Textbook for military universities. Military pedagogy. textbook for universities Military pedagogy as a science

Reviewers:

Honored Scientist of the Russian Federation, Honored Worker of the Higher School of the Russian Federation, Doctor of Pedagogy, Professor V. Ya. Slepov

Head of the Department of Pedagogy, Military Medical Academy named after S. M. Kirov, Honored Worker of Higher Education of the Russian Federation, Doctor of Pedagogical Sciences, Professor A. V. Kozlov

Foreword

One of the important areas of activity for the modernization of the Russian Armed Forces is the further development of military pedagogical theory, in which a special place belongs to the issues of training, education and development of military personnel of military units and subunits. This formulation of the question is determined by modern approaches to the development of the Armed Forces, in which the goal and measure of the success of the activities of units and subunits is the unconditional and impeccable fulfillment by servicemen of their tasks. In this regard, it becomes necessary to create pedagogical systems in the troops, which would be based on the principles of efficiency, quality and innovative development.

The aim of preparing the textbook "Military Pedagogy" is to develop theoretical, methodological and methodological foundations for organizing an effective educational process in military units and subunits. This goal involves solving a set of tasks related to:

Systematization and concretization of information in the field of organization of the educational process in units and subdivisions;

Formation of an attitude towards a technological approach to the design of teaching and upbringing processes, carried out from the position of a personality-social-activity and professionally oriented pedagogical process in a unit and subdivision;

The development of the pedagogical culture of those studying military pedagogy, which ensures, on the one hand, the self-realization of the officers' creative potential, on the other hand, the improvement of the quality of their pedagogical activity.

The textbook was prepared on the basis of the latest achievements of military pedagogical science, taking into account the peculiarities of modern combat and daily activities of units and subdivisions of the Armed Forces of Russia. It takes into account the findings of the philosophical, sociological, cultural, psychological, management and historical sciences. The content is practice-oriented and presented in an easily understandable form. The structure of the textbook allows not only to understand the methodological and ideological foundations of military pedagogy, to understand modern approaches to the effective organization of training and education of military personnel, but also to check the level of their theoretical and practical preparedness for solving military pedagogical tasks.

The textbook examines in detail the issues of the pedagogical space of military units and subunits, the design of effective teaching and educational systems, pedagogical goal-setting, the use of modern methods and technologies of training and education.

The textbook consists of three parts, logically related to each other: the first part allows you to understand the essence and structure of the pedagogical space of units and subdivisions of the Russian Armed Forces; the second - reveals topical issues of training military personnel; the third - provides an understanding of the theoretical and methodological foundations of the organization of the educational process in units and subdivisions of the Armed Forces of the Russian Federation.

The textbook is intended for cadets, adjuncts, teachers, commanders of military units and subunits of the Armed Forces of the Russian Federation, their deputies for work with personnel, and other officials with subordinates.

Introduction to the military-pedagogical space of units of the Armed Forces of the Russian Federation

Military pedagogy as a science, military humanitarian practice and an academic discipline

1.1. Methodological foundations of military pedagogy as theory and practice of training, education and development of military personnel

The dynamic change in Russian society and the development of military affairs are continuously supplementing military pedagogy with new facts that must be constantly analyzed and taken into account in military pedagogical activity. The methodology of scientific knowledge and the construction of practical activities contributes to effective comprehension and consideration of facts.

Methodology -it is a system of knowledge about the principles and methods of carrying out research and transformation activities, as well as these principles and methods of cognition and transformation of reality.

The methodology fulfills in relation to military pedagogy a number of functions : regulation, prescription, cognition (epistemological), transformation (praxeological), assessment (axiological), scientific self-knowledge (reflection).

Standardization functiondetermines the criteria and measure of the optimal ratio of parts and the whole in military pedagogical theory and practice, guidelines for the development of training and education of servicemen.

Prescription functionanswers the question: based on what principles and approaches, should the study and construction of the educational process be carried out in the units of the Russian Armed Forces?

Implementation cognitive (epistemological) functionallows you to describe the current state of military pedagogical science and practice; explain why everything turned out the way it did and not otherwise; predict in which direction the change in military pedagogical science and practice will be carried out.

Conversion (praxeological) functionprovides scientifically grounded goal-setting and the choice of optimal ways to achieve the set educational and educational goals, as well as the ways of practical implementation of developments in military educational practice.

Role evaluative (axiological) functiondevelopment of military pedagogy consists in substantiating the methodology for assessing the organization of training, education and development of military personnel.

The purpose of the function of scientific self-knowledge is to analyze the effectiveness of the organization of military pedagogical science and practice.

