind and memory, he was in favor of d / z and exams.
In 1755, his textbook "Russian Grammar" was published. He was the first to give lectures in Russian in 1748, translated textbooks in various sciences, enriched the vocabulary of the Russian language with scientific terms, in particular, singled out the main scientific categories in pedagogy that we still use today.
Lomonosov laid the foundations of pedagogical ethics, formulating the ideal of a folk teacher, to whom he made special demands: - to be a natural Russian, - scientific training, - pedagogical skills, - moral purity, - diligence, - love for children, - responsibility, - to be "kind example." He himself complied with these requirements.
His other works: "A Brief Guide to Rhetoric", "Ancient Russian History", "Project Regulations for Moscow Gymnasiums" and many others. others
That. Lomonosov, having laid the foundations of domestic scientific pedagogy, proved to be an innovative teacher. As a true patriot, he believed that any science, including pedagogy must serve the Fatherland. In his opinion, the situation of the people can be improved through the spread of culture and education.
UPBRINGING. GOALS AND OBJECTIVES OF HUMANIST EDUCATION
1. Education is the management of the process of formation and development of the child's personality through the creation of favorable conditions for this.
Educational work is the interaction between the educator and the pupil that unfolds in time, during which the pedagogical goals of the educator and the actual needs of education are realized.
Extra-curricular and extra-curricular educational work - work carried out by the school, extra-curricular institutions, public organizations and associations, work at the place of residence with children and adolescents during extracurricular time.
2. Goals and objectives of humanistic education.
In the humanistic tradition, the development of a personality is seen as a process of interrelated changes in the rational and emotional spheres that characterize the level of harmony of its self and society. It is the achievement of this harmony that is the strategic task of humanistic education.
Humanistic education has as its goal the harmonious development of the individual and implies the humane nature of relations between the participants in the pedagogical process. The term "humane education" is used to designate such relations.
The generally accepted goal in the world theory and practice of humanistic education has been and remains the ideal of a person who is comprehensively and harmoniously developed, coming from the depths of centuries. This goal-ideal gives a static characterization of the personality. Its dynamic characteristic is connected with the concepts of self-development and self-realization. Therefore, it is these processes that determine the specifics of the goal of humanistic education: the creation of conditions for self-development and self-realization of the individual in harmony with himself and society.
In such a goal of education, the humanistic worldview positions of society in relation to the individual and their future are accumulated. They allow us to comprehend a person as a unique phenomenon of nature, to recognize the priority of his subjectivity, the development of which is the goal of life. Thanks to this formulation of the goal of education, it becomes possible to rethink the influence of a person on his life, his right and responsibility for revealing his abilities and creative potential, to understand the relationship between the internal freedom of choice of a person in self-development and self-realization and the purposeful influence of society on her. Consequently, in the modern interpretation of the goal of humanistic education, the possibility of forming a planetary consciousness and elements of a universal culture is laid down.
Tasks of humanistic education:
the formation of a humanistic attitude to the world around, familiarization with universal values, the assimilation of these values;
from cultivating love for the school, for the native land - to the formation of civic consciousness, responsibility for the fate of the Motherland;
the formation of values and a scientifically based picture of the world, the development of cognitive abilities;
the desire to shape their environment, their actions according to ethical, aesthetic and cultural categories, to cultivate a vision of beauty;
formation of a desire for a healthy lifestyle;
development of creative abilities;
the formation of an active life position, the formation of the need for self-improvement and self-development.
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Introduction
Chapter 1. Theoretical aspects of humanistic education
1.1 humanistic upbringing, its purpose and objectives
1.2 Ushinsky's humanism
1.3 Methods of humanistic education
Chapter 2. Personality in the concept of humanistic education
Conclusion
Literature
Introduction
The modern concept of raising children and young students is based on the principle of humanity and the democratization of the processes of education and upbringing. In modern conditions of social and economic transformations in the country, the problems of raising children and youth using the system of humanistic education are of paramount importance.
In this vein, the development and introduction into the theory and practice of modern upbringing and education of the main ideas and provisions of humanistic pedagogy seems particularly relevant.
Humanistic education is aimed at forming the value nature of the relationship between the participants in the pedagogical process, at educating the feelings and worldview of a “true person”, at creating favorable conditions for personal development and self-development of a person, self-realization of his individual abilities.
Humanistic education is carried out in acts of socialization, education itself and self-development, each of which contributes to the harmonization of the personality, forms a new mentality of the Russian. In modern society, not only such personal qualities as practicality, dynamism, and intellectual development are considered in demand, but, above all, culture, intelligence, education, planetary thinking, and professional competence. This is exactly what the humanistic approach is aimed at. Which once again emphasizes the urgency of this problem.
1. Theoretical aspects of humanistic education
1.1 Humanistic education, its purpose and objectives
Humanistic education is the process of forming the humane qualities of a person, which provides a person with the opportunity to feel morally, socially, politically and legally capable and protected.
Adherents of humanism - psychologists, philosophers and educators - have repeatedly emphasized that it is in specific experiences that the common values of our life are formed. For example, Kurtz argues that values arise where there is a conscious process of choice, where people live and act. Values are what is preferred, i.e. deeply respected. Maslow, a theorist and practitioner of humanistic psychology, writes about the importance of work on the formation of interests and values. He argues that the best way to encourage a person to self-improvement, to become a “better individual”, is to satisfy the basic needs of a person and his meta-needs (need for truth, beauty, perfection, justice, order, etc.). To help them realize and make them internal values is the task of humanistic pedagogy. If education manages to induce a person to realize and actualize his highest needs, it will thereby serve to preserve his mental health, help him protect himself from the so-called "diseases of dehumanization." Maslow called such "diseases" metapathologies and cataloged them. It included alienation, meaninglessness, indifference, boredom, melancholy, noogenic neuroses, existential vacuum, spiritual crises, apathy, defeatism, a sense of uselessness, rejection of life, impotence, loss of free will, cynicism, vandalism, aimless destructiveness, etc.
Education built on the principles of humanism helps to save a person from these mistakes in personal development and allows us to hope for the flourishing of a new type of civilization, a civilization that has achieved significant social harmony.
Thus, through the formation of value orientations, humanistic pedagogy is trying to restore the taste for life lost by many, the sharpness of experience - the forgotten art of life. The ability to enjoy life is a very important factor in personal development. Life, as F. Dostoevsky wrote, must be loved more than its meaning. This is a condition for success in the search for and creation of the meaning of life. That is why humanist psychologists, as experts in the paradoxes of human sensory life, often emphasize that the more intensely you prepare to become happy, the less chance you leave for happiness. So, V. Frankl liked to repeat that success and happiness should come to a person on their own, and the less you think about them, the more likely they will come. The "immediate" striving for happiness or the pursuit of its "guarantees" - money, fame, power - in itself cannot be either the basic principle or the highest goal of human life. When there are too many unsuccessful attempts to "catch the bird of happiness", the world of attraction becomes the world of repulsion. Haste breeds boredom, since psychologically these two states have a lot in common: people use life in order to experience something in the future, and therefore the time of the present becomes only an obstacle for them. This is how you lose your taste for life.
Comprehending in the process of education the values of constructive activity (creativity), experience (trust) and relationships (responsibility), the emerging personality begins to “sculpt” his fate from high-quality “material” in a humanistic sense, to create his own life, starting from high starting positions.
The first three methods allow you to carry out education through feelings, the second three - through the mind. The emotional sphere in a person, if it does not prevail, then spontaneously (spontaneously) tends to be the first, i.e. go ahead of the mind. It is relatively autonomous from the intellectual and volitional. This is the so-called paradox of human irrationality: endowed with reason, he often acts contrary to his dictates. Bring the emotional, volitional and intellectual spheres into harmony, harmonize the external and inner world s of a person means to contribute to his (self) education in the spirit of humanism.
Back in the Renaissance, a humanistic ideal was formed - a creatively active and mentally calm, wise and majestic personality. However, the tasks of the moral and creative realization of the individual focused, for the most part, on the transformation of the external environment. Now, several centuries later, we can talk about the real embodiment of humanistic ideas by the methods of humanistic pedagogy and psychology.
Implementation, humanistic pedagogy stimulates sanity and realism in him - qualities so necessary in order to learn to distinguish good from bad, desirable from undesirable, worthy from unworthy. It is the mind, as the highest gift of a person, that should participate in the decision-making and behavior of the individual.
If the comprehension of one's own identity is most fully realized through experience, then self-improvement is through sanity and a conscious preference for humanistic values. And yet, the process of moral education is not exclusively intellectual, it also involves and nurtures feelings. The fusion of reason, feelings and beliefs is the highest result that can only be achieved in the process of education.
The generally accepted goal in the world theory and practice of humanistic education has been and remains the ideal of a person who is comprehensively and harmoniously developed, coming from the depths of centuries. This goal-ideal gives a static characterization of the personality. Its dynamic characteristic is connected with the concepts of self-development and self-realization. Therefore, it is these processes that determine the specifics of the goal of humanistic education: the creation of conditions for self-development and self-realization of the individual in harmony with himself and society.
In such a goal of education, the humanistic worldview positions of society in relation to the individual and their future are accumulated. They allow us to comprehend a person as a unique phenomenon of nature, to recognize the priority of his subjectivity, the development of which is the goal of life. Thanks to this formulation of the goal of education, it becomes possible to rethink the influence of a person on his life, his right and responsibility for revealing his abilities and creative potential, to understand the relationship between the internal freedom of choice of a person in self-development and self-realization and the purposeful influence of society on her.
