Upbringing- one of the main categories of pedagogy.

Determining the essence of education is one of the most ancient problems that society interpreted based on its social attitudes and current tasks.

Education in pedagogy can be seen as:

- social phenomenon- transfer of the accumulated experience of older generations to younger ones: the spiritual heritage of mankind, which was created in the process of its historical development;

- pedagogical phenomenon - specially organized activity teachers and pupils to achieve the goals of education in the context of the pedagogical process.

Education ensures social progress and the continuity of generations. It must meet the requirements of society.

Modern upbringing is humanistic, it reflects the socio-cultural (choice and implementation of lifestyle and behavior), individual (self-development of the personality) and complicity (choice of values) directions in the development of the personality. Such upbringing is technologically advanced (based on the laws of human perception and mental development), emotionality (forms emotional experience), dialogic (creates one’s own experience, not reproduction), situational (the main tool is an educational situation), perspective (aimed at a developing personality).

So, education is a creative purposeful process of interaction between teachers and pupils to create optimal conditions for the development of the socio-cultural values ​​of society and, as a result, the development of the individuality of pupils, self-actualization of their personality.

Upbringing - purposeful process, which means that the process can only be called education when it has a goal. A goal is an ideal anticipation of the result to which human activity is directed. The goal is specified in the tasks. When determining the ideals of education, they rely on the ideal of a person adapted to new realities, a new society. The goal - the education of a comprehensively harmoniously developed personality - is enshrined in the Law "On Education", it:

Determines the content of the educational process;

Determines the educational result;

Serves as a criterion for the activity of the teacher;

Completely defines the system of education.

Allocate general goals of education and individual (for an individual). The goal of education is always the same within one educational system, and there can be many tasks defined by the goal (general and specific). The goals of education are determined by the needs of the development of society and depend on the pace of social and technological progress, the capabilities of society. Actual goals of modern education- the development of the individuality of each person and his socialization, are determined by the tasks of mental, moral, aesthetic, civil, labor and physical education. Solving educational problems allows you to form the foundations of a person's culture.

Education, at its core, is a process interaction between the teacher and the pupil with the activity of both parties. Moreover, as the pupil develops, his position changes from the position of the object of influence to the position of the subject of interaction, turning the process of education into a process of self-knowledge and self-education.

The most important feature of the educational process is the optimal definition based on the goal of its content. It is twofold. Firstly, this is the organization of the development of social and cultural values ​​of society by pupils, and secondly, the development of their individuality in the process of forming attitudes towards the world around them and towards themselves.

The process of education is identified with educational process. When interacting, the pupil acquires a certain experience, the transfer of which must be organized. Accordingly, the main task of the educator is to find a way to include the educatee in the activity. Thus, education is the process of organizing various activities. This approach in education theory is called personal activity, and its main content components are: communication as the basis of diverse interpersonal relationships; personal development leadership in the course of activity; development and socialization of personality. In humanistic pedagogy, education is a process of effective cooperation between educators and pupils, which should lead to a given goal.

The educational process is a specially organized educational system, which is a set of interrelated elements to achieve educational goals and objectives. Main Components structures of the educational process: target; meaningful; operational and activity; analytical and productive.

The structure of the dynamic system of the educational process includes the subjects and objects of education, various connections that are manifested between them.

mi, as well as the conditions in which the process of their interaction takes place.

AT educational process the unity of external influences and the influence on objects of their internal reflection are manifested, as well as the independent influence of objects on themselves, which manifests itself in self-education, and already as a subject of the upbringing process, the pupil appears as a developing individuality.

The system of components of the educational process is the most dynamic (changing, developing) structure, since each component of it is dynamic to the highest degree. In this case, two types of dynamics, development can be distinguished: spontaneous(spontaneously occurring under the influence of environmental factors and internal characteristics of the personality of the pupil) and pedagogical, i.e., purposeful, meaningful by the educator and pupil.

One of the fundamental directions of the teacher of the children's team is creation of optimal conditions for education or educational environment. From the standpoint of the ideas of the humanistic paradigm upbringing there is nothing but creating conditions for self-development of the personality, for self-actualization of the pupil in the conditions of a specially organized collective creative activity.

Upbringing - creative process. A creative approach requires the specificity of each pedagogical phenomenon: the development of the individuality of pupils; the process of mastering culture and the activities of the teacher-educator.

Thus, the educational process is characterized by: purposefulness; duration(in fact, it lasts a lifetime); multifactorial(personality is exposed to a huge number of different influences); continuity; mobility(the educator is exposed to purposeful and spontaneous influences); complexity(unity of goals, objectives, content, forms and methods of education); variability(ambiguity) and uncertainty of results; bilaterality(cooperation between educators and pupils); inconsistency.

To the number the main contradictions of education include contradictions between: new conditions of social life and outdated forms and methods of preparation for it; the unlimited possibilities of human development and the conditions of social life limiting this development; active, active nature of a person and a lack of experience, knowledge, skills for active participation in the life process.

Self-education - conscious, purposeful human activity aimed at self-development, self-education, improvement of one's personality. The components of self-education are self-knowledge, self-analysis, self-assessment, self-report and self-control.

The level of self-education characterizes the level of upbringing of the individual. Self-education is inextricably linked with education: it reinforces and develops the process of personality formation.

re-education- a type of education, the purpose of which is the elimination of negative and the development of positive qualities and personality traits. This process is long and difficult. It is much more difficult to re-educate than to educate, because one has to break the established views, habits, character traits and form new ones that are unusual for the educated.

The central category in pedagogy, which is defined as the science of education, is the concept of upbringing. In the literal sense, “education” means feeding, feeding a child. It is believed that this term was introduced into science by the Russian educator of the middle of the 18th century. I. I. Betsky, whose activity was aimed at creating a “new breed of people” through education.

Being a complex socio-cultural phenomenon, education is the object of study of a number of humanities, each of which analyzes its own aspect of this phenomenon:

philosophy explores the cognitive, value, socio-political, moral and aesthetic attitude of a person to the world, i.e. reveals the ontological and epistemological foundations of education; formulates the most general ideas about the highest goals and values ​​of education, in accordance with which its specific means are determined;

sociology studies social problems personal development, i.e., reveals the features of the social order that society gives to the education system in the form of state documents; determines the regional and socio-cultural characteristics of education; explores the ratio of spontaneous social influences and targeted impact on a person in the process of socialization and education;

ethnography examines the specifics of the education of the peoples of the world in the context of historical development and modernity; reveals the existing different peoples the normative canon of a person (morality) and its influence on education; explores the nature of the manifestation of parental feelings, roles and relationships;

economics determines the role of education in the growth of the efficiency of social production; identifies the financial and material and technical resources necessary to create the optimal infrastructure for the education system;

jurisprudence deals with the legal forms of organization and functioning of education, legal norms regulating the status, rights and obligations of the state, its institutions and citizens in the field of education;

biology, physiology and genetics explore the hereditary features of development that affect the process and results of education;

psychology reveals individual, age and group features of the development and behavior of people, creating objective and subjective prerequisites for conducting the process of education;

general pedagogy explores the essence of education, its place in the structure of a holistic pedagogical process, patterns, trends and development prospects; develops the theory and methodology of the educational process; determines its principles, content, forms and methods of implementation.