In the methodology of military pedagogy, five levels :

1) philosophical(aspects: epistemological, formal-logical, social-philosophical, philosophical-worldview, ethical);

2) general scientific(represented by general approaches to organizing research on military pedagogical systems and practical activities to create them);

3) interdisciplinary scientific(reflects borrowings of military pedagogy from other sciences with which it is associated);

4) scientific and pedagogical(includes the initial general theoretical provisions of pedagogy);

5) research and technological(determines the technology of organizing military pedagogical research).

Consider philosophical level of methodologymilitary pedagogy.

The epistemological aspect of the philosophical level of methodology represented by the meaning of the provisions of the theory of knowledge for military pedagogy.

1. Matter is objective, eternal, infinite, has the properties of motion, space and time. Consequently, the pedagogical systems (PS) of units and subunits are objective in nature, are limited by the space of life of the military unit (subdivision), are in constant change, cover the service-combat, training, household, leisure and intracollective spheres; the time frame is determined by the lifetime of the part (subdivision).

The object of military pedagogyare military personnel and military collectives. Subjectadvocates military pedagogical processin general, and directly pedagogical patterns of training, upbringing, education, training of servicemen and military collectives for the successful solution of service and combat missions.

Military pedagogyis a branch of pedagogical science that studies the laws of the military pedagogical process, training and education of military personnel and military collectives, their preparation for the successful conduct of hostilities and military professional activities. This is the science of education, training and education of the personnel of the Armed Forces, of the preparation of subunits (units) for successful actions in the conditions of military activity.

Specificity of military pedagogyis connected with the fact that from the first days of service or study at a university, servicemen do not simply study and train as military specialists, but begin to solve real educational, service, and combat missions. Accordingly, military-pedagogical influences and interactions have the most direct practical, service orientation. That is, in fact, every soldier immediately joins the functioning of the military collective, starts military professional activity and bears full personal responsibility (not only moral, but also legal, legal) for the quality of study, his behavior, discipline, for solving tasks as intended. At the same time, the subjects of pedagogical influence and interaction are mainly already quite adult people, over the age of 18, with their own, to a certain extent, already established views, worldview, and personal qualities.

That is, military pedagogy differs from most other pedagogical branchesdirect involvement of the objects (subjects) of upbringing, education, education, training in real professional activities associated with solving important tasks that require high moral and psychological qualities, readiness, ability and training to act in a difficult environment, including with a risk to life and health ...

From point of view structuresmilitary pedagogy as a science includes the methodology of military pedagogy, the history of military pedagogy, the theory of instruction (military didactics), the theory of education of military personnel, the pedagogy of the higher military school, private methods of combat training, and a number of other sections.

* facts obtained as a result of military pedagogical and military scientific research and life observations;
* scientific generalizations, expressed in categories, patterns, principles, concepts of military pedagogy;
* hypotheses that need practical testing;
* research methods of military-pedagogical reality;
* the system of moral values \u200b\u200bof military service.

Military pedagogy is closely related to other sciences.The data of the humanities and social sciences make it possible to obtain a holistic view of a person and a collective as an object and subject of influences and interactions. Information about the biological essence of man is provided by the study of natural sciences. The practical use of scientific, technical and military scientific knowledge provides an opportunity to model the military pedagogical process and its elements.

Military pedagogy operates with certain categories;the main ones are:

*military pedagogical process -a purposeful, organized system of educational and educational activities of commanders, staffs, specialists of educational structures, public organizations for the preparation of soldiers and military collectives for actions as intended;
*education of military personnel -the process and result of a purposeful influence on the development of the personality of a serviceman, its qualities, attitudes, views, beliefs, methods of behavior;
*training of military personnel -purposeful process of interaction between commanders (chiefs) and subordinates in the formation of knowledge, skills and abilities of students;
*development of military personnel -the process of accumulating quantitative and qualitative changes, functional improvement of the mental, intellectual, physical, professional activity of a soldier and his corresponding qualities;
*psychological training of military personnel -the formation of mental stability and readiness of servicemen to carry out military professional activities;
*education of military personnel -the process and result of military personnel mastering the system of scientific knowledge and military-professional skills, the formation of the necessary personality traits for the successful performance of official duties and life in society.

In addition to those named, military pedagogy uses such categories as the professional and pedagogical culture of an officer, self-education, self-education of military personnel, etc.

Military pedagogy as a science solves the following tasks:

* explores the essence, structure, functions of the military pedagogical process;
* explores the problems of organizing and improving the educational process in military educational institutions;
* develops effective forms of organizing the military pedagogical process and methods of influencing servicemen and military collectives;
* contributes to the humanization of the military pedagogical process and military service;
* substantiates the content and technology of training, education, development and psychological training of military personnel;
* identifies patterns and formulates the principles of training and education of military personnel;
* substantiates the methodology of training and psychological training of soldiers, taking into account the specifics of the types and types of troops;
* develops the content and methods of self-education and self-education of servicemen;
* explores the features and content of the military teacher's activity and the ways of forming and developing his pedagogical culture and skill;
* develops a methodology for military pedagogical research, generalization, dissemination and implementation of advanced training and education experience;
* gives scientific advice on the creative use of the historical heritage of military pedagogy.

