Educational goals. Variety of educational goals. The purpose of education in a modern school. Goals and objectives of education at the present stage

As noted in the first chapter, an important problem in pedagogy is the development and definition of educational goals. A goal is what one strives for, what needs to be achieved. In this sense, the purpose of education should be understood as those predetermined (predictable) results in preparing the younger generations for life, in their personal development and formation, which they strive to achieve in the process educational work. The greatest physiologist and psychologist V.M. Bekhterev (1857-1927) wrote that resolving the issue of the goals of education is a direct matter of pedagogical science. “To find out the purpose of education and prove ways to achieve this goal,” he emphasized, “is, in any case, a matter of science...”
Determining the goals and objectives of education is of great theoretical and practical importance. Let us note in this regard only two most important provisions.
Thorough knowledge of the goals of education directly influences the development of pedagogical theory. A clear idea of ​​what kind of person we want to form affects the interpretation of the essence of education itself. For example, since ancient times, two approaches to the implementation of education have been developed in pedagogy. One of these approaches pursued the goal of creating an obedient personality, submissively submitting to the established order. Education came down mainly to forcing children to certain forms of behavior, various measures of external influence, even physical punishment. As will be shown later, many teachers tried to justify such education theoretically, believing that children by nature supposedly have uncontrollability, which must be suppressed by the power of the teacher’s authority, various prohibitions and restrictions. Therefore, such upbringing began to be called authoritarian.
Other teachers, in contrast, believed that the goal of education should be the formation of a free, spiritually developed and self-conscious personality. Based on this, they developed humanistic ideas of education, advocated a respectful attitude towards children, and the creation of a new pedagogy imbued with faith in the intellectual, moral and aesthetic improvement of the individual.
From this point of view, it should also be clear that the goals that were and are being set for education cannot but influence the development of theoretical approaches to determining its content and methods of the educational process.
The target orientation of education is no less important for the practical work of a teacher. Regarding this issue, K.D. Ushinsky in his fundamental work “Man as a Subject of Education” wrote: “What would you say about an architect who, laying the foundation for a new building, would not be able to answer the question of what he wants to build - a temple dedicated to the god of truth, love and righteousness , is it just a house in which to live comfortably, a beautiful but useless ceremonial gate that passers-by would look at, a gilded hotel for fleecing unscrupulous travelers, a kitchen for digesting food supplies, a museum for storing curiosities, or, finally, , a shed for storing all sorts of rubbish that no one needs in their life anymore? You should say the same about a teacher who will not be able to clearly and accurately define to you the goals of his educational activities.”
A similar idea was expressed by A.S. Makarenko. He emphasized that the teacher must be able to design the student’s personality. But in order to design a personality, you need to know well what it should be and what qualities it should develop.
Foreign researchers do not ignore the problem of developing educational goals. As noted by English teachers A. Kelly, P. Hurst, D. Pope, interest in it in English pedagogy strengthened in the 70s. If previously it was believed that the main role in the development of the educational process belongs to the content of education, then since the beginning of the 70s. this role is increasingly being assigned to the goal. The goal is now considered as a starting point that determines all the main components of the educational process: content, methods, effectiveness. And by the end of the 70s. and English teachers began to recognize (despite the traditional absolutization of the content of education) the need to more clearly and purposefully plan their activities.

ACCEPTING THE GOALS OF EDUCATION

Today the main goal of secondary and higher schools is to promote the mental, moral, emotional and physical development of the individual, to fully reveal his creative potential, to form humanistic relationships, to provide a variety of conditions for the flourishing of the student’s individuality, taking into account his age characteristics.

The focus on developing the personality of a growing person gives a “human dimension” to such goals as developing in young people a conscious civic position, readiness for life, work and social creativity, participation in democratic self-government and responsibility for the fate of the country and human civilization.

With a reasonable approach, continuity of goals should be maintained. Russia has its own historically established national system of education. There is no point in changing it to something else. The correct conclusion can be drawn only by developing the system in accordance with the new goals and values ​​facing the individual and society (Figure 5.1.).

An important problem of pedagogy is the development and determination of educational goals. A goal is what one strives for, what needs to be achieved.

The purpose of education should be understood as those predetermined (predictable) results in preparing the younger generations for life, in their personal development and formation, which they strive to achieve in the process of educational work. A thorough knowledge of the goals of education gives the teacher a clear idea of ​​what kind of person he should form and, naturally, gives his work the necessary meaning and direction.

Currently the goal of education is to form a personality that highly values ​​ideal freedoms, democracy, humanism, justice and has scientific views on the world around us , which requires a completely different methodology of educational work. The main content of training and education is the mastery of scientific knowledge, and the methodology is becoming increasingly democratic and humanistic in nature, and the fight against the authoritarian approach to students is being waged.

Different goals of education determine differently both its content and the nature of its methodology. There is an organic unity between them. This unity acts as an essential pattern of pedagogy.

Formation of a comprehensive and harmonious developed personality not only acts as an objective need, but also becomes the main goal (ideal) of modern education.

In the development and formation of personality, it is of great importance, first of all, physical education, strengthening strength and health.

The key problem in the process of comprehensive and harmonious development of the individual is mental education. An equally essential component of the comprehensive and harmonious development of a person is technical training or familiarization with modern technological achievements. The role of moral principles in the development and formation of personality is great. The progress of society can only be ensured by people with perfect morals and a conscientious attitude towards work and property. At the same time, great importance is attached to the spiritual growth of members of society, introducing them to the treasures of literature and art, and developing in them high aesthetic feelings and qualities. All this naturally requires aesthetic education(Figure 5.2.).

We can draw a conclusion about the main structural components of the comprehensive development of the individual and indicate its most important components. The components are: mental education, technical training, physical education, moral and aesthetic education, which must be combined with the development of inclinations, inclinations and abilities of the individual, and its inclusion in production work (L.D. Stolyarenko, S.I. Samygin, 2005).

EDUCATIONAL GOALS

The goal of education is what education strives for, the future towards which its efforts are directed. Any education - from the smallest acts to large-scale government programs - is always purposeful; There is no such thing as aimless, aimless education. Everything is subject to goals: content, organization, forms and methods of education. Therefore, the problem of educational goals is one of the most important in pedagogy. The questions - what educators should strive for in their practical activities, what results to achieve - can be called key (Figure 5.3.).

Stand out general and individual goals education. The purpose of education appears as a general one, when it expresses qualities that should be formed in all people, and as an individual, when education of a certain (individual) person is assumed. Progressive pedagogy stands for unity and combination of general and individual goals (Figure 5.4.).

The goal expresses the general purposefulness of education. In practical implementation, it acts as a system of specific tasks. The goal and objectives are related as a whole and a part, a system and its components. Therefore, the following definition is also true: the goal of education is a system of tasks solved by education.

There are usually many tasks determined by the purpose of education - general and specific. But the goal of education within a particular educational system is always the same. It cannot be that in the same place, at the same time, education strives for different goals. Goal is the defining characteristic of the educational system. It is the goals and means of achieving them that distinguish some systems from others.

In the modern world there is a variety of educational goals and educational systems corresponding to them. Each of these systems is characterized by its own goal, just as each goal requires certain conditions and means for implementation. There is a wide range of differences between goals - from minor changes in individual qualities of a person to dramatic changes in his personality. The variety of goals once again emphasizes the enormous complexity of education (Figure 5.5.).

How do educational goals appear? Many objective reasons are reflected in their formation. The patterns of physiological maturation of the body, the mental development of people, the achievements of philosophical and pedagogical thought, the level of social culture set the general direction of goals. But the determining factor is always ideology and state policy. Therefore, the goals of education have a clearly defined focus. There are often cases when the goals of education are disguised, hidden behind general vague phraseology in order to hide their true essence and orientation from people. But there is not a single state, even the most democratic, where the goals of education would not be aimed at strengthening the existing public relations, were divorced from politics and ideology (Figure 5.6.).