The first article of the Universal Declaration of Human Rights states: “All human beings are born free and equal in dignity and rights. They are endowed with reason and conscience and should act towards each other in a spirit of brotherhood.” Seeing independent, and not slavishly submissive people in the pupils, the educator should not abuse the power of the stronger, but fight for their better future together with them.
Tasks of humanistic education:
* philosophical and ideological orientation of the individual in understanding the meaning of life, his place in the world, his uniqueness and value;
* assisting in the construction of personal concepts that reflect the prospects and limits of the development of physical, spiritual inclinations and abilities, creativity, as well as in the awareness of responsibility for life-creation;
* familiarization of the individual with the system of cultural values that reflect the richness of universal and national culture, and the development of one's attitude towards them;
* disclosure of universal norms of humanistic morality (kindness, mutual understanding, mercy, sympathy, etc.) and the cultivation of intelligence as a significant personal parameter;
* development of intellectual and moral freedom of the individual, the ability to adequate self-assessments and assessments, self-regulation of behavior and activities, worldview reflection;
* the revival of the traditions of the Russian mentality, a sense of patriotism in the unity of ethnic and universal values, the cultivation of respect for the laws of the country and the civil rights of the individual, the desire to preserve and develop the prestige, glory and wealth of the fatherland;
* the formation of attitudes towards work as a socially and personally significant need and a factor that creates the material resources of the country and its spiritual potential, which, in turn, provide opportunities for personal growth;
* development of valeological attitudes and ideas about a healthy lifestyle.
The main provisions of the humanistic approach require:
1) humane attitude to the personality of the pupil;
2) respect for his rights and freedoms;
3) presenting feasible and reasonably formulated requirements to the pupil;
4) respect for the position of the pupil, even when he refuses to comply with the requirements;
5) respect for the human right to be himself;
6) bringing to the consciousness of the pupil the specific goals of his education;
7) non-violent formation of the required qualities;
8) refusal of corporal and other punishments degrading the honor and dignity of a person;
9) recognition of the individual's right to a complete rejection of the formation of those qualities that for some reason contradict her convictions (humanitarian, religious, etc.).
1.2 Ushinsky's humanism
Man as a subject of knowledge for researchers remains a mystery, as it was several millennia ago. Therefore, all anthropological knowledge, whatever its nature (scientific, humanitarian, philosophical), is only the threshold of the answer to the question: "What is a person?", but not the answer itself.
Despite all the methodological difficulties, we can talk about the existence of a problematic research field of pedagogical anthropology. The range of issues studied by pedagogical anthropology has already been outlined: the nature of man in the light of the problems of education, the development of man as a biological, psychological and social process within the framework of pedagogical activity, the essence and existence of man in connection with the process of education, the meaning of human existence and the goals of education, the ideal person and pedagogical ideal, etc. The formulation and solution of these problems is possible both through a productive theoretical research in the field of pedagogy, and in the course of effective pedagogical practice.
Various aspects of studying the problems of pedagogical anthropology are possible. One of them is to try to look at these problems in retrospect, placing them in a historical and cultural context. In this case, it can be fruitful to use the methodology and content of such areas of knowledge as the history of pedagogy and the history of philosophy.
Any system of pedagogical views, any pedagogical concept is based on certain ideas about a person, characteristic of each cultural and historical era. The goals and objectives of upbringing and education cannot be formulated without clearly conscious ideas about what a person should be like. Pedagogy without an ideal is unthinkable. At the same time, without knowledge of what a person is in his concrete reality, what he really is, the pedagogical process is impossible, since it includes a certain impact on the educatee. That is, without ideas about what a person is and what he can be, pedagogy as a science and practical activity is impossible.
Pedagogy in any historical era, within any culture, is based on a certain anthropological foundation, that is, the totality of knowledge about a person inherent in a given culture and a given time. Anthropological ideas change along with the development of culture and society as a whole. They are determined by those cultural and semantic dominants that are characteristic of a particular era and bear an indelible imprint of this era: each time sees a person in its own way, interprets his essence and the meaning of his existence.
Ideas about a person are most often present in pedagogical concepts implicitly and affect pedagogical practice without a clear understanding of them. And only researchers of the historical and pedagogical process have the opportunity to analyze and understand the anthropological foundations of a particular pedagogical theory. Such an analysis is important, as it allows us to see pedagogy in a cultural and historical context, to show how pedagogy, through ideas about a person, is strongly influenced by science, religion, philosophy, within which anthropological ideas are formed.
A person as a subject of education, "the correct development of the human body in all its complexity" - such, according to KD Ushinsky, is the subject of scientific pedagogy. Therefore, pedagogy must be substantiated by the achievements of the natural sciences and, first of all, anatomy, physiology, and psychology. K.D. Ushinsky wrote: "The educator should strive to know a person as he really is, with all his weaknesses and in all his greatness, with all his everyday, petty needs and with all his great demands."
KD Ushinsky, as the largest representative of pedagogy of the 19th century, made a special contribution to the development of domestic pedagogy, laying its scientific foundations and creating an integral pedagogical system.
As Ushinsky's contemporaries noted, "his works made a complete revolution in Russian pedagogy," and he himself was called the father of this science.
Ushinsky is universal as a teacher, as a teacher of perspective vision. First of all, he acts as a teacher-philosopher, clearly understanding that pedagogy can be based only on a solid philosophical and natural science foundation, on the concept of national education, reflecting the development of this science and the specifics of national culture and education.
Ushinsky is a theorist of education, he is distinguished by the depth of penetration into the essence of pedagogical phenomena, the desire to identify the patterns of education as a means of managing human development.
Ushinsky's activities fully met the urgent needs of the country's historical development, the transformation of the education system.
After graduating from Moscow University, Ushinsky taught at the Yaroslavl Law Lyceum, fruitfully engaged in teaching at the Gatchina Orphan Institute and the Smolny Institute for Noble Maidens, and edited the Journal of the Ministry of Education.
Ushinsky is an educator-democrat, his slogan is to awaken a thirst for knowledge in the people, to bring the light of knowledge into the depths of people's thought, to see the people happy.
Based on his progressive views, Ushinsky took a fresh look at pedagogy as a science. He was deeply convinced that she needed a solid scientific base. Without it, pedagogy can turn into a collection of recipes and folk teachings. First of all, according to Ushinsky, pedagogy should be based on scientific knowledge about a person, on a wide range of anthropological sciences, to which he included anatomy, physiology, psychology, logic, philology, geography, political economy, statistics, literature, art, etc., among which special place is occupied by psychology and physiology.
Ushinsky considered the education system in Russia with its classical, antique orientation to be a great-grandfather's rags, from which it is time to abandon and start creating a school on a new basis. The content of education should include, first of all, a humanistic approach.
First of all, the school should keep in mind the soul of the student in its entirety and its organic, gradual and comprehensive development, and knowledge and ideas should be built into a bright and, if possible, an extensive view of the world and its life.
Ushinsky subjected both supporters of formal education (the purpose of education is the development of the mental abilities of students) and material education (the goal is the acquisition of knowledge) to justified criticism for their one-sidedness. Demonstrating the failure of formal education, he emphasized that "reason develops only in real knowledge ... and that the mind itself is nothing but well-organized knowledge." The material direction was criticized for its utilitarianism, for the pursuit of directly practical benefits. Ushinsky considers it necessary both to develop the mental powers of students and to acquire knowledge related to life.
Ushinsky's thoughts about education are united by the general idea of educative and developmental education. If the development, formation and upbringing of the personality is carried out in its unity through training, then the training itself is inevitable, according to Ushinsky, it must be developing and educating. Ushinsky considered education to be a powerful organ of education. Science should act not only on the mind, but also on the soul, feeling. He writes: "Why teach history, literature, the whole multitude of sciences, if this teaching does not make us love the idea and truth more than money, cards and wine, and put spiritual virtues above accidental advantages." According to Ushinsky, education can fulfill educational and upbringing tasks only if it meets three basic conditions: connection with life, compliance with the nature of the child and the characteristics of his psychophysical development, and teaching in his native language.
It can be argued that pedagogical anthropology in Russia is one of the most significant pedagogical trends that have their own history and classification of directions.
A special role in the formation of pedagogical anthropology is played by philosophical ideas about a person. Philosophical knowledge traditionally carries a system of ideas about a person, anthropology is an integral part of any philosophical concept. Traditionally philosophical are the problems of the essence of man, the meaning of his being, the purpose of existence. Philosophy tries to give generalized ideas about a person, to show what place he occupies in the structure of reality.
1.3 Methods of humanistic education
In the Dictionary of the Russian Language, the word "method" is explained as a set of one-purpose and one-type techniques. N. I. Boldyrev in the book "Methods of educational work at school" defines the method as a way or a way to achieve the goal.
In authoritarian pedagogy, teaching methods were interpreted as methods of educational influences. For example, T. A. Ilyina in “Pedagogy” (1984) gave the following definition: “Methods of educational influences on students, or methods of education, mean ways of influencing educators on the consciousness, will and feelings of students in order to form their beliefs and skills of a communist behaviour."
The well-known teacher V. L. Slastenin in the published textbook "Pedagogy" gives a similar definition of the method: "The methods of education in pedagogy are understood as methods of pedagogical influence on students in order to form their consciousness and behavior." Again, we are talking about the behavior and the impact of educators on students. But the questions remain open: “What to influence? Why influence?"