The solution of the tasks of military pedagogy is primarily associated with the search for ways to activate the human factor in the interests of strengthening the combat power of the Armed Forces of the Republic of Kazakhstan, the formation of modern pedagogical thinking among the commanders (chiefs), the creation in military collectives of an atmosphere of creativity, cohesion, mutual exactingness and personal responsibility for the quality performance of functional duties, counteraction to violation of the law, law and order and military discipline. military pedagogy officer

The performance of an officer's official duties is associated with the implementation of a number of pedagogical functions.

First of all, the officer deals with teaching, training subordinates,improving their military skill, combat training. As the immediate supervisor for his subordinates, he is responsible for education, formation of qualities in military personneldefender of the Motherland, their compliance with the requirements of laws, charters, development of their intellectual and physical qualities.Besides, the officer trains warrant officers (warrant officers), sergeants (junior commanders) in the practice of training and educating subordinates, organizes and directs their pedagogical activity.

These provisions are enshrined in the relevant articles of the Charter of the Internal Service of the Armed Forces of the Russian Federation and are mandatory for implementation in daily activities.

The effectiveness of military professional activity is determined to a large extent by the presence of the officer - the leader of the military collective - knowledge, skills and abilities in the field of military pedagogy.

Pedagogical knowledge allows the officer to:

* skillfully organize the combat activities of subordinates, maintain the combat and mobilization readiness of the unit at the required level;
* successfully lead combat training, methodologically competently train personnel;
* to carry out productively educational work in the unit, to educate in servicemen the moral and psychological readiness to defend the Fatherland, pride and responsibility for belonging to the RF Armed Forces;
* effectively carry out activities to maintain strong military discipline, rallying the military collective of the unit;
* ensure the strict observance of the internal order in the subordinate unit, organize and conduct comprehensive training for performing service in the daily order;
* it is advisable to build work with subordinate personnel, to provide them with the necessary assistance in improving professional knowledge and methodological skills;
* effectively improve personal professional training and methods of unit management;
* use a humane approach in dealing with military personnel.

The pedagogical knowledge of the commander (chief), his skills, the ability to train and educate personnel should be constantly improved. This is due to the fact that the object of pedagogical influences (military personnel and military collective) is constantly changing, developing and increasingly (in accordance with modern approaches) is considered as one of the subjects of pedagogical interaction. In addition, the conditions in which the military pedagogical process is carried out are changing.

The Armed Forces of the Republic of Kazakhstan have a system of weapons for officers with knowledge of military psychology and pedagogy. Its main elements:

* study of psychology and pedagogy in military educational institutions;
* classes in the command training system, primarily in public and state training;
* specially held methodological meetings and classes with officers;
* analysis of the practical work of officers in organizing the military pedagogical process, the experience of communicating with subordinates during inspections and control of classes;
* exchange of experience of officers on training and education of subordinates, promotion of advanced experience;
* independent work of officers to study psychological and pedagogical literature, improve the skills and abilities of teaching and education;
* improving the psychological and pedagogical knowledge of officers in the course of professional retraining, advanced training in training centers, courses.

In this way,profound knowledge of the theoretical foundations of military pedagogy, their skillful use in practical activities allow the officer to effectively and efficiently organize the military pedagogical process, train and educate subordinates.

Pedagogical science occupies a special place in the life and activities of the Armed Forces, in the study and implementation of the laws of training and education of military personnel, in the training of officers.

In this chapter, military pedagogy is considered as a branch of pedagogy, its essence, content, features, tasks, methods, and main categories are revealed.

Since the inception of the army as a specific social phenomenon, the training and education of personnel has been and remains the most important component of military activity. In fact, this is practical military pedagogy - a necessary, obligatory means of versatile preparation of soldiers for the successful conduct of hostilities.

Initially, military pedagogy emerged as a practical activity of commanders and subordinates. Over time, knowledge about the training and education of warriors was accumulated, which was passed from generation to generation in the form of legends, covenants, proverbs, sayings. As the complexity of military affairs, especially in the era of the formation of states, the creation of relatively numerous regular armies, military pedagogical thought is further developed. The corresponding experience is reflected in instructions, manuals, statutes, orders and other written sources. Significant contributions to this were made by Peter I, A. V. Suvorov, M. I. Kutuzov, D. F. Ushakov, S. O. Makarov, M. I. Dragomirov.

In the late XIX - early XX century. military pedagogy is beginning to take shape as an independent scientific branch. The works of M. V. Frunze, M. N. Tukhachevsky, I. E. Yakir, the experience of training and educating soldiers during the Civil and Great Patriotic Wars served as the basis on which modern military pedagogy was formed. Its development was facilitated by A.G. Bazanov, G. D. Lukov, A. V. Barabanshchikov, N. F. Fedenko, V. P. Davydov, V. N. Gerasimov, V. I. Vdovyuk, V. Ya. Slepov , V.I.Khalzov and others.

