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Vitaly Alexandrovich Slastenin(September 5, Gorno-Altaisk, Altai Territory, RSFSR - June 13, Moscow, Russian Federation) - Russian scientist in the field of pedagogy, Honored Scientist of the Russian Federation, Doctor of Pedagogical Sciences, professor, full member of the Russian Academy of Education.
Biography
Born and raised in a family of collective farmers.
In 1952, V. A. Slastenin graduated from the Moscow State Pedagogical Institute named after. IN AND. Lenin. His scientific work“Pedagogical foundations of local history” was awarded a gold medal by the Ministry of Higher and Secondary Special Education of the USSR.
In 1956 he defended his Ph.D. thesis and for 13 years worked at the Tyumen State pedagogical institute: assistant, senior lecturer, and since 1957, at the age of 27, he became vice-rector for educational and scientific work.
In 1969-1977 - Head of the Educational and Methodological Department, Deputy Head of the Main Directorate of Higher and Secondary Pedagogical Educational Institutions of the Ministry of Education of the RSFSR.
In 1977 he defended his doctoral dissertation and returned to the Moscow State Pedagogical Institute. V. I. Lenin, in 1978 elected head of the department of pedagogy primary education. In 1979 he was awarded the academic title of professor. In 1982 he was elected dean of the Faculty of Education.
In 1980 he created and headed the Department of Pedagogy and Psychology high school. Author of more than 300 scientific papers, about 20 textbooks and teaching aids on pedagogy. Under the leadership of V. A. Slastenin, 125 were prepared and defended master's theses, 38 of his students became doctors of science.
In 1989 he was elected a corresponding member of the Academy of Pedagogical Sciences of the USSR, and in 1992 - a full member Russian Academy education. In 1997, elected as a member of the Bureau of the Branch higher education RAO, and in 1998 he was appointed editor-in-chief of Izvestia of the Russian Academy of Education.
In 1999, V. A. Slastenin was elected president International Academy sciences teacher education.
Main directions scientific activity in the field of methodology, theory and practice of teacher education.
Major works
- "Teacher and Time" (1990),
- “Methodological culture of the teacher” (1990),
- “Anthropological approach in teacher education” (1994),
- “Pedagogy of Creativity” (1991),
- “Dominant of Activity” (1997),
- “Higher pedagogical education in Russia: traditions, problems, prospects” (1998),
- "Pedagogy: innovation activity"(1997),
- “Humanistic paradigm and student-oriented technologies in teacher education” (1999),
- “Integral pedagogical process as an object of professional activity of a teacher” (1998)
- Pedagogy: Textbook. aid for students higher ped. textbook institutions / V. A. Slastenin, I. F. Isaev, E. N. Shiyanov; Ed. V.A. Slastenina. - M.: Publishing center "Academy", 2008.
Awards and titles
Awarded the Order of the Badge of Honor, medals named after K. D. Ushinsky, N. K. Krupskaya, S. I. Vavilov, A. S. Makarenko, I. Altynsarin, K" N. Kara-Niyazov. Excellent education of the USSR and others republics of the former Union, the medal “For Valiant Labor in the Great Patriotic War 1941-1945."
Honored Scientist Russian Federation, laureate of the Government of the Russian Federation in the field of education.
Sources
Categories:
- Personalities in alphabetical order
- Scientists by alphabet
- Born on September 5
- Born in 1930
- Died June 13
- Died in 2010
- Doctor of Pedagogical Sciences
- Academicians of RAO
- Knights of the Order of the Badge of Honor
- Recipients of the medal "For Valiant Labor in the Great Patriotic War of 1941-1945"
- Recipients of the K. D. Ushinsky medal
- Honored Scientists of the Russian Federation
- Born in Gorno-Altaisk
- Died in Moscow
- Members of the International Academy of Sciences of Teacher Education
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See what “Slastenin, Vitaly Alexandrovich” is in other dictionaries:
Vitaly Aleksandrovich Slastenin Date of birth: September 5, 1930 (1930 09 05) Place of birth: Gorno Altaisk, Altai Territory, RSFSR Date of death: June 13, 2010 ... Wikipedia
- (MPGU) ... Wikipedia
Named after S. A. Yesenin (RSU) ... Wikipedia
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The International Academy of Sciences of Teacher Education (IASPE) was established in Moscow in August 1999. The main goals of the Academy are: promoting the development of science in the system of all levels of continuous general and psychological education and... ... Wikipedia
- (MANPO) was created in Moscow in August 1999. The main goals of the Academy are: promoting the development of science in the system of all levels of continuous general and pedagogical education and the use of its achievements to boost the economy, increase... ... Wikipedia
Books
- Psychology. Textbook and workshop for academic bachelor's degree, Vitaly Aleksandrovich Slastenin. The textbook reveals the fundamentals of the theory and practice of modern psychology in the context of educational problems. Students are invited to master psychological knowledge in three cognitive forms: teaching,…
IN textbook anthropological, axiological foundations of pedagogy, theory and practice of holistic pedagogical process; organizational and activity bases for the formation of a schoolchild’s basic culture. Characteristics of pedagogical technologies are given, including the design and implementation of the pedagogical process, pedagogical communication, etc. Issues of management of educational systems are revealed.
May be useful for teachers and educational leaders.
Reviewers:
Doctor of Pedagogical Sciences, full member of the Russian Academy of Education, Professor G.N. Volkov;
Doctor of Pedagogical Sciences, Corresponding Member of the Russian Academy of Education, Professor A. V. Mudrik
SECTION I INTRODUCTION TO TEACHING ACTIVITY
CHAPTER 1 GENERAL CHARACTERISTICS OF THE TEACHING PROFESSION
IN ancient times, when there was no division of labor yet, all members of the community or tribe - adults and children - participated equally in obtaining food, which amounted to main meaning existence in those distant times. The transfer of experience accumulated by previous generations to children in the prenatal community was “woven” into work activity. Children, being involved in it from an early age, acquired knowledge about methods of activity (hunting, gathering, etc.) and mastered various skills. And only as tools improved, which made it possible to obtain more food, did it become possible not to involve sick and old members of the community in this. They were charged with being the keepers of the fire and looking after the children. Later, as the processes of conscious production of labor tools became more complex, which entailed the need for special transfer of labor skills, the elders of the clan - the most respected and experienced - formed, in modern understanding, first social group people - educators, whose direct and only responsibility was the transfer of experience, caring for the spiritual growth of the younger generation, their morality, preparation for life. Thus, education became the sphere of human activity and consciousness.