The essence of upbringing methods is their organization with the help of schoolchildren's activities in mastering the content of upbringing in order to form personality traits that correspond to the goal (the goal is to organize the student's purposeful activity).
Methods are manifested in the actions of teachers and student groups that organize the expedient activities of children and adolescents (organizers: educators, student team).
The main methods of humanistic education are:
upbringing with trust, care and respect;
responsibility education;
creativity education;
education through sanity,
education through training in ethical research and procedures for making moral, civil, legal and environmental decisions,
education through learning to solve existential (life-sense) problems, as well as methods of clarifying, constituting (establishing) and creating meanings.
What all these methods have in common is that the teacher encourages the child to experience these feelings and states himself - trust, responsibility, creativity, life (ethical and other) dilemmas and collisions, various semantic situations. We cannot teach this, psychologically and morally feeling ourselves “above” the child, but we must try to survive these states together with him, enriching in this joint experience not only him, but also our inner world.
Supporters of the humanistic concept of education constantly emphasize the need for the child to feel in an atmosphere of love and benevolence. He must feel that the people around him with all their demands are not enemies to him, but, on the contrary, people who love and care about his well-being. They are not going to impose their vision of life on him, but only help him find his way. However, at the same time, the teacher must constantly make it clear to the pupil that, with all the desire of those around him to help him get on his feet, no one will “walk” for him (think, feel, make decisions, choose his own path). The old truth that education is a two-way process should not be forgotten.
Raising with trust, care and respect.
The task of a person is to learn to trust both himself and the people around him in order to trust life in general, perceive it as his own unique mission and as an amazing, unique and full of opportunities adventure. It is necessary to teach the child to deal with feelings of helplessness and uncertainty. To be able to live in an unstable world, to be able to break away from the past for the sake of an unknown future, is to be open life, be creative with it. This is a very difficult task, sometimes seeming impossible, because no one can know what life is preparing for him, but everyone wants to know at least approximately.
Using false methods of communicating with the unknown, a person only moves away from understanding his purpose, while the only reliable way to "know his fate" is to use his strengths and capabilities in practice. To do this, you need to be brave, decisive, and most importantly, trust yourself, your merits and in no way underestimate them. Doing well what you have to do, and at the same time experiencing joy and satisfaction - an old wisdom that reflects the understanding of life as a mission. According to psychologists, nothing helps a person to overcome life's difficulties as much as the consciousness of the important task facing him, specially prepared for him by fate. The ability to trust the current situation and yourself is the highest art of life.
Responsibility education.
Modern pedagogical thought is almost unanimous that today, more than ever before, education has become an education responsibility. By developing independence in a child, we help the child begin to feel, know and experience a sense of responsibility to other people, and not only by doing this and that, to avoid their shouts and punishments. At the very beginning, of course, this is his closest environment, then this sphere expands. And, in the end, comes a sense of responsibility for one's deeds and actions to others and society as a whole, as to oneself. Gradually, a need is being formed to make the most efficient use of the allotted time of life and to realize its meaning in specific deeds, without missing - ideally - a single opportunity.
Creativity education.
Education, through familiarization with creativity, "actualized" ("fulfilled", independent) person is another aspect of humanistic pedagogy. Everyone is endowed with the ability to be creative to one degree or another. Creativity is a defining characteristic of a human being. Creativity education is given such importance because it necessarily teaches a person to rely on his own strength, to believe in himself, to be independent, autonomous, free; all this gives rise to legitimate self-respect in him. It goes without saying that, educating through creativity, we develop in a person both cognitive abilities (first of all, perhaps, imagination and intuition), and practical skills. No serious and generally useful work is inconceivable, moreover, without the virtues of perseverance, purposefulness, self-discipline. Self-actualization is not only passion, but also painstaking work, and one should explain to the child that one inspiration (creative insight) is not enough in any business, but that achievements accumulate little by little, and it is important to be able to complete your ideas and undertakings. This develops a sense of dedication to the cause along with responsibility for what has been started.
The creative inclinations of the individual are also in demand in Everyday life. Ethical problems, for a humanist, do not have unambiguous common solutions (defined, say, by the ten biblical commandments), - their true solution is unique every time and can only be creative. Teaching a child to think and search, and not just memorize and apply ready-made recipes, the teacher is obliged to lead him to ethical creativity, research, clarification of the meaning, its creation and implementation, thereby implementing the postulates of humanism in practice.
Education through sanity, ethical research and meaning creation. Modern humanism is the latest form of rationalism, integrating the achievements of the methodology of scientific knowledge, philosophy and psychology of the twentieth century. Rationality, as a style of adequate thinking and behavior, should be taught. As has been repeatedly emphasized, humanistic pedagogy considers one of its main tasks to be the development in students of the skills of critical thinking and common sense, scientific skepticism, as well as the ability to rationally approach ethical life conflicts. Providing students with the most complete information without evaluative pressure and joint reflection on problem situations is a necessary element and method of humanistic education. It allows you to improve their ability for reflection, healthy criticism, awareness of real problems, the correct alignment of the decision-making or choice process.
2.2 Personality in the concept of humanistic education
Carrying out education, teachers strive to make a natural person as quickly as possible a social person, a personality, ignoring the need for him to accumulate a cultural layer of personality. But between nature and society lies a culture that unites them and removes the contradictions between the natural and social principles in man. The child's natural entry into social life is through culture.
Recognizing the personality and the development of its essential forces as the leading value, humanistic pedagogy in its theoretical constructions and technological developments relies on its axiological characteristics. In the diverse actions and activities of the individual, his specific evaluative attitudes to the objective and social world, as well as to himself, are manifested. Thanks to the evaluative relations of the individual, new values are created or the previously discovered and recognized ones are disseminated (for example, social norms, points of view, opinions, rules, commandments and laws of living together, etc.). To distinguish between recognized (subjective-objective) and actual (objective) values, the category need is used. It is the needs of man that are the basis of his life. In essence, the entire culture of mankind is connected with the history of the emergence, development and complication of people's needs. Their study is a kind of key to understanding the history of human culture. The content of needs depends on the set of conditions for the development of a particular society.
Needs are turned to the future, as a result of which they program life patterns that encourage a person to overcome the conditions of his being, to create new forms of life. Due to their regulatory function, needs are the most significant criterion for the development of a person, especially his moral potential. They largely carry the program of this development.
The transition from the need to the formulation of the goal does not happen by itself. Need and purpose combine motives. Needs are primary in relation to motives, which are formed only on the basis of emerging needs. Activity is generated not by the needs themselves, but by the contradictions between them and the existing conditions of the subject's existence. It is these contradictions that stimulate activity, forcing them to fight for the preservation or change of conditions. The category "motive", thus, complements and specifies the category "need", expressing the attitude of the subject to the conditions of his life and activity.
In the world of values, the stimuli of human behavior and the causes of social action become more complex. What comes to the fore is not what is necessary, without which it is impossible to exist, since this task is solved at the level of needs, and not what is beneficial from the point of view of the material conditions of being is the level of action of interests, but what corresponds to the idea of the appointment of a person and his dignity, those moments of motivation of behavior in which self-affirmation and freedom of the individual are manifested. These are the value orientations that affect the whole personality, the structure of self-consciousness, personal needs. Without them, there can be no true self-realization of the individual. However, a person whose activity is determined only by needs cannot be free and create new values. A person must be free from the power of needs, be able to overcome his subordination to them. The freedom of the individual is a departure from the power of base needs, the choice of higher values and the desire for their realization. Value orientations are reflected in moral ideals, which are the highest manifestation target determination of personality activity. Ideals are the ultimate goals, the highest values of worldview systems. They complete the multi-stage process of idealization of reality.
The understanding of value orientations as a moral ideal leads to an aggravation of the contradiction between the social and the personal. As a rule, they get out of the conflict by sacrificing one for the other. However, a humane person will act in accordance with the requirements of a moral ideal. Moral ideals, therefore, determine the achievement of such a level of personality development that corresponds to the humanistic essence of man. They reflect a set of humanistic values that correspond to the needs of the development of society and the needs of a developing individual. They manifest the organic unity of the leading interests of the individual and society, since they express in a concentrated way the social functions of the humanistic worldview.
Moral ideals are not set and frozen once and for all. They develop, improve as samples that determine the prospects for the development of the individual. Development is a characteristic of humanistic moral ideals, which is why they act as a motive for the improvement of the individual. Ideals link historical eras and generations, establish the continuity of the best humanistic traditions, and above all in education.
Moral ideals are the highest criteria for a person's motivational-value attitude, which is characterized by the person's awareness of his duty, responsibility to society, voluntary decision to sacrifice his interests in favor of another person, without demanding anything in return.
Manifested in the actions, deeds and behavior of a person as a whole, relations carry out the relationship of the individual and the environment and meaningfully determine the essence of the orientation of the individual, coordinating and linking the main phenomena of subjectivity (attitudes, motives, needs, assessments, emotions, beliefs, value orientations, etc.). ). However, in the relations of the individual, not only its subjectivity is reflected, but also objectively given meanings, since they represent objective goals. The objective moment of a person's relations is his social position, which is a set of connections that arise in the system of referential interpersonal relations and socially significant activities. humanistic education moral
In the motivational-value relation of the personality, the objective and the subjective are presented in unity, determining its selective focus both on the values of activity and on the processes of self-realization.
