Education is the formation of personality little man, who will have to live in the world and influence it after reaching a certain age. At least that's what pedagogy says. Responsibility for what kind of person a child will be lies entirely with the parents. You shouldn’t take parenting lightly or put it off until later. From the early age the future adult must learn to be an individual and live in society. We will help you understand the principles of education from a professional point of view.
Both parents should be involved in upbringing
The principle that says that “my child will eat a lot of candy so that he doesn’t want it as much as I did as a child” does not apply to pedagogical, much less educational. There is no need to play the role of an all-permissive parent.
Basic educational principles
Basic principles of education
- Totalitarian.
- Humanistic.
It is worth understanding that all upbringing is aimed at ensuring that the child can become a full-fledged member of society. Some works even contain statements that the state plays the role of a customer, and the teacher plays the role of a performer. The subject of the agreement is the preparation of a correctly politically oriented society in a single generation. Perhaps this is precisely the reason why private schools have appeared in many countries, rejecting any political orientation.
Types of education: authoritarian and humanistic The totalitarian principle of education is precisely based on preparing a socially correctly oriented person, according to the requirements of the time and country in which the child grows up. A striking example can be called the education system in the Soviet Union. Pedagogy was aimed at preparing the child to be oriented towards a communist bright future, tempering the body and spirit, but there was some suppression of individuality in favor of the public. The main thing was the characteristic of a person by a collective, and not vice versa. This upbringing played a huge role in the modern life of people.
Authoritarian parenting traumatizes the child’s psyche The humanistic principle of education has replaced the totalitarian one, at least in the last century. These pedagogical techniques are more acceptable to the individual. It allows the child to integrate well into society without losing himself. The educator becomes not an overseer, but a senior comrade for the one he educates. Children perceive this role of an adult in their lives more loyally, which allows them to raise modern man. The table mainly contains the principles of the humanistic principle of education.
The essence of humanistic education The main difference between these principles of education is the ultimate goal. In the first case, a person is adjusted to the rules, in the second, he is taught to live within the rules.
Components of the principles of education
- focus on nature and the role of interaction with it, characteristics of relationships with it;
- focus on culture and values expressed in it by humanity, characteristics from the point of view of specialists;
- social orientation;
- the principle of incompleteness, allowing the personality to constantly develop;
- focus on collectivization;
- principle of dialogicity.
The baby must be taught to love the world Man is part of nature. It seems that this was a slogan, and maybe it still is one in some organizations. But this does not change the essence. The principle of education in unity with nature is that the child will not separate himself from nature, which is especially important for children growing up in megacities. The educator, whose role is assumed by both parents and teachers, not only forces the child to learn simple truths, but instills them in him. The feasibility of this direction lies in the fact that the next generation of people will have to protect the planet and nature, and for this it must be understood and loved.
Instilling respect for culture must begin from the early years In addition to the principle of education in harmony with nature, education is also carried out in accordance with the cultural heritage of humanity. Without the past there is no future, both for a person individually and for the entire civilization in general. It is impossible to overestimate the role of knowledge about past centuries in shaping future ones. The child is given knowledge about the culture of peoples, customs and traditions that relate to them. This can give a full picture of the achievements of humanity, the path it has traveled to the present day and form the personal attitude of a little person to the modern world.
This is where the principle of socialization emerges. Every person has to grow up and live in society, adapt to social conditions and apply them in their lives.
This is very important principle education, which includes a lot of sub-items and trends. It is not for nothing that in modern times there is the term “social disability”, meaning the fact that the child has not been taught to adapt and interact with others. And parents play a major role in this.
The main components of socialization in society However, one of the fundamental principles of education is incompleteness. This does not mean giving knowledge incompletely; it means not imposing an opinion on a young person, shaping his worldview to mirror his own. One of the principles of education states that the educator must leave incompleteness so that the student has the potential to make his own conclusions, conclusions and form opinions about everything that surrounds him and what he encounters.
At the end of the 19th century Special attention began to focus on collectivization of the educational process. The table of principles of education elevates this level to one of the most necessary. First, the little person is sent to kindergarten, where he learns to communicate with peers and be part of a team. Then comes school, when the development of science is added to collective socialization. In the end, college and work await a person. No theory will help a person immediately take a worthy place in the team, only practice, which plays a key role in mastering the theory. This is the only way to understand how children relate to their pupils.
Dialogue with a child - required condition education
Well, the last of the principles of education can be called dialogue between the teacher and the one being educated. Both sides must hear, understand and respect each other. You cannot demand from a child complete submission and adherence to what the teacher wants from him. This, by the way, is especially highlighted by the table, which helps in pedagogy.
Unfortunately, there is not and cannot be an ideal effective education formula. Every person is already an individual from birth; it is impossible to approach everyone with one standard cliché. In pedagogy, a table is used, compiled in each individual case.
Tasks facing the teacher
First of all, these are the parents who brought the child into this world and are completely responsible for him. How they treat his upbringing will determine his fate. You shouldn’t think that we will pamper the baby here at home, and that they will educate him in kindergarten and school. It is from the family that the formation of personality begins. And then selection is underway kindergarten and schools, according to the principles of education chosen by the parents. Perhaps the family is religious - and the emphasis is on the spiritual education of children. Then the children attend their respective schools. A family of activists for the purity of nature, of course, will try to instill in their children the same attitude and will direct their children’s upbringing in the direction of communication with nature, courses and camping trips. In other words, everything is individual.
Children always resist education Firstly, any child will resist upbringing. Some more, some less. And this is normal, because they take him away from interesting games and force him to study something, talk about some good behavior. The very first advice is not to make the same good behavior hard labor for the baby, turning everything into a form of play. The teacher must find mutual language with the pupil, which reflects the principle of dialogue. This is included in the basic principles of education.
Secondly, not all children are child prodigies, and education does not end with education. When the time comes to learn new knowledge that is not related to socialization, it is important to understand one thing - the child must be taught to think. The biggest problem for a student is an impatient teacher who wants immediate results.
The authority of a teacher begins in the family Thirdly, you can’t cut yourself some slack first. The educator must remember the simple fact that only the constant and complete implementation of the principles of education in the life of the pupil will produce results. If the pupil knows that here and at this time he must be educated, and there he can behave as he wants, then it is in the second case that his level of education and development will manifest itself.
Interest. It is a mistake to cite material wealth as an example of why you need to behave well and develop. It is enough to interest the baby in the process, and the older child in the result.
The authority of familiarity is one of the types of improper education Let's put everything together. The table will help us with this.
The table is pretty in a convenient way quick perception of information. For the same convenience, we have collected all the above main points into a cheat sheet.
