Institute of Correspondence Studies

Test

On theoretical pedagogy
On the topic: “The concept of education. Education as a social phenomenon and as a pedagogical process"
Group students : KhOBz-331
Tkachenko Evgenia Alexandrovna

Teacher: Drygina E.N.
Grade ______________________________ _______
Registration number ______________________
Date ______________________________ _________
CONTENT:

The concept of education;
The process and result of education;
Education as a social phenomenon and as a pedagogical process;
Raising a growing person as the formation of a developed personality;
Society as the key to proper education;
Management of the educational process;
Social factors influencing the development of personality;
The influence of the team on the upbringing of a child;
Conclusion.

CONCEPT OF EDUCATION
The concept of “education” in a broad and narrow sense.

Education in a broad sense is a purposeful, organized process that ensures the comprehensive, harmonious development of the individual, preparing him for work and social activities.
The concept of “education” in a narrow sense is identical to the concept of “educational work”, in the process of which beliefs, norms of moral behavior, character traits, will, aesthetic tastes, and physical qualities of a person are formed.
If education in a broad sense includes both the process of cognition of reality and the formation of an attitude towards it, then education in a narrow sense covers only the area of ​​relationships and behavior.
The next main category of pedagogy is teaching. This is a systematic, organized and purposeful process of transferring knowledge, skills, abilities to the younger generation, guiding their cognitive activity and developing their worldview, a means of obtaining education. The basis of learning is knowledge, abilities, skills, which on the part of the teacher act as original components of the content, and on the part of the students - as products of assimilation.
Knowledge is a person’s reflection of objective reality in the form of facts, ideas, concepts and laws of science. They represent the collective experience of humanity, the result of knowledge of reality.
Skills – the readiness to consciously and independently perform practical and theoretical actions based on acquired knowledge, life experience and acquired skills.
Skills are components of practical activity that are manifested in the performance of necessary actions, brought to perfection through repeated exercises.
By imparting this or that knowledge to students, teachers always give them the necessary direction, forming, as it were, along the way the most important ideological, social, ideological, moral and many other attitudes. Therefore, training is educational in nature. In the same way, any upbringing contains elements of learning.
By teaching, we educate, by educating, we teach.

Turning to reference literature, we can describe education as “a process of systematic and purposeful influence on the spiritual and physical development of an individual in order to prepare him for industrial, social and cultural activities. Closely related to education and training.” Despite further ideological continuation, it is difficult to argue with such a definition. So let's try to understand it.

The process and result of education.

We should immediately separate two different concepts - education as a process and education as a result. It is often said that someone is well or poorly brought up, has received this or that upbringing, meaning by this the total result obtained as a result of the educational process (here upbringing merges with the concept of education). But, in my opinion, in education, what is decisive is not the goal achieved, but the method of achieving it.
A person is educated from birth until almost death. Although the strength of this educational influence naturally varies depending on age, social status and status, and so on. Pedagogy as a science of education currently has in its arsenal four paradigms according to which the educational process is carried out:

pedagogical;
andrological;
acmeological;
communicative.

The following types of human upbringing are distinguished:
According to the content of education:

mental;
labor;
physical;
moral;
aesthetic;
legal;
sexual and sex-role;
economic;
environmental, etc.

family;
religious;
social (in the narrow sense);
dissocial (asocial);
correctional.

authoritarian;
free;
democratic.

health disorders of the individual (individual);
features of the environment, including social;
inheritance of educational defects;
resource shortage;
costs of technology and educational methodology, etc.

Education as a social phenomenon and as a pedagogical process.

Education as a social phenomenon. Category, goals of education in pedagogy. Methodology and methods of education.
Education as a social phenomenon is a complex and contradictory socio-historical process of entry and inclusion of younger generations in the life of society, in everyday life, social and production activities, creativity, spirituality. It ensures social progress and continuity of generations.
Based on adults’ awareness of the main features of education as a social phenomenon in society, there arises a desire for the conscious and purposeful use of the laws of education in the interests of children and society. Older generations consciously turn to generalizing the experience of educational relations, to studying the trends, connections, and laws manifested in it, and to using them for the purpose of personality formation. On this basis, pedagogy arises, the science of the laws of education and their use for the purpose of conscious and purposeful guidance of the lives and activities of children.
So, a social phenomenon - education - is necessary as a way to ensure the life of society and the individual; it is carried out in specific historical conditions as a result of a certain way of established social relations and the way of life of society; the main criterion for its implementation, implementation, is the degree of compliance of the properties and qualities of the individual with the requirements of life.
Before considering education as a subject of pedagogy, it is not without interest to get acquainted with different views on this concept. In the textbook N.I. Boldyrev’s “Methods of educational work at school,” which was used by more than one generation of Soviet students, gives the following definition:
“Education is the purposeful and interconnected activity of educators and students, their relationships in the process of this activity, which contributes to the formation and development of individuals and groups.”
From the standpoint of activity, the “Concise Psychological Dictionary”, published in 1985, gives a definition. True, its definition is given with a noticeable “flavor” of ideology:
“Education is the activity of transferring to new generations socio-historical experience, a dialectical-materialistic worldview, high morality, deep ideology, social activity, a creative attitude to reality, a high culture of work and behavior.”
Published three years later, the “Concise Pedagogical Dictionary of the Propagandist” considers education no longer as an activity, but as a process:
“Education is objectively a natural process of preparing people for work and other useful activities in society.” The famous teacher, humanist V.A., defined education from the same positions. Sukhomlinsky in the book “Conversation with a young school director”:
“Education in a broad sense is a multifaceted process of constant spiritual enrichment and renewal.”
Education is a universal process. The entire living space in which a person develops, forms and realizes his natural purpose is permeated with education.
Education is an objective process. It does not depend on the degree of its recognition, on thermological disputes and opportunistic throwing. This is the reality of human existence.
Education is a multidimensional process. Most of it is associated with social adaptation, with self-regulation of each individual. At the same time, the other part is carried out with the help of teachers, parents, and educators. Education, of course, reflects the characteristics of a specific historical situation, the general state of the entire state system, including the educational system. The optimal path to success is a humanistic educational system.
Thus, education is both a complex process of mastering the spiritual and socio-historical heritage of the nation, and a type of pedagogical activity, and the great art of improving human nature, and a branch of science - pedagogy.
The teacher’s activities are aimed at shaping the personality of a growing person. Its results are reflected in the appearance of the pupil, in his personality traits, character and behavior. Full development of the individual is carried out provided that education most fully reflects the requirements of society that determine the purpose of education.
The purpose of education imparts a promising, creative character to the activities of educators. Without precise knowledge of the goal and its consideration in educational activities, there is not and cannot be full-fledged education.
The purpose of education expresses a certain ideal, formulates the requirements for a person - what he should be and for what social needs he should be prepared.
It should be noted that in modern pedagogy the problem of educational goals is debatable. None of the existing definitions of the purpose of education seems exhaustive.
In various pedagogical concepts, the purpose of education is interpreted depending on the conscious-philosophical position of the authors.
Modern domestic pedagogy presupposes the presence of both an ideal and a real goal of education.
The ideal goal of education reflects compliance with the ideal of education, which is understood as a comprehensively developed harmonious personality.
Ancient philosophers imagined man as the seat of functional virtues. Subsequently, the problem of a comprehensively developed personality was formulated by K. Marx.
The history of the development of human society shows that in one person all aspects of his personality cannot really be developed with due completeness. The ideal goal of education is a focus on human capabilities and helps to formulate the tasks of education in different areas of a multifaceted personality.
Real goals of education, in contrast to ideal ones, vary depending on a number of conditions.
The real goals of education are historical in nature.
The real goal of education formulated by society is objective in nature, since it reflects the values ​​​​accepted by society and is aimed at educating people necessary for society.
The goals of education can also be subjective in nature - as a rule, in the case when a particular family determines for itself how they want to raise their child. Such a goal may coincide with a real objective goal, or it may conflict with it.
In the history of pedagogy, the goals of education are born in endless debates about what an educated person is and what he should be.
Ancient thinkers believed that the goal of education should be the cultivation of virtues:
Plato gave preference to the education of the mind, will, and feelings;
Aristotle – education of courage and toughness (endurance), moderation and justice, high intelligence and moral frequency.
According to John Amos Comenius, education should be aimed at achieving three goals: knowledge of oneself and the world around us (mental education), self-control (moral education) and the desire for God (religious education).
J. Locke believed that the main goal of education is to form a gentleman, a person “who knows how to conduct his affairs wisely and prudently.”
K. Kelvetius argued that education should be based on a “single goal.” This goal can be expressed as the desire for the good of society, that is, for the greatest pleasure and happiness of the greatest number of citizens.
J.J. Rousseau stood firmly in the position of subordinating the goal of education to universal human values.
I. Pestalozzi said that the purpose of education is to develop the abilities and talents of a person inherent in him by nature, to constantly improve them and thus ensure the harmonious development of a person’s strengths and abilities.
I. Kant had great hopes for education and saw its goal as preparing the student for tomorrow.
I. Herbart considered the goal of education to be the comprehensive development of interests aimed at the harmonious formation of a person.
According to K.D. Ushinsky, an educated person is, first of all, a moral person: “We boldly express the conviction that moral influence is the main task of education, much more important than the development of the mind in general, filling the head with knowledge.”
Today, the main goal of a secondary school is to promote the mental, moral, emotional and physical development of the individual, to fully reveal his creative potential, to form humanistic relationships, and to provide a variety of conditions for the flourishing of the child’s individuality, taking into account his age-related characteristics. The focus on personal development gives a “human dimension” to such school goals as developing in students a conscious civic position, readiness for life, work and social creativity, participation in democratic self-government and responsibility for the fate of the country and civilization.
Educational methods are ways (methods) of achieving a given educational goal.
There are no good or bad methods, no way of education can be declared in advance effective or ineffective without taking into account the conditions in which it is applied. What reasons determine the use of one method or another? What factors influence the choice of method and force the teacher to give preference to one way or another of achieving the goal? The choice of methods is cruelly determined, because it is deeply causal. The deeper the teacher understands the reasons why he uses certain methods, the better he knows the specifics of the methods themselves and the conditions for their use, the more correctly he outlines the path of education and chooses the most effective methods.
In practice, the task is always not just to apply one of the methods, but to choose the best one - the optimal one. Choosing a method is always a search for the optimal way of education. Optimal is the most profitable path that allows you to quickly and with a reasonable investment of time, energy, and money to achieve the intended goal. By choosing the indicators of these costs as optimization criteria, you can compare the effectiveness of different methods of education.
Among the general reasons (conditions, factors) that determine the choice of methods of education, the following should first of all be taken into account:

Goals and objectives of education: the goal not only justifies the methods, but also determines them. What is the goal, so should be the methods for achieving it.
Content of education: we must keep in mind that the same tasks can be filled with different meanings. Therefore, it is very important to correctly link methods not with content in general, but with specific meaning. Since the substantive characteristics of the methods are very important, they are also taken into account during classification.

Level of formation of the team (school class): as collective forms of self-government develop, methods of pedagogical influence do not remain unchanged, management flexibility is a necessary condition for successful cooperation between the teacher and students.
Individual and personal characteristics of pupils: general methods, general programs are only the outline of educational interaction; their individual and personal adjustment is necessary. A humane educator will strive to apply methods that enable each individual to develop their abilities, preserve their individuality, and realize their own “I”.
Conditions of education: in addition to material, psychophysiological, sanitary and hygienic ones, they also include the relationships that develop in the classroom - the climate in the team, the style of pedagogical leadership, etc. Abstract conditions, as we know, do not exist; they are always concrete. Their combination gives rise to specific circumstances. The circumstances in which education takes place are called pedagogical situations.
Means of education: methods of education become means when they act as components of the educational process. In addition to methods, there are other means of education, with which methods are closely interconnected and applied in unity. For example, visual aids, works of visual and musical art, and the media are necessary aids for the effective application of methods. The means of education also include various types of activities (game, educational, labor), pedagogical techniques (speech, facial expressions, movements, etc.), means that ensure the normal functioning of teachers and students. The significance of these factors is invisible as long as they are within normal limits. But as soon as the norm is violated, the value of the factor can become decisive. It is known, for example, what concessions are made to sick children. A sleep-deprived, nervous pupil requires different methods than a healthy and vigorous pupil. The lack of necessary visual aids forces the teacher to adjust methods, make do with what is available, etc.

Education as a social phenomenon, pedagogical process, pedagogical system and pedagogical activity. We consider the pedagogical category “upbringing” in several aspects: as a social phenomenon, as a pedagogical process, as a pedagogical system and as a pedagogical activity.

Parenting as social phenomenon involves the interaction of society and people, aimed at transferring social experience from the older generation to the younger generation as the basis for the development and self-development of a person’s personality.

Characteristics of education in this context are social in nature (reflecting the characteristics of the social development of humanity as a whole); historical nature (reflection of the trends and characteristics of macrosociety in various eras of its socio-historical development); the specific historical nature of education (reflecting the specifics of the development of meso-society and micro-society at a specific historical stage of development).

Functions of education consist in stimulating the development of the essential forces of the individual, creating an educational environment, organizing the interaction and relationships of the subjects of education. In other words, they are usually called developing, educating, teaching and corrective functions of education.

Parenting as pedagogical process is a set of consciously controlled and sequentially unfolding pedagogical interactions between educators and students, aimed at the development and self-development of the child’s personality. Under educational interaction is understood as intentional contact between the teacher and the pupil, the consequence of which is mutual changes in their behavior, activities and relationships. Education, like any socio-pedagogical process, is characterized by certain patterns (purposefulness, integrity, consistency, determinism, continuity, discreteness, openness, systematicity, controllability) and the presence of stages (goal setting, planning, goal implementation, analysis and evaluation of the results of education). The structure of the educational process is shown in Fig. 1.

Rice. 1. Stages of the educational process.

A systemic-structural approach to analyzing the essence of the educational process allows us to consider education as a pedagogical system.

Parenting as pedagogical system is a set of components that ensures the unity and integrity of the social phenomenon being studied. The components of the educational system are: the goal, the subjects of education (educator and student), interactions and relationships between them, activity and communication as the main spheres of interaction, content, methods and forms of educational interaction.

The educational system is not just a set of components of the phenomenon, object or process being studied, but structure(Latin “arrangement, order”), i.e. strict ordering and interrelation of elements among themselves, reflecting the integrity of the educational process. The structure of education reflects the most stable repeating cause-and-effect relationships of the components of the system, which in other words are called regularities education.

The patterns, in turn, are specified in the principles of education, i.e. in the basic provisions, requirements or rules of the educational process.

The leading patterns and, accordingly, principles of the educational process are:

the relationship between the goals, content and forms of education (purposefulness of education);

The natural connection between education, development, upbringing and training (the holistic nature of education);

the relationship between education and activity (the activity-based nature of education);

the relationship between education and communication (the humane-communicative nature of education);

the relationship between upbringing and the child’s natural predicament (nature-conforming nature of upbringing);

the relationship between raising a child and the level of cultural development of an ethnic group or region (culturally consistent nature of upbringing).

The following figure reflects the characteristics of education in all its aspects (Fig. 2).

Rice. 2. Characteristics of education.