The central and one of the most ancient problems in the interdisciplinary study of education is the definition of its essence, since in various historical periods society characterized this category based on its social attitudes and current tasks. Most often, education was seen as managing the process of forming a personality or its individual qualities in accordance with the needs of society. However, today in pedagogical science it is difficult to find a concept that has so many different definitions. The variety of interpretations of the concept of "education" is related to which aspect of this phenomenon - social or pedagogical - seems to the researcher the most significant.

Considering education as social event, then it should be defined as a complex and contradictory socio-historical process of the rising generation entering the life of society, the result of which is the cultural-historical continuity of generations.

Education as a social phenomenon is characterized by a number of main features that express its essence:

- this is an eternal, necessary and general phenomenon that appeared along with human society and exists as long as society itself lives;

- education arose from the practical need to familiarize the younger generation with the conditions of the life of society;

- at each stage of the development of society, education, in its purpose, content and forms, is of a specific historical nature, due to the nature and organization of the life of this society;

- the upbringing of the younger generations is carried out through the development of social experience in the process of communication and activity;

- as adults become aware of their educational relationship with children and set themselves certain goals for the formation of certain qualities in children, their relationship becomes more and more pedagogically focused.

Thus, education is social phenomenon- it is an objectively existing and implemented in accordance with specific historical conditions, a way to prepare the younger generation for a full-fledged life in society. At the present stage, education as a social phenomenon is most often considered as a synonym for the concept of "socialization", which is understood as the integration of a person into the system of social relations, into various types of social communities (group, institution, organization), as the assimilation by the subject of elements of culture, social norms and values. on the basis of which personality traits are formed.

parenting like pedagogical phenomenon is a purposeful, systematically organized process implemented by specially trained people (teachers) in various types educational institutions and focused on the development by the individual of the norms and rules of behavior adopted in society. In this sense, education is closely connected with a number of psychological and pedagogical concepts, the main of which are the following:

formation- a process aimed at certain changes in a person (the appearance of physical and personal neoplasms) and leading to a complete result;

development- the process of progressive movement of the personality, which is determined by internal (physiological, mental, hereditary-biological) contradictions and external (environmental, socio-cultural, etc.) factors;

self-development- the activity of the subject to create himself, his "I", including any activity of the subject, carried out consciously or subconsciously, directly or indirectly, and leading to progressive changes in mental and physical functions; improvement of talents and abilities;

self-education- the conscious activity of the subject, running in parallel with education, implemented under its influence and aimed at developing personally significant qualities and improving the way of life through the development of spiritual values, traditions and customs that are the standard for this individual.

Education as a pedagogical phenomenon cannot change the inherited physical data, the innate type of nervous activity, the state of the geographical, social, domestic or other environments. But it can have a formative effect on development through special training and exercises (going in for sports, health promotion, improvement of the processes of excitation and inhibition, i.e., flexibility and mobility of nervous processes), and make adjustments to the stability of natural hereditary characteristics. Only under the influence of science-based education and the creation of appropriate conditions, taking into account the characteristics nervous system child, ensuring the development of all his organs, taking into account his potential and including in appropriate activities, individual natural inclinations can develop into abilities.

Education as a pedagogical phenomenon has certain characteristics.

1. Education is characterized by the purposefulness of influences on the pupil. This means that it always aims to achieve certain result, which determined positive changes occurring in the personality of the pupil. Aimless education (education in general) does not exist.

2. Education has a humanistic orientation, which determines the nature of the influence of the teacher on the pupil. The purpose of this influence is to stimulate positive changes in his personality (the development of spiritual and moral values, the formation of basic cultures, etc.).

3. The most important sign education is the interaction of the educator and the pupil, which is expressed in the activity of the pupil himself in the process of education and determines his subjective position.

4. Education as a pedagogical phenomenon is a process that involves specific qualitative and quantitative changes in the personalities with whom the educator interacts. Proceeding from this, education as a pedagogical phenomenon is usually called educational process, which is understood as a planned, long-term, specially organized life activity of children in conditions educational institution.

The educational process is inherent following features: a) diagnostics of natural inclinations, theoretical development and practical creation of conditions for their manifestation and development; b) organization of educational activities of children; c) the use of positive factors in the development of personality traits of the child; d) selection of the content of education, means and conditions of the social environment; e) impact on social conditions, elimination and transformation (if possible) of negative environmental influences on the emerging personality; f) formation special abilities that ensure the application of the child's forces in various areas of educational, cognitive and socially useful activities.

Thus, the relationship between the concepts of "education as a social phenomenon" and "education as a pedagogical phenomenon" is as follows: education as a pedagogical phenomenon (educational process) is an integral part (pedagogical component) of education as a social phenomenon (socialization), covering the area called controlled socialization.

1.2. Education in the integral structure of the educational process

Education as a pedagogical phenomenon is an integral part of holistic educational process as an activity in the course of which the system of knowledge of the basic sciences and the corresponding skills and abilities are mastered, the foundations of the worldview are laid, cognitive forces, creative abilities and the emotional-volitional sphere of the individual are developed, moral qualities and habits of behavior are formed.

In the integral structure of the educational process, two interrelated and at the same time relatively independent processes closely interact: 1) learning is a purposeful, specially organized activity aimed at transferring to the younger generations (teaching) and mastering (teaching) a body of knowledge, the formation of skills on this basis and skills, development of cognitive and creative abilities; 2) education - a purposeful, specially organized activity designed to form a system of personality traits in the younger generation based on the development of norms and rules of behavior adopted in society.

The relationship between the processes of training and education in the integral structure of the educational process is expressed in several aspects.

1. Both of these processes take place within the same educational institution (kindergarten, school, gymnasium, college, vocational school, university, additional education institution, etc.), are carried out by the same person (teacher) and are aimed at achieving a common goal - training individual to active life in society.

2. Education always contains elements of learning, because, by transferring knowledge of the norms and rules of behavior to the individual ( moral education), the achievements of human culture (aesthetic education), the diversity of professional activities (labor education), etc., while forming behavioral skills in specific life situations, the teacher simultaneously teaches the individual.

3. In the course of the learning process aimed at mastering scientific knowledge, there is always an educational aspect (it is not for nothing that an educational goal is planned within the framework of any form of training), implemented through the content educational material, the method of its presentation, the nature of the pedagogical interaction between the teacher and students.

Education and upbringing are independent processes, each of which has its own specifics in the integral structure of the educational process. The purpose of the process learning is the transfer of knowledge, skills and abilities, i.e. the formation of the intellectual culture of the individual; goal educational process- mastering the norms of behavior, i.e., the formation of a behavioral culture of the individual. Process learning strictly regulated, since it has clear time limits ( academic year, quarter, school day, lesson) is carried out on the basis of compulsory curricula, its results are measured on the basis of a clear standard of assessments; process education does not have a clear regulation, is largely chaotic, not limited in time, does not have specific qualitative and quantitative indicators. Although the processes of training and education operate with a common conceptual apparatus (goals, content, principles, methods, forms, means), the specific content of these categories in the theory of education and the theory of education is different.

