A person’s personality is formed and developed as a result of the influence of numerous factors, objective and subjective, natural and social, internal and external, independent and dependent on the will and consciousness of people acting spontaneously or according to certain goals. At the same time, the person himself is not thought of as a passive being who photographically reflects external influences. He acts as the subject of his own formation and development.
Purposeful formation and development of personality is ensured by scientifically organized education.
Modern scientific ideas about education as a process purposeful formation and personality development developed as a result of a long confrontation between a number of pedagogical ideas.
Already in the Middle Ages, the theory of authoritarian education was formed, which various forms continues to exist today. One of the prominent representatives of this theory was the German teacher I.F. Herbart, who reduced education to managing children. The purpose of this control is to suppress the child’s wild playfulness, “which throws him from side to side.” Control of the child determines his behavior at the moment and maintains external order. Herbart considered supervision of children and orders to be management techniques.
As an expression of protest against authoritarian education, the theory of free education, put forward by J. J. Rousseau, arises. He and his followers called for respect for the growing person in the child, not to constrain, but to stimulate in every possible way the natural development of the child during upbringing.
Soviet teachers, based on the requirements of the socialist school, tried to reveal the concept of “education process” in a new way, but did not immediately overcome the old views on its essence. Thus, P.P. Blonsky believed that education is a deliberate, organized, long-term influence on the development of a given organism, that the object of such influence can be any living creature - a person, an animal, a plant. A.P. Pinkevich interpreted education as the deliberate, systematic influence of one person on another in order to develop biologically or socially useful natural properties of the individual. The social essence of education was not revealed on a truly scientific basis in this definition.
Characterizing education only as an influence, P. P. Blonsky and A. P. Pinkevich did not yet consider it as a two-way process in which educators and students actively interact, as the organization of the life and activities of students, and their accumulation of social experience. In their concepts, the child acted primarily as an object of education.
V. A. Sukhomlinsky wrote: “education is a multifaceted process of constant spiritual enrichment and renewal - both of those who are being educated and those who are educating.” Here the idea of ​​mutual enrichment, interaction between the subject and object of education stands out more clearly.
Modern pedagogy proceeds from the fact that the concept of the educational process reflects not direct influence, but the social interaction of the teacher and the student, their developing relationships. The goals that the teacher sets for himself act as a certain product of the student’s activity; The process of achieving these goals is also realized through the organization of student activities; The assessment of the success of the teacher’s actions is again made on the basis of what qualitative changes are in the consciousness and behavior of the student.
Any process is a set of natural and consistent actions aimed at achieving a certain result. The main result of the educational process is the formation of a harmoniously developed, socially active personality.
Education is a two-way process, involving both organization and leadership, and the individual’s own activity. However, the leading role in this process belongs to the teacher. It would be appropriate to recall one remarkable incident from Blonsky’s life. When he turned fifty years old, representatives of the press approached him with a request to give an interview. One of them asked the scientist what problems concern him most in pedagogy. Pavel Petrovich thought and said that he was constantly interested in the question of what education is. Indeed, a thorough understanding of this issue is a very difficult matter, because the process that this concept denotes is extremely complex and multifaceted.
First of all, it should be noted that the concept of “education” is used in a variety of meanings: preparing the younger generation for life, organized educational activities, etc. It is clear that in different cases the concept of “education” will have different meanings. This difference comes out especially clearly when they say: the social environment, the everyday environment educates, and the school educates. When they say that “the environment educates” or “the everyday environment educates,” they do not mean specially organized educational activities, but the everyday influence that socio-economic and living conditions on the development and formation of personality.
The expression “school educates” has a different meaning. It clearly indicates specially organized and consciously carried out educational activities. Even K. D. Ushinsky wrote that, in contrast to environmental and everyday influences, which most often have a spontaneous and unintentional nature, education in pedagogy is considered as intentional and specially organized pedagogical process. This does not at all mean that school education is fenced off from environmental and everyday influences. On the contrary, it should take these influences into account as much as possible, relying on their positive aspects and neutralizing the negative ones. The essence of the matter, however, is that education as a pedagogical category, as a specially organized pedagogical activity, cannot be confused with the various spontaneous influences and influences that a person experiences in the process of his development.
But what is the essence of education if we consider it as a specially organized and consciously carried out pedagogical activity?
When it comes to specially organized educational activities, this activity is usually associated with a certain impact, influence on the personality being formed. That is why in some textbooks on pedagogy, education is traditionally defined as a specially organized pedagogical influence on a developing personality with the aim of developing social properties and qualities determined by society. In other works, the word “influence” as dissonant and supposedly associated with the word “coercion” is omitted and education is interpreted as guidance or management of personal development.
However, both the first and second definitions reflect only the external side of the educational process, only the activities of the educator, teacher. Meanwhile, the external educational influence itself does not always lead to the desired result: it can cause both a positive and negative reaction in the student, or it can be neutral. It is quite clear that only if the educational influence evokes an internal positive reaction (attitude) in the individual and stimulates her own activity in working on herself, does it have an effective developmental and formative influence on her. But this is exactly what is silent about in the given definitions of the essence of education. It also does not clarify the question of what this pedagogical influence in itself should be, what nature it should have, which often allows it to be reduced to various forms of external compulsion. Various elaborations and moralizing.
N.K. Krupskaya pointed out these shortcomings in revealing the essence of education and attributed them to the influence of old, authoritarian pedagogy. “The old pedagogy,” she wrote, “claimed that it was all about the influence of the educator on the educated... The old pedagogy called this influence the pedagogical process and talked about the rationalization of this pedagogical process. It was assumed that this influence was the highlight of education.” She considered such an approach to pedagogical work not only incorrect, but also contrary to the deep essence of education.
Trying to more specifically present the essence of education, the American educator and psychologist Edward Thorndike wrote: “The word “education” is given different meanings, but it always indicates, but it always indicates a change ... We do not educate someone unless we cause change in him.” . The question arises: how are these changes in personality development made? As noted in philosophy, the development and formation of man as a social being, as an individual, occurs through the “appropriation of human reality.” In this sense, education should be considered as a means designed to facilitate the appropriation of human reality by the growing personality.
What is this reality and how is it appropriated by the individual? Human reality is nothing more than the social experience generated by the labor and creative efforts of many generations of people. In this experience, the following structural components can be distinguished: the entire body of knowledge about nature and society developed by people, practical skills in various types of work, methods creative activity, as well as social and spiritual relationships.
Since this experience is generated by the labor and creative efforts of many generations of people, this means that the results of their diverse labor, cognitive, spiritual activities and life together. All this is very important for education. In order for younger generations to “appropriate” this experience and make it their property, they must “disobjectify” it, that is, essentially repeat it in one form or another, reproduce the activity contained in it and, by making creative efforts, enrich it and even more so. passed on to their descendants in a developed form. Only through the mechanisms of his own activity, his own creative efforts and relationships does a person master social experience and its various structural components. This is easy to show with the following example: in order for students to learn Archimedes’ law, which is studied in a physics course, they need, in one form or another, to “disobjectify” the cognitive actions once performed by a great scientist, that is, to reproduce, repeat, albeit under the guidance of a teacher, he the path he took to discover this law. In the same way, mastery of social experience (knowledge, practical skills, methods of creative activity, etc.) occurs in other spheres of human life. It follows that the main purpose of education is to include a growing person in the activity of “disobjectifying” various aspects of social experience, to help him reproduce this experience and thus develop social properties and qualities, and develop himself as a person.
On this basis, education in philosophy is defined as the reproduction of social experience in the individual, as the translation of human culture into an individual form of existence. This definition is also useful for pedagogy. Bearing in mind the activity-based nature of education, Ushinsky wrote: “Almost all of its (pedagogy’s) rules follow indirectly or directly from the main position: give the student’s soul the right activity and enrich him with the means of unlimited, soul-absorbing activity.”
For pedagogy, however, it is very important that the measure of a person’s personal development depends not only on the very fact of his participation in an activity, but mainly on the degree of activity that he shows in this activity, as well as on its nature and direction, which collectively it is commonly called an attitude to activity. Let's look at some examples.
Students study mathematics in the same class or student group. Naturally, the conditions in which they practice are approximately the same. However, the quality of their performance is often very different. Of course, this is affected by differences in their abilities and the level of previous training, but their attitude to the study of a given subject almost plays a decisive role. Even with average abilities, a schoolchild or student can study very successfully if they show high cognitive activity and persistence in mastering the material being studied. And vice versa, the absence of this activity, a passive attitude towards educational work, as a rule, lead to a lag.
No less important for the development of the individual is the nature and direction of the activity that the individual exhibits in organized activities. You can, for example, show activity and mutual assistance in work, striving to achieve the overall success of the class and school, or you can be active just to show off, earn praise and gain personal benefit. In the first case, a collectivist will be formed, in the second, an individualist or even a careerist. All this poses a task for every teacher - to constantly stimulate the activity of students in organized activities and to form a positive and healthy attitude towards it. It follows that it is the activity and the attitude towards it that act as the determining factors in the education and personal development of the student.
The above judgments, in my opinion, quite clearly reveal the essence of education and make it possible to approach its definition. Education should be understood as a purposeful and consciously carried out pedagogical process of organizing and stimulating the various activities of the developing personality to master social experience: knowledge, practical skills, methods of creative activity, social and spiritual relationships.
This approach to the interpretation of personality development is called the activity-relational concept of education. The essence of this concept, as shown above, is that only by including a growing person in various types of activities to master social experience and skillfully stimulating his activity (attitude) in this activity, can his effective education be carried out. Without organizing this activity and forming a positive attitude towards it, education is impossible. This is precisely the deep essence of this most complex process.