Summarizing the above, it is important to emphasize the need to master the basics system-structural analysis, which involves identifying the components of the educational system and determining the structural relationships that ensure its integrity, identity and preservation of the basic properties of education under various external and internal changes.

Parenting as pedagogical activity is a special type of social activity of a teacher in the process of interaction with students, aimed at organizing the educational environment and managing various types of activities of students with the aim of developing and self-development of the individual. The success of education largely depends on the degree to which teachers master such types of educational activities as diagnostic, constructive, organizational, communicative, motivational-stimulating, evaluative-reflective, etc. The functional model of education and types of pedagogical activities are shown in Fig. 3.

Rice. 3. Education as a pedagogical activity.

One of the options for specifying the types of activities of a teacher in pedagogical skills is also presented on the Map of the student’s readiness for educational activities (Appendix 4).

Structure of socio-pedagogical categories. Education is closely interconnected with such socio-pedagogical categories as socialization, adaptation, individualization, integration, education, training and development of the child.

The path of psychological and biological formation of a person as a social subject is usually called socialization. Under socialization(Latin “social”) refers to the process of appropriation and reproduction by a person of social experience, cultural values ​​and social roles of society. The adaptation of a person to the norms and values ​​of society is usually called adaptation(Latin for “device”). It is characterized by the predominance of elements of spontaneity in the process of a person’s assimilation of social experience and cultural values ​​of society (socialization).

Factors- external, current conditions of socialization are: megaenvironment (Space, planet, world), macroenvironment (country, ethnic group, society, state), mesoenvironment (geographical and climatic conditions of the region, ethno-national characteristics, linguistic environment, media, subculture and etc.); microenvironment (family, school, class, friends, neighborhood, etc.).

In the process of human social development, a significant role is played by integration- the entry of the individual into the social environment, the system of social values ​​and finding one’s niche in the system of relations of society. Recognition of the individual as an absolute value in the system of universal human values ​​allows us to consider the integration of a person into society not so much as an end in itself, but as a condition individualization person, i.e. maximum personalization, desire for autonomy, independence, formation of one’s own position, value system, unique individuality.

This triad of stages of socialization (adaptation - integration - individualization) will be one-sided and ineffective without considering specially regulated, managed and organized processes of education, upbringing and training (Fig. 4). The next section of the lecture material is devoted to the analysis of pedagogical categories (“accelerators” of socialization and development of the child’s personality).

Rice. 4. Structure of socio-pedagogical categories.

The place of education in the hierarchy of pedagogical categories. The purposeful, consciously regulated process of a person’s appropriation of social experience, a system of cultural values ​​and social roles of society is usually called education(Russian “sculpting, creating an image”). Education is characterized by the predominance of elements of controllability and organization, carried out through a system of various institutions and social institutions. In this context, education can be called the controlled socialization of the child’s personality.

The success of socialization and, accordingly, education depends on two interrelated processes: education (Russian “upbringing, feeding, feeding”) and training (Russian “education, arrangement”). Under education Most authors imply a targeted process of creating favorable conditions for successful socialization, development and self-development of a person’s personality. The leading conditions for upbringing include the creation of a nurturing environment, which includes a prosperous family, friendly team, public organizations, creative centers, subject environment; organization of educational activities based on gaming, intellectual-cognitive, labor, social, communicative activities; the formation of humane communication in the process of interaction with people, books, music, painting, social media; formation of a socially positive information environment through books, nature, culture, subculture, multimedia, film and television. The main meaning of education is the transformation of external factors of socialization (mega-, macro-, meso-, microenvironment) into internal conditions and prerequisites for the upbringing and self-education of the child’s personality. Below are the factors of socialization, transformed into the conditions for nurturing the child’s personality (Fig. 5).

Rice. 5. Transformation of socialization factors into educational conditions

Education in this context, it is interpreted as a purposeful process of organizing children’s successful acquisition of social experience, methods of activity and social behavior. Training is characterized by a high degree of regulation of the socialization process in content, organizational, technical, time and other aspects.

IN
Ultimately, the strategic goal and leading criterion for the success of the interrelated processes of socialization, education, upbringing and training is development(Russian “development, unraveling, dissemination”), which involves internal and external changes in a person under the influence of the social environment and his own activity (Fig. 6).

Rice. 6. Hierarchy of pedagogical categories

Thus, the structure of the socio-pedagogical categorical apparatus allows us to see that, firstly, all efforts of society are aimed at the socialization and development of the child’s personality, and secondly, a key place in the process of his socialization is given to upbringing. It is the education of the child’s personality that is the goal, condition, leading criterion and result of the educational process. In the field of education, as well as in the field of medicine, errors and omissions are unacceptable. Every pedagogical idea, design or idea must be theoretically substantiated, technologically developed and tested before being implemented in school practice. The final part of this lecture is devoted to the methodological and theoretical justification of the education process.

Methodological justification for the education process. In the methodological substantiation of the theory of education, we proceed from the four-level gradation of E.G.’s methodology. Yudina. It includes philosophical, general scientific, specific - scientific and technological levels of pedagogical methodology.

At the philosophical level, we rely on the theoretical provisions of the dialectical approach to education, which promotes objective knowledge and transformation of the phenomena and processes of pedagogical reality. However, this does not mean that the modern school is alien, for example, to some theoretical provisions of the existentialist approach, cultivating the intrinsic value of the subjective world of man, his unique uniqueness, the priority of internal freedom of choice and personal responsibility for his choice in life. Or, let’s say, the philosophical tenets of idealism (neo-Thomism), based on a deep faith in the moral values ​​of man, his aspiration for spiritual self-improvement, also find understanding in the pedagogical environment of Russian secondary schools. When building the philosophical foundation of an educational system or concept, the school’s team of authors, as a rule, selects the best from the theoretical heritage of philosophical scientists.

The general scientific level includes a diverse palette of approaches to revealing the essence of phenomena of objective reality. This can be seen even in a simple example of a graduate’s choice of a medical profession, which can be justified from the standpoint of several theoretical approaches (A.S. Belkin). From the perspective of a psychodynamic approach, Sigmund Freud would explain this choice as the result of curiosity about sex suppressed in childhood. From the standpoint of an individualistic approach, Alfred Adler would explain this choice as an attempt to compensate for his childhood inferiority. Berres Skinner, from the standpoint of a behaviorist (educational-behavioral) approach, would see in this choice the result of the teaching and training of parents-doctors. And finally, from the standpoint of a humanistic approach, Abraham Maslow would justify this choice by the graduate’s needs for self-actualization, the need to be what he wants, what he can do best. This justification most closely matches our ideas about the humanistic approach to education. Taking it as the basis of the theory of education, we, along with it, emphasize the importance of systemic, anthropological, cultural, axiological and other approaches that contribute to a humanistic understanding of the essence of the child.

The third, specific scientific (pedagogical) level of methodology is represented primarily by personality-oriented and activity-based approaches.

The fourth, technological level of the methodology is characterized by the operational support of pedagogical ideas, approaches, systems and concepts in the field of education.

Below is a diagram of the levels of methodological substantiation of the educational process and definitions of leading approaches to education (Fig. 7).

Education methodology

Rice. 7. Methodology of education

Summarizing all of the above, we once again emphasize the conclusion that education is the leading factor in the socialization and development of a child’s personality. The key meaning of education is to create conditions for the development of the child’s natural predilections, his uniqueness and personal self-realization.