This unity lies in the fact that the meaningful is not divorced from objective reality, does not contradict it, but arises on its basis, is repelled from the real possibilities of its change, from the existing functional capabilities of a person. Needs, goals that go beyond the objective possibilities of changing reality, act as inadequate motives. The motivational-value attitude characterizes the humanistic orientation of the individual in the event that she, being the subject of activity, implements her humanistic lifestyle in it, the readiness to take responsibility for others and for the future of society, to act regardless of the particular circumstances and situations that develop in her life, create them, fill them with humanistic content, develop a humanistic strategy and transform oneself as a humane person.
Conclusion
At the current stage of the development of society, the transition to democracy, the consolidation of human rights and freedoms, it is especially relevant to build an educational and educational process on the basis of humanistic pedagogy and humanistic education. Humanistic pedagogy is based on a humanistic worldview, which recognizes as its main and unshakable value a person as such, the value of his freedom, his choice and the possibilities of his development.
The pedagogical process, built on the principles of humanistic pedagogy, is based on the personality of the student, is based on the constructive work of the student and teacher, during which the teacher tries to develop the initiative of his wards in every possible way and create all the conditions for their personal and creative development through the methods of humanistic education of the individual.
Thus, in order to educate a cultured, intelligent, educated person, one must turn to humanistic pedagogy and its methods. All of the above allows us to note that humanistic pedagogy in the modern methodology of education occupies one of the most important places, both in the formation of the individual and in the comprehensive development of a member of society.
Literature
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Humanistic education has as its goal the harmonious development of the individual and implies the humane nature of relations between the participants in the pedagogical process. The term “humane education” is used to designate such relations. The latter implies a special concern of society for educational structures.
In the humanistic tradition, the development of a personality is viewed as a process of interrelated changes in the rational and emotional spheres that characterize the level of harmony of its self and society. It is the achievement of this harmony that is the strategic direction of humanistic education.
Self and sociability are spheres of personal manifestation, deeply interconnected poles of a person's orientation towards himself (life in himself) and society (life in society) and, accordingly, two sides of self-creation.
Self as a reflection of the inner plan of personality development, primarily psychophysical, it characterizes the depth of the personality's individuality. It determines the development of the personality from the elementary moments of its life activity to complex mental states, which are carried out with the help of self-knowledge, self-regulation and self-organization.
Sociability reflects the external plan for the development of the individual, and above all the social one. It has such parameters as the breadth and height of the individual's ascent to social values, norms, customs, the degree of orientation in them and the level of personal qualities acquired on their basis. Sociability is achieved through adaptation, self-affirmation, correction and rehabilitation and is manifested in acts of self-realization of the individual.
The harmony of selfhood and sociality characterizes a person from the standpoint of the integrity and comprehensiveness of ideas about her "I", which develops and is realized in conjunction with the external natural and social world. Humanistic education is carried out in acts of socialization, the actual education and self-development of the individual.
The generally accepted goal in the world theory and practice of humanistic education has been and remains the ideal of a person who is comprehensively and harmoniously developed, coming from the depths of centuries. This goal-ideal gives a static characterization of the personality. Its dynamic characteristic is connected with the concepts of self-development and self-realization. Therefore, it is these processes that determine the specifics goals of humanistic education: creating conditions for self-development and self-realization of the individual in harmony with himself and society.
In such a goal of education, the humanistic worldview positions of society in relation to the individual and their future are accumulated. They allow us to comprehend a person as a unique phenomenon of nature, to recognize the priority of his subjectivity, the development of which is the goal of life. Thanks to this formulation of the goal of education, it becomes possible to rethink the influence of a person on his life, his right and responsibility for revealing his abilities and creative potential, to understand the relationship between the internal freedom of choice of a person in self-development and self-realization and the purposeful influence of society on her. Consequently, in the modern interpretation of the goal of humanistic education, there is the possibility of forming a planetary consciousness and elements of a universal culture.
The structure of the educational process.
A process is a sequence of states, events, phenomena unfolding in time. Education is the interaction of educators and pupils unfolding over time. It is in it, in interaction, that the emotional and intellectual states of teachers and schoolchildren are born and change, it is here that pedagogical and non-pedagogical phenomena arise that become or do not become events for the participants in the interaction.
On one "pole" of such interaction is the pedagogical activity of the educator, on the other - the student's personality in its activity, constancy and variability.
Consider first "caregiver's pole".
The educational process takes place under the influence of external and internal conditions. These conditions are the preconditions for education. To some extent, the educator is able to influence the external and internal conditions of education. Influence on external conditions is the creation of material (thing environment) and ideal (models of knowledge, relationships) prerequisites for personal development, for valuable communication, for the actions of schoolchildren. Influence on internal conditions - regulation of the physical and mental state of participants in the educational process, stimulating their desire for personal and professional (for the educator!) Self-improvement, as well as reflection and reflection on this interaction.
Like any developing process, education contains contradictions, driving forces, movers.
The initial contradiction of the educational process is the contradiction between public expectations for the younger generation and its (generation) own needs, reflecting the socio-cultural, age-related situation of development.
Public expectations come from the ideals of the older generation, from the life experience of the currently leading social age group. As a rule, this is the generation of fathers (less often, in very stable times - the generation of grandfathers).
At present, such expectations are contradictory. Some of the “fathers” adopted the values of focusing on themselves, on their efforts, on alienation from the state, on a greater, in comparison with the “classical”, relativity of moral prescriptions.
The other part retained the old values: the expectation of state care, orientation towards community, joint responsibility, certainty of public morality.
However, there is a gap between the “society” and the “age” of the developing person in both cases.
The sociocultural age situation for adolescents, for youth is expressed in such “classical” age characteristics that do not fit into the views of the “fathers”, as the need for independence, in the relative closeness of their emotional preferences, in focusing not so much on social realities and ideals, but on the proclaimed means mass media patterns of life and relationships of young people close in age. (Youth is guided not by “fathers”, but by “big brothers”!)
But these arguments of ours refer to the socio-cultural level of contradiction. In each school, the general contradiction, refracted through a series of social and socio-psychological lenses, acquires a unique concrete coloring. The needs and expectations of society are transformed into the expectations and goals of the teachers of this school. The sociocultural age situation of development is manifested in the needs and goals of these particular schoolchildren, differing, sometimes quite decently, from the general picture (but, as a rule, not contradicting it in the main).
The needs and goals of schoolchildren only partially coincide with the expectations and goals of teachers. The driving forces that develop and resolve this contradiction are the motives of the "school" behavior of educators and pupils.
Let's clarify this idea. The expectations and needs of society transmitted by educators do not flow directly into the educational process. They are reshaped by the personal and professional needs and goals of teachers. The result of such re-registration can be both close and far from public expectations.
In direct educational interaction, educators realize their goals (including when these are school-wide teacher goals adopted without amendments). In communicating with the student, educators are guided by their own motives, building their relationship between these goals and motives (what in psychology is called the personal meaning of activity).
Behind this provision, there are many questions about the types of motives of teachers, about the types of personal words, about the consequences for the education of one or another pedagogical motivation.
Conventionally, the motives of teachers can be divided into broad and situational. If the former act in a wide range of situations and actions and are aligned with pedagogical views, ideals, beliefs, then the latter act in individual, specific cases. Behind them, rather, are pedagogical attitudes as a mood for a certain perception, understanding, and behavior of the educator in direct interaction with the child.
Let's turn now to "pole" of the student.
Students interact with teachers (or avoid it) for their own reasons. The forces guiding them at a deep level are the world of social needs. The world of these needs manifests itself in the form of motives for participation in various activities and communication with educators. Let us point out an important difference between the goals and motives of educators and pupils. For the educator, the goals and motives are, first of all, the goals and motives of pedagogical activity and pedagogical communication. For pupils, these are the goals of those specific activities in which he meets with the teacher (sports, teaching, leisure, etc.). And motives are the motives for participation in this activity and in those situations where communication with the teacher is carried out. Similar goals and motives (associated with specific types of activities and situations) are also characteristic of educators, but they are subordinate to pedagogical goals and motives if the educator behaves professionally.
When the sphere of school life is significant for teachers and schoolchildren, and the content and forms of organized activities and communication are diverse, the likelihood of intersection, coincidence of goals and motives of educators and pupils is greater, and in such a school the chances of successful education increase.
Driving forces: needs, goals, motives of participants in pedagogical interaction - realize their potential in the ways and content of activities and communication organized by educators and schoolchildren. Activity and communication are carriers or, one might say, movers of the educational process. Propulsion is a term taken by us from technology. For the car to move, there is not enough driving force - a running engine, you also need a mover - a device that is "linked" to the conditions, to the road and to which the engine transfers its power. Propellers can be different: wheels, skis, caterpillars, and a propeller, but they all perform the same task - to create movement.
Many ideas can be drawn from our technical metaphor that help to understand the peculiarities of the educational process. For example, such: engines, driving forces are more or less specialized. There are universal motors that successfully work with different engines, but “narrow specialists” are more common.
So it is with education. There are such broad motives as communication, play (on the part of schoolchildren), the desire to create a creative atmosphere, goodwill of relations (on the part of teachers), which can be combined with a wide range of activities. But there are also sharply directed forces in the educational process, for example, motives for intellectual primacy (among schoolchildren) or motives for developing responsibility in collective self-service (among teachers).
