The practice of education has its roots in the deep layers of human civilization. Education appeared along with the first people, but the science of it was formed much later, when such sciences as geometry, astronomy and many others already existed.

The root cause of the emergence of all scientific branches is the needs of life. The time has come when education began to play a role in people's lives. important role. It was discovered that society develops faster or slower depending on how it organizes the education of the younger generations. There was a need to generalize the experience of education, to create special educational institutions to prepare young people for life. In the most developed states of the Ancient World - China, India, Egypt, Greece - attempts were made to generalize the experience of education and isolate its theoretical principles.

Ancient Greek philosophy became the cradle of European educational systems. Its most prominent representative Democritus(460–370 BC) wrote: “Nature and nurture are alike. Namely, education rebuilds a person and, transforming, creates nature... Good people become more from education than from nature.”

Major ancient Greek thinkers were theorists of pedagogy Socrates(469–399 BC), Plato(427–347 BC), Aristotle(384–322 BC). Their works deeply developed the most important ideas and provisions related to the upbringing of a person and the formation of his personality. A unique result of the development of Greco-Roman pedagogical thought was the work “Education of the Orator” by the ancient Roman philosopher and teacher Mark of Fabius Quintilian(35–96 AD).

During the Middle Ages, the church monopolized the spiritual life of society, directing education in a religious direction. Education at this time lost the progressive orientation of ancient times. From century to century, the unshakable principles of dogmatic teaching, which existed in Europe for almost 12 centuries, were honed and consolidated. And although among the church leaders there were enlightened philosophers - Tertullian(160–222), Augustine(354–430), Aquinas(1225–1274), who created extensive pedagogical treatises, pedagogical theory did not receive much development.

The Renaissance gave rise to a number of humanist teachers - these are Erasmus of Rotterdam(1466–1536), Vittorino de Feltre(1378–1446), Francois Rabelais(1494–1553), Michel Montaigne(1533–1592).

Pedagogy has been a part of philosophy for a long time, and only in the 17th century. became an independent science. And today pedagogy is connected with philosophy in thousands of threads. Both of these sciences deal with man, studying his life and development.

The separation of pedagogy from philosophy and its formalization into a scientific system is associated with the name of the great Czech teacher John Amos Comenius(1592–1670). His main work, “The Great Didactics” (1654), is one of the first scientific and pedagogical books. Many of the ideas expressed in it have not lost their relevance and scientific significance today. Proposed by Ya.A. Comenius' principles, methods, forms of teaching, for example the principle of conformity to nature, the classroom-lesson system, were included in the golden fund of pedagogical theory.

English philosopher and educator John Locke(1632–1704) focused his main efforts on the theory of education. In his main work, “Thoughts on Education,” he outlined his views on raising a gentleman - a self-confident person who combines broad education with business qualities, grace of manners with firmness of conviction.

The history of pedagogy includes the names of such famous Western educators as Denis Diderot(1713–1784), Jean Jacques Rousseau(1712–1778), Johann Heinrich Pestalozzi(1746–1827), Johann Friedrich Herbart(1776–1841), Adolf Disterweg(1790–1841).

Educational ideas were also actively developed in Russian pedagogy; they are associated with the names V.G. Belinsky(1811–1848), A.I. Herzen(1812–1870), N.G. Chernyshevsky(1828–1889), L.N. Tolstoy(1828–1910).

Brought world fame to Russian pedagogy Konstantin Dmitrievich Ushinsky(1824–1871). He made a revolution in theory and pedagogical practice. In Ushinsky’s pedagogical system, the leading place is occupied by the doctrine of the goals, principles, and essence of education. “Education, if it desires happiness for a person, should educate him not for happiness, but prepare him for the work of life,” he wrote. Education, when improved, can far expand the limits of human strength - physical, mental and moral.

According to Ushinsky, the leading role belongs to the school, the teacher: “In education, everything should be based on the personality of the educator, because educational power flows only from the living source of the human personality. No statutes or programs, no artificial organism of an institution, no matter how cleverly thought out, can replace the individual in the matter of education.”

K.D. Ushinsky revised all pedagogy and demanded a complete restructuring of the education system based on the latest scientific achievements. He believed that “pedagogical practice alone without theory is the same as witchcraft in medicine.”

At the end of the 19th – beginning of the 20th centuries. intensive research into pedagogical problems began in the USA: general principles were formulated, the laws of human education were derived, developed and implemented efficient technologies education that provides every person with the opportunity to quickly and successfully achieve their designed goals.

The most prominent representatives of American pedagogy are John Dewey(1859–1952), whose work had a significant influence on the development of educational thought throughout the Western world, and Edward Thorndike(1874–1949), famous for his research into the learning process and the creation of effective educational technologies.

The name of the American teacher and doctor is well known in Russia Benjamin Spock(1903–1998). Having asked the public, at first glance, a secondary question: what should prevail in raising children - strictness or kindness, he stirred up minds far beyond the borders of his country. The answer to this simple question is not yet obvious.

At the beginning of the 20th century. In world pedagogy, the ideas of free education and development of the child’s personality began to actively spread. An Italian teacher did a lot to develop and popularize them Maria Montessori(1870–1952). In her book “The Method of Scientific Pedagogy,” she argued that it is necessary to make the most of opportunities childhood. The main form of the initial schooling There should be independent study sessions. Montessori compiled didactic materials for individual study by younger schoolchildren of the grammar of their native language, geometry, arithmetic, biology and other subjects. These materials are designed so that the child can independently detect and correct his mistakes. Today in Russia there are many supporters and followers of the Montessori system. The complexes operate successfully " kindergarten– school”, where the ideas of free education of children are put into practice.

A supporter of the ideas of free education in Russia was Konstantin Nikolaevich Ventzel(1857–1947). He created one of the world's first declarations of the rights of the child (1917). In 1906–1909 The “Free Children's House” he created successfully operated in Moscow. In this original educational institution, the main actor there was a child. Educators and teachers had to adapt to his interests and help in the development of natural abilities and talents.

Russian pedagogy of the post-October period followed the path of its own comprehension and development of ideas for educating a person in a new society. S.T. took an active part in the creative search for new pedagogy. Shatsky (1878–1934), P.P. Blonsky (1884–1941), A.P. Pinkevich (1884–1939). The pedagogy of the socialist period became famous thanks to the works of N.K. Krupskaya, A.S. Makarenko, V.A. Sukhomlinsky. Theoretical searches Nadezhda Konstantinovna Krupskaya(1869–1939) concentrated around the problems of forming a new Soviet school, organizing extracurricular educational work, and the emerging pioneer movement. Anton Semenovich Makarenko(1888–1939) put forward and tested in practice the principles of creating and pedagogical management of a children's team, methods labor education, studied the problems of forming conscious discipline and raising children in the family. Vasily Alexandrovich Sukhomlinsky(1918–1970) focused his research around the moral issues of youth education. Many of his didactic advice and apt observations retain their significance in understanding modern ways of developing pedagogical thought and schools at the stage of a radical restructuring of society.

In the 1940-1960s. actively worked in the field of public education Mikhail Alekseevich Danilov(1899–1973). He created the concept of primary school (“Tasks and Features of Primary Education”, 1943), wrote the book “The Role of Primary School in the Mental and Moral Development of a Person” (1947), and compiled many manuals for teachers. Russian teachers still rely on them today.

Among primary schools, a special place is occupied by the so-called small schools, which are created in small towns and villages, where there are not enough students to create full classes and one teacher is forced to simultaneously teach children of different ages. Issues of training and education in such schools were developed by M.A. Melnikov, who compiled the “Handbook for Teachers” (1950), which sets out the fundamentals of the methodology of differentiated (i.e., separate) teaching.

In the 1970-1980s. active development of problems in primary education was carried out in a scientific laboratory under the leadership of academician L.V. Zankova. As a result of research, a new training system was created junior schoolchildren, based on the priority of developing the cognitive abilities of students.

At the end of the 1980s. In Russia, a movement began for the renewal and restructuring of schools. This was expressed in the emergence of the so-called pedagogy of cooperation (S.A. Amonashvili, S.L. Soloveichik, V.F. Shatalov, N.P. Guzik, N.N. Paltyshev, V.A. Karakovsky, etc.) . The whole country knows the book of a Moscow teacher primary classes S.N. Lysenkova “When it’s easy to learn”, which describes the techniques of “commented management” of the activities of junior schoolchildren based on the use of diagrams, supports, cards, tables. S.N. Lysenkova also created the “advanced learning” technique.

In recent decades, significant progress has been achieved in a number of areas of pedagogy, primarily in the development of new technologies for preschool and primary school education. Modern computers, equipped with high-quality training programs, help cope with the tasks of managing the educational process, which allows you to achieve high results with less energy and time. There has also been progress in the creation of more advanced educational methods. Research and production complexes, original schools, experimental sites are noticeable milestones on the path of positive change. The new Russian school is moving in the direction of humanistic, personality-oriented education and training.

However, pedagogical science does not yet have a single general view of how children should be raised. From ancient times to the present day, there are two diametrically opposed views on education: 1) children need to be raised in fear and obedience; 2) children need to be raised with kindness and affection. If life had categorically rejected one of the approaches, it would have ceased to exist long ago. But this is the whole difficulty: in some cases, people brought up in strict rules, with harsh views on life, with stubborn characters and unyielding views bring great benefit to society, in others - soft, kind, intelligent, God-fearing and philanthropic people. Depending on the conditions in which people live, what policies states have to pursue, educational traditions are created. In those societies that have long lived a calm, prosperous life, humanistic tendencies in education predominate. In societies engaged in constant struggle, harsh education predominates, based on the authority of the elder and the unquestioning obedience of the younger. That is why the question of how to raise children is not so much the prerogative of science as of life itself.

Authoritarian (based on blind submission to authority) education has a fairly convincing scientific basis. So, I.F. Herbart, having put forward the position that a child is inherent in “wild agility” from birth, demanded strictness from upbringing. He considered threats, supervision of children, orders and prohibitions to be the methods of education. For children who violate order, he recommended introducing fine books at school. Largely under the influence of Herbart, the practice of education developed, which included a whole system of prohibitions and punishments: children were left without lunch, put in a corner, placed in a punishment cell, the names of the offenders were recorded in a fine register. Russia was among the countries that largely followed the commandments of authoritarian education.

As an expression of protest against authoritarian upbringing, the theory of free upbringing, put forward by J.J. Rousseau. He and his followers called for respect for the growing person in the child, not to constrain, but to stimulate in every possible way his natural development during upbringing. Nowadays, this theory has developed into a powerful movement of humanistic pedagogy and has acquired numerous supporters all over the world.

Among the Russian teachers who actively advocated the humanization of education is L.N. Tolstoy, K.M. Wentzel, K.D. Ushinsky, N.I. Pirogov, P.F. Lesgaft, S.T. Shatsky, V.A. Sukhomlinsky and others. Thanks to their efforts, Russian pedagogy has made significant concessions in favor of children. But humanistic transformations have not yet been completed; the Russian school continues to multiply them.

Humanistic pedagogy is a system of scientific theories that affirms students in the role of active, conscious, equal participants in educational educational process developing according to their capabilities. From the standpoint of humanism, the ultimate goal of education is that each student can become an authorized subject of activity, knowledge and communication, a free, amateur person. The degree of humanization of the educational process is determined by the extent to which this process creates the prerequisites for the self-realization of the individual, the disclosure of all the natural inclinations inherent in him, his abilities for freedom.

Humanistic pedagogy is focused on the individual. Its distinctive features: a shift in priorities to the development of mental, physical, intellectual, moral and other spheres of personality instead of mastering the volume of information and organizing a certain range of skills; focusing efforts on the formation of a free, independently thinking and acting personality, a humanist citizen capable of making informed choices in a variety of educational and life situations; ensuring appropriate organizational conditions for successfully achieving the reorientation of the educational process.

The humanization of the educational process should be understood as a rejection of authoritarian pedagogy with its pedagogical pressure on the individual, which denies the possibility of establishing normal human relationships between teacher and student, as a transition to personality-oriented pedagogy, which attaches absolute importance to the personal freedom and activity of students. To humanize this process means to create conditions in which the student cannot help but study, cannot study below his capabilities, cannot remain an indifferent participant in educational affairs or an outside observer of a rapidly flowing life. Humanistic pedagogy advocates adapting the school to the student, providing an atmosphere of comfort and “psychological safety.”

Humanistic pedagogy requires: 1) a human attitude towards the student; 2) respect for his rights and freedoms; 3) presenting feasible and reasonably formulated demands to the pupil; 4) respect for the pupil’s position even when he refuses to fulfill the requirements; 5) respect for the child’s right to be himself; 6) bringing to the consciousness of the pupil the specific goals of his upbringing; 7) non-violent formation of the required qualities; 8) refusal of corporal and other punishments degrading the honor and dignity of a person; 9) recognition of the individual’s right to completely renounce qualities that for some reason contradict his beliefs (humanitarian, religious, etc.).

The creators of humanistic pedagogical systems are known all over the world - M. Montessori, R. Steiner, S. Frenet. The directions they created are now often called pedagogics.

An object (from the Latin objecio - I oppose) is something that is opposed to the subject, towards which his cognitive or other activity is directed. The object of pedagogy is a person who develops as a result of educational relationships.

An object is something that changes in activity. This category denotes a certain integrity isolated from the world of objects in the process of cognition of the world. The main difference between an object and an object is the selection of properties and characteristics.

Teacher-researchers take different approaches to defining subject of pedagogy. For example, P.I. Pidkasisty considers the subject of pedagogy to be educational activities carried out in educational institutions; I.F. Kharlamov – human upbringing as a special function of society; B.T. Likhachev - objective laws of the specific historical process of education, organically connected with the laws of the development of social relations, as well as real social educational practice of forming younger generations, features and conditions of the organization pedagogical process. According to V.A. Andreev, the subject of pedagogy is a holistic system of upbringing, education, training, socialization and creative self-development of a person. According to B.S. Gershunsky, this is not only activities related to the direct work of a practicing teacher with students, but also activities of a research and management nature. V.V. Kraevsky considers the subject of pedagogical science to be the system of relationships that arise in pedagogical activity.