Education had an important place in the inclusion of younger generations in social life, in a system of relations based on mutual support and assistance, and joint compulsory labor. It was necessary to form in children attitudes consistent with the spirit of primitive collectivism, to educate them in the appropriate direction, which was partly done by life itself, and partly by special pedagogical intervention. At the same time, approval by elders of one or another form of behavior of children should, of necessity, take on the nature of permission, and disapproval - a prohibition of the corresponding type of action. In primitive communities of hunters and gatherers, the extremely low level of development of productive forces, the absence of surplus product, and therefore the possibility of exploitation, determined the unity of interests of the individual and the collective as a whole, the need for joint labor, the dominance of public ownership of the means of production, social and property equality of all people . This led to the fact that education acquired a social character, which consisted in the fact that: firstly, in primitive communities all children without exception were raised equally; secondly, the entire community, each of its members, took care, as necessary, about the upbringing of each child; thirdly, all children were prepared for activities for the benefit of the community, brought up in the spirit of subordinating the interests of the individual to the interests of the collective. Differences in upbringing concerned only boys and girls, which was determined by the dominance of the system of natural gender-age division of labor.

Ethnographic data about the aborigines of Australia, the Bushmen of Africa, the Indians of Tierra del Fuego, etc., the tribes most lagging behind in their social development, as well as data from archeology and folkloristics make it possible to reconstruct education in primitive communities of hunters and gatherers. In the first years of life, adults introduced the child into the system of relationships between people, provided him with information about the world around him, taught him to use various objects, and perform certain actions. This was carried out in the process of active inclusion in life. Children observed and copied the actions of adults; play played an important role in education. With the help of the game, the social, industrial, and everyday life of the community was simulated. Under the guidance of adults, children imitated their behavior in various social roles (hunter, warrior, snake catcher, etc.).

The general model of upbringing in a primitive community was as follows: the first 3-4 years of the child are raised by the mother; from 3-4 years old, children begin to help with housework; at 6-8 years of age, education is divided by gender; from 9-11 years old preparation for initiation begins; at 13-15 years old, going through initiation. The rite itself, in essence, was defined as the death of childhood and the birth of adulthood, with the boy, as a rule, receiving a new name, an examination of social maturity, and a ceremony of initiating children into full members of the primitive collective. By the age of 9-11, when children acquired the necessary social attitudes, the most important knowledge, skills (personal experience) of production activities, they began to be prepared for initiations. Boys and girls studied separately in special places (“youth houses”). This was done by specially designated people - the most dexterous, skillful, strong, etc. - those who had rich life experience, which they could pass on to youth. An example worthy of emulation, the best people should engage in appropriate training for young people. Boys improved in hunting, making tools, learned to endure hardships, developed strength and dexterity, and cultivated will and courage. The main methods of preparation are exercises, games, examples, demonstrations, independent work, tests.

The initiation rite took place when the children turned 13-15 years old, the entire community took part in it, and it lasted several days. The festivities began with coloring and ritual actions (bonfire, dancing, making sacrifices, etc.). Then an adult exam was carried out, when the subject had to complete a task (for example, catch a fish three times with his hands) and demonstrate patience, dexterity, endurance (thirst, pain). During initiation, the last ban (taboo) on beliefs and rituals was lifted. Those who passed the tests became full members of the community; those who failed were subjected to ridicule and sent for repeated training. The entire community took the exam itself. She had to make sure how well and reliably the youth had mastered social rules and norms of behavior, relationships with adults and the elderly; their commitment to religious beliefs and rituals; the ability to independently provide and protect the lives of oneself and fellow tribesmen. The system of training younger generations seemed to naturally become closed: the community began this training, and it also completed it, taking the exam for social maturity. This action tested and consolidated in them the necessary value foundations and guidelines that meet the interests of the entire primitive collective.

The high effectiveness of spontaneous social education was ensured by a powerful factor - the unity of the demands placed on the younger generations by the community, educators, and life itself; the unshakability and stability of these requirements, formed by thousands of years of tradition; the main thing is that the community itself lived by these principles and strictly fulfilled them. Social orphanhood and homelessness were excluded: all children are our children. This caring and goodwill, love, which was demonstrated by all the adult population of the community in relation to all children, constituted a powerful emotional and value-based foundation of socialization, causing its high efficiency.

The development of productive forces, the separation of cattle breeding and agriculture led to the disintegration of the primitive community, the social division of labor, the emergence of private ownership of the means of production, and, consequently, social inequality. A neighborhood community is formed, based on a monogamous family. The main subject of socialization was the family headed by the father, as well as the emerging classes (priests, rulers, warriors, farmers, cattle breeders). A person's social position was determined by his economic status and membership in a social group. If in the primitive community there were three groups - children, adults and old people, then in the neighboring community social strata arise no longer based on age - priests, etc. Caring about the continuation and strengthening of their pedigree, the family (the father, first of all) passed on their profession to their children. Vocational training included not only the transfer of production knowledge and skills, but also norms of social behavior, religious ideas, worldviews - views, ideas, beliefs.

The emergence of property and social inequality, the gradual fragmentation of communities into families that turned into independent economic units, led to a change in the nature of education, which from universal, equal, controlled by the community, began to turn into family-class education. The main functions of education, goals, content and forms were increasingly different for the emerging priesthood, leaders, warriors and the bulk of the working population, concentrating in the family.

With the decomposition of primitive society, primitive groups began to lose their previously unconditional right to children, which increasingly became the property of the emerging family headed by the father. The circle of people who took an active part in raising children narrowed; they became mainly mothers and heads of families.

The social status of children began to determine their position in the educational process. This was explained, firstly, by the need to ensure that representatives of each specific group assimilate various elements of social experience, for example, the experience of craft production for artisans, and in some cases, to prevent the assimilation of these elements by representatives of other groups, for example, sacred priestly knowledge. Secondly, the need to consolidate from generation to generation the unequal social position of various groups and, accordingly, their representatives in the community. Thirdly, the different material opportunities that each social group had for raising children.

The education of ordinary community members was carried out in non-institutionalized forms in the process of everyday communication between older and younger generations. Their pedagogical ideal was based on work as the highest social and moral value. The emergence of professional crafts required skilled workers, which led to the emergence of craft apprenticeships. A craftsman taught his son or a teenager who apprenticed to him the craft, gradually including him in the productive process. At the same time, the content of education was not only industrial knowledge, skills and abilities, but also norms of behavior, worldviews, and religious ideas specific to a given social stratum.

The upbringing of representatives of the emerging privileged social groups differed significantly from the upbringing of children and adolescents of the general mass of community members. Future priests received intellectual training, mastered religious rituals and knowledge considered sacred, inaccessible to the “uninitiated”; soldiers underwent special military training. At this stage of human history, initiations gradually lost their universal character and turned into an institution for educating the social elite.

Around IX-VII thousand years BC. in Asia Minor, Western and Central Asia, the formation of a productive agricultural and pastoral economy began, which gradually led to the emergence of a social division of labor, the decomposition of the primitive and the formation of a slave society. As a result, the child’s direct life activity and his preparation for an adult social role begin to move further and further away from each other. The stratification of society leads to a divergence of educational goals, as well as value guidelines among different social groups.

In the later forms of the primitive community (7-5 ​​thousand years BC), along with traditional activities - hunting, gathering, etc. - Agriculture and cattle breeding begin to develop. With the complication and change of economic and social ties, a new subject of socialization is emerging - the family. The prohibition of marriages within one kinship group (exogamy) led to a new organization of clan society, the basis of which was the monogamous (paired) family. The family form of organization of education becomes the main one in the process of socialization.

The increasing division of labor necessitated a certain specialization in teaching and raising children. The main tasks of social education - the transfer of material and spiritual culture - were associated with the transfer of profession from father to son. Vocational education becomes the property of the family and the corresponding social layer, is carefully protected and forms the basis of socialization: through mastering a profession, the strengths, abilities and capabilities of the individual develop; in professional activities the personal potential of the individual is self-realized. The functions and social purpose of initiation change significantly: it retains elements of the former equality and universality, but among the privileged classes (priests, military leaders, etc.) closed forms of initiation already arise, where they are given special knowledge and skills that ensure their consolidation in corresponding social stratum, special rights and powers.