The educational process has a number of features that determine its essence, specificity and nature of the course.

1. Education - purposeful process. This is manifested in the fact that the main guideline in the work of the teacher is the social order as a set of moral norms accepted in society. Education becomes effective when the teacher specifically highlights its goal, reflecting the personality model of the pupil. The greatest efficiency is achieved when the goal of education is known and understood by the pupil, when he agrees with it, accepts it and, in the process of self-education, relies on the same guidelines.

2. Education - multifactorial process, since in its implementation the teacher must take into account many objective and subjective factors that complicate the educational process or contribute to the success of its course. Among the objective factors influencing the process of education, one should consider various aspects of social life (economy, politics, culture, ideology, morality, law, religion, etc.); among the subjective factors is the social environment in which the personality is brought up (the influence of family, school, friends, significant personalities), as well as the individual personality characteristics of the pupil.

3. Education - subjective process, which is expressed in an ambiguous assessment of its results. This is due to the fact that the results of education do not have a clear quantitative expression, so it is impossible to say exactly which student was brought up perfectly, and which one is unsatisfactory. Because of this, it is difficult to determine which educational process can be considered high-quality, effectively influencing the personality of the pupil, and which one is “window dressing”, is conducted “for show” and does not bring desired result. The subjective nature of education is largely determined by the personality of the teacher, his pedagogical skills, character traits, personal qualities, value orientations, the presence or absence of talents, abilities, hobbies.

4. Education is a process characterized by remoteness of results from the moment of direct educational influence. This is due to the fact that education is designed to have a deep, complex impact on the personality (consciousness, behavior, emotions and feelings). In order for the pupil to realize what exactly the teacher is trying to achieve, adequately react to the educational impact and draw the right conclusions for himself, time is needed. Sometimes it takes years.

5. Education - continuous process, since a person cannot be brought up “from case to case”. Separate educational activities, no matter how bright they may be, are not able to greatly influence the behavior of the individual. This requires a system of regular pedagogical influences, including constant contact between the teacher and pupils. If the upbringing process is irregular, then the educator constantly has to reinforce what the student has already mastered and then forgotten. At the same time, the teacher cannot deepen and develop his influence, develop new stable habits in the pupil.

6. Education - complex process, which is expressed in the unity of its goals, objectives, content, forms and methods, in the subordination of the entire educational process to the idea of ​​a holistic formation of the personality, in which the high development of consciousness, behavior and feelings is harmoniously represented. This means that a personality cannot be formed “in parts”, either paying attention only to the formation of consciousness, or focusing on the development of norms and rules of behavior, or forming emotions and feelings.

7. Education - bilateral process, since it goes in two directions: from the educator to the pupil (direct connection) and from the pupil to the educator (feedback). Process management is based mainly on feedback, that is, on the information that comes to the teacher from the pupils. The more information about the features, abilities, inclinations, advantages and disadvantages of the pupil is at the disposal of the educator, the more expedient and effective it is to carry out the educational process.

1.3. Self-education as the goal and result of education

The main goal and result of the educational impact on the personality is self-education- conscious purposeful activity of a person to improve their positive qualities and overcome negative ones. Self-education is a relatively independent process, the driving forces of which are the contradictions: a) between the requirements for students and their actual behavior; b) between the desire to change oneself and the inability to work on oneself due to insufficient demands on oneself, weakness of willpower, ignorance of the methodology of self-education.

Because of this, self-education largely depends on the psychological and pedagogical preparation of students to work on themselves. The basis of self-education is the volitional component. Only the ability to manifest volitional efforts allows children to form the necessary qualities in themselves, while adjusting their habits, views, and actions.

In self-education as a process of working on oneself, a number of stages can be traced.

1. Motivational. At this stage, the student should have a need to work on himself. It is important to understand the significance of the efforts being made. It is necessary to consider the formation of self-education motives as a continuously implemented pedagogical task. The effectiveness of self-education to a certain extent depends on how students are aware of the prospects for their growth and at the same time experience joy from the success achieved.

2. Program. At this stage, the program of self-education, the sequence of work on self-improvement are determined.

3. Search. Children tend to try themselves in one area or another, to make sure that their actions are correct.

4. reflective. At this stage, self-development is assessed, new tasks and ways to solve them are designed.

Thus, self-education requires a person to know himself, adequate self-esteem and strong-willed efforts aimed at changing certain personality traits. However, it should be remembered that it cannot change the traits given to a person by nature.

Pedagogical stimulation self-education is the conscious use of various stimuli by the subjects of education and consists in their expedient selection, modification and inclusion in this process, taking into account the individual psychological characteristics of the pupils and the specific situation. At the same time, the teacher must take into account the previous experience of children, including the experience of working on themselves.

The effectiveness of stimulating self-education of students is due to the extent to which they are aware of the prospects for their growth and experience the joy of success at the same time. But we should not forget that work on oneself is fraught with considerable difficulties, it requires great mental stress, physical strength and nervous energy.

Due to insufficient psychological and practical readiness to work on themselves and lack of experience in this, many students do not feel noticeable success in self-education, often experience breakdowns and experience failures, which, repeated, become sustainable. As a result, the situation of expecting the joy of success is replaced by disappointment, which leads to passivity, loss of interest in self-education, its episodic nature, or even inaction. There may also be behavior that is incorrect from a pedagogical point of view. Without the possibility of self-realization in socially approved activities, the student finds easier, most often asocial, ways of self-affirmation.

The subject of self-education is the child himself, and the subjects of stimulation of this process can be all participants in the educational process - teachers, parents, comrades, etc. For the teacher, the task of stimulating the self-education of children should be included in the complex of tasks of the educational work he is carrying out.

Practice convinces: the more fully and better students are included in a variety of activities, the more often they take the initiative in its planning, preparation and implementation, summing up, monitoring, correction - the higher the effectiveness of self-education. If the student acts as an active organizer and participant in the activity, then an active, active personality is formed as a result. And vice versa, with the wrong organization of activities, when the child remains a passive performer or an indifferent participant, he develops the appropriate qualities.

The effectiveness of stimulating self-education depends on the variety of means and methods used, and on the adequacy of the students' response to them. Practice shows that best result is achieved where teachers use a well-thought-out system of means and methods for stimulating self-education.

The most important means and incentive for self-education is the communication of students: the wider and more reasonable it is, the more effective is their self-education. First of all, the social circle is determined by the parents, the closest family environment of the child, then it begins to gradually expand (peers in the yard, kindergarten, educators, classmates, teachers, etc.). Significant impact on the formation of students, especially in school years, renders their communication with teachers. If it acquires an authoritarian character on the part of adults, this negatively affects students, suppresses their initiative, activity, and independence. Therefore, much in stimulating self-education depends on the right relationship with fellow students, teachers and parents. When stimulating self-education, it must be taken into account that at all age stages of personality development, the influence of friends and peers on it is especially great.