Sources of development of pedagogy are: 1) centuries-old practical experience of education, enshrined in the way of life, traditions, customs of people, folk pedagogy; 2) philosophical, social science, pedagogical and psychological works; 3) current world and domestic practice of education; 4) data from specially organized pedagogical research; 5) the experience of innovative teachers offering original ideas and educational systems in modern rapidly changing conditions.

Tasks of pedagogy. The scientific and practical tasks of pedagogy are distinguished. Tasks Sciences– conduct research, increasing the stock of discoveries, developments, constructing models of educational solutions, tasks practices– carry out the upbringing and education of schoolchildren.

All problems solved by pedagogical science are divided into two classes: permanent and temporary. The constant tasks of pedagogy cannot be solved to the point of exhaustion. The emergence of temporary tasks is dictated by the needs of practice and science itself; they reflect the immense wealth of pedagogical reality.

TO permanent tasks include: revealing patterns in the areas of upbringing, education, training, management of educational and educational systems; study and generalization of practice and experience in teaching; development of new methods, means, forms, systems of training, education, management of educational structures; forecasting education for the near and distant future; implementation of research results into practice.

Examples temporary tasks may be: creating libraries of electronic textbooks; development of standards for pedagogical professionalism; identification of typical stressors in the work of teachers; creation of didactic foundations for teaching schoolchildren with poor health; development of new technologies for training future teachers; identifying conditions that influence schoolchildren’s choice of profession, etc.

Functions of pedagogy how science is conditioned by its subject. Pedagogy implements functions at the theoretical and technological levels in organic unity.

Theoretical level implies the implementation of the following functions:

explanatory consisting in the fact that science describes pedagogical facts, phenomena, processes, explains by what laws, under what conditions, why the processes of upbringing, education and development occur, studies advanced and innovative pedagogical experience;

diagnostic, which consists in identifying the state of pedagogical phenomena, the success or effectiveness of the activities of the teacher and students, establishing the conditions and reasons that ensure them;

prognostic, presupposing a reasonable prediction of the development of pedagogical reality, including both theory and practice. It is associated with conducting experimental studies of pedagogical reality and building on their basis models of its transformation, as well as revealing the essence of pedagogical phenomena, finding deep phenomena in the pedagogical process, and scientific substantiation of the proposed changes.

At this level, theories of training and education, models of pedagogical systems that are ahead of educational practice are created.

Technological level involves the implementation of such functions of pedagogy as:

– projective, development related teaching materials(curricula, programs, textbooks and teaching aids, pedagogical recommendations), embodying theoretical concepts and defining the “normative or regulatory” (V.V. Kraevsky) plan of pedagogical activity, its content and nature;

– transformative, aimed at introducing the achievements of pedagogical science into educational practice with the aim of its improvement and reconstruction, at improving pedagogical practice by creating effective pedagogical systems and technologies that allow obtaining more or less predictable results of upbringing and education;

– reflective And corrective, involving an assessment of the impact of scientific research results on the practice of teaching and education and subsequent correction in the interaction of scientific theory and practical activity;

– educational and educational, implemented through training, education and development of a person’s personality.

Any science reaches maturity and perfection only when it reveals the essence of the phenomena it studies and can foresee their future changes in the sphere of not only phenomena, but also essence.

Phenomena- these are specific events, properties or processes that express the external aspects of reality and represent a form of manifestation and discovery of some entity. Essence is a set of deep connections, relationships and internal laws that determine the main features and trends in the development of a material system. The following types of connections are distinguished:

1) structural(universal natural - the interaction of all things and phenomena; cause-and-effect - the limiting case of a universal connection, when two phenomena are separated from it that are naturally related to each other; functional, in which a change in some phenomena causes very specific changes in others; this connection is not identical to a causal one, for example, the connection function between some mathematical quantities may not be causal);

2) according to the ordinal principle(hierarchical, connections of management, functioning, development, genetic);

3) depending on the strength, degree, duration of action(internal - external; general - particular; stable - unstable; repeating - non-repetitive, deep - superficial; direct - indirect; constant - temporary; essential - insignificant, random - necessary; dominant - non-dominant).

The essence is considered disclosed if: a) the exact formulation of the laws of motion and development of objects is given and the confirmation of predictions derived as a consequence from these laws and the conditions of their action; b) the principles of origin and sources of development of the object in question are known, the ways of its formation or technical reproduction are revealed, if a reliable model of it has been created in theory or in practice, the properties of which correspond to the properties of the original.

The essence is not revealed directly, it is discovered by studying the phenomenon. The task of any pedagogical research is to penetrate more deeply into the essence of the phenomenon being studied, to reveal its inherent laws and patterns.

The study of patterns, principles and rules of pedagogy is something general, without the theoretical analysis of which it is impossible to effectively engage in pedagogical practice. The problem of pedagogical patterns, principles and rules has been studied in recent years in the works of Yu.K. Babansky, V.I. Zagvyazinsky, I.Ya. Lerner, V.V. Kraevsky and others. Until now, there are no clear criteria for an unambiguous answer to the question of whether, for example, the proposed pedagogical principle is a principle or not.

Before focusing on the features of pedagogical principles or patterns, let us clarify them as social, philosophical categories.

A law reflects a pedagogical phenomenon at the most concrete level, while a pattern reflects a more abstract level and often reveals only the general tendency of functioning.

A pattern is an incompletely understood law or a law whose limits and form have not yet been established. A pattern expresses many connections and relationships, while a law unambiguously expresses a certain connection, a certain relationship. A pattern is the result of the combined action of many laws, therefore the concept of a pattern is broader in scope than the concept of a law.

The law always has two functions: explanatory and predictive. Its task is to promote the scientific management of educational activities, anticipate its results, optimize the content, forms, methods and means.

According to the criterion of generality, the following types of laws are distinguished: a) specific, specific (the scope is narrow); b) general (the scope is wide), universal.

Pedagogical law is a pedagogical category to designate objective, essential, necessary, general, steadily recurring phenomena under certain pedagogical conditions, the relationship between the components of the pedagogical system, reflecting the mechanisms of self-organization, functioning and self-development of the integral pedagogical system.

Under regularity in social phenomena (in this case, in the educational process) we understand an objectively existing, necessary, repeating, essential connection between phenomena and properties of the objective world, in which changes in some phenomena cause certain changes in other phenomena, characterizing their progressive development.

In pedagogy, dynamic and statistical laws apply. Based on dynamic laws, knowing the initial state of the pedagogical system and the external conditions in which the pedagogical process takes place, it is possible to predict its subsequent changes. Statistical laws reflect certain trends in changes in the pedagogical system, which are identified based on the application of statistical methods of scientific and pedagogical research.

Every law takes the form of a relationship between categories. IN AND. Andreev believes that in order to formulate a pedagogical law or pattern, it is necessary: ​​1) to reveal significant, objective, stable, repeating relationships between the components of the pedagogical system; 2) establish the pedagogical conditions under which these relationships manifest themselves; 3) establish the boundaries of the law; 4) express, formulate the pedagogical law through the relationships of pedagogical categories in verbal or analytical form.

The discovery of pedagogical laws was preceded by a long search over the centuries. The precious learning experience was collected and summarized bit by bit. Apparently, already in primitive society there were practical rules for learning (for example, through the practice of life). The ancient scientists Plato, Aristotle, Quintilian also formulated their recommendations and rules, but did not specifically deal with issues of education, since they understood education not as a science, but as a craft, the art of teaching other sciences. Art does not obey laws. Many of these rules are still in effect today, for example: “The purpose of a teacher is to help the thoughts be born in the head of his student” (Socrates); “Not everyone can give education, but only those who are familiar with the techniques necessary for this, as well as with the mental conditions of life of the student” (Quintilian).

In the 18th century pedagogy has reached the level of a system of rules and practical guides. So, Ya.A. Komensky presents didactics in the form of a system of rules: “Basic rules of natural teaching and learning: teach visually, in accordance with nature, etc.” And Disterweg brought the number of rules to 33. Comenius and Disterweg had many followers who tried to present didactics in the form of instructions, which consisted of a number of rules grouped around very narrow topics: how to prepare for lessons, how to pose questions, how to consolidate material and etc.

One of the first to announce the discovery of the law was I.G. Pestalloci. He formulated the law of the child’s mental development “from vague contemplation to clear ideas and from them to clear concepts.” K.D. Ushinsky almost did not use the words “law” and “regularity,” but made brilliant generalizations, for example: “The more factual knowledge the mind has acquired and the better it has processed it, the more developed and stronger it is.”

Currently, the following laws are recognized in pedagogy:

integrity and unity of the pedagogical process(reveals the relationship between part and whole in the pedagogical process, the need for harmonious unity of rational, emotional, reporting, search, content, operational and motivational components);

unity and interconnection of theory and practice of teaching;

educational and developmental training(reveals the relationships between mastering knowledge, methods of activity and comprehensive development personality);

social conditioning of the goals, content and methods of teaching(reveals the objective process of the determining influence of social relations, the social system on the formation of all elements of education and training).

Closely related to the basic laws are specific laws, which manifest themselves as pedagogical laws.

Regularities can be general or specific. Are common patterns cover the entire system with their action, specific ones – its individual component.

Let us give examples of specific psychological patterns discovered in didactics.

1. Learning productivity is directly proportional to the students’ interest in educational activities, number of training exercises, level cognitive activity students and depends on the level of memory development (breadth, depth, strength).

2. Jost's law. All other things being equal, to achieve the mastery criterion, fewer trials are required when learning material by the distributed learning method than by the concentrated learning method.

Pedagogical principles and rules. Pedagogy strives to discover objective laws that provide an understanding of the general picture of the development of didactic and educational processes. However, these laws do not contain specific instructions for practical activities, but are only a theoretical basis for the development of rules and principles. As a result, practical instructions are enshrined in pedagogical principles and rules.

Principle(from Latin principium - basis, origin) is a guiding idea, a basic rule, a requirement for activity, behavior, resulting from the laws established by science. Pedagogical principle according to V.I. Andreev, is one of the pedagogical categories, which represents the main normative position, which is based on a known pedagogical pattern and characterizes the most general strategy for solving a certain class of pedagogical tasks (problems), serves at the same time as a system-forming factor for the development of pedagogical theory and a criterion for the continuous improvement of practice in order to increasing its effectiveness. P.I. Pidkasisty understands by pedagogical principle a general guiding principle that requires a sequence of actions, but not in the sense of “succession”, but in the sense of “constancy” under various conditions and circumstances (never yell at children, never hit children, be punctual, etc. .)

The pedagogical principle expresses the essence of the law in its normative form, i.e. it indicates how to act the best way in appropriate pedagogical conditions. These are, for example, the principles of didactics. Yes, the principle visibility is based on the following pattern: human senses have different sensitivities, the bandwidth per second of the vision channel is 5 times greater than the hearing channel and 13 times greater than the sensation channel.

Principle consciousness and activity personality in learning is based on the understanding that learning is effective if students are active subjects of cognitive activity, that is, they are aware of the goals of the lesson, plan and organize their work, know how to test themselves, show interest in knowledge, pose problems and know how to look for their solutions .

Principle systematic learning involves teaching and assimilating knowledge in a specific system that structures all the material being studied on the basis of generic, cause-and-effect relationships, from the standpoint of identifying the general and the particular, individual facts and generalizing conclusions.

Principle sequences teaching requires a logical construction of the content of the material being studied and a methodology for presenting it, in which the dynamics of the advancement of students’ mental and practical actions are carried out: from simple to complex, from the known to the unknown.

Principle accessibility teaching suggests that the selection of didactic material should be carried out on the basis of the optimal balance of complexity and entertainment, and when choosing methods for its development, take into account the age of students and the level of their real mental and practical actions.

Principle scientific character requires that the content of the material being studied acquaints students with objective scientific facts, theories, laws and reflects the current state of the sciences.

Pedagogical rule- This is a guiding position concerning individual parties or private issues of education and training. According to V.I. Andreev, the rule of pedagogy is a rule of education, training or self-development, which is a succinctly formulated prescription based on a pedagogical principle, a normative requirement for the activities of a teacher or student, the implementation of which forms the most rational tactics for their actions and helps to increase the efficiency of solving a certain class of pedagogical problems.

The differences between the pedagogical principle and the pedagogical rule are presented in Table. 1.

Table 1

Each pedagogical rule has value only when it is applied in optimal combination with other rules, subject to some pedagogical principle or system of pedagogical principles. For example, to implement the principle of consciousness and activity, the teacher must follow the following rules:

1) explain the goals and objectives of the upcoming work (importance, significance, prospects);

2) rely on the interests of students and form motives for learning;

3) turn to life experience and intuition of students;

4) illustrate new concepts using visual models;

5) ensure understanding of each word and concept;

6) include students in the process of finding solutions to scientific and practical problems, etc.

Developing, any science enriches its theory, is filled with new content and carries out within itself the scientific differentiation of the most important research areas. This process also affected pedagogy. Currently, the concept of “pedagogy” denotes an entire system of pedagogical sciences.

1. General pedagogy is a basic scientific discipline that studies the basic laws of education, developing the general foundations of the educational process in educational institutions of all types. It includes the following sections:

1) introduction to teaching(studies the essence of professional pedagogical activity, its problems, tasks, characteristic features);

2) general principles of pedagogy(studies the categorical apparatus of pedagogy, pedagogical laws and basic pedagogical patterns, rules and principles, independent of the age and other characteristics of the students);

3) education theory(studies the specially organized process of education in general and in areas of educational work);

4) didactics(examines the patterns of education and training, mainly teaching and mastering knowledge, the formation of skills, as well as the educational possibilities of various types of educational activities, regardless of a particular discipline);

5) theory of educational systems management(studies the problems of the general organization of educational institutions and their systems);

6) methodology of pedagogy(studies methods, techniques and techniques of pedagogical research);

7) philosophy and history of education(studies the development of pedagogical ideas and the development of upbringing, education, training in various historical eras).