Not all teachers agree to assign education the role of a servant of ideology, although the history of human civilizations knows a lot of evidence when politics was directed by intelligent and worthy figures who were able to turn education to the benefit of the entire people. But in a number of countries, unfortunately, education reflected the voluntaristic aspirations of politicians, state ambitions, and did not develop, but fooled entire generations. The collapse of anti-national educational systems in former USSR and the countries of Eastern Europe - one of the latest examples of the eternal triumph of the humanistic goals of education and at the same time another proof that any government system seeks, first of all, to monopolize education. That is why recently in world pedagogy the idea of ​​independence of education from politics and ideology, deriving its goals from the universal laws of life, needs, rights and freedoms, has become stronger. A person cannot be considered as a means to an end: he himself is that end.

The history of pedagogy is a long chain of the origin, implementation and death of educational goals, as well as those who implement them pedagogical systems. It follows from this that the goals of education are not given once and for all; there are no formal-abstract goals that are equally suitable for all times and peoples. The goals of education are mobile, changeable, and have a specific historical nature.

The history of social development confirms that arbitrary derivation of educational goals is unacceptable. When choosing, setting and formulating educational goals, it is necessary to rely on objective laws of development of nature, society, and man.

It has been established that the determination of the purpose of education is due to a number of important reasons, the comprehensive consideration of which leads to the formulation of patterns of goal formation. What factors determine her choice? In addition to the factor already known to us - politics, the ideology of the state, the needs of society are important. The purpose of education expresses the historically urgent need of society to prepare the younger generation to perform certain social functions. At the same time, it is extremely important to determine whether the need is really ripe or just assumed, apparent. Many educational systems failed precisely because they were ahead of their time, wishful thinking, did not take into account the realities of life, hoping to transform people's lives through education. But education devoid of objectivity cannot withstand the pressure of reality; its fate is predetermined (Figure 5.7.).

The needs of society are determined by the method of production - the level of development of the productive forces and the nature of production relations. Therefore, the goal of education ultimately always reflects the achieved level of development of society; it is determined by it and changes with changes in the method of production.

The purpose and nature of education correspond to the level of development of the productive forces and the type of production relations characteristic of each socio-economic formation.

But the goals of education are determined not only by the method of production. Other factors also have an important influence on their formation. Among them are the pace of scientific, technical and social progress, the economic capabilities of society, the level of development of pedagogical theory and practice, the capabilities of educational institutions and teachers (Figure 5.8.).

Thus, we can conclude: the purpose of education is determined by the needs of society and depends on the method of production, the pace of social and scientific and technological progress, the achieved level of development of pedagogical theory and practice, the capabilities of society, educational institutions, teachers and students (I.P. Podlasy, 2000).

HARMONY OF UPBRINGING AND EDUCATION

Among the enduring goals of education, there is one, similar to a dream, expressing the highest purpose of education - to provide every person born with comprehensive and harmonious development. We can already find its clear formulation in the philosophers and humanist educators of the Renaissance, but this goal is rooted in ancient philosophical teachings. At different times, the concept of comprehensive harmonious development has different meanings.

Education should be not only comprehensive, but also harmonious (from the Greek harmonia - consistency, harmony). This means that all aspects of personality must be formed in close connection with each other.

Of primary importance is the creation of conditions for mastering the fundamentals of modern sciences about nature, society and man, giving educational work a developmental character.

An equally important task is that in the conditions of democratization and humanization of society, freedom of opinions and beliefs, young people do not acquire knowledge mechanically, but deeply process it in their minds and themselves draw the conclusions necessary for modern life and education.

An integral part of the education and training of younger generations is their moral education and development. Comprehensively developed person must develop principles social behavior, mercy, desire to serve people, take care of their well-being, support established order and discipline. He must overcome selfish inclinations, value humane treatment of people above all else, and possess a high culture of behavior.

Civil and national education. It includes instilling a sense of patriotism and a culture of interethnic relations, respect for our state symbols, the preservation and development of the spiritual wealth and national culture of peoples, as well as the desire for democracy as a form of participation of all citizens in resolving issues of national importance.

An organic part of the comprehensive formation of personality is the cultivation of environmental awareness, familiarization with the riches of national and world aesthetic culture. It also includes the physical development of students and the promotion of their health. Its integral element should be labor education, technical training, introduction to market economics.

External educational influence in itself does not always lead to desired result: it can cause both a positive and negative reaction in the recipient, or it can be neutral. It is quite clear that only if the educational influence evokes an internal positive reaction (attitude) in the individual and stimulates her own activity in working on herself, does it have an effective developmental and formative influence on her.

Education should be understood as a purposeful and consciously carried out pedagogical process of organizing and stimulating the various activities of the person being formed to master social experience: knowledge, skills, methods creative activity, social and spiritual relationships.

This approach to the interpretation of personality development is called the activity-relational concept of education. This means that only by including a growing person in various types of activities to master social experience and skillfully stimulating his activity (attitude) in this activity, it is possible to carry out his effective education (L.D. Stolyarenko, S.I. Samygin, 2005).

The perfect person is the highest goal of education, the ideal to which education should strive. This goal was born out of faith in the power of education and recognition of the imperfections of human nature. The purpose of society is to ensure the all-round development of all people. This corresponds to the nature of man as a society striving for self-affirmation and the manifestation of all his natural inclinations and abilities. The purpose of every person who comes into this world is to comprehensively develop all his abilities.

Is there a reasonable alternative to this goal? What can be opposed to this ideal? Under what conditions can this goal be set and achieved?

The laws of education, we are convinced once again, act inexorably. Where goals are ahead of the level of social development, where conditions for their implementation have not yet been created, mistakes are inevitable, leading to retreat or even complete abandonment of the intended tasks.

TASKS OF EDUCATION

The profound restructuring of society and education, which caused a revision and reorientation of the goals of education, gave rise to many contradictions in the definition of specific tasks of education.

The traditional components of education are mental, physical, labor and polytechnic, moral, aesthetic. Similar components are already distinguished in the most ancient philosophical systems that touch upon the problems of education.

Mental education equips students with a system of knowledge of the fundamentals of science. In the course and as a result of assimilation of scientific knowledge, the foundations of a scientific worldview are laid. Worldview is a person’s system of views on nature, society, work, and knowledge. Worldview is a powerful tool in the creative, transformative activity of man. It involves a deep understanding of natural phenomena and public life, developing the ability to consciously explain these phenomena and determine one’s attitude towards them: the ability to consciously build one’s life, to work, organically combining ideas with deeds.

Conscious assimilation of a knowledge system contributes to the development logical thinking, memory, attention, imagination, mental abilities, development of inclinations and talents. The objectives of mental education are as follows:

• mastering a certain amount of scientific knowledge;
• formation of a scientific worldview;
• development of mental powers, abilities and talents;
• development of cognitive interests;
• formation cognitive activity;
• development of the need to constantly replenish one’s knowledge, increase the level of general education and special training.

Physical education - an integral part of almost all educational systems. Modern society, which is based on highly developed production, requires a physically strong young generation, capable of working with high productivity, withstanding increased loads, and being ready to defend the Motherland. Physical education also contributes to the development in young people of the qualities necessary for successful mental and labor activity.

The objectives of physical education are as follows:

• health promotion, proper physical development;
• increasing mental and physical performance;
• development and improvement of natural motor qualities;
• learning new types of movements;
• development of basic motor qualities (strength, agility, endurance and others);
• formation of hygiene skills;
• upbringing moral qualities(courage, perseverance, determination, discipline, responsibility, collectivism);
• formation of the need for constant and systematic physical education and sports;
• developing the desire to be healthy, cheerful, and bring joy to yourself and others.

Physical education is closely connected with other components of education and, in unity with them, solves the problem of forming a comprehensively harmoniously developed personality.