1.4. Theory and methods of education as a section of pedagogy

Education as a pedagogical phenomenon (educational process) is studied within the framework of the course "Theory and Methods of Education", which is a section of general pedagogy.

Subject theory and methodology of education are the laws and principles of education, its goals, content, methods, forms, means and results.

Tasks theories and methods of education consist of: a) describing and explaining the educational process and the conditions for its effective implementation in various types of educational institutions; b) development of a more perfect organization of the educational process, new educational systems and technologies.

Like any scientific discipline, the theory and methodology of education operates with a certain conceptual apparatus, in which three types of categories are distinguished:

1) general scientific concepts included in the theory and methodology of education from other disciplines: philosophy (connection, general and singular, essence and phenomenon, contradiction, cause and effect, possibility and reality, quantity and quality, form and content); psychology (formation, development, communication, activity, game, character, temperament, abilities, inclinations, heredity, etc.); cybernetics (feedback, dynamic system); sociology (socialization, environment, social institutions, collective, reference group, public opinion), etc.;

2) general pedagogical concepts: pedagogy, education, training, pedagogical activity, integral pedagogical process;

3) specific concepts of the theory and methods of education: educational work, educational system, educational event, collective creative education, pedagogical interaction, method of education, form of educational work, method of education, means of education, educator, pupil, educational situation, educational impact, etc.

The broadest category of the theory and methodology of education is the concept "educational process" which includes both a targeted impact on the emerging personality, and its active counter self-movement (self-education and self-development).

The component of the educational process is educational work- specially organized pedagogical activity, covering extracurricular time as part of the educational process and aimed at developing certain personality traits in pupils.

Educational work includes the implementation of a set of organizational and pedagogical tasks solved by the teacher in order to ensure the optimal development of the student's personality, as well as the choice of forms and methods of education in accordance with the tasks set and the process of their implementation itself. This work involves the organization of joint activities of teachers and pupils and also provides for the regulation of relations between social institutions that have a significant impact on the child. In this regard, in educational work it is customary to distinguish three groups of functions.

First the group of functions of educational work is connected with the direct influence of the teacher on the student and includes: a) the study of the individual characteristics of his development, environment, interests; b) programming of educational influences; c) implementation of a set of methods and forms individual work with a student d) analysis of the effectiveness of educational influences.

Second a group of functions is associated with the creation of an educational environment and includes: a) team building and the formation of a favorable emotional atmosphere; b) involvement of students in various types of socially useful activities; c) development of children's self-government.

Third a group of functions is aimed at streamlining the influence of subjects interacting in the course of the educational process and covering: a) coordination of family and school activities; b) interaction with the teaching staff; c) correction of the impact of mass media; d) neutralization of the negative impacts of society; e) interaction with other educational institutions.

In the educational work carried out by the teacher, the main place is occupied by organizational activity, in which he implements the entire range of relevant functions (goal setting, planning, coordination, efficiency analysis, etc.).

1.5. The formation of the theory and methodology of education as a science

The theory and methodology of education as a science has a long history of formation, during which people, trying to comprehend their existence and their social experience, conducted a search for the most acceptable models of education for society. The specificity of these models was due to both objective factors (the nature of social relations and state power) and subjective factors associated with the personality of the teacher-scientist.

Back in ancient Greece, two rival cities - Sparta and Athens - had different approaches to educating young people. If in Sparta the main goal of education was preparation for military service, then in Athens children received a broad philosophical, literary and political education (for more details, see 3.4).

In the writings of ancient Greek philosophers, the issues of education are considered quite fully. Democritus(460–370 BC) was one of the first to raise the question of the nature of education, pointing out the huge role of labor in it. Socrates(470-399 BC) believed that the main thing in education is to learn eternal moral concepts and apply them in life. Plato(428–347 BC) first raised the issue of preschool education and a differentiated approach to preparing a person for life: whoever shows a penchant for mental pursuits should become a philosopher, and whoever does not have this inclination should become a warrior. Aristotle(384-322 BC) considered it necessary to teach children to do right choice between deficiency and excess.

In ancient Rome Marc Fabius Quintilian(42-118, in some sources 35-90 AD), suggested that all children are smart by nature and need only proper education.

During the Renaissance Erasmus of Rotterdam(1439–1536), advocating the equality of all people, regardless of their origin, assigned the education of the individual a decisive role in transforming the world. Francois Rabelais(1494-1553) believed that education should develop the personality and meet the interests of the economic development of society. Michel Montaigne(1533-1592) believed that it is impossible to inspire a child with ready-made truths, since everything he needs is achieved by his own experience.

Of particular importance for the development of the theory of education were the works of an outstanding Czech teacher Jan Amos Comenius(1592–1670), who substantiated the principle of conformity to nature, according to which “the study of the laws of a person’s spiritual life must be borrowed from nature”, for which “it is necessary to proceed from observation of those processes that nature everywhere manifests in its actions”.

French thinker and teacher Jean Jacques Rousseau(1712-1778) argued that in every individual there are inexhaustible possibilities for improvement. He believed that the conditions existing in society should be brought into line with the needs and rights that nature endowed the child with. Rousseau saw the key to solving the problem in educating a person who does not depend on anyone, lives by the fruits of his labors, appreciates and knows how to defend his freedom. According to Rousseau, children should be brought up naturally, in accordance with nature. Proceeding from this, Rousseau uniquely defined the role of the educator, who only leads his pupil to solve problems, and has a mainly indirect effect on the child. He organizes the whole environment, all the influences surrounding the child in such a way that they suggest certain solutions.

Renowned Swiss educator Heinrich Pestalozzi(1746-1827) set the goal of developing true humanity in children, their moral self-improvement, for which it is necessary to diversify and harmoniously develop all the natural forces and abilities of a person. Pestalozzi distinguished three kinds of forces of human nature: mental, physical, moral. These forces should be developed in interconnection, avoiding one-sidedness. Help children to harmonious development All human strength must be properly delivered upbringing, which begins with the birth of a child in the family.

Leading German teacher Johann Friedrich Herbart(1776-1841) believed that the goal of education is to form a virtuous person who respects the existing order and obeys it. In the pedagogical process, he singled out three parts: management, training and moral education. Education and upbringing cannot be separated, since this is a single, complex process (educational education). Moral education directly affects the soul of the child, directing his feelings, desires, actions. It is necessary to take care of the child, rely on the good that is in his soul. Herbart developed specific means of moral education, to which he attributed the following: to keep the pupil, to determine the pupil, to establish clear rules of conduct, to maintain “calmness and clarity” in the pupil’s soul, to “excite” the child’s soul with approval and censure, to “exhort” the pupil, to point out and correct his mistakes.

Outstanding German teacher Friedrich Wilhelm Adolf Diesterweg(1790-1866) put forward the idea of ​​universal education, to achieve which one should rely on three principles: conformity to nature, conformity to culture and amateur performance. Under natural conformity he understood following the process of natural development of a person, taking into account his age and individual characteristics; under culturally appropriate- taking into account in education the conditions of the place and time in which the person was born, the features of the country that is the homeland of the student; under amateur performance- activity aimed at serving truth, beauty and goodness.

