Positive and negative aspects of home education. The positive and negative role of the family in raising a child. Types of family relationships

We found out that modern pedagogy is a system of scientific branches: pedagogy early age, preschool pedagogy, correctional education, etc. One of the branches is family pedagogy.

All branches of pedagogical science that study a wide range of general and special problems that deeply reflect the connections between relevant pedagogical phenomena are “related” to each other. What they have in common is the subject they study, namely: the essence of education, its deep internal mechanisms, the relationship with the development of the individual and the external conditions of its existence. But each of the branches of modern pedagogy studies the essence of education from its own specific angle, taking into account the age and other characteristics of those being educated, the specifics of interaction between the subjects of the educational process. Depending on these features, the goals, content and structure of the educational process in a particular social institution: family or public, differ.

Today, the area of ​​family education is less studied compared to public education. This is due to a number of reasons.

1. For many years in our country, a state policy was carried out, focused primarily on public education, which belittled the role of the family as social institution, made the study of theory and practice of little relevance family education.

2. The family, being one of the most complex formations in the history of mankind, has many interconnected areas of its activity (functions), therefore, the study of the characteristics of family education cannot be carried out autonomously, within the framework of one pedagogy: an interdisciplinary integrated approach is required.

3. Family life and home education are difficult subjects of scientific research, since they often represent a “closed secret” into which people are reluctant to let outsiders, including researchers.

4. Family research requires the development and application, along with traditional ones, of methods other than those that are actively and quite effectively used in pedagogy when studying the educational process in kindergarten, school, college, university.

Upbringing in a family has always been defined as home-based (sometimes home-family). It is taken into account that home education can be carried out by family members, as well as by specially invited persons, sometimes professionally trained for educational activities (nanny, bonna, tutor, etc.). In modern conditions, home education is complemented by public education: children attend a preschool, school, walking group, studio, art school, sports section, etc.

Two branches of education - in the family and in public institutions - developed in ancient times and are rooted in the history of mankind at the dawn of its existence. Both branches are ambiguous phenomena: they have much in common, but there are also important, fundamental differences. Thus, the tasks of education in the family and public educational institutions, being specific historical, depending on the characteristics of a person’s life in society at a certain stage of his development, are distinguished by the ratio of emotional and rational components: in the family the first predominates, in public education the second predominates. In other words, public education lacks the warmth and naturalness of the family; in it, as M.M. Rubinstein rightly noted, there is always a share of rationality and coldness.

Certain differences are observed in the goals, principles, and content of public and family education. IN preschool institution, school and other educational institutions, the goal is objective in nature, since it is subordinated to the “order” of society for the education of the members it needs. In a family, the goal of education is distinguished by a certain subjectivity, because it expresses the ideas of a particular family about how it wants to raise its children. In this case, the child’s real and imaginary abilities and other individual characteristics are taken into account.

Thus, the goals of family and public education may not coincide, and sometimes even contradict each other. We can rightfully say that in a preschool institution, school, the goals, principles, and content of education have a scientific basis, are “prescribed” in program documents, formulated for a specific educational institution, differentiated by age categories of pupils, while in the family are often unformulated and vary depending on a number of reasons.

Education methods , which are used in kindergarten (or other educational institution) and family, differ both in their set and, what is especially important, in content, and, consequently, in the psychological essence and effectiveness of the impact on the child. In family methods of education, there is no stamp of intentionality characteristic of a kindergarten, but there is more naturalness, an appeal to a specific child who has his own life experience, certain habits, passions and interests. Thus, each family develops its own individual educational system. Of course, in a significant part of modern families, the educational system is not as scientific as in a preschool institution or school; it is more based on everyday ideas about the child, means and methods of influencing him.

The educational system of the family is formed empirically: it is constantly tested in experience, contains many pedagogical “finds”, although it is often not without miscalculations and serious mistakes. In families where they are concerned about raising children, the upbringing system is subject to analysis and evaluation, which makes it hard-won and emotionally charged. The system of family education can be harmonious and orderly, but this is provided that the parents have a specific goal of education, implement it, using methods and means of education that take into account the characteristics of the child and the prospects for his development.