SECTION IV

FORMATION OF A CULTURE OF PERSONALITY. LANGUAGE CULTURE

UDC 37.0+316.7

A. M. Mudrik EDUCATION AS A SOCIAL PHENOMENON

An analysis of scientific and pedagogical literature shows that there is no generally accepted definition of education. One explanation for this is its polysemy. Modern researchers view education as a social phenomenon, as an activity, as a process, as a value, as a system, as an impact, as an interaction, as management of personal development, etc. Each of these definitions is fair, because each reflects some aspect of education, but none of them allows us to characterize education as a whole as a fragment of social reality.

An analysis of popular pedagogical literature, normative documents, pedagogical practice and everyday ideas of teachers, both practitioners and theorists and methodologists, shows that in fact, education (regardless of declarations) means work carried out with children, adolescents, boys, girls outside the learning process . Therefore, it is no coincidence that in domestic pedagogy one of the cross-cutting problems was and remains the problem of ensuring the unity of teaching and upbringing, which has never found a satisfactory solution.

In reality, education (even in the ordinary sense of the word) occurs not only in educational institutions (even if they include everything in the world, including kindergartens and orphanages). Much more structures of society are involved in upbringing than in education. The essence, content, forms, methods of education in various types and types of organizations are very diverse and sometimes quite specific.

In accordance with the specific functions and values ​​of the organizations and groups in which it is carried out, it is possible to propose a definition of the types of education that exist in social reality.

Family education represents more or less meaningful efforts of some family members to raise others in accordance with their ideas about what their son, daughter, husband, wife, son-in-law, daughter-in-law should be (let us note in passing that if spontaneous socialization occurs in all families, then upbringing in a family is a relatively rare phenomenon).

In the process of religious education, believers are nurtured by purposefully and systematically instilling in them (indoctrinating) a worldview, attitude, norms of relationships and behavior that correspond to the dogmas and doctrinal principles of a particular denomination.

Social education is carried out in specially created educational organizations (from children's homes and kindergartens to schools, universities, social assistance centers, etc.), as well as in many organizations for which the education function is not leading, but often has a latent nature (in the army divisions, political parties, many corporations, etc.). Social education is the cultivation of a person in the process of systematically creating conditions for his positive (from the point of view of society and the state) development and spiritual and value orientation.

The understanding of social education as the creation of conditions for the development and spiritual and value orientation of the individual is based on the priority of the individual over society and its segments; objectively relies on the subjectivity and subjectivity of the person being educated, because the conditions are non-directive, but require individual choice and decision-making from a person, and imply greater or lesser opportunities for self-awareness, self-determination, self-realization and self-affirmation.

The state and society also create special organizations in which correctional education takes place - the cultivation of a person who has certain problems or deficits, in the process of systematically creating conditions for his adaptation to life in society, overcoming or weakening shortcomings or developmental defects.

In countercultural organizations - criminal and totalitarian (political and quasi-religious communities) dissocial education occurs - the purposeful cultivation of people involved in these organizations as carriers of deviant consciousness and behavior.

Education as a general category can be defined as the relatively meaningful and purposeful cultivation of a person in accordance with the specific nature of the groups and organizations in which it is carried out.

“Meaningful upbringing” is congruent with the fragment of social reality being described, because one grows up in a family, in a parish, in a school, in a gang, and in other organizations. It is quite correct etymologically. And, finally, it includes or significantly overlaps most of the definitions mentioned at the beginning of the article - influence, activity, interaction, management of personal development, etc. However, in the cultivation of a person in the process of raising a particular type, these and other characteristics play a different role and are combined in different ways (for example, in the process of upbringing in the process of dissocial education, influence predominates, and in social education, the predominance of interaction when using influence is desirable, etc.).

Education as a relatively socially controlled socialization differs from spontaneous socialization in at least four ways.

Firstly, spontaneous socialization is a process of unintentional interactions and mutual influences of members of society. And the basis of education is social action, that is, action: aimed at solving problems; specifically oriented toward response behavior

partners; involving a subjective understanding of the possible behavior options of people with whom a person interacts (M. Weber).

Secondly, spontaneous socialization is a learning process, i.e. unsystematic mastery of a person (in interaction with numerous social factors, dangers and circumstances of life) thanks to language, customs, traditions, everyday morality, etc.: a) repertoires of behavior (B. Skinner); b) the ability to represent external influences and the response to them symbolically in the form of an “internal model of the external world” (A. Bandura). Education, along with elements of teaching, includes the learning process - the systematic teaching of knowledge, the formation of abilities, skills and ways of knowing, and familiarization with norms and values. It should be emphasized that training is present in all types of education, differing in volume, content, forms and methods of organization.

Thirdly, spontaneous socialization is an intimate (continuous) process, since a person constantly (even in solitude) interacts with society. Education is a discrete (discontinuous) process, because it is carried out in certain organizations, that is, limited by place and time (I wrote about this back in 1974).

Fourthly, spontaneous socialization has a holistic character, because a person, as its object, experiences the influence of society on all aspects of his development (positive or negative), and as a subject, to one degree or another, consciously adapts and isolates himself in society in interaction with the whole complex of circumstances of his life. Education is actually a partial process. This is determined by the fact that the family, religious, state, public, educational, countercultural organizations that educate a person have divergent tasks, goals, content, and methods of education. In the course of his life, a person passes through a number of communities of various types that educate him, and at each stage of life he simultaneously enters several of them. There is not and cannot be a strict connection and continuity between these communities, and often there is none at all (which is both good and bad in one case or another).

Upbringing in various types of organizations, in contrast to spontaneous socialization, gives a person a more or less systematized experience of positive and/or negative interaction with people, creates conditions for self-knowledge, self-determination, self-realization and self-change of one kind or another, and in general - for the acquisition experience of adaptation and isolation in society.

The concept of "education", "self-education", "re-education".

It should be taken into account that the category “education” is one of the main ones in pedagogy. Historically, various approaches to considering its essence have developed. Characterizing the scope of the concept, many teacher-researchers distinguish upbringing in a broad social sense, including the impact on the personality of society as a whole (i.e., identifying upbringing with socialization), and upbringing in a narrow sense - as a purposeful activity designed to form in people a certain a system of personality traits, views and beliefs. Often it is also interpreted in an even more local meaning - as a solution to a specific educational task (for example, fostering social activity, collectivism, etc.). A generalization of the presented and some other approaches, taking into account the features of the current stage of development of domestic pedagogy, allows education to be understood as the process of pedagogical interaction between the teacher and the student with the aim of forming in the latter the necessary system of personal properties and qualities.

As is known, the physical, mental and social development of the individual is carried out under the influence of external and internal, social and natural, controlled and uncontrollable factors. It occurs in the process of socialization - a person’s assimilation of values, norms, attitudes, patterns of behavior inherent in a given society, social community, group, and the reproduction of social connections and social experience. Consequently, socialization occurs both under conditions of spontaneous influence on a developing person by factors of social existence (in essence, very contradictory), and under the influence of socially controlled circumstances and conditions specially created in the process of education.

Self-education is a person’s conscious, purposeful activity to improve his positive qualities and overcome negative ones. Elements of self-education are present in children already at preschool age. During this period, the child cannot yet comprehend his personal qualities, but is already able to understand that his behavior can cause both positive and negative reactions from adults.

The need for self-determination, self-awareness and self-esteem begins to emerge during adolescence. However, due to the lack of sufficient social experience and psychological preparation, adolescents are not always able to understand the motives of their own actions and carry out self-education without the help of adults. They need tactful pedagogical guidance.