Great Russian teacher Konstantin Dmitrievich Ushinsky(1824-1870) substantiated the anthropological concept of education, in which he convincingly proved that the education of a person is possible only taking into account the knowledge about him accumulated by all sciences. The great merit of K. D. Ushinsky lies in the development of the idea of ​​national education, the implementation of which assumed the following:

1) it is necessary to create a wide network of public schools that ensure the compulsory education of all children;

2) the cause of education should be led by the people themselves; 3) education should develop the mental abilities of children so that they can be used in the interests of the people; 4) the central place in the upbringing of a person should be occupied by the native language - the “treasury of the spirit” of the people; 5) education should form a person whose first need is work, a patriot with a strong will and character; 6) women should be provided with education equal to that of men; 7) it is unacceptable to blindly borrow and put into practice foreign educational systems that do not correspond to the spirit of the Russian people.

Petr Fedorovich Kapterev(1849-1923) put forward the idea of ​​moral hardening of the child. In his opinion, the self-development of the personality should play a decisive role in education, therefore, he considered the education of character and will to be one of the central tasks of education.

Of great interest are the educational ideas put forward in the 1920s–1930s. domestic teachers and implemented in their innovative activities (Z. N. Ginzburg, A. S. Makarenko, M. M. Pistrak, S. M. Rives, V. N. Soroka-Rosinsky, S. T. Shatsky, N. P Shulman and others). Their experience was formed at the turn of the era, when the new and the old came into sharp conflict, causing chaos in the traditional ways of life. Innovative teachers associated the search for something new in the content and methodology of the educational process with understanding the role of the environment. social environment as a decisive factor in the educational process. Many interesting theoretical conclusions and practical findings of these teachers are still waiting for their researchers.

In the 1960s-1970s. in Russian pedagogy (A. I. Dontsov, Yu. M. Gordin, V. M. Korotov, B. T. Likhachev, V. A. Sukhomlinsky, L. I. Umansky, etc.) the idea of children's educational team as "a scientifically organized system of morally educating children's life" (I. F. Kozlov). The main functions of the children's educational team were: 1) the introduction of children into the system of social relations and the organization of their accumulation of experience in these relations; 2) formation within the framework of the team of interpersonal relations according to the type of business relations of the society; 3) the formation of the moral essence of the personality, its moral and aesthetic attitude to the world and to itself; 3) providing effective pedagogical impact on a person or group of persons, correction and regulation of their behavior and activities.

An important role in the development of the theory and methods of education was played by the idea of ​​a communitarian movement, which began to emerge actively in the 1970s. in the practice of schools and out-of-school associations (the Frunze Commune in Leningrad, the "Brigantine" in Chita, the communard movements in the pioneer camp "Eaglet"). Talented teachers I. P. Ivanov, F. Ya. Shapiro, M. N. Akhmetov and others were at the head of communal associations. The organizers of the communal movement saw the main role in the development of collective self-government of children, their creative initiative, social orientation, community and co-creation of children and adults.

Modern stage development of the theory and methods of education (V. I. Andreev, E. P. Belozertsev, T. N. Malkov ekaya, L. I. Novikova, I. P. Podlasy, S. A. Smirnov, V. S. Selivanov, V. A. Slastenin, N. E. Shchurkova, etc.) orients the teacher to humanistic education and social interaction with the individual, which involves solving the following tasks: 1) introducing pupils to the system of universal values; 2) revealing the creative potential of each individual; 3) the formation of a sense of freedom, the ability to objective self-assessment; 4) respect for rules and regulations life together; 5) education positive attitude to work; 6) culture formation interpersonal communication based on tolerance and a sense of national dignity.

To implement these tasks in the organization of the educational process, it is necessary: ​​1) a personal approach as recognition of the individual as the highest social value; attitude towards the pupil as a subject of education; 2) natural conformity - accounting for gender and age features pupils; 3) cultural conformity - reliance on national traditions people; 4) humanization of interpersonal relations; 5) reliance on the feelings of pupils.

The interaction of a person with society is denoted by the concept of "socialization", which has an interdisciplinary status and is widely used in pedagogy. Unlike socialization, which occurs in the conditions of spontaneous interaction of a person with environment, upbringing- this is the process of purposeful and consciously controlled socialization(family, religious, school education), it acts as a kind of mechanism for managing the processes of socialization. Because of this, education has two main functions: ordering the entire spectrum of influences (physical, social, psychological, etc.) on the personality and creating conditions for accelerating the processes of socialization in order to develop the personality. In all approaches to education, the teacher acts as an active principle.

parenting like social phenomenon - this is a tool for the continuation of society in an individual, the assimilation of social culture by a person (socialization). The result is the choice of a mode of behavior corresponding to the accepted norm as a form of interaction with the outside world.

Three aspects upbringing: socio-normative(identification with the socio-cultural and professional environment: first of all, the acceptance of its norms), individual semantic(distinguishing oneself from the environment: self-determination, self-formation, self-realization ... and other "self" that determine the intrinsic value of a person in life and activity) and value-activity(interaction with the environment: the exchange of influences, not only the acceptance of the values ​​of the environment, but also the assertion of one's views, one's meaning in it).

Education as an individual process is realized in pedagogical assistance (in the form of guidance, support and support) to the self-development of a person: his semantic self-determination, self-realization and self-development. The result of such upbringing is manifested in the nature of a person's communication with the outside world (in the way of exchanging information and related emotional states).

The identified three aspects reveal upbringing as a culturally consistent process of the formation of a human quality in a person. The specificity of culturally appropriate education is to assist the pupil in integrating into the world of culture.

Laws and the ones they describe natural connections in education act and manifest themselves on different levels:

- universal laws- these are, first of all, the laws of dialectics in their application to education, for example, the law of the transition of quantitative changes into qualitative ones;

- Laws common to large groups of phenomena, As a rule, they are not only related to education. These are the laws that describe the functioning and development of complex systems (the laws of synergetics), the laws that describe various manifestations of the child's age characteristics.

- Specific laws of education. These include:

The law of the integral development of man. The integrity of a person prescribes the integrity of educational influences to the teacher. The upbringing of a person is carried out in the entire integrity of his relationship to the world around him and to himself, in the unity of his knowledge, activity and value attitudes.

· The law of development of personality, individuality, human subjectness through socially, subjectively and culturally significant activities. The law of human development through activity requires the teacher to direct the activities of children towards achieving socially significant goals and solving specific educational tasks, filling it with cultural content, taking into account the interests, needs, abilities and capabilities of the child himself.

· The law of development through overcoming is closely connected with such a characteristic of the educational process as its crisis (will be in question 9). The law of development through overcoming requires the teacher to determine the optimal degree and form of providing pedagogical assistance in the self-development of the pupil.

· The law of co-transformation (mutual change) of the teacher and the pupil states that the changes that occur with the teacher and the pupil within the framework of educational interaction are always mutual.