2. Age pedagogy studies the characteristics of human upbringing in various age stages. Depending on the age characteristics, there are:

1) perinatal pedagogy (a section of age-related pedagogy that is on the path of its formation and development, studying the patterns of teaching and raising children before their birth);

2) nursery pedagogy (studies the patterns and conditions of raising infants);

3) preschool pedagogy (considers the patterns of development, formation of the personality of children before school age. The branches of preschool pedagogy include didactics of preschool education, theory and methods of educating preschoolers, international standards for preschool child development, theory and practice of professional training of specialists in preschool education and education);

4) pedagogy high school(develops theoretical and practical foundations, principles, methods, forms and means of teaching and educating school-age children. School pedagogy includes: pedagogy of primary school age, pedagogy of middle school age, pedagogy of senior school age);

5) pedagogy vocational education(studies the patterns of training highly qualified workers. Currently, due to the crisis of vocational education in Russia, the experience of this branch of science is not being properly developed);

6) pedagogy secondary specialized education(develops the theory and practice of professional training at the border of secondary and higher levels of special education);

7) higher education pedagogy(studies the patterns of education, upbringing and development of future highly qualified specialists);

8) androgogy(develops theoretical and practical foundations of education, development and upbringing of adults);

9) pedagogy third age(develops a system of education, development, and upbringing of people of retirement age).

3. Special pedagogy develops theoretical basis, principles, methods, forms and means of upbringing and education of people with disabilities in physical and mental development. Special pedagogy also has other names: defectology, correctional pedagogy. It includes the following sections:

1) pedagogy of the deaf(studies the theoretical and practical foundations of upbringing and education of deaf and dumb children and adults. Consists of a number of scientific disciplines: theory of deaf pedagogy, history of deaf pedagogy, methods of teaching pronunciation and lip reading, face reading, acupedia, etc.);

2) typhlopedagogy(studies the theoretical and practical foundations of the upbringing and education of blind and visually impaired people. Its tasks include: developing the comprehensive development of blind and visually impaired children, overcoming their complete or partial loss of vision, equipping them with general educational knowledge, skills, and preparation for participation in public life and practical work activity);

3) oligophrenopedagogy(develops the laws of upbringing and education of mentally retarded people. Its contents are: the doctrine of the essence of mental retardation in children, the ways and means of pedagogical and psychological study of the characteristics of an abnormal child; the theory of teaching a mentally retarded child; scientific justification for the content of education of mentally retarded children in a auxiliary school etc.);

4) speech therapy(studies the issues of upbringing and education of people with speech disorders, explores the manifestations and nature of speech deficiencies, the causes and mechanisms of deviations in speech development, develops principles and methods for overcoming them).

4. Professional pedagogy studies patterns, carries out theoretical substantiation, develops principles, technologies for the upbringing and education of a person focused on a specific professional field of activity. Depending on the professional area, the following sections are distinguished:

1) production pedagogy (studies the patterns of training workers, reorienting them to new means of production, improving their skills, retraining for new professions. The need for developments in this area of ​​​​pedagogical knowledge is predetermined by the objective laws of development of both material and spiritual production. Science provides theoretical justifications and development didactic means a network of institutes, centers, retraining courses and advanced training);

2) military pedagogy (identifies patterns, carries out theoretical justification, develops principles, methods, forms of training and education of military personnel of all ranks in military educational institutions and units of the armed forces where military specialties are mastered. Elements of military pedagogy are found in secondary schools and in the university education system);

3) medical pedagogy (identifies patterns, develops principles, methods, forms of training and education of medical personnel in healthcare institutions).

There are also such sections of professional pedagogy as engineering And sports pedagogy.

5. Social pedagogy studies the patterns of social upbringing and social learning of children in the process of their socialization, contains theoretical and applied developments in the field of out-of-school upbringing and education of children and adults.

6. Curative pedagogy develops a system of educational activities for teachers with weakened and sick schoolchildren. It is an integrated medical and pedagogical science.

7. Gender pedagogy explores a set of approaches aimed at helping children feel comfortable at school and successfully solve problems of socialization, an important part of which is the child’s self-identification as a boy or girl. The goal of gender pedagogy is to correct the impact of gender stereotypes in favor of the manifestation and development of the individual’s personal inclinations.

8. Ethnopedagogy explores the patterns and features of folk, ethnic education, uses methods and sources of pedagogy, but at the same time, the use of ethnographic, ethnolinguistic, archaeological, ethnopsychological and sociological methods is relevant for it. The goal of ethnopedagogy is to take into account the educational interests of representatives of individual ethnic groups who, in the process of integration into a multinational state, are faced with the danger of losing their native language, their original folk culture, ethnic identity.

9. Family pedagogy develops patterns of upbringing and education of children in the family.

10. Comparative pedagogy explores the patterns of functioning and development of educational and educational systems in different countries by comparing and finding similarities and differences.

11. Corrective labor pedagogy contains theoretical justifications and development of practices for the re-education of persons in custody. Another name for correctional labor pedagogy is penitentiary pedagogy, or pedagogy of penitentiary institutions. There are children's and adult branches of this science.

12. Methods of teaching various disciplines contain specific private patterns of teaching specific disciplines and accumulate technological tools.

The study of many pedagogical problems requires an interdisciplinary approach, data from other human sciences, which together provides the most complete knowledge of the object being studied.

The initial significance for pedagogical science is philosophical knowledge. It is the basis for understanding the goals of upbringing and education in the modern period of development of pedagogical knowledge. The theory of knowledge makes it possible indirectly, thanks to the generality of laws, to determine the patterns of educational and cognitive activity and the mechanisms for controlling it. Epistemology (theory of knowledge) constitutes the most general methodological basis of pedagogical research. Philosophical categories (necessity and chance, general, individual and special, laws of interrelation and interdependence, development and its driving forces, etc.) contribute to the progress of research pedagogical thought. In connection with the in-depth understanding of the phenomenon of education at the present stage of human knowledge, one of the philosophical directions is receiving intensive development - the philosophy of education.

It is also important for pedagogy ethics. Deriving moral norms from life practice and various philosophical systems, formulating them in the form of moral norms, ethics, however, does not consider the question of how an individual or society appropriates these norms and patterns of behavior. This is what pedagogy does, building directions for education and developing its methods.

In a similar way, one can imagine the interaction between pedagogy and aesthetics, as a result of which it becomes possible to develop a theory and create an effective system of artistic education.

Pedagogy, considering man as a natural and social being, could not help but use the potential accumulated in anthropology as a science that integrates knowledge about the human phenomenon into a single theoretical construct that considers the nature of a conventional person in his multidimensionality and many faces.

About the relationship between pedagogy and psychology This is evidenced by the basic concepts of psychology, which, when used in pedagogical vocabulary, contribute to a more accurate definition of phenomena, facts of upbringing, education, and training. Pedagogy uses psychological knowledge to identify, describe, explain, and systematize pedagogical facts. Pedagogical and developmental psychology, the psychology of professional pedagogical activity, the psychology of managing pedagogical systems, etc. act as a kind of bridge between the pedagogical and psychological sciences.

Pedagogy is closely related to physiology. To understand the mechanisms of control of physical and mental development It is especially important for students to know the patterns of vital activity of the body as a whole and its individual parts, functional systems. Knowledge of the patterns of functioning of higher nervous activity allows pedagogy to design developmental and educational technologies and tools that contribute to the optimal development of the individual.

The relationship between pedagogy and economic sciences quite complex. The system of economic measures has an inhibitory or activating effect on education and its demand by society, which affects the development of pedagogical ideas and pedagogical science. Economic policy is a necessary condition development of educated society. Economic stimulation of scientific research in this field of knowledge remains an important factor in the development of pedagogy.

Sociology includes problems of education and upbringing in the area of ​​her theoretical and applied research. Within the structure of sociological science, such areas as sociology of education, sociology of upbringing, sociology of students, etc. are fruitfully developing. The results of sociological research are the basis for solving pedagogical problems related to the organization of student leisure, professional guidance, etc.

Significant opportunities for the development of pedagogical science lie in the prospects for its integration with industries medical sciences. Illnesses affecting school-age children pose a global and knowledge-intensive task for pedagogy - to develop a special system for teaching and educating sick, indisposed, sick schoolchildren.

The connection between pedagogy and political science due to the fact that educational policy has always been a reflection of the ideology of the ruling parties and classes. Pedagogy seeks to identify the conditions and mechanisms of a person’s formation as a subject of political consciousness, the possibility of assimilating political ideas and attitudes.

Its connection with logic. Logic largely determines the structure of the content of education and the order of presentation of material in the learning process, as well as ways of developing thinking within the educational process. Of course, this is the task of pedagogy within its subject, but logical diagrams, figures, laws serve as a necessary (albeit insufficient) basis if the apparatus of one science is used to solve applied problems of another.

Connections between pedagogy and various sections mathematicians And cybernetics(probability theory, mathematical statistics, automata theory) are important for solving pedagogical problems at the modern level using the apparatus of these sciences: modeling and algorithmization of teaching, etc.

Pedagogical research actively uses data from many other sciences. The forms of interaction between pedagogy and other sciences are: the use by pedagogy of basic ideas, theoretical positions, generalizing the conclusions of other sciences; creative borrowing of research methods used in these sciences; use of specific research results from other sciences; her involvement in complex human research.

Considering the question of the connection between pedagogy and other sciences, it is necessary to note the following:

A system of pedagogical knowledge cannot be derived from any one science;

To develop pedagogical theory and practical recommendations, data from other sciences are needed;

The same data can be used to achieve different goals;

Pedagogy processes data from other sciences for a more complete knowledge of the pedagogical process and development in various ways its optimal organization.

In the preface to the book “Man as a Subject of Education” (1867) K.D. Ushinsky wrote: “...pedagogy is not a collection of scientific principles, but only a collection of rules of educational activity. Pedagogy is not a science, but an art: the most extensive, complex, and most necessary of the arts. But as a complex and vast art, it relies on many vast and complex sciences; as art, in addition to knowledge, it requires ability and inclination, and as art it strives for an ideal, eternally achieved and never completely achievable; to the ideal of the perfect man."

One hundred years after K.D. The Ushinskys gave this definition; pedagogy, which had accumulated knowledge and discovered its patterns and laws, could no longer be considered only art. Therefore, it received the status of both science and art. But what is the relationship between science and art in pedagogy? If we consider pedagogy to be an art, then it is just a collection of tips, rules and recommendations for the implementation of an educational process that defies logic. Pedagogy-science must contain all the components of a strict scientific theory, highlighting a systematic approach and the logic of knowledge of its subject by objective scientific methods.

Science is a field of research activity aimed at producing new knowledge about nature, society and thinking and includes all the conditions and aspects of this production: scientists, material and technical base, research methods, conceptual and categorical apparatus. A certain branch of knowledge is called science if:

1) one’s own object is clearly identified, isolated and recorded;

2) objective research methods are used to study it;

3) objective connections (laws and regularities) between the factors and processes that constitute the subject of study are recorded;

4) established laws and patterns make it possible to foresee (predict) the future development of the processes under study and make the necessary calculations.

Today no one questions the scientific status of pedagogy. Reflecting on the purpose of science, the great Russian chemist D.I. Mendeleev came to the conclusion that every scientific theory has two main goals: prediction and benefit. At the same time, foresight is the task of theory, and benefit is the task of practice. Thus, pedagogical science is called upon to understand the laws of upbringing, education and training of people and, on this basis, indicate to pedagogical practice the best ways and means of achieving its goals.

Most researchers believe that theoretical pedagogy can be distinguished from the vast field of pedagogical knowledge - as pedagogy containing basic scientific knowledge about patterns and laws, as well as axioms and principles. Let's imagine this in the form of the following diagram (Fig. 1).

Rice. 1

Theory contains patterns, laws, principles, axioms, etc., connecting through specific recommendations with practice (technologies, methods, techniques, forms, etc.).

The true skill of a teacher and the high art of education are always based on scientific knowledge. But the development of pedagogical science does not automatically ensure the quality of education; it is necessary that theory be transformed into practical technologies. For now, the gap between theory and practice in pedagogy is 5-10 years.

The infrastructure of a social system is understood as a set of conditions that ensure its functioning. Let us consider the conditions that ensure the functioning and development of pedagogical science.

1. Legal conditions - state documents defining the pedagogical policy of the society (Constitution of the Russian Federation, Law of the Russian Federation of July 10, 1992 No. 3266-1 “On Education” and other regulatory legal acts). Pedagogical science is usually divided into academic, industrial, and private. The activities of academic and university science are regulated by state regulations, private associations of scientists operate on the basis of state licenses, internal documents - charters, programs, contracts.

2. Economic conditions are funds of science in the form of land ownership, real estate in the form of buildings, structures, transport, communications; technical equipment, experimental factories of educational objects and means; financial resources from the state budget, regional and local budgets.

3. Personnel conditions represent an organization of a permanent contingent of researchers working on long-term and short-term scientific topics.

4. Network of scientific and pedagogical institutions. The main center of pedagogical science is the Russian Academy of Education. Each pedagogical university has research laboratories, and large pedagogical universities have postgraduate and doctoral studies.

5. Information Support represents a huge array of pedagogical information. Physical media of information are documents, publications on traditional and magnetic media, collected in libraries, in particular in the State Scientific Pedagogical Library named after. K.D. Ushinsky (Moscow).

6. Communication with world centers of educational sciences. Domestic science is constantly informed about pedagogical innovations in the world; Seminars and symposiums on current problems of education are systematically held, and experience is exchanged.

In every science, including pedagogy, one can conditionally distinguish three parts organically connected with each other: 1) methodology; 2) theory; 3) technology or methodology.

Methodology– this is logic, the philosophy of science. It includes understanding the methods of cognition and research of the phenomenon studied by science - its subject, as well as the very interpretation of the subject and its connections with other objects (phenomena) of the surrounding world. Theory- the main content of knowledge obtained by science about the phenomena being studied. In the development and formation of pedagogical knowledge, an important role in different periods was played by the theory of elementary education (I. Pestalozzi), the theory of educational teaching (I.F. Herbart), the general theory of personality development (K.D. Ushinsky), the theory age development children (P.P. Blonsky), theory of the educational team (A.S. Makarenko, I.F. Kozlov). Technology, or technique, represents the application of scientific knowledge to the practical activities of a person, in our case - educators: parents, teachers and educators. For all of them, specific methods are developed, for example, methods of teaching the Russian language, methods of teaching carpentry, etc. Mastery of technology (methodology) crowns the process of professional training of a specialist in one or another activity in the field of production, economics, education or culture.