Labor education. It is difficult to imagine a modern, educated person who does not know how to work hard and fruitfully, who does not have knowledge about the production around him, production relations and processes, and the tools used. The labor beginning of education is an important, centuries-tested principle of the formation of a comprehensively and harmoniously developed personality.

Labor education covers those aspects of the educational process where labor actions are formed, production relations are formed, and tools and methods of using them are studied. Work in the process of education acts both as a leading factor in the development of personality and as a way of creative exploration of the world, gaining experience of feasible work activity in various fields labor, and as an integral component of education, largely centering educational material, and as an equally integral part of physical and aesthetic education.

Polytechnic education is aimed at familiarizing with the basic principles of all industries, acquiring knowledge about modern production processes and relationships. Its main tasks are the formation of interest in production activities, the development of technical abilities, new economic thinking, ingenuity, and the beginnings of entrepreneurship. Properly delivered polytechnic education develops hard work, discipline, responsibility, and prepares for understanding the profession.

Not just any work has a beneficial effect, but only productive work, i.e. such labor in the process of which material values ​​are created. Productive labor is characterized by: 1) material result; 2) organization; 3) inclusion of the entire society in the system of labor relations; 4) material reward.

Moral education. Morality is understood as historically established norms and rules of human behavior that determine his attitude towards society, work, and people. Morality is internal morality, morality is not ostentatious, not for others - for oneself. The most important thing is to form deep human morality. Moral education solves such problems as the formation of moral concepts, judgments, feelings and beliefs, skills and habits of behavior that correspond to the norms of society.

Moral concepts and judgments reflect the essence of moral phenomena and make it possible to understand what is good, what is bad, what is fair, what is unfair. Moral concepts and judgments turn into beliefs and are manifested in actions and deeds. Moral deeds and actions are the determining criterion for the moral development of an individual. Moral feelings are experiences of one’s attitude towards moral phenomena. They arise in a person in connection with the compliance or non-compliance of his behavior with the requirements of public morality. Feelings for overcoming difficulties stimulate exploration of the world.

The moral education of the younger generation is based on: human values, enduring moral norms developed by people in the process of historical development of society, as well as new principles and norms that have arisen at the present stage of development of society. Enduring moral qualities - honesty, justice, duty, decency, responsibility, honor, conscience, dignity, humanism, selflessness, hard work, respect for elders. Among the moral qualities born of modern development of society, we highlight internationalism, respect for the state, authorities, state symbols, laws, the Constitution, an honest and conscientious attitude to work, patriotism, discipline, civic duty, self-demandingness, indifference to the events taking place in country, social activity, charity.

Emotional (aesthetic) education- another basic component of the goals of education and the educational system, summarizing the development of aesthetic ideals, needs and tastes among students. The tasks of aesthetic education can be conditionally divided into two groups - the acquisition of theoretical knowledge and the formation of professional knowledge and skills. The first group of tasks solves the issues of familiarization with aesthetic values, and the second - active inclusion in aesthetic activity. Inclusion tasks:

• formation of aesthetic knowledge;
• education of aesthetic culture;
• mastery of the aesthetic and cultural heritage of the past;
• formation of an aesthetic attitude to reality;
• development of aesthetic feelings;
• introducing a person to the beauty in life, nature, work;
• development of the need to build life and activity according to the laws of beauty;
• formation of an aesthetic ideal;
• the formation of the desire to be beautiful in everything: in thoughts, deeds, movements, actions, appearance.

The tasks of inclusion in aesthetic activities require the active participation of each student in creating beauty with their own hands; practical lessons in painting, music, choreography, participation in creative associations, groups, studios, etc. (I.P. Podlasy, 2000).

REGULARITIES OF EDUCATION

What should be understood by the laws of education? This concept means stable, repeating and significant connections in the educational process, the implementation of which makes it possible to achieve effective results in the development and formation of personality.

1. The nature of education at all historical stages is determined by the objective needs of production and the interests of society, which, of course, is its essential pattern.

2. Another important pattern should be pointed out: the unity of goals, content and methods of education.

3. The inextricable unity of teaching and upbringing (in the narrow sense) in the holistic pedagogical process, which should also be considered from the laws of upbringing.

4. Personality education occurs only in the process of including it in activities. Therefore S.T. Shatsky and A.S. Makarenko rightly defined education as the meaningful organization of the life and activities of pupils.

5. Education is stimulating the activity of the personality being formed in organized activities.

The root cause of a person’s activity is those internal contradictions between the achieved and necessary level of development that he experiences in various life circumstances and which prompt him to activity and to work on himself.

The art of education in this case is for the teacher to be able to create pedagogical situations to arouse such internal contradictions in students and thus stimulate their activity in various types activities. Based on the experience of these internal contradictions, the individual develops needs, motives and attitudes, incentives for his active work.

Only by developing the need-motivational sphere of the individual and creating the necessary conditions for the formation of healthy needs, interests and motives for activity (behavior) in her, is it possible to stimulate her activity and achieve the appropriate educational effect.

6. In the process of education, it is necessary to show humanity and respect for the individual, combined with high demands. The psychological basis of this pattern is that the nature of the relationship between the teacher and the person being educated causes the latter to have certain internal (emotionally sensual) experiences and directly affects her activity and development. If these relationships are imbued with mutual respect, trust, goodwill and democracy, and are humane in nature, then the educational influence of the teacher, as a rule, will evoke a positive reaction in students and stimulate their activities.

In those cases when the relationship between a teacher and a student bears the stamp of negativity and authoritarianism, the educational influence of the teacher will cause negative experiences in the latter and will not have a positive educational effect.

7. In the process of education, it is necessary to open up prospects for their growth to students and help them achieve success. If these goals and intentions are realized, the person experiences inner satisfaction, joy from the success achieved. In cases where the intended goals are not realized, she experiences internal anxiety, a feeling of dissatisfaction and mental stress. It is not difficult to understand that the repetition of such failures paralyzes the activity of the individual, and he stops working on himself, loses all activity. For example, a student who falls behind in his studies stops studying altogether.

8. In the process of education it is necessary to identify positive traits students and build on them. P.P. Blonsky wrote: “you need to fight not with a student who has shortcomings in his studies, but together with the student to fight against these shortcomings. But then, most often, what is needed is not criticism and condemnation, but the manifestation of emotional sensitivity to the student and providing him with real help in overcoming the difficulties encountered.”

A.S. was deeply right. Makarenko, when he argued that no matter how bad a student may be in our provision, we must always approach him with an optimistic hypothesis, always project the good in him, help develop his best inclinations and abilities and, relying on them, create conditions for overcoming shortcomings.

1. In education, it is necessary to take into account the age, gender and individual characteristics of students.

2. Education must be carried out in the team and through the team.

An important goal of education is the formation of an individual in the spirit of collectivism, the development of friendly traits and qualities. Naturally, this goal can be achieved only on condition that the individual is brought up in a well-organized and healthy social and spiritually team.

3. In the process of education, it is necessary to achieve unity and consistency in the pedagogical efforts of the teacher, family and public organizations.

4. In the process of education, it is necessary to encourage the student to carry out self-education (L.D. Stolyarenko, S.I. Samygin, 2005).

SELF-EDUCATION

In the process of education, it is necessary to encourage the student to carry out self-education.

The student himself is active from birth; he is born with the ability to develop. He is not a vessel into which the experience of humanity “merges”; he himself is capable of acquiring this experience and creating something new. Therefore, the main factors of human development are self-education, self-education, self-training, self-improvement.

Self-education is the process of a person’s assimilation of the experience of previous generations through internal mental factors that ensure development. Education, if it is not violence, is impossible without self-education. They should be considered as two sides of the same process. By self-education, a person can educate himself.

Self-education is a system for internal self-organization to assimilate the experience of generations, aimed at one’s own development.

Self-learning is the process of a person directly gaining the experience of generations through his own aspirations and his own chosen means.

