Education as a social phenomenon authors. Education as a socio-pedagogical phenomenon. Characteristics of the patterns of education

The system (system-structural) approach has established itself as the most important direction in the methodology of scientific knowledge and social practice. It is based on the consideration of objects as systems. It directs researchers to reveal the integrity of an object, to identify the diverse types of connections in it and to bring them into a single system.

Pedagogical processes, including education, are no exception. It is carried out mainly through special pedagogical systems, which are the main and

a very complex object of study of the science of pedagogy. In modern conditions, the question has been raised about the need to develop educational systems at various levels1. The “Russian Pedagogical Encyclopedia” published an article about the educational system. A good example of a systematic approach to education is the state program “ Patriotic education citizens of the Russian Federation for 2006-2010”. The program provides for the development of similar educational systems in federal and municipal authorities, including the Ministry of Defense

See: The concept of education of student youth//Pedagogy. - 1992. - No. 3-4

See: Russian Pedagogical Encyclopedia. - M., 1993 - T. I

RF. In the Armed Forces of the Russian Federation, such a system is presented in

"The concept of education of military personnel of the Armed Forces

Russian

Federations"

Of fundamental importance is the question of understanding the essence of education. As you know, education is the object of study of many sciences: philosophy, sociology, psychology, history, and others. Each science has its own view of this complex phenomenon, or, as they say, its own subject of study.

The specificity of pedagogy and its important component - the theory of education is that, taking into account the data of other sciences, it considers education as a pedagogical phenomenon, as a pedagogical process and a pedagogical system. Traditionally, education has been defined as a process of purposeful, deliberate and long-term influence of educators on educated in the interests of

development of desirable qualities in them. In textbooks on general and military pedagogy, in special works, one can find many other definitions that differ from the one given in separate words, but not in essence. They reflect the most significant connections and relationships of this complex phenomenon. At the same time, modern research and educational practice show that such an interpretation of education seems to be narrow, limited and does not meet the requirements of life due to a number of reasons.

Firstly, in the conditions of humanization and democratization of the social life of the country and, to a certain extent, the Armed Forces, due to the specifics of military service, when a person is put forward in the first place, it is unlawful to reduce education to influence. A person is educated, formed and develops not only under the influence, but also in the course of self-education. He is an active part of the upbringing process. V.A. Sukhomlinsky emphasized that education, which turns into self-education, is real. Practice shows that influence, as a rule, is understood as various forms and means of coercion or prohibition: administration, punishment, warning, urging, etc.

The requirement of the Disciplinary Regulations that not a single fact of violation of military discipline should be left without influence, most often comes down to disciplinary influence, which, although it is a means of education, is extremely limited in time and auxiliary in form.

m Order of the Minister of Defense Russian Federation. 2004 No. 70.

Secondly, historically, pedagogy is considered as the science of raising children. In the 20s - early 30s. there was a heated debate in the country on its subject. Some argued that pedagogy should study the totality of the impacts that production, everyday life, art, the environment, the social environment as a whole, including the educational work of the party, Soviets and trade unions, have on a person. Others believed that pedagogy should limit its tasks to solving the problems of educating the younger generation in preschool institutions and schools.

Without going into the details of the discussion, we can state that the second point of view has won. In accordance with this understanding of the tasks of pedagogy, upbringing and education were reduced to the activities of educational institutions and specially trained teachers. Such a narrowing of the boundaries of pedagogy was justified in conditions when it was necessary to concentrate efforts on the study of the problems of upbringing and education at school. Life and everyday practice convincingly confirm that today, to carry out education mainly in educational institutions and reduce it to the influence of professionally trained persons means narrowing the tasks of pedagogy, and moreover, it is practically inexpedient. A complex and contradictory reality is a significant factor influencing the formation and development of a person, a kind of teacher and educator. Mass media, culture, art, sports, leisure, informal associations, especially youth ones, family, church, religious confessions have become so powerful socio-pedagogical institutions that in many respects they are ahead of the traditional ones in terms of educational impact. In addition, one should keep in mind the fact that a person learns and develops throughout his life, as K.D. Ushinskiy,

From birth to deathbed. Social reality is changing, along with it, gaining experience, the person himself is changing. But the education and upbringing of children and adults, although they have much in common, differ significantly. At the same time, how to educate an adult, including a military man, in various types professional activity, in terms of career growth, in communication, etc., pedagogical science does not give a comprehensive answer.

Thirdly, the narrowness of the existing understanding of education also consists in the fact that that its subject is, as a rule, a specific

a new official with professional pedagogical training. It has long been recognized and confirmed by life that the state, society, their organizations and institutions act as the total educator, the subject of education. In this process, they have their own functional pedagogical duties, which educators are not able to productively compensate in the traditional sense.