Principles of education

The principles of education act as methodological norms and rules of education. The principles of education in pedagogy include: 1) social orientation of education; 2) the connection between education and life; 3) reliance on the positive in education; 4) the principle of humane education; 5) personal approach; 6) unity of educational influences.
1. The principle of social orientation of education objectively connects the tasks of education with the process of socialization of the individual. The acquisition of socially significant qualities by an individual is the general goal of the educational process and socialization. 2. The principle of the connection between education and life is one of the most well-known since the emergence of professional pedagogy. Its essence is simple: real life and work are the best teacher and educator. Education through life and work becomes a necessary moment of socialization - mastering public relations and inclusion in them. 3. The principle of relying on the positive requires using any positive personality traits in the educational process, even if they are minimal. Negative qualities should not be the focus of a teacher’s attention. Otherwise, the student will develop a strong conviction that he cannot be anything else (according to the proverb: “Tell a man a hundred times that he is a pig, the man will grunt”). 4. The principle of humane education considers the human personality as the highest value. Humanism is initially presented as “philanthropy.” The humanistic approach considers the creation of prerequisites for the self-realization of the individual as the main goal. 5. The personal approach as a principle of education requires taking into account in the pedagogical process all the personality characteristics of the person being educated: be it age, psychological characteristics, value orientations, life interests, dominant motives of activity and behavior, etc. 6. The principle of unity of educational influences is intended to legitimize the need for real interaction between all institutions and agents of education: family, school, public organizations, educators, parents, public representatives, etc.
A.S. Makarenko wrote about the impossibility of complete standardization in determining the goals of educating the younger generation. He believed that for everyone young man it is necessary to think over two educational programs: one, presented by general standards (principles of education), the other, correcting the impersonality of standards, should take into account the characteristics of a particular person and be focused on the development of the student’s individuality. Based on the fact that today the need to develop the individual’s individuality is more relevant than ever, let us dwell on the principles of its upbringing. These principles, taking into account practical pedagogical ethics, include: the principle of non-violence (the right of a person to be what he is); the principle of parity of relationships; the principle of respect for the work of knowledge; the principle of respecting failure; the principle of respecting the hard work of growth; the principle of respect for identity; the principle of relying on the positive in a person; the principle of compromise in controversial decisions.
So, the principles of education represent a system, the normative aspect of which lies in the application of interrelated and complementary rules of educational influence. Neglect, even temporary, of the use of one or more principles is fraught with negative consequences personality education.

The content of the education process is understood as a system of knowledge, beliefs, skills, qualities and personality traits, stable habits of behavior that students must master in accordance with their goals and objectives. Mental, physical, labor and polytechnic, moral, aesthetic education, merged in a holistic pedagogical process, make it possible to achieve the main goal of education. IN last years Views on the content of the educational process quickly and radically changed. There is no unity today: our society, and with it the school, is going through a difficult period of perestroika. A course has been taken to humanize and democratize the school, which should lead to a new quality of education. A well-organized education should prepare a person for the three main roles in life - citizen, worker, family man.

Citizen: fulfilling civic duties - a sense of duty to the country, society, parents; a sense of national pride and patriotism; respect for the Constitution and government bodies, the President of the country, symbols of statehood (coat of arms, flag, anthem); responsibility for the fate of the country; social discipline and hostel culture; respect for the country's national wealth, language, culture, traditions; social activity; compliance with democratic principles; respect for nature; respect for the rights and freedoms of others; active life position; legal awareness and civil responsibility; honesty, truthfulness, sensitivity, mercy; responsibility for one’s deeds and actions; internationalism, respect for the peoples of other countries and other qualities.

Employee: discipline and responsibility; efficiency and organization; general, special and economic knowledge; creative attitude to work; perseverance, desire to quickly and efficiently complete the assigned task; professional pride, respect for craftsmanship; conscientiousness, politeness, accuracy; work experience; emotional production culture; aesthetic attitude to work, life, activity; collectivism, the ability to work together; initiative, independence; willingness to work hard and fruitfully for one’s own good, the good of the country and society; efficiency and enterprise; responsibility for labor results; respect for working people, production masters.

Family man: hard work, responsibility; tactfulness, politeness, culture of communication; ability to behave in society; neatness, cleanliness, hygiene skills; health, habit active image life; ability to organize and spend leisure time; versatile education; knowledge of legal norms and laws; knowledge of practical pedagogy, ethics; mothercraft; psychosexual preparedness; willingness to marry and fulfill family responsibilities; respect for your parents and elderly people.

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Man, as a part of nature, as the highest link in evolution, is endowed with natural vital forces. However The most important thing in a person is his personality. Pedagogy studies and identifies patterns of the most effective development of a child’s personality in specially organized conditions.

Personality There is a unique combination of those taken together anthropological and socio-psychological characteristics of a person.

Personality combines somatic structure, type of nervous activity, cognitive, emotional and volitional processes, needs and orientation, manifested in experiences, judgments and actions.

To raise correctly, you need to know how a child develops, how his personality is formed.

Talking about development, education and formation personality, it is necessary to take into account that these concepts interconnected, complement each other.

Under Personality Development is understood a qualitative change in its properties, a transition from one qualitative state to another. We can say that development is the realization of the internal inherent inclinations and properties of a person.

Personality formation- this is the process of becoming a person under the influence of the social relations into which he enters; a person’s mastery of a system of knowledge, ideas about the world, and work skills. During the formation of personality occurs influence of a combination of factors: objective and subjective, natural and social, internal and external.

As we see, although education is involved in the formation of personality, But Personality formation can occur in addition to the educational process. Education cannot eliminate or cancel the effect of many factors in personality development that do not depend on people at all. Then the question arises: can educator influence the process of personality formation?

The answer can be twofold. Or we need to find such means of education, which could be in the hands of the teacher and which would be able to overcome the effects of other factors independent of the teacher. Or we need to find means by which the teacher could influence personality formation factors, master the laws by which these factors operate, and thus direct their action in the desired direction.

The first way is essentially not confirmed by practice. Many theorists have long and persistently searched for means that could abrogate the laws of human formation. Remains second and only way:

– learn the laws of action of the decisive factors in the formation of human personality,

- learn to manage those of them that depend on the will and consciousness of a person, And

- take into account those that do not depend on the will and consciousness of people and act spontaneously.

Under factors those are understood contradictions that become the driving force of human development. An example is the contradiction between the behavior that is characteristic of a child and the moral norms of society that he must master. One of the means of resolving this contradiction is certain methods of influencing the consciousness, feelings and will of the child.

Upbringing becomes factor in the formation of planned personality qualities.

Driving forces of personality formation are contradictions manifested in the biological and social laws of human development.

Therefore, in pedagogy there are two groups of factors in the development and formation of a child: biological and social.

Biological, natural factors influence the physical appearance of the child - his physique, brain structure, ability to sense and emotion.

Among biological factors defining is heredity. Thanks to heredity man is preserved as a natural being. She predetermines individual physical and some mental qualities, passed on to children by parents: hair color, appearance, properties of the nervous system, etc. There are hereditary diseases and defects. Inheritance of traits is studied by a special science - genetics. .

Heredity as a factor in the formation of personality traits is significantly dependent from social conditions human life. The carriers of heredity - DNA molecules, genes - subtly react to harmful influences. For example, alcohol, parental smoking disrupt the gene structure, what causes physical and mental disorders in child development. Moreover, alcohol, even in small doses, negatively affects the mechanism of heredity for many years.

Unfavorable situation in the family or at work, leading to nervous disorders and shocks, also has harmful effect on offspring. The apparatus of heredity is not a special isolated anatomical substance, but an element of a unified system of the human body. What is the organism in the complex of its biological and social properties, so is heredity.

TO biological factors human formation also includes the period intrauterine development of the child and the first months after birth. Fetal development during pregnancy is largely determined physical and moral condition of parents, their attention and care for each other. In the first months after the birth of a child, the effect of the congenital factor is especially pronounced. One child is cheerful, active, actively reacts to stimuli, the other constantly cries, is capricious, and passive. One of the reasons one or another behavior baby maybe nature of intrauterine development.

TO biological factors can also be attributed health care. If a child is taught to do morning exercises, to harden himself, to watch his diet, to follow a daily routine, he will be physically developed, his anatomical and physiological system will function normally, develop and strengthen, he will play and study with pleasure and joy.

In Group biological factors should be highlighted hereditary and congenital individual properties of the nervous system, Features of the functioning of the senses and speech apparatus. The structural and functional properties of higher nervous activity and its system, which determine the characteristics of the reflective activity of the brain, are individual. This explains the differences in inclinations and abilities.

Social factors. The child is developing as a person influenced by the environment. Environment promotes the development and formation child most effectively, If it's well built and in it humane relations prevail, created conditions social protection baby.

In concept "Wednesday" included complex system of external circumstances, necessary for the life and development of the human individual. These circumstances include: natural, so social conditions his life.