Military pedagogical processis a purposeful, organized system of educational and educational activities of commanders, staffs, specialists of educational structures, public organizations for the preparation of soldiers and military collectives for actions as intended.

The main purpose of the military pedagogical process in peacetime- maintaining high combat readiness of military units and subunits, their successful solution of training and combat missions.

In essence, this is a social process designed to implement the provisions of the Constitution of the Russian Federation on the protection of the Fatherland, the current legislation on defense issues and other requirements of state authorities on the need to strengthen and maintain the country's defense capability at the level of reliable, reasonable sufficiency. The content and direction of the military pedagogical process are determined by the military doctrine, domestic and foreign policy of the state, and the level of development of military affairs.

The main goal of the military pedagogical process- ensuring all-round preparedness of servicemen and military collectives for the successful solution of the tasks assigned to them in peacetime and wartime for the armed defense of the Motherland. Training and education of servicemen are aimed at developing and consolidating high combat, moral, psychological and physical qualities in each serviceman and military collective and, on this basis, to develop combat skills, spiritual stamina, combined with a strong will to win in any conditions.

This goal determines the functioning of the military pedagogical process as a system: as a set of structural components organically interconnected with each other and with other life systems of a subunit, unit (a combat readiness support system, a control and communication system, a material and technical support system, etc.) ...

The main structural components of the military pedagogical process as a system are as follows:

* tasks of the military pedagogical process;
* content structure;
*organizational structure;
* subjects and objects of this process.

The tasks of the military pedagogical processdetermined by its purpose and aimed at achieving it. Priority tasks include:

1) purposeful formation of a serviceman as a citizen and a professional soldier;
2) equipping servicemen with a system of military, social, technical, professional knowledge and performance qualities that ensure effective practical actions in any situation;
3) ensuring the purposeful development of the spiritual forces, intellectual and physical qualities of each serviceman;
4) the development of emotional and volitional stability in the personnel, psychological readiness to overcome the difficulties of military service, to act in an environment of modern combat;
5) the implementation of combat coordination of calculations, subunits and units as a whole, maintenance of the statutory order in military collectives, the formation of relations of trust among servicemen to each other, mutual assistance, mutual assistance, military comradeship and friendship.

Organizationally, the military pedagogical process includes:

* various types of training - combat, public and state, etc., implemented primarily in the course of training sessions;
* pedagogical aspects of service, combat, social and other activities;
* educational, cultural, leisure and sports work.

The tasks of the military pedagogical process determine the interrelated and interdependent activity of its subjects and objects.

The subjects of the military pedagogical processcommanders, staffs, officers of educational structures, educational activists, leading specialists of combat crews, warrant officers, sergeants, and public organizations are speaking.

In organizing the military pedagogical process, the decisive role belongs to the commander of the subunit (unit). As the direct chief of personnel, he is responsible for all aspects of his life and work and, accordingly, for the state and quality of the military pedagogical process.

The objects of the military pedagogical process(in the traditional sense) are all servicemen and military collectives. It should be noted that from the standpoint of the subject-subject approach, all servicemen of a subdivision, unit, educational institution are subjects, active participants in the military pedagogical process.

In the conditions of military service, such an object of pedagogical influence as a military collective is of particular importance. In this regard, commanders (chiefs) need to study the peculiarities of the psychology of each specific team and skillfully direct its efforts towards solving the problems of the military pedagogical process.

Initially, military pedagogy emerged as a practical activity of commanders and subordinates. Over time, knowledge about the training and education of warriors was accumulated, which was passed from generation to generation in the form of legends, covenants, proverbs, sayings. As the complexity of military affairs, especially in the era of the formation of states, the creation of relatively numerous regular armies, military pedagogical thought is further developed. The corresponding experience is reflected in instructions, manuals, statutes, orders and other written sources. A significant contribution to this was made by Peter I, A. V. Suvorov, M. I. Kutuzov, D. F. Ushakov, S. O. Makarov, M. I. Dragomirov.

Object, subject, specificity, content and categories of military pedagogy

Military pedagogy- This is a branch of pedagogical science that studies the laws of the military pedagogical process, training and education of military personnel and military collectives, their preparation for the successful conduct of hostilities and military professional activities. This is the science of education, training and education of the personnel of the Armed Forces, of the preparation of subunits (units) for successful actions in the conditions of military activity.