A different system of home education develops in a family where adults do not bother themselves with serious thoughts about the fate of the child and do not create conditions for his full development. Ignoring the interests of the child, satisfying only his most basic needs, giving him unlimited freedom - these are also signs of a home education system, but a careless, conniving, cruel system towards a small child, for whose full development love, support, care, and reasonable assistance from adults are needed , especially people close to him.

Thus, we can conclude that public education, compared to family education, is distinguished by greater scientific validity, purposefulness, and planning. However, this does not ensure the priority of public education in the formation of a child’s personality, especially in the first years of his life. Science and practice convince us of the decisive role of the family in the development of a child. And the reason for this lies in the fundamental difference in the nature of the dominant relationship between the subjects of education in the family and institutions of public education.

In family education, the relationship between the subjects (spouses, parents, children, grandparents, brothers, sisters, other relatives) is informal in nature and is based on face-to-face contacts. In a family, as a rule, there is no strictly defined system of vertical relationships, a strict power structure in which statuses and roles are prescribed in advance. The degree of close contacts between members is aggravated by relationships of kinship, love, affection, trust and responsibility for each other, and is characterized by a wide range of manifestations, emotionality, and openness. Family for a child– the least restrictive, most lenient type of social environment.

Public education is carried out by society, the state and organizations created for this purpose (kindergartens, schools, etc.). Therefore, the relationship between the subjects of education in a public educational institution has an institutional-role character, i.e. is largely determined by the functional responsibilities of the teacher, although they can be softened or, on the contrary, tightened depending on his personal qualities. However, the relationships “teacher-child”, “teacher-children”, “teacher-colleagues”, “teacher-administration” are more fixed than the relationship between family members and the child in home education.

Here is a diagram developed by E.P. Arnautova and V.M. Ivanova, which examines the shortcomings and positive aspects of public and family education (Table 1).

Based on the table above, we can conclude that each of the social institutions has its own advantages and disadvantages. Thus, being brought up only in a family, receiving love and affection from its members, guardianship, care, a child, without entering into communication (contact) with peers, can grow up selfish, not adapted to the requirements of social life and the environment.

Table 1

Comparison of public and family education

Thus, public and family education have a number of fundamental differences that must be taken into account in order to ensure their appropriate interaction and complementarity in the real educational space.

Good parents raise good children. What is it - good parents. Future parents think that they can become like this by studying specialized literature or mastering special parenting methods, but knowledge alone is not enough.

Can we call those parents good who never doubt, are always confident that they are right, always accurately imagine what the child needs and what he can, who claim that at every moment of time they know what to do right and can foresee with absolute accuracy? not only the behavior of your own children in various situations, but also their future lives? Can we call those parents good who arrive in constant anxious doubts, are lost every time they encounter something new in the child’s behavior, do not know whether it is possible to punish, and if they resort to punishment for an offense, they immediately believe that were they wrong? Parents constitute the child's first social environment. The personalities of parents play a vital role in the life of every person. It is no coincidence that we mentally turn to our parents, especially our mother, in difficult moments of life.

That is why the first and main task of parents is to create confidence in the child that he is loved and cared for. Never, under any circumstances should a child have doubts about parental love.

Deep, constant psychological contact with a child is a universal requirement for upbringing. The basis for maintaining contact is a sincere interest in everything that happens in the child’s life. Contact can never arise by itself; it must be built even with a baby. When we talk about mutual understanding, emotional contact between children and parents, we mean a certain dialogue, interaction between a child and an adult with each other. It is when the child participates in common life family, sharing all its goals and plans, the usual unanimity of upbringing disappears, giving way to genuine dialogue. The most significant characteristic of dialogical educational communication is the establishment of equality of positions between the child and the adult.

In addition to dialogue, in order to instill in a child a feeling of parental love, it is necessary to do one more thing: important rule. In psychological language, this side of communication between children and parents is called child acceptance. What does it mean? Acceptance means recognition of the child’s right to his inherent individuality, to be different from others, including being different from his parents. To accept a child means to affirm the unique existence of this particular person, with all his inherent qualities. Negative assessments of the child’s personality and inherent character qualities should be categorically abandoned.