In the interaction of personality and environment must be taken into account two decisive moments:

1) the nature of the impact of life circumstances reflected by the individual;

2) the activity of the individual, influencing circumstances in order to subordinate them to his needs and interests.

Not everything that surrounds a child is the actual environment for his development. For every child folds up unique and highly individual development situation which we call environment of the immediate environment.

The environment of the immediate environment, or microenvironment, is part of the social environment, consisting of elements such as family, school, friends, peers, close people, etc.

In the child’s environment there are positive and negative, progressive and conservative phenomena. Personality is formed not only by assimilating the influences of the environment, but also resisting them.

In this regard, there arises necessary social and pedagogical problem: cultivating in a child a readiness to properly resolve internal conflicts, resistance to external negative influences, it is necessary regulate and correct controllable environmental influences.

Developmental conditions have or do not have an impact on the formation of personality, depending on the attitude of the child himself to them and how his personal relationships develop under these conditions.

It has been established, for example, that if a child is respected among his comrades, if he is entrusted with responsible tasks, this contributes to the development of his self-confidence, activity, and sociability, and vice versa.

Personality formation in the educational process.

Introduction.

Pedagogy is the science of the purposeful process of transmitting human experience and preparing the younger generation for life and activity.

“Pedagogy” is literally translated from Greek as “childbirth”, “childbearing”. This is the art of education.

The subject of pedagogy is the process of educating and training a person, which is called pedagogical. Only after education and training were identified as a special function of society did pedagogical knowledge begin to emerge. Pedagogy as a science combines the knowledge that underlies the analysis, description, organization and forecasting of various paths of the pedagogical process and pedagogical systems for human development and preparation for public life. Pedagogy studies the essence and patterns, trends and prospects for the development of education.

The tasks of pedagogy include the study of the logic of the educational process; development of new forms, methods and means of teaching; improvement of the educational process.

Education is of great importance for the learning process; they are interconnected. The functions of education as a socio-historical process are the transfer of accumulated knowledge, moral values ​​and social experience, as well as the development of students.

Speaking about the connection between pedagogy and other sciences, it is necessary to highlight the methodological basis of pedagogy - philosophy. Philosophy gives ideas about the social nature of man and the processes of becoming a harmoniously developed personality. Also sciences close to pedagogy include psychology, physiology, social pedagogy, pediatrics, ethics, sociology and some others. The fact is that the methodology of these sciences and their principles are related to pedagogy and mutually complement each other.

In psychology, the methodological basis for pedagogy is such concepts and categories as personality and development, psyche and mental processes, feelings, activity, communication, etc. All of them are the basis for the transformative activities of pedagogy.

The main categories of physiology (higher nervous activity, individual and personal physiological differences, temperament, hereditary basis of behavior) provide the basis for pedagogical activity. The educational system must take into account the physiological characteristics of a person, otherwise mistakes will be inevitable in the pedagogical process, which are fraught with various health problems for schoolchildren.

The concepts of ethics help in resolving questions about the moral aspect in education and training.

Sociology and social pedagogy operate with such concepts as society, forms of social consciousness, socialization. Speaking about socialization, it should be noted that it is important factor in the process of personality development.

Chapter 1. Personal development.

Personal development occurs in the conditions of social, concrete personal existence of a person under the influence of training and education. There are several concepts about the driving factors of personality development, we will consider two of them: the biogenetic and sociological concepts of mental development.

1. The biogenetic concept comes down to the fact that the most important and fundamental factor in personality development is the hereditary factor (genetic). All human mental processes and abilities are transmitted genetically, by inheritance.

2. The sociological concept represents personality as a product of the interaction of environmental elements with a person and environmental elements with each other. It is assumed that at birth a person does not have hereditary qualities at all, and they are only acquired in the process of socialization. At the same time, man remains only a creature whose task is to adapt to the environment. The activity of a person seems to be nothing more than the totality, integrity of needs and motivations, both conscious and unconscious, which push a person to activities to fulfill these needs. However, in such a seemingly simple process, difficulties and contradictions are encountered, which are expressed in intrapersonal conflicts. The fact is that needs cannot be satisfied immediately when they arise; their satisfaction and implementation requires various material and moral means, certain experience in personal training, a variety of knowledge, skills and abilities. Accordingly, it follows from this that the driving factors of personality development are determined by the contradictions between human needs that transform in activity and the real possibilities for satisfying them.

Personal development is a process that is determined by both social and public factors. A huge role in the holistic development and formation of personality is played by the process of education, which organizes and orients the development of personality depending on the goals of society.

Chapter 2. Personality formation.

A person’s personality is formed and developed as a result of the influence of numerous factors, objective and subjective, natural and social, internal and external, independent and dependent on the will and consciousness of people acting spontaneously or according to certain goals. At the same time, the person himself is not thought of as a passive being who photographically reflects external influences. He acts as the subject of his own formation and development.
Purposeful formation and development of personality is ensured by scientifically organized education. Modern scientific ideas about education as a process of purposeful formation and development of personality have emerged as a result of a long confrontation between a number of pedagogical ideas.

Already in the Middle Ages, the theory of authoritarian education was formed, which continues to exist in various forms at the present time.

The purpose of this control is to suppress the child’s wild playfulness, “which throws him from side to side.” Control of the child determines his behavior at the moment and maintains external order.

Modern pedagogy proceeds from the fact that the concept of the educational process reflects not direct influence, but the social interaction of the teacher and the student, their developing relationships. The goals that the teacher sets for himself act as a certain product of the student’s activity; The process of achieving these goals is also realized through the organization of student activities; The assessment of the success of the teacher’s actions is again made on the basis of what qualitative changes are in the consciousness and behavior of the student. Any process is a set of natural and consistent actions aimed at achieving a certain result. The main result of the educational process is the formation of a harmoniously developed, socially active personality. Education is a two-way process, involving both organization and leadership, and the individual’s own activity. However, the leading role in this process belongs to the teacher.

Chapter 3. The process of education.

The process of upbringing acts as a multifaceted interaction between children as active subjects of activity with the social environment and adults. This process, in general, is a process of socialization.

The components of education are identified.

1. The child as an object and subject of education. He is influenced by adults, society, and the environment. In the process of upbringing, a child’s worldview, skills, habits, and thinking are formed. All these new formations arise on the basis of natural inclinations, which represents the development of the child as an individual.

2. Adult(s) as objects and subjects. They have an educational impact on children and are themselves subject to the educational process as a result of life situations and society. Any adult can potentially become an active participant in the educational process, i.e., a teacher.

3. Team. Influences the child, developing his skills of social interaction, meeting his needs, moral and ethical standards, creating conditions for self-affirmation and self-improvement.

4. Social environment. The degree of its educational impact directly depends on the quality of penetration into the relationships between adults and children.

The educational process represents all its participants as subjects interacting with each other, the key unit of which is the life situation. It is characterized by the following features:

1) a focus on satisfying the natural needs and interests of people and initiating them to interact;

2) concentration and manifestation of social dependencies actually existing in the environment;

3) manifestation of social contradictions, searching and identifying ways to eliminate them;

4) the need for an ethical choice of action, the direction of behavior as a whole by all participants in the interaction;

5) encouraging participants to engage in relationships, initiating them to actively demonstrate moral and aesthetic positions in relationships, as well as the formation of a constructive life position;

6) implementation of educational mutual influences and interactions as a result of constructive relationships, development of the organization of habitual moral and ethical consciousness and thinking, habitual ways of behavior, personal and mental development.

Life educational situations occur at three levels. The first is the level of necessary, appropriate, obligatory, i.e. society forces the child to take part in various relationships. The second is the level of free choice of activity, communication and relationships. The third is the level of casual communication, interaction and relationships in a temporary group or team.

Methods of education.

Educational methods are ways of professional interaction between a teacher and students in order to solve educational problems. Methods represent a mechanism that ensures the interaction and relationship between the teacher and students.

The method of educating parts is a set of its constituent elements (details), which are called methodological techniques. The techniques do not have an independent pedagogical task, but are subordinate to the task pursued by this method. The same techniques are often used in different methods.

The methods can be interchanged with various techniques.

Since the educational process is characterized by the versatility of its content, as well as the extraordinary consistency and mobility of organizational forms, the whole variety of educational methods is directly related to this. There are methods that express the content and specificity of the education process; other methods are aimed directly at educational work with junior or senior schoolchildren; Some methods represent work in specific situations. We can also highlight general methods of education, areas whose applications extend to the entire educational process.

The classification of general methods of education directs the process of finding general and special patterns and principles and thereby contributes to their more rational and effective use, helps to comprehend the purpose and specific features inherent in individual methods.

The classification of general parenting methods includes:

1) methods of forming the consciousness of the individual (such as conversation, story, discussion, lecture, example method);

2) methods of organizing activities and forming the experience of collective behavior of an individual (training, instruction, method of forming educational situations, pedagogical requirements, illustrations and demonstrations);

3) methods of initiating and motivating an individual’s activity and behavior (cognitive game, competition, discussion, emotional impact, encouragement, punishment, etc.);

4) methods of control, self-control and self-esteem in the process of education.

In the actual circumstances of the pedagogical process, educational methods are presented in a complex and contradictory integrity. The organization of the use of methods in the aggregate, in the system, is in an advantageous position over the use of disparate, individual means. Of course, they can be used separately at any specific stage of the pedagogical process.