Another idea relates to drivers and conditions. For example, for wheels, what could be better than a highway, but a snowy field or rough terrain for a wheel is not ideal. Here it is better to ski (for snow) or caterpillars. Isn't it the same with educational movers? For some conditions, nothing can be better than sports activities, for others - sincere conversation, although the initial motives of educators and pupils in both cases can be very similar.
At the “pole” of educators, the movers of the educational process look like the methods and content of pedagogical work. The ratio of pedagogical work, pedagogical activity and general work, the activities of educators and pupils is a delicate matter. Pedagogical work is not something additional to general activities, communication, but a special pedagogical point of view, the view of the educator on what is happening with him, with the pupil, with their relationship in the process of common work and communication.
Pedagogy in relation to what the educator does is manifested in his special aspirations, expressed in global educational goals and specific educational tasks. These goals, tasks can be both open to schoolchildren and camouflaged, closed from them. Moreover, neither the first (openness) nor the second is a guarantee of the success of education. General rule Perhaps this is the following: the greater the mutual trust of educators and pupils, the more the pupils are oriented towards self-development (traditionally speaking, self-education), the greater the chances for the productivity of the open pedagogical position of the educator.
The movers and driving forces of the educational process determine the content and dynamics of the development of the original contradiction. Whether it will be imposing on schoolchildren, direct or "cunning", the goals of teachers, or a dialogue between adults and children, generating new joint goals on the basis of initial goals and needs.
The educational situation should be recognized as the unit of the educational process. The boundaries of the situation are determined by the specific task of the educator and the time period in which the conditions of interaction are relatively unchanged.
In each educational situation, the child falls into the sequence of the following processes:
1) inclusion in the system of relations (direct and indirect) with the educator;
2) acquisition and accumulation of knowledge, skills, methods of activity, norms, values and other elements of social experience;
3) them interiorization, that is, the transformation of the internal structures of the child's psyche due to the assimilation of the structures of social activity;
4) and exteriorization, that is, the transformation of the internal structures of the psyche into a certain behavior (actions, statements, etc.).
It is the actions, statements, deeds of the child that arose after his “exit” from the educational situation that make it possible to judge the effectiveness of the educational process organized by the teacher.
General laws of the process of education.
The scientific picture of the educational process involves a description of the patterns that govern the course of the child's upbringing. The pedagogical patterns of education are an adequate reflection of the objective, that is, independent of the will of the subject, reality of the educational process, which has common stable properties under any specific circumstances.
To determine the regularity means to reveal the basis of the ideal plan of pedagogical activity, to obtain general regulators of educational practice. To neglect the regularities means knowingly dooming the teacher's professional activity to low productivity. But it is not easy to define and precisely formulate objectively occurring processes in such a way that their ambiguous understanding is not allowed, especially in the field of education, where, at a superficial glance, everything is individual, concrete, personalized and in no way lends itself to generalization. In addition, sociological, psychological, socio-ethical and philosophical patterns, always taken into account by the teacher, obscure the actual pedagogical objective phenomena, and, claiming to be a substitute, create a false opinion that there are no actual pedagogical patterns. Let us dwell briefly on the characteristics of the actual pedagogical patterns.
First regularity. The upbringing of a child as the formation of socio-psychological neoplasms in the structure of his personality is accomplished only through the activity of the child himself. The measure of his efforts must correspond to the measure of his possibilities. He can only do what he can at the moment of his development, however, in the process of vigorous activity, physical and spiritual acquisitions occur, they allow increasing the measure of the child's efforts. The educational process, from this point of view, looks figuratively as an ongoing upward movement, requiring more and more efforts.
Any educational task is solved through the initiation of activity: physical development - through physical exercises; moral - through a constant orientation to the feelings of another person; intellectual - through mental activity, solving intellectual problems.
Decisive in following this pattern will be the ability of the teacher to monitor the state of the pupil: whether he is overtired or whether the work is too easy for him, whether overload or underload affects his attitude to activity. Compliance with the measure in dosing activity is a pedagogical art, but involving a child in vigorous activity also requires professionalism.
Game instrumentation, elements of competition, playing various roles, positive reinforcement and other methodological techniques provide a sparing regimen for the child's purposeful activity, rather diverting the child's attention from efforts than removing these efforts necessary for his development. When a child develops a general habit of any kind of effort, it will be easier for him later in adult life, when professional work, family, raising children, friendly communication - everything will require spiritual and physical tension from him.
According to this pattern, a good teacher is a teacher who knows how to organize the activities of children, leading to the development of their abilities.
Second regularity. The content of children's activities in the process of their upbringing is conditioned by the changing needs of children and therefore is variably determined at each given moment of development by actual needs. The teacher builds a system of activities in full accordance with this ensemble of actual needs, giving them a civilized form and directing their development along the ladder of universal values.
The art of the teacher will be to offer the child something at the right time, neither earlier nor later. Ahead of actual needs, the teacher runs the risk of meeting the resistance and passivity of children, which, by the way, is one and the same, because the passivity of children is nothing but the resistance of the weak. If the teacher is late with material for urgent needs, then “Mr. Chance” will fulfill its formative function and throw up vital material for the acute need of a young person, but this material will not always be kind and worthy.
Therefore, the teacher catches the slightest indicators indicating a change in the system of needs. These indicators are fixed in the features of behavior (“he became rude” or “does not obey”), in clothes (“he constantly dresses up”), in the preference for activities (“he plays football from morning till night” or “walks until late”), in speech (“ such a chatterbox has become” or “terrible jargon from my son”), in manners (“such slowness and languor” or “some swagger”), in situations that have not yet arisen in a child’s life (“took money without asking” or “collected for a party half the class, emptied the whole refrigerator”).
The change in actual needs is described in general terms in the psychological literature, so it is not difficult for the teacher to foresee it. But still, the individuality of the individual and the originality of the formation are unpredictable, which means that the teacher cannot fully rely on the warnings of psychologists and should not lose sight of the dynamics of the development of the needs of his pupils.
According to this pattern, a good teacher is a teacher who is able to see what is happening with a growing child and what seems to be the most important for the child at the moment of his life, and not to reject the “inconvenience” of development, but to direct the features of growth along the path of culture.
Third regularity. The development of a personality through activity and only through the activity of the personality itself confronts both the teacher and the child with the problem of the child’s unpreparedness for activity: he does not by nature have either the skills or the appropriate skills for independent living. Therefore, special equipment of the child with activity readiness is necessary.
Joint-separated activity is a solution to this contradiction. Its essence lies in maintaining a proportional ratio of the efforts of the child and the efforts of the teacher in joint activities. At the initial stage, the share of the teacher's activity exceeds the activity of the child. But very soon the share of the child's activity increases and, in the end, is brought to the maximum level, when the child acts as the subject of activity, and the teacher, as it were, is on the sidelines. The teacher is more and more receding into the shadows, it seems that children do not need him: they themselves draw, solve problems, put on a performance, publish a handwritten magazine, sing, dance, plant flowers, wipe furniture, meet guests. The initial moment is forgotten, and children, most often, are sure that it is they who have the initiative in organizing and conducting some kind of business. Joint-separated activity helps the child feel like a subject of activity, and this is extremely important for the free creative development of the individual.
It is not easy to determine the measure of the ratio of "joint" and "shared" activities. By the confidence of the child, by his activity, by the joy reflected on his face, by his enthusiasm for work, the teacher can judge the moment when he should reduce his efforts, give the initiative to the pupil, shifting the difficulties of work onto his shoulders. If this is done earlier, he will completely quit the case. If a little later, he will not acquire the necessary skills, relying on the teacher.
Of course, the practice of education has developed a whole range of pedagogical techniques that carry out the moment the teacher leaves the joint activity (for example, weaken actions, refer to additional problems that have arisen momentarily, etc.). But this is a tactical decision. Joint-separated activity is also carried out strategically: through the projection of the gradually expanding rights and duties of the pupil in the institution and in the family, through the transfer of powers that previously belonged to the teacher, through involvement in the planning of activities and the creation of a school life program.
The fourth rule. Decisive for the favorable development of the personality with its most intensive activity will be the internal state of the child, which determines his value relations to the objects of activity. Only in conditions of love and security does the child freely and freely express his relationships and is not afraid of developing relationships. Therefore, upbringing includes in its content a demonstration of love for the child, so that he is calm in relation to his close people, so that this calmness is ensured by a clear image of love when he hears a kind attitude towards himself in a speech, when he sees a mimic-plastic disposition towards himself. when he experiences mutual sympathy with the teacher.
The scientific interpretation of the concept of “love for a child” can be the “rule of three Ps”, formulated by the psychologist V.A. Petrovsky: understanding, acceptance and recognition of the child. Understanding means the ability to see the child "from the inside", the ability to look at the world simultaneously from two points of view: one's own and the child's. Acceptance means an unconditional positive attitude towards the child, his personality, regardless of whether he pleases the teacher at the moment or not. Recognition is, first of all, the right of the child to solve certain problems, in essence, this is the right to be an adult.
Fifth rule. It has already been said above that the activity active form relations to the object, that the subject develops personal relations to the object in the course of his activity. They will be positive under the condition of positive emotions received by the subject from the process of activity or its completion.
For the teacher, this means the following: the organized activity is accompanied or crowned with a situation of success that every child must experience. This is not about a successful objective result of the activity, but about the internal individual satisfaction of the child with his own actions, the result obtained and the course of emotional experiences during work. The situation of success is the subjective experience of personal achievements in the context of the individual development of the individual and her individual life.