Specificity of military pedagogyis connected with the fact that from the first days of service or study at the university, servicemen do not just study and train as military specialists, but begin to solve real educational, service, and combat missions. Accordingly, military-pedagogical influences and interactions have the most direct practical, service orientation. That is, in fact, every soldier immediately joins the functioning of the military collective, starts military professional activity and bears full personal responsibility (not only moral, but also legal, legal) for the quality of study, his behavior, discipline, for solving tasks as intended. At the same time, the subjects of pedagogical influence and interaction are mainly already quite adult people, over the age of 18, with their own, to a certain extent, already established views, worldview, and personal qualities.

That is, military pedagogy differs from most other pedagogical branchesthe direct involvement of the objects (subjects) of upbringing, education, education, training in real professional activities associated with solving important tasks that require high moral and psychological qualities, readiness, ability and training to act in a difficult environment, including with a risk to life and health ...

facts obtained as a result of military pedagogical and military scientific research and life observations;

hypotheses that need practical verification;

research methods of military pedagogical reality;

the system of moral values \u200b\u200bof military service.

Military pedagogy is closely related to other sciences.The data of the humanities and social sciences make it possible to obtain a holistic view of a person and a collective as an object and subject of influences and interactions. Information about the biological essence of man is provided by the study of natural sciences. The practical use of scientific-technical and military-scientific knowledge provides an opportunity to model the military-pedagogical process and its elements.

Military pedagogy operates with certain categories;the main ones are:

military pedagogical process -a purposeful, organized system of educational and educational activities of commanders, staffs, specialists of educational structures, public organizations for training soldiers and military collectives to act as intended;

education of military personnel -the process and result of a purposeful influence on the development of the personality of a serviceman, its qualities, attitudes, views, beliefs, methods of behavior;

training of military personnel -purposeful process of interaction between commanders (chiefs) and subordinates in the formation of knowledge, skills and abilities of students;

development of military personnel -the process of accumulation of quantitative and qualitative changes, functional improvement of the mental, intellectual, physical, professional activity of a serviceman and his corresponding qualities;

psychological training of military personnel -the formation of mental stability and readiness of servicemen to perform military professional activities;

education of military personnel -the process and result of military personnel mastering the system of scientific knowledge and military professional skills, the formation of the necessary personality traits for the successful fulfillment of official duties and life in society.

In addition to those named, military pedagogy uses such categories as the professional and pedagogical culture of an officer, self-education, self-education of military personnel, etc.

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SCIENTIFIC ASPECT № 1 - 2013 - Samara: Publishing house of LLC "Aspect", 2012. - 228 p. Signed for printing 10.04.2013. Xerox paper. Operational printing. Format 120x168 1/8. Volume 22.5 l.

SCIENTIFIC ASPECT № 4 - 2012 - Samara: Publishing house of LLC "Aspect", 2012. - T.1-2. - 304 p. Signed for printing 01/10/2013. Xerox paper. Operational printing. Format 120x168 1/8. Volume 38p.l.

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Historical development of military pedagogy

Shikharev Denis Nikolaevich - Postgraduate student of the Chelyabinsk State Pedagogical University.

Annotation: The relevance of the development of military pedagogy is revealed. The historical significance of military pedagogy in the development of the armed forces is emphasized. The entire period of development of military pedagogical thought is covered, from the practice-oriented stage of development to the scientific one. The results of the pedagogical activity of the army and navy training system at different times are presented as the key factors in increasing the importance of military pedagogy.

Keywords: Russian army, education, military pedagogy, development period, military operations, education.

In our time, in order to decompose historiography into time intervals and trace the formation of military pedagogy, it is necessary to conduct a number of historical studies. Revealing the problems in science and practice, highlight the stages of its development. By building in a chronological sequence the socio-historical, scientific and theoretical conditions for the formation of the problem, ensuring its development.

The training of aviation specialists both for the army, navy, other law enforcement agencies, and for civil aviation campaigns is based on modern pedagogical theories. The cultural and historical experience, the traditions of education and upbringing, accumulated by the ancestors, have not become obsolete, moreover, practice shows that rejection of them does not give positive results.

If they say that history teaches nothing, then this is true of those who are indifferent to its lessons and consequences. History teaches the one who cares about the future. History teaches and gives strength to those who carefully study the experience of past generations and accept it, taking into account modern factors of social life.

The army and navy have existed since the emergence of nation states. Initially, these were a few permanent armed formations. For Russia, the period of formation of the regular armed forces is determined no earlier than the 17th-18th centuries, which are associated with the names of successive state military reformers - Peter the Great and his father Alexei Mikhailovich. Other names are also known - princes Svyatoslav, Igor, Alexander Nevsky, Dmitry Donskoy, Dmitry Pozharsky, who showed their military pedagogical successes with glorious military victories.

Military pedagogical practical thought was the leading one in history. Scientific pedagogical thought developed and penetrated the army as the latter developed.