Methods of persuasion.

Persuasion is a key method of proving, with the help of strong arguments and facts, the truth of ideas, statements, assessments, actions, and views. It is used for the purpose of educating ideological, moral, legal, aesthetic ideas that determine the choice of behavioral styles. Conviction develops in children consciousness, self-awareness, and the ability of new political and moral thinking. From a diagnostic point of view, the persuasion method is useful in that it reveals the state of children’s ability to think independently, fight for their views, etc.

There are several methods of persuasion.

1. Discussion. It allows you to form a group opinion, develop beliefs in relation to the individual, social events, various problems in a relationship. Students develop the skills to participate in discussion, dialogue, argument, etc.

2. Understanding. It creates a trusting atmosphere, stimulates openness, the desire to listen and respond to experiences, and the desire to express assistance in solving the problems of interlocutors.

3. Trust. It is a way to involve students in situations that require independence. This technique stimulates the child’s desire to show his best side in circumstances that are not controlled by adults. Pedagogical trust strengthens the relationship between teachers and children, spiritual independence, as well as the latter’s focus on high moral values.

4. Motivation. This technique is a way of stimulating children to be active in school, work, teamwork, creativity, and physical education by relying on interests, needs, drives, and desires. In this case, various forms of moral support act as incentives for development.

5. Empathy. It is a way for the teacher to correctly formulate his feelings and attitudes in connection with the child’s experiences of situations of success or failure, as well as states of joy or unhappiness. Empathy is designed to develop empathy and compassion in children. It develops empathy and compassion in children, and relieves them of feelings of tension or uncertainty.

6. Caution. A method for correctly preventing, preventing and inhibiting potential immoral actions of schoolchildren. This technique helps students develop qualities such as self-control, prudence, the habit of thinking through their actions, and self-control. With the help of a warning, the teacher draws the students' attention to understanding the contradiction between immoral desire and moral action.

7. Criticism. Criticism is a way of impartially revealing, detecting and considering imperfections, errors, miscalculations in the thinking and actions of students and teachers. Mutual correct criticism of students and teachers in business and moral relations develops a critical type of thinking, mutual directness, and allows various shortcomings and interactions to be eliminated in a timely manner.

Conclusion.

Education should be based as much as possible on individuality. An individual approach consists of managing a person based on a deep knowledge of his personality traits and his life. When we talk about an individual approach, we do not mean adapting the goals and basic content and education to an individual student, but adapting the forms and methods of pedagogical influence to individual characteristics in order to ensure the designed level of personal development. An individual approach creates the most favorable opportunities for the development of the cognitive powers, activity, inclinations and talents of each student. “Difficult” pupils, low-ability schoolchildren, as well as children with pronounced developmental delays especially need an individual approach.

Literature.

Lisina M.I. "Problems of general, developmental and educational psychology", M, 1999.

Kurganov S.Yu. “Child and adult in educational dialogue” M., Prosveshchenie, 2000

Averin V.A. “Psychology of Children and Adolescents”, 2nd edition, “V.A. Mikhailov Publishing House”, St. Petersburg, 2003.

Gilbukh Yu.Z. " Educational activities younger schoolchildren: diagnosis and correction of troubles.” Kyiv, 2005.

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Plan

Introduction

1. Education as a human way of being

2. Education as socialization

3. The purpose of education

4. Educational tasks

5. Methods of education.

6. Principles of education

7. Social orientation of education

8. The connection between education and life and work

9. Family education

Conclusion

List of used literature

Introduction

Traditionally, education is recognized by humanity and pedagogical science as an extremely complex process. Following the classics, pedagogical anthropology understands education as a process that preserves the human essence of any society and creates conditions both for the development of society and for the productive existence of each person. That is why it is objectively a great value, relevant for both the present and the future of humanity, any society, every person.

Reflections on education accompany the entire history of mankind. At the same time, the question of the essence of education itself remains debatable.

There is no unity of views in defining the educational process. Its specificity is revealed only when compared with the processes of development and personality formation. Formation, development is the goal, education is the means to achieve it. Education is the process of purposeful personality formation. This is a specially organized, managed and controlled interaction between educators and students, the ultimate goal of which is the formation of a personality that is necessary and useful for oneself and society. In the modern understanding, the process of education is the effective interaction (cooperation) of educators and students aimed at achieving a given goal. (Podlasy; p.246).

In this work, education is presented as a human way of being, the purpose and objectives of education are shown, the main methods are characterized, the connection between education and life and work, and the influence of the family on education are shown.

Education as a human way of being

Since the time of Immanuel Kant, education has been viewed as a syncretic process that includes a person of any age and level of development.

Education is possible because it corresponds to human nature, its basic species characteristics. Only man, as a rational being, is capable of introspection, introspection, self-esteem, self-control, without which the educational process is impossible. Only man, as a spiritual being, searches for truth, goodness, and focuses on ideal images and ideas, is guided by conscience and duty, which determines the mechanisms of education.

As a social being, a person is not free from concern about whether people who are significant to him approve, condemn or are indifferent to him, whether he is accepted by his community, whether he corresponds to the norms accepted in this society. This makes him sensitive to education. As an incomplete being, a person is objectively always ready for changes and self-changes, and one of the main conditions for his productive existence is self-improvement, provoked and supported by education.

Due to the above circumstances, a person has the need and opportunity not only to develop morality and taste in himself and others, but also to comprehend this process from a theoretical point of view. Thus, a person (and only a person) has the need and ability to educate (I. Kant), and therefore education is an organic component of the human way of life.

Education is congruent with a person: it is holistic and contradictory. One manifestation of this is as follows. Education is aimed at an individual, turns out to be a significant fact of his individual life, but is essentially a social phenomenon. It is always based on social action, which involves a response from the partner (M. Weber). Education satisfies not only the specific needs of each person - to be educated and to be educated. It also satisfies the needs of human society - to have educated citizens.

The content of ideas about good manners depends on the type of culture of a particular society, its structure, and economic condition. In some cases, good manners are understood almost exclusively as compliance with established standards and a willingness to preserve traditional norms, requirements, values, and the current state of society as a whole. In others, the emphasis is on the ability to out-of-the-box thinking, behavior, activity, on the desire to break established canons, patterns, forms of social and individual existence. But most often, society simultaneously expects from the education and strengthening of citizens the habit of obedience (i.e., the desire to maintain traditions), and the development of a sense of relative independence (i.e., socially significant initiative, readiness to make reasonable changes in the sphere of social production, to create new products and technologies).

Education always solves both named, at first glance, contradictory tasks, so for the full existence of a person (as a species and an individual), abilities for both routine and creative activities are necessary, and thus it simultaneously socializes and individualizes a person. At the same time, it performs certain, contradictory functions in relation to society itself. It simultaneously preserves society and changes it. Indeed, education, on the one hand, reproduces traditional culture, an established way of life, habitual stereotypes, and generally accepted values. On the other hand, it creates precedents for unusual forms of human interaction; tests new social models; introduces current knowledge and new technologies.

The subject, subject and object of education, its structure and content are contradictory and integral. All this was reflected by the long-standing tradition of interpreting the concept of “education” in the broad and narrow sense of the word, to which, recently, the use of this term in the “average” sense of the word has been added (A.V. Mudrik).

In the broadest sense of the word, education is understood as the spontaneous influence of nature and the social environment on a person (pupil), as an unconscious transmission of culture from one generation, one social layer to another. These processes accompany any human activity; they are the background for professional pedagogical work, but they are carried out by non-professional educators. The effectiveness of education as a global and syncretic process depends on the cultural and economic state of the social space, on the sensitivity of a particular person to the influences of the natural and social environment, on the awareness and extent of his acceptance of the position of a “pupil” of nature and society.

In the average sense of the word, education is the process of purposefully creating conditions for human development. It is carried out by the state, public organizations, and individuals - professional and non-professional educators. The specific characteristics of these conditions and their effectiveness depend on the value priorities of a particular society, its recognition of a certain type of personality as desirable, awareness of the social significance of the educational potential of the environment and educational activities.

In the narrow sense of the word, education is a special, completely special in content, methods, and technology activity “to “cultivate” human integrity” (O. Bolnov). (Maksakova, p.68). The essence of this activity is a conscious, purposeful influence on human development. Education in the narrow sense of the word is carried out mainly by professional participants educational process and constitutes the main meaning of any pedagogical activity. It is aimed primarily at children, youth and some groups of adults. This is not only “preparation” for life. Education in the narrow sense of the word is life itself for those who are included in it.

It is generally accepted that education, in whatever sense it is considered, affects a person holistically: it changes his body, psyche, and spiritual sphere. It encourages and condemns certain behavior, arming a person with information, not always deeply understood, about socially approved forms, ways and means of satisfying his needs. It “perfects the human in man” (N.I. Pirogov).

Education as socialization

All definitions of education contain the idea of ​​how it prepares people for life. The introduction of a person into society, his socialization is the main purpose of education. Socialization is the process and result of a student’s assimilation of social norms, values ​​and forms of behavior existing in society. L.S. Vygotsky viewed socialization as the individual’s appropriation of social experience and of all human culture. A synonym for the word “socialization” can be “humanization”. Socialization is identical to “cultivation” - the appropriation of social experience by a child through interaction with the environment. Experience turns into his individual development, it is processed, supplemented and after some time returns to public culture in the form of certain individual achievements.