The emergence of the teaching profession therefore has objective grounds. Society could not exist and develop if the younger generation, replacing the older one, was forced to start all over again, without creatively mastering and using the experience that it inherited.
The etymology of the Russian word “educator” is interesting. It comes from the stem “to nourish.” Not without reason, today the words “educate” and “nurture” are often considered synonymous. IN modern dictionaries An educator is defined as a person who educates someone and takes responsibility for the living conditions and personality development of another person. The word “teacher” apparently appeared later, when humanity realized that knowledge is a value in itself and that a special organization of children’s activities is needed, aimed at acquiring knowledge and skills. This activity is called training.
In Ancient Babylon, Egypt, Syria, teachers most often were priests, and in Ancient Greece- the most intelligent, talented civilian citizens: pedonomists, pedotribes, didaskals, teachers. IN Ancient Rome On behalf of the emperor, government officials who knew the sciences well, but most importantly, who traveled a lot and, therefore, saw a lot, knew the languages, culture and customs of different peoples, were appointed teachers. In ancient Chinese chronicles that have survived to this day, it is mentioned that back in the 20th century. BC e. There was a ministry in the country in charge of the education of the people, which appointed the wisest representatives of society to the position of teacher. In the Middle Ages, teachers, as a rule, were priests and monks, although in city schools and universities they increasingly became people who had received special education. IN Kievan Rus The duties of the teacher coincided with the duties of the parent and ruler. Monomakh’s “Teaching” reveals the basic set of rules of life that the sovereign himself followed and which he advised his children to follow: love your homeland, take care of the people, do good to your loved ones, do not sin, avoid evil deeds, be merciful. He wrote: “What you can do well, don’t forget, and what you can’t do, learn it... Laziness is the mother of everything: what someone can do, he will forget, and what he can’t do, he won’t learn. When doing good, do not be lazy about anything good...”
CHAPTER 2 PROFESSIONAL ACTIVITY AND PERSONALITY OF A TEACHER
The meaning of the teaching profession is revealed in the activities carried out by its representatives and which are called pedagogical. She is a special type social activities, aimed at transferring from older generations to younger generations the culture and experience accumulated by humanity, creating conditions for their personal development and preparing them to fulfill certain social roles in society.
It is obvious that this activity is carried out not only by teachers, but also by parents, public organizations, heads of enterprises and institutions, production and other groups, as well as, to a certain extent, the media. However, in the first case, this activity is professional, and in the second, it is general pedagogical, which every person, voluntarily or involuntarily, carries out in relation to himself, engaging in self-education and self-education. Pedagogical activity as a professional takes place in educational institutions specially organized by society: preschool institutions, schools, vocational schools, secondary specialized and higher education institutions. educational institutions, institutions additional education, advanced training and retraining.
To get to the core pedagogical activity it is necessary to turn to the analysis of its structure, which can be represented as the unity of purpose, motives, actions (operations), result. The system-forming characteristic of activity, including pedagogical activity, is the goal (A.N. Leontyev).
The purpose of pedagogical activity is connected with the implementation of the goal of education, which today is considered by many as a universal human ideal of a harmoniously developed personality coming from time immemorial. This general strategic goal is achieved by solving specific tasks of training and education in various areas.
CHAPTER 3 PROFESSIONAL AND PEDAGOGICAL CULTURE OF TEACHERS
Before determining the essence of professional pedagogical culture, it is necessary to update such concepts as “professional culture” and “pedagogical culture”. The identification of professional culture as an attributive property of a certain professional group of people is the result of the division of labor, which caused the isolation of certain types of special activities.
A profession as an established socio-cultural phenomenon has a complex structure, including the subject, means and result of professional activity: goals, values, norms, methods and techniques, samples and ideals. In progress historical development Professions are also changing. Some of them acquire new sociocultural forms, others change slightly, others completely disappear or undergo significant changes. High level professional culture is characterized by a developed ability to solve professional problems, i.e. developed professional thinking. However, developed professional thinking can turn into its opposite when it absorbs other manifestations of personality, violating its integrity and comprehensiveness. Reflecting the contradictory, dialectical nature of human activity, professional culture is a certain degree of mastery by members of a professional group of techniques and methods for solving special professional problems.
The concept of “pedagogical culture” has long been included in the practice of pedagogical activity, a holistic theoretical study of which became possible relatively recently. In connection with the analysis of the characteristics of pedagogical activity, the study of pedagogical abilities, the pedagogical skill of the teacher, this problem is reflected in the works of S. I. Arkhangelsky, A. V. Barabanshchikov, E. V. Bondarevskaya, Z. F. Esareva, N. V. Kuzmina , N.N. Tarasevich, G.I. Khozyainova and others.
With the beginning of the active development of the culturological direction in philosophy, sociology, pedagogy and psychology, research was conducted on individual aspects of pedagogical culture: issues of methodological, moral-aesthetic, communicative, technological, spiritual, physical culture teacher's personality. In these studies, pedagogical culture is considered as an important part of the general culture of the teacher, manifested in the system professional qualities and the specifics of pedagogical activity.
CHAPTER 4 PROFESSIONAL FORMATION AND DEVELOPMENT OF A TEACHER
The problem of motivation of pedagogical activity, as well as the problem of motivation of human behavior and activity in general, is one of the most complex and underdeveloped. There are practically no special studies that would trace the relationship between the motives for choosing a teaching profession and the motivation for teaching activity.
Analysis of the factors influencing the choice of teaching profession by applicants allows us to determine their significance and build a ranked series:
interest in academic subject - 27,2 %;
desire to teach this subject - 16.2%;
Textbook aid for students higher ped. textbook institutions / V. A. Slastenin, I. F. Isaev, E. N. Shiyanov; Ed. V.A. Slastenina. - M.: Publishing center "Academy", 2002. - 576 p.
