The famous French philosopher-educator Claude Helvetius (1715-1771) was born in Paris in the family of a court physician. He graduated from the Jesuit College, but he deeply criticized the feudal system, church absolutism and religious fanaticism, scholasticism and formalism in the fields of science and education. A deep conflict between the thinker, the authorities and the church was already laid by the first edition of his famous book "On the Mind", which was published in 1758. The book was immediately banned and publicly burned. Having traveled abroad, Claude Helvetius writes his new work about man , his mental faculties and his education", which he published in 1773. It outlines his main pedagogical views.

The purpose of education is to open the heart of the child to humanity, and the mind to the truth, in order to educate the citizens of the state with a harmonious combination of aspirations for personal goodness and goodness for all. moral education the thinker advises teaching, like any academic subject, with the help of a specially created "Catechism of Morals". Its principles should be made visible and accessible to children.

The decisive role in the formation of personality belongs to mental education and properly organized education. Physical education is also of great importance. / For its organization, special sites should be created at schools.

Women should be educated equally with men.

Pedagogical views Claude Helvetius can be clearly seen in his statements: "Woe to the nations that trust the priests to educate their citizens";

"The new and main educators of the young man are the form of government of the state in which he lives, and the customs born in the people of this form of government"; "Education can do everything"; The more worthy of their upbringing, the happier the nations.

Denis Diderot on the state system of stateless public education.

Denis Diderot (1713-1784) - French philosopher, writer, encyclopedist was an ardent supporter of the state system of non-stand public education. Inspirer and editor of the Encyclopedia of Sciences, Arts and Crafts. He outlined his thoughts on education and upbringing in the works: "Systematic refutation of the book of Helvetius" Man "(1773-1774)," On Man "(1774)," Plan for a university or school of public teaching of all sciences for Russian government " (1775).

His works, like those of K. Helvetius, were met with hostility by the authorities. After the publication of his work "Letters on the Blind for the Edification of the Sighted" he was immediately arrested.

Of all the French materialist philosophers, Diderot is the most consistent. Highly appreciating the role of education in shaping personality, Diderot did not consider it omnipotent. I was sure that much can be achieved by upbringing, but upbringing only develops what nature has given the child. A newborn child is not a tabula rasa ("blank slate"), as Helvetius argued, it is a "board" on which certain natural inclinations are already written. Through education, the best of them can be developed, and the worst can be silenced. But this can be done only if the natural features of the child and his physical organization are taken into account.

The thinker showed endless surprise at the phenomenon of the birth of a genius. "Genius falls from the sky. And at one time, when he meets the gates of the palace, there are a hundred thousand cases when he flies by," Diderot said. Not only the elite have good natural inclinations. On the contrary, the encyclopedist argued, the people are much more often the bearer of talent than representatives of the aristocracy. “The number of shacks and other private dwellings,” he wrote, “is among the palaces as ten thousand to one, and in accordance with this we have ten thousand chances against one, but that genius, talent and virtue will sooner come out of the walls of the hut, than from the walls of the palace." Along with this, Diderot noted that everywhere the talents hidden in the masses of the people perish, since the imperfect social system deprives the children of the people of proper upbringing and appropriate education.

Diderot, like Helvetius, sharply criticized the French feudal system of education, believing that "it is necessary to change the very foundations of the method of public education." He insisted that all children study in schools, regardless of their social status. Schools should be deprived of the interference of the clergy, they should be made public. Elementary education shall be declared compulsory and free. Provide food for children. It is also necessary to rebuild the secondary school, depriving it of the dominance of classical education and strengthening the scientific foundations for teaching mathematics, physics, chemistry, natural science, and astronomy.

Diderot's pedagogical views are partially traced in such expressions: "People stop thinking when they stop reading"; "Education gives a man dignity, and the slave begins to realize that he was not born for slavery."

Throughout his life, Denis Diderot was worried about the secret of genius as the highest vocation of man, and the thinker was constantly looking for "formulas" for its embodiment, trying to reduce it to the maximum. "Knowing what things should be," he wrote, "characterizes a person; knowing what things really are characterizes an experienced person; knowing how to change them for the better characterizes a person of genius." He devoted his whole life to knowing how to “change things for the better”, regardless of dangers or health, justifying this position with famous words: “If you are afraid of death, you won’t do anything good; if you still die from for some kidney stone, or an attack of gout, or some other equally absurd cause, it is better to die for some great cause."