Socialization is a continuous process that lasts a lifetime. It is divided into periods, and each of them is “responsible” for solving a certain range of problems. All people learn norms in childhood social life. Adolescence is a time of individualization, the development of the need to “be an individual.” And in youth there is an acquisition of personality traits and properties that meet the needs of one’s own and social development.

Education is the main condition for socialization and at the same time an integral part of this process. From this point of view, it is viewed as targeted and controlled socialization. Through education, the pace and depth of socialization are regulated - overcome or weakened negative consequences, socialization is given a humanistic orientation.

Purpose of education

For a long time, goals were considered from the perspective of the ideal of a person, harmoniously developed, combining spiritual wealth, moral purity and physical perfection. Probably this position should be considered as an ideal goal of education. However, highlighting such a goal as the only one leads to the fact that the practical result of educational work differs significantly from the goals set.

Speaking about specific goals, it is necessary to highlight the reasons for their determination.

The first basis is associated with the development of each individual, the disclosure of the potential that nature has endowed a person with - the formation of his individuality.

The second basis is related to the relationship between man and society. For a long time, the development and justification of pedagogical goals was carried out on a value-based, teleological basis: the highest goal was considered to be the one that most corresponds to the needs of the state and society. With this approach, the interests of the child seem to fade into the background, but humanistic pedagogy considers them to be fundamental.

Educational tasks

The education process includes:

1) holistic formation of personality, taking into account the goal of comprehensive, harmonious development;

2) the formation of moral qualities of an individual on the basis of universal human values, socially oriented motivation, harmony of intellectual, emotional and volitional spheres personality development;

3) introducing schoolchildren to social values ​​in the field of science, culture and art;

4) education of a life position corresponding to the transformations of society, the rights and responsibilities of the individual;

5) development of the inclinations, abilities and interests of the individual, taking into account his capabilities and desires, as well as social requirements;

6) organization cognitive activity schoolchildren, developing individual and social consciousness;

7) development of the most important social function of the individual - communication in changing working conditions and increasing social tension.

Education methods

Educational methods are ways (methods) of achieving a given educational goal. In relation to school practice, we can say that methods are ways of influencing the consciousness, will, feelings, and behavior of students in order to develop specified qualities in them.

However, no educator can create a fundamentally new method of education, although the task of improving methods is constant, and each educator, to the best of his strength and abilities, solves it, introducing his own particular changes and additions to the development of general methods, corresponding to the specific conditions of the educational process. Such private improvements in methods are called education techniques. An educational technique is part of a general method, a separate action, a specific improvement.

Classification of education methods

Classification of methods is a system of methods built on a certain basis, which helps to detect in methods general and specific, essential and accidental, theoretical and practical, and thereby contributes to their informed choice and the most effective application.

IN modern pedagogy Dozens of classifications are known: some are more suitable for solving practical problems, others are only of theoretical interest.

By nature, education methods are divided into persuasion, exercise, encouragement and punishment (N.I. Boldyrev, N.K. Goncharov, etc.). IN in this case the general feature “nature of the method” includes focus, applicability, peculiarity and some other aspects. Closely related to this classification is another system of general methods of education, which interprets the nature of the method in a more general way (T.A. Ilyina, I.T. Ogorodnikov). It includes methods of persuasion, organizing activities, and stimulating the behavior of schoolchildren. In the classification of I.S. Maryenko named such groups of education methods as explanatory-reproductive, problem-situational, methods of training and exercise, stimulation, inhibition, guidance, self-education.

According to I.P. Podlasy, the most objective and convenient classification of education methods at present seems to be based on direction - an integrative characteristic that provides for the unity of the target, content and procedural aspects of education methods (G.I. Shchukina). (Podlasy, p.277). In accordance with this characteristic, three groups of educational methods are distinguished: the formation of individual consciousness; organizing activities and developing experience social behavior; stimulating behavior and activity.

Principles of education

The principles of organizing the educational process are general starting points that express the basic requirements for the content, methods, and organization of the educational process.

The principles on which the educational process is based make up the system. The modern domestic education system is guided by the following principles:

1) social orientation of education;

2) the connection between education and life and work;

3) reliance on the positive in education;

4) unity of educational influences.

The system also includes the principles of humanization, personal (individual) approach, national character education and other provisions. However, let's take a closer look at the first two principles.

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). Over time, the content of this principle changed, acquiring either a greater social, then state, or personal orientation.

Most educational systems implement ideological guidelines and political doctrines. Education is focused on supporting and strengthening the state system, its institutions, authorities, the formation of civic and social qualities on the basis of the constitution and laws adopted and in force 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. 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.

Implementing the principle of social orientation of education, teachers will:

1) Achieve practically motivated interaction with students, avoid sloganeering pedagogy and verbosity, since education is carried out primarily 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 (for example, work, social, play) 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.

2) In the process of developing social qualities, combine the organization of various socially useful activities with the purposeful formation of the consciousness of students through the word and moral education. Verbal influence is reinforced by useful practical actions, positive social experiences in communication and joint activities with other people.

3) Include the child in social processes from early childhood, begin civic education at a young age. A sense of social responsibility is developed somewhat later, in second-level school.

4) Overcome apathy, inertia, and social alienation of young people. To do this, it is necessary to accelerate the pace of socialization, which has decreased in recent decades. Avoidance of the difficulties of life and indifference to public affairs are widespread everywhere. This is to blame for both 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 their place in life.

The connection between education and life and work

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 social and labor relations. Work develops positive qualities. Therefore, pupils need to be included in social life, various useful activities, forming an appropriate positive attitude towards them.

The principle of connecting education with life has become one of the fundamental principles in most educational systems, since the best school education is the school of life. It requires educators to be active in two main directions: broad and prompt familiarization of pupils with the social and working life of people and the changes taking place in it; involving students in real life relationships, various types socially useful activities.

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.

The correct organization of the principle of connection between education and life requires the teacher to be able to provide:

1) students’ understanding of 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;

2) respect for working people who create material and spiritual values;

3) development of the ability to work hard and successfully, the desire to work conscientiously and creatively for the benefit of society and one’s own benefit;

4) a combination of personal and public interests in work activity;

5) careful attitude towards public property and natural resources.

The need for labor training and education in schools has led to the emergence of many scientific studies. Many valuable ideas on this problem are contained in the works of classics of pedagogy - Y.K. Comenius, J. Locke, I.G. Pestalozzi, K.D. Ushinsky, as well as modern teachers - N.I. Boldyreva, M.U. Piskunova, V.A. Sukhomlinsogo and others.

Family education

Family education (aka raising children in the family) is a general name for the processes of influence on children by parents and other family members in order to achieve desired results. Social, family and school education are carried out in inextricable unity. The determining role of the family is due to its profound influence on the entire complex of physical and spiritual life of the person growing in it. For a child, the family is both a living environment and an educational environment. According to research, the family is ahead of the school, the media, and public organizations, work teams, friends, the influence of literature and art. This allowed teachers to draw a clear relationship: the success of personality formation is determined primarily by the family. How better family and the better it influences education, the higher the results of the physical, moral, and labor education of the individual.

Summarizing the educational functions of the family, we come to the following conclusions:

1) The influence of the family on the child is stronger than other educational influences. It weakens with age, but is never completely lost.

2) In the family, those qualities are formed that cannot be formed anywhere except in the family.

3) The family carries out the socialization of the individual and is a concentrated expression of his efforts in physical, moral and labor education. Members of society emerge from the family: such is the family, such is the society.

4) The family ensures the continuity of traditions.

5) The most important social function of the family is raising a citizen, a future family man, a law-abiding member of society.

6) Family has a significant influence on the choice of profession.

Conclusion

Education is the most important phenomenon in the spiritual life of society for all times and all peoples. Without education, the life of human society is unthinkable, for its purpose is the transfer of accumulated knowledge and life experience from generation to generation. Without this, human progress is impossible. Without this, human development in ontogenesis is unthinkable. That is why education is one of the universal categories, the eternal categories. It appeared with the emergence of human society, and develops with it: the goals of education, its content and means, methods and pedagogical techniques change depending on the type of culture (primitively communal, ancient, medieval, modern, modern). K.D. Ushinsky wrote: “Educational activity, without a doubt, belongs to the field of rational and conscious human activity, the very concept of education is a creation of history, it does not exist in nature, in addition, this activity is aimed exclusively at the development of consciousness in man; How can she give up thought, the consciousness of truth, the thoughtfulness of the plan?

List of used literature

1. Maksakova V.I. Educational anthropology. - M.: Academy, 2001. - 208 p.

2. Malenkova L.I. Raising in modern school. - M.: Pedagogical Society of Russia, Publishing House "Noosphere", 1999 - 300 p.

3. Podlasy I.P. Pedagogy: 100 questions - 100 answers: Proc. aid for students Higher textbook establishments. - M.: Vlados-Press, 2001. - 368 p.

4. Rozhkov M.I., Bayborodova L.V. Organization of the educational process at school. - M.: Vlados, 2000. - 254 p.

5. Stolyarenko L.D., Samygin S.I. One hundred exam questions on pedagogy. - Rostov n/d: MarT, 2001. - 256 p.

6. Kharlamov I.F. Pedagogy in questions and answers: Proc. allowance. - M.: Gardariki, 2001. - 256 p.

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Education is a process of systematic and purposeful influence on a person, on his spiritual and physical development in order to prepare him for industrial, social and cultural activities. Goals and objectives of educational activities.