The effectiveness of education ensures:
| The latter should be not just a teacher, but an example setter and a friend to the student. The child must trust and respect the teacher, adopting the principle of humanization. | |
| Common goal | Depending on how the teacher wants to see the student, a system of principles of education is built. |
| Modernity of society | At the end of the educational process, the pupil must be ready to live in the society that surrounds him. |
| Unified focus of all participants in the educational process | It is not allowed for a student to receive one type of information at school, another in the family, and yet another on the streets. If this cannot be avoided at all, it is worth highlighting the basic knowledge. |
| Pupil motivation | Motivation lies entirely on the shoulders of the teacher, but only at the initial stage. Later, the student must clearly understand why he needs this and be able to motivate himself. |
| Dialogue | It is not recommended to turn education into a theater of one actor, that is, the educator. Both parties must actively participate in the process. |
| Unity | As already mentioned, it is necessary not to stretch the blanket of education, but to put everything together so that the same message is sent to the pupil from all sides. This means school, parents, grandparents. |
| Qualifications of teachers | Unfortunately, there is a problem when teachers themselves still need education and do not have a sufficient level of qualifications to take on the formation of personality. |
| Taking into account the wishes of the pupil | You cannot teach the art of drawing to someone who is drawn to cooking. It is necessary to identify the strengths of the child’s personality and develop them, and not suppress them |
| Subsequence | You can’t try to cram all knowledge into a person at the same time. A person must be prepared for each new flow of information both in terms of age and psychophysical state. |
| Maintaining healthy team relationships | Often educators leave the process of forming student relationships to chance, but this is not true. It is the teacher who must help students form positive relationships and prevent aggression and negativity. |
Role of parents
As the table above shows, a lot depends on the teachers. Again, there is an association with kindergarten teachers and school teachers, but we need to pay attention to parents. They are the ones who are a priori the unquestioning authority for their children, the final authority in forming opinions. Including whether it is worth listening to a teacher or educator.
Fostering collectivism is very important for children In no case should parents speak foul language about those who are raising a child in school or kindergarten, in front of the pupil. Thus, they lower the authority of the latter in the eyes of a small person, and there can no longer be any talk of any pedagogical example. Each parent should have a table instead of a directory.
Principles of education of Maria Montessori Modern society requires a person to have amazing skills in adaptation and resistance to stress. Of course, it is quite difficult to predict what society will demand from a person in twenty years. Naturally, today the system of humanistic education is popular, which allows you to shape your personality. A person capable of thinking, analyzing and maintaining a balance between what the public requires and himself. The focus on humanization is reflected in many pedagogical programs.
The future of your child is in your hands, do not let the upbringing process take its course.
As was said, 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. They reflect the idea of the essence of education, since the principles are formulated on the basis of the laws of pedagogical processes (see text 2.3).
Modern domestic science provides a system of principles of education and training, which constitutes some unity, reflects the essential features of the educational process and serves as a guide to practice. A number of scientists consider a unified system of principles of education and training. Others give them separately. With all the similarity of the processes of training and education, it is necessary to separate the principles of each of these processes, trying to comprehend their specificity, not forgetting about some convention of separation.
A review of the literature allows us to highlight the following principles of education that characterize the modern scientific understanding of the theory and practice of this process.
1. The principle of the connection between education and life, the sociocultural environment. This means that education must be built in accordance with the requirements of society, the prospects for its development, and meet its needs. This is reflected in the fact that education has a goal orientation. The principle requires defining the goals of education taking into account state and personal requirements. It should be remembered that in modern Russia the purpose of education is to help the individual in comprehensive development, professional and life self-determination (text 3.4).
In addition, the principle of connecting school with life presupposes such an organization of education that students do not become isolated in the school environment, which should be ensured in different ways: the development of content, the selection of methods, forms and means of education.
- 2. The principle of complexity, integrity, unity of all components of the educational process. It means the organization of multilateral pedagogical influence on the individual through a system of goals, content, means of education, taking into account all factors and aspects of the educational process.
- 3. The principle of pedagogical guidance and independent activity, activity of schoolchildren. This requirement is based on the main law of personality development: a person develops through active independent activity. Therefore, education consists of organizing different types activities in which the teacher must stimulate the activity of students, their creative freedom, while maintaining, however, leadership positions.
During the Soviet period, pedagogy emphasized the principle of education through work. Work as an activity is a truly important means of education. The requirement to educate through work is realized if the principle of guiding children’s independent activities is understood broadly, including as an organization various types labor of schoolchildren, which is a mandatory component of education in the pedagogical systems of most countries (see text 7.4).
- 4. The principle of humanism, respect for the child’s personality, combined with exactingness towards him. It regulates the relationships between teachers and students and assumes that these relationships are built on trust, mutual respect, the authority of the teacher, cooperation, love, and goodwill. The principle requires the teacher to be able to create a favorable psychological climate in the group, a positive emotional background. At the same time, the teacher must remember the priority of educational tasks and be highly demanding of students in order to achieve the desired results.
- 5. The principle of relying on the positive in the child’s personality. It is connected with the previous one and requires the teacher to believe in the positive results of education, in the student’s desire to be better, to support and develop this desire. For this purpose, there is a system of methods, means of education, the personal qualities of the teacher, and his professional skills.
- 6. The principle of education in the team and through the team. One of the classic principles of Soviet pedagogy, it involves the organization of educational influences on the individual through collectivist relationships and activities. However, it should be understood more broadly as education in a group, through communication, which requires the teacher’s knowledge of social psychology and the ability to form interpersonal relationships.
- 7. The principle of taking into account age and individual characteristics schoolchildren. Teachers should know the typical age characteristics and individual differences of schoolchildren and study them accessible ways and, in accordance with them, choose certain means and methods of working with specific students.
- 8. The principle of unity of actions and demands of the school, family and community. Since education occurs under the influence of many factors, among which the most significant are the student’s family and social institutions, the school, and the teaching staff must ensure unified and coordinated actions of all participants in the educational process.
Pedagogical science claims that all principles of education are closely interconnected and reflect a holistic idea of what education should be and how it should be organized. This is the scientific significance of the principles and their role in practice.
State educational institution of secondary vocational education "Kungur Pedagogical School"
Principles of education
Principles of education, as the main theoretical principles of the education process, and their characteristics. Principles of education in the works of outstanding teachers.
Abstract on pedagogy
Salimova Yurisa
Galiullovich
2008
1.Introduction
2.Specific principles of education
3. Social orientation of education
4. Rely on the positive
5. Humanization of education
6.Personal approach
7. Unity of educational actions
8.Principles of education in the works of A.S. Makarenko
a) Education in a team and work
b) Fostering a sense of duty and honor, developing will, character and discipline
c) Raising children in the family
9.Conclusion
10. List of references used
Introduction
The principles of education in their diversity can cover with appropriate influence the entire life of children and teachers, along with pedagogical influence and interaction. In life, there is the assistance of children to teachers, and opposition, and resistance to them, and non-resistance to authorities, and alienation from them. A child’s consciousness is formed gradually, in the process of life and, above all, by the means of life itself. Therefore, in order to achieve a positive result in education, a teacher needs not only the principles of direct influence, but also indirect, indirect, long-term effects on consciousness and habitual behavior through purposeful and spiritual saturation of all areas of a child’s life. The teacher must take into account the contribution of the children themselves to his efforts, when pupils overcome resistance and conscious opposition to educational measures, strive for the active assimilation and acquisition of spiritual values.
The principles of the educational process (principles of education) are general starting points that express the basic requirements for the content, methods, and organization of the educational process. They reflect the specifics of the education process, and unlike general principles pedagogical process discussed above, these are general provisions that guide teachers when solving educational problems.