In adolescence, when a person’s personal qualities are largely formed, self-education becomes more conscious. In addition, in the process of developing professional self-determination, boys and girls clearly express the need for self-education of the intellectual, moral and physical qualities of the individual in accordance with the ideals and values ​​that are characteristic of a given society, immediate environment, group.

It is believed that the content of self-education is formed as a result of the previous education of the individual as a whole. It includes several interconnected cycles.

First cycle self-education begins with making a decision about the need for personal self-improvement. As pedagogical practice shows, without this important element it is impossible to carry out targeted self-education. Then follows the study (clarification) of the possibilities of self-education and an assessment of the prospects for their implementation in working on oneself.

A very important element of the first cycle is the choice or formation of an ideal or model to strive for in self-education. Experience shows that on the basis of an already formed vision of the possibilities of self-education, one’s own worldview and under the influence of the educational environment, the person being brought up chooses an ideal or example for himself. Sometimes he creates some abstract image (model) that he would like to imitate or what he would like to become. The ideal can be quite clearly represented in the face of a specific person, or present in his consciousness in the form of certain manifestations (appearance, communication, competence, etc.).

On the second cycle a person, in accordance with the chosen ideal (example) or accumulated knowledge about the possibilities of self-education, strives to know himself. In the process of self-knowledge, the level of development of a particular quality or personality trait is identified and self-assessed. The degree and accuracy of their diagnosis depends on the person being brought up, his desire to really know himself, his strengths and weaknesses, or to satisfy his private interest. Within the framework of this cycle, the formulation (clarification) of a person’s value orientations also occurs.

Content third cycle has a more practical focus than its predecessors. One of its critical elements is the choice of ways, methods and means of self-education. It should be noted that modern pedagogy presents the student with a fairly wide choice. However, here it is very important to dwell on those of them that most fully correspond to his personal characteristics and the specifics of his educational or professional activities.

This cycle also includes the development of necessary self-recommendations that can help a person achieve certain self-education goals. These, for example, include personal rules (principles) of behavior, the form and content of which are presented in pedagogical literature and published diaries of many outstanding people of the past. They determine the most characteristic manifestations of a person in his relationships, manner of communication, behavior, and activities in various environmental conditions. Each student, as a rule, always has demands on himself, which are reflected in his behavior, communication, relationships, and activities. It is important to highlight, analyze, and clarify them.

Based on the chosen paths, methods and means of self-education, as well as formulated personal rules, planning of work on oneself is carried out. Its content is reflected in the relevant programs or plans. They are usually compiled arbitrarily. Usually they reflect what needs to be worked on, what methods and means to use, and the approximate time frame for achieving the goal.

The implementation of self-education programs (plans) is carried out within the framework of fourth cycle. Its main content lies in the active practical work of the student, which is a type of spiritual activity aimed at achieving previously formed value orientations. The effectiveness of self-education is determined in the process of subsequent personal self-assessment, which gives it a sign of constancy.

The processes of education and re-education are interconnected. Re-education is aimed at restructuring incorrectly formed views, judgments, and assessments of students, at transforming negative behaviors that complicate the process of personality formation.

The process of re-education involves: establishing significant causes of deviations in the moral development of schoolchildren; identification of ways and means influencing the restructuring of the existing stereotype of behavior; activating the position of schoolchildren in socially valuable collective activities, in educational work, in the sphere of leisure; development of a system of requirements and control, means of encouragement and incentives. The relationship between moral education and self-education is an important condition for overcoming deviations in the moral development of the individual. The problem of overcoming negative influences in education is studied by many Soviet teachers and psychologists (M. A. Alemaskin, A. S. Belkin, A. V. Vedenov, I. A. Nevsky, I. P. Prokopyev, L. I. Ruvinsky, etc. .).

Regularities and principles of the educational process.

Revealing the essence of the educational process presupposes the substantiation of its laws. By general laws of the educational process we understand those essential external and internal connections on which the direction of the process and the success of achieving pedagogical goals depend. The leading methodological basis for determining patterns is the systems approach. The identification of one or another pattern is determined both by the trends in the development of society and the trends in the development of pedagogical science.

Analyzing the work of researchers on the problem of raising children, we can identify a number of provisions that should be accepted as the laws of this process.

The first pattern. The upbringing of a child is carried out only on the basis of the activity of the child himself in his interaction with the surrounding social environment. At the same time, the harmonization of the interests of society and the personal interests of students when determining the goals and objectives of the pedagogical process is of decisive importance. Characterizing relationships in the educational process as subjective-subjective, it is necessary to consider the actions on the part of teachers and the corresponding actions of students. Any educational task must be solved through initiating the child’s activity: physical development - through physical exercises, moral - through constant focus on the well-being of another person, intellectual - through mental activity, etc.

Speaking about a child’s activity, you need to know that it significantly depends on his motivation. Therefore, the teacher must first of all rely on the needs and motives of the child and determine what is most important for the child at the moment.

The second pattern determines the unity of education and upbringing. Education is aimed at creating a general human culture. The development of the individual takes place, acquiring social experience, forming a complex of necessary knowledge and spiritual abilities. Considering education and upbringing as a single process, it is necessary to highlight the specifics of these two socio-pedagogical phenomena. By forming knowledge, a person develops. As he develops, he strives to expand the areas of his activity and communication, which, in turn, require new knowledge and skills. V.D. Shadrikov defines education as the most important task of education.

The third pattern presupposes the integrity of educational influences, which is ensured by the unity of the recited social attitudes and the real actions of the teacher (the absence of such unity is characterized by the fact that he states one thing and does another, calls for activity, but shows passivity, etc.), the consistency of pedagogical requirements requirements for the child by all subjects of education of students. At the same time, pedagogical regulation of social interaction is carried out, meaning the direct and indirect influence of teachers on the system of relations of children in the social microenvironment, both in an educational institution and outside it. This influence is aimed at the realization of personally significant goals in joint activities and students’ mastery of a system of social roles and ways of behavior, taking into account their age subculture. The essence of the integrity of the educational process is the subordination of all its parts and functions to the main task: the formation of a person - the development of individuality and socialization of the individual. A holistic approach to the organization of educational work presupposes: the adequacy of the activities of each teacher to the general goal; unity of upbringing and self-education, education and self-education; establishing connections between elements of the pedagogical system: information connections (exchange of information), organizational and activity connections (methods of joint activities), communicative connections (communication), connections of management and self-government. which is ensured by the unity of recited social attitudes and real actions of the teacher (the absence of such unity is characterized by the fact that he affirms one thing and does another, calls for activity, but shows passivity, etc.), the consistency of the pedagogical requirements imposed on the child by all subjects of the education of students. At the same time, pedagogical regulation of social interaction is carried out, meaning the direct and indirect influence of teachers on the system of relations of children in the social microenvironment, both in an educational institution and outside it. This influence is aimed at the realization of personally significant goals in joint activities and students’ mastery of a system of social roles and ways of behavior, taking into account their age subculture. The essence of the integrity of the educational process is the subordination of all its parts and functions to the main task: the formation of a person - the development of individuality and socialization of the individual. A holistic approach to the organization of educational work presupposes: the adequacy of the activities of each teacher to the general goal; unity of upbringing and self-education, education and self-education; establishing connections between elements of the pedagogical system: information connections (information exchange), organizational and activity connections (methods of joint activities), communication connections (communication), management and self-government connections.

The implementation of this pattern involves the interaction of social institutions in the organization of educational work, aimed at the development of the essential spheres of a person, characterizing the way of his life, the harmony of individuality, the freedom and versatility of a person, his happiness and well-being.

The listed patterns determine the principles of the educational process and express the basic requirements for the content, definition of forms and methods of educational work.

The principles always correspond to the goals of education and the tasks facing teachers, and determine the possibilities for realizing these tasks.