1) Monitoring negative parental assessments of the child is also necessary because very often behind parental condemnation there is dissatisfaction with one’s own behavior, irritability or fatigue that arose for completely different reasons.

2) Child's independence. The bond between parent and child is one of the strongest human bonds. If children, growing up, increasingly acquire a desire to distance this connection, parents try to hold on to it as long as possible.

The solution to this problem, in other words, providing the child with one or another measure of independence is regulated, first of all, by the age of the child. At the same time, much depends on the personality of the parents, on the style of their attitude towards the child. It is known that families vary greatly in varying degrees of freedom and independence provided to children.

The distance that has become predominant in relationships with a child in the family directly depends on the place of upbringing activities in the entire complex, ambiguous, and sometimes internally contradictory system of various motives for an adult’s behavior. Therefore, it is worth realizing what place the activity of raising a future child will take in the parent’s own motivational system.

A person, as a social being, has a unique form of orientation - an orientation towards the mental appearance of another person. The need for “guidance” in the emotional mood of other people is called the need for emotional contact.

Taking care of a child can satisfy the need for meaning in life. As a result, the parent receives the required feeling of his necessity, and every manifestation of his son’s independence is pursued with amazing tenacity. The harm of such self-sacrifice for a child is obvious.

For some parents, raising a child is motivated by the so-called achievement motivation. The purpose of education is to achieve what parents failed due to lack of necessary conditions, or because they themselves were not sufficiently capable and persistent. Such parental behavior unconsciously acquires elements of selfishness for the parents themselves: we want to mold the child in our own image, because he is the continuer of our lives. .

But a child can also rebel against demands that are alien to him, thereby causing disappointment in his parents due to unfulfilled hopes, and as a result, deep conflicts arise in the relationship between the child and his parents.

There are families where the goals of education seem to move away from the child himself and are directed not so much at him, but at the implementation of the education system recognized by the parents. Some parents follow the ideas of the educational provisions of the Nikitin family, which defend the need for early intellectual training, or the call: “Swim before you walk”; In other families, an atmosphere of complete forgiveness and permissiveness reigns, which, according to parents, implements the Spock model of upbringing, forgetting that it is not the child for upbringing, but upbringing for the child.

Education as the formation of certain qualities. In these cases, the parent structures his upbringing in such a way that the child is necessarily endowed with this “especially valuable” quality. For example, parents are confident that their son or daughter must be kind, erudite and courageous. In cases where the values ​​of the parents begin to conflict with either age characteristics development of the child, or with its inherent individual characteristics, the problem of independence becomes especially obvious.

Target course work– study the essence of home education and its problems.
The object of study is the modern family.
Subject: problems of raising children at home.
Tasks:

Introduction 3
1. Theoretical aspects studying the problems of home education of children in modern conditions
1.1 Raising a child at home. Concept, essence 6
1.2 Pros and cons of home education 14
1.3 Problems of home education at present 21
Conclusion 31
References 33

The work contains 1 file

Introduction

The family is the most complex subsystem of society, performing a variety of social functions. This is a small relationship based on marriage and (or) consanguinity. social group, whose members are united by living together and running a household, emotional connection and mutual responsibilities towards each other.

Problems of family education, interaction between school and family in raising children have been the subject of study by many teachers. So, V.A. Sukhomlinsky, when creating the humanistic educational system of the Pavlysh secondary school, proceeded from the recognition of the enormous role of the family in the education of students. “The subtlety of a person’s sensation, emotional sensitivity, impressionability, sensitivity, sensitivity, empathy, penetration into the spiritual world of another person - all this is comprehended, first of all, in the family, in relationships with relatives,” argued V.A. Sukhomlinsky. “Be the educators of your child’s mind, teach him to think,” he advised parents.

Today, the area of ​​family education is less studied compared to public education. This is due to a number of reasons.

1. For many years in our country, a state policy was implemented that was focused primarily on public education, which belittled the role of the family as a social institution and made the study of the theory and practice of family education of little relevance.

2. The family, being one of the most complex formations in the history of mankind, has many interconnected areas of its activity (functions), therefore, the study of the characteristics of family education cannot be carried out autonomously, within the framework of one pedagogy: an interdisciplinary integrated approach is required.