The entire period of development of military pedagogical thought can be divided into two stages:

Practice-oriented stage. This stage is characterized by the accumulation of pedagogical experience from the time of the emergence of civilization to the 17th-18th centuries. It ends with the works of such outstanding personalities of encyclopedic knowledge, a philosophical mindset and practical pedagogical orientation, as Ya.A. Comenius, John Locke, M.V. Lomonosov, J.-J. Russo. A great contribution to the world treasury of pedagogical knowledge and the accumulation of experience in pedagogical activity was made by Peter I and, especially, A.V. Suvorov. Their experience, meaningful and translated into a scientific plane, gave rise to the second stage in the development of military pedagogy.
Scientific stage. The emergence of a social need for the purposeful formation of a person's personality has led to the need to highlight the cultural and historical foundations for the development of society and the processing of accumulated knowledge.

The development of military pedagogical thought and the national directions of military pedagogy depend on the development of pedagogy as a whole. The cultural and historical experience of the development of the Russian Armed Forces shows that military pedagogical knowledge and historical experience served as the basis for state and military development. But, at the same time, domestic military pedagogical thought has its own characteristics, both in content and in organizational and temporal aspects.

Whenever the history of Russia found itself at a crossroads, the system of pedagogical activity was rebuilt, the system of training the army and navy changed. This was the case under Peter I (XVII-XVIII centuries), Catherine II (XVIII century: G. Potemkin and Orlovs), Alexander II (1860-1870: D.A. Milyutin, M.I.Dragomirov), Nikolay II (1905-1912), V.I. Lenin (1918), I.V. Stalin (1925-1929 and at the end of the 40s).

At the beginning, the process of transferring and generalizing the experience of education and military training was of a spontaneous nature, passing from one generation to the next in oral and practical forms. Soon, with the advent of writing, military pedagogical knowledge began to be reflected in chronicles, state acts, decrees, as well as in military historical works of art. In the future, acquiring new knowledge, the organized forms of the army became stronger. Confirmation of this is the appearance of written regulations, instructions, instructions: "Regulations on service" (1556), "Boyarsky verdict on the village and guard service" (1571), "Military book" (1607), "Charter of soldiers, cannon and other matters related to military service "(1621)," The doctrine and cunning of the military structure of infantry people "(1674), etc. Their main ideas are regular training and constant education of army soldiers. The soldier was required to honestly serve the sovereign, to know his place in the ranks and in battle, not to spare his “body”, to be ready to give his life for “his friends”.

Formed on a regular basis "amusing" shelves in the 18th century. became the prototype of the Russian army with a regular system of training and education of soldiers.

The results of hostilities at the beginning of the Northern War suggested the order and methods of training and educating soldiers in the spirit of patriotism.

There were big changes in terms of training troops for practical training after the Narva defeat, where it was clear that the Russian army was not psychologically ready for a field war, there was not enough experience and training in tactical techniques and education of soldiers. In the decrees of that time, Russian regiments were allowed to engage in battle only in case of numerical superiority over the enemy. In the course of hostilities, the troops were trained in combat, offensive, defensive actions, and victories raised the morale of the soldiers.

The Great Northern War played a significant role in the advancement of military pedagogical practice. Adjustments were made to the responsibilities of commanders for training and educating subordinates. The chiefs made a differentiated approach in training young recruits and old-timers, began to teach them how to act in battle.

During this period, the spiritual, moral (instilling fear of God) and military (devotion to the sovereign and fatherland) aspects of education received their development. Practical educational activity in the army of Peter the Great was fundamentally different from the western one. In the armies of European states, "stick" discipline was imposed, the soldier was viewed as "a mechanism provided for by the article", and the officer as a transmitter of commands (Frederick II). In Russia, moral principles were the main ones in education. Peter I entrusted the national officers with the main functions of training and educating soldiers.

After Peter I, in the 30-40s. XVIII century. in the preparation of the Russian army, negative tendencies began to prevail over the progressive innovations of Peter the Great. New regulations and instructions drawn up by "temporary workers": Osterman, Minich, Biron and others, worsened the content of the training of soldiers: outwardly, they did not cease to comply with Peter's requirements, but lost their personal, national character. In the training of troops, the preparation of soldiers for service in the line formation began, they were trained to obey orders unquestioningly. In fact, they were "cannon fodder" and any initiative was punishable. The whole system underwent a change: service in the army was not at all prestigious, but rather became a punishment, they were given service for offenses. There was no longer any talk of patriotism, the soldiers did not swear allegiance to their fatherland. Those who were especially dull and disobedient were often subjected to physical torture.

In the 50-60s. XVIII century. A large role in the formation of military pedagogy was played by eminent commanders and politicians: A.V. Suvorov, G.A. Potemkin. , Kutuzov M.I., Saltykov P.S., Rumyantsev P.A., Panin P.I. , and etc.