Specifics of the principles of education
Let us characterize the requirements for the principles of education:
1. Commitment. The principles of education are not advice or recommendations; they require mandatory and complete implementation into practice. Gross and systematic violation of principles, ignoring their requirements not only reduce the effectiveness of the educational process, but undermine its foundations. A teacher who violates the requirements of the principles is removed from leading this process, and for gross and deliberate violation of some of them, such as the principles of humanism and respect for the individual, he may even be subject to prosecution,
2. Complexity. The principles carry with them the requirement of complexity, which presupposes their simultaneous, and not alternate, isolated application at all stages of the educational process. The principles are not used in a chain, but frontally and all at once.
3. Equivalence. The principles of education as general fundamental principles are equivalent; among them there are no major or minor ones, those that require implementation in the first place, and those whose implementation can be postponed until tomorrow. Equal attention to all principles prevents possible violations the course of the educational process.
At the same time, the principles of education are not ready-made recipes, much less universal rules, guided by which educators could automatically achieve high results. They do not replace any special knowledge, experience, or skill of the educator. Although the requirements of the principles are the same for everyone, their practical implementation is individually determined.
The principles on which the educational process is based make up the system. There are and have been many educational systems. And naturally, the character, individual requirements of the principles, and sometimes the principles themselves cannot remain unchanged in them. The modern domestic education system is guided by the following principles:
Social orientation of education;
The connection between education and life and work
Reliance on the positive in education;
humanization of education;
personal approach;
unity of educational influences.
Social orientation of education
Progressive educators understood education as “a social institution designed from a tender age to prepare people, with the help of instructions and example, persuasion and coercion, for practical activity and for the steady application of learned rules in life” (G. St. John). At different times, the content of this principle changed, acquiring either a greater social, then state, personal orientation. IN national pedagogy also changed several times. Little remains of the general principle that education should prepare a person for an active social and happy personal life. Based on this principle, most educational systems successfully implement ideological guidelines and political doctrines. Education is focused on supporting and strengthening the state system, its statuses, authorities, the formation of civic and other qualities on the basis of the ideology, constitution, and laws adopted and operating in the state. This principle requires the subordination of all teacher activities to the tasks of educating the younger generation in accordance with the state education strategy and directs the activities of educators towards the formation of a socially necessary type of personality. As a person in the service of the state, the educator carries out state orders in the field of education. If state and public interests coincide and are also consistent with the personal interests of citizens, then the requirements of the principle naturally fit into the structure of the goals and objectives of education. When there is a mismatch between the goals of the state. society and the individual, the implementation of the principle becomes difficult and impossible. The teacher lacks specific factual material for full education. A school is not a state institution, but a social institution, a public-state system designed to satisfy the educational needs of the state to the same extent as the general public and the individual. Violation of this interaction leads to stagnation of the school. The school, as a public-state institution, cannot live solely on the breath of the state; sooner or later society must again come to its aid. The alienation of society from the school and the school from society, the isolation of the school from the processes occurring in public life, as well as the narrowness and corporatism of professional teachers must be overcome. Teachers should recognize themselves not as monopolists, but only as representatives of the people in the matter of education.
To overcome the process of nationalization of schools in developed countries A network of private (community) schools has been created that realize the goals of certain strata of society, which may not coincide with the state ones. And, despite the fact that education in public schools is free, and in private schools it is paid, the majority of the population (from 50 to 80-85% in various countries) prefers to pay for the opportunity to raise their children on social and personal values. When implementing the principle of social orientation of education, it is important to achieve practically motivated interaction with students.
At the same time, slogan pedagogy and verbosity should be avoided, because education is carried out, first of all, in the process ( useful activity, where relationships between students develop and valuable experience in behavior and communication is accumulated.
However, in order for the activities (work, social, play, sports) in which pupils are involved to have educational significance, it is necessary to form in them socially valuable motives for activity. If they are highly moral and socially significant, then the activity during which actions are performed will have a great educational effect.
In the process of developing social qualities, it is necessary to combine the organization of various socially beneficial activities with the purposeful formation of the consciousness of students through the word and moral education. Verbal influence must be supported by useful practical actions, positive social experiences in communication and joint activities with other people.
Unfortunately, we have lost the experience of effective civic education; we have to turn to our past, foreign educational systems, which have accumulated a lot of other things in this area. “The main task of the school is to educate citizens who support state institutions and respect the laws of the state” (G. Ford, former US President). To achieve this goal, significant financial resources are allocated to schools. US President Clinton won the election precisely because he promised voters to invest four times more money in the development of the education system than his opponent.
One of the effective ways to implement the principle is to introduce special school subjects and filling other school disciplines with relevant content into the practice of the American school, for example, the teaching of mini-courses lasting from two weeks to several months, such as “Relations between countries”, “ Social problems" and so on. Prepared by prominent specialists for all classes teaching aids: “Law and American Society” (for grades IX - XI), “Outstanding Supreme Court Cases” for grades VII -VIII), “The Most Important Articles of the Constitution” (for grade XI) and many others. Thematic series consisting of several textbooks are published: “Law and the City”, “Landowner and Tenant”, “Law and the Consumer”, “Poverty and Prosperity”, “Crime and Justice”, etc.
In American schools and schools in other Western countries, a lot is done to create an attractive image of society and the state, and to cultivate a positive attitude towards its ideals and values. This, in particular, is achieved by instilling in young citizens ideas that are beneficial to the government, although not always uncontroversial. “Our country has not yet achieved perfection in everything, but this is our America and we love it” (textbook for grade VIII); “Despite our problems, most of the world considers us their leader” (textbook for grade VII); “If you go from coast to coast these days, most Americans will tell you that everyone has every opportunity to get an education, a well-paying job, and a home of their own.” (7th grade textbook)
Our capabilities are still more modest. However, even with the lack or absence of appropriate benefits, the processes occurring in society provide ample material for the implementation of effective civic education.
Every person is involved in social processes from early childhood. Therefore, civic education begins at a young age. A sense of social responsibility is developed somewhat later - in second-level school. At all stages of the formation of social qualities it is necessary
take care of the correspondence of the knowledge taught to the age and development of students. Already at the first stage of school, children learn concepts such as “constitution”, “power”, “authority”, “law”, “responsibility”, “government”, etc., if their formation is carried out using specific examples, they are immediately confirmed by practice and is fixed. The school of the second and third stages consolidates and develops the necessary skills, instills beliefs, forms civic qualities, involving students in real social processes.
The urgent task is to overcome the apathy, inertia and social alienation of young people in the coming years. Why should educators strive to accelerate the pace of socialization, which has decreased in recent decades? Some young people are in no hurry to take responsibility for the fate of society, their family, and even their own. Avoidance of the difficulties of life and indifference to public affairs are widespread everywhere. This is also to blame for society, which does not provide young people with the proper conditions for accelerated development, and the education system, which assigns young people the role of “minors,” and the family, which creates conditions for dependency and a long search for one’s own in life.
“Not for school - for life” - this was the call that greeted students of ancient Roman schools. Already ancient teachers understood the meaninglessness of education divorced from life and practice. The formation of a person’s personality is directly dependent on his activities, personal participation in exchange and labor relations. Positive qualities are developed by work: the more of it, the more expedient it is, the higher the level of development and socialization of the individual. Therefore, students must be included in social life, a variety of useful things, forming an appropriate positive attitude towards them. By participating in feasible labor as equal members, students gain experience in moral behavior, develop spiritually and physically, understand socially important motives for work, consolidate and improve moral qualities.