3. Family life and home education are difficult subjects of scientific research, since they often represent a “closed secret” into which people are reluctant to let outsiders, including researchers.

4. Family research requires the development and application, along with traditional ones, of methods other than those that are actively and quite effectively used in pedagogy when studying the educational process in kindergarten, school, college, and university.

Upbringing in a family has always been defined as home-based (sometimes home-family). It is taken into account that home education can be carried out by family members, as well as by specially invited persons, sometimes professionally trained for educational activities (nanny, bonna, tutor, etc.). In modern conditions, home education is complemented by public education: children attend a preschool, studio, art school, sports section, etc.

At one time, Johann Heinrich Pestalozzi noted that the family teaches life with the help of a living, vitally necessary, and not an invented, surrogate matter, it teaches with deeds, not with words. And the word in family education, according to the great teacher, is only an addition, and, falling on the soil plowed by life, it produces a completely different impression than when it comes from the teacher’s lips.

Thus, in every family, as the famous domestic psychologist A.V. rightly says. Petrovsky, our own individual educational system is being developed. Of course, in a significant part of modern families, the educational system is not as scientific as in a preschool institution or school; it is more based on everyday ideas about the child, means and methods of influencing him. In families where they are concerned about raising children and their future, the education system is subject to analysis and evaluation, which makes it hard-won and emotionally charged. The system of family education can be harmonious and orderly, but this is provided that the parents have a specific goal of education, implement it, using methods and means of education that take into account the characteristics of the child and the prospects for his development.

A different system of home education develops in a family where adults do not bother themselves with serious thoughts about the fate of the child and do not create conditions for his full development. Ignoring the interests of the child, satisfying only his most necessary needs, giving him unlimited freedom - these are also signs of a home education system, but a careless, conniving, cruel system towards small child, for the full development of which love, support, care, and reasonable assistance from adults, especially people close to him, are necessary.

The purpose of the course work is to study the essence of home education and its problems.

The object of study is the modern family.

Subject: problems of raising children at home.

1. Study scientific and theoretical literature on the topic of the course work;
2. Define the concept and essence of home education;
3. Consider the positive aspects and negative sides home education;
4. To study the problems of raising children at home at the present stage.

1. Theoretical aspects of studying the problems of home education of children in modern conditions

1.1 Raising a child at home. Concept, essence

A family is a social and pedagogical group of people designed to optimally satisfy the needs for self-preservation (procreation) and self-affirmation (self-esteem) of each of its members. The family creates in a person the concept of home not as a room where he lives, but as feelings, a feeling of a place where he is expected, loved, understood, protected. A family is an entity that “encompasses” a person entirely in all its manifestations. All personal qualities can be formed in the family. The fateful importance of the family in the development of the personality of a growing person is well known.

Family education is a system of upbringing and education that develops in the conditions of a particular family through the efforts of parents and relatives.

Family education is a complex system. It is influenced by heredity and biological (natural) health of children and parents, material and economic security, social status, way of life, number of family members, place of residence of the family (place of home), attitude towards the child. The ideal of education is the versatile education of children, which is carried out both in the family and in public educational institutions. But each of these social institutions has certain advantages in instilling in children certain properties, personality traits, and shaping ways of behavior and activity. The family, being the first educational environment in a child’s life, takes on the main work, ensuring one or another level of development. Research shows that the family creates the most favorable opportunities for strengthening the child’s health, developing his physical qualities, moral feelings, habits and motives of behavior, intelligence, and familiarization with culture in the broadest sense of the word.

Raising a healthy child is one of the most important tasks of a family. From the preschool pedagogy course you know about the close relationship between physical and mental development child, that full physical development is a kind of foundation on which the framework of the personality is “built.” Meanwhile, modern statistics indicate trouble physical development and health of children and adolescents. The concept of “deceleration” is increasingly entering professional vocabulary, meaning that the generation of modern children has lower rates of physical development than their peers 10-15 years ago.