In the concepts of “self-education”, “self-education”, “self-study”, pedagogy describes the inner spiritual world of a person, his ability to develop independently. External factors - upbringing, education, training - are only conditions, means of awakening internal forces, abilities for development, and bringing them into action. That is why philosophers, teachers, and psychologists argue that it is in the human soul that the driving forces of his development lie (Figure 5.9.).

Self-education is a human activity aimed at changing one’s personality in accordance with consciously set goals, established ideals and beliefs. Self-education presupposes a certain level of development of the individual, his self-awareness, his ability to analyze while consciously comparing his actions with the actions of other people. A person’s attitude towards his potential capabilities, correct self-esteem, and the ability to see his shortcomings characterize a person’s maturity and are prerequisites for organizing self-education (Figure 5.10.).

Self-education involves the use of techniques such as self-commitment (voluntarily setting oneself conscious goals and objectives for self-improvement, the decision to develop certain qualities in oneself); self-report (a retrospective look at the path traveled over a certain time); understanding one’s own activities and behavior (identifying the reasons for successes and failures); self-control (systematic recording of one’s condition and behavior in order to prevent undesirable consequences) (Figure 5.11.).

Self-education is carried out in the process of self-government, which is built on the basis of goals formulated by a person, a program of action, monitoring the implementation of the program, evaluating the results obtained, and self-correction (Figure 5.12.).

Self-determination is a person’s conscious choice of his life path, goals, values, moral standards, professions, and living conditions.

Methods of self-education include: self-knowledge, self-control, self-stimulation.

Self-knowledge includes: introspection, introspection, self-evaluation, self-comparison.

Self-control is based on: self-persuasion, self-control, self-order, self-hypnosis, self-reinforcement, self-confession, self-compulsion.

Self-stimulation involves: self-affirmation, self-encouragement, self-encouragement, self-punishment, self-restraint (Figure 5.13.).

Consequently, in the complex structure of goal-setting education leading place occupy the goals, objectives, patterns of education, the implementation of which leads to the harmony of the upbringing and education of students and crowns their self-education.

The development of the best human qualities and skills is impossible without education. There are many definitions and concepts of this concept. And this is not surprising, because the society in which a person is formed is distinguished by its multi-ethnic character. In addition, the relevance of various social manifestations changes and develops over time.

So what is human upbringing? What is it based on, what components determine its content? We will try to figure this out in our article.

IN modern society human upbringing not only has not lost its relevance, but has also acquired enduring value and significance.

In any case, the main active subject of this process is the person as the subject of education.

The main feature of educational influence is the desire of the educator to exert an appropriate influence on the student. Thus, it is possible to change people's consciousness and behavior. This activity is aimed at transforming worldviews, changing the mental state and creating value guidelines for the person being educated.

The specificity of this process is due to the definition of appropriate goals and well-chosen methods of influence. When implementing them, the teacher must take into account congenital, mental, and genetic characteristics. No less important is the level of social development, as well as the age and conditions in which the individual exists.

Education can be carried out in various directions and multiple levels, having various goals.

Thus, a person can exert an educational influence on himself independently, choosing the means that are suitable for him for self-development. In this case, we can talk about self-education.

Recently, humanistic pedagogy has been using an axiological approach to education. In this approach, a person as a subject of education is considered from two points of view:

• Practical (everyday life of an individual);
• Cognitive (the process of development and improvement personal qualities).

At the same time, their close relationship is taken into account, because the main argument of the axiological approach is social development, which occurs only thanks to the individual.

What is the educational process

To understand and resolve the problems of education, you need to clearly understand what the educational process is.

It has its own structure, which consists of goals, content, methods and means. It also includes the results that were achieved in the process of educational influence.

Since the work of education involves many factors (life values, professional sphere, public interests, etc.), they must be taken into account when influencing the individual.

We have already covered previously objective and subjective factors that influence the development of human personality. Their impact is undeniable, but it is no less important to clarify the goals and levels of their implementation.

Since man is the only creature subject to education, the goals set for the educator should contribute to the full range of possibilities of this direction of influence.

When formulating educational goals, it is important to understand the reality of their achievement and humanistic orientation.

Educational tasks are based on initiating the activity of the individual. That is, the teacher’s task is to show the pupil the importance and necessity of certain actions, to lead him to accept independent decision on their implementation.

The success of educational activities is based on a gradual transition from joint activities to independent ones. At the same time, the student can always count on the help and support of the teacher. The entire educational process is based on the fact that under its influence an educated person should be “born”.

What does it mean to be educated? There are many opinions on this matter. We will present only those criteria that, in our opinion, most accurately reveal this concept.

So, educated people develop the following qualities:

• They are able to listen, understand and forgive, as they respect the personality of the other person. They are lenient towards the weaknesses of other people, because they understand that they themselves are not perfect.
• They are capable of compassion.
• They understand the value of material wealth, so they do not encroach on other people’s property and are able to repay debts on time.
• They do not tolerate lies in any of its manifestations. They prefer to remain silent if they have nothing to say.
• They will not play on the feelings of others, trying to evoke pity and compassion for themselves.
• They won't compromise their principles just to meet a celebrity or show off their importance.
• They will never sacrifice their talent and capabilities for the sake of everyday pleasures.
• They always try to cultivate a sense of beauty in themselves. It is unpleasant for them to see sloppiness in everything that surrounds them.

Of course, the listed qualities of a well-mannered person can be supplemented or changed. However, they reflect the essence of a person who strives to develop better abilities and capabilities.

Education of a citizen through morality

The famous psychologist L. S. Vygotsky believes that the purpose of education is to create conditions for the development of positive interests and the maximum elimination of negative ones. But B.P. Bitinas argues that education must serve the social order, since the individual must serve society.

Modern pedagogy is of the opinion that these goals need to be achieved comprehensively. That is, society needs education as a rebirth of a citizen, a person of culture and morality.

In a modern school, not only changes are taking place in education, but also the actualization of moral values.

The revival of these qualities is associated with a change in the general situation in the country.

On the one hand, among children and adolescents there is often an indifferent attitude towards learning, a desire for rebellion and anarchy. On the other hand, progressive parents work with children about survival in modern society. And these conditions oblige not only to have a good education and a solid knowledge base, but also to be able to communicate, obeying the laws of society.

Such qualities of a business person as decency, the ability to control one’s emotions, self-development, and a general culture of behavior can help one achieve success in any professional field.

Innovative teacher E. V. Bondarevskaya believes that the conceptual basis for educating a citizen should be based on the following provisions:

• The social situation in the country must be analyzed, and educational goals must be built through its prism;
• The ideological principles of education need to be constantly changed and improved taking into account the situation in the country and the world;
• Education requires highlighting the basic component of content;
• Methods and technologies of education must be justified from the point of view of civil and moral norms;
• The criteria for children's upbringing should be based on the socio-pedagogical situation in the educational institution.

The main task of the teacher is to direct the entire pedagogical process into the mainstream of culture, folk traditions, moral ideals. That is, it is necessary to introduce education into culture and art.

Cultivating a value attitude toward beauty, the foundations of which were laid in childhood, contributes to the harmonious development of the individual and her desire for self-improvement.

Thus, culture and human upbringing are concepts that must be inextricably linked.

Education is designed to help a developing individual become part of the cultural traditions and history of his people. Citizenship cannot exist without morality.

The ideology of education should be aimed at humanizing the entire process.

Consequently, all relationships between the student and the teacher should be natural, “humane”. The time for a totalitarian and dictatorial attitude towards students has passed. In modern schools, the teacher directs his activities to the development of the child’s personality, as well as to the recognition of this person’s right to choose and own opinion.

Education in harmony with nature

Fostering a value attitude towards nature and the environment is important part development of a personality that is in harmony with the world and itself.

The current environmental situation presents a deplorable picture. In this regard, the educational process should pay great attention to working in this area.