The school of life is the best school of education. Therefore, the principle of connecting education with life has become one of the fundamental ones in the vast majority of educational systems. It requires educators to be active in two main directions: 1) broad and prompt familiarization of pupils with the social and working life of people and the changes taking place in it; 2) involving students in real life relationships and various types of socially useful activities.
Teenagers actively strive for adulthood; nature itself gives educators the opportunity to achieve the necessary pedagogical effect. The younger the child is, the more opportunities there are to shape his social feelings and persistent behavioral habits; The plasticity of his nervous system allows him to achieve high results in solving all educational problems. I.P. Pavlov pointed out that the vital activity of the human body is determined by the influence of the environment and the conditions of its existence. He called this influence “life education.” All younger generations go through this kind of education—the “school of life.” As a result, they accumulate behavioral experience and develop the skills necessary for inclusion in social life.
In some educational systems, the connection between upbringing and life is interpreted narrowly as the introduction of pupils to work and participation in social production within their means. This impoverishes the educational process and closes the way for the full participation of children and adolescents in solving problems that are important to any person: democratization of society, respect for human rights, preservation of the environment and many others. Socially useful work is one of the most important means of socializing an individual, including him in the system public relations.
Correct implementation of the principle of connection between education and life requires the teacher to be able to provide:
Students understand the role of labor in the life of society and every person, the importance of the economic base of society to meet the growing demands of its citizens;
Respect for working people who create material and spiritual values;
Developing the ability to work hard and successfully, the desire to work conscientiously and creatively for the benefit of society and one’s own benefit;
Understanding the General Basics modern production, the desire to expand polytechnic horizons, master the general culture and the basics of the scientific organization of labor;
Combination of personal and public interests in work, choice of profession in accordance with the objectives of society and economic needs;
Careful attitude towards public property and natural resources, the desire to increase public property with one’s labor;
An intolerant attitude towards manifestations of mismanagement, irresponsibility, violations of labor discipline, dependency, loafing, parasitism, theft of public property and barbaric attitude towards natural resources. The principle of the connection between education and life and work is carried out subject to the observance of rules that reveal individual aspects of the manifestation of this principle:
1. It is necessary to overcome abstraction and dogmatism in the social and labor education of schoolchildren, to involve them in specific and feasible activities. It is necessary to have a program for implementing the requirements of the principle in lessons and in extracurricular educational work, and to observe gradualism in its implementation.
2. The teacher, coordinating his actions with the family, explains to each pupil that his main contribution to social production is educational work, help at home and at school.
There is no need to interfere with the desire of teenagers and young men to unite in production cooperatives, self-supporting teams, and earn extra money during the holidays.
3. Children usually strive for activity; passivity, inertia, idleness are alien to the nature of a child. A teacher who does not take this into account disrupts and hinders the process of socialization of the individual.
4. The implementation of the principle requires widespread use of local local history material in lessons and in extracurricular educational work.
5. By participating on an equal basis with adults in solving vital issues, schoolchildren learn to bear responsibility for decisions made, and their civic qualities are formed faster and more successfully.
6. It is unthinkable to successfully implement the principle of connecting education with life without constant revision and updating of the content, organization and methodology of education in accordance with changes in the social sphere and economy of the country.
7. The educational process must be structured in such a way that children feel that their work is needed by people in society so that it brings satisfaction.
Rely on the positive
If you identify at least a drop of good in your pupil and then rely on this good in the process of education, you will receive the key to the door to his soul and achieve good results. Such simple and succinct advice to educators can be found in ancient pedagogical manuals. Wise teachers persistently search even in bad times. well-mannered person those positive qualities, relying on which one can achieve sustainable success in the formation of all other qualities specified by the goal of education. The requirements of the principle of relying on the positive in education are simple: teachers must identify the positive in a person and, relying on the good, develop other, insufficiently formed or negatively oriented qualities, bringing them to the required level and harmonious combination.
The philosophical basis of this principle is the well-known philosophical position about the “contradiction” of human nature. In a person, positive qualities (love for animals, natural kindness, responsiveness, generosity, etc.) can easily get along and peacefully coexist with negative ones (inability to keep one’s word, deceit, laziness, etc.). There are no completely negative people, just like there are no completely positive people. To achieve more positive and less negative in a person is the task of education aimed at ennobling the individual.
In order for the teacher’s activities to be successful and bring quick and positive results, the rules for implementing the principle must be followed.
In the educational process, confrontation, struggle between teacher and student, opposition of forces and positions is unacceptable. Only cooperation, patience and interested participation of the teacher in the fate of the pupil give positive results.
It is unacceptable to focus attention only on the mistakes and shortcomings in the behavior of schoolchildren. Parenting masters act just the opposite - they identify and support the positive. Of course, negative qualities must be condemned and corrected. But the main thing is the formation of positive traits, which must be identified and developed before others.
Pedagogically, it is always more advantageous to rely on the positive interests of students (cognitive, aesthetic, love of nature, animals, etc.), with the help of which it is possible to solve many problems of labor, moral, and aesthetic education. The principle of relying on the positive is associated with the choice of the leading link in the educational process. Finding this link in each specific case is the task of the educator.
Relying on the positive has another aspect, which can be described as creating a positive educational background. This includes the life activity of pupils and the style of educational relations, and even the “spirit” (the expression of K. D. Ushinsky) of educational institutions. A calm, businesslike environment, where everyone is busy with their own business, no one disturbs each other, where a high level of organization of work and rest contributes to vigorous, confident movement forward, where the walls also educate, because all the little details of the interior are thought out, where you can feel the coherence of actions and a caring attitude towards each other to a friend, cannot but have a beneficial effect.
Humanization of education
Closely adjacent to the principle of relying on the positive, almost merging with it, is another important principle - humanization. It requires: 1) a humane attitude towards the student’s personality; 2) respect for his rights and freedoms; 3) presenting feasible and reasonably formulated demands to the pupil; 4) respect for the student’s position even when he refuses to fulfill the requirements;
5) respect for a person’s right to be himself; 6) bringing to the consciousness of the pupil the specific goals of his upbringing;
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 completely refuse to develop those qualities that for some reason contradict his beliefs (humanitarian, religious, etc.).
The first article of the Universal Declaration of Human Rights states:
“All people are born free and equal in dignity and rights. They are endowed with reason and conscience and must act towards each other in a spirit of brotherhood.” Seeing in the pupils independent people, and not slavishly submissive people, the teacher should not abuse the power of the stronger, stand over the pupils, but fight for their better future together with them.
Personal approach
All pedagogical manuals emphasize the importance of two principles: taking into account the age characteristics of students and implementing education based on an individual approach. Psychological and pedagogical research in recent decades has shown that it is not so much the teacher’s knowledge of age and individual characteristics that is of paramount importance, but rather the consideration of the personal characteristics and capabilities of the pupils. The personal approach is understood as reliance on personal qualities. The latter express very important characteristics for education - the orientation of the individual, his value orientations, life plans, formed attitudes, dominant motives of activity and behavior. Neither age, taken separately, nor individual personality characteristics (character, temperament, will, etc.), considered in isolation from the named leading qualities, provide sufficient grounds for high-quality personality-oriented education. Value orientations, life plans, and personality orientation are certainly related to age and individual characteristics. But only the priority of the main personal characteristics leads to the correct accounting of these qualities.