The textbook reveals the anthropological, axiological foundations of pedagogy, the theory and practice of the holistic pedagogical process; organizational and activity bases for the formation of a schoolchild’s basic culture. Characteristics of pedagogical technologies are given, including the design and implementation of the pedagogical process, pedagogical communication, etc. Issues of management of educational systems are revealed. The authors are laureates of the Russian Government Prize in the field of education.
Section I. INTRODUCTION TO TEACHING ACTIVITY
Chapter 1. general characteristics teaching profession
§ 1. The emergence and development of the teaching profession
§ 2. Features of the teaching profession
§ 3. Prospects for the development of the teaching profession
§ 4. Specifics of working conditions and activities of a rural school teacher
Chapter 2. Professional activity and the personality of the teacher
§ 1. The essence of pedagogical activity
§ 2. Main types of teaching activities
§ 3. Structure of pedagogical activity
§ 4. The teacher as a subject of pedagogical activity
§ 5. Professionally determined requirements for the personality of a teacher
Chapter 3. Professional and pedagogical culture of a teacher
§ 1. The essence and main components of professional pedagogical culture
§ 2. Axiological component of professional pedagogical culture
§ 3. Technological component of professional pedagogical culture
§ 4. Personal and creative component of professional pedagogical culture
Chapter 4. Professional formation and development of a teacher
§ 1. Motives for choosing a teaching profession and motivation for teaching activities
§ 2. Development of the teacher’s personality in the system of teacher education
§ 3. Professional self-education of a teacher
§ 4. Basics of self-education of students pedagogical university and teachers
Section II. GENERAL BASICS OF PEDAGOGY
Chapter 5. Pedagogy in the system of human sciences
§ 1. General overview about pedagogy as a science
§ 2. Object, subject and functions of pedagogy
§ 3. Education as a social phenomenon
§ 4. Education as a pedagogical process. Categorical apparatus of pedagogy
§ 5. The connection of pedagogy with other sciences and its structure
Chapter 6. Methodology and methods of pedagogical research
§ 1. The concept of the methodology of pedagogical science and the methodological culture of the teacher
§ 2. General scientific level of pedagogy methodology
§ 3. Specific methodological principles of pedagogical research
§ 4. Organization pedagogical research
§ 5. System of methods and methodology of pedagogical research
Chapter 7. Axiological foundations of pedagogy
§ 1. Justification of the humanistic methodology of pedagogy
§ 2. The concept of pedagogical values and their classification
§ 3. Education as a universal human value
Chapter 8. Development, socialization and education of the individual
§ 1. Personal development as pedagogical problem
§ 2. The essence of socialization and its stages
§ 3. Education and personality formation
§ 4. The role of training in personality development
§ 5. Factors of socialization and personality formation
§ 6. Self-education in the structure of the process of personality formation
Chapter 9. Holistic pedagogical process
§ 1. Historical background for understanding the pedagogical process as an integral phenomenon
§ 2. Pedagogical system and its types
§ 3. General characteristics of the education system
§ 4. The essence of the pedagogical process
§ 5. The pedagogical process as an integral phenomenon
§ 6. Logic and conditions for constructing an integral pedagogical process
Section III. LEARNING THEORY
Chapter 10. Training in a holistic pedagogical process
§ 1. Training as a way of organizing the pedagogical process
§ 2. Learning functions
§ 3. Methodological basis training
§ 4. Activities of the teacher and students in the learning process
§ 5. Logic educational process and the structure of the assimilation process
§ 6. Types of training and their characteristics
Chapter 11. Patterns and principles of learning
§ 1. Patterns of learning
§ 2. Principles of training
Chapter 12. Modern didactic concepts
§ 1. Characteristics of the main concepts of developmental education
§ 2. Modern approaches to the development of the theory of personal development training
Chapter 13. The content of education as the basis of the basic culture of the individual
§ 1. The essence of the content of education and its historical nature
§ 2. Determinants of the content of education and principles of its structuring
§ 3. Principles and criteria for selecting content general education
§ 4. State educational standard and its functions
§ 5. Regulatory documents regulating the content of general secondary education
§ 6. Prospects for the development of the content of general education. Model for constructing a 12-year secondary school
Chapter 14. Forms and methods of teaching
§ 1. Organizational forms and training systems
§ 2. Types of modern organizational forms of training
§ 3. Teaching methods
§ 4. Didactic means
§ 5. Control during the learning process
Section IV. THEORY AND METHODS OF EDUCATION
Chapter 15. Education in a holistic pedagogical process
§ 1. Education as a specially organized activity to achieve educational goals
§ 2. Goals and objectives of humanistic education
§ 3. Personality in the concept of humanistic education
§ 4. Regularities and principles of humanistic education
Chapter 16. Nurturing the basic culture of the individual
§ 1. Philosophical and worldview preparation of schoolchildren
§ 2. Civic education in the system of forming the basic culture of the individual
§ 3. Formation of the foundations of a person’s moral culture
§ 4. Labor education and vocational guidance of schoolchildren
§ 5. Formation of aesthetic culture of students
§ 6. Education of the individual’s physical culture
Chapter 17. General methods education
§ 1. The essence of education methods and their classification
§ 2. Methods of forming personality consciousness
§ 3. Methods of organizing activities and forming experience social behavior personalities
§ 4. Methods of stimulation and motivation of individual activity and behavior
§ 5. Methods of control, self-control and self-esteem in education
§ 6. Conditions for the optimal choice and effective application of educational methods
Chapter 18. The collective as an object and subject of education
§ 1. Dialectics of the collective and individual in the education of the individual
§ 2. Formation of personality in a team - the leading idea in humanistic pedagogy
§ 3. The essence and organizational basis of the functioning of the children's team
§ 4. Stages and levels of development of the children's team
§ 5. Basic conditions for the development of a children's team
Chapter 19. Educational systems
§ 1. Structure and stages of development of the educational system
§ 2. Foreign and domestic educational systems
§ 3. Class teacher in the educational system of the school
§ 4. Children's public associations in the educational system of the school