Pedagogical views of Claude Adrian Helvetia(1715-1771). In 1758, the famous book of Helvetius "On the Mind" was published. The authorities condemned and banned this book, as directed against religion and the existing system. The book was publicly burned. Helvetius went abroad and at that time wrote a new work - "On Man, His Mental Abilities and His Education" (published in 1773). Helvetia

believed that all representations and concepts in humans are formed on the basis of sensory perceptions. He attached great importance to the formation of man under the influence of the environment. He pointed out that the feudal system cripples people. The church corrupts human characters. Helvetius considered it necessary to formulate a single goal of education for all citizens. This goal is to strive for the good of the whole society, for the greatest pleasure and happiness of the greatest number of citizens. Helvetius argued that all people are equally capable of education, since they are born with the same spiritual abilities. Helvetius believed that a person is formed only under the influence of the environment and upbringing. At the same time, he interpreted the concept of "education" very broadly. By education, Helvetia “understands not only education in the usual sense of the word, but also the totality of all the conditions of an individual's life ...”1. Helvetius stated that "upbringing makes us what we are", and even more: "Education can do anything." Broad education of the people is necessary, it is necessary to re-educate people. G. hoped that as a result of education and upbringing, a person free from prejudices would be created. Pedagogical views of Denis Diderot (1713-1784). His writings were met with hostility by the authorities. As soon as his work “Letters on the Blind for the Edification of the Sighted” was published, Diderot was arrested. Diderot decisively refutes Helvetius's position that education can do everything. He believes that much can be achieved by upbringing, but upbringing develops what nature has given the child. Through education, it is possible to develop good natural inclinations and drown out bad ones, but only if education takes into account the physical organization of a person, his natural characteristics.

Diderot believed that not only the elite had good natural inclinations; he, on the contrary, argued that the people are much more often the bearer of talents than representatives of the nobility.

Like Helvetius, Diderot strongly criticized the French feudal system of education, emphasizing that primary schools in the hands of the clergy neglect the education of children from the people, and the privileged secondary schools of the classical type instill only an aversion to the sciences and make insignificant results.

Denis Diderot(1713-1784), French philosopher, educator, writer. He studied at the Jesuit College, received the title of Master of Arts. The first philosophical writings of Diderot were burned by the decision of the French parliament (for criticizing the Christian religion and the church in the spirit of deism, he was arrested for spreading "dangerous thoughts"). In 1773-74. visited Russia, at the suggestion of Catherine II participated in the development of a democratic program of upbringing and education in Russia. Wrote the "Plan of the University, or School of Public Teaching of Sciences for the Russian Government".

The most prominent representative of French materialism of the 18th century. The inspirer, organizer and one of the main authors of the famous "Encyclopedia, or Explanatory Dictionary of Sciences, Arts and Crafts", whose main task was to promote natural science knowledge - the strongest weapon against traditional ideology. D. Diderot highly appreciated the role of education in shaping a person. He urged in the process of education to take into account its anatomical and physiological features, as well as social conditions in which personality is formed. Diderot outlined new principles for the organization of education: the universality and free of charge of education, its classlessness, secularism. He expressed his views on the content of the school curriculum, taking into account the interconnection and interdependence of sciences. He called on scientists to compile evidence-based textbooks, offered a differentiated approach to learning, and encouraged capable students. He paid special attention to the selection of teachers who, in his opinion, had all the necessary qualities. To these qualities, he attributed, first of all, a deep knowledge of the subject, honesty, responsiveness and love for children.

Pedagogical ideas of the French enlighteners of the XVIII century. (Voltaire, K.A. Helvetius, D. Diderot)

Denis Diderot is one of the most prominent French materialists of the 18th century. Like all representatives of this trend, Diderot was a materialist from below (in the explanation of nature) and an idealist from above (in the interpretation of social phenomena). He recognized the materiality of the world, considered movement inseparable from matter, the world is knowable, and resolutely opposed religion.

Standing on the positions of materialistic sensationalism, Diderot considered the source of knowledge to be sensations. But unlike Helvetius, he did not reduce the complex to them. the process of cognition, but recognized that its second stage is the processing of sensations by the mind. He also believed that "opinions rule the world", and mistakenly associated the possibility of reorganizing society not with a revolution, but with the issuance of wise laws and the spread of enlightenment, correct education. He outlined his thoughts on education mainly in the work “Systematic refutation of the book of Helvetius“ On Man ”.

Diderot rejected the assertion of Helvetius about the omnipotence of education and the absence of individual natural differences in people. He sought to limit the extreme conclusions reached by Helvetius. Thus, Diderot wrote: “He (Helvetius) says: Education means everything.