A classic example of highly effective technology is the book by K.D. Ushinsky “Guide to teaching the “Native Word””, addressed to parents and teachers. More than one generation of teachers has successfully used the methodology outlined in it.

The methodology of pedagogy, like any other science, is primarily nourished by philosophy. Thus, the concept developed by G.V. has firmly established itself in scientific thinking. Hegel’s dialectical method proposes to consider each subject as a process in its development and connection with other subjects. Another example is the anthropological principle, substantiated in philosophy by L. Feuerbach, and after him by N.G. Chernyshevsky. This principle became the guiding principle in the created K.D. Ushinsky pedagogical anthropology. An example of the application of the general scientific method to the analysis of pedagogical phenomena - a comprehensive approach by I.F. Kozlov to the characteristics of education, when the nature, purpose, structure (form and content), mechanism - method of implementation and source of the subject of pedagogical science are consistently revealed. This approach retains its significance when analyzing other pedagogical phenomena (processes).

At the same time, each science creates its own methodology. The theories created by predecessors become the guiding principle for their followers in the development of new theories. So, for I.F. Kozlova study of the experience and works of A.S. Makarenko became the basis for characterizing the subject of pedagogy and formulating the basic laws of education. Kozlov’s interpretation of education as a social phenomenon becomes the most important methodological principle for understanding other pedagogical phenomena and facts.

Following A.S. Makarenko will call the modern logic of pedagogical research technological. It originated in the process of polytechnicization of a unified labor school and its rapprochement with production. In June 1928 S.T. Shatsky made a report “On the rationalization of classes at school,” where he said: “Rationalization techniques must be cultivated both in the teacher and in the students... In order to approach the study of the teacher’s work, it will be necessary to break it down into its main elements, operations... from which it is composed of, and evaluate their significance in the overall course of pedagogical work.” Operations and work are already concepts of technology. A little earlier, the Moskovsky Rabochiy publishing house published the book “On the Road to School Industrialization.” Its author M. Kamshilov, director of the Shatura school, which was part of the 2nd experimental station of the People's Commissariat for Education, writes about the introduction of the principles of scientific organization of labor into the pedagogical process: “In 1925–1926, when the school came close to the desire to move into its work on the principles of a rationalized factory, a rationalized plant, when she began to study this issue theoretically, naturally, the principles of notation increasingly penetrated into the practice of the school.”

Unfortunately, these sprouts of a new pedagogical logic were not destined to germinate. In the early 1930s. The experimental stations of the People's Commissariat for Education, which were turning into powerful scientific, educational and production associations, were closed. At the same time, the search for ways to bring schools closer to production in order to connect learning with productive work was stopped. S.T. Shatsky and many of his comrades did not voluntarily withdraw from active participation in construction new school. A.S. was luckier than others. Makarenko. Until 1936 inclusive, he headed the Children's Labor Commune named after F.E. Dzerzhinsky, which included an equipped modern technology a factory that produced power tools and cameras. Obviously, due to this A.S. Makarenko made the most significant contribution to the development of the technological logic of pedagogical thinking: he gave it a name, formulated its postulates (main provisions) and characterized typical errors in assessment pedagogical means.

Describing his encounter with the pedagogical Olympus in the “Pedagogical Poem”, A.S. Makarenko lamented: our pedagogical production has never been built according to technological logic, but always according to the logic of moral preaching. However, as Shatsky and Makarenko believed, the basis of educational work should be the organization of the child’s life, and not incessant moral teaching. It is this approach that directly leads to the birth of a new pedagogical logic - technological.

At the end of 1932 A.S. Makarenko writes an article “Experience in the methodology of working in a children’s labor colony.” In this work, terms that are unusual for pedagogical ears appear: “material”, “design”, “technique”, “production”, “product”. This is how Makarenko tries to comprehend the pedagogical process.

The most important feature of any technology is obtaining the desired product from a given material using specific means through sequential work operations. Is this possible in pedagogy? Makarenko answers this question in the affirmative and formulates the main provisions of pedagogical logic. These are the postulates:

Not a single action of the teacher should stand aside from the goals set;

No pedagogical tool can be declared constant - always useful or harmful, always acting accurately; an individual remedy can be both positive and negative, the decisive factor is the action of the entire system of means;

No system of educational means can be established once and for all; it changes in accordance with the development of the child and the progressive movement of society;

Any means must be pedagogically appropriate, which is verified experimentally.

At the same time, Makarenko described the three most typical errors of pedagogical logic: deductive prediction, ethical fetishism, solitary remedy.

Deductive prediction. For many years it was believed that for a comprehensive school polytechnicism is good, and professionalism is bad. This statement was supported by references to the authority of K. Marx. Thus, enormous damage was caused to the labor training of schoolchildren. Teachers advocated for combining education with productive work, without thinking about whether schoolchildren who were not professionally prepared could be allowed to work.

Ethical fetishism. In the first documents of the unified labor school, any punishment of children was prohibited, because “punishment raises a slave.” And impunity breeds a hooligan, Makarenko argued, justifying a reasonable system of punishment in his experience.

A solitary facility. The mistake is that one thing is snatched from the system of pedagogical means and declared either good or bad. In the history of Russian schools, this was the case with the “project method” (learning in the process of solving practical problems). At first, this method was declared to be the only correct one, and then, using both inappropriately and inopportunely, it was compromised, declared a methodological project and banned. And in vain, since when used skillfully, it allows students to apply the acquired knowledge in practice.

In addition, A.S. Makarenko is the author of the concept of pedagogical design. He substantiated the need to create a detailed personality program based on social order and taking into account individual characteristics every child. He laid the foundations for the theory of one of the leading pedagogical processes - the organization of an educational team and pedagogical management of its development. Finally, he was the first to consider the problem of pedagogical skill as a set of knowledge and skills necessary for every teacher, as well as pedagogical technology as a set of special skills that allow the effective use of various methods of teaching and education depending on the specific situation.

Mastering the technological logic of pedagogical thinking is an urgent task for every teacher. This is due to the fact that modern pedagogy in its development is becoming more and more technological. The pedagogical experience of innovators gives us examples of highly effective teaching and educational technologies, and mastering them requires technological thinking.

Special meaning for teachers acquires knowledge of the theory of personality development and age-related development of children, which together constitutes a kind of “materials science” of pedagogy.

The teaching profession is very ancient. The role of the teacher in the progressive development of society is significant, if only because he educates young people, forms a generation that will continue the work of their elders, but at a higher level of social development. Therefore, to some extent we can say that the teacher shapes the future of society, the future of its science and culture. It is not surprising that at all times, outstanding educators highly valued the role of the teacher in the life of society. The position of a teacher is excellent, like no other, “higher than which nothing can be under the sun,” wrote Ya.A. Comenius.

The significance of the role of the teacher in the progressive development of society was determined by K.D. Ushinsky in the article “On the benefits pedagogical literature"(1857): "An educator who is on par with the modern course of education feels like a living, active member of a great organism fighting the ignorance and vices of humanity, a mediator between everything that was noble and lofty in the past history of people, and the new generation, the keeper of the holy covenants of people who fought for the truth and for good. He feels like a living link between the past and the future, a mighty warrior of truth and goodness and realizes that his work, modest in appearance, is one of the greatest works of history, that kingdoms are based on it and entire generations live on it.”

In this quote, Ushinsky depicted all the social roles and functions of the teacher in a versatile, figurative, capacious manner, as in a formula. Later, researchers - philosophers, sociologists, psychologists, teachers - will name the same social functions of the teacher that the great teacher wrote about in his time.

The social functions of a teacher undergo changes along with the development of society, since the teacher lives in society and, together with it, experiences all the evolutionary and revolutionary changes occurring in it. In different historical eras, the social role of the teacher has changed: from the level of a hired artisan to a civil servant. Emphasizing the exceptional importance of the social role of the teacher, the Polish sociologist and researcher F. Znaniecki wrote in 1925: “The teacher today has more complex tasks than a politician, a public figure, a financier, an industrialist, than anyone else in modern society. He is, or rather, should be the main engine of the most radical social transformations in history, the leader of the world cultural revolution.” During that period in Poland, after the First World War, which became an independent state with a destroyed economy and a growing national identity, the social role of the teacher increased significantly. F. Znaniecki gave an expressive and apt, somewhat exaggerated, but convincing comparison and very highly appreciated the social function of the teacher.

So, examples from history prove that the social role and functions of the teacher depend on the very history of society. Meanwhile, they have something constant and common to different historical periods and eras.

1. The teacher plays the role of an “engine” in society, a catalyst (accelerator) of social progress. By educating the younger generation, he greatly contributes to the formation of people who master new and progressive production technologies, specialists who quickly master everything advanced in the diverse life of society. Thus, in the progressive development of society, in the acceleration of this development, there is undoubtedly a significant share of the strength and many years of work of the teacher.

2. A professional teacher forms a successive link in an unbreakable chain between the historical past of a society and its promising future - through the younger generation. He, like a baton, passes on the experience of the historical past of society to the promising future.

3. The specific function of a teacher is to act as a “battery” that accumulates social experience. In this role, he acts as the custodian and bearer of diverse social values: universal, cultural, intellectual, spiritual, etc. All his life, accumulating these values ​​in himself, he then passes them on to the younger generation. Consequently, the role of the teacher is not limited to accumulation; he is at the same time the main link in the mechanism of transferring to young people the value experience accumulated by elders. In fact, here we can see not one, but two social subgoals of the teacher: to accumulate in order to pass on.

4. The teacher acts as a specialist who evaluates the culture of society, the experience of social relations, relationships and behavior of people. From the general fund of culture, he selects the material that will be valuable (from a subjective point of view) for use in educational work with children. In this function, the role of the teacher is not always progressive, sometimes it can be conservative, since teachers of the older generation consider everything that happened in their youth and young years to be perfect, almost ideal, and new trends in life are sometimes perceived as destroying old foundations, and therefore unacceptable.

5. A teacher is a person authorized by society to represent the world of young people to the older generation. A professional teacher, like no one else, knows the characteristic physiological and psychological traits and other characteristics of children, adolescents, boys and girls, the uniqueness and possibilities of their diversified development at different age levels. Therefore, he can, is capable and has the moral right, with knowledge of the matter, to competently express his opinions to society about the education of youth, to create public opinion on topical problems of the theory and practice of education.

6. Another, perhaps the main, social function of a teacher is the formation of the spiritual world of young people in accordance with the principles and values ​​of a particular society. This is exactly what the teacher works on constantly, forming in the younger generation knowledge, concepts and beliefs about the rules of human society in accordance with the principles and norms of morality, law, and aesthetics. By instilling in young people ideas about universal human values, the teacher teaches them to regulate their behavior in accordance with these values, to live according to the principles of kindness and mercy, tolerance, respect and humanity towards others.

The social functions of a teacher are specified in professional functions.

Professional functions of a teacher, features of his profession.Professional Features teacher - these are functions that are directly related to his teaching and educational activities. They are implemented in relationships with children (pupils) and their parents, colleagues (teachers) and school administration, education department, representatives of the public and out-of-school educational institutions.

Below is a brief description of the professional functions of a teacher in different types of teaching activities.

1. Educational the function is basic, it is constant in time, continuous as a process and the widest in scope. It never stops, it applies to everyone age groups of people. It is thanks to education that the purposeful formation and development of a versatile and harmoniously developed personality occurs.

2. Educational function. Teaching as a section of the educational process belongs to the sphere of activity of a professional teacher. Systematic training can only be carried out by a sufficiently trained professional. At the same time, teaching is the main means of education. While teaching, the teacher develops in the student mainly intellectual and cognitive abilities, and also forms his moral and legal consciousness, aesthetic feelings, environmental culture, hard work, and spiritual world.

3. Communicative function. Pedagogical activity is unthinkable without communication. It is thanks to communication, in the process of communication, that the teacher influences students, coordinates his actions with the actions of colleagues, parents of students, and conducts all educational work. Recently, many scientists-teachers (I.I. Rydanova, L.I. Ruvinsky, A.V. Mudrik, V.A. Kan-Kalik, etc.), psychologists (S. V. Kondratieva, K.V. Verbova, A.A. Leontiev, Ya.L. Kolominsky, etc.).

4. Organizational function. A professional teacher deals with different groups students, colleagues, parents of students, and the public. He has to coordinate actions of a different nature with them, he must find a place for each participant in the pedagogical interaction so that his abilities are best demonstrated. The teacher decides what educational activity should be organized, when (day and hour) and where (school, classroom, museum, forest, etc.) it should be held, who will participate in it and in what role, what equipment (design) ) will be needed. Good organization of the educational process also ensures high results.

5. Correctional The function is associated with the fact that the teacher constantly monitors, diagnoses the progress of the educational process, and evaluates intermediate results. As he works, he has to make adjustments to his actions and the actions of his students. If the educational process is not adjusted, its result may be unpredictable.

In pedagogy and psychology there are other judgments about the professional functions (and corresponding pedagogical abilities) of teachers. Thus, the research of psychologist N.V. has received wide recognition. Kuzmina, conducted back in the 1960s. In her opinion, the main professional functions of a teacher are the following: constructive, organizational, communicative and gnostic (cognitive).

A different classification of a teacher’s professional functions is proposed by psychologist A.I. Shcherbakov. He divides them into two large groups: 1) general labor, which includes the functions studied by N.V. Kuzmina (gnostic replaced by research); 2) actually pedagogical. The meaning of this classification is that the first group of functions can be attributed not only to the teaching profession, but also to many others.

The approach and judgments of scientists Yu.N. are of interest. Ku-lyutkina (teacher) and G.S. Sukhobskaya (psychologist) about the functional roles of the teacher. In his work at different stages of the educational process, the teacher acts as a practical executor of his own plans, then as a methodologist and researcher. Scientists rightly note that the same teacher, depending on the stage of educational work, can act in one, then another, or a third function.

It should be noted that the professional functions of a teacher can be considered separately only conditionally; in fact, they are interrelated. Thus, the teaching function is a special case of the educational function, the communicative function serves all other functions, the organizational function correlates with all the previous ones, and the correctional function is a condition for the success of all educational activities and, therefore, is associated with the corresponding functions.