The principle of a personal approach in education requires that the teacher: 1) constantly study and know well the individual characteristics of temperament, character traits, views, tastes, habits of his pupils; 2) knew how to diagnose and knew the real level of formation of such important personal qualities, as a way of thinking, motives, interests, attitudes, personality orientation, attitude to life, work, value orientations, life plans and others; 3) constantly involved each pupil in educational activities that were feasible for him and increasingly complex in difficulty, ensuring the progressive development of the individual; 4) promptly identified and eliminated reasons that could interfere with the achievement of the goal, and if these reasons could not be identified and eliminated in a timely manner, promptly changed educational tactics depending on the new prevailing conditions and circumstances; 5) relied as much as possible on the individual’s own activity; 6) combined education with self-education of the individual, helped in choosing goals, methods, forms of self-education; 7) developed independence, initiative, self-activity of pupils, not so much leading as skillfully organizing and directing activities leading to success.
The comprehensive implementation of these requirements eliminates the simplification of age-related and individual approaches, obliges the teacher to take into account not the superficial, but the deep development of processes, and rely on the patterns of cause-and-effect relationships.
With a personal approach, taking into account age and individual characteristics takes on a new direction. Potential opportunities and immediate prospects are diagnosed. We already know that the most favorable opportunities for the formation of moral and social qualities are in the younger school age. The younger the age, the more direct the perception, the more the child trusts his teacher and unconditionally submits to his authority. Therefore, in primary school and early adolescence It is easier to cultivate positive habits, to accustom students to work, discipline, and behavior in society. Older teenagers already understand the direct, open setting of tasks in specific types of useful activities, they are active and proactive. However, this activity, the desire for independence must be well organized by the teacher. Older schoolchildren are distinguished by an increased desire for independence. Based on this feature, they develop high moral ideals and a sense of responsibility. When designing the future results of education, we must remember the gradual decrease in the potential capabilities of pupils in developing a number of qualities due to a decrease in the plasticity of the nervous system with age, an increase in psychological resistance to external influences and the irreversibility of synthetic periods.
Among the individual characteristics that a teacher needs to rely on, the most common are the characteristics of perception, thinking, memory, speech, character, temperament, and will. Although it is quite difficult to study these and other features in detail during mass education, the educator, if he wants to succeed, is forced to spend additional time, energy, and money, collecting important information, without which knowledge of personal qualities cannot be complete and specific.
Taking into account the increased level of knowledge of modern schoolchildren, their diverse interests, the teacher himself must develop comprehensively: not only in the field of his specialty, but also in the field of politics, art, general culture,
must be a high example of morality for his students, a bearer of human dignity and values.
The rapid pace of formation of personal qualities in childhood and adolescence requires acting proactively, without waiting until the content, organization, methods and forms of education come into conflict with the level of development of students, until bad habits did not have time to take root in their souls. However, when raising demands, weigh the strengths of those to whom they are addressed. Unbearable demands can undermine self-confidence, lead to disappointment, or, much worse, to insufficiently complete, superficial fulfillment of requirements. Usually in such cases the habit of making do with half-achieved results is developed.
Educators pay particular attention to changes in the main personal qualities - the direction of value orientations, life plans of activity and behavior, and promptly adjust the educational process, directing it to satisfy personal and social needs.
Some educators mistakenly believe that an individual approach is required only in relation to “difficult” students who violate the rules of behavior. Undoubtedly, these students need increased attention. But we must not forget the “prosperous”. Behind external well-being, unseemly thoughts, motives, and actions can also be hidden. You should never suspect anyone of this, but attention must be paid to everyone.
Understanding the deep characteristics of a person by external acts of behavior is very difficult and not always possible. It is necessary that the student himself helps the teacher. Make him your friend, ally, collaborator. This is the shortest and Right way diagnostics of deep qualities.
Unity of educational influences
This principle, also called the principle of coordination of the efforts of the school, family and community or, in another version, the principle of joint activities of teachers, public organizations and family education of the younger generations requires that all individuals, organizations, public institutions involved in education act together, present agreed requirements to students, go hand in hand) helping each other, complementing and strengthening the pedagogical impact. If such unity and coordination of efforts are not achieved, then the participants in the educational process become like Krylov’s characters - Cancer, Swan and Pike, who, as is known, pulled the cart in different sides. If educational efforts do not add up, but are counteracted, then it is difficult to count on success. At the same time, the student experiences enormous mental overload, since he does not know who to believe, who to follow, and cannot determine and choose the right ones among the influences that are authoritative for him. Freeing him from this overload by combining the action of all forces, thereby increasing influence and personality, is required by the principle of unity of educational influences.
The rules for implementing the principle help educators cover all aspects of educational interaction.
1. The student’s personality is formed under the influence of family, comrades, surrounding adults, public organizations, student groups, etc. Among these diverse influences, a significant role belongs to the class group and the personality of the teacher, but the teacher must always remember about other areas of educational influence. It is very important that the requirements emanating from them and from the teacher are uniform and do not contradict one another.
2. The family plays a huge role in the formation of personality. The intimacy of relationships, the individuality of influences, the uniqueness of approaches to education, combined with deep consideration of the characteristics of children, whom parents know much better than educators, cannot be replaced by any other pedagogical influences. It is not for nothing that most teachers agree with the formula - only what is truly brought up in a person is what is brought up in the family. Hence the requirement to maintain and strengthen connections with the family, rely on it when solving all educational problems, and carefully coordinate educational actions.
A proven means of communication between the school and the family is the student’s diary. Pedagogically correct maintenance of this document allows you to effectively coordinate the efforts of parents and teachers. Now some schools have abandoned diaries; in others, teachers do not pay attention to the fact that children keep diaries sloppily. But not yet the best remedy operational communication - individual computer cards used in Western schools are unlikely to come to our school soon. Therefore, it is necessary, on the contrary, to increase the role of the diary, making it the main operational document reflecting the current life of the student.
3. The teacher must be educated himself. Teachers and parents have no other way than to cultivate the qualities that they would like to instill in their children.
4. In the practice of education, conflicts often arise
situations when educators do not agree with the activities of the family, or, on the contrary, the family has a negative attitude towards the demands of educators. Often parents nullify the efforts of teachers by petting and coddling their children, instilling in them a consumer psychology.
Misunderstandings should be eliminated by relying not on what divides, but on what unites all educational efforts.
5. It happens that the teacher does not agree with the opinion of the team, public organizations, criticizes the actions and actions of other teachers, etc.
All this cannot but have a negative impact on the formation of the individual’s views and beliefs. Therefore, educators must always remember the need to support each other’s reasonable demands and be careful about the authority of the team.
6. The practical implementation of this principle requires the creation of a unified system of education, both in the classroom and during extracurricular time. The systematic nature of the education process is ensured by maintaining continuity and consistency in the formation of personality traits.
In educational work, one should rely on previously acquired positive qualities and norms of behavior. Gradually, both the norms and the means of pedagogical influence should become more complex. Educators monitor compliance with this requirement in the family, consulting parents.
7. The way to achieve unity of educational influences is to coordinate the efforts of the people involved in the education, services, social institutions. That is why educators and class teachers should spare no effort in establishing and restoring connections between all people involved in education: workers of youth and sports organizations, creative unions.