The most common condition for creating a situation of success is positive reinforcement. The teacher should be able to produce positive reinforcement, elevating the spiritual strength of the child. In addition, it is necessary to remove the child’s fear of failure (“It’s okay”), advance the child with trust (“you will certainly succeed”), strengthen the motive for activity (“this is so important for us and for you”), note the exceptional personality traits of the child, allowing to hope for success (“because you ...”, “because you have ...”), as well as to use pedagogical suggestion.
The sixth rule. The developing autonomy and psychological emancipation of the child prescribe the so-called "hidden character" to education. Targeted educational influences, planned for the sake of the socialization of the individual, his spiritual enrichment and readiness for the cultural life of modern society, remain in limited area pedagogical professionalism. Children cannot and should not feel that they are the object of the application of professional forces.
The hidden position of the teacher is ensured by joint activities, the teacher's interest in the inner world of the child, providing him with personal freedom, a joint understanding of life and its structure, as well as a respectful attitude towards him and a democratic style of communication. To “open” upbringing means to put the child in the position of an object. An object does not have its own face, and without a face, it does not act as a person, remaining an individual, an individual. No more.
Even in that period of early adolescence, when the schoolchild is given opportunities for self-improvement, that is, when upbringing can turn into a process of self-education, even during this period the "hidden character" of the teacher's position is preserved. He can help the student in self-education, but at the same time he still remains an older friend, assistant, mentor who responded to a request for help.
Seventh rule. Personality exists and manifests itself for others as a holistic phenomenon, in each individual act of behavior it builds a system of personal relationships to the world at once and together. The integrity of the personality as a socio-psychological phenomenon prescribes to teachers the integrity of educational influences.
The integrity of the educational process is ensured by the polyphony of words and deeds, but this security is potential, without a teacher it is not realized. A rude cry that calls the child to humanity, contrary to calls, forms aggressiveness, since at this moment it is by no means a set of words and their meaning that acts, but an evil expression.
The principles of education.
The principles of education are general requirements that determine the educational process through norms, rules, recommendations for the development, organization and conduct of educational work.
The principle of humanistic orientation of education implies a consistent attitude of the teacher to the pupil as a responsible and independent subject of his own development, the strategy of his interaction with the individual and the team in the educational process on the basis of subject-subject relations.
In the case of the implementation of this principle, education performs the following functions:
To a certain extent, it determines how the object of socialization a person more or less successfully masters positive norms and values, and not asocial or antisocial normative-value and behavioral “scenarios”;
Gets certain opportunities to create conditions for the effective self-realization of a person as a subject of socialization, for the manifestation and development of his subjectivity in a positive aspect;
Can create such conditions for the development of a person that will help him achieve a balance between adaptability in society and isolation in it;
Gets the opportunity to a certain extent to prevent a person from colliding with certain dangers at various age stages, as well as to minimize and partially correct the consequences of these collisions, i.e. reduce the risk of turning a person into a victim of adverse conditions of socialization.
The implementation of the principle of the humanistic orientation of education in practice effectively influences the development of the pupil's reflection and self-regulation, the formation of his relationship to the world and with the world, to himself and with himself, to the development of self-esteem, responsibility, tolerance; on the formation of personality - the bearer of democratic and humanistic relations in society.
Modern interpretation the principle of natural education suggests that education should be based on a scientific understanding of the relationship between natural and social processes, be consistent with the general laws of the development of nature and man, educate him according to gender and age, and also form his responsibility for the development of himself, for the state and further evolution of the noosphere as a sphere mind.
In accordance with the principle of nature-based upbringing, a person needs to cultivate certain ethical attitudes in relation to nature, the planet and the biosphere as a whole, as well as environmental and resource-saving thinking and behavior. It is no less important that education strives to ensure that a person:
He clearly understood the ongoing planetary processes and existing global problems;
Realized the relationship between the noosphere and the life of human communities;
Had a sense of belonging to nature and society as part of it;
Formed personal responsibility for the noosphere as an environment and a product of human life;
He was aware of himself as a subject creating the noosphere, intelligently and safely “consuming”, saving and reproducing it.
The principle of cultural conformity of education formulated in the nineteenth century. German teacher F. Diesterweg, in a modern interpretation suggests that education should be based on the universal values of culture and be built in accordance with the values and norms of certain national cultures and the specific features inherent in the traditions of certain regions that do not contradict universal values.
In accordance with the principle of cultural conformity of upbringing, upbringing is faced with the task of introducing children, adolescents, young men to various layers of the culture of an ethnic group, society, and the world as a whole. This refers to such layers of culture as everyday, physical, sexual, spiritual, intellectual, material, economic, political, moral (which determines a person's attitude to himself, to people, to society, to nature).
In accordance with the principle of cultural conformity, it is necessary that upbringing helps a growing person to navigate the changes that are constantly taking place in himself and in the world around him. It is important that upbringing helps him “fit” into the changing realities of life, find ways of self-realization and self-affirmation that are adequate to these realities. It is equally important that education find ways to minimize the negative consequences of certain innovations that can affect both a particular person and certain categories of children, adolescents, and youths.
The realities of the life of modern society and the prospects for its development, the problems of socialization of a person and his entry into a changing world allow us to consider the principle of collective education one of the foundations of social education.
The modern interpretation of the principle of collectivity suggests that education, carried out in teams of various types, gives a growing person the experience of life in society, the experience of interacting with others, can create conditions for positively directed self-knowledge, self-determination, self-realization and self-affirmation, and in general - for acquiring the experience of adaptation and segregation in society. In the most general view team can be defined as a formalized socio-psychological contact group of people functioning within the framework of an organization.
The vital activity of the collective can be considered as an open and autonomous system. The collective functions in a certain environment in a row and in interaction with other associations, which include its members, which determines its openness in relation to the surrounding reality. At the same time, the collective, being an organizational community of people, to a certain extent functions independently of the environment, which makes it relatively autonomous.
Collective like autonomous system has a set of certain norms and values, which, given that the team at the same time is open system are divided into three layers. The first layer is individual norms and values, approved and cultivated by society, which are purposefully introduced into the team by its leaders. The second layer is the norms and values specific to society, social, professional, age groups, which do not coincide with the first. The third layer is individual norms and values, the bearers of which are children, adolescents, young men who are part of the team.
In the process of the functioning of the collective, all three layers of norms and values turn into a kind of alloy that characterizes the field of its intellectual and moral tension (the term of the scientist and teacher A.T. Kurakin). This field, specific to a particular collective, determines its autonomy and influence on its members. The field of intellectual and moral tension of the collective is not a homogeneous alloy. It is divided into at least two sectors. One is the values and norms that are obligatory for all members of the team, which regulate the collectively significant behavior of the individual; the other is those norms and values that, in principle, not contradicting the first, provide individual microgroups and members of the collective with opportunities for some originality in behavior. The nature of norms and values determines the direction of the influence of the team on certain aspects of personality development.
In any team, two structures of relations are formed - formalized and non-formalized.
The formalized structure of the team is created by its leaders in order to organizationally formalize the team and make it capable of solving the tasks facing it. This structure reflects the business relations of management that develop between managers, functionaries of self-government bodies and other members of the team. The informal structure of the collective reflects the informal relations of its members and has two layers: interpersonal relations of all members of the collective and a grid of selective relations of friendship and friendship. Relationships that develop in a team significantly affect the development opportunities of its members.
The vital activity of the collective can be viewed as a process of playing a certain social role by its members. At the same time, it is necessary to distinguish between two aspects in playing a role: social and psychological.
The social aspect includes those role expectations and prescriptions that are dictated by the life of the team and non-observance of which leads to social consequences (negative sanctions). Psychological aspect- this is a subjective interpretation by a member of the team of his role, which may not coincide with social expectations and prescriptions. This discrepancy, if it manifests itself in life, can cause negative sanctions, and if it does not manifest itself, it can lead to internal tension, frustrations. In the best case, this discrepancy becomes the basis for the manifestation of a person’s creative individuality (a person finds non-trivial ways to play the role of a team member, i.e. creativity- the ability to create original values, make non-standard decisions).
The vital activity of the collective, being the process of playing a social role by its members, becomes the basis for the accumulation of social experience by them, the arena of self-realization and self-affirmation, i.e. creates opportunities for human development.
The principle of education centering on personality development. In the modern interpretation, this principle suggests that the strategy and tactics of education should be aimed at helping children, adolescents and young men in the formation, enrichment and improvement of their human essence, in creating conditions for the development of the individual, based on its priority over the group and the team. The process of social education, educational organizations, communities of educatees can be considered only as a means of personal development, the restriction of the priority of which is possible to the extent necessary to ensure the rights of other individuals.
Education should be centered on the following aspects of personality development:
Physical development (promotion of proper physical development and health promotion, development of motor qualities, formation of motor skills, formation of a stable need for systematic physical education);
Sexual (communication of relevant knowledge, formation and correction of sex-role attitudes and standards of masculinity and femininity, etc.);
Intellectual (development of intellectual inclinations and abilities; formation and correction of a culture of manifestation of emotions and feelings; development of the perception of people, the surrounding world, works of art; realization of opportunities in various types of intellectual activity);
Social (mastery of ways of interacting with people, the formation and correction of the attitudes and skills necessary for this; the development of practical inclinations and abilities; the formation and correction of skills and culture of social behavior);
Development of subjectivity (development of reflection and self-regulation, assistance in self-awareness, self-determination, self-realization, self-affirmation).