Peculiarities The teaching profession consists of the following.

1. The activity of a teacher has a continual and long-term character. This means that the teacher, based on the experience of the past, projects personal development for the future. The teacher always looks ahead: what, what kind of life to prepare his students for. Consequently, he needs to have a professional knowledge of the experience of the past, to be well versed in modern life and foresee the contours of the future, anticipate events that may occur in the coming life.

2. From the considered feature the following follows: the concentric arrangement of the content and organization of educational work. This means that the formation of given, even the same, personality traits occurs over many years, expanding more and more, being replenished with new characteristics, and in some ways changing, i.e., the idea of ​​the same concept is deepening and clarification . Thus, teachers begin to form physical, moral, environmental culture, communication culture, etc. among preschoolers. These same questions, but in a more complete and broader understanding, return to children in the lower grades, adolescence and young adulthood.

3. The object of pedagogical activity (pupil) is a constantly developing and changing dynamic individual (or group). He has his own needs, goals, motives, interests and value orientations that regulate his behavior. Consequently, the teacher has to “adapt” his work to the characteristics of this object so that he becomes an ally, an active participant in the teaching and educational process. Ideally, instead of a subject-object relationship, there is a subject-subject interaction between the teacher and the student.

4. Pedagogical activity is collective in nature. In schools and other educational institutions, it is not a single teacher who works, but one of the members of the teaching staff. This is especially evident in a class where there are 8-10 subject teachers and, in addition to teachers, there are also educators. Any of them will achieve good results only when a common goal for the future is developed.

A.S. drew attention to this feature of the teaching profession. Makarenko. He believed that in a team of teachers, each teacher, educator, being a unique personality, enriches the team with something of his own and, in turn, enriches himself. A strong and good team is one in which there are different teachers: young and old, beginners and experienced, men and women, lovers of different types of art. It is in the team that the teacher receives help in case of difficulties arising in his work.

5. The purposeful and organized professional activity of a teacher takes place in the natural and social environment. The environment is a powerful, although often unorganized, random and therefore uncontrollable factor influencing the development and formation of personality. On young man In addition to the teacher, the media and social circle also influence; anything that carries information. In a situation where many factors simultaneously influence the development of personality, the teacher has to wage a “competitive struggle” with negative phenomena and look for allies in a favorable environment.

6. From these features the following follows: the creative nature of pedagogical activity. Diagnosing and assessing the dynamic teaching and educational situation, the teacher constantly adjusts the planned operations, techniques and actions, looking for new, optimal ways to achieve the goal. A teacher in live work cannot limit himself only to the accumulated experience of professional activity; he is constantly looking for something new, replenishing and enriching his stock of techniques and methods of work.

7. The results of a teacher’s professional activity are distant in time, sometimes significantly. The teacher will learn only many years later about what his former student became as an adult, and whether the talented student lived up to his hopes.

This feature also has positive side: The teacher lives in the grateful memory of his former students. Here it is appropriate to turn to an idea that is perhaps thousands of years old: people have a need to imprint themselves on others. Most often, the teacher does not set himself the special task of imprinting himself in his students, but this happens by itself, regardless of his consciousness.

8. The teacher has no right to make a mistake: the fate of a person is in his hands. Figuratively speaking, the teacher’s work is completed immediately, without rehearsals and drafts, because his students are unique individuals who live not in the future, but now, today. In any other field of activity, a mistake can almost always be corrected and the defect eliminated without serious consequences. Pedagogical activity is another matter: it is impossible to look through and not notice a child’s inclination towards something (music, drawing, etc.). Undisclosed talent is the fault of the teacher.

It is unacceptable to suspect a child of any unseemly actions without sufficient grounds: he will become secretive, touchy, distrustful of everyone and, first of all, of the teacher.

9. A feature of the teaching profession is humanism: belief in a good beginning in every child, respect for the individual, love for people, the desire to help others in difficult life situations.

10. A professional teacher not only teaches others, but also constantly learns, improving his skills. If he does not replenish his knowledge, then the time will come when he will have nothing to give to others. Continuing Education – characteristic feature teaching profession.

Professional qualities of a modern teacher. Back at the end of the 19th century. P.F. Kapterev, an outstanding Russian teacher and psychologist, wrote that one of the important factors for the success of pedagogical activity is the personal qualities of the teacher. He pointed out the need for a teacher to have such qualities as determination, perseverance, hard work, modesty, observation, and paid special attention to wit, oratorical abilities, and artistry. The most important qualities of a teacher’s personality can and should include readiness for empathy, i.e., understanding the mental state of students, empathy, and the need for social interaction. Great importance is attached to pedagogical tact, the manifestation of which expresses the general culture of the teacher and the high professionalism of his teaching activities.

When considering the qualities of a teacher as a subject of activity, researchers seem to differentiate between professional pedagogical qualities, which can be very close to abilities, and personal qualities. To the important professional qualities of a teacher A.K. Markov includes: erudition, goal-setting, practical and diagnostic thinking, intuition, improvisation, observation, optimism, resourcefulness, foresight and reflection, and all these qualities in this context are understood only in the pedagogical aspect (for example, pedagogical erudition, pedagogical thinking, etc. .). Professionally significant qualities of a teacher’s personality in A.K. Markova are close to the concept of “ability”. For example, pedagogical observation is the ability to read a person through expressive movements like a book (perceptual abilities), pedagogical goal-setting is the teacher’s ability to develop a fusion of the goals of society and his own and then offer them for acceptance and discussion to students.

Considering in the same way as A.K. Markov, professionally significant qualities of a teacher (pedagogical orientation, goal setting, thinking, reflection, tact), L.M. Mitina correlates them with two levels of pedagogical abilities - projective and reflexive-perceptual. In the study by L.M. Mitina identified more than 50 personal qualities of a teacher (both professionally significant qualities and actual personal characteristics). Here is a list of these properties: politeness, thoughtfulness, exactingness, impressionability, good manners, attentiveness, restraint and self-control, flexibility of behavior, citizenship, humanity, efficiency, discipline, kindness, conscientiousness, benevolence, ideological conviction, initiative, sincerity, collectivism, political consciousness, observation, perseverance, criticality, logic, love for children, responsibility, responsiveness, organization, sociability, decency, patriotism, truthfulness, pedagogical erudition, foresight, integrity, independence, self-criticism, modesty, justice, intelligence, courage, desire for self-improvement, tact , feeling new, self-esteem, sensitivity, emotionality. This general list of properties is psychological portrait of an ideal teacher. Its core is the actual personal qualities - orientation, level of aspirations, self-esteem, image of “I”.

One of the main professionally significant qualities of a teacher’s personality is personal orientation. According to N.V. Kuzmina, this is one of the most important subjective factors in achieving the top in professional and pedagogical activity. In a general psychological sense, the orientation of an individual is defined as a set of stable motives that orient the activity of an individual, characterized by interests, inclinations, beliefs, and ideals in which a person’s worldview is expressed. Expanding this definition in relation to teaching activities, N.V. Kuzmina also includes an interest in the students themselves, creativity, the teaching profession, a tendency to engage in it, and an awareness of their abilities.

The choice of main activity strategies determines, according to N.V. Kuzmina, three types of orientation: 1) truly pedagogical; 2) formally pedagogical; 3) false pedagogical. Only the first type of orientation contributes to achieving high results in teaching activities.

The main motive for a truly pedagogical orientation is interest in the content of teaching activity (according to N.V. Kuzmina, this motive is typical for more than 85% of students at a pedagogical university). The pedagogical orientation, as its highest level, includes a vocation, which in its development correlates with the need for the chosen activity. At this highest stage of development - vocation - the teacher cannot imagine himself without school, without the life and activities of his students.

Dominant qualities are the absence of any of which entails the impossibility of effective implementation of teaching activities. Peripheral qualities are understood as qualities that do not have a decisive influence on the effectiveness of activities, but contribute to its success. Negative qualities lead to a decrease in the effectiveness of teaching work, and professionally unacceptable qualities determine the teacher’s professional unsuitability. Let's take a closer look at these qualities. TO dominant qualities include:

Social activity, readiness and ability to actively contribute to solving public problems in the field of professional and pedagogical activities;

Purposefulness – the ability to direct and use all the qualities of one’s personality to achieve the set pedagogical tasks;

Balance – the ability to control one’s actions in any pedagogical situations;

The desire to work with schoolchildren is to receive spiritual satisfaction from communicating with children during the educational process;

The ability not to get lost in extreme situations – the ability to quickly make optimal pedagogical decisions and act in accordance with them;

Charm is a fusion of spirituality, attractiveness and taste;

Honesty – sincerity in communication, conscientiousness in activity;

Justice is the ability to act impartially;

Modernity - the teacher’s awareness of his own belonging to the same era as his students (manifested in the desire to find a commonality of interests);

Humanity – the desire and ability to provide students with qualified pedagogical assistance in their personal development;

Erudition – a broad outlook combined with deep knowledge in the field of the subject of teaching;

Pedagogical tact – compliance with universal human norms of communication and interaction with children, taking into account their age and individual psychological characteristics;

Tolerance – patience when working with children;

Pedagogical optimism is faith in the student and his abilities.

Peripheral qualities: goodwill, friendliness, sense of humor, artistry, wisdom (presence life experience), external attractiveness.

Among negative qualities can be called:

– partiality – singling out “favorites” and “hateful” students from among students, public expression of likes and dislikes in relation to education;

– imbalance – inability to control one’s temporary mental state, mood;

– vindictiveness is a personality trait that manifests itself in the desire to settle personal scores with a student;

– arrogance – pedagogically inappropriate emphasizing one’s superiority over the student;

– absent-mindedness, forgetfulness, lack of concentration.

TO professional contraindications include: availability bad habits, recognized by society as socially dangerous (alcoholism, drug addiction, etc.), moral uncleanliness, tendency to assault, rudeness, unprincipledness, incompetence in matters of teaching and education, irresponsibility.

A teacher’s individual style of activity is determined not by professionally significant qualities themselves, but by the unique variety of their combinations. The following types of such combinations can be distinguished in relation to the level of productivity (efficiency) of the teacher’s activities.

First type combinations (“positive, without reprehensible”) corresponds to high level teacher's work.

Second type(“positive with reprehensible, but excusable”) is characterized by the predominance of positive qualities over negative ones. Work productivity appears to be sufficient; the negative, in the opinion of colleagues and students, is considered insignificant and excusable.

Third type(“positive neutralized by negativity”) corresponds to an unproductive level of teaching activity. For teachers of this type, the main thing in their work is self-direction, self-expression, and career growth. Due to the presence of a number of developed pedagogical abilities and positive personal qualities They can work successfully in certain periods, but the distortion of the motives of their professional activity, as a rule, leads to a low final result.

Thus, knowledge of the professionally significant personal qualities of a modern teacher and their role in professional activities contributes to the desire of each teacher to improve these qualities, which ultimately leads to qualitative changes in educational work with children.

The terms “diagnosis” (from the Greek diagnosis - recognition) and “diagnosis” (from the Greek diagnostikos - able to recognize) have long been familiar in medicine, biology, technology, as well as in psychology. The general meaning of the concept of “diagnosis” in these sciences boils down to the following: a) a comprehensive study of the human body (or, accordingly, machines and other mechanisms and technical devices); b) determination of deviations and defects in human life (or the operation of machines); c) prediction of possible deviations in the development of the body (mode of operation of machines and mechanisms); d) development of methods and means for detecting and localizing defects. More recently, these terms have become the property of pedagogy.

Pedagogical diagnostics is a subsection of pedagogy that studies the principles and methods of recognizing and establishing signs that characterize the normal or deviating course of the pedagogical process. This is also a diagnostic procedure. The essence of pedagogical diagnostics is recognition of the state of an individual (or group) by quickly recording its most important (determining) parameters. The identified parameters are correlated with known laws and trends of pedagogy in order to predict the behavior of the object being studied and make a decision on influencing its behavior in the intended direction. The subject of pedagogical diagnostics is goal setting in the educational process, taking into account the real state of the object of education and its specific existing conditions. Pedagogical diagnostics serves as the most important means of feedback for the purposeful influence of the subject on the object of education.

Pedagogical diagnosis is a comprehensive study and description of an object (individual, group) and pedagogical situation with the aim of making a specific decision and developing effective educational actions and operations.

Pedagogical diagnostics refers to the professional activity of a teacher (teacher, lecturer, educator) in the constant study and assessment of the dynamic situation of the pedagogical process and its continuously developing object: a child, schoolchild, student or group, team. It provides the teacher with the initial data and the key for the practical solution of specific pedagogical problems. Consequently, pedagogical diagnostics is a prerequisite and condition for the competent and successful formulation and design of pedagogical technology.

A teacher (teacher, educator, lecturer) is always to some extent a researcher - both out of professional responsibility, and out of conscience, and out of cognitive needs and interests. For example, in order to achieve good results in educational work, a modern teacher-educator studies the latest psychological and pedagogical literature, constantly monitors the dynamics of the physical and spiritual development of his students - each individually and the entire class as a social unit (group, collective). A comprehensive study of the individual and group is especially necessary when the teacher works with them for the first time. He constantly monitors the constantly changing conditions of the pedagogical process. Moreover, “scanning” (from the English to – can – view, shine through) the pedagogical situation in educational work is an integral component of the successful activity of a teacher and educator. In addition, the teacher perceives from various sources and accumulates a wide range of new information on related sciences, art and culture in general, technology, politics and even economic and everyday issues, processes it, i.e. analyzes, systematizes, generalizes, recombines and evaluates it as a means of professional activity, so that later this processed and meaningful material can be most advantageously used in practical work as a component of pedagogical technology.

Pedagogical diagnostics in the professional work of a teacher performs two main functions: 1) provides him with reliable information to make reasonable pedagogical decisions and impacts on the object; 2) acts as a feedback channel for receiving messages about the results of these influences, and, if necessary, suggests ways to correct them.

Professional teachers deal not only with methodology academic work. They are interested in the physical development, the health status of the student, and the social environment in which the personality is formed. This means that the teacher and educator, along with pedagogical diagnostics, in close connection with it, turn to psychodiagnostics, and to social and medical diagnostics. The teacher also takes into account and uses data about students obtained with their help to successfully solve practical educational problems.