Ι. Theoretical part.

1. Introduction.

1.1. The concept of "personality".

1.2. What shapes personality: heredity or environment?

1.3. Education as a process of purposeful formation and development of personality.

1.4. The team as a social object of management.

1.5. Team and personal development.

II. Practical part.

2. Purpose of the study.

A) selection of methodology;

B) conducting research;

C) analysis of the results.

2.1. Methodology used.

2.2. Description of the results.

3. Conclusion.

4. Bibliography

Annex 1

Appendix 2

Appendix 3

Introduction.

Each person, adult or newborn, is an individual - a biological individual. A newborn child is only an individual. By entering into communication with people, participating in collective work, a person becomes a public, social being, that is, a personality. This happens because a person, being included in the system of social relations, acts as a subject - a bearer of consciousness, which is formed and develops in the process of activity. At the same time, consciousness is understood not as passive knowledge about the world around us, but as an active mental form of reflection of real reality, characteristic only of the individual.

A team is possible only if it unites people on the tasks of activities that are clearly useful for society.

A. S. Makarenko

The concept of "personality".

In psychological science, the category “personality” is one of the basic concepts. But the concept of “personality” is not purely psychological and is studied by all psychological sciences, including philosophy, sociology, pedagogy, etc.

Each of the definitions of personality available in scientific literature, is supported by experimental research and theoretical justification and therefore deserves to be taken into account when considering the concept of “personality”. Most often, personality is understood as a person in the totality of his social and vital qualities acquired by him in the process of social development. Consequently, it is not customary to include human characteristics that are associated with the genotypic or physiological organization of a person as personal characteristics. To the number personal qualities It is also not customary to include the qualities of a person that characterize the development features of his cognitive psychological processes or individual style of activity, with the exception of those that manifest themselves in relationships with people and society as a whole. Most often, the content of the concept of “personality” includes stable human properties that determine actions that are significant in relation to other people.

Thus, personality is a specific person, taken in the system of his stable socially conditioned psychological characteristics, which manifest themselves in social connections and relationships, determine his moral actions and are of significant importance for himself and those around him.

When considering personality structure, it usually includes abilities, temperament, character, motivation and social attitudes.

What shapes personality: heredity or environment?

From the very moment of birth, the influences of genes and environment are closely intertwined, shaping the personality of the individual. Parents provide both genes and a home environment to their offspring, both of which are influenced by the parents' own genes and the environment in which they were raised. As a result, there is a close relationship between the inherited characteristics (genotype) of the child and the environment in which he is raised. For example, because general intelligence is partly heritable, parents with high intelligence are more likely to have a child with high intelligence. But in addition, parents with high intelligence are likely to provide their child with an environment that stimulates the development of mental abilities - both through their own interactions with him and through books, music lessons, trips to the museum and other intellectual experiences. Due to such a positive connection between genotype and environment, the child receives a double dose of intellectual capabilities. Likewise, a child raised by parents with low intelligence may encounter a home environment that further exacerbates hereditary intellectual disability.

Some parents may deliberately create an environment that negatively correlates with the child's genotype. For example, introverted parents may encourage a child's social activities to counteract the child's introversion. Parents of a very active child, on the contrary, may try to come up with some interesting quiet activities for him. But regardless of whether the correlation is positive or negative, it is important that a child's genotype and his environment are not just two sources of influence that add up to shape his personality.

Under the influence of the same environment, different people react to an event or the environment itself in different ways. A restless, sensitive child will sense parental cruelty and react to it differently than a calm, flexible child; a harsh voice that brings a sensitive girl to tears may not be noticed at all by her less sensitive brother. An extroverted child will be drawn to people and events around him, while his introverted brother will ignore them. A gifted child will learn more from what he reads than an average child. In other words, every child perceives the objective environment as a subjective psychological environment, and it is this psychological environment that shapes the further development of the individual. If parents create the same environment for all their children - which, as a rule, does not happen - it will still not be psychologically equivalent for them.

Consequently, in addition to the fact that the genotype influences simultaneously with the environment, it also shapes this environment itself. In particular, the environment becomes a function of the child's personality through three types of interaction: reactive, evoked and proactive. Reactive interaction occurs throughout life. Its essence lies in the actions or experiences of a person in response to influences from the external environment. These actions depend both on the genotype and on the conditions of upbringing. For example, some people perceive an act that harms them as an act of intentional hostility and react to it very differently than those who perceive such an act as the result of unintentional insensitivity.

Another type of interaction is caused interaction. The personality of each individual evokes its own special reactions in other people. For example, a baby who cries when held is less likely to feel positive in a parent than one who enjoys being held. Obedient children evoke a parenting style that is less harsh than aggressive ones. For this reason, it cannot be assumed that the observed relationship between the characteristics of a child’s upbringing by parents and the make-up of his personality is a simple cause-and-effect relationship. In reality, a child's personality is shaped by the parent's parenting style, which in turn has a further influence on the child's personality. Caused interaction occurs, just like reactive interaction, throughout life. We can observe that the favor of a person causes the favor of those around him, and a hostile person causes others to have a hostile attitude towards him.

As the child grows, he begins to move beyond the environment created by his parents and choose and build his own. This latter, in turn, shapes his personality. A sociable child will seek contacts with friends. His sociable nature encourages him to choose his surroundings and further reinforces his sociability. And what cannot be chosen, he will try to build himself. For example, if no one invites him to the cinema, he organizes this event himself. This type of interaction is called proactive. Proactive interaction is the process by which an individual becomes an active agent in the development of his or her own personality. A sociable child, entering into proactive interaction, selects and builds situations that further contribute to his sociability and support it.

The relative importance of the considered types of interaction between the individual and the environment changes during development. The connection between a child's genotype and his environment is strongest when he is small and almost entirely confined to the home environment. As the child matures and begins to choose and shape his environment, this initial connection weakens and the influence of proactive interaction increases, although reactive and evoked interactions, as noted, remain important throughout life.

A person’s upbringing does not end in the family, school, technical school and institute. It continues in work collectives. The educational impact here is extremely multifaceted: from the organization of the workplace to the moral and psychological atmosphere in departments and in the enterprise as a whole. “The essence of industrial education,” writes psychologist V. M. Shepel, “is the development of a collectivist principle in the consciousness and behavior of people, the formation of social responsibility in them for the exercise of their rights and responsibilities.”

A person as a biological individual is born once, but as a person he is born twice. The first time this happens is when the child begins to say “I”. Verbally designating oneself with the pronoun “I” is not just mastery of a grammatical concept, but a linguistic form of expressing a qualitative leap in the development of the psyche associated with identifying oneself with “I”, isolating oneself from the environment, contrasting oneself with other people and comparing oneself with them.

Education as a process of purposeful formation and development of personality.

A person’s personality is formed and developed as a result of the influence of numerous factors, objective and subjective, natural and social, internal and external, independent and dependent on the will and consciousness of people acting spontaneously or according to certain goals. At the same time, the person himself is not thought of as a passive being who photographically reflects external influences. He acts as the subject of his own formation and development.

Purposeful formation and development of personality is ensured by scientifically organized education.

Modern scientific ideas about education as a process of purposeful formation and development of personality have emerged as a result of a long confrontation between a number of pedagogical ideas.

Already in the Middle Ages, the theory of authoritarian education was formed, which continues to exist in various forms at the present time. One of the prominent representatives of this theory was the German teacher I.F. Herbart, who reduced education to managing children. The purpose of this control is to suppress the child’s wild playfulness, “which throws him from side to side.” Control of the child determines his behavior at the moment and maintains external order. Herbart considered supervision of children and orders to be management techniques.

As an expression of protest against authoritarian education, the theory of free education, put forward by J. J. Rousseau, arises. He and his followers called for respect for the growing person in the child, not to constrain, but to stimulate in every possible way the natural development of the child during upbringing.

Soviet teachers, based on the requirements of the socialist school, tried to reveal the concept of “education process” in a new way, but did not immediately overcome the old views on its essence. Thus, P.P. Blonsky believed that education is a deliberate, organized, long-term influence on the development of a given organism, that the object of such influence can be any living creature - a person, an animal, a plant. A.P. Pinkevich interpreted education as the deliberate, systematic influence of one person on another in order to develop biologically or socially useful natural properties of the individual. The social essence of education was not revealed on a truly scientific basis in this definition.

Characterizing education only as an influence, P. P. Blonsky and A. P. Pinkevich did not yet consider it as a two-way process in which educators and students actively interact, as the organization of the life and activities of students, and their accumulation of social experience. In their concepts, the child acted primarily as an object of education.

V. A. Sukhomlinsky wrote: “education is a multifaceted process of constant spiritual enrichment and renewal - both of those who are being educated and those who are educating.” Here the idea of ​​mutual enrichment, interaction between the subject and object of education stands out more clearly.

Modern pedagogy proceeds from the fact that the concept of the educational process reflects not direct influence, but the social interaction of the teacher and the student, their developing relationships. The goals that the teacher sets for himself act as a certain product of the student’s activity; The process of achieving these goals is also realized through the organization of student activities; The assessment of the success of the teacher’s actions is again made on the basis of what qualitative changes are in the consciousness and behavior of the student.