It would seem that modern spouses should feel a special responsibility for the health of the unborn child. In reality this is far from the case. Very few young people who intend to get married and are concerned about the physical well-being of future heirs turn to the services of medical genetic service specialists. And this well-being may turn out to be illusory, given the burden of hereditary and other diseases that the spouses are burdened with, the peculiarities of their lifestyle, and their adherence to some, to put it mildly, bad habits (alcohol, smoking, drug addiction). As a result, a significant proportion of newborns are born with certain deviations in physical and often mental development. Add to this the unfavorable environmental situation that has developed in many regions of the country, the economic difficulties experienced by a significant part of families, and it will become clear to you why today, more than ever, it is important to focus on the tasks of physical education of children. Meanwhile, in many families this area of ​​upbringing is “relegated” to the back burner. No, parents are very concerned about the child’s health, especially when he is often sick, but they do not make special efforts to strengthen it, prevent diseases, much less pay insufficient attention to the development of movements, physical (motor) qualities, cultural and hygienic skills, and introduction to sports.

Since raising a healthy child contains many aspects, let us recall the most important ones for modern family. Particularly noteworthy is the connection between child health and hygiene education. It begins with the creation of conditions for raising a child that meet the hygiene requirements (cleanliness and order in the apartment, especially in the kitchen, in the children's room; children's furniture adapted to its growth; individual bedding and hygiene supplies, dishes; clothes from natural materials, selected according to the weather, etc.). An important responsibility of parents is to instill in their children the habit of washing their hands (before eating, after a walk, going to the toilet), brushing their teeth thoroughly in the morning (after breakfast) and in the evening; take a shower and wash every day; use a handkerchief as needed; make your bed, take care of your clothes.

Genuine parental concern for good physical and mental health is the key to a rational daily routine, which provides sufficient time for proper sleep (night and day), walks in the fresh air (at least 4 hours), meal times, and games. It is necessary to avoid violations of the usual routine on holidays and weekends, when the child has a lot of impressions, he gets tired, as a result of which he especially needs rest and quiet activities.

The growth, development of a child, and the prevention of many diseases directly depend on a balanced diet: sufficient, good quality, varied, with required quantity vitamins

Currently, there are many families all over the world, including in our country, where children are simply malnourished and drink poor-quality water, which leads to pronounced malnutrition (weight deficiency). To solve this problem, only the desire and efforts of parents are not enough: serious socio-economic measures are needed.

Based on the knowledge acquired during the study of natural science subjects, formulate the requirements for organizing a balanced diet for a child in the family. Explain the reasons why these requirements are often violated in modern families.

One of the means of increasing the body's defenses is hardening. It is known that by the time a child is born, his physiological mechanisms are not fully formed, so he has a higher heat transfer than older children and adults, which can lead to faster hypothermia or overheating.

Preschool age, as defined by A.N. Leontiev, represents the period of “initial actual formation” of personality. It is during these years that the formation of basic personal mechanisms and formations occurs. The core of personality is a person’s moral position, in the formation of which the family plays a decisive role.

It is known that throughout the centuries-old history, humanity has developed morality, i.e. a set of norms, requirements, prohibitions, rules of behavior and interpersonal communication that society imposes on each of its members. The pedagogical function of morality is that with its help children master the complex world of social relations.

The child begins to become familiar with the moral values ​​of humanity and a particular society from an early age in the process of interaction with family members who constitute the first reference group in his life (A.V. Petrovsky). The reference group is the most significant for the child compared to others; he accepts its values, moral standards and forms of behavior. It is the family that lays the foundation for the development of the child’s moral position thanks to the constancy, duration, emotional coloring of educational influences, their diversity, and the timely use of reinforcement mechanisms. Therefore, all deviations in the family moral education a child can seriously complicate his future life when he is faced with other moral values ​​and requirements - in kindergarten, school, in life.

Every year, homeschooling becomes more popular, not only abroad, but also in Russia. However, before transferring your child to home schooling, it is better to carefully weigh all the positive and negative aspects of this type of education.

WHY YES":

freedom of choice

IN in this case you can choose subjects and the number of hours you need to spend studying them. In no case is it said here that the child will not study basic general education subjects. It will simply be possible to focus on the child’s capabilities and unique learning abilities, which means choosing which subjects can be studied at what age and in what volume.