Section V. PEDAGOGICAL TECHNOLOGIES
Chapter 20. Pedagogical technologies and teacher skills
§ 1. Essence educational technology
§ 2. The structure of pedagogical skills
§ 3. The essence and specificity of the pedagogical task
§ 4. Types of pedagogical tasks and their characteristics
§ 5. Stages of solving a pedagogical problem
§ 6. Demonstration of the teacher’s professionalism and skill in solving pedagogical problems
Chapter 21. Technology of designing the pedagogical process
§ 1. The concept of technology for constructing the pedagogical process
§ 2. Awareness of the pedagogical task, analysis of initial data and formulation of a pedagogical diagnosis
§ 3. Planning as a result of the teacher’s constructive activity
§ 4. Work planning class teacher
§ 5. Planning in the activities of a subject teacher
Chapter 22. Technology of the pedagogical process
§ 1. The concept of technology for implementing the pedagogical process
§ 2. The structure of organizational activities and its features
§ 3. Types of children's activities and general technological requirements for their organization
§ 4. Educational and cognitive activity and technology of its organization
§ 5. Value-oriented activity and its connection with other types of developmental activity
§ 6. Technology for organizing developmental activities for schoolchildren
§ 7. Technology for organizing collective creative activity
Chapter 23. Technology of pedagogical communication and establishment of pedagogically appropriate relationships
§ 1. Pedagogical communication in the structure of the activity of a teacher-educator
§ 2. The concept of technology of pedagogical communication § 3. Stages of solving a communicative problem
§ 4. Stages of pedagogical communication and technology for their implementation
§ 5. Styles of pedagogical communication and their technological characteristics
§ 6. Technology for establishing pedagogically appropriate relationships
Section VI. EDUCATIONAL SYSTEMS MANAGEMENT
Chapter 24. The essence and basic principles of management of educational systems
§ 1. State-public education management system
§ 2. General principles of management of educational systems
§ 3. School as a pedagogical system and an object of scientific management
Chapter 25. Basic functions of intra-school management
§ 1. Management culture of the school leader
§ 2. Pedagogical analysis in school management
§ 3. Goal setting and planning as a function of school management
§ 4. The function of organization in school management
§ 5. Intra-school control and regulation in management
Chapter 26. Interaction of social institutions in the management of educational systems
§ 1. School as an organizing center for joint activities of school, family and community
§ 2. Teaching staff of the school
§ 3. Family as a specific pedagogical system. Features of the development of a modern family
§ 4. Psychological and pedagogical foundations for establishing contacts with the student’s family
§ 5. Forms and methods of work of the teacher, class teacher with parents of students
Chapter 27. Innovation processes in education. Development of professional pedagogical culture of teachers
§ 1. Innovative orientation of teaching activities
§ 2. Forms of development of professional pedagogical culture of teachers and their certification
UDC 371.4(075.8)
BBK 74.03ya73
ISBN 5-7695-0878-7
Slastenin V.A. and others. Pedagogy: Proc. aid for students higher ped. textbook institutions / V. A. Slastenin, I. F. Isaev, E. N. Shiyanov; Ed. V.A. Slastenina. - M.: Publishing center "Academy", 2002. - 576 p.
Reviewers: Doctor of Pedagogical Sciences, full member of the Russian Academy of Education, Professor G.N. Volkov; Doctor of Pedagogical Sciences, Corresponding Member of the Russian Academy of Education, Professor A. V. Mudrik
Educational edition
Slastenin Vitaly Alexandrovich
Isaev Ilya Fedorovich
Shiyanov Evgeniy Nikolaevich
The textbook reveals the anthropological, axiological foundations of pedagogy, the theory and practice of the holistic pedagogical process; organizational and activity bases for the formation of a schoolchild’s basic culture. Characteristics of pedagogical technologies are given, including the design and implementation of the pedagogical process, pedagogical communication, etc. Issues of management of educational systems are revealed. The authors are laureates of the Russian Government Prize in the field of education.
May be useful for teachers and educational leaders.
Section II. GENERAL BASICS OF PEDAGOGY
Section III. LEARNING THEORY
Section IV. THEORY AND METHODS OF EDUCATION
Section V. PEDAGOGICAL TECHNOLOGIES
n1.doc
Methods of educational work: Textbook. aid for students higher ped. textbook establishments / L.A. Baykova, L.K. Grebenkina, O.V. Eremkina and others; Ed. V.A. Slastenina. – M.: Publishing Center “Academy”, 2004. – 144 p.Chapter I. EDUCATION, EDUCATIONAL PROCESS
Education as a cultural and historical phenomenon Education is a category of pedagogical science Theory and methodology of education in the humanistic paradigm The educational process, its purpose and essence
1. EDUCATION AS CULTURAL-HISTORICAL
PHENOMENON
Education has been the most important function of society since ancient times. Without the transfer of socio-historical experience from one generation to another, without the involvement of young people in social and production relations, the development of society, the preservation and enrichment of its culture, and the existence of human civilization are impossible.
With the development of society, education changes: its purpose, content, means. History gives vivid examples features of education in different eras: primitive communal system, Antiquity, Middle Ages, New and Modern times. Culture of peoples and nationalities different countries manifests itself not only in traditions and customs, but also in the nature of upbringing.
K. D. Ushinsky wrote: “Education created by the people themselves and based on popular principles, has that educational power that is not found in the best systems based on abstract ideas or borrowed from another people.” As L.I. Malenkova rightly notes, humanity (in phylogenesis) and each parent receives educational functions from nature with the birth of a child: when he swaddles, feeds, sings lullabies, teaches to read and count, introduces other people into the community.
In Russian, the word “upbringing” has common root with the word “nutrition”, a child, upon birth, receives not only material nutrition, but first of all spiritual. Cultural dialogue between “fathers” and “children” is the essence of any education. Education is a continuous process as long as a person lives, and... eternal as long as humanity exists.
Parenting as social phenomenon has been and remains an object of study, the subject of many sciences.
the fundamentals of education, formulates the most general ideological ideas about the highest goals and objectives of education.
Sociology studies social problems personality development.
Ethnography examines the patterns of education among different peoples of the world.