In modern domestic pedagogy, the problem of educational principles also does not have a clear solution. In textbooks on pedagogy of the second half of the 20th century, the principles of education and the principles of teaching were considered separately. Theorists have traditionally attributed to the principles of education (in various combinations) class education, party membership, the connection between education and life, the unity of consciousness and behavior of students, education at work, education in a team and through a team, etc. This situation is explained by the theoretical lack of development of the problem, various teachers’ understanding of the essence of education, the relationship between education and training, as well as ideological and opportunistic considerations.

The principle of variability in education and upbringing: In modern societies, the variability of social upbringing is determined by the diversity and mobility of both the needs and interests of the individual, and the needs of society. Conditions for the development and spiritual and value orientation of a person are systematically created at the federal, regional, municipal and local levels: based on universal human values; taking into account ethnic characteristics and local conditions; using existing and creating new opportunities for the implementation of personal, age-specific, differentiated and individual approaches in educational organizations. It is necessary to create diverse types and types of educational organizations, which allows satisfying the interests and needs of the individual and society.

The principle of humanistic orientation of education: The idea of ​​the need to humanize education is reflected in the works of Ya.A. Comenius, but most consistently presented in the theories of free education by Zh.Zh. Russo and L.N. Tolstoy, and in the 20th century in humanistic psychology and pedagogy. The principle presupposes a consistent attitude of the teacher towards the student as a responsible and independent subject of his own development, a strategy for his interaction with the individual and the team in the educational process based on subject-subject relationships. The implementation of this principle has a significant impact on the development of a person, on all aspects of his socialization. It is upbringing that determines that a person successfully masters positive (and not asocial or antisocial) norms and values, creates conditions for the effective realization of oneself as a subject of socialization; helps him achieve a balance between adaptation in society and isolation in it, i.e. to one degree or another minimize the degree to which he becomes a victim of socialization. The implementation of the principle in practice effectively influences the development of reflection and self-regulation in students, the formation of their relationships to the world and with the world, to themselves and with themselves, the development of self-esteem and responsibility; on the formation of democratic and humanistic views.

The principle of dialogical social education: The idea of ​​the need for dialogue between educators and those being educated, originating in ancient Hellas, received its somewhat specific development in the methods of medieval teaching, and then in the pedagogical works of modern times. The tendency of recent decades to consider education as a subject-subject process allows us to formulate this principle as the most important for pedagogy. The principle assumes that a person’s spiritual and value orientation and, to a large extent, his development are carried out in the process of interaction between educators and students, the content of which is the exchange of values ​​(intellectual, emotional, moral, expressive, social, etc.), as well as the joint production of values ​​in everyday life and life activities of educational organizations. This exchange becomes effective if educators strive to give a dialogic character to their interaction with their students. The dialogical nature of social education does not imply equality between the educator and the educated, which is due to differences in age, life experience, and social roles, but requires sincerity and mutual respect.

The principle of collectivity in social education: The idea that the team is the most important means of education appeared a very long time ago, but was intensively developed by domestic pedagogy from the mid-19th century. The modern interpretation of the principle suggests that social education, carried out in groups of various types, gives a person the experience of living in society, creates conditions for positively oriented self-knowledge, self-determination, self-realization and self-affirmation, and in general - for acquiring the experience of adaptation and isolation in society.

The principle of cultural conformity of education: The idea of ​​the need for cultural conformity of education appeared in the works of J. Locke, C. Helvetius and I. Pestalozzi. A principle formulated in the 19th century. F. Disterweg, in a modern interpretation, suggests that education should be based on universal human cultural values ​​and built in accordance with consistent universal human values ​​and norms of national cultures and characteristics inherent in the population of certain regions. Education should introduce a person to various layers of culture of an ethnic group, society, and the world as a whole, help a person adapt to the changes that constantly occur in himself and in the world around him, and find ways to minimize the negative consequences of innovation. However, the implementation of this principle is significantly complicated due to the fact that the universal values ​​of culture and the values ​​of specific societies are not only not identical, but can differ quite significantly. Finding a balance of values ​​of different cultures and subcultures is one of the conditions for the effectiveness of education.

The principle of incomplete education, which indicates the development of personality at each age stage. Each age stage of human development is an independent individual and social value (and not only and not so much the stages of preparation for later life). Every person always has something incomplete, and being in a dialogical relationship with the world and with himself, he always retains the potential for change and self-change. Accordingly, education must be structured so that at each age stage each person has the opportunity to re-know himself and others, realize his potential, and find his place in the world.

The principle of nature-conformity of education: The idea of ​​the need for nature-conformity of education originated in antiquity in the works of Democritus, Plato, Aristotle, and the principle was formulated in the 17th century. Comenius. The development of sciences about nature and man in the 20th century, especially the teaching of V.I. Vernadsky's ideas about the noosphere significantly enriched the content of the principle. Its modern interpretation suggests that education should be based on a scientific understanding of the relationship between natural and social processes, be consistent with the general laws of development of nature and man, educate him in accordance with gender and age, and also form in him responsibility for the development of himself, for his condition and further evolution noosphere. It is necessary for a person to cultivate certain ethical attitudes towards nature, the planet and the biosphere as a whole, as well as environmental and resource-saving thinking and behavior.

At the same time, understanding education as an integral part of the development and socialization of a person, as the interaction between educator and student, allows us to identify a number of principles of education that can be considered as principles of education, the organization of a person’s social experience, and individual assistance to those being educated. In this case, the understanding of education as the creation of conditions for human development determines the principles of natural conformity and cultural conformity. From the approach to education as the purposeful development of the individual, the principle of focusing education on the development of the individual follows. The connection between upbringing and other factors of human development is reflected in the principle of complementarity.

With different interpretations of the very concept of nature, they were united by the approach to man as part of it and the affirmation of the need for his upbringing in accordance with the objective laws of human development in the surrounding world. In Ancient Greece, not only was the task of comprehensive education set, but also an attempt was made to substantiate it philosophically and pedagogically (Aristotle). It was here that the idea first arose that the upbringing of harmoniously developed children should be carried out in accordance with their nature, since man is a harmonious part of nature. The principle of “nature-conformity” education was then further developed in the works of Kamensky, Rousseau, Pestalozzi and others.

The principle of conformity to nature was undoubtedly progressive for its time, since it opposed scholastic and authoritative systems of education with their cruelty and violence against the child. Pedagogical concepts professing this principle required that upbringing be adjusted to the age characteristics of children, their capabilities, interests and demands. Therefore, as a rule, they were distinguished by the humanity of both their tasks and methods of education. At the same time, they all suffered from a common fundamental flaw - ignorance of the social essence of the human personality and its upbringing. It was assumed that the basic qualities of personality, such as kindness, the need for communication and work, were given to the child initially and their natural development would lead to the formation of a comprehensively developed, i.e. harmonious personality.

This idea was especially clearly expressed in the pedagogical concept of Rousseau, who demanded, in the name of the principle of “conformity with nature,” to educate children outside the influence of a “spoiled” human society on them, away from the “rotten” civilization. He believed that by nature a child is a moral being, that bad traits are instilled in him by civilization, a society that is ugly in its structure. In accordance with this, he believed that the task of education is to bring the child’s life closer to the life of nature and to assist in the free development of all the child’s natural abilities. The level of development of the social and natural sciences of that time did not allow Rousseau to understand that human “nature” is “social nature” and that not a “naturalistic”, but a “cultural-historical” approach should be taken to the human personality.

In our time, it is hardly worth proving the utopianism of the method of educating a harmonious personality proposed by Rousseau: man is a social being and outside society ceases to be a man. Harmony, supposedly achieved by removing a child from the normal life of society, no matter how disharmonious the society itself may be, cannot be accepted as a social ideal. Moreover, the method of education defended by Rousseau - the method of natural consequences - essentially appeals to the egocentrism and even selfishness of the child, i.e. to a quality (as will be seen from the subsequent presentation) that determines the formation of a disharmonious personality, even with a “proportionate” development of all its abilities.