A.S. Makarenko Education in a team and at work.
The question of educating the younger generation in the spirit of collectivism was the leading, fundamental issue of Soviet pedagogy from the very first days of its existence.
The great merit of A. S. Makarenko is that he advanced this issue further, indicating a number of deeply substantiated and successfully tested methods of education. Education in the team and through the team - this is the central idea of his pedagogical system, running like a red thread through all his pedagogical activities and all his pedagogical statements.
“The task of our education comes down to raising a collectivist,” says Makarenko in the article “Some conclusions from my pedagogical experience.” He covers education in the collective and through the collective in detail in his artistic, pedagogical and theoretical works. “Marxism teaches us,” he wrote, “that we cannot consider the individual outside of society, outside of the collective.”
By collective, Makarenko understood not a random accumulation of people, but their unification to achieve common goals in common work - an association distinguished by a certain system of powers and responsibilities, a certain relationship and interdependence of its individual parts. He emphasized that collective - part of Soviet society:“Through the collective, each member enters society.”
“Only by creating a unified school team, can a powerful force be awakened in children’s consciousness public opinion as a regulating and disciplining educational factor,” wrote Makarenko in the article “Problems of education in the Soviet school.”
Makarenko believed that it is possible to influence an individual by acting on the collective of which this individual is a member. He called this position the “Principle of Parallel Action.” This principle implements the requirement of the collective - “one for all and all for one.” The “principle of parallel action” does not exclude, however, the application of the “principle of individual action” - the direct, immediate influence of the teacher on an individual student.
Makarenko considered one of the most important laws of the collective to be the “law of movement of the collective.” If the collective has achieved its goal, but has not set new prospects for itself, complacency sets in, there are no more aspirations inspiring the members of the collective, it has no future. The development of the collective stops. The team should always live an intense life, striving for a specific goal. In accordance with this, Makarenko, for the first time in pedagogy, put forward and developed an important principle, which he called the “system of perspective lines.” “A person cannot live in the world if he does not have anything joyful ahead of him. The true stimulus of human life is tomorrow's joy... The most important thing that we are accustomed to value in a person is strength and beauty. Both are determined in a person solely by the type of his attitude to the future. To educate a person means to educate him in promising ways along which his tomorrow’s joy is located. You can write a whole methodology for this important work. It consists of organizing new perspectives, using existing ones, and gradually establishing more valuable ones,” Makarenko wrote in his “Pedagogical Poem.”
The development of the children's team, according to Makarenko, should occur constantly; it must be directed by a teaching staff who creatively seeks the most effective ways for him to move forward.
The teacher must be able to captivate the entire team of students and each of its participants with a specific goal, the achievement of which, requiring effort, labor, struggle, gives deep satisfaction. Having achieved this goal, we must not stop there, but set a further task, broader, more socially significant, to do more and better than before. The art of a teacher lies in combining his leadership, his pedagogical requirements with greater real rights of the collective.
Such is the in short words the essence of the “system of promising lines” A.S. Makarenko, which is one of the parts of his teaching on education and the team. Correctly carried out in pedagogical practice, it awakens in students confidence in their abilities, raises their sense of self-esteem, develops will and perseverance, maintains vigor and cheerfulness and encourages the entire team to strive for new achievements.
Makarenko assigned an important role to play in the life of the team. IN childhood the game is of great importance, and the child, wrote Makarenko, must play, “we must not only give him time to play, but we must imbue his whole life with this game.” This side of the life of the collective found its vivid expression in aesthetics and symbolism (signals, reports, distinctive signs, etc.) and in the entire structure and activities of the collectives of the colony were Gorky and the Dzerzhinsky commune.
A necessary factor in education in pedagogical system Makarenko is work. In “Lectures on the Education of Children,” he said: “Correct Soviet education cannot be imagined as education without labor... In educational work, work should be one of the most basic elements.”
Makarenko correctly believed that hard work and the ability to work are not given to a child by nature, but are brought up in him. In a Soviet country, work should be creative, joyful, conscious, the main form of manifestation of personality and the capabilities inherent in it.
The labor activity of pupils occupied a large place in the institutions headed by Makarenko; it constantly developed and improved. Having started in the Gorky colony with the simplest types of agricultural labor, mainly for the needs of his team, Makarenko then moved on to organizing the productive labor of pupils in handicraft workshops.
This is its highest form work activity reached in the commune named after Dzerzhinsky, where pupils (older) studied in high school and worked in production with complex equipment requiring highly skilled labor. In the process of children’s work, Makarenko said, it is necessary to develop their ability to navigate, plan work, take care of time, tools of production and materials, achieve High Quality work. In order to avoid early and narrow specialization, children should be switched from one type of work to another, given the opportunity to receive a secondary education and at the same time master blue-collar professions, as well as skills in organizing and managing production.
Much attention deserve Makarenko's instructions about labor education of children in the family. He advises giving children even younger age not one-time assignments, but constant tasks, designed for months and even years, so that children long time were responsible for the work assigned to them. Children can water the flowers in the room or throughout the apartment, set the table before dinner, and keep an eye on desk father, clean the room, cultivate and care for a certain area of the family garden or flower garden, etc.
Fostering a sense of duty and honor, developing will, character and discipline.
In “Lectures on raising children,” Makarenko said: “We demand from our citizen that at every minute of his life he be ready to fulfill his duty, not
awaiting instructions or commands so that he has initiative and creative will.”
Each member of the collective is obliged to recognize and feel his duty to the collective, starting from the primary collective and ending with the socialist Motherland. He must have a sense of honor, be proud of his team, his great Motherland, and be disciplined, since without discipline there cannot be a strong team.
Cultivating a sense of duty, honor and discipline is subordinated to the tasks of socialist construction. Makarenko knew how to develop these feelings in his students and combined this development with the instillation of discipline.
In an article entitled “Will, courage, determination,” Makarenko wrote: “Communist will, communist courage, communist determination cannot be cultivated without special exercises a team". He trained his students in endurance and endurance. In the Gorky colony, pupils learned to easily endure inconveniences and difficulties. They arose and received universal recognition of the slogan “Don’t whine, don’t squeak,” always be cheerful and courageous.
In bourgeois pedagogy, under the influence of Herbart, a limited understanding of discipline was established - only as a discipline of obedience. It was usually limited to negative demands: “don’t be naughty,” “don’t be lazy,” “don’t be late,” etc. Makarenko counters this understanding of discipline with his demand active discipline, or, as he puts it, “the disciplines of struggle and overcoming.” “In Soviet society,” he said, “we have the right to call a disciplined person only one who is always, under all conditions, able to choose correct behavior, the most useful for society, and will find the strength to continue this behavior to the end, despite any difficulties and troubles.” Thus, discipline in Makarenko’s understanding is not only a discipline of inhibition, but also a discipline of aspirations and activity. It not only restrains, but also inspires, inspires to new victories and achievements.
Makarenko closely connects the issue of discipline with education of will, courage, strong character.“Our schoolchildren sometimes still have the discipline of order, but there is no discipline of struggle and overcoming,” wrote Anton Semenovich. He pointed out that the school, perhaps, knows how to deal with disorganizers, but “such types of characters as “quiet”, “Jesus-like”, hoarders, opportunists, hats, razini, coquettes, hangers-on, misanthropes, dreamers, crammers, pass by our pedagogical worries... But in fact, it is these characters who grow into harmful people..."