Diderot rightly argued that all people are naturally endowed with favorable inclinations, and not just the elect. Diderot rebelled against the dominance in the schools of classical education and brought real knowledge to the fore; in high school, he believed, all students should study mathematics, physics and natural sciences, as well as humanities.

Claude Adrian Helvetius - became famous as the author of the book "On the Mind", which was published in 1758 ᴦ. and provoked violent attacks from all the forces of reaction, ruling circles. The book was banned and sentenced to be burned. Helvetius developed his ideas even more thoroughly in the book “On Man, His Intellectual Abilities and His Education”. This book, written in 1769 ᴦ., in order to avoid new persecution, Helvetius bequeathed to be published only after his death, and it was published in 1773 ᴦ.

In his writings, Helvetius, for the first time in the history of pedagogy, quite fully revealed the factors that form a person. As a sensualist, he argued that all representations and concepts in humans are formed on the basis of sensory perceptions, and reduced thinking to the ability to feel.

The most important factor formation of man, he considered the influence of the environment. A person is a product of circumstances (social environment) and upbringing, Helvetius argued. The atheist Helvetius demanded that public education be wrested from the hands of the clergy and made absolutely secular. Sharply condemning the scholastic methods of teaching in the feudal school, Helvetius demanded that teaching be visual and based, if possible, on personal experience child educational material, he believed, should become simple and understandable to students.

Helvetius recognized the right of all people to education, believed that women should receive education equal to men. Helvetius believed that all people with a normal physical organization have by nature equal abilities and opportunities for development. He resolutely rejected reactionary opinions about the inequality of the mental development of people due to their social origin, race or nationality. In fact, he argued, the cause of inequality is rooted in social conditions that do not allow most people to receive the right education, develop their abilities.

François Marie Voltaire (1694–1778). Known as a poet, playwright, writer, historian, philosopher. Voltaire did not leave special pedagogical works, and the ideas of education are quite rare in his work, but all his philosophy and all his ideology became the actual basis of many pedagogical concepts, ideas and attitudes in the field of upbringing and education.

Pedagogical ideas of the French enlighteners of the XVIII century. (Voltaire, K.A. Helvetius, D. Diderot) - concept and types. Classification and features of the category "Pedagogical ideas of the French enlighteners of the XVIII century. (Voltaire, C.A. Helvetius, D. Diderot)" 2017, 2018.

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Renaissance and 17th century swords In the XVI-XVII centuries. the sword has undergone some changes. Two-handed swords gained great popularity, later they were also used as ceremonial weapons. One-handed swords have changed much more than in the previous few centuries....

Pedagogical theories J.-J. Rousseau.

Main pedagogical ideas:

A person from birth is kind and ready for happiness, he is endowed with natural inclinations, and the purpose of education is to preserve and develop the natural data of the child. The ideal is a person unspoiled by society and upbringing in his natural state.

Natural education is carried out primarily by nature, nature is the best teacher, everything around the child serves as a textbook. Lessons are given by nature, not by people. The sensory experience of the child underlies the knowledge of the world, on its basis the pupil himself creates science.

Freedom is a condition of natural education, the child does what he wants, and not what he is prescribed and ordered to do. But he wants what the teacher wants from him.

The teacher, imperceptibly for the child, arouses his interest in classes and the desire to learn.

Nothing is imposed on the child: neither science nor rules of conduct; but he, driven by interest, gains experience from which conclusions are formulated.

Sensory knowledge and experience become sources of scientific knowledge, which leads to the development of thinking. To develop the mind of the child and the ability to acquire knowledge himself, and not hammer it in ready-made - this task should be guided in teaching.

Education is a delicate, without the use of violence, the direction of the free activity of the educated, the development of his natural inclinations and capabilities.

Rousseau's pedagogical theory was never embodied in the form in which the author imagined it, but he left ideas that were accepted by other enthusiasts, developed further and used in different ways in the practice of education and training,

The treatise novel "Emil, or On Education" is the main pedagogical work of Rousseau, it is entirely devoted to the presentation of his views on education; in it, reasonable education is understood by Rousseau as a way of social reorganization. There are two characters in the novel - Emil (from birth to 25 years old) and the educator who has spent all these years with him, acting as parents. Emil is brought up far from a society that corrupts people, outside the social environment, in the bosom of nature.