Pedagogical diagnostics refers to various sections of the educational process: the study of the personality of an individual, group and team, educational and educational activities, and the educational management system. It is used in all types of preschool and out-of-school institutions and educational institutions.

Pedagogical values represent norms that regulate pedagogical activity and act as a cognitively operating system that serves as a mediating and connecting link between the established social worldview in the field of education and the activities of the teacher. They, like other values, are formed historically and are recorded in pedagogical science as a form of social consciousness in the form of specific images and ideas. Mastery of pedagogical values ​​is carried out in the process of pedagogical activity, during which their subjectification occurs. It is the level of subjectification of pedagogical values ​​that serves as an indicator of the personal and professional development of a teacher.

With changes in social conditions of life, the development of the needs of society and the individual, pedagogical values ​​are also transformed. Thus, in the history of pedagogy one can trace changes associated with the replacement of scholastic teaching theories with explanatory-illustrative ones and later with problem-developmental ones. Strengthening democratic tendencies leads to development non-traditional forms and teaching methods. Subjective perception and assignment of pedagogical values ​​are determined by the richness of the teacher’s personality and the direction of his professional activity.

Classification of pedagogical values. Pedagogical values ​​differ in their level of existence. On this basis, we can distinguish social, group and personal pedagogical values.

Social pedagogical values ​​reflect the nature and content of those values ​​that function in various social systems, manifesting themselves in the public consciousness. This is a set of ideas, ideas, norms, rules, traditions that regulate the activities of society in the field of education.

Group Pedagogical values ​​can be presented in the form of ideas, concepts, norms that regulate and guide pedagogical activities within certain educational institutions. The set of such values ​​is holistic in nature, has relative stability and repeatability.

Personal Pedagogical values ​​act as socio-psychological formations that reflect the goals, motives, ideals, attitudes and other ideological characteristics of the teacher’s personality, which together constitute the system of his value orientations. Axiological (from the Greek akh1a - value) “I” as a system of value orientations contains not only cognitive, but also emotional-volitional components that play the role of its internal reference point. It assimilates both socio-pedagogical and professional-group values, which serve as the basis for an individual-personal system of pedagogical values. This system includes:

Values ​​associated with an individual’s affirmation of his role in the social and professional environment (the social significance of a teacher’s work, the prestige of teaching activity, recognition of the profession by his closest personal environment, etc.);

Satisfying the need for communication and expanding its circle (communication with children, colleagues, experiencing childhood love and affection, exchange of spiritual values, etc.);

Orienting towards the self-development of creative individuality (opportunities for developing professional and creative abilities, familiarization with world culture, studying a favorite subject, constant self-improvement, etc.);

Allowing for self-realization (the creative nature of a teacher’s work, the romance and excitement of the teaching profession, the opportunity to help socially disadvantaged children, etc.);

Providing the opportunity to satisfy pragmatic needs (opportunities for obtaining a guaranteed public service, wages and vacation duration, career growth, etc.).

Among the mentioned pedagogical values, we can distinguish self-sufficient and instrumental values, differing in subject content. Self-sufficient values ​​are values-goals, including the creative nature of a teacher’s work, the prestige of the profession, social significance, responsibility to the state, the possibility of self-affirmation, love and affection for children. Values ​​of this type serve as the basis for the personal development of both teachers and students. Values-goals act as the dominant axiological function in the system of other pedagogical values, since the goals reflect the main meaning of the teacher’s activity.

The goals of pedagogical activity are determined by specific motives that are adequate to the needs that are realized in it. This explains their leading position in the hierarchy of needs, which include the needs for self-development, self-realization, self-improvement and the development of others. In the minds of the teacher, the concepts of “child’s personality” and “I am a professional” are interconnected.

By searching for ways to realize the goals of pedagogical activity, the teacher chooses his professional strategy, the content of which is the development of himself and others. Consequently, value-goals reflect state educational policy and the level of development of pedagogical science itself, which, being subjectified, become significant factors pedagogical activities and influence instrumental values ​​called means-values. They are formed as a result of mastering theory, methodology and pedagogical technologies, forming the basis of a teacher’s professional education.

Values-means– these are three interconnected subsystems: 1) actual pedagogical actions aimed at solving professional, educational and personal development tasks (teaching and education technologies); 2) communicative actions that allow the implementation of personally and professionally oriented tasks (communication technologies); 3) actions that reflect the subjective essence of the teacher, which are integrative in nature, since they combine all three subsystems of actions into a single axiological function.

Values-means are divided into the following groups: values-attitudes, values-quality and values-knowledge.

Values-attitudes provide the teacher with expedient and adequate construction of the pedagogical process and interaction with its subjects. The attitude towards professional activity does not remain unchanged and varies depending on the success of the teacher’s actions, on the extent to which his professional and personal needs are satisfied. The value attitude to pedagogical activity, which sets the way the teacher interacts with students, is distinguished by a humanistic orientation. In value relations, the teacher’s attitude towards himself as a professional and his attitude towards himself as an individual are equally significant. Here it is legitimate to point out the existence and dialectics of the “Real Self,” “Retrospective Self,” “Ideal Self,” “Reflective Self,” and “Professional Self.” The dynamics of these images determine the level of personal and professional development of the teacher.

In the hierarchy of pedagogical values, the highest rank is given to values-quality, since it is in them that the personal and professional characteristics of the teacher are manifested. These include diverse and interconnected individual, personal, status-role and professional-activity qualities. These qualities are derived from the level of development of a number of abilities: predictive, communicative, creative (creative), empathetic (from the Greek empatheia - empathy, the ability of a person to penetrate with the help of feelings into the emotional experiences of other people, to sympathize with them), intellectual, reflective and interactive.

Values-attitudes and values-qualities may not provide the necessary level of implementation of pedagogical activity if the subsystem of values-knowledge is not formed and assimilated. It includes not only psychological, pedagogical and subject knowledge, but also the degree of their awareness, the ability to select and evaluate them on the basis of a conceptual personal model of pedagogical activity.

Values-knowledge– this is a certain ordered and organized system of knowledge and skills, presented in the form of pedagogical theories of development and socialization of personality, patterns and principles of construction and functioning of the educational process, etc. Mastery of fundamental psychological and pedagogical knowledge by a teacher creates conditions for creativity and allows one to navigate professional information , solve pedagogical problems at the level of modern theory and technology, using productive creative methods of pedagogical thinking.

Thus, the named groups of pedagogical values, generating each other, form an axiological model that has a syncretic (from the Greek - ynkreti-mo - connection, unification) character. It manifests itself in the fact that goal values ​​determine means values, and relationship values ​​depend on goal values ​​and quality values, etc., i.e. they all function as a single whole. This model can act as a criterion for acceptance or non-acceptance of developed or created pedagogical values. It determines the tone of culture, stipulating a selective approach both to the values ​​existing in the history of a particular people, and to newly created works of human culture. The axiological wealth of the teacher determines the effectiveness and purposefulness of the selection and increment of new values, their transition into motives of behavior and pedagogical actions.

The humanistic parameters of pedagogical activity, acting as its “eternal” guidelines, make it possible to record the level of discrepancy between what is and what should be, reality and ideal, stimulate creative overcoming of these gaps, evoke a desire for self-improvement and determine the ideological self-determination of the teacher.

“Pedagogy” is a word of Greek origin. It consists of two words: “pais” - child and “ago” - I lead, I educate. The literal translation is “child breeding” or the art of education. Russian scribes who knew Greek introduced new words into use - “teacher” and “pedagogy”. As a result, in ancient Rus' the words “educator” and “upbringing” had the same meaning as the Greek “teacher” and “pedagogy”.
In ancient Greece, a teacher was a slave who led his master's child to school by the hand. The teacher was another educated slave. Then this word began to be used in a broader sense - to guide a child through life, teach and educate him.
In recent years, this word has been used to designate various approaches to teaching, methods and organizational forms: pedagogy of cooperation, development, museum pedagogy, risk pedagogy, etc. In addition, it is considered as the science and practice of educating and training a person at all age stages of his personal and professional development, as well as as a training course that is taught in pedagogical educational institutions and other institutions in specialized programs.
The need to educate and pass on experience from generation to generation appeared in the early stages of the development of society. Education was the same social phenomenon as any type of human activity.
At first, pedagogical thought was formalized in the form of pedagogical commandments, which related to the rules of behavior, the relationship between parents and children, elders and younger ones.
In Rus', as in other countries, an original teaching culture was created; there was its own canonical genre of “teacher’s literature,” including texts of an instructive nature. An example is the “Teachings” to the children of Vladimir Monomakh.
Pedagogy originates from folk pedagogy. It was embodied in proverbs and sayings, i.e. had an allegorical form and oral existence: “You learn from the smart, you unlearn from the stupid,” “Live forever, learn forever,” “The root of teaching is bitter, but the fruit is sweet.”
The science of pedagogy was born at the end of the 17th century, when mass schools and the first pedagogical works. These include the “Great Didactics” (1654) of the Czech humanist thinker, teacher and public figure John Amos Comenius (1592-1670), which has not lost its significance to this day. He defines his “Great Didactics” as the universal art of teaching everyone, learning everything with sure success, quickly, thoroughly, leading students to good rights and deep piety.
The intensive development of pedagogical theory and practice in the 18th century led to the founding of special educational institutions for the training of teachers. Thus, “Pedagogy” was formed as an academic discipline. The first educational institutions for professional teacher training appeared in Germany.
Pedagogy is a humanitarian-oriented science. It is included in the general cultural context of modern life. The definition of “pedagogy” in the literature is interpreted as the science of: educational relationships that arise in the process of the relationship between upbringing, education and training with self-education, self-education and self-training, which are aimed at human development; how to educate a person, how to help him become spiritually rich, creatively active and completely satisfied with life, to find balance with nature and society; transferring the experience of one generation into the experience of another; activities to introduce people to public life; the most advanced ways and methods of educating younger generations; laws, principles, content, methods, organizational forms of education, upbringing and training; education, which is a complex social phenomenon that incorporates multi-layered and diverse relationships; about art, and this equates pedagogy with practice; an ordered body of knowledge that reveals the essence of the processes of education, training and development and makes it possible to direct their movement in accordance with the goals set, etc. Thus, the definition of “pedagogy” is a science that studies the objective laws of development of the specific historical process of education, organically connected with laws of the development of social relations and the formation of a child’s personality, as well as the experience of real social educational and training practice in the formation of younger generations, features and conditions for organizing an integral pedagogical process.
The priorities of pedagogical science include: peace, people, ecology and cooperation.
The science of pedagogy has its own object and subject. The object of pedagogy is education. It is studied by psychology, sociology, philosophy, ergonomics, management theory, history and other sciences.
There are different approaches regarding the formulation of the subject of pedagogy. In literature, it is interpreted as a special function of society - education (Yu.K. Babansky); objective laws of the concrete historical process of education (B.T. Likhachev); education in its integral and differential understanding (P.I. Pidkasisty); a system of relationships that arise in activities that are the object of pedagogical science (N.E. Revskaya); pedagogical systems; patterns of the process of formation and development of personality in the conditions of its upbringing, education and training, etc. Here we will adhere to the definition of the subject of pedagogy given in the work of B.T. Likhacheva. In our opinion, it most fully reflects the semantic meaning of this concept.
Pedagogy performs the following functions: scientific and theoretical (knowledge of the essence of pedagogical phenomena and processes, disclosure of patterns, structure, mechanisms, specifics of the course of pedagogical processes); constructive and technical (planning, methodology, organization and implementation, improvement of the pedagogical process); prognostic (development of pedagogical theory, trends in the development of pedagogical problems and phenomena, prospects for the development of educational institutions different types and type).
Pedagogical science and practice solves various issues related to the upbringing, training and education of the younger generation (Table 1).
The structure of pedagogical science includes: pedagogical theories, pedagogical systems and pedagogical technologies.
The sources of pedagogy are theoretical developments and research results of scientists of the present and future; teaching practice and experience.
In life, there are various pedagogical problems - these are questions that objectively arise in pedagogical theory and practice regarding the processes of upbringing, education and training of a person. They are naturally born with changes in the socio-economic situation in the state. Pedagogical science and practice must meet the new requirements of society, solving problems:
1. Study of the essence and patterns of development and formation of personality: their influence on the process of upbringing and education.
2. Determining the goals of upbringing and education.

3. Development of the content of upbringing and education.
4. Research and development of methods of education and personality development.
The science of pedagogy studies problems of a more specific nature: a) how personality develops under conditions of specially organized and spontaneously developing influences; b) how to organize a pedagogical process that ensures personal development in the desired direction.
In connection with the above, pedagogical science studies identifies several tasks for different reasons. These are, first of all, classes of permanent and temporary problems.
1. The priority constant task of pedagogical science is the task of revealing patterns in the field of upbringing, education, training, management of educational and educational systems. Regularities in pedagogy are interpreted as connections between intentionally created or objectively existing conditions and achieved results. The results are training, education, and personal development in its specific parameters.
2. The permanent, that is, non-transitory tasks of pedagogical science include:
a) study and generalization of practice and experience in teaching activities. The continuous accumulation of rational means of effectively influencing students is an integral feature of the work of a practicing teacher. The role of the science of pedagogy is to penetrate into the essence of findings, to identify what corresponds to the individuality of the innovative teacher, is unique, and what can be generalized and can turn into the public domain. This process is more productive for those individuals who combine scientific work in pedagogy with practical teaching work in an educational institution;
b) development of innovative methods, means and organizational forms of systems of training, education and management of educational institutions;
c) forecasting the development of education for the near and distant future. The field of pedagogical prognostics covers all horizons of the educational infrastructure and science itself. In pedagogical forecasting, the cybernetic postulate is implemented: any system is characterized by two parameters: it functions and at the same time develops. Hence the need for two-aspect management of the system arises: management of the functioning and management of its development;
d) implementation of research results into real educational practice. The emergence of temporary pedagogical tasks is dictated by the needs of pedagogical practice and science itself. Many of them are not predictable. Therefore, there is a need for scientific units of the “rapid response” type. Examples of temporary tasks can be such as creating a library of complete computerized courses and electronic textbooks, developing standards of pedagogical professionalism, developing tests for levels of pedagogical skill, analyzing the nature of typical conflicts in teacher-student, teacher-student relationships, etc.
Global trends in modern pedagogy include: the creative community of teachers around the world, the study and generalization of historical and modern experience in the development of schools and pedagogy in the world, the strengthening of democratic and humanistic tendencies.