The following tasks are identified environmental education:

• Instilling a love for nature;
• Formation of a knowledge base about ecology and its specifics;
• Fostering a caring attitude towards natural resources, a desire not only to use its wealth, but also to increase it.

Awareness of the value of nature and its riches begins in the family. Only a family can instill a caring attitude towards the environment and show that thanks to natural resources, life on earth continues.

The issue of environmental education should be addressed no less carefully in educational institutions. In special classes, as well as in regular lessons, the teacher promotes a comprehensive consideration of aspects of environmental problems.

Family education

Education begins in the family. This indisputable fact cannot be refuted. Everything that the baby feels, sees and hears shapes his self-awareness, internal needs and desires.

The entire future life of a person depends on what foundations are laid in the family.

As a rule, a person loves the place of his birth and upbringing. After all, his life’s journey began there, there he was taught the basics of life.

The life of an adult is a reflection of his childhood impressions, rules and guidelines that his parents instilled in him. The child’s personality is formed through the example of adults.

Communication with parents allows all the child’s qualities, both negative and positive, to develop.

The family lays the foundations for instilling a value attitude towards nature and the environment, moral norms and moral ideals, and an attitude towards work and physical education.

The famous psychologist John Bowlby, in his book “Attachment Theory and Raising Happy People,” talks about how relationships with adults influence a child’s development and behavior. He details the methods by which this theory helps make children happy and successful.

“Attachment Theory and Raising Happy People” is a guide to the world of parent-child relationships.

The author gives advice on how to properly delineate the baby’s personal space and family traditions, how to break up, for how long to do it, how this breakup can be useful. Teaches a painless transition from one stage of a child’s development to another.

The theory of the German psychologist allows you to use parental love with maximum benefit for the child. Helps you learn to feel happiness every day, finding it in ordinary everyday things.

"Double" education

Humanity has always sought ways to educate a perfect person. It is hardly possible. However, everyone needs to strive for the ideal. This can be achieved through independent striving for excellence.

The fact is that every person has two upbringings. The first is provided to him by his parents, teachers and society. The second he gives himself.

2 education is not inferior in importance to what adults gave in childhood. Moreover, it is with its help that a person can get closer to the ideal to which all humanity strives.

Only with the help of self-development will the work carried out by teachers be able to bear fruit.

What is the essence of educating yourself?

Let’s present the basic rules for working on yourself, with the help of which you can get closer to the ideal:

• Remember that you are an individual. You build your life and are personally responsible for your actions.
• Learn, develop, read. But remember that any information requires careful selection. Don't let anyone or anything rule your life.
• Think carefully about your decisions, and after making them, do not doubt their correctness.
• Don't shift responsibility for your actions to other people. Look for the answer to the troubles that have happened only in yourself.
• Material things should serve you, not you. Money and benefits should not control your consciousness.
• Communicate only with those people who are pleasant to you. Remember that every person is an individual and you can learn something from him.
• End relationships that bring discomfort into your life.
• Think critically. From the abundance of information, choose the main thing, what you need to achieve your goal. Nothing extra.
• Don't be afraid to be different from others. This ability is not given to everyone. Enjoy being unique.
• Believe in yourself. You have enough strength, time and opportunity to achieve everything you want.
• Set goals for yourself and achieve them. Every day is a new goal.
• Remember that there are no perfect people. How close you can come to the ideal depends only on your efforts.

Conscious personal development will help you find your niche in this difficult world and not lose your individuality.

1. The importance of educational goals for the development of pedagogical theory and methodological foundations education

As noted in the first chapter, an important problem in pedagogy is development and determination of educational goals. A goal is what one strives for, what needs to be achieved. In this sense, the purpose of education should be understood as those predetermined (predictable) results in preparing the younger generations for life, in their personal development and formation, which they strive to achieve in the process of educational work. The greatest physiologist and psychologist V.M. Bekhterev (1857-1927) wrote that resolving the issue of the goals of education is a direct matter of pedagogical science. “To find out the purpose of education and prove ways to achieve this goal,” he emphasized, “is, in any case, a matter of science...”

Determining the goals and objectives of education is of great theoretical and practical importance. Let us note in this regard only two most important provisions.

Thorough knowledge of the goals of education directly influences the development of pedagogical theory. A clear idea of ​​what kind of person we want to form affects the interpretation of the essence of education itself. For example, since ancient times, two approaches to the implementation of education have been developed in pedagogy. One of these approaches pursued the goal of creating an obedient personality, submissively submitting to the established order. Education came down mainly to forcing children to certain forms of behavior, various measures of external influence, even physical punishment. As will be shown later, many teachers tried to justify such education theoretically, believing that children by nature supposedly have uncontrollability, which must be suppressed by the power of the teacher’s authority, various prohibitions and restrictions. Therefore, such upbringing began to be called authoritarian.

Other teachers, in contrast, believed that the goal of education should be the formation of a free, spiritually developed and self-conscious personality. Based on this, they developed humanistic ideas of education, advocated a respectful attitude towards children, and the creation of a new pedagogy imbued with faith in the intellectual, moral and aesthetic improvement of the individual.

From this point of view, it should also be clear that the goals that were and are being set for education cannot but influence the development of theoretical approaches to determining its content and methods of the educational process.

The target orientation of education is no less important for the practical work of a teacher. Regarding this issue, K.D. Ushinsky in his fundamental work “Man as a Subject of Education” wrote: “What would you say about an architect who, when laying down a new building, would not be able to answer the question of what he wants to build - a temple dedicated to the god of truth, love and righteousness , is it just a house in which to live comfortably, a beautiful but useless ceremonial gate that passers-by would look at, a gilded hotel for fleecing unscrupulous travelers, a kitchen for digesting food supplies, a museum for storing curiosities, or, finally, a barn for storing all sorts of rubbish that no one needs in their life anymore? You should say the same about a teacher who will not be able to clearly and accurately define to you the goals of his educational activities.”

A similar idea was expressed by A.S. Makarenko. He emphasized that the teacher must be able to design the student’s personality. But in order to design a personality, you need to know well what it should be and what qualities it should develop.

Foreign researchers do not ignore the problem of developing educational goals. As noted by English teachers A. Kelly, P. Hurst, D. Pope, interest in it in English pedagogy strengthened in the 70s. If previously it was believed that the main role in the development of the educational process belongs to the content of education, then since the beginning of the 70s. this role is increasingly being assigned to the goal. The goal is now considered as a starting point that determines all the main components of the educational process: content, methods, effectiveness. And by the end of the 70s. and English teachers began to recognize (despite the traditional absolutization of the content of education) the need to more clearly and purposefully plan their activities.

2. Abstract-philosophical approach to determining the goals of education in various periods of development of society

Questions about the goals of education have been developed in pedagogy in one way or another since ancient times. But if, as noted in the first chapter, in the slave and feudal eras the ruling classes openly adapted education and its goals to their interests and used them to strengthen their privileges, then the situation began to develop differently in the future. In the fight against feudalism in society, issues of freedom, equality and fraternity between people and the need to educate a person in general, prepare him for a secure and happy life. In addition, for a long time, the development of educational goals was carried out on an abstract philosophical basis, which did not always require their precise and scientific justification. We find this touch of abstraction and subjectivism in the statements of many teachers of the past. Thus, at one time, the German teacher W. Rein (1847-1929) wrote that “upbringing should develop a truly good man, who knows how to work usefully for his people, a conscientious and sincere person..."

The famous American educator and psychologist Edward Thorndike spoke in a similar vein. “Education in general,” he noted, “should develop benevolence towards people in a human being... These goals of education in general - a benevolent attitude towards people, arranging a useful and happy life, the desire for noble, pure pleasures - are at the same time in particular, the ultimate goals of school education."