· "The law of resistance of human material" (A. S. Makarenko). This law establishes a connection between the performance of the teacher-educator and the methods of pedagogical influence and follows from the fact that the pupil is an equal, active participant in the educational process. The child should not feel like an object of application of the educational efforts of the teacher; he should not get the impression that he is only a means to an educational end.

· The law of increasing need for the Other as a person develops as a personality, individuality and subject of his own life.

Among the laws that describe individual aspects of education, the best studied are those that underlie the work of a teacher with an educational team. As an example, we can cite the law of motion of the collective, formulated by A. S. Makarenko. According to this law, the team must constantly move forward, achieve more and more success; stop in the development of the team leads to its weakening and disintegration.

Principles of education logically follow from the laws of education. The pedagogical principle is a kind of bridge from pedagogical science to pedagogical practice. Principle (from lat. principium - beginning, basis) - this is the main starting point of any theory, doctrine, science, worldview, theoretical program; the inner conviction of a person, which determines his attitude to reality, the norms of behavior and activity.

Exist various options principles of education, united in systems. Thus, the formation of an ethical position through the experience of conscience, compassion and shame is ensured by the observance of an integral system of three principles in ethical education:

1. The principle of reflexivity: moral comprehension by the pupil of his own life experience. It involves the appeal of the pupil to the comprehension of his own experience, the discovery of the moral meanings of activity, behavior, communication;
2. The principle of interactivity: through compassion to spirituality. It assumes the focus of the educator's activity on the correlation by pupils of their own meanings, their awareness, the formation of spiritual and value orientations in activity, behavior and communication;
3. The principle of self-realization: assertion of one's ethical position as moral. He draws the attention of the teacher to the development of the moral self-awareness of the pupil, the assertion of his ethical position in activities, behavior, communication.

These principles, as studies show, should form the basis of the ethical education of a person as a subject of activity, behavior and communication.

Describe the driving forces and logic of the educational process. Expand the goals and content of modern education.

Education will do little if it is not based on a forecast of changes taking place in the pupil and the circumstances surrounding him, in the teacher himself. That is why education is always associated with the discovery of dynamic trends in educational practice, with an appeal to the category of process (a process is a regular change of various states).

The educational process is a natural change in the properties and qualities of its participants, the conditions of education and the nature of educational interaction.

one). The first characteristic of the process, which follows from its philosophical definition (see question 7 above about the pedagogical process), is natural logic of the process. The difference between a professional teacher and an amateur who works intuitively is connected with foreseeing the results of education, predicting the course of the process. Understanding the natural logic of the educational process and the forecast based on this understanding become the starting point for goal-setting in education.

Put educational goal means to determine the expected changes in the individual-personal and subjective properties of the educated person.

2). Next characteristic - discreteness (or staging) process. The logic of the process can be understood through the identification of the sequence of states and from the way in which each existing state follows from the previous one and creates the prerequisites for the next one. Taking into account the staging of the educational process leads the teacher to identify various phases his educational interaction with the child:

1. Reflective (comprehension), which includes the experience life situations, their discussion, comprehension of their meanings and meanings. The goal here is to appeal to the pupil to the meanings of his existence and activity.

The main thing at the reflexive phase of education is that the pupil feels himself not as an instrument for the embodiment of someone's external will, instructions, prescriptions or requirements, but as the creator of his own life.

2. Value (consciousness). Comprehension and awareness of situations allows you to formalize the meanings of the pupil into a system of individual values, as a result of which cause-and-effect relationships are built, the structure of life position.

At the phase of awareness, the theoretical comprehension of reality and, on the basis of objective knowledge, the restructuring of empirical experience in order to achieve success in life, is fundamental.

3. Projective (designing) - involves self-design and implementation in socially useful activities.

3). The third characteristic is process non-linearity, jump transitions from one state to the next reveals as crisis of the process.

The identification of stages does not yet lead to an understanding of the dynamics of the process - it is necessary to identify and support the internal forces of the child's self-movement and its individual properties. The priority of the pupil's internal potential for self-development leads to his right to independently make a choice and bear responsibility for it. However, for effective self-determination, it is not enough to give the pupil freedom of choice, since external freedom does not make a person free internally.

Understanding the mechanism of education as self-development through overcoming difficulties leads to the perception of the activities of the educator as pedagogical assistance in one of its three forms: accompaniment, support, guidance.

Pedagogical escort is understood as the creation and development of versatile conditions for the pupil to make optimal decisions in various situations of life choice, the interaction of the teacher and the pupil, aimed at resolving the emerging problems of the pupil's development.

Pedagogical support consists in jointly with the pupil determining his interests, inclinations, abilities, value-target settings, opportunities and ways to overcome the difficulties that impede his self-development.

Pedagogical management - this is such a variant of pedagogical assistance, when the teacher takes the initiative and responsibility in organizing the activities of the pupil to resolve developmental problems.

4) Situational nature of the process noted by many authors as its fourth characteristic. In this case, the situation is understood not just as a set, but as a system of conditions (external circumstances) that significantly affect the nature of the process (stimulating or inhibiting internal factors of the system's self-development). This system of conditions, as the pedagogical potential of the environment, is a special subject of the teacher's activity.

The situational nature of the educational process leads to the need for professional analysis of the pedagogical situation and determining the best options for activities in it.

Thus, in understanding the educational process, the following is necessary:

highlight the natural logic of the process (forecast of its development) and formulate an educational goal on its basis;

Describe the stages (steps, stages);

· describe the state of the process at the boundary "crisis points", jumps, transitions from one qualitative state to the next;

determine the internal and external forces that ensure directed self-development and the irreversibility of the process; analysis of the situation becomes the basis for the project of educational activity of the teacher.

General logic on which the proposed design scheme is based educational work of an educational institution, is this:

1. first, the fundamental guidelines are identified, fixed in the documents regulating the educational activities of an educational institution;
2. further, from the standpoint of these guidelines, an analysis of the conditions and results of previous educational activities is carried out;
3. the analysis is the basis for identifying priority areas and targets for further work;
4. thus, the optimal mode of organization and content of the educational activities of an educational institution is determined;
5. in conclusion, ways to control and adjust this activity are determined.

Education in a social sense

In a broader social sense upbringing- this is the transfer of accumulated experience (knowledge, skills, ways of thinking, moral, ethical and legal norms) from older generations to younger ones.

In a narrow social sense, upbringing refers to the directed impact on a person by public institutions in order to form certain knowledge, views and beliefs, moral values, political orientation, and preparation for life.

Education in the pedagogical sense

Types and classification of education, goals of education

mental education

The purpose of education- this is what education strives for, the future towards which its efforts are directed.

Today the main objective high school - contribute to the mental, moral, emotional and physical development, in every possible way to reveal its creative possibilities.

Conscious assimilation of the knowledge system contributes to the development logical thinking, memory, attention, imagination, mental abilities, inclinations and gifts.

Tasks of mental education:

• assimilation of a certain amount of scientific knowledge;
• formation of scientific outlook;
• development of mental powers, abilities and talents;
• development of cognitive interests and formation of cognitive activity;
• development of the need to constantly replenish their knowledge, improve the level of training.

Physical education

Physical education- an integral part of almost all educational systems. Physical education contributes to the development of the qualities necessary for successful mental and labor activity.