Pedagogy as a science has firmly entered the life of human society. Its importance in the development of modern education, solving the problems of training and educating the younger generation is constantly increasing.

Each science has its own history and is aimed at understanding various aspects of natural or social phenomena, knowledge of which is necessary for understanding its theoretical foundations and their practical implementation.

The pedagogical branch of knowledge is perhaps the most ancient and is essentially inseparable from the development of society. Pedagogical knowledge refers to that specific sphere of human activity that is associated with education and preparation of younger generations for life. The word “pedagogy” is usually associated with the upbringing and formation of a person. Education itself, as a means of preparing younger generations for life, arose along with the advent of human society.

By accumulating production experience related to the manufacture of tools and the appropriation of natural products, as well as experience of cooperation and joint activities, people sought to pass it on to subsequent generations, which made them fundamentally different from animals.

Social progress became possible only because each new generation of people entering life mastered the production, social and spiritual experience of their ancestors and, enriching it, passed it on to their descendants in a more developed form. Thus, the transfer of accumulated industrial, social and spiritual experience to subsequent generations of people has become the most important prerequisite for the existence and development of human society and one of its essential functions. That is why education is inseparable from the development of human society, inherent in it from the very beginning of its emergence.

The term "pedagogy" originated in Ancient Greece (V- IVcenturiesBC e.). In the literal sense of the word "pedagogos" (Greek.paidagogos: pais(Genitivepaidos) - child +ago- I lead, I educate)means schoolmaster (childcare).

In Ancient Greece, a teacher was a slave who was tasked with taking his master's children to school or accompanying them on a walk. Subsequently, teachers began to be called people who were involved in teaching and raising children. From this word the science of education and training - pedagogy - got its name.

Despite the fact that pedagogical tasks and problems have excited the minds of thinkers since ancient times, pedagogy did not immediately become an independent science. Until the beginning of the 17th century. it developed within the framework of philosophy.

Deep thoughts on education are contained in the works of ancient Greek philosophers - Thales of Miletus (c. 625-547 BC), Heraclitus (c. 530-470 BC), Democritus (460-370 BC), Socrates (469-399 BC), Plato (427-347 BC), Aristotle (384-322 BC) and etc.

A significant contribution to the development of pedagogical problems was made by ancient Roman philosophers and thinkers - Titus Lucretius Car (c. 99-55 BC), Marcus Fabius Quintilian (42-118 AD), etc.

In the Middle Ages, problems of education were developed by theological philosophers - Quintus Tertullian (c. 160-220), Aurelius Augustine (354-430), Thomas Aquinas (1225-1274), etc.

All aspects of a person’s life were determined by the church, so everything was strictly defined by church canon. Man was considered only as a creation of God. For example, Thomas Aquinas wrote: “Therefore, divine mercy showed saving foresight by ordering that what the understanding is capable of investigating should be accepted on faith, so that in this way everyone could easily share in the knowledge of God without doubt or error.”

During the Renaissance, significant contributions to the development of pedagogical thought were made by outstanding philosophers and thinkers, humanists in spirit - Vittorio de Feltre (1378-1446), Juan Vives (1442-1540), Erasmus of Rotterdam (1469-1536), Francois Rabelais (1494-1553), Michel Montaigne (1533-1592), etc.

The period noted above in the historical path of pedagogy can conditionally be called its prehistory.

The history of pedagogy as an independent science beginsin the middleXVIIV. Objectively, this was due to two factors.

Firstly, the development of capitalist relations of production, new in essence, required rapid and mass training of specialists for industrial production. In this regard, the problem of developing new pedagogical systems of training and education arose.

Secondly, in the pedagogical thought of past eras, a wealth of theoretical and practical experience was accumulated, which required analysis and generalization, as a result of which he could obtain practicalapplication in the interests of further progress of society.

The solution of problems in the field of pedagogy in this period was associated with the English philosopher and naturalist F. Bacon (1561-1626) and the Czech teacher J. A. Comenius (1592-1670).

place among the works of Comenius takes an outstanding job“The Great Didactics”, written by him in the period from 1633 to 1638. In this work, he developed the main issues of the theory and organization of educational work with children, which became widely known and internationally recognized and still retain scientific significance.

Word "pedagogy"(Greek paidagogike) has several meanings.

Firstly - this pedagogical science.

Secondly, there is an opinion that pedagogy is this is art, and thus it is equated with practice.

Sometimes pedagogy is understood as activity system, which is designed in educational materials, methods, recommendations.

Generally ambiguous the term "pedagogy"» means:

Various ideas, ideas, views (folk, religious, social, etc.) on the goals, content and technology of upbringing, training, education;

Field of scientific research related to upbringing, training, education;

Specialty, qualifications, practical activities in upbringing, training, education;

Academic subject;

Art, virtuosity, mastery of education.

And yet, despite different understandings, pedagogy is, first of all, a pedagogical science, an area of ​​scientific disciplines about the upbringing, teaching, and education of a person.

Tambov Regional State Autonomous Professional educational institution"Tambov Pedagogical College"

Essay

On the topic: “The emergence and development of pedagogy as a science”

Prepared by a student

Groups PNK-41

Garmash Maria

Head: Ergasheva N.V.

Tambov

2015

Content:

Introduction

Definition of Pedagogy

The emergence of pedagogy

Pedagogy as a science

Conclusion

Bibliography

Application

Introduction.

A teacher in Ancient Greece was a slave who literally took his master's child by the hand and accompanied him to school. The teacher at this school was often taught by another slave, only a scientist.

The practice of education has its roots in the deep layers of human civilization. It appeared along with the first people. Children were raised without any pedagogy, without even knowing about its existence.

The science of education was formed much later, when such sciences as geometry, astronomy, and many others already existed. By all indications, it belongs to the number of young, developing branches of knowledge. Primary generalizations, empirical information, conclusions from everyday experience cannot be considered a theory, they are only the origins and prerequisites of the latter.

Conventionally, non-professional activities of teaching and educating a person in certain life situations and circumstances are distinguished and the professional activities of a teacher as a specialist in the field of education.

In general, pedagogical activity is understood as solving pedagogical problems of two classes - teaching and educating a person. Pedagogical activity is the management of the activities of another person, ensuring his development. Pedagogical activity is carried out in the process of pedagogical communication.

"Pedagogy" can be considered as an element of culture. The pedagogical culture of a person is included as a component in the world culture of our time.

Throughout the historical development of society, different paradigms of human education and upbringing have evolved. These paradigms have not only scientific and pedagogical, but also general cultural value.

Definition of Pedagogy:

Pedagogy - This

“a science that studies the essence, patterns, principles, methods and forms of organizing the pedagogical process as a factor and means of human development throughout his life” (I.B. Kotova, E.N. Shiyanov, S.A. Smirnov);

“the science of the essence, patterns, principles, methods and forms of teaching and upbringing of a person” (N.V. Bordovskaya, A.A. Rean);

the science of human education, that is, the development of his life experience (A. M. Novikov);

theoretical science and pedagogical activity, art (I. F. Kharlamov);

and science, and art, and technology (V. P. Bespalko).

An educator is a teacher, scientist, management worker, manager in education. Each science has its own subject - the area of ​​reality that it explores. Pedagogy studies upbringing and education.

Education has two meanings. Education is a social phenomenon, a function of society to prepare the younger generation for life. It is carried out by public institutions, organizations, the church, the media and culture, the family, the school - the entire social structure. Education in the pedagogical sense is a specially organized and controlled process of human formation, carried out by teachers in educational institutions and aimed at personal development.

Education and training are part of the upbringing process and also form the subject of pedagogy. The term formation is used in the meaning of “development” and in the meaning of “upbringing”. When clarifying the subject of pedagogy, we must remember that to study means to explain, to find the laws according to which processes occur. Therefore, the subject of pedagogy is the patterns of the specific historical process of education - stable, objective connections between phenomena, on the basis of which the theory and methodology of education and pedagogical practice are built.

The emergence of pedagogy:

The practice of education has its roots in the deep layers of human civilization. It appeared along with the first people. Children were raised without any pedagogy, without even knowing about its existence. The science of education was formed much later, when such sciences as geometry, astronomy, and many others already existed. By all indications, it belongs to the number of young, developing branches of knowledge. Primary generalizations, empirical information, conclusions from everyday experience cannot be considered a theory, they are only the origins and prerequisites of the latter.

It is known that the root cause of the emergence of all scientific branches is the needs of life. The time has come when education began to play a very noticeable role in people's lives. It was discovered that society progresses faster or slower depending on how it organizes the education of the younger generations. There was a need to generalize the experience of education, to create special educational institutions to prepare young people for life.

Already in the most developed states of the ancient world - China, India. Egypt, Greece - serious attempts were made to generalize the experience of education and isolate theoretical principles. All knowledge about nature, man, society was then accumulated in philosophy; The first pedagogical generalizations were also made in it.

Ancient Greek philosophy became the cradle of European educational systems. Its most prominent representative, Democritus, created generalizing works in all areas of contemporary knowledge, not leaving education unattended. His winged aphorisms, which have survived centuries, are full of deep meaning: “Nature and nurture are similar. Namely, education rebuilds a person and, transforming, creates nature,” “Good people become more from exercise than from nature,” “Teaching produces beautiful things only on the basis of labor.” The theorists of pedagogy were the major ancient Greek thinkers Socrates, his student Plato, Aristotle, in whose works the most important ideas and provisions related to the education of a person and the formation of his personality were deeply developed. Having proven their objectivity and scientific validity over the centuries, these provisions act as axiomatic principles of pedagogical science. A unique result of the development of Greek-Roman pedagogical thought was the work “The Education of the Orator” by the ancient Roman philosopher and teacher Marcus Quintilian. Quintilian's work was for a long time the main book on pedagogy; along with the works of Cicero, it was studied in all rhetorical schools.

At all times, folk pedagogy existed, which played a decisive role in the spiritual and physical development of people. The people have created original and surprisingly resilient systems of moral and labor education. In Ancient Greece, for example, only those who planted and grew at least one olive tree were considered an adult. Thanks to this folk tradition, the country was covered with abundantly fruiting olive groves.

During the Middle Ages, the church monopolized the spiritual life of society, directing education in a religious direction. Squeezed in the grip of theology and scholasticism, education has largely lost the progressive orientation of ancient times. From century to century, the unshakable principles of dogmatic teaching, which existed in Europe for almost twelve centuries, were honed and consolidated. And although among the leaders of the church there were philosophers educated for their time, for example Tertullian, Augustine, Aquinas, who created extensive pedagogical treatises, pedagogical theory did not go far ahead.

The Renaissance gave rise to a number of bright thinkers, humanist teachers, who proclaimed with their slogan the ancient saying “I am a man, and nothing human is alien to me.”

For a long time, pedagogy had to rent a modest corner in the majestic temple of philosophy. Only in the 17th century did it emerge as an independent science, remaining connected with philosophy in thousands of threads. Pedagogy is inseparable from philosophy, if only because both of these sciences deal with man, study his existence and development.

The separation of pedagogy from philosophy and its formalization into a scientific system is associated with the name of the great Czech teacher Jan Amos Comenius. Proposed by Ya.A. Comenius' principles, methods, and forms of teaching, such as the classroom-lesson system, became the basis of pedagogical theory.

Unlike Ya.A. Comenius, the English philosopher and educator John Locke focused his main efforts on the theory of education. In his main work, “Thoughts on Education,” he sets out his views on the education of a gentleman - a self-confident person who combines broad education with business qualities, grace of manners with firmness of moral convictions.

An irreconcilable struggle against dogmatism, scholasticism and verbalism in pedagogy was waged by French materialists and the enlighteners of the 18th century D. Diderot, C. Helvetius, P. Holbach and especially J.J. Rousseau.

The democratic ideas of French enlighteners largely determined the work of the great Swiss educator Johann Heinrich Pestalozzi. “Oh, beloved people! - he exclaimed. “I see how low, terribly low you stand, and I will help you rise!” Pestalozzi kept his word, offering teachers a progressive theory of learning and moral education students.

Johann Friedrich Herbart is a major but controversial figure in the history of pedagogy. In addition to significant theoretical generalizations in the field of educational psychology and didactics, he is known for his works that became the theoretical basis for introducing discriminatory restrictions in the education of the broad masses of workers.

“Nothing is constant except change,” taught the outstanding German teacher Friedrich Adolf Wilhelm Diesterweg, who was engaged in the study of many important problems, but most of all - the study of the contradictions inherent in all pedagogical phenomena.

At the end of the 19th and beginning of the 20th centuries, intensive research into pedagogical problems began in the USA, where the center of pedagogical thought was gradually shifting. Unburdened by dogmas, the enterprising conquerors of the New World, without prejudice, began researching pedagogical processes in modern society and quickly achieved tangible results. General principles were formulated, patterns of human education were derived, and effective educational technologies were developed and implemented. providing each person with the opportunity to achieve the designed goals relatively quickly and quite successfully.

The most prominent representatives of American pedagogy are John Dewey, whose works had a noticeable influence on the development of pedagogical thought throughout the Western world, and Edward Thorndike, who became famous for his research into the learning process and the creation of although pragmatically mundane, but very effective technologies.

Pedagogy as a science:

Each science, in the same object of study, identifies its own subject of research - one or another form of existence of the objective world, one or another side of the process of development of nature and society. Education as a complex, objectively existing phenomenon is studied by many sciences. Historical materialism, for example, considers education as a particular moment in the development of society, its productive forces and production relations; history - as a particular moment in the history of class struggle and class politics; psychology - in connection with the study of the formation of the personality of a developing person. The independence of any science is determined, first of all, by the presence of a special, own subject of research, the presence of a subject that is not specifically studied by any other scientific discipline.

In the general system of sciences, in the general system of “things and knowledge,” pedagogy acts as the only science that has as its subject the education of man.

The study of any science begins with an understanding of the following questions: how did this science arise and develop and what specific problems does it study?