Some Western educators tried to deny altogether the need to determine the goals of education. The American pragmatist philosopher and educator John Dewey (1859-1952), for example, argued that man is supposedly a slave to his innate instincts and his nature cannot be changed. That is why he qualified any attempts to set social goals before education as a manifestation of primitive magic and proposed to carry out education, relying entirely on the instinctive drives and interests of children.

In the second half of the 19th and early 20th centuries. In Western pedagogy, the theory of “free education” was emerging, which was based on the idea put forward by Rousseau about the supposedly natural mental and moral perfection of the child. Its creators (E. Kay in Sweden, K.N. Wentzel in Russia, M. Montessori in Italy, etc.) also did not recognize the social foundations of the formation of children and considered spontaneous development as the goal of education (from the Latin spon-taneus - spontaneous) of the manifesting interests and inclinations of children, providing them with complete, unrestricted freedom and non-interference in their formation. This theory was based on the need to place following the interests and inclinations of children at the center of education, which is why it was called pedagogist.

Recently, however, Western educators are increasingly setting political goals for education. In the United States, in the policy documents outlining the goals of American education in the 60s and 70s, the words “loyalty” and “adjustment” disappeared from sections on civic education. They are replaced by the terms “faith”, “responsibility”, “devotion” to the existing system.

One should not, however, think that the development of educational targets depends entirely on the subjective positions of scientist-teachers and their socio-political and methodological views and beliefs, as noted above. There are objective underlying factors that ultimately have a decisive influence on the scientific solution to this complex problem. This is clearly visible if we turn to the question of how ideas about the goals of education gradually took shape and were formed under the influence of objective processes of social development.

3. Socio-economic conditionality of one-sided education in the era of home-based production and the emergence of the idea of ​​​​the comprehensive development of the individual

Analyzing the nature and goals of education in previous eras, it is impossible not to note that the division of labor and, as a consequence of this, the emergence of property stratification in society led to the fact that different classes began to develop different attitudes towards physical labor. The aristocratic stratum of society, which possessed political power and economic power, was alienated physical work and devoted herself entirely to spiritual life. The lot of the majority of the population was physical labor. This is how the opposition arose between people of mental and physical labor. This process deepened and expanded over time. People who worked in the field of management, administration of justice, in military service, etc. were taken away from productive work. All this was reflected in one way or another on my upbringing. It began to be characterized by dualism (duality) and one-sidedness. The essence of dualism was that, as already noted in the first chapter, the haves and have-nots received completely different upbringing, and for both those and others it was one-sided. Representatives of the aristocratic elite of society received predominantly intellectual, military-gymnastic and aesthetic education, divorced from physical labor. The education of the lower classes and classes was limited mainly to preparation for physical labor, the development of practical skills and abilities and was not actually associated with mental and aesthetic education.

This fact should not be seen as only one negative side. The liberation of some people from exhausting and unproductive physical labor gave them the opportunity to engage in art, science and gymnastic exercises. It was slavery that was the basis for the flourishing of ancient science and culture. That is why it is no coincidence that many scientific ideas, various types and genres of literature and art, as well as physical culture, originate from Ancient Greece. In ancient Greece, the formula “kalokagathia” or “kalokagat-hii” (from the Greek words “kalos kai agathos” - beautiful in spiritual and physical terms) originated, which marked the beginning of the development in pedagogy of the idea of ​​​​the comprehensive and harmonious development of the individual. “Belief in the close unity of goodness, truth, beauty, sanctified by holiness, gave Plato the full opportunity and right... to demand the all-round harmonious development of man.”

However long time this idea was limited. It included mainly intellectual development personality and the development of body culture and was carried out only in relation to children of the wealthy stratum of society. “The famous ancient Greek ideal of a “harmonious personality,” noted philosopher V.P. Tugarinov, “does not require spiritual wealth, much less moral purity, but makes great demands on aesthetic and physical perfection.”

During the Middle Ages, the ancient idea of ​​the comprehensive development of the individual was consigned to oblivion. In accordance with the prevailing ideology of this period, the preaching of religious asceticism, mortification and spiritual enslavement of the individual as a means of maintaining divine piety began to come to the fore in education. During the Renaissance (XIV-XVI centuries), the idea of ​​the comprehensive development of the individual as the goal of education began to be developed again. But it was interpreted only as the liberation of man from the ideological and political shackles of feudalism. Even the best representatives of the Renaissance did not overcome historical limitations in their approach to the idea of ​​comprehensive development of the individual and did not connect this idea with the elimination of the enslaving division of labor. They could not rise to the understanding of the need to reunite mental and physical labor as the basis for the full development of the individual, because in society itself there were no objective conditions for this. Moreover, the opposition of mental and physical labor, as well as the low level of social production, not only did not require the comprehensive development of the individual, but also determined its one-sidedness. The only exceptions in this sense were Thomas More and Tommaso Campanella, as well as their later followers, who, dreaming of creating a new society, raised the question of the need for comprehensive development of the individual, and linked its implementation with the reunification of education and upbringing with productive labor.

This idea was later put forward by French enlighteners of the 18th century. - Helvetius, Diderot, Rousseau and others. But they also thought of it only as mental and moral development and were not associated with productive labor, since the necessary socio-economic prerequisites for this did not yet exist.

Thus, for a long time, the idea of ​​the comprehensive development of the individual as the goal of education was essentially in the nature of general benevolent declarations and was not scientifically substantiated. We emphasize: both for the practical implementation of this idea and for its theoretical justification there were not yet appropriate socio-economic conditions.

4. The development of machine production and the emergence of objective prerequisites that determine the need for comprehensive and harmonious development of the individual

The emergence of socio-economic prerequisites for the comprehensive formation personality is associated with the formation of a society based on machine production. But how did machine production create the need for all-round development of the individual?

Already a manufacture, i.e. manual craft production, which preceded machine production, was characterized by the fact that, although artisans worked in the same workshop, each of them was busy and performed only part of the work of making a particular thing. That is why the manufacturing worker, who did not have the opportunity to do anything on his own, developed production activity only as an appendage of the workshop. Manufacture cultivated only one aspect in human development and suppressed all other spiritual inclinations and properties, disfiguring him morally and physically. This crippling of man increased to the extent that the division of labor grew, reaching its highest development in manufacture.

This trend is even more characteristic of high-tech production, the development of which is accompanied by further intensive division of labor and improvement of production technology. Machinery takes the differentiation (division) of workers' production activities to the extreme. Physical and mental workers are distributed among numerous independent branches of production. Narrow specialization is expanding, in which a worker using a machine performs only one technological operation. This leads to the fact that work activity is reduced to repetition of the same physical movements that are performed for months and years. Naturally, in this case, only individual organs and systems develop in a person, while other physical and spiritual functions and properties fade away.

The extent to which machine production cripples the individual is clearly shown in the film “Modern Times” by Charles Chaplin. This film depicts a worker who has been working on an assembly line for many years and is busy with only one operation - tightening a nut. This leads to the fact that even in ordinary life situations, he all the time impulsively reproduces actions that imitate screwing in nuts... For another worker, work comes down to just pressing a button... He “gets used” to this operation so much that in everyday behavior, his hands spontaneously reproduce the movements associated with pressing the button. Thus, when talking with one of his comrades, he continually tries to press the buttons of his jacket, the nose of the interlocutor, etc. and gives the impression of a person with mental trauma.

How can this “professional idiocy” be prevented? The English owner of a paper spinning mill, Robert Owen (1771-1858), believed that the main means for this should be the simultaneous development of the intellectual and physical powers of the individual, his moral and aesthetic formation. In his opinion, this can be achieved by combining training and education with productive labor. He decided to put this idea into practice. At his factory in New Lanark, he created for the first time in history kindergarten, primary school for workers' children and evening school for adults. Not everything was successful in these experiments, but the approach to the comprehensive development of the individual based on combining education with productive work was essentially correct, and the idea of ​​​​the need for comprehensive development of the individual later received its scientific justification.