Any process is a set of natural and consistent actions aimed at achieving a certain result. The main result of the educational process is the formation of a harmoniously developed, socially active personality.

Education is a two-way process, involving both organization and leadership, and the individual’s own activity. However, the leading role in this process belongs to the teacher. It would be appropriate to recall one remarkable incident from Blonsky’s life. When he turned fifty years old, representatives of the press approached him with a request to give an interview. One of them asked the scientist what problems concern him most in pedagogy. Pavel Petrovich thought and said that he was constantly interested in the question of what education is. Indeed, a thorough understanding of this issue is a very difficult matter, because the process that this concept denotes is extremely complex and multifaceted.

The team as a social object of management.

The social nature of production includes such a condition as the unification of people. According to K. Marx, people cannot produce without uniting in a certain way for joint activity and for the mutual exchange of their activities. In order to produce, people enter into certain connections and relationships, and only within the framework of these social connections and relationships does their relationship to nature exist and production takes place.

The main unit of society within which production takes place is the collective. “A team,” wrote A. S. Makarenko, “is a free group of workers, united by a single goal, a single action, organized, equipped with governing bodies, ... the team is a social organism in a healthy human society.”

Production in society is carried out, as a rule, in such organizational forms as a factory, state farm, collective farm, cooperative and others. Each of these enterprises is an independent team, the organizational, economic and legal independence of which is determined by specific tasks. In turn, each such main team consists of primary teams - teams, shifts, units and other divisions, where all working people are in constant business and emotional contact with each other.

The collective is not a simple arithmetic sum of individuals, but a qualitatively new category. The people who make up the team are affected by certain socio-psychological patterns. Without knowledge of these patterns, it is difficult for a manager to manage people, conduct educational work, and mobilize workers to fulfill and exceed plans.

Each team must clearly understand the purpose of its activities, around which people unite. To achieve this goal, the team is organized and has governing bodies. “Any direct social or joint labor,” wrote K. Marx, “carried out on a relatively large scale, needs to a greater or lesser extent management, which establishes consistency between individual workers and performs common functions arising from the movement of the entire production organism, in contrast to movements of its independent organs."

Each team has its own internal socio-psychological structure. Its formation is determined by many objective and subjective factors, but, once formed, it itself has a great influence on the team and on the individual. Because of this, the manager is required to constantly pay attention to, take into account and study the psychological climate in the team.

Team and personal development.

The education system that developed in our country during the years of the dominance of communist ideology was called collectivist and still retains its main features, at least in pedagogical theory. It has been built and developed over the years on the basis of the thesis that education, and, consequently, the full development of the individual, is possible only in a team and through a team. This thesis was at one time shared by virtually all educational scientists and many educational psychologists, and if not in practice, then at least on the pages of scientific publications, it was actively promoted and affirmed as unconditionally correct and the only possible one. Traditional pedagogical theory and practice did not see any other way for the full education of an individual other than his inclusion in the social collective. The team was understood not only as the main instrument of education, but also as its main, primary goal. It was argued that first it is imperative to create an educational team, and then through it to educate the individual. The corresponding thought was once expressed by A. S. Makarenko: “The team should be the first goal of our education.”

With his practical deeds, A. S. Makarenko at one time really proved that a developed children's group plays an important role in the re-education of the individual, and this role is especially great in relation to child delinquents who have obvious deviations in psychology and behavior, who are violators of social norms - those who, in terms of their level of development, lag significantly behind normal, well-mannered children. Over time, however, those conditions and objects of education with which the outstanding teacher dealt were forgotten and disappeared from the sphere of attention. Street children have long disappeared as a special social group children, and Makarenko’s practice of collectivist education, which had developed and justified itself in children’s colonies, continued to exist and develop. In the 30-50s of the current century, without any changes, it was transferred to a normal school and began to be applied to ordinary children, turning into a general, “only correct” and universal theory and practice of education.

According to the pedagogical tradition that has developed since then and strengthened over the years, the importance of the collective in the education of the individual began to be raised almost to an absolute level. Theoretical provisions concerning its role in education are well known from the course of pedagogy and its history. But let's try to figure it out. Is the collective always right, sinless and progressive in relation to the development of the individual? Couldn't a real collective be conservative, unprincipled and vindictive? Let us try, unbiasedly, with facts in hand, to find answers to these questions that correspond to the needs of today's educational practice.

The first question that we will discuss is the following: does an individual always lag behind the collective in terms of the level of his psychological and behavioral development and need educational influences on his part? It seems that this is not always the case. Often a highly developed, independent, intellectually gifted person is far superior to his real team and in terms of development is higher than most of its members. At one time, V. M. Bekhterev, together with M. V. Lange, conducted a series of experiments in which they showed that the influence of a group, reminiscent of an average real collective, on an individual is not always and not entirely positive. In the experiments of Bekhterev and Lange, it was discovered that such a team can suppress a particularly creative, gifted personality, involuntarily hindering its development, not accepting it and, due to misunderstanding, envy and unhealthy aggressive tendencies, even actively rejecting its creations. In life we ​​come across many examples when individual talented people actually outgrow their time and their professional and creative team, find themselves misunderstood and unaccepted not only in it, but also in society as a whole, and experience pressure from society and their own team aimed at something to encourage them to abandon their ideas, ideals and goals, to be like everyone else. There is no need to look far for examples. Everyone remembers the names of many talented scientists returned in recent years, who were once rejected by their own creative teams and even by their own country.

It is not so rare in our activities today when one of the children, being ahead of his team mates in development, finds himself in a situation of unprincipled and even immoral pressure from his peers in the team. For example, many excellent students at school, conscientious and hardworking children, superior in their level of development to their classmates, are rejected only because they are different from them. Such children are often treated even worse than obvious lazy people and violators of discipline. A real team, as life practice shows, in contrast to the ideal one depicted in theory and on the pages pedagogical books, there is not always an unconditional benefit for the individual and his development.

Here they may object: A. S. Makarenko, many of his modern followers, who defend the principles of collectivist education, had in mind highly developed children's and pedagogical groups. This is right. But where in modern life do such groups meet? The facts available to social and educational psychology indicate that among the actually existing groups that educate the individual, there are almost no highly developed ones, no more than 6-8%, and even then these data refer to the time of the so-called stagnation. In our transitional time, the situation has probably not improved, but rather worsened in this regard. The majority of existing children's groups and associations belong to either moderately or underdeveloped social communities and cannot in any way claim to be called collectives in the theoretical, Makarenkovsky sense of the word. How, under these conditions, can one maintain, even in theory, the correct position that the collective plays the main role in the formation and development of the individual and that without it a child cannot be raised as an individual?

Collectives that are average and underdeveloped in socio-psychological terms, i.e. those that constitute the absolute majority in life, have a dual effect on the psychology and behavior of the individual: both positively and negatively. Consequently, the theoretically correct thesis about the positive impact of a highly developed team on the individual does not work in relation to the absolute majority of actually existing moderately and underdeveloped groups.

Let us now try to approach the assessment of this thesis from a different angle. Personality is always individuality, and to educate a personality psychologically means to form an independent, independent person, unlike other people. The team, as a rule, unifies individuals with its influence, acts equally on all its constituent individuals, making uniform demands on them. The unity of requirements is one of the main provisions of the theory of the collective. Is it good or bad?

A person is psychologically formed and develops personally not only under the influence of the team, but also under the influence of many others. social factors and institutions. It is significantly influenced by the press, the media, literature, art, and communication with a variety of people whom a person usually meets outside the group. It is almost impossible to establish exactly whose educational influence on the individual is stronger: real groups or all other, including random, social factors.

This does not mean a complete denial of the value of the collective for the development of a person as an individual. Highly developed groups, and in many cases even moderately developed ones, are, of course, useful for the formation of personality. The fact that a real team is capable of exerting a positive influence on an individual is evidenced by numerous data obtained in both pedagogy and psychology. For example, the proposition that a person is not born, but becomes a person, has received theoretical recognition and experimental confirmation. Much of what is positive in a person is actually acquired in various kinds of groups as a result of communication and interaction with people, but not all of it. The team is capable of having different effects on the individual, not only positive, but also negative.

The changes taking place in our society and associated with the restructuring of the system of political, social, economic relations, the gradually occurring democratization of all spheres of public life require a radical change in pedagogical views, in particular a revision of the role of the team in the education of the individual. Modern society needs a new personality, someone who thinks outside the box, is free, independent and creative. In order for such a personality to be nurtured, all obstacles that exist in the way of its development must be eliminated. One of them is the requirement for the unconditional subordination of the child’s personality to the team. The fact that this requirement existed and was promoted by the pedagogy of collectivist education for several decades can be established from publications concerning the theory of education, in particular from the quotations from the works of A. S that became almost classic in this area in the 50-70s . Makarenko, repeated many times in a mass of publications. Let's take a closer look at some of them: “Any action that is not designed for the interests of the collective... is harmful to society.” “We must present as a product not just an individual with certain qualities, but a member of the team.” “We argue that the interests of the collective come before the interests of the individual where the individual opposes the collective.” Don’t these statements affirm the idea of ​​the unconditional dominance of the collective over the individual and the leveling of the individual in the collective?