Discipline especially develops and strengthens in an organized team. Makarenko said: “Discipline is the face of the team, its voice, its beauty, its mobility, its facial expressions, its conviction.” “Everything in a team ultimately takes the form of discipline. Discipline is a deeply political phenomenon; it is what can be called the well-being of a citizen of the Soviet Union.” Considering discipline as a result of education, Makarenko distinguishes between the concepts of “discipline” and “regime,” pointing out that the regime is an important means of education. In the lecture “Discipline, regime, punishment and rewards,” he points out that children are often loud, angry, “hysterical,” etc. Teachers often say: “A child should scream, this shows his nature.” Makarenko objects to this and demands:
children must learn to restrain themselves, the regime must be deeply thought out, stable, and must be strictly observed by everyone.
Rejecting the incorrect statement of teachers who were influenced by the theory of “free education” that “punishment educates a slave,” Makarenko pointed out that by applying punishment, it is possible to educate both a slave or a frightened, flabby person and a free, strong personality full of human dignity. It's all a matter of what punishments and how to apply them. Corporal punishment is, of course, unacceptable. With regard to other punishments, Makarenko demanded that they be thoughtful, not imposed rashly and haphazardly, that they be individualized, consistent with the offense, not frequent, that they awaken in the punished the consciousness of the justice of the punishment and the experience of their own guilt, so that the collective recognizes the justice of these punishments . He gives the same detailed instructions regarding incentives.
Raising children in a family.
A. S. Makarenko contributed a lot of new and original things to the coverage of the problem of family education. He was one of the first Soviet teachers to begin developing this important problem.
Makarenko considered the most important condition for family education to be the presence of a full family, a strong team, where father and mother live amicably with each other and with their children, where love and mutual respect reign, where there is a clear regime and work activity.
Makarenko gave an interesting psychological and pedagogical analysis of false types of parental authority. He contrasted them with true authority, the main basis of which is the life and work of parents, their civil face and behavior, and demanded that parents honestly and wisely guide their children and be aware of their responsibility to society for their upbringing. Each family, Makarenko said, runs its own household, the child is a member of the family and, therefore, a participant in the entire family household. From an early age, in a family environment, he gets accustomed to his future economic activities on a larger scale. It is here, in the context of family economic activity, that children are taught collectivism, honesty, caring, frugality, responsibility, orientation and efficiency. Makarenko covered in detail such issues as the meaning of fairy tales for young children, the guidance of children's reading, children's visits to the theater, cinema, etc. He assigned a large place in the lives of children aesthetic education.
Conclusion.
A. S. Makarenko is an innovative teacher who enriched Russian pedagogy with valuable pedagogical ideas, methods and techniques (system of perspective lines, the principle of parallel action, style and tone of the teacher, etc.). He gave a new interpretation to a number of pedagogical issues and developed in detail the problems put forward earlier, but not sufficiently developed before him by Soviet pedagogy (team education, family education, etc.).
Makarenko was a teacher who successfully applied dialectical-materialist principles in the theory and practice of education. The guiding principle of all his pedagogical activities was devotion to the Motherland and Pedagogical principles.
Bibliography:
1. I.P. Podlasy "Pedagogy" Moscow, 1996
2. A.S. Makarenko “On Education” Moscow, 1988
3. B.T. Ligachev “Pedagogy. Course of lectures” Moscow, 1996
4. Konstantinov “History of Pedagogy”
Page 15 of 23
Principles of education.Principles of education are general requirements that define the educational process through norms, rules, recommendations for the development, organization and conduct of educational work.
The principle of humanistic education presupposes a consistent attitude of the teacher towards the student as a responsible and independent subject of his own development, a strategy for his interaction with the individual and the team in the educational process based on subject-subject relationships.
If this principle is implemented, education performs the following functions:
To a certain extent, it determines how an object of socialization a person more or less successfully masters positive norms and values, rather than asocial or antisocial normative-value and behavioral “scenarios”;
Receives certain opportunities to create conditions for the effective realization of oneself by a person as a subject of socialization, for the manifestation and development of his subjectivity in a positive aspect;
Can create conditions for human development that will help him achieve a balance between adaptation in society and isolation in it;
It becomes possible, 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 a person becoming a victim of unfavorable socialization conditions.
The implementation of the principle of humanistic orientation of education in practice effectively influences the development of reflection and self-regulation in the pupil, the formation of his relationship to the world and with the world, to himself and with himself, 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 conformity of 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 development of nature and man, educate him according to gender and age, and also form responsibility for his own development, for the state and further evolution of the noosphere as a sphere mind.
In accordance with the principle of nature-conformity education, it is necessary for a person to cultivate certain ethical attitudes towards 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:
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 activity;
He recognized himself as a subject creating the noosphere, intelligently and safely “consuming”, preserving and reproducing it.
The principle of cultural conformity of education, formulated in the 19th century. German teacher F. Disterweg, in modern interpretation assumes that education should be based on universal human values of culture and built in accordance with the values and norms of certain national cultures and specific features inherent in the traditions of certain regions that do not contradict universal values.
In accordance with the principle of cultural conformity of education, education faces the task of introducing children, adolescents, and young men to various layers of 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 towards himself, towards people, towards society, towards nature).
In accordance with the principle of cultural conformity, it is necessary that education help a growing person navigate the changes that constantly occur in himself and in the world around him. It is important that upbringing helps him “fit” into the changing realities of life, and find ways of self-realization and self-affirmation that are adequate to these realities. It is equally important that education finds ways to minimize negative consequences certain innovations that can affect both a specific person and certain categories of children, adolescents, and young men.
The realities of life in modern society and the prospects for its development, the problems of human socialization and his entry into a changing world allow us to consider 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 various types, gives a growing person the experience of living in society, the experience of interacting with others, can create conditions for positively oriented self-knowledge, self-determination, self-realization and self-affirmation, and in general - for acquiring the experience of adaptation and isolation in society. In the most general form team can be defined as a formalized socio-psychological contact group of people operating within a particular organization.
The life activity of a team can be considered as an open and autonomous system. The team operates in a certain environment in a row and in interaction with other associations that include its members, which determines its openness in relation to the surrounding reality. At the same time, the team, being an organizationally formed community of people, functions to a certain extent independently of the environment, which makes it relatively autonomous.
The team as an autonomous system has a set of certain norms and values, which, given that the team is at the same time an 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 norms and values specific to society, social, professional, age groups, which do not coincide with the first ones. The third layer is individual norms and values, the carriers of which are children, adolescents, and young men who are members of the team.
In the process of functioning of the team, 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-teacher A.T. Kurakin). This field, specific to a particular team, determines its autonomy and influence on its members. The field of intellectual and moral tension of the team is not a homogeneous alloy. It breaks down into at least two sectors. One – values and norms, mandatory 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, without contradicting the first, provide individual microgroups and team members with opportunities for some originality in behavior. The nature of norms and values determines the direction of the team’s influence on certain aspects of personal development.
In any team, two structures of relationships develop - formalized and informal.