The role and possibilities of social education in each of these aspects are different (large in some, less in others), but in any of the aspects it plays only an additional role (more or less significant) in relation to development as a whole. In addition, the possibilities of educational organizations differ significantly depending on their type and age stage of human development.
The tendency to consider education as a subject-subject process, characteristic of pedagogical theory in recent decades, as well as the gradual spread of this approach in pedagogical practice, led to the need to formulate as the most important for pedagogy the principle of dialogic education.
This principle assumes that the spiritual and value orientation of children, adolescents, young men and, to a large extent, their development is carried out in the process of such interaction between educators and educators, the content of which is the exchange of values (intellectual, emotional, moral, expressive, social, etc.), and also the co-production of values.
The dialogic nature of social education is realized in the exchange between educators and educators of the following values:
Developed by the history of the culture of a particular society;
Peculiar to the subjects of social education as representatives of various generations and subcultures;
Individual specific members of the educational organization.
The dialogical nature of social education suggests that in the life of an educational organization, along with exchange, the production of values occurs, on which the field of intellectual and moral tension of the team and the nature of interpersonal relations inherent in the organization depend, which determines its educational effectiveness.
The exchange, production and development of values becomes effective, contributing to the positive socialization of members of an educational organization if:
Educators strive to give a dialogic character to their interaction with the educated;
The dialogic nature of social education does not imply equality between the educator and the educated. This is due to age differences, uneven life experience, asymmetry social roles. But dialogue requires not so much equality as sincerity and mutual respect and acceptance.
The principle of the incompleteness of education implies the recognition of each age stage of human development as independent individual and social values, and not only and not so much as stages of preparation for later life. Behind this principle is the recognition that in every child, teenager, youth there is always something unfinished and, in principle, unfinished, because, being in a dialogical relationship with the world and with themselves, they always retain the potential possibility of change and self-change.
In accordance with the principle of the incompleteness of education, it must be built in such a way that at each age stage everyone has the opportunity to “take place anew”: to re-know themselves and others, to re-develop and realize their capabilities, to re-find their place in the world, to re-assert themselves.
The principle of complementarity in education. This general scientific methodological principle, formulated by the outstanding Danish physicist Niels Bohr in connection with the need to interpret quantum mechanics, is of great importance both for the theory of education and for educational practice.
Its application suggests the following approach to the definition of education:
Consider education as one of the social institutions, which, in particular, includes complementary types of education (family, social, religious, correctional), education systems at various levels (state, regional, municipal, local), and educational organizations various kinds and types;
Consider social education as a set of complementary processes (for example, the organization of social experience, nurturing education, individual assistance) that create conditions for the development of natural inclinations and spiritual and value orientation of a person;
Recognize that the process of a person's spiritual and value orientation includes, although contradictory, but objectively complementary value systems (Western and Eastern cultures, traditional for Russia and characteristic of the Soviet period of its history, village and city, center and province, various social, professional and age subcultures, etc.), which requires the implementation of the principles of humanization, natural and cultural conformity, collectivity, focus on the development of the individual, dialogue in education.
Education methods.
Education methods- ways of interrelated activities of educators and pupils, aimed at solving the problems of education.
Methods of upbringing cannot be considered outside the pedagogical system in which they are applied, outside the peculiarities of the relationship of the teacher with the specific personality of the student, with their groups and collectives. The choice and use of methods is carried out in accordance with pedagogical goals (operational, tactical, strategic), which are set taking into account the specifics of the social and educational environment, age and individual typological characteristics of students (in particular, taking into account the accentuation of their characters, possible neuropsychiatric disorders varying degrees of severity), the level of upbringing of specific teams (classes).
Methods of education should be distinguished from the means of education with which they are associated. The latter are primarily objects of material and spiritual culture, which are used to solve pedagogical problems.
The method of education is realized through the activity of the teacher-educator, while the means can influence outside of it. For example, a newspaper, a book, a movie, a TV show have an impact without the mediation of a teacher.
Methods of education can be grouped. In scientific pedagogy, there are different classification schemes. Their analysis is a matter of theoretical research, and the following group classification is most suitable for the practical work of a teacher:
- the first group: methods by which, first of all, the views (representations, concepts) of the educated are formed and the operational exchange of information in the pedagogical system between its members is carried out;
- the second group: methods by which, first of all, the activity of the educated is organized and its positive motives are stimulated;
The third group: methods by which, first of all, self-esteem is stimulated and educators are assisted in self-regulation of their behavior, in self-reflection (introspection), self-education, and the actions of students are officially evaluated.
The first group includes various types of presentation and presentation of information (explanatory and prescriptive) in the form of suggestion, narration, dialogue, dispute, briefing, replica, detailed lecture-type story, appeal, etc. This group information influences collectively referred to as "methods of persuasion".
The second group includes various types of tasks for activities (individual and group) in the form of assignments, requirements, competitions, showing samples and examples, creating situations of success. This group is called "methods of exercises (learning)".
The third group includes: various types of rewards, remarks, punishments, situations of control and self-control, situations of trust, criticism and self-criticism. This group is called “assessment and self-assessment methods”.
Let us characterize the listed groups of methods in more detail.
persuasion methods. Belief in education - this is a way of influencing the consciousness of a student to clarify the facts and phenomena of public and private life, the formation of views.
Self-affirmation and self-expression of the student's personality takes place in conditions of indistinctly conscious and formulated ideas, concepts, principles. Lacking solid and deep knowledge, a young person cannot always make an analysis of current events, makes mistakes in judgments. Therefore, the methods of persuasion serve to form views that were not previously in the mind of the student (or they were not fixed), or to update existing knowledge.
One of the main contradictions that is resolved in the process of education is the contradiction between the schoolchild's primitive ideas about the essence of ongoing events and the knowledge that an organized system of education brings into his consciousness from the outside.
An excellent way to influence the consciousness and the formation of certain views, motives, feelings in schoolchildren is dialog- a universal form of information interaction between a teacher and students. Through dialogue, communication is realized, many educational tasks are solved.
Dialogue methods of persuasion include dispute- a dispute on a topic that excites pupils. This method is based on a long-discovered regularity: knowledge and understanding obtained in the course of a clash of opinions, different points of view, are always distinguished by a high degree of generalization, stability and flexibility. The dispute does not require definite and final decisions. It gives students the opportunity to analyze concepts and arguments, defend their views, and convince other people of them. To participate in a dispute, it is not enough to express one's point of view, one must discover the strengths and weaknesses of the opposite judgment, pick up evidence that refutes the fallacy of one and confirms the reliability of the other point of view.
Dispute requires careful preparation of both the educator and the students. Questions submitted for discussion are prepared in advance, and it is useful to involve the students themselves in their development and compilation. On the advice of A.S. Makarenko, the teacher at the debate should be able to say so that in what was said, the pupils felt his will, culture, personality. The position of silence and prohibition is definitely not suitable for the head of the dispute.
Methods of persuasion must be systematically used in practical work. With their help, the tasks of expanding and deepening schoolchildren's worldview knowledge are solved;
In educational work, it is advisable to use a variety of forms of persuasion. We must strive to conduct conversations with schoolchildren in such a way that the words of the educator sink deeply into their consciousness, and for this it is necessary to constantly improve the art of conversation and persuasion. In the word of the teacher, the pupil should feel his sincere confidence, passion, erudition and culture;
Information presented to schoolchildren with the help of suggestion, storytelling, dialogue should be: a) objectively stated; b) related to practice; c) convincing, accessible, bright in the form of presentation;
Educational influences must be directed not only to the mind of schoolchildren, but also to their feelings, which play a huge role in the assimilation of knowledge, in the formation of democratic convictions;
Schoolchildren should be taught to defend, prove truth, justice, philanthropy, peacefulness;
- you should not abuse long speeches, conversations, reports; they must be built taking into account the age of their pupils;
Exercise methods. These methods contribute to the formation of the unity of consciousness and behavior. An exercise- repeated repetition and improvement of methods of action as a stable basis for behavior.
Methods of exercises in education are realized, for example, through assignments. Assignments (practical tasks) create and expand the experience of students in various activities, the experience of personal entrepreneurship. Accustoming schoolchildren to independent initiative and conscientious fulfillment of instructions, as the analysis of pedagogical practice shows, is a long-term matter and requires tireless attention to it.
In this regard, we offer some advice on practical application exercise methods:
Exercise methods are only effective when used with persuasion methods. Before schoolchildren, it is necessary to widely disclose the goals of the assignments being carried out. Without this, it is impossible to really engage them in collective affairs;
There should not be a single student in the team without permanent or temporary assignments. To help everyone determine what they like, to correctly distribute responsibilities, taking into account the interests and abilities of team members, is an important practical task;
The most valuable assignment is one that is given by the team (including on the advice of the teacher) and for the fulfillment of which one must report to the comrades. It determines the position of moral responsibility to comrades, gives rise to a strong demand, influences public opinion on the individual, increases the importance of self-control in activity, promotes the development of the will and the ability to overcome difficulties, to bring the matter to the end. This is what helps to exercise the consciousness, feelings, behavior of schoolchildren;
The teacher should know well the motives for the participation of schoolchildren in activities, their attitude to assignments and duties. Taking into account the motives, it is necessary to determine specific educational goals and pedagogical tasks to be solved;
- from exercises that are simple in content, the implementation of which does not present great difficulties, one should proceed to the presentation of such instructions that require the manifestation of significant volitional efforts, the subordination of personal interests to the public. This process develops valuable motives for participation in social activities, forms a positive orientation of the individual;
Schoolchildren must feel the moral and volitional tension in their work continuously, being under the control of the public opinion of the team and competing in achieving higher and higher results;
Participating in the work and achieving the fulfillment of the obligations assumed, schoolchildren should experience a sense of joy from the consciousness of a duty fulfilled, from situations of personal success;
- using various forms of extracurricular educational work, it is necessary to achieve unity of action on the part of teachers and parents.