President of the military collegium G.A. Potemkin (1784) continued the progressive traditions of military pedagogy. His instructions said that "soldier is an honest name." The officers were independent, but were limited by the "Rules of the command", which did not allow the punishment of guilty soldiers with the use of force. His subordinates were some of the best generals P.A. Rumyantsev and A.V. Suvorov. In the history of Russia, this outstanding personality has not yet been truly appreciated for his contribution to military strategy.

Field Marshal P.A. Rumyantsev, one of the first to engage in increasing the effectiveness of military training using the experience of senior citizens, passing them on to young soldiers. He constantly trained troops, and in non-wartime - with special "attention". He considered the "moral element" to be the basis of upbringing the "moral principle", while he divided upbringing, moral training, education and physical training.

At the same time as P.A. Rumyantsev A.V. Suvorov creates a multifaceted military pedagogical system, the priority features of which were:

the need for psychological preparation;
development and practical application of the method of designing combat operations;
education of subordinates in the process of active learning;
perception of the direct dependence of the results of the battle on the training and psychological stability of troops, etc.

A.V. Suvorov did not separate education from education, did not oppose one to the other. His education system was based on professional, moral education and physical training. In the works of A.V. Suvorov, the following tasks of professional education are visible: the development of courage, courage, courage, reliability, determination and discipline in soldiers; the task of moral education is the formation of truthfulness, piety, loyal feelings. The military pedagogical ideas of the great commander found confirmation in his glorious military victories. However, military-pedagogical ideas did not spread throughout the army because they were in conflict with the authorities and were not recognized in the upper layers of the tsarist military bureaucracy.

At the end of the 18th century, thanks to the activities of I.I. Betsky, P.I. Shuvalova M.I. Kutuzova, M.V. Lomonosov, and others, five military educational institutions of a closed type (cadet corps) are being organized in Russia for the first time. Training takes on a planning and organizational character.

At the beginning of the XIX century. in Russia, a restructuring begins in the structure of public education. Since 1803, the size of the army has increased due to affordable education for commoners. Together with the cadet corps, high schools for the military were formed. In 1832, a military academy was opened to train officers. Until 1809, Pavlov's combat regulations were in force, which excluded the officer's initiative, but in practice they continued to train soldiers in Suvorov style, which made it possible to win victories in battles.

At that time in Russia, the paradox was that, on the one hand, democracy led to the emergence of officers with new views on military pedagogy, as well as progressive forms of training and education of soldiers. This is evidenced by a series of publications in periodicals and in the "Military Collection". On the other hand, the government instilled a spirit of submissiveness and servility among the officers. The project of the Military Teachers' Institute did not receive its further development. Minister of Education Uvarov S.S. did not support parenting science. The officers were outraged by such a policy of the authorities, and as a result, there was an open protest from the "Decembrists" in 1825.

After the Decembrist uprising was suppressed, a time of stagnation began in the country and the development of new methods of training soldiers was forgotten. The logical consequence of the outer gloss, the bridge parade drill was the defeat of the Russian army in the Crimean War of 1853-1856.

Second half of the 19th - early 20th centuries were marked by large-scale changes in many spheres of public life in Russia, and at the same time by the development of military pedagogy. Thanks to Minister of War Milyutin D.A. in the Russian state, military educational institutions were approved, such as: cadets and special schools, a number of military gymnasiums and gymnasiums, military academies. Developmental and general humanities were taught in the gymnasiums and gymnasiums. They were military vocational institutions. In the cadet, military and special schools, the Finland and Pages cadet corps, junior and middle-level officers were trained.

At the Nikolaev Academy of the General Staff, at the Mikhailovsky Artillery School, at the military medical and military law academies, staff officers with higher education were trained. In military gymnasiums were taught by officers who completed a 2-year course of study at the 2nd military gymnasium. In 1863. the Main Directorate of military educational institutions was created for a more competent and streamlined management process in them. At the same time, a military pedagogical museum was created, which was responsible for the dissemination of the latest progressive ideas in the military field. In schools, soldiers began to teach counting, writing and reading and writing, regimental schools appeared in the troops. According to statistics for 1875, the literacy of soldiers increased from 10 to 36%. Of course, not all the officers of those times showed interest in science and the education of soldiers. But nevertheless, the changes in the military school had a positive effect on the Russian officers, on the structure of education and training in the army.

In connection with the above, the approach to the quality of training of military specialists becomes fundamentally different, which should result in the formation of their readiness and ability to carry out real professional activities immediately upon completion of training.

Currently, a great deal of work has been done on a thorough and objective rethinking of the domestic pedagogical experience. A harmonious system of historical development of military pedagogy has been formed in Russia. Development is underway to create and improve the system of multilevel military education.

But there are still a lot of paradoxes and unresolved problems in the Russian army. Many problems can only be solved by changes in politics and the social sphere. Knowing the history of pedagogy is important for every officer of the BC RF, who is able to think and solve the military pedagogical tasks inherent in his activities.