Thus, neither the concept of “conformity with nature” nor the concept of “proportionality” reveals the essence of the harmonious development of the individual, emphasizing, on the contrary, the need for its scientific disclosure.

The modern interpretation of the principle proceeds from the fact that education should be based on a scientific understanding of natural and social processes, consistent with the general laws of development of nature and man, and form responsibility for the evolution of the surrounding world and himself. That is why the development of a person and his needs must be taken beyond the boundaries of his own “I” and the nearest society, helping to understand the global problems of humanity, to feel a sense of belonging to nature and society, responsibility for their condition and development.

The principle of cultural conformity in pedagogy was formulated by F.A. Disterweg based on the ideas of J. Locke and C.A. Helvetius. He argued that in education it is necessary to take into account the conditions of the place and time in which a person was born and lives, i.e. all modern culture in the broad sense of the word and the specific country that is its homeland. K.D. Ushinsky and L.N. Tolstoy developed this idea with the concept of “national education.” P.F. Kapterev considered the relationship between education, social conditions and culture as the totality of religion, life and morality of the people. The modern understanding of the principle of cultural conformity suggests that education should be based on universal human values ​​and built taking into account the characteristics of ethnic and regional cultures. It is believed that the goals, content and methods of education are culturally appropriate if they take into account the historically developed traditions and style of socialization in a particular society.

The principle of orientation (sometimes - centering) of education on the development of the individual is based on the idea, which originated in ancient society and was embodied in the works of many thinkers, that the task of education is human development. In the 20th century, this idea was developed by D. Dewey, C. Rogers, A. Maslow and others, who view education as creating opportunities for self-realization and self-actualization of the individual. Consequently, this principle is based on the recognition of the priority of the individual in relation to society, the state, social institutions, groups and collectives. He assumes that this position should become the basis of the philosophy of education, the ideology of society in the field of education, the central value orientation of both educators and students. Limiting the priority of an individual is possible only if it is necessary to ensure the rights of other individuals. In this approach, the process of education, institutions of education and community of pupils are considered only as a means of personal development.

The principle of complementarity of education was formulated by the physicist N. Bohr in 1927 and began to be applied in various fields of knowledge as a methodological principle. In modern pedagogy, it was proposed to be used by V.D. Semenov, who considered education as one of the factors of human development, complementing natural, social and cultural influences. This approach makes it possible to consider education itself as a set of complementary processes of family (private), religious (confessional) and public (social) education, which leads to the rejection of school-centrism and statism (from the French etat - state). In this case, the rejection of school-centrism leads to an understanding of the modern school as only one of many educational institutions that have lost their monopoly in education, but have retained priority in systematic education. The denial of statism means the recognition that in civil society education is carried out not only by the state, but also by society through the family, private, public and other organizations, based on appropriate organizational and pedagogical foundations.

In the early stages of human development, education was merged with socialization, carried out in the process of children’s practical participation in the life of adults (industrial, social, ritual and play). It was limited to the assimilation of practical life experience and everyday rules passed down from generation to generation. At the same time, the division of labor between men and women determined the difference in the education (more precisely, in the socialization) of boys and girls.

The increasing complexity of people's work and life has led to the allocation of education to a special sphere of public life. Systematic training, the forms of which are differentiated over time, begins to play an increasingly important role. Thus, already in the clan community there appeared people who specialized in transferring experience to its younger members in certain types of activities (hunters, fishermen, cattle breeders, elders and priests, etc.). Moreover, all children received approximately the same upbringing, which in general can be considered as a kind of natural upbringing.

In early class societies, the goals and content of education were determined, first of all, by socio-economic relations and the ideology of society. Education was focused on instilling in a person qualities that are positively valued in society, familiarization with culture and the development of inclinations and abilities in accordance with class affiliation. From a pedagogical point of view, such upbringing was formative. This led to some individualization of education and at the same time to its social differentiation, since the content of home education was determined by the property status of the family and its class affiliation. Family education was supplemented by the emerging system of public education, which from the very beginning acquired a class character.

In the Middle Ages, educational institutions arose for the children of traders and artisans - craft or guild schools, guild schools. With the development of manufacturing and factory production, a system of schools for children of workers appeared, providing a minimum of general educational and professional knowledge and skills. Later, schools were organized for peasant children. In all educational institutions of this time, religious education occupied a large place.

In the process of creating a system of public education, preparation for life was separated from practical participation in it, turning into a relatively autonomous social phenomenon. The formation and development of its system already in the 17th century determined the formation and intensive development of the science of education - pedagogy. Interest in its problems has also emerged in a number of other sciences. Numerous concepts of education have appeared (authoritarian, natural, free, “new”, etc.), developed in accordance with the requests of the relevant social groups and on the basis of various philosophical teachings.

In the 19th century, as a result of the strengthening of bourgeois social relations, the intensive development of industry, the penetration of capitalist relations into the countryside, and the emergence of civil society, the requirements for the training of workers for all spheres of socio-economic and political life increased significantly. Therefore, the further development of the public education system in many countries led to a gradual transition, first to universal primary and then to secondary education. Education becomes one of the most important functions of the state. Setting before him the task of effectively forming the type of citizen necessary for him, the state was more and more consistently engaged in improving the education system.

From the middle of the 20th century. the general direction of education is changing. It is increasingly acquiring a developmental character, which is associated with the rapid urbanization and industrialization of the world community, scientific and technological progress. An equally significant influence on the development of the state educational system is exerted by the complication of the social structure of society, the transformation of a “big family” (including three or more generations) into a “small” one (parents and their children), the introduction of universal education and its differentiation, and the increase in the educational role of the mass media. communications. The greater independence of children from their parents (especially in urban areas) and the growing influence of their peers on them (both in the form of groups organized by adults and informal groups) lead to the emergence of a significant number of relatively independent sources of influence on the younger generations. This led to a clarification of the essence and content of education in the conditions of modern civilized society.

Education as the idea of ​​harmonious formation and development of personality.

Often the concepts of “harmonious” and “comprehensively developed” personality are used as synonyms. Meanwhile, although they are very close, they are still not identical. The conditions for the formation of a harmonious and comprehensively developed personality are also not identical. Moreover, attempts to achieve comprehensive development, understood only as a proportionate and proportionate disclosure of all sides of the personality without special concern for the formation and satisfaction of its dominant aspirations and abilities, can give rise to many conflicts and lead not to the flourishing of the personality, but to the erasure of its individuality.** Therefore, the usual provisions that a harmonious personality is a “harmonious and strict combination of various aspects and functions of human consciousness, behavior and activity”, that it is characterized by “proportionate development of all human abilities”, are by no means sufficient for the implementation of the ideal of a harmonious personality in the practice of education . It is necessary to consider what kind of proportionality we are talking about, in other words, to understand the specific psychological content of the concept of a harmonious personality.

Teachers and philosophers of the past wrote a lot about harmonious development and harmonious education. Already in Ancient Greece (V-VI centuries BC), in the Athenian slave-owning republic, the task was set to educate men who would harmoniously combine physical, mental, moral and aesthetic education. True, Athenian pedagogy did not extend this task to slaves, whose lot was only hard physical labor. But all the so-called “free boys” from 7 to 14 had to study at the “grammarist” school, where they received a general education, and at the “kifarista” school, where they studied music, singing and recitation, and at the age of 14 they entered the “Palaestra” - a wrestling school where they practiced gymnastics and listened to conversations about politics. Thus, in Athens, in relation to a certain circle of children, the idea of ​​harmonious development was implemented, understood as a proportionate and proportional combination of individual “sides” of a person.