The group of exercise methods includes example method as a method of influencing the contemplation, feelings and behavior of schoolchildren in an impressive way that can help achieve pedagogical goals. A variety of means are used in practical work: books and films, pictures and facts from life, television and radio programs, and visual agitation. Of great importance is the personal example of the teacher.
The younger the student, the less life experience he has, which is necessary in order to independently determine the line of his behavior. Therefore, he naturally imitates what he sees in the public and private life of his elders and in general in the actions of the people around him. Psychologists call the phenomenon of imitation conformism, and the corresponding quality of personality - conformity.
By imitation, a young person develops social and moral or immoral goals of personal behavior, and certain methods of activity are also approved.
Imitation is accompanied by more or less mature independent judgments. That is why imitation is not only blind copying: it also forms actions of a new type in children, both coinciding in general terms with the example, and original actions.
Imitation is not a simple one-time, but a complex multi-phase process.
Its first stage consists in the fact that as a result of tracing a specific action (or a life situation, or a description of actions) of another person, schoolchildren have a desire to do the same. Subjectively, the image of these actions is formed, “an example to follow”. Here a captivating example appears and motives are revealed that give an initial impetus to imitation. The presence of an example does not mean that it will be repeated in action. There may or may not be a connection between the example and the subsequent actions.
The second stage is the stage of formation of these connections, the stage of developing executive and volitional actions, when a teenager, through trial and error in real life activities, adjusts his thoughts, feelings and actions to the existing model.
At the next stage, there is a synthesis and consolidation of imitative or imitative-independent actions, which are actively influenced by life situations and contradictions. An important role in choosing an example and consolidating positive actions among schoolchildren is played by suggestions, explanations and advice from teachers.
Pedagogical requirement also belongs to the group of exercise methods. Requirement is a method of education with the help of which the norms of behavior, expressed in personal relationships, cause, stimulate or inhibit certain activities of the pupil and the manifestation of certain qualities in him.
The requirement may appear to the student as a specific, real task, which he must necessarily fulfill in the process of this or that activity. According to the form of presentation, direct and indirect requirements are distinguished. Direct demands are characterized by such features as positivity, instructiveness and decisiveness. They are clothed in the form of an order, an indication, a prescription. Indirect requirements (request, advice, hint) are based on the motives, goals, and beliefs formed by the pupils.
The educator always strives to ensure that his requirement becomes the requirement of the team. The reflection of the collective demand is public opinion. Combining assessments, judgments, the will of the collective, public opinion acts as an active and influential force, which in the hands of a skilled teacher performs the functions of a method of education.
As a parenting method competition It is built taking into account the undoubted socio-psychological factor that children, adolescents and young men are highly characterized by the desire for healthy rivalry, priority, superiority, self-affirmation. Involving students in the struggle for achievement best results in various activities, the competition raises the lagging behind to the level of the advanced, stimulates the development of creative activity, initiative, innovation, responsibility.
The competition can be collective and individual, designed for a long time and episodic. In the process of organizing and conducting it, it is necessary to observe traditional principles: transparency, concreteness of indicators, comparability of results, and the possibility of practical use of existing experience.
The effectiveness of the competition is significantly increased with a reasonable saturation of both educational and extracurricular activities with situations of experiencing success associated with positive emotions.
Methods of assessment and self-assessment. These methods are associated with concepts such as rewards and punishments. promotion- an expression of a positive assessment, approval, recognition of those best qualities that manifested themselves in the studies and actions of the student; punishment- expression of a negative assessment, condemnation of actions and deeds that are contrary to the norms of behavior and activity.
A well-thought-out system of rewards and punishments, says A.S. Makarenko, is not only legal, but also necessary. It helps to temper human character, brings up human dignity, a sense of responsibility of a citizen.
Grades have side effect: they cause attention to their own person, actualize self-assessments and often egocentrize. Therefore, it is impossible to abuse both positive and negative assessments.
If the question arises, where to start, then you need to start with praise. The anticipatory praise of a teacher always carries a positive educational charge, faith, outlines a good perspective for the individual. Pedagogical faith helps the potential to become reality.
At the same time, caution and a sense of proportion must be exercised when approving. It is useful to pay attention to a number of rules in this regard: one should not praise: a) for what is received from nature (mind, health, etc.); b) for what is achieved not by one's own efforts, by one's own work; c) more than twice for the same achievement; d) because of pity; e) because of the desire to please. The one who praises does not always become loved.
No less significant in practical pedagogical activity are the punishments that teachers have to resort to in certain specific pedagogical situations. But every time you should think about how you can not punish. And in this regard, there are many recommendations, among which the most important are the following:
Punishment should not harm health - neither physically nor morally;
If there is any doubt whether it is worth punishing or not, then punishment should be avoided;
At one time - one punishment (even if several offenses were committed at the same time);
If time is lost, then belated punishment should not be;
Punished - forgiven;
When punishing, do not allow insult and humiliation of the person;
You can not punish and scold: when sick; when eating; After sleep; before bedtime; during play, during work; immediately after a physical or mental injury; when he shows inability, stupidity, stupidity, inexperience; when he does not cope with fear, with inattention, with laziness, with mobility, with irritability, with any shortcoming, making sincere effort;
The student should not be afraid of punishment, but the grief of teachers and guilt before the school.
According to the psychotherapist V. Levy, we really punish the child only with our feelings.
The use of methods of encouragement and punishment is based on the principle of humanism. They show concern for the civic growth of the individual. Therefore, the methodology for applying these educational measures excludes one-sidedness.
It is obligatory to use various types, forms, methods of encouragement and punishment. It should be remembered that
– it is impossible to overestimate the importance of methods of encouragement and punishment in the process of educational work. In well-educated student groups, where conscious discipline has developed and there is mutual understanding, for a long time one can do without punishments at all;
The use of rewards and punishments is effective only in combination with persuasion (warning), instruction (exercise), example, requirement;
- the leading method should be the method of encouragement, the auxiliary method should be punishment. This helps to form a definite line; constantly rely on those best qualities of the student's personality that are in him, develop these qualities, gradually designing new, even more valuable ones;
Encouragement and punishment should be individualized, take into account the age and psychological characteristics of the individual, the pedagogical situation. Tact in rewards and punishments is a necessary element. It is necessary to encourage the student to give self-assessment to his behavior;
Punishment is correctly applied if the offender understands it, if it resolves the conflict between the perpetrator of the offense and the collective.
Types of education and their specificity.
Education of the worldview of schoolchildren. outlook is an integral system of scientific, philosophical, socio-political, moral, aesthetic views and beliefs of a person, which determine in his mind the general picture of the world, as well as the direction of his activity.
In the worldview, the unity of the external and internal, objective and subjective is manifested. The subjective side of the worldview consists in the fact that a person develops not only a holistic view of the world, but also a generalized idea of himself, which is formed in understanding and experiencing his “I”, his individuality, his personality.
A person acquires a holistic view of the world if his system of views is based on the unity of consciousness, experience, which means that the formation of a worldview depends on the impact on the intellect, will, emotions of the individual, on its active practical activity.
The intellectual component of the worldview implies a movement from a direct, sensual reflection of reality to abstract, conceptual thinking. However, conceptual thinking is not the end point of scientific and educational knowledge - after this, the ascent from the abstract to the concrete begins. This is not a simple return to the original, but to the concrete - at a higher stage of development, when the subject is comprehended deeply and comprehensively.
In order for knowledge to develop into beliefs, organically entered into common system views, dominant needs, social expectations and value orientations of the individual, they must penetrate into the sphere of her feelings and experiences. The positive emotional state of students encourages them to turn to their personal experience, to the life and work of prominent scientists and public figures, to works of literature and art - to everything that creates and maintains a favorable socio-psychological spirit of the school.
The readiness and determination of the individual to achieve the goal is directly related to the will. It is a side of consciousness that is irreducible to the intellect and feelings, the main function of which is the regulation of behavior and activity. Will, combined with beliefs and feelings, leads a person to sound decisions, actions and deeds.
Along with the intellectual and emotional-volitional, the composition of the worldview includes a practical-effective component.
The scope of practical actions of students can be quite wide. Educational, labor and social activities involve students in a wide range of social relations, equipping them with versatile information and communication experience. It does not lead to purely external results, but rebuilds the inner world of schoolchildren, develops in them the need for active creation as a personality trait. It is not enough that this activity be socially useful, it must satisfy the student himself, correspond, if not completely, but in the main features, to his personal ideal.
A holistic process of forming a scientific worldview among students is ensured through continuity in learning, interpenetrating links between academic subjects. The implementation of interdisciplinary connections allows you to see the same phenomenon from different points of view, to get a holistic view of it.
The social and professional positions of the teacher are the most important conjugate condition for the formation of a worldview. The success of worldview education is largely based on the students' trust in the teacher, who freely and responsibly reveals his beliefs to them.