Bibliography

A.A. Bashlakov Military pedagogy: textbook. allowance; under total. ed. A.A. Bashlakov. - M .: Publishing house "Krasnaya Zvezda", 2008. - 504 p.
Bykov, V.P. Monograph. Formation of basic professional skills of university cadets during the flight practice [Text]: monograph. / V.P. Bykov; VUNC VVS "VVA" (branch, Krasnodar). - Chelyabinsk: VUNC VVS "VVA", 2012. - 151 p.
Ketko, S.M. Pedagogy. Training and education of an aviation specialist. Part 1 Introduction to the course of pedagogy. Problems of training and combat training: textbook. allowance [Text] / S.М. Ketko; CHVVAUSH (VI). - Chelyabinsk: ChVVAUSH (VI), 2008 .-- 136 p. 2 parts.
Ozhegov, S.I. Explanatory dictionary of the Russian language [Text] / S.I. Ozhegov, N.Yu. Swedes; Grew up. acad. Sciences, Ros. culture fund. - 2nd ed., Rev. and add. - M .: AZ, 1995 .-- 928 p.

The branch of pedagogical science, which studies the essence, content and patterns of the military pedagogical process in military units in peace and wartime.

The military pedagogical process is considered as a basic integrative concept that expresses the organized and purposeful activity of commanders, officers of educational work bodies, headquarters and services, public and state institutions for the education, training, development and psychological training of soldiers for skillful actions in the performance of assigned tasks. The military pedagogical process also includes specific activities for re-education, self-education and self-education of personnel.

The methodological basis of V.p. the provisions of the teachings stand out: on the essence of education and its role in the life of people and society; the role of the moral and psychological factor in war; factors of the formation of a serviceman (social environment, education, social and labor activity, heredity); the ratio of man and technology in armed struggle, etc.

The essential features of V.p. throughout its development in Russia are: humanistic traditions, the unity of military and moral education, reliance on national-state patriotic values, respect for the heroic past of the country and the Armed Forces, the widespread use of military rituals and symbols in the educational process.

In essence, the military pedagogical process is socially conditioned. Its main goal is to train a citizen warrior, a patriotic warrior and a specialist warrior, masterfully mastering modern technology and weapons.

Organizationally, the military pedagogical process is carried out in the form of completed cycles, replacing each other. The main cycle is the academic year, during which a number of specific educational tasks are solved, as determined by the requirements of the Minister of Defense of the Russian Federation, senior commanders and educational work bodies. The academic year consists of two periods - winter and summer, each of which includes a stage of single training of a soldier and training of subdivisions and military units. In the structure of the military pedagogical process, monthly, weekly and daily cycles are also distinguished, within which, taking into account the specifics of various categories of military personnel and units, the corresponding pedagogical tasks are solved.

The content of the military pedagogical process is carefully selected and subjected to pedagogical analysis: it is generalized, evaluated and carried out in accordance with the specifics of training missile servicemen, taking into account their military specialty. The content of the military pedagogical process is determined from all the special, primarily professional experience, and is structured mainly in educational and educational plans and programs. In each studied academic discipline, fundamental provisions (categories, concepts, key definitions, etc.) are determined, which constitute the core of the educational material, which is mandatory for deep understanding, thorough study. Then empirical material (facts, episodes, events, statistical data) is selected, which reinforces and argues the correctness of theoretical positions. The structuring of the training material ends with the identification of additional sources of information that broaden the horizons of servicemen after familiarizing themselves with them in the course of independent work.

The methodological component of the military pedagogical process includes the methods and techniques of the pedagogical activity of commanders and educational work bodies.

Education and upbringing in the military pedagogical process are the most important factor influencing the personality of servicemen. During the training sessions, all the functions of the military pedagogical process are realized. So, educational tasks are solved through the professional orientation of the content of educational material, a clear organization and methods of active learning, the introduction of the cult of knowledge, study. The criteria for the success of upbringing in the learning process are: the transformation of knowledge into attitudes, attitudes; development of the ability to creative thinking; possession of the skills of mental and practical work; culture of needs and interests.

The military pedagogical process has its own characteristics, namely: the practical nature of educational work, its close connection with official activities; organic unity of theoretical and practical training of military personnel; field training of personnel as a practical basis for the military pedagogical process; high technical equipment; the intense nature of teaching and educational work, carrying it out in an environment close to combat; implementation of the military pedagogical process in strict accordance with the requirements of general military and combat regulations, manuals; the unity of individual and collective (group) training of military personnel; multidisciplinary, multidimensional and multilevel nature; the leading role of commanders (chiefs) in the preparation and implementation of the military pedagogical process; direct dependence of the scientific, organizational and methodological levels of the military pedagogical process on the psychological and pedagogical preparedness and pedagogical culture of the officer corps, etc.