Pedagogical views of Claude Adrian Helvetia(1715-1771). In 1758, the famous book of Helvetius "On the Mind" was published. The authorities condemned and banned this book, as directed against religion and the existing system. The book was publicly burned. Helvetius went abroad and at that time wrote a new work - "On Man, His Mental Abilities and His Education" (published in 1773). Helvetia

believed that all representations and concepts in humans are formed on the basis of sensory perceptions. He attached great importance to the formation of man under the influence of the environment. He pointed out that the feudal system cripples people. The church corrupts human characters. Helvetius considered it necessary to formulate a single goal of education for all citizens. This goal is to strive for the good of the whole society, for the greatest pleasure and happiness of the greatest number of citizens. Helvetius argued that all people are equally capable of education, since they are born with the same spiritual abilities. Helvetius believed that a person is formed only under the influence of the environment and upbringing. At the same time, he interpreted the concept of "education" very broadly. By education, Helvetia “understands not only education in the usual sense of the word, but also the totality of all the conditions of an individual's life ...”1. Helvetius stated that "upbringing makes us what we are", and even more: "Education can do anything." Broad education of the people is necessary, it is necessary to re-educate people. G. hoped that as a result of education and upbringing, a person free from prejudices would be created. Pedagogical views of Denis Diderot (1713-1784). His writings were met with hostility by the authorities. As soon as his work “Letters on the Blind for the Edification of the Sighted” was published, Diderot was arrested. Diderot decisively refutes Helvetius's position that education can do everything. He believes that much can be achieved by upbringing, but upbringing develops what nature has given the child. Through education, it is possible to develop good natural inclinations and drown out bad ones, but only if education takes into account the physical organization of a person, his natural characteristics.

Diderot believed that not only the elite had good natural inclinations; he, on the contrary, argued that the people are much more often the bearer of talents than representatives of the nobility.

Like Helvetius, Diderot strongly criticized the French feudal system of education, emphasizing that the elementary schools, which are in the hands of the clergy, neglect the education of children from the people, and the privileged secondary schools of the classical type bring up only an aversion to the sciences and make insignificant results.

Denis Diderot(1713-1784), French philosopher, educator, writer. He studied at the Jesuit College, received the title of Master of Arts. The first philosophical writings of Diderot were burned by the decision of the French parliament (for criticizing the Christian religion and the church in the spirit of deism, he was arrested for spreading "dangerous thoughts"). In 1773-74. visited Russia, at the suggestion of Catherine II participated in the development of a democratic program of upbringing and education in Russia. Wrote the "Plan of the University, or School of Public Teaching of Sciences for the Russian Government".

The most prominent representative of French materialism of the 18th century. The inspirer, organizer and one of the main authors of the famous "Encyclopedia, or Explanatory Dictionary of Sciences, Arts and Crafts", whose main task was to promote natural science knowledge - the strongest weapon against traditional ideology. D. Diderot highly appreciated the role of education in shaping a person. He urged in the process of education to take into account its anatomical and physiological features, as well as the social conditions in which the formation of the personality takes place. Diderot outlined new principles for the organization of education: the universality and free of charge of education, its classlessness, secularism. He expressed his views on the content of the school curriculum, taking into account the interconnection and interdependence of sciences. He called on scientists to compile evidence-based textbooks, offered a differentiated approach to learning, and encouraged capable students. He paid special attention to the selection of teachers who, in his opinion, had all the necessary qualities. To these qualities, he attributed, first of all, a deep knowledge of the subject, honesty, responsiveness and love for children.

Helvetius: Seeing the enormous mental inequality of people, we must first of all recognize that minds are as different as bodies ... But this reasoning is based only on analogy. The obvious inequality between the minds of different people cannot be considered proof of their unequal capacity for mental development ... What is the mind in itself? The ability to notice similarities and differences, correspondences and inconsistencies between different objects.

Diderot: But is this ability innate, or is it acquired?

Helvetius: Born.

Diderot: And is it the same for all people?

Helvetius: All normally organized people.

Diderot: And what lies at the basis of it?

Helvetius: physical sensitivity.

Diderot: What about sensitivity?

Helvetius: It is an ability whose action changes only under the influence of upbringing, accidents and interest.

A .: So, here Helvetius (more precisely, expounding his views of Diderot) points to three factors that lead to the inequality of minds with the initial equality of the natural abilities of a person. Next, we will consider them in more detail.

Diderot: Does the organization, unless it is monstrously perverted, play no role here?

Helvetius: No.

Diderot: What do you see as the difference between man and animal?

Helvetius: In the organisation...

Diderot: And you don't see all your inconsistency?

Helvetius: What other inconsistency?

Diderot: You reduce the difference between the two extreme links of the animal chain - man and animal - to a difference in organization and use the same reason to explain the difference between dogs, but reject it when it comes to the difference between people in terms of intelligence, insight and intelligence ... .