The formalized structure of a team is created by its leaders in order to organize the team organizationally and make it capable of solving the tasks facing it. This structure reflects the business management relationships that develop between managers, functionaries of self-government bodies and other members of the team. The informal structure of a team reflects the informal relationships of its members and has two layers: interpersonal relationships of all members of the team and a network of selective relationships of friendship and friendship. The relationships that develop in a team significantly influence the development opportunities of its members.
The life of a group can be considered as a process of its members playing a certain social role. In this case, it is necessary to distinguish between two aspects in playing a role: social and psychological.
The social aspect includes those role expectations and regulations that are dictated by the life of the team and non-compliance with which leads to social consequences (negative sanctions). Psychological aspect is a subjective interpretation of a team member’s role, which may not coincide with social expectations and regulations. 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 and frustration. IN optimal option this discrepancy becomes the basis for the manifestation of a person’s creative individuality (a person finds non-trivial ways to fulfill the role of a member of a team, i.e. shows creativity– the ability to create original values, accept non-standard solutions).
The life activity of a collective, being a process of playing a social role by its members, becomes the basis for their accumulation of social experience, an arena of self-realization and self-affirmation, i.e. creates opportunities for human development.
The principle of centering education on personality development. In a 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 collective. The process of social education, educational organizations, communities of educated people can be considered only as a means of personal development, the priority of which can be limited to the extent necessary to ensure the rights of other individuals.
Education must be centered on the following aspects personality development:
Physical development (promotion of proper physical development and health promotion, development of motor qualities, formation of motor skills, formation of a sustainable need for systematic physical education);
Sexual (communication of relevant knowledge, formation and correction of gender-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 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, formation and correction of the attitudes and skills necessary for this; development of practically effective inclinations and abilities; 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, smaller 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 capabilities of educational organizations vary 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, has led to the need to formulate as the most important for pedagogy the principle of dialogical education.
This principle assumes that the spiritual and value orientation of children, adolescents, young men and, to a large extent, their development are carried out in the process of such interaction between educators and students, the content of which is the exchange of values (intellectual, emotional, moral, expressive, social, etc.), and also co-production of values.
The dialogical nature of social education is realized in the exchange between educators and those educated in the following values:
Developed by the cultural history of a particular society;
Characteristic of subjects of social education as representatives of different generations and subcultures;
Individual specific members of the educational organization.
The dialogical nature of social education assumes that in the life of an educational organization, along with exchange, there is the production of values on which the field of intellectual and moral tension of the team and the nature of the organization depend. interpersonal relationships, which determines its educational effectiveness.
The exchange, production and assimilation 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 their students;
The dialogical nature of social education does not imply equality between the educator and the educated. This is due to age differences, differences in life experiences, and asymmetry social roles. But dialogicality requires not so much equality as sincerity and mutual respect and acceptance.
The principle of incomplete education presupposes 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, young man there is always something incomplete and, in principle, incomplete, because, being in a dialogical relationship with the world and with themselves, they always retain the potential for change and self-change.
In accordance with the principle of incompleteness of education, it must be built in such a way that at each age stage everyone has the opportunity to “establish themselves anew”: to re-know themselves and others, to re-develop and realize their capabilities, to re-find their place in the world, to re-affirm 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 assumes the following approach to defining 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 of various types and types ;
Consider social education as a set of complementary processes (for example, the organization of social experience, educational training, individual assistance) that create conditions for the development of natural inclinations and a person’s spiritual and value orientation;
Recognize that the process of a person’s spiritual and value orientation includes, although contradictory, but objectively complementary systems of values (Western and Eastern cultures, traditional for Russia and characteristic of Soviet period 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 personal development, and dialogicality in education.
Basic principles of education
Principles of education represent the initial settings, the main guidelines that organize and streamline the system of educational work. The principles make it possible to present general requirements for various areas of educational activity and give them a single, holistic character.
The principles of education are closely related to the principles of education. But at the same time, there are certain differences, each category has its own specifics, resulting from the uniqueness of the processes of education and training.
Based on modern ideas about education, the following basic principles can be identified:
- unity and interconnection of the components of the educational system;
- the leading role of the teacher;
- active activities of pupils;
- connection between education and real life;
- reliance on the team;
- humanism;
- self-education.
Let's look at each of these principles in more detail.
Unity principle
The principle is manifested in the integrity, unity of the system and the interconnection of all components that form the educational process. This principle forms the requirement for a multilateral impact on the individual through a system of goals, the relationship between self-education and education, a variety of directions and, accordingly, content, and the need to apply a set of appropriate educational methods and means.
This principle presupposes the integrated use of all components of the educational process, and not isolated. It requires taking into account all the factors involved in education: educational institution, family, work collective, and the public. There must be consistency in the influence of these factors.
The principle of the leading role of the teacher
The teacher is the embodiment of the unity and integrity of the educational process. It ensures the consistency of its parts and the consistent application of the principles of education. A teacher's personal example is the most effective means of educational influence. Of course, the educational process presupposes the activity of the students themselves, but the organizer of this activity and the entire educational process, its subject, always remains the teacher. Therefore, very high professional requirements are placed on educators.
Another function of this principle is the inadmissibility of teacher deviations from the principles of education. It is unacceptable to encourage pupils to provide any personal services, encouragement of servility, flattery, sycophancy, a conniving attitude towards some and a biased attitude towards other pupils. Such violations irrevocably undermine the authority of the teacher and damage educational activities.
The principle of active activity
The principle of organizing the active activities of pupils implies a combination of the active leadership of the teacher with the active activities of the pupils themselves.
This principle is based on the fact that effective development of an individual occurs only as a result of his active personal activity.
The relationship between education and life
Today, the principle of the relationship between education and real life is interpreted as assisting an individual in his comprehensive development, life and professional self-determination.
The implementation of this principle is facilitated by the creation not only of a system of state educational institutions, but also of private educational institutions, in which people can realize their interests, which do not necessarily coincide with the state ones.
The principle of humanism
The principle of humanism in the educational process is based, first of all, on the belief in the possible achievement of positive results for each child. Without faith, educational work itself is deprived of its main guidelines.
This principle is based on positive inclinations, which are present to a certain extent in any person. It is necessary to identify and develop positive traits in a person and, based on them, solve the problems of moral, aesthetic and mental education. An experienced teacher, guided by this principle, does not skimp on good words, even if it's just an advance for the future. By doing this, he instills in the pupil confidence in himself and in his future, creates an atmosphere of mutual cooperation and support.
Humanism does not exclude high demands in education. Only with a combination of respect, trust and exactingness is it possible to effectively solve the problems of education.
The principle of relying on the team
The effect of education is largely due to the influence of groups in which the process of personal development takes place. Psychological climate of such groups is an essential factor in the education process. This principle requires the teacher to determine the character of the group and regulate the socio-psychological climate in it.
The principle of self-education
Definition 1
Self-education is a purposeful, completely independent activity that leads to the most effective development and improvement of the individual.
The importance of this principle is dictated by the change in the role of education in modern society. Its role today is expressed by the formulation: “Education throughout life”, and not “Education for life”.
This is the principle of students mastering the basic techniques of self-education, in particular: self-analysis, self-regulation, self-esteem and self-control.
Note 1
All of these principles are interconnected, they determine the integrity and unity of education, and help to find ways to increase the effectiveness of the educational process.