Psychology reveals individual, age, group characteristics and laws of human development and behavior.
These sciences play an important role in the development of pedagogy as a doctrine of education, since they are a serious source of knowledge about the factors of personality development - heredity, micro- and macroenvironment.
2. EDUCATION – CATEGORY
PEDAGOGICAL SCIENCE
Education as a phenomenon of pedagogical reality is an object of research in pedagogical science along with education and training.
Pedagogical science performs two main functions: scientific-theoretical(describes and explains pedagogical phenomena) and regulatory(indicates how to competently organize upbringing, training, and education system). Exploring pedagogical reality as existence, pedagogy reveals laws of upbringing.
Carrying out the normative and regulatory function, pedagogical science, taking into account the laws of upbringing, formulates principles, explains due- how it is necessary to organize upbringing, the education system, and training so that they are effective.
Education theory - chapter
Pedagogy, revealing the essence, patterns, driving forces of education, its main structural elements, and also considering various education concepts And educational systems,
In domestic pedagogical science, the foundations of the theory of education were laid by K.D. Ushinsky in late XIX V. (cm.: Ushinsky K.D. Man as a subject of education: experience of pedagogical anthropology; About nationality and public education).
In 20-30 years. XX century A harmonious theory of education was developed by A.S. Makarenko (see: Makarenko A. S. The purpose of education; Education in family and school; Lectures on raising children; Methodology of nutritional work).
Modern pedagogical science includes numerous theories and concepts of education; their differences are due to different ideas of research scientists about a person and the formation of his personality, about the role of a teacher in the upbringing and development of a child.
In particular, modern concepts Education is developed on the basis of philosophical teachings or psychological theories, such as:
- psychoanalytic theory(A. Gesell, Z. Freud, A. Freud, E. Erikson);
- cognitive theory(J. Piaget, L. Kohlberg, D. Dewey);
- behavioral(behaviourist) theory (D. Locke, D. Watson, B. Skinner);
- biological (genetic) theory(K. Lorenz, D. Kennel);
- socio-energetic (cultural-tribal) theory ( L.S. Vygotsky, P.A. Florensky, D. Rudhyar);
- humanistic psychology(A. Maslow, K. Rogers, etc.).
IN pedagogical literature There are many different definitions of this concept. Their formulations depend on the methodological approach and the concept of education.
Let's consider the interpretation of this concept in the domestic theory of education. In the approach to defining the concept of “education”, two directions can be clearly identified.
The first is based on the view of the child as object of the pedagogical process, those. The most important factors in human development are external influences that shape personality. The following definitions correspond to this direction:
education - purposeful, systematic management of the process of formation of the personality as a whole or its individual qualities in accordance with the needs of society (N.E. Kovalev);
education in a special pedagogical sense is the process and result of purposeful influence on the development of the individual, his relationships, traits, qualities, views, beliefs, ways of behavior in society (Yu.K. Babansky);
education is a systematic and purposeful influence on a person’s consciousness and behavior in order to form certain attitudes, concepts, principles, value orientations that ensure the necessary conditions for its development,
Education in a broad social sense is the impact on the personality of society as a whole. Education is a purposeful activity designed to form in children a system of personality traits, views and beliefs (A.V. Mudrik).
This view of education as management, influence, impact, forming personality, is characteristic of traditional pedagogy based on sociocentric approach, within which the goal of personal development is its socialization from the standpoint of maximum social utility. With this approach, the goal of education is the harmonious and comprehensive development of the individual in accordance with externally specified standards. In this case, the educational and pedagogical process ignores the factor of personal self-development.
Another direction in pedagogy reflects the evolution in the philosophical views of modern European society, according to which the center scientific picture a man is emerging from the world.
The development of humanistic ideas contributed to the birth of a new pedagogical paradigm, a new look at the child as subject of education.
THEORY AND METHODS OF EDUCATION
IN THE HUMANISTIC PARADIGM
A striking confrontation between humanistic and imperative views and ideas, theories and systems began at the end of the 19th century. As an alternative Herbartian “pedagogy of management”, in which the child was perceived as an object of pedagogical influence, and imperative education was born pedagogical theories, in which the child was considered as a subject of development and upbringing. Humanistic ideas presented in the philosophical works of B. Spinoza, R. Descartes, I. Kant, I. G. Fichte, F. V. Schelling, G. W. F. Hegel, L. Feuerbach, D. Hume, laid the foundations for the dissemination of new values in the pedagogical culture, a new view of man as subject of life, history, culture.
Review of pedagogical works of the late XIX - late XX centuries. gives a wide panorama of ideas that are in tune with the basic principles
6
Humanism (man is a subject of life who has the right to free development, to subject – object relations).
Anthropocentric approach is the central idea of the humanistic paradigm. In pedagogical theories he accepts various shapes, which are interpreted and specified in a unique way. Idea personal approach developed in studies devoted to “personal pedagogy” developed at the end of the 19th century. R. Eken, E. Linde, P. Natorp, T. Zeiger; they set out a number of leading principles consonant with the foundations of humanism.
The child is considered as a central figure in the teaching of “new education”, which gave rise to its own pedagogical theories and pedagogical practice. From the ideas of J. J. Rousseau is gradually being built theory of free education. The fundamental ideas of free education are the principles of pedocentrism and freedom of the child, which are beginning to be applied in pedagogical practice: in Germany - H. Sharelman, F. Gansberg, M. Paul; in Russia - K.N. Ventzel, L.N. Tolstoy; Italy - M. Montessori; in France - S. Frenet.
The humanistic idea of free choice of the subject was also developed in theocentric pedagogy. We find the principle of self-improvement and free choice of the soul before God in the works of S.A. Rachevsky, K.V. Elnitsky, N.A. Berdyaev.
Humanistic ideas of the child’s subjectivity, freedom of choice and human responsibility for one’s self-improvement find a unique development in anthroposophical theory R. Stein (1919), revealing the features of the system of self-knowledge and self-development of the student’s individuality in partnership with the teacher, in the duality of development of the sensory and supersensible experience of the spirit, soul and body.