In fact, each science has its own history and a fairly definite aspect of natural or social phenomena, the study of which it is engaged in, and the knowledge of which it has great importance to understand its theoretical foundations.

Without this it could not develop. Therefore, the number of educational institutions is growing, the network of public schools is expanding, providing the necessary training to children, special educational institutions for training teachers are opening, and pedagogy is beginning to be taught as a special scientific discipline. All this gave a great impetus to the development of pedagogical theory.

Having emerged as the science of raising children and youth, pedagogy, as the boundaries of education expand and the scope of subjective factors in the life of society, increasingly becomes a science of the general patterns of educational influence on people of all ages.

Developing, every science enriches its theory, is filled with new content and differentiates its research. This process also affected pedagogy. Currently, the concept of “pedagogy” denotes an entire system of pedagogical sciences.

Pedagogy as a science is divided into a number of independent pedagogical disciplines:

General pedagogy explores the basic patterns of human upbringing, reveals the essence, goals, objectives and patterns of education, its role in the life of society and personal development, the process of education and training.

Age-related pedagogy, which studies the characteristics of raising people at various stages of age development; it is divided into limits.

Special pedagogy is defectology, which studies the characteristics of the development, training and upbringing of abnormal children, which in turn falls into a number of branches: education and training of deaf and mute children is dealt with by deaf pedagogy, blind and visually impaired children - typhlopedagogy, mentally retarded - oligophrenopedagogy, children with speech disorders with normal hearing - speech therapy;

A particular methodology that studies the specifics of applying general principles of learning to the teaching of a particular subject;

History of pedagogy, studying the development of pedagogical ideas and educational practices in various historical eras

Conclusion:

By studying a person, pedagogy generalizes the accumulated experience of relationships between people in the history of mankind: a person’s relationships in the family and in society, the attitude towards loved ones and towards oneself.

An entire era of pedagogical science and school practice in the socialist society of our country and other countries of the world is a reality, and everything positive from this reality must be used for teaching and educating the younger generation.

Bibliography:

Konstantinov N.A., Medynsky E.N., Shabaev M.F., History of pedagogy - M., Education, 1982.

Kharlamov and. F. Pedagogy: Proc. manual for students of universities and teachers. Inst. – 2nd ed., revised. and additional – M.: Higher. school, 1990.

Kharlamov I.V. Pedagogy. Minsk, 1998.

Likhachev B.T. Lectures on pedagogy. M., 1995.

Bordovskaya N.V., Rean A.A. Pedagogy. Textbook for universities. "Peter", 2000.

Zhuravlev I.K., Pedagogy in the system of human sciences. - M., 1990

Application.

A.

2

4

7

3

1

6

The science of human education, that is, the development of his life experience.

Who is the teacher?

An ancient Greek philosopher who created generalizing works in all areas of contemporary knowledge.

Special pedagogy dealing with children with speech disorders with normal hearing.

A specially organized process of human formation, carried out by teachers in educational institutions and aimed at personal development.

Where was a slave called a teacher?

Application. B.

1. Pedagogy is...

a systemic property of highly organized matter, which consists in the subject’s active reflection of the objective world, in his construction of a picture of the world that is inalienable from him, and self-regulation on this basis of his behavior and activities.

a science that studies the essence, patterns, principles, methods and forms of organizing the pedagogical process as a factor and means of human development throughout his life.

science of education.

2. Pedagogy studies:

education and training

development and education

culture and learning

knowledge and understanding of society

3. The cradle of European educational systems was ancient Greek philosophy, its representative was:

Democritus

Epicurus

Leucippus

Aristotle

4. Special pedagogy, which is divided into a number of branches, is called:

Defectology

Speech therapy

Typhlopedagogy

Oligophrenopedagogy

5. Who is the author of this aphorism“Teaching produces beautiful things only on the basis of labor.”

Democritus

Tertullian

Augustine

Aquinas

6. Who proposed to teachers a progressive theory of teaching and moral education of students.

Kamensky

Pestalotse

J. J. Rousseau

Ushinsky

The word “pedagogy” arose in ancient times and over the past millennia has been heard in different languages, taking a strong place in the common vocabulary. It is used not only teachers specialists, but also people far from the teaching profession. The word “pedagogy” owes its widespread use to its ambiguity. It has two meanings:

Pedagogy is a field of practical activity, art, craft;

Pedagogy is a field of scientific knowledge, science.

In the first meaning, the word “pedagogy” began to be used much earlier than in the second. Pedagogy as a science arose many centuries later. Therefore, pedagogy is a relatively young branch of knowledge among such ancient sciences as, for example, philosophy, medicine, geometry, and astronomy.

The need to prepare children for life and pass on accumulated experience to them arose among humanity in ancient times. This was carried out not only in the natural course of life in the family, community, when the elders taught, showed, captivated the younger ones by their example, introducing them to work, instilling the necessary skills.

With the development of culture, with changes in economic life caused by the transition to a slave-owning system, the need arises for the creation of specially organized institutions for the training and education of the younger generation. As a response to this need, a school appears (Ancient East, approximately 5th millennium BC). The first schools were opened by ministers of religion at churches and monasteries, since religion was the bearer of educational ideals. Then schools are created various types, which differed in goals, content and teaching methods. The content of education in ancient schools was widely represented: literacy, mathematics, music, ethics, ritual ceremonies, physical exercises, poetry, logic, etc. The nature and scope of education were determined by the social affiliation of the students (children of nobles, clergy, officials, artisans, shepherds, fishermen , even slaves), as well as cultural and ethnic traditions that existed in a particular country. There were schools with a “professional bias,” in which scribes, artists, and teachers were trained.

The history of pedagogy includes two educational systems that developed in ancient times (VI-IV centuries BC) in Ancient Greece: Spartan and Athenian. Sparta, due to social conditions, was a military state for three centuries. Therefore, the basis of the Spartan system was the idea of ​​​​raising a young man who was strong in spirit, physically developed, and knowledgeable in military affairs. The education of males was under the jurisdiction of the state, strictly regulated and controlled. Public education began from the first days of life. Newborns were examined by elders, weak and ugly children were thrown into the abyss, and strong ones were given to a wet nurse. Nurses were the first professional educators in Greece. They taught the child to live in harsh conditions: not to be afraid of the dark, to exercise moderation in food, not to scream or cry from pain, cold, etc. State education, designed for 12 years, began at the age of 7. It consisted of a system of military training and included physical exercises, gymnastics, competitions, training trips, exemplary battles, etc. Intellectual development was reduced to a minimum: the rudiments of reading and writing.

In democratic Athens, a different education system developed, aimed at developing the mind, moral qualities, and body. Children were taught reading, writing, counting, and playing musical instruments (kifar, lyre). Particular importance was attached to introducing the child to art and culture. The program organically combined poetry, dance, music, reading classical literature (works of Homer, Aesop, Sophocles, etc.). The education of body and spirit was facilitated by gymnastics, running, wrestling, discus and javelin throwing, as well as participation in sports competitions.

So, in ancient times (period BC), humanity accumulated a wealth of experience in pedagogical activities and in educating the younger generation. The greatest thinkers of antiquity, philosophers Democritus (c. 470 or 460 BC), Socrates (469-399 BC), Plato (427-348 BC), Aristotle (384-322 BC .e.) and others, reflecting on the nature of man, ways of his improvement, complaining about the decline of morality in contemporary society, formulated the first pedagogical ideas, provisions, recommendations on the upbringing and training of children and young people. The sayings of ancient philosophers that history has preserved for us, their works that have survived to this day, cannot yet be called pedagogical theories or attributed to the field of science. The philosophers themselves looked at pedagogy as the art of leading a child through life. Nevertheless, it should be noted that the first pedagogical views arose in the depths of philosophy and were the forerunners of pedagogy as a science.

The Middle Ages went down in history with the dominance of the church, a departure from ancient ideals of education in all areas of spiritual life, including education and upbringing. However, the Middle Ages are a huge historical layer, covering more than twelve centuries, during which there was a lot of valuable pedagogical experience. It was in the Middle Ages that universities, which served as centers of education and culture. The emergence of universities was, as it were, a response to the new demands of society for the intellectual and spiritual development of the individual.

For the curious:

In 1148, the first university in Europe opened in Bologna (Italy), which was distinguished by a democratic organization that was unique for the Middle Ages: students had the right to hire and fire teachers at their discretion, determine the duration of lectures, and participate in the election of the rector. In the 12th century. Oxford University (England) arose in the 13th century. - University of Paris (France). A medieval university usually had four faculties: theological (theological), medical, legal and liberal arts (art).

In the works of thinkers, statesmen and religious figures of the Middle Ages F. Aquinas, F. Bacon, F. Rabelais, M. Luther, T. More, T. Campanella, E. Rotterdam and others, pedagogical teaching received its further development. Having placed man at the center of their worldview, humanist thinkers emphasized the dependence of the moral and social progress of a society on the quality of education that members of this society receive.

Nevertheless, the entire long period from ancient centuries to the 17th century. entered the history of pedagogy as a time of pre-scientific pedagogical creativity, empirical (based on experience) teaching practice.

Pedagogy as an independent branch of theoretical knowledge began to take shape in the 17th century. The fact is that by this time there was an urgent need for science designed to improve existing pedagogical practice, expand the boundaries and possibilities of upbringing and education. The need for pedagogy as a science arose due to the following socio-economic reasons. XVII century was a time of great changes that the world experienced thanks to the era of great geographical discoveries, due to the rapid development of cities, and the breakdown of medieval principles of life. Add to this the flourishing of culture, science, the emergence of industry, etc. Education began to play a special role in people’s lives, in all social development. With the improvement of the quality of education and the creation of a mass educational system, outstanding thinkers pinned their hopes on the progress of human society.

For the curious:

The tradition of school learning and respect for literacy in Rus' was very strong, despite the troubles associated with the Tatar-Mongol conquests. Thanks to the development of primary schools by the 17th century, the level of literacy in Rus' was high at that time, especially among the clergy and merchants. Merchants also studied foreign languages, hiring visiting foreigners for this. Among the literate nobles there were many women. Primary schools operated throughout the country. Parents provided funds for the school. There was usually only one teacher, but there were many children, and different ages. Some learned letters and read letters under the guidance of a teacher, others wrote at the same time. Each student received a task corresponding to his level of preparation. Some children went home after school, but many parents considered it useful for their children to live at the school. Wealthy nobles and merchants invited home teachers, who usually spoke foreign languages, to their children.

In the 17th century The main textbook was the Primer, which was reprinted several times by the Printing House in Moscow. In addition to the alphabet, grammatical rules and rules of behavior, the primers contained copybooks, articles on religious doctrine, and short dictionaries. Numerous alphabet books for learning cursive writing existed separately. They often included information on arithmetic, history, geography, philosophy, literature, and mythology. Singing was an indispensable subject in primary school: without acquaintance with “musicia” a person was not considered literate. Learning did not end after leaving school: a person had to study from books all his life, for “books are rivers that fill the universe with wisdom.”

The history of science is the history of people and the history of ideas. The formation of scientific pedagogy is associated with the name of the remarkable Czech humanist thinker and teacher Jan Amos Comenius (1592-1670). The merit of Ya. A. Komensky to humanity lies in the fact that he introduced radically new ideas into pedagogical thought that fertilized its further development. What were these ideas?

The fundamental idea of ​​the pedagogy of John Amos Comenius is pansophism, that is, the generalization of all knowledge acquired by civilization and the delivery of this generalized knowledge through school in their native language to all people, regardless of social, racial, or religious affiliation.

Ya. A. Komensky, a great humanist, made an optimistic statement that every child, with the appropriate organization of the educational process, can ascend to the “highest” step of the “ladder” of education. Believing that knowledge should be useful in practical life, Ya. A. Komensky proclaimed the obligation of real, socially useful learning.

In the works of Ya. A. Komensky, a project for a coherent system of universal education is presented, questions are raised about the national school, about the planning of school affairs, about the correspondence of levels of education to a person’s age, about education in the native language, about the combination of humanitarian and scientific and technical general education, about class -lesson system.

Based on what was achieved by previous generations, having analyzed the practice of preparing children for life, Ya. A. Komensky came to the conclusion that there are objective laws of the educational process, formulated laws, rules of upbringing and training that have not immediate, but long-term perspective significance . IN in the main book of his life, “The Great Didactics” (1654), Ya. A. Komensky outlined the theoretical foundations of the educational process, in the image of which education in a modern school and preschool institution is built.

With the scientific works of Ya. A. Komensky, a stormy period of development of classical pedagogical theory begins. The brilliant galaxy of subsequent classical teachers (J. Locke, J. J. Rousseau, I. G. Pestalozzi, etc.) significantly advanced the development of theoretical problems of education and training.

Our compatriots made a worthy contribution to the creation of classical pedagogy: V. G. Belinsky, A. I. Herzen, N. G. Chernyshevsky, N. A. Dobrolyubov, L. N. Tolstoy, N. I. Pirogov. K.D. Ushinsky (1824-1871) brought world fame to Russian pedagogy. He created a coherent psychological and pedagogical concept of personality development and, on its basis, a theory of education and training.

V., marked by outstanding achievements, primarily in the field of natural science, physics, and mathematics, was also favorable for the development of pedagogical science. During this period, it intensively developed as an independent scientific discipline, rising from the description of facts and phenomena to the comprehension of the laws of the process of education and training. Within pedagogy, there is a differentiation of knowledge; its individual parts are singled out and isolated, such as, for example, preschool pedagogy.

V. with its rapid socio-political changes in many countries, pedagogy faced the problem of educating a person in a new society. She was examined by S.T. Shatsky, P.P. Blonsky. The theoretical works of N.K. Krupskaya (1869-1939) cover a wide range of pedagogical problems, including those directly related to the education of preschool children. The core of the teachings of A.S. Makarenko (1888-1939) is the theory of the educational team. Makarenko also developed the most important questions family education. The humane nature of education and training, caring attitude towards the individual - this is the leitmotif of the pedagogical teachings of V. A. Sukhomlinsky (1918-1970).

So, the emergence and development of pedagogy as a science is connected with the practical need of society to study and generalize historical experience preparing new generations to participate in the production of material and spiritual values. Modern pedagogy is a special field of science about the education of a person at all age stages of his development.