Physical freedom

After dealing with some of the frustration of voluntarily leaving school, many parents of homeschoolers experience a real sense of freedom. Family life is no longer built around the school schedule, homework and extra school events. These families can now plan off-season vacations, visit parks and museums on weekdays, and live in a mode that is most convenient for them.

Emotional freedom

We must not forget that, unfortunately, peer pressure, competition and boredom are an integral part of the typical school day. This, of course, can turn into a huge problem for a child, especially a girl. Studies have shown that the level of self-esteem of girls who are educated at home is significantly higher than the level of self-esteem of girls from secondary schools. Homeschooled children can dress, act, and think however they want without fear of peer ridicule or pressure to “fit in.” These children live in real world, where nothing is dictated by the latest teenage trends.

Religious freedom

In many families, religious life is an integral part of everyday life and school introduces some dissonance. And homeschooling provides an opportunity to integrate their beliefs into everyday life.

Closer family ties

Every family that has gone through the experience of homeschooling can undoubtedly note that this type of education helps strengthen the bonds between all family members. Teenagers and their parents benefit greatly because once homeschooling begins, the teen's rebellious and destructive behavior decreases markedly.

Well-rested children

More and more research shows that sleep is vital important for the emotional and physical well-being of children, especially teenagers and pre-teens. The effects of early morning activities can be devastating for many children, especially those whose body clocks are not active in the morning.

Work is not in a hurry

Homeschooled children can accomplish in a few hours what typical public school students take weeks to accomplish. The reason for this is the fact that at home children are not forced to follow certain patterns and can learn the subject in exactly the way they want. It is not surprising that in secondary schools children have such a huge number homework, most of which they simply do not have time to complete, while at home the child does not have formal “homework”, which results in a more effective and measured study of the subject

Huge range of items

When you choose a homeschool system, you don't have to work with a predetermined schedule. There are many things you can learn that are not included in the public school curriculum - Latin, gardening, sewing, painting, music, design... the list goes on and on. Every year you can find something new and very interesting for you and your child.

Effective Study Schedule

Home education is a great chance to adjust to your child’s biological clock. You can determine the peak of its activity and create a schedule in which training will be as effective as possible.

WHY NOT":

Time restrictions

You can't argue with that - learning outside of a typical school will take a lot of time. Some people think that most homeschooling is done with textbooks. But in reality, preparing each lesson requires a lot of effort - you need to find material, create a schedule and draw up a lesson plan. And in order for homeschooling to be interesting and effective, you should attend many events, make cultural trips, and this will undoubtedly take up almost all of your time.

Financial restrictions

Often, in order to educate children at home, one parent has to sacrifice his or her career. This can be very challenging for families trying to balance their budget. But it is surprising that the majority of families who do decide to educate their children at home believe that such sacrifices are worth the ultimate goal - the study and development of their children in freedom.

Social restrictions

It is obvious that by choosing the path of home education, parents sharply limit their child’s social connections. After all, it is at school that a child learns how our society works and becomes acquainted with the elementary social hierarchy. And even if you manage to involve your child in various circles and clubs, this will not always be enough - the child must spend most of his time with peers in order to learn how to behave.

Personal restrictions

It may turn out that you spend all your time with your child, you will be tired, and you will have no time left for yourself. Almost all parents go through this. Therefore, you should not forget about your needs, and weekends are needed in any business, even in the education of your children.

The fact that you need to be around your children 24 hours a day, 7 days a week

There is no denying that if you do choose the homeschool route, you will have to spend a lot of time with your child. And if you don’t like it, then home education is not for you. And while it may seem overwhelming at times, most parents who homeschool their children find that their daily interactions with their children, positive and negative, provide tremendous opportunity for both personal and family growth.

Life outside the "norm"

Like any activity that challenges the “normal” way of thinking, homeschooling can be perceived as an oddity in best case scenario, and most people would not be able to accept that the average parent could succeed at something that trained professionals fail to do. If you are not willing to cross the boundaries of the “norm,” then homeschooling is not for you.

All responsibility for your child lies with you

And this is a very big responsibility. If when your child attended a regular school, you could always blame the teacher for not explaining the subject clearly enough, now you will have no one to blame but yourself. If your child cannot read, write or speak correctly, then it will be your fault and will be evidence that you are not a good teacher and parent.