In domestic pedagogy of the 20-30s. XX century The humanistic principles of subjectivity of the pupil and cooperation between an adult and a child are substantiated in the works of L.S. Vygotsky, P.P. Blonsky, S.T. Shatsky.
From the middle of the 20th century. We find the main humanistic ideas in the works of V.A. Sukhomlinsky, who continued the traditions of K.D. Ushinsky, L.N. Tolstoy, J. Korczak.
In the 50s - 60s. appears humanistic psychology(A. Maslow K. Rogers), which from an existential perspective considered the principle of subjectivity, freedom of choice, self-actualization, partnership between teacher and student. These principles continue to be developed in the works of R. Burns, V. Frankl, S.L. Frank, E. From, E. Erikson.
Domestic psychology, developing the ideas of subjectivity, personal-activity approach, subject-subject interaction (K.A. Abulkhanova-Slavskaya, A.G. Asmolov, L.I. Bozho
Vich, I.V. Dubrovina, I.A. Zimnyaya, V.P. Zinchenko, A.N. Leontyev, V.I. Slobodchikov), provides methodological grounds for the development anthropocentric And person-centered approach in domestic pedagogical science.
The main provisions of personal-humanistic pedagogy Sh.A. Amonashvili, humanistic concepts of personality-oriented learning and education by M. N. Berulava, E. V. Bondarevskaya, S. L. Bratchenko, O. S. Gazman, V. V. Gorshkova, E. N. Gusinsky, L. M. Luzina, V.V. Serikova, Yu.I. Turchaninova, I.S. Yakimanskaya are the development of ideas put forward by domestic and foreign scientists.
The humanistic position requires treating the child as the main value in the pedagogical process, recognizing his ability and right to self-development, and the priority of subject-subject relations in the pedagogical process. In the context of the humanistic paradigm Education is a purposeful process of culture-intensive human development.
In this case, the child is an active subject not only of life, but also of upbringing. His role in his own development becomes decisive. He acts as an object and subject of culture.
The culture of society is the source of the principles of education; it determines its nature, goals and content. Education as an element of national culture has all its main features; its content is determined by the culture of a particular people and society. Another factor in education is the culture of each individual with whom the student interacts. The culture of society, of each participant in the educational process, creates that rich socio-cultural environment that nourishes the developing personality and creates conditions for its self-realization.
The most important condition for education is a person's ability to self-development.
The potential for human development is inherent in nature. The development of mental functions occurs in the course of physiological development under the influence of spontaneous social relationships and targeted influences that either stimulate or slow down the development of personality throughout life. Self-development is determined by the needs and motives of the individual. Therefore, the most important task in organizing the educational process is to ensure positive motivation for students in overcoming gradually increasing difficulties in the course of self-development and self-realization. Positive motivation and adequate self-esteem in adolescence become the basis for targeted self-education. The positive self-concept of a person, according to R. Burns, is also the most important driving force in education and self-education.
Self-concept - these dynamic system a person’s ideas about himself, which includes both the actual awareness of his physical, intellectual and other qualities, and self-esteem, as well as subjective perception of those influencing the personality external factors. In its content, the self-concept includes a descriptive component (image I, or a picture I) and a component associated with the attitude towards oneself or individual qualities - self-esteem, or self-acceptance. The self-concept represents a set of attitudes aimed at oneself. The structure of each attitude includes cognitive, emotional-evaluative and behavioral components. The self-concept is formed under the influence of socialization and upbringing; it also does not have somatic, individual-natural dominants.
In the process of education, mastery of the spiritual values of the culture of society and their interiorization occurs, i.e. transformation of the internal structures of the human psyche due to the assimilation of the structures of social activity (L.S. Vygotsky), as well as exteriorization, i.e. transformation of internal structures of the psyche into certain behavior (action, statement, etc.). Therefore, we are talking not only about the assimilation of culture, but also about its development - the active enrichment of it by each subject of education. Education creates the culture of a child’s personality.
In childhood, a basic personality culture is formed, without which the spiritual development of a person is unthinkable. The content of basic culture consists of cultures of life self-determination, intellectual and physical, communication and family relationships, economic, political (democratic), legal, environmental, artistic, labor, etc. Basic culture, therefore, includes both cultural elements of those relationships into which a person enters in the course of his life. In general, as O. S. Gazman notes, personal culture is the harmony of cultures of knowledge, feelings and creative action.
The core of a person’s culture is his spirituality. Spiritual development is characterized by the wealth of intellectual and emotional potentials of the individual, high moral development, leading to the harmony of human ideals with universal human values, and worthy actions, which are based on the need to serve people and goodness, and a constant desire for self-improvement.
Education contributes to the transformation of a person from an object of culture into its subject. In this process, learning is the most important means, since it contributes to the assimilation of knowledge, skills, abilities, development of the intellect and emotional sphere, allowing the teacher and student, thanks to the acquired objective meanings of cultural elements, to “speak the same language.” Training introduces values that are internalized and
They are mastered during education; this leads to an awareness of the personal, subjective meaning of what learning provides. Here it is appropriate to talk about educational education and educational training. This approach to learning in humanistic pedagogy allows us to talk about the decisive role of education in the pedagogical process.
So, let’s list the main principles of education:
education is determined by the culture of society;
education and training are two interpenetrating, interdependent processes with the decisive role of education;
the effectiveness of education is determined by the activity of a person, his involvement in self-education;
the effectiveness and efficiency of education depend on the harmonious connection of all structural elements involved in the educational process: goals, content, forms, methods, means,
adequate for the child and the teacher.
Pedagogical system - this is a theoretical model of the object of pedagogical reality. The universal structure of the pedagogical system is presented in Fig. 1.
In the pedagogical system, the following can be considered as objects of scientific research: separate forms training and education, upbringing, educational process, training, activities of each teacher and student (self-education process), activities
activity of any educational institution and other subjects of the pedagogical process (for example, a children's organization), education system country, region, region.
Shown in Fig. 2, the theoretical model of education as a system reflects its basic laws (determinism by the culture of society, the relationship with self-education and the activity of the student).
Self-education
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a purposeful process of a person’s conscious and independent transformation of his, in the words of Yu.M. Orlov, bodily strength, mental properties, social qualities personality to achieve individual goals, understand the meaning of his own life, fulfill his destiny, as he understands it.