How can we rebuild the education system, making it more in line with the requirements of the time? The final answer to this question, we think, will have to be given by philosophers and sociologists, teachers and psychologists together. As for psychology, based on what has been said, it could recommend for theoretical and practical psychology following:

1. It is necessary to abandon at least two dogmas that have not been confirmed by life: the right of a collective opinion to be a priority over the opinion of an individual and the supposedly unambiguously positive influence of a real collective on an individual.

2. It is impossible, for example, to continue to assert that any act of a child that is not designed for the interests of the children or teaching staff is harmful to society.

3. It is advisable to actually equalize the pedagogical rights and responsibilities of the individual and the team, the child and the adult, the children’s and teaching teams, the teacher and the student. In fact, this means granting the right not only to adults and the collective to demand something from the child as an individual, but also the right of the child to make demands to the collective, to an adult, and to remain unconvinced if the collective or adults violate children’s rights. Each individual should, in particular, be given the right to leave the team that does not suit him or her.

4. Not only must an individual assume certain responsibilities to the collective and fulfill them, but the collective must also have clear and equal responsibilities to each individual.

5. Finally, it is necessary to completely abandon the idea that a full-fledged personality cannot be formed outside of a real collective or without it.

Practical part.

2. Purpose of the study: determine the level of intelligence of individuals in a certain group.

A) the methodology was selected according to the topic: since the topic is the education of the individual in a team, therefore, we determine a certain level of development of the individual in the team.

B) the study was conducted on the basis of a comparative self-assessment of each individual in the team.

C) as a result of the study, the following results were revealed:

Average score on civic qualities in the group– 19, 6th level, which shows the level of a person’s intelligence - slightly above average.

Average score on moral qualities– 20, 6th level, which shows a person’s level of intelligence - slightly above average.

Average score on intellectual qualities– 16, 4th level, which is characterized by a person’s level of intelligence – slightly below average.

Average score in general culture– 17, 5th level, characterized by the average level of human intelligence.

2.1. The test from the pedagogy manual was used, consisting of 36 questions with answer options, instructions and a key for determining the results.

2.2. As a result of the study, the following results were obtained: the majority of employees of the Belyaevsky FPS (62%) have an average level of personal intelligence, while a few (25%) have high level, and for a minority (10%) at a low level. This suggests that a person’s intelligence is characterized by several parameters, first of all, age; the level of education and upbringing also matters. Since middle age predominates in this group of workers, we can conclude that it is people of this age who have an average level of intelligence, therefore, to determine the level of intelligence of this team, the determining factor is the age of the employees.

Summary table of level research results

human intelligence using the example of a team of workers from the Belyaevsky Federal Post Office.

Integrative table.

Conclusion.

Human development is a very complex process. It occurs under the influence of both external influences and internal forces that are characteristic of man, as of any living and growing organism. TO external factors These include, first of all, the natural and social environment surrounding a person, as well as special purposeful activities to develop certain personality traits in children; to internal - biological, hereditary factors. Factors influencing human development can be controllable and uncontrollable. The development of a child - not only a complex, but also a contradictory process - means his transformation from a biological individual into a social being - personality.

The child spends the initial stage of development in school and kindergartens, where the inclinations of personality are laid in him. The very process of personality formation takes place precisely in a team, which provides the necessary components necessary for the development of work skills and abilities. Then, the acquired skills are put into practice not by the child, but by the individual.

The influence of the team on the development of the child changes dynamically over time. And at present, humanity requires much greater abilities and personality skills, and for this it is worth thinking and deciding how these qualities can be improved. The best solution is to pay attention to the structure, cohesion, development prospects, and work spirit in the team. After all, these factors also play a huge role in shaping the feelings and tastes of the individual, which in turn shape the work skills and characteristics of the individual himself, which has been proven by studies conducted to assess the level of a person’s intelligence. Consequently, by improving the resources of the collective, we will receive an increase in abilities that help the individual achieve higher goals in life and society, and, consequently, improve their civic, moral and intellectual qualities.

Bibliography:

1. V. I. Lebedev “Psychology and Management”, Moscow VO “Agropromizdat” 1990 publications

2. UN Convention “Convention on the Rights of the Child”, Moscow Publishing house INFRA-M 2003 edition.

3. R. S. Nemov “Psychology”, volume 2, 3rd edition, Moscow Humanitarian Publishing Center “Vlados” 2000 publications

4. Great Encyclopedia, Moscow, 1998 edition.

5. “General Psychology” Kovalev A.G., Moscow, 1981 ed.

Questionnaires of subjects.

1. Moskalenko E.A.

1)c; 2)b; 3)c; 4)c; 5 B; 6)a; 7)c; 8)a; 9)c; 10)c; 11)a; 12)b; 13)a; 14)b; 15)b; 16)a; 17)c; 18)c; 19)c; 20)b; 21)c; 22)b; 23)b; 24)b; 25)c; 26)c; 27)c; 28)c; 29)c; 30)b; 31)c; 32)a; 33)a; 34)b; 35)c; 36)b.

2. Kusniyazova V.G.

1)b; 2)c; 3)c; 4)b; 5 B; 6)a; 7)c; 8)c; 9)c; 10)c; 11)c; 12)c; 13)a; 14)a; 15)b; 16)b; 17)a; 18)c; 19)c; 20)c; 21)c; 22)c; 23)a; 24)c; 25)a; 26)b; 27)c; 28)b; 29)c; 30)c; 31)b; 32)a; 33)b; 34)a; 35)a; 36)c.

3. Izmestyeva T.V.

1)c; 2)b; 3)a; 4)b; 5 B; 6)b; 7)a; 8)a; 9)a; 10)c; 11)a; 12)c; 13)b; 14)a; 15)a; 16)b; 17)b; 18)c; 19)a; 20)b; 21)c; 22)b; 23)c; 24)b; 25)a; 26)a; 27)c; 28)c; 29)a; 30)b; 31)a; 32)a; 33)b; 34)a; 35)a; 36)b.

4. Desenko A.M.

1)c; 2)c; 3)b; 4)c; 5)a; 6)a; 7)c; 8)a; 9)c; 10)b; 11)b; 12)c; 13)c; 14)b; 15)c; 16)a; 17)a; 18)c;19)c; 20)c; 21)a; 22)c; 23)a; 24)a; 25)a; 26)b; 27)c; 28)c; 29)c; 30)c; 31)a; 32)b; 33)b; 34)a; 35)c; 36)c.

5. Albastova A.V.

1)c; 2)b; 3)a; 4)c; 5 B; 6)b; 7)b; 8)b; 9)a; 10)a; 11)b; 12)b; 13)c; 14)a; 15)b; 16)a; 17)b; 18)a; 19)a; 20)c; 21)a; 22)c; 23)a; 24)a; 25)a; 26)b; 27)a; 28)c; 29)c; 30)c; 31)b; 32)b; 33)b; 34)a; 35)b; 36)c.

6. Mukhametshina Yu.V.

1)c; 2)b; 3)a; 4)c; 5)c; 6)b; 7)b; 8)c; 9)c; 10)c; 11)a; 12)a; 13)a; 14)a; 15)a; 16)b; 17)c; 18)a; 19)c; 20)b; 21)b; 22)b; 23)a; 24)a; 25)b; 26)a; 27)b; 28)b; 29)b; 30)c; 31)a; 32)c; 33)a; 34)b; 35)c; 36)c.

7. Chistyakova G.I.

1)b; 2)c; 3)a; 4)b; 5)a; 6)a; 7)c; 8)c; 9)a; 10)c; 11)b; 12)c; 13)c; 14)a; 15)a; 16)a; 17)b; 18)c; 19)b; 20)c; 21)c; 22)c; 23)a; 24)c; 25)c; 26)b; 27)c; 28)a; 29)c; 30)b; 31)a; 32)b; 33)b; 34)a; 35)b; 36)c.

8. Ivashchenko T.I.

1)c; 2)a; 3)b; 4)c; 5)a; 6)b; 7)b; 8)a; 9)c; 10)c; 11)a; 12)c; 13)b; 14)a; 15)a; 16)b; 17)a; 18)c; 19)a; 20)b; 21)c; 22)c; 23)a; 24)c; 25)b; 26)a; 27)c; 28)a; 29)c; 30)b; 31)c; 32)a; 33)a; 34)a; 35)c; 36)c.

9. Zhandaupova Zh.Zh.

1)c; 2)b; 3)c; 4)c; 5)c; 6)a; 7)c; 8)c; 9)c; 10c); 11)b; 12)a; 13)a; 14)a; 15)a; 16)a; 17)b; 18)a; 19)c; 20)c; 21)c; 22)b; 23)a; 24)c; 25)c; 26)b; 27)c; 28)c; 29)c; 30)c; 31)a; 32)c; 33)c; 34)a; 35)c; 36)c.

civilian

moral

intellectual

General culture

Integrative assessment of intelligence level

10. Makarova L.N.

1)c; 2)a; 3)a; 4)c; 5)a; 6)b; 7)b; 8)c; 9)b; 10)b; 11)a; 12)c; 13)c; 14)b; 15)b; 16)c; 17)a; 18)c; 19)b; 20)a; 21)c; 22)c; 23)c; 24)c; 25)c; 26)b; 27)a; 28)b; 29)c; 30)b; 31)c; 32)a; 33)b; 34)a; 35)b; 36)c.