Standardized tests

A homeschooled child usually does not do well on standardized tests, which are very important when applying to a university. Of course, you can implement the school's grading system into your homeschooling method and take a lot of tests, but in most cases this does not help. So, be prepared for the fact that even if your child masters a subject very well, he will not be able to show all his knowledge when taking standardized tests.

Complex reverse adaptation

Of course, your child, one way or another, will have to return back to the education system, be it last years school, or university. And believe me, it will not be easy at all - the adaptation period can take from a week to a whole year, and throughout this time, the child will feel out of place.

And if, after familiarizing yourself with all the positive and negative sides of home education, you want to try it, go for it, because there is nothing better than personally shaping who your child will be in the future.

Based on materials from the Planet of Schools website

Everyone knows well that each educational method has its own strengths and weaknesses. But how often do we think about what kind of upbringing is actually suitable for our child? What will affect little man the most beneficial influence and will help him grow into an honest, kind and decent person with strong moral convictions? How can religion influence him and what will this bring to the child in his future?

Positive aspects of religious education

In addition to the expression “about opium,” in fairness, it would not hurt to remember one more thing: “If religion is a drug, then atheism can be called gas chamber" And there is a huge amount of truth in this. What does religious education give to a child?

• First of all, such upbringing instills respect.

Your child will learn to respect his family, parents, as well as other relatives and people around him, and if he is lucky, the world– nature, animals, as well as those who are different from him.

• Religion instills in a child family values. It is very important. A person who has a family understands all the responsibility for it before God. Many religions do not allow divorce.
• A person brought up in religion will never be lonely. Because he has God. According to statistics, among religious people there is a very low suicide rate. Religion forms a person’s sense of belonging to a family, religion, and nation.
• Religious education gives balance. Daily reading of prayers helps to relax, calm down and creates healthy optimism and faith in miracles, which are sorely lacking in modern life.
• Tolerance. The awareness that everything in the world is “God’s creations,” which means that the people around us, animals, as well as plants, deserve, at a minimum, an understanding of their significance before God.
• Chastity- one of the most positive aspects education in religion. This applies not only to the physical body. In religious education, a lot of attention is paid to chastity and purity of thoughts, which can protect against various manifestations of moral instability and selfishness - “pride.”
• Sin concept. Children raised in religion are instilled with moral values ​​from birth, good and bad are very clearly differentiated, and the idea is instilled in them that they always have to answer for a bad deed, at least before God.
• Religion teaches moderation. This applies to all areas of human life. Moderation and abstinence in food, personal relationships, absence of manifestations of fanaticism that could lead to terrible disaster.

Negative aspects of religious education

As you know, any educational method also has negative sides. Are they present in religious education? Let's figure it out.

• Church parishioners, “God’s servants,” are called “flock” in church language. That is, to put it another way, led by “sheep,” where the role of the leader is assigned to the priest. And who likes to be a “sheep” and a “slave”? Personally, these comparisons have always offended me and I would not want to instill such “humility before God” in my child.
• Religion divides the world into “black” and “white,” clearly defining what sin is. This, of course, will not cause harm; on the contrary, it will help to form moral principles. However, do not forget that the world is multicolored and someday you will have to tell your child about its shades. The main thing is not to break the already established value system.
• One of the leading religious attitudes is “...we are all under the Almighty...”, and also: “God will reward, guide and help.” This, in turn, teaches shifting responsibility for your life to “God” rather than taking it upon yourself.
• In religion there are many different myths, legends and “mystical attitudes” unconfirmed by facts, which affirm the presence of an invisible God in life, on whom almost everything depends. And these truths are considered an axiom and they are not subject to doubt. All other “dissent” is unacceptable. A religion that requires the unproven acceptance of all postulates does not need an inquisitive “flock of slaves” that can question the “immutable truths” and will look for their own answers.

So does a child need religious education? Perhaps it won’t hurt, but without fanaticism.

There needs to be a balance in everything, especially in raising children.

I think it would be reasonable to leave the child alone, but at the same time instill in him moral values ​​and respect for the world around him. Whether it should be mixed with religion or not, let your child decide for himself when he grows up.

What do you think?