Purpose of education
in humanistic pedagogy - the most complete culture-intensive development of a person capable of spiritual and physical self-development, self-improvement and self-realization.
The content of education is the culture of the individual: internal culture, the core of which is spirituality, and external culture (communication, behavior, appearance), the abilities of each person, his self-determination, self-development, self-realization. The purpose and content of education in humanistic pedagogy are based on the basic principle - the recognition of a person’s ability to self-development.
Educational means - with their help, education is carried out, this is a rich set of phenomena and objects, objects of the surrounding reality: the achievements of the spiritual and material culture of their people and the peoples of the world. The defining means of education at all times, which most influence the development of the child, are different kinds activities: play, work, sports, creativity, communication. The leading type of activity at each specific age of the student is identified: play activity V before school age, educational - in primary school age, personal communication - in adolescence, educational and professional - in high school age. The transition to an information society in the near future will require wider use technical means(video, television, cinema, computer programs, etc.). However, nothing can replace such important means of education as the word of the teacher, the example of his bright personality, and the level of culture of the teacher. Teaching as the leading means of education in humanistic pedagogy complements and enriches the process of education, but does not replace it.
Educational methodology bots - a section of the theory of education that studies the features of the organization of the educational process in various educational institutions, children's associations and organizations, developing recommendations for creating a system of educational work in an educational or educational institution and increasing its effectiveness, the use of certain methods or technologies in the educational process.
Humanistic pedagogy, which builds its theory of education on the main principle - love and respect for the child as an active subject of education and development, has in its baggage a variety of methods of education - methods of interaction aimed at the development and self-development of children.
Classifications of educational methods in traditional pedagogy are as varied as the definitions of the very concept of “education method”.
Thus, method is defined as “way”, “way”. In the book by I. P. Rachenko “Teacher’s NOTE” (M., 1989) we find the following definition:
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Division: “A method is an ordered, practice-tested set of techniques that indicates how to act in accordance with general and specific goals.”
"Russian pedagogical encyclopedia"(M., 1993) defines methods of education as "a set of the most common ways of solving educational problems and implementing educational interactions." Here we note the difficulty of classifying educational methods, since they differ in goals, means of implementation, in the sequence and gradualness of their application.
N.I. Boldyrev, N.K. Goncharov, F.F. Korolev distinguishes three groups of methods: persuasion, exercise, encouragement and punishment.
V. M. Korotov, L. Yu. Gordin, B. T. Likhachev also name three groups of methods: organizing a children's team, persuasion and stimulation.
T.A. Ilyina, I.T. Ogorodnikov in the textbook “Pedagogy” (Moscow, 1984) define the following groups of methods: persuasion (verbal explanation, demand, discussion), organization of activity (training, exercise, demonstration, imitation, demand) , stimulation of behavior (assessment, mutual assessment, praise, encouragement, punishment, etc.).
In the textbook “Pedagogy of School” (Moscow, 1977), G.I. Shchukina combines methods into the following three groups: diverse influence on the consciousness, feelings and will of students (conversation, debate, example method, persuasion, etc.); organization of activities and formation of experience of social behavior (pedagogical requirement, public opinion, training, exercise, assignment, creation of an educational situation); regulation, correction and stimulation of behavior and activity (competition, encouragement, punishment, evaluation).
V.A. By methods of education, Slastenin understands the ways of interconnected activities of educators and those being educated. The scientist names four groups of such methods: the formation of individual consciousness (views, beliefs, ideals); organization of activities, communication, experience of social behavior; stimulation and motivation of activities and behavior; control, self-control and self-assessment of activities and behavior.
P.I. Pidkasisty defines the method as a method of pedagogical management of activities (cognitive, labor, social, moral, sports, artistic, aesthetic, environmental), during which the self-realization of the individual, his social and physical development is carried out. In his classification, three groups of methods are given: the formation of views, ideas, concepts, the implementation of prompt exchange of information; organizing the activities of students and stimulating their positive motives; self-stimulation
Assessments and assistance to students in self-regulation of their behavior, self-reflection (self-analysis), self-education, as well as in their assessment of the actions of other students.
An analysis of the definitions of the concept of “education method” and various classifications shows that gradually in traditional pedagogy there is a transition from authoritarianism (previously, methods of persuasion and punishment, i.e. pressure on the individual, prevailed) to a wide range of methods that encourage self-education.
The humanistic theory of education is dominated by methods that promote the self-development and self-realization of children. Naturally, teachers use methods of involvement in activities, development of consciousness and self-awareness, stimulation and development of the intellectual, emotional and volitional spheres. At the same time, methods of cooperation predominate, creating conditions for subject-subject relationships, allowing the teacher and student to be partners in the exciting process of self-creation: open dialogue, free choice, collective analysis and assessment, brainstorming, introspection and self-esteem, improvisation, play. These methods make it possible to create an atmosphere of co-creation and cooperation that involves both the teacher and the student in beneficial creative activities for the development of their personality.
No method is used in isolation. The teacher builds the educational process and chooses a system of methods, their sequence and combinations, taking into account a whole range of factors and conditions (taken into account age characteristics children, their sociocultural, spiritual and moral development, the level of actual development of each and the zone of proximal development, abilities, needs, interests, etc., sociocultural environment, the level of development of the primary team and the character of the school team, the child’s self-esteem and his social status, etc. .d.). Educational methods are selected taking into account the general and specific goals of education and self-education, their content and means, as well as taking into account the professionalism, skill, and culture of the teacher.
4. EDUCATIONAL PROCESS, ITS PURPOSE AND ESSENCE
Education as a purposeful process of culture-intensive personal development is a system of interconnected and interdependent elements, the determining influence on the choice of which is the personality of the pupil. It is the level of actual development of the child in a given specific period of time that is the primary reason for determining the goal, and then the content, forms, methods, means of education, for the selection of which in the educational process.
The level of professionalism of the teacher influences to a certain extent. The education process can be effective and ineffective. Its character is determined not only by the culture of society and the microenvironment, but also by the subjects of education included in this process, their goals, motives, attitudes, and the level of culture as a whole.