Moreover, life has shown that the technical basis of large-scale industry is highly revolutionary. Not only is it constantly being improved, but from time to time these improvements have the character of real industrial revolutions. Now we ourselves are witnessing how old technology and equipment are being replaced new technology and technology. Some professions are disappearing and other professions are appearing, and increasingly high demands are placed on the professional training of workers and engineers. The more complex and advanced the technology, the higher the general educational and technical level of the people serving it should be, and the workers should be ready to change professions and to work in new technological conditions.

Thus, the very nature of large-scale industry determines the need for a change in labor, an increase in the worker’s ability to familiarize himself with new technologies, a combination of professions, and poses the task of replacing the partial worker, a simple bearer of a known partial public function, a fully developed individual. This feature of large industry, which has a highly developed technical basis, becomes a universal law of social production. From this law it follows that the very nature of large-scale industry requires the comprehensive development not of individuals, but of all people participating in social production.

However, the justification for the comprehensive development of the individual in the era of highly developed machine production must be approached from a different angle. In human activity that transforms the world, the self-realization of the individual and his creative self-creation occur. From this point of view, the purpose, the task of each person is to comprehensively develop their abilities and creative inclinations.

Thus, both the objective needs of machine production and the interests of the individual themselves determine the need for its comprehensive development. Therefore, modern schools, both here and abroad, in one way or another solve the problem of the comprehensive development of their students.

5. Formation of a comprehensively and harmoniously developed personality as the main goal (ideal) of modern education and its components

The development of modern society is characterized by even more intensive improvement machine production and an increase in its technical level and, therefore, places higher demands on the training and development of members of society. The deployment of the computer revolution and information technology poses new challenges for education.

All this leads to the fact that the formation of a comprehensively and harmoniously developed personality acts not only as an objective need, but also becomes the main goal, i.e. ideal of modern education.

What do they mean when they talk about the comprehensive and harmonious development of the individual? What content is included in this concept?

In the development and formation of personality, physical education, strengthening one’s strength and health, developing correct posture and sanitary and hygienic culture are of great importance. It is necessary to keep in mind that it is not without reason that people have a proverb: a healthy mind in a healthy body. Without good health and proper physical training, a person loses the necessary working capacity, is unable to show strong-willed efforts and perseverance in overcoming difficulties, which can prevent him from developing in other areas of personal development. In this sense, physical education acts as an extremely important condition for the comprehensive development of students in general.

The key problem in the process of comprehensive and harmonious development of the individual is mental education. Only thanks to the mind did man stand out from the animal world as a social being, create all the wealth of material and spiritual culture and ensure continuous socio-economic progress. That is why the development of inquisitiveness, mastery of knowledge, improvement of thinking, memory and intelligence of students should act as the core of the comprehensive development of the individual. Broadening one's horizons is especially important in the modern era, characterized by global integration processes.

An equally essential component of the comprehensive and harmonious development of an individual is technical training, or introducing it to modern advances in technology, including household technology, mastering the skills of working on the most common machines, as well as handling various tools and technical devices. This creates the prerequisites for preparing students to work in modern production and professional guidance, as well as for life in modern society, all areas of which are permeated by increasingly complex technology.

The role of moral principles in the development and formation of personality is very important. And this is understandable: the progress of society can only be ensured by people with perfect morality, with a conscientious attitude towards work and property, which necessitates effective moral education.

At the same time, great importance is attached to the spiritual growth of members of society, introducing them to the treasures of literature and art, and developing in them high aesthetic feelings and qualities. All this, naturally, requires aesthetic education.

There are two more substantive components that are organically part of the comprehensive development of the individual.

The first of them concerns inclinations, creative inclinations and abilities. Every healthy person has them. That is why purposeful work to identify and develop them is an important part of the comprehensive formation of students. The school should cultivate in them individual beauty, personal originality, and a creative approach to performing any task.

The second component relates to productive work and its role in the formation of personality. Only he can overcome one-sidedness personal development, creates the prerequisites for the full physical formation of a person, stimulates his mental, moral and aesthetic improvement.

All this allows us to draw a conclusion about the main structural components of the comprehensive development of the individual and indicate its most important components. Such components are: mental education, technical (or polytechnic) training, physical education, moral and aesthetic education, which must be combined with the development of creative inclinations, inclinations and abilities of the individual and its inclusion in productive work.

However, it was noted above that education should be not only comprehensive, but also harmonious (from the Greek harmonia - consistency, harmony). This means that all aspects of personality must be formed simultaneously and in close interrelation with each other.

Recently, the concept of comprehensive and harmonious development of personality is sometimes interpreted as its diversified development, since, they say, comprehensive development in modern society is not fully realized. This departure from the established concept is not entirely justified. The fact is that the need for comprehensive development of the individual acts as an ideal of a society with highly developed technical production, as its pedagogical tendency, and therefore the measure and depth of this development depends on the specific socio-economic conditions in which it is carried out. It is important, however, that education contributes to mental, technical, moral, aesthetic, and physical formation. The concept of “diversified” development does not have such an expressive terminological meaning, since it, for example, can be carried out without proper aesthetic education, etc. Science must avoid such conceptual uncertainty.

Being the ideal of education to which society strives, the comprehensive and harmonious development of the individual determines the general direction of educational work. In this sense, it acts as a general goal of education. For school education, it is necessary that this ideal be specified in accordance with the socio-economic conditions in which it is carried out. This requires a more detailed development of its content and methods at each stage of development of society and school, so as not to get ahead of ourselves and take into account the extent of what is possible in its implementation.

6. Concretization in pedagogy of the content of education of a comprehensively and harmoniously developed personality

As already noted, solving the problems of educating a comprehensively and harmoniously developed personality in school is associated with the implementation of socio-economic requirements for the formation of younger generations. Which of these requirements are basic and determine its content?

The first of them is to fully reveal and realize the creative abilities of the individual, his mental, intellectual and creative potential, to open the path to full activity in both the production and spiritual spheres. It is clear that in solving this problem, it is of paramount importance to create conditions in school for mastering the fundamentals of modern sciences about nature, society and man, and to give educational work a developmental character. It must be borne in mind that without deep knowledge and education it is impossible to transform life, to be at the level of modern civilization and to successfully move along the path of socio-economic and political progress.

An equally important task is that in the conditions of democratization and humanization of society, freedom of opinion and belief, young people do not acquire knowledge mechanically, but deeply process it in their minds and themselves draw the conclusions necessary for modern life and education. Only this approach to training and education makes it possible to educate conscious members of society who are able to correctly navigate the complex vicissitudes of life and find ways to everything new and advanced, take advantage of the achievements of modern civilization, not succumb to the influence of erroneous and harmful political movements, and develop the correct moral and ideological principles themselves. political beliefs.

An integral part of the education and training of younger generations is their moral education and development. A fully developed person must develop principles of social behavior, mercy, the desire to serve people, show concern for their well-being, and maintain established order and discipline. He must overcome selfish inclinations, value humane treatment of people above all else, and possess a high culture of behavior.

Civic and national education is of utmost importance in the comprehensive development of the individual. It includes instilling a sense of patriotism and a culture of interethnic relations, respect for our state symbols, the preservation and development of the spiritual wealth and national culture of the people, the desire for democracy as a form of participation of all citizens in resolving issues of national importance.

An organic part of the comprehensive formation of personality is the cultivation of environmental awareness and culture.

Finally, an important task of the school is to foster respect for the world order, based on the recognition of political, economic and social rights all peoples of the world.

In foreign pedagogy, the term “comprehensive personal development” is not always used, but this goal itself is defined quite clearly. In England, for example, each school annually issues a prospectus for parents, in which, together with the characteristics of the educational process (the composition of subjects studied, class schedules, teacher qualifications, terms of tuition fees, etc.), the goals of education are revealed in some detail. Here is how they are characterized in one English school:

Our main educational goal is to understand nature small child(his feelings, thoughts, development process). We firmly believe that children develop best through their own experiences in life situations. Therefore, we strive to create for them an environment that will promote the development of their thinking and meet their individual needs.