Tasks of physical education:

• health promotion, proper physical development;
• increasing mental and physical performance;
• development and improvement of natural motor qualities;
• development of basic motor qualities (strength, agility, endurance, etc.);
• upbringing moral qualities(courage, perseverance, determination, discipline, responsibility, collectivism);
• formation of the need for constant physical education and sports;
• development of the desire to be healthy, vigorous, to bring joy to oneself and others.

Labor education

Labor education covers those aspects of the educational process where labor actions are formed, production relations are formed, tools of labor and ways of using them are studied. in the process of education acts as leading factor in development.

Polytechnic education

Polytechnic education is aimed at familiarization with the basic principles of all industries, the assimilation of knowledge about modern production processes and relationships. Main tasks of polytechnic education- the formation of interest in production activities, the development of technical abilities, new economic thinking, ingenuity, the beginning of entrepreneurship. Properly delivered polytechnic education develops diligence, discipline, responsibility, prepares for a conscious choice .

moral education

moral education- forms moral concepts, judgments, feelings and beliefs, skills and habits of behavior that comply with the norms. The moral education of the younger generation is based on both universal human values, enduring moral norms developed by people in the process of the historical development of society, and new principles and norms that have arisen at the present stage of the development of society.

Aesthetic education

Aesthetic (emotional) rebellion- the basic component of the goal of education and the educational system, generalizing the development of aesthetic ideals, needs and tastes among pupils. Tasks aesthetic education can be conditionally divided into two groups - the acquisition of theoretical knowledge and the formation of practical skills. The first group of tasks solves the issues of initiation to aesthetic values, and the second - active inclusion in aesthetic activities.

Tasks of aesthetic education;

• formation of aesthetic knowledge and ideal;
• education of aesthetic culture;
• the formation of an aesthetic attitude to reality;
• development of aesthetic feelings;
• familiarizing a person with beauty in life, nature, work;
• the formation of the desire to be beautiful in everything: in thoughts, deeds, deeds, appearance.

The process of education

educational process at school is part of a holistic, which combines teaching and education. The psychological essence of the upbringing process consists in transferring a child from one state to another, and from the standpoint of psychology, upbringing is the process of transferring experience, knowledge, values, norms, and rules that are external to the individual into the internal mental plane of the individual, into her beliefs, attitudes, and behavior.

The process of education- consciously organized interaction between teachers and pupils, organization and stimulation of the vigorous activity of the pupils to master their social and spiritual experience, values, relationships.

In order to find out whether the educational process has achieved the goal, it is necessary to compare the designed and real results education. The results of the educational process are understood as the level of upbringing achieved by a person or a team.

Requirements for modern principles of education

Principles of education- these are general initial provisions in which the basic requirements for the content, methods, and organization of the educational process are expressed. They reflect the specifics of the upbringing process, and, in contrast to the general principles of the pedagogical process, this general provisions that guide teachers in solving educational problems.

The education system is based on the following principles:

• public orientation of education;
• connection of education with life, work;
• reliance on positive in education;
• humanization of education;
• unity of educational influences.

Goals and objectives of education

The goals of education, as well as the goals of any human activity, are the starting point in building the entire system of education, its content, methods, principles.

The goal is an ideal model of the result of activity. The goal of education is a network of predetermined ideas about the result of the educational process, about the qualities, the state of the individual, which are supposed to be formed. The choice of educational goals cannot be random.

As historical experience shows, the goals of education are formed under the influence of the changing needs of society and under the influence of philosophical and psychological-pedagogical concepts. Dynamism, variability of the goals of education are also confirmed by the current state of this problem.

Modern pedagogical practice is guided by two main concepts of the goals of education:

• pragmatic;
• humanistic.

pragmatic concept, established since the beginning of the 20th century. in the United States and preserved here to this day under the name "education for the sake of survival." According to this concept, the school should educate, first of all, an effective worker, a responsible citizen and a reasonable consumer.

Humanist concept, which has many supporters in Russia and in the West, proceeds from the fact that the goal of education should be to assist the individual in the realization of all the abilities and talents inherent in her, in the realization of her own "I".

The extreme expression of this concept is a position based on the philosophy of existentialism, which proposes not to determine the goals of education at all, giving a person the right to freely choose the direction of self-development and limiting the role of the school only to provide information about the direction of this choice.

Traditional for Russia, as shown in Chap. 2 is an educational goal that corresponds to the humanistic concept, oriented towards the formation of a comprehensively and harmoniously developed personality. Formally, it was preserved during the period of Soviet power. However, the Marxist ideology that dominated this period strictly linked the possibility of achieving this goal with the communist transformation of society.

The humanistic ideal showed its stability, having survived in post-Soviet Russia under the conditions of a radical change in social goals, when communist attitudes were replaced by democratic ones.

In this situation, in modern Russia, there has been a revival of the humanistic goals of education, formulated in the most complete form by K.D. Ushinsky and developed in the work of the best Soviet teachers, such as A.S. Makarenko, V.L. Sukhomlinsky V.F. Shatalov.

Today, the goal of education is formulated as providing assistance to the individual in diversified development. The Law of the Russian Federation "On Education" states that education serves the implementation of "the tasks of forming a general culture of the individual, its adaptation to life in society, assistance in a conscious choice of profession" (Article 9, paragraph 2.). Education, according to the Law, must ensure the self-determination of the individual, the creation of conditions for its self-realization (Article 14, paragraph 1).

Thus, the eternal pedagogical problem of the priority in the education of the interests of the individual or the interests of society, the Law decides in favor of the individual, declaring the commitment of the domestic education system to the humanistic concept of education.

Since the goal of education is somewhat abstract, excessively general, it is concretized, clarified with the help of the wording complex of tasks of education.

Among the tasks of education in the modern system of Russian education, the following stand out:

• the formation of a clear life-sense attitude in each pupil, corresponding to natural inclinations and a specific individual social position;
• harmonious development of the personality, its moral, intellectual and volitional spheres on the basis of its natural and social capabilities and taking into account the requirements of society;
• mastery of universal moral values, the humanistic experience of the Fatherland, designed to serve as a solid foundation for all spiritual world personality;
• the formation of an active civic position corresponding to the democratic transformations of society, the rights, freedoms and duties of the individual;
• development of activity in solving labor, practical problems, creative attitude to carry out their work duties;
• ensuring a high level of communication, relationships in the educational and labor collective on the basis of established socially significant collective norms.

The implementation of the goals and objectives of education is ensured by the joint efforts of all its participants:

1. Teachers, consultants, trainers, leaders of all levels. They are the subjects of the educational process, are responsible for its organization and effectiveness.

“The educator, placed face to face with the pupil,” said Ushinsky, “includes in himself the whole possibility of success in education.”

2. But this does not mean that the process of education can be realized without any participation of its object, i.e. the pupil himself. The pupil himself can either perceive educational influences or resist them - the effectiveness of educational activity also depends on this to a large extent.