Education is carried out through the educational process - a purposeful process of interaction: individual-individual, individual-group, individual-collective. This process is organized and carried out in various social institutions: family, educational (orphanage, boarding school), educational (school, gymnasium, lyceum), vocational educational (college, professional, artistic, musical, medical School) institutions, higher educational institutions, sections, clubs, museums, theaters, children's associations and organizations. The most targeted and effective education is carried out with special organized interaction subjects aimed at achieving pedagogical goals - the educational or pedagogical process.
Pedagogical process - This is a professionally organized holistic educational process, characterized by joint activity, cooperation, co-creation of its subjects, mediated by cultural content and methods of mastering culture and its creation. In this process, it is necessary to correlate the leading role of the teacher with the development of the student, his activity and independence, closely linking the content of the culture being mastered with the student’s knowledge of himself and his self-development.
In traditional pedagogy, there is a conditional separation of educational and educational processes. This division is associated with the idea of the leading role of education in personal development. Traditional pedagogy views school primarily as a “school of learning.” Humanistic pedagogy advocates a “school of development”, where the concepts of “pedagogical” and “educational” are considered close in meaning, and the term “educational process” is often used. Thus, The educational process is a purposeful process of interaction between teachers and students, the essence of which is the creation of conditions for self-realization of the subjects of this process.
The purpose of the educational process is orientation of schoolchildren towards self-education, self-development, self-realization.
The organization of the educational process as the creation and maintenance of conditions for self-development is carried out in close cooperation with the pupil, taking into account his goodwill.
As E. V. Bondarevskaya notes, in the theory of education this requirement is expressed through a person-oriented approach,
In which the student is recognized as a full partner in conditions of interaction and cooperation. This approach makes it possible to implement the ideas of humanistic pedagogy when organizing the educational process in modern conditions.
B.P. Bitinas believes that in its structure the educational process can be considered as a sequential, continuous change of successive educational situations, which are the main element of the educational process.
Educational (pedagogical) situation - this is a specific state of the pedagogical system in a certain period of time.
The effectiveness of the educational process depends on the skill of the teacher, on his ability to competently analyze the pedagogical situation and solve emerging pedagogical problems, taking into account the main goal of education, as well as on the methods and technologies of the educational process (see Fig. 3).
Organizing the educational process based on the ideas of humanistic pedagogy is a difficult task, because teachers are required not only to know these ideas, but also to accept them as their own beliefs, on which the skill of organizing interaction with students is based.
Humanization of the educational process is possible by implementing a whole set of the following principles:
unconditional acceptance of the child, a stable positive attitude towards him;
showing respect for the individual and maintaining feelings self-esteem in each;
awareness and recognition of the individual’s right to be different from others;
providing the right to free choice;
assessment not of the child’s personality, but of his activities and actions;
possession of the ability to “feel” (empathy) for each individual child, the ability to look at the problem through his eyes, from his position;
taking into account the individual psychological and personal characteristics of the child (type nervous system, temperament, characteristics of perception, memory and thinking, abilities, interests, needs, motives, orientation, status in the team, self-esteem, formation of a positive self-concept, activity, etc.).
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and technologies of the educational process that involve the child in self-development, self-education, and self-realization.
Recommended reading
Azarov Yu.P. Pedagogy of love and freedom. - M., 1994.
Amonashvili Sh.A. Personal and humane basis of the pedagogical process. Minsk, 1990.
Amonashvili Sh.A. Reflections on humane pedagogy. - M., 1996.
Anthology of pedagogical thought: In 3 volumes - M., 1989.
Arnoldov A.I. Introduction to cultural studies. - M., 1993.
Akhmatov A. F. Pedagogy of humanism. - M., 1992.
Baykova L. A., Orlova E. A. Humanization of the school: Theory and experience. - Ryazan, 1999. - Part 1.
Bezdukhov V. P. Theoretical problems of the formation of a humanistic style of pedagogical activity of a future teacher. - Samara, 1992.
Berne R. Development of self-concept and education. - M., 1986.
Berulava M. N. General pedagogical foundations of humanization of education // Pedagogy. - 1994. - No. 5.
Berulava M. N. Main directions of humanization of education // Humanization of education. - 2001. - No. 1.
Bitinas B. P. The structure of the education process. - Kaunas, 1984.
Bondarevskaya E.V. Education as the revival of human culture and morality. - Rostov n/d, 1991.
Bondarevskaya E.V. Value foundations of personality-oriented education // Pedagogy. - 1995. - No. 4. - pp. 29-36.
Bondarevskaya E. V. Humanistic paradigm of personality-oriented education // Pedagogy. - 1997. - No. 4.
Valeeva R.A. Humanistic education: Experience of reform schools in Europe in the first half of the 20th century. - Kazan, 1996.
Humanistic thought, school and pedagogy of the Middle Ages and the beginning of the New Age. - M., 1990.
Humanistic educational systems yesterday and today / Ed. ed. N.L. Selivanova. - M., 1998.
Humanistic traditions of Russian philosophy / Comp. V.A. Alekseev, V.N. Lysenko. - M., 1991.
Ilyina T.A. Pedagogy. - M., 1984.
Likhachev B. T. Pedagogy: Course of lectures. - M., 1993.
Likhachev B. T. Philosophy of education. - M., 1996.
Luzina L.M. Lectures on the theory of education. - Pskov, 1995.
Malenkova L. I. Education in a modern school: A book for teacher educators. - M., 1999.
Mukhin M.I. Humanism of pedagogy V.A. Sukhomlinsky. - M., 1994.
New pedagogical thinking. - M., 1989.
Pedagogy / Ed. Yu. K. Babansky. - M., 1988.
Pedagogy / Ed. P.I.Pidkasisty. - M., 1995.
School pedagogy / Ed. G.I. Shchukina. - M., 1978.
Russian Pedagogical Encyclopedia: In 2 volumes - M., 1993.
Slastenin V.A., Isaev I.F., Shiyanov E.N. Pedagogy / Ed. V. ASlastenina. - M., 2002.
Shchurkova N.E. Education: a new view from the position of culture. - M., 1998.