A: So, even purely logically, if the difference between two animals in terms of their mental functions is due to the difference in their nervous organization, then why not assume this in relation to people who are a link in the chain of living organisms?

Helvetius: I considered intelligence, talent and virtue as a product of education.

Diderot: Imagine five hundred newborn babies; you are trusted to raise them as you see fit. Tell me, how many of them will you make geniuses? Why not all five hundred? Think carefully about your answers, and you will be convinced that in the end they will lead you to a difference in organization, this primary source of laziness, frivolity, stubbornness and other vices or passions ... Prince Golitsyn has two children: a kind, meek and simple-hearted boy and a sly, cunning girl, always getting her way in a roundabout way. Their mother is devastated by this. Whatever she did to teach her daughter to be frank, and all to no avail. Where does this difference come from between two children, barely four years old, who were raised and cared for in the same way by their parents? Whether Mimi corrects herself or not, her brother Dmitry will never be able to maneuver among court intrigues like she does. The teacher's lesson can never be compared with the lesson of nature.

Helvetius: No one receives the same education, for everyone is mentors ... and the form of government under which he lives, and his friends, and his mistresses, and the people around him, and the books he read, and, finally, chance, that is, an infinite number of events, the cause and concatenation of which we cannot indicate due to ignorance of them.

S: And which one is right?

A.: As has happened many times in the history of scientific thought, both opinions reflect only different aspects of a single process. Later Sergei Leonidovich Rubinshtein would express this pattern in the classical formula: "External causes act through internal conditions." Of course, Diderot is right when he speaks of differences in innate predisposition, inclinations. But Helvetius is also right, who emphasizes the role of external conditions, including the "form of government" in the state, in the development of people's abilities.

Helvetius: Peoples groaning under the yoke of unlimited power can have only short-term successes, only flashes of glory; sooner or later they will fall under the rule of a free and enterprising people. But even if we assume that they will be spared from this danger due to exceptional circumstances and situation, then bad management is already enough to destroy them, depopulate and turn them into a desert [Ibid., p. 632].

A.: Helvetius is also right in that even with the supposedly "same" upbringing of two twins, this upbringing is still not the same: and this was proved by subsequent empirical studies of the psychology of the upbringing and development of twins.

Helvetius: Chance plays an important role in the formation of character... Genius is the product of chance ... It is chance that puts known objects before our eyes, therefore, it causes us to have especially successful ideas and sometimes leads us to great discoveries.

Chance is the master of all inventors.

Diderot: Mister? Say better "servant", for he serves them, and not vice versa. Do you think that chance led Newton from the falling pear to the motion of the moon, and from the motion of the moon to the system of the universe? So chance would lead to the same discovery for anyone else? Newton himself thought of it differently. When asked how he came to his discovery, he answered: "Through reflection" [Ibid.].

A: Again, the truth lies somewhere in the middle. And the case plays an important role in the apparent sudden "enlightenment" of the scientist, but only on condition that he had previously thought about it for a long time. This is shown by modern research in the psychology of thinking.

Helvetius: Competition creates geniuses, and the desire to become famous creates talents ... The inequality of minds comes not so much from the too unequal distribution of the gifts of chance, but from the indifference with which they are accepted.

Diderot: My dear philosopher, don't say that; say rather that these reasons give them the opportunity to manifest themselves, and no one will argue with you.

Competition and desire do not create genius where there is none.

There are a thousand things that seem to me so beyond my powers that neither the hope of winning the throne, nor even the desire to save my life, would induce me to seek them, and there was not a moment in my whole life when my feelings and thoughts would shake me in this. persuasion.

A .: And again, both are right: passion plays extremely big role in the development of abilities; very often a person is so in love with his own business that he acquires the necessary knowledge and skills as if effortlessly and quickly develops his abilities; but there is also an opposite picture, when a child is forced to study by force at first, and despite this, geniuses appear; a classic example is Paganini, who was literally forced by his father to play the violin as a child.

I will not dissemble: despite the fact that in these dialogues the extreme positions of both authors appear, both of them in their works often express themselves in the aforementioned compromise sense and therefore their views should be considered only as certain tendencies in understanding this or that problem...

Well, we went over the main problems of the French empirical psychology of consciousness of the 18th century, which developed the problem of the experimental origin of mental functions, emphasized the role of internal conditions (needs, activity of the subject, abilities, and so on) in the functioning of consciousness. This distinguished it from the English associative psychology that you and I discussed earlier.

S: What's going on in Germany?

A .: But we will talk about German empirical psychology a little later, when we touch on the problem of the unconscious mental processes, because this problem was developed mainly by German-speaking authors...

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