3. The third participant in the educational process is the team in which, as a rule, it is carried out. The team has a huge impact on each of its members, and this influence can be both positive and negative. Of course, a team, educational or working group themselves can be the object of education on the part of the teacher, leader.

4. And finally, another active participant in the educational process is that large social macro-environment in which educational and labor collectives exist. The social environment surrounding reality always acts as a powerful factor that has a huge impact on the results of education.

So, education is a complex, multifactorial process. Describing it, A.S. Makarenko wrote: “Education is a social process in the broadest sense. It educates everything: people, things, phenomena, but first of all and most of all - people. Of these, teachers are in the first place.

Education is a person's mastery of the totality of social experience: knowledge, skills, ways of creative activity, social and spiritual relations.

The purpose of education is the predictable results in preparing the rising generations for life in their personal development and formation, which they strive to achieve in the process of educational work.

The essence of education is what kind of person we want to form at a given historical stage.

The main task of modern education is the formation of a comprehensively developed and harmonious personality:
1. physical education (the main goal is to strengthen strength and health);
2. mental education, which includes the acquisition of knowledge, the improvement of thinking, memory, quick wits, etc.
3. technical education, which includes familiarization with modern achievements of science and technology.
4. spiritual education(art, literature, painting);
5. moral education and development:
- civil,
- national.
6. education of environmental awareness;
7. voleological education (the science of health, healthy eating; education healthy lifestyle life, from a healthy diet to the prevention of bad habits).

Under the methods of education should be understood the ways of professional interaction between the teacher and students in order to solve educational problems. Methods are one of those mechanisms that ensure the interaction of the educator and pupils.

The method of education is divided into its constituent elements (parts, details), which are called methodological techniques. Often, methodological techniques and the methods themselves are identified with the means of education, which are closely related to them and are used in unity. The means include, on the one hand, different kinds activities (playing, educational, labor, etc.), and on the other hand, a set of objects and works of material and spiritual culture involved in pedagogical work (visual aids, historical, artistic and popular science literature, works of fine and musical art, technical devices , mass media, etc.).

The process of education is characterized by versatility of content, exceptional richness and mobility of organizational forms. This is directly related to the variety of methods of education. There are methods that reflect the content and specifics of education; there are methods that are directly focused on working with younger or older students; there are methods of work in some specific conditions. But there are also general methods of education in the education system. They are called general because the scope of their application extends to the entire educational process.

The system of general methods of education:
methods of formation of consciousness of the individual (story, conversation, lecture, dispute, method of example);
methods of organizing activities and forming the experience of social behavior of a person (training, the method of creating educational situations, pedagogical requirement, instruction, illustrations and demonstrations);
methods of stimulating and motivating the activity and behavior of the individual (competition, cognitive game, discussion, emotional impact, encouragement, punishment, etc.);
methods of control, self-control and self-esteem in education.

Question 60. Education in the broad and narrow sense, the general patterns of education.

Of great importance for comprehending the essence of education as a pedagogical process is the understanding of those specific ways in which a person masters various components of social experience. Even a person who is not very knowledgeable in pedagogy can easily understand that in order to master knowledge, practical skills and abilities, as well as ways of creative activity, a student must be included in active educational and cognitive activity and specially trained.
The formation of social and spiritual relations in an individual has a different specificity. The fact is that in the process of learning, students mainly acquire knowledge about the nature and essence of these relations (knowledge of moral rules, ideological, political, aesthetic and other ideas). But relationships as a personal phenomenon, in addition to knowledge, include a complex set of needs, feelings, attitudes, beliefs and habits of behavior, and it is impossible to form them only with the help of training. This requires specific and varied educational work aimed at developing and shaping all these internal components of personal relationships.
This specificity of the educational process, which, on the one hand, includes training, and on the other hand, the formation of various social and spiritual relations, led to the differentiation in pedagogy of the concepts of education in a broad and narrow sense. So, when it denotes the whole process of the comprehensive development of the personality, including here training and special educational work according to the formation of her social and diverse spiritual relations, it is understood in a broad sense. In a narrower sense, education means a specific process of forming social and spiritual relations.
Education in a broad sense is the mastery of the totality of social experience: knowledge, skills, ways of creative activity, social and spiritual (moral, aesthetic and ideological) relations.

Education is the mastery of knowledge, skills, ways of creative activity, worldview and moral and aesthetic ideas.

Education in the narrow sense - the formation of ideological, social, moral and aesthetic relations.
Isolation in the general educational process of its specific aspects - training and education in the narrow sense - is to a certain extent conditional. In real pedagogical activity, they are always organically interconnected, penetrate each other. It is impossible, for example, to form in a student such a quality as politeness and respect for people without resorting to elements of learning in revealing the moral essence of these rules, in developing the appropriate skills and habits of behavior.
The upbringing of industriousness also requires interconnected training in labor skills and the formation of interest, a positive emotional attitude to work. In this sense, it should be said that any education, considered in its broad and narrow meanings, begins with education, is based on it and cannot be carried out in isolation from it. And, on the other hand, learning itself needs educational reinforcement and, in particular, the formation of such moral attitudes in students as diligence, perseverance in overcoming difficulties, etc. It is in this inseparable connection between education and upbringing, their organic unity, that an important essential characteristic of the latter and its very essential regularity is manifested. The conclusion follows from it with all immutability: it is impossible to carry out effective education without well-organized education, just as it is impossible to teach successfully without skillful education.
However, the interpretation of upbringing in a broad and narrow sense and its focus on the interconnected formation of learning and upbringing of the individual cannot fail to indicate one more of its important features. Since the development of these two sides of the personality is carried out in a single and holistic educational process, there is no doubt that this process has some general patterns that should underlie its organization. Consideration of these regularities allows a deeper understanding of what education and its methodological instrumentation should be like as a specially organized and consciously implemented pedagogical process.

The patterns of education are stable, recurring and significant connections in the educational process, the implementation of which allows achieving effective results in the formation of personality.

Patterns:
1. The nature of education at all historical stages is determined by the needs of society.
2. The goals, content and methods of education are in unity.
3. Training and education are inextricably linked. Education begins with education.
4. The upbringing of the personality occurs only in the process of its inclusion in the activity.
5. Education stimulates the activity and organizational abilities of the individual. (The task of the teacher is to create such a pedagogical situation where there is a need to be better).
6. In the process of education, it is necessary to show humanity and respect for the individual, combined with high demands. (There is psychological feature- the nature of the teacher's attitude to students causes emotional feelings and experiences in the latter. If these relations are fair and humane, then the educational influence of the teacher will cause a positive reaction in the student. If these relations are negative, authoritarian, then there will be no positive educational effect. The peculiarity of education is pedagogical tact and a comfortable psychological atmosphere).
7. In the process of education, it is necessary to help the student achieve the joy of success (this subconsciously stimulates the student to improve his results).
8. In the process of education, it is necessary to identify and rely on the positive qualities in the child.
9. It is necessary to take into account age and individual characteristics student.
10. Education should be carried out in a team and through a team.
11. The unity of the pedagogical efforts of the family and public organizations is very important.

The foregoing is the basic principles on the basis of which educational work is carried out in educational institutions.