We strive to develop in our children fluency, knowledge and skills in the main areas (literacy, numeracy, physical education, music, arts and crafts, basic sciences), to develop in them an inquisitive and critical mind aimed at understanding people and the world around them, to develop a sense of responsibility and care for other people.

This document clearly shows almost all the content elements of the comprehensive development of students.

7. Implementation of goals in the practical work of the school and teacher

It was noted above that the ideal acts as a more or less distant goal. This fully applies to the educational ideal. That is why the implementation of comprehensive and harmonious personal development cannot be imagined in the abstract. It is closely connected with the capabilities of society - material and spiritual, as well as with the level of development of the school itself. For example, we still encounter difficulties in connecting learning with student productivity. The obstacles here are various: society is not yet able to create the appropriate material base for this, and school practice is experiencing insufficient methodological development of its organization. Of course, these are difficulties in the development of society and pedagogical science, but this problem is being solved to the extent possible and scientific and methodological research is being carried out in this direction. What exactly is being done and should be done to achieve the comprehensive and harmonious development of the individual?

This problem is primarily reflected in the school curriculum, which provides a list of academic subjects. They provide for the study of subjects that ensure the acquisition of knowledge on the basics of the most important sciences and the mental development of students, technical training, physical, aesthetic and moral education.

The specific content of education and upbringing, as well as the development of personal qualities of students of different ages, is revealed in curricula and textbooks that are developed for each class. Thus, the teacher is provided with and must be guided in his work by a number of normative and methodological documents, which will be discussed in detail in the following chapters of the course.

However, no matter how important these documents are, the development of students, its comprehensiveness and harmony depend entirely on the teacher, his scientific and pedagogical training and the quality of his educational work. And here a whole series of questions arises before him.

Firstly, it is necessary to have a good idea of ​​what place a particular academic subject occupies in the comprehensive development of students. As for mathematics, physics, chemistry, biology, native and foreign languages ​​and literature, everyone understands their role in the formation of personality. Unfortunately, there are cases when this or that teacher does not hide his disdain for such subjects as drawing, singing and especially physical education, and this negativism is often transmitted to the students. This harms their all-round development.

Secondly, every teacher must be well aware of the specific role of his subject in the all-round development of students. It must be borne in mind that each subject has a wide range of educational and developmental influence. He helps first of all mental development personality, carries great potential for moral and aesthetic education (moral ideas - in literature, the beauty of symmetry - in mathematics, etc.), to one degree or another provides an opportunity to become familiar with technology, the productive work of people (technical training). At the same time, compliance with sanitary and hygienic requirements during training sessions helps physical education students.

Thirdly, it is necessary to fully use the educational and developmental potential of each lesson and other types of training sessions. This means that the implementation of comprehensive personal development should determine both the goals of each lesson and its content, as well as teaching methods, which will be discussed in more detail in the didactics section.

Finally, the solution to this problem must be subordinated various shapes extracurricular educational work, which to one degree or another contribute to the mental, technical, moral and aesthetic formation of students, the identification and development of their creative inclinations and abilities.

The foregoing shows that both theoretical pedagogy and practical school workers deal with a whole hierarchy (subordination) of the goals of the educational process. This hierarchy includes, first of all, the general, or strategic, goals of school education. Then there are educational targets by grade and year of study. Then the goals of educational work in individual subjects in each class should clearly appear. The teacher, based on the specified hierarchy of educational goals, is obliged to determine in detail the educational goals of each lesson and all educational tasks for students and, comparing the actual results achieved with these goals, to continuously improve the educational process.

Literature for independent work

Federal Law of the Russian Federation “On Education”. - M., 1996.

Korolev F.F. Comprehensive development of personality // Ped. encyclopedia: In 4 volumes - M., 1964. - T.1.

Kuznetsova L.V. Harmonious development personality of a junior school student. - M., 1988.

Matyash O.I. Educational goals in modern English pedagogy // Sov. pedagogy. - 1989. - No. 5. - P.126-132.

Parkhomenko V.P. Creative personality as a goal of education. - Mn., 1994.

Skatkin M.N. School and comprehensive development of children. - M., 1980.

Historical and pedagogical science proclaimed the idea of ​​comprehensive development and harmonization of personality as the goal of education along with its birth. This idea is understood as proportionality and consistency of all aspects of personality development. The teacher deals with human development not only physically, but also mentally and morally, and in this area, in addition to physical and chemical methods, one must also use psychological observations and introspection; by what feelings, efforts of will, desires the process of development is manifested, and perhaps caused, within a person, in the area of ​​his consciousness and feelings, as well as the vague area standing on the border of the unconscious, where consciousness only barely glimmers. The concept of development is the best unifying principle on which to focus in educational activities. A sign of personal development is the acquisition of more and more new qualities and their improvement.

Factors, driving forces and basic patterns of personality development

The driving forces of personality development are the contradictions inherent in this process. Contradictions are opposing principles colliding in a conflict.

There are internal and external, general and individual contradictions.

Internal contradictions arise from disagreement with oneself and are expressed in a person’s individual motives. For example, the contradiction between a person’s increasing demands on himself, his body and the potential that a person has.

External contradictions stimulated by external forces, human relationships with other people, society, nature. For example, a contradiction between the requirement imposed by the educational institution and the desire of the student.

General (universal) contradictions determine the development of each person and all people. For example, the contradictions between material and spiritual needs and the real possibilities of satisfying them, arising as a result of the influence of objective factors.

The formation of human personality is influenced by external and internal, biological and social factors. Factor(from Latin factor - doing, producing) - the driving force, the cause of any process, phenomenon (S. I. Ozhegov).

TO internal factors refers to the individual’s own activity, generated by contradictions, interests and other motives, realized in self-education, as well as in activity and communication.

TO external factors include the macroenvironment, meso- and microenvironment, natural and social, education in the broad and narrow social and pedagogical sense.

patterns:

Human development is determined by internal and external conditions;

Human development is determined by the measure of his own activity aimed at self-improvement, participation in activities and communication;

Human development is determined by the type of leading activity;

Human development depends on the content and motives of the activities in which he participates;

Human development is determined by the interaction of many factors:

heredity, environment (social, biogenic, abiogenic), education (many types of directed influence of society on the formation of personality), a person’s own practical activity. These factors act not separately, but together on the complex structure of personality development (B. G. Ananyev).

The role of activity on personality development

All personality qualities are not only manifested, but also formed in active activity, in those various types that make up the life of the individual, his social existence. Depending on what a person does (i.e., what is the content of his activity), how he does it (methods of activity), on the organization and conditions of this activity, and on the attitude that this activity evokes in a person, he exercises, which means Certain inclinations, abilities and character traits are formed, knowledge is consolidated. Personality is formed in activity.
In his various activities, a person enters into numerous and varied relationships with other people. In production, he can be both a boss and a subordinate; in the family he is husband and father, son and brother; he is also a neighbor and comrade, a member of a sports team and secretary of a Komsomol organization...
The more diverse types of activities a person is engaged in, the more diverse relationships he enters into with other people, the more versatile his interests, motivations, feelings, and abilities become.
Through activities carried out by a person together with other people, a person gets to know himself. Only in the process of labor, this first social useful activity, a person could evaluate his strengths, his limited and at the same time enormous capabilities, his weaknesses. Comparing himself with other people, looking “at another person as in a mirror” (K. Marx), a person recognized himself.
And in the process of a child’s development, his consciousness is formed in joint activities with his peers. He learns to understand others and himself, manage himself and evaluate his actions.
The laws of a child’s mental development can be revealed only by studying different types of activities of children at all stages of the transition from infancy to adolescence and youth.