Taking into account new scientific data, practice and experience recent years, as well as other approaches that have taken place in the past, education can be defined as a purposeful activity of society, the state, their institutions and organizations, officials in the formation and development of the personality of a serviceman, encouraging him to self-improve in accordance with the requirements of modern warfare. The fundamental difference between this understanding of education and existing definitions is that, firstly, the subject is specified in it. Secondly, instead of impact, the broadest concept of human activity is introduced - “activity”. At the same time, the activity does not exclude the impact and activity of the object of education

the person himself. This circumstance is specially strengthened by pointing out the motivation of the individual to self-improvement as an obligatory and essential element of the upbringing process. Thirdly, the objective orientation of this process is emphasized - the requirements of life, modern war and combat. With this understanding of education, it does not seem to be a pedagogical, but a socio-pedagogical phenomenon.

Topic 3. Social education

Social education originated in ancient times. The origins of social education can be found in the works of Plato, who linked the possibility of transforming society with the system of social education. In the sphere of influence of public education, Plato included the whole life of the child in accordance with his natural capabilities and his environment. However, social education as a phenomenon received scientific justification only at the end of the 19th - beginning of the 20th century with the active participation of Russian pedagogical thought.

The need for social education and its positive impact on the educational process was once actively expressed by Russian teachers, philosophers, writers - K.D. Ushinsky (1823-1870), L.N. Tolstoy (1828-1910), K.N. .Wentzel (1857-1947), F.M. Dostoevsky (1821-1881) and others.

One of the main ideas of upbringing - the upbringing of moral feelings, was formulated by K.D. Experience of Pedagogical Anthropology. Among the various aspects of education, he put moral education in the first place: “We boldly express the conviction that moral influence is the main task of education, much more important than the development of the mind.” According to KD Ushinsky, education should develop in a child humanity, honesty and truthfulness, diligence, discipline and a sense of responsibility, form a strong character and will, a sense of duty.

The Theory of Free Education, extremely popular in Europe in the second half of the 19th century, occupied a special place in the scientific and literary works of L.N. Tolstoy and K.N. Wenzel. The understanding of freedom as an action and independent creativity was laid down by L. N. Tolstoy. He advocated the recognition of the rights of the child and the non-interference of the educator in the development of the beliefs and character of children. The main emphasis is on the naturally developing atmosphere of cooperation between the teacher and the student, which completely excludes coercion. These ideas were fully implemented in the concept of KN Wenzel. As the main goal of education, he saw the liberation of the child and the provision of all positive data for the development of his individuality, his free personality. Speaking about the main method of education, K. N. Wenzel noted that this method should be a method of releasing creative forces in a child, a method of awakening and maintaining in him the spirit of searching, research, and creativity.

In the post-revolutionary period, some research scientists and practicing teachers continued to professionally defend the interests of the child in matters of upbringing and education ("humanistic" scientific school: P.P. Blonsky, N.N. Iordansky, A.S. Makarenko, S.T. Shatsky), other teachers in matters of social education followed the interests of society ("sociologist" scientific school: A.G. Kalashnikov, M.V. Krupenina, N.K. Krupskaya, V.N. Shulgin).

Of particular importance during this period was the "sociological" direction, reflected in the theory and practice of interaction between the individual and the environment, which was then considered as the problem of the interdependence of the pedagogical goal and educational means, that is, the possibility of active development of a new type of personality in a proletarian state. As a result, most scientists began to adhere to the idea of ​​the priority of the development of society over the individual. The function of the environment was determined accordingly - it was supposed to have a formative effect on children.

The approval of the term "social education" in the pedagogical theory of that period was due to two factors: the difficult social situation of children in Russia (orphanhood, homelessness, etc.) and active searches in the development of domestic pedagogical science. Under these conditions, the ideology of social education in Soviet Russia was developed by the leaders of the People's Commissariat of Education, who, above all, attached paramount importance to the organization of the environment. "We need to study the environment in all its features, ... as an object of our influence and ... as a force acting nearby. The school must find in the environment and unite all positive forces around itself, organize them and direct them to the upbringing of children, to combat by the fact that it interferes with this upbringing "(A.V. Lunacharsky).

At the same time, scientists such as P.P. Blonsky, S.L. Rubinstein, S.T. Shatsky and others, relying on the ideas of anthropological pedagogy of the 19th century of "free education" with its humanistic ideals, proposed to go "from the child" in matters of social education.

After criticism and the defeat that followed it in the 30s. In the twentieth century, pre-revolutionary pedagogical theory in Russia stopped all research in the field of social education, and official Soviet pedagogy developed only certain provisions of socially significant issues.

Thus, in Russia, due to the changed social conditions the transition from Christian to social education did not take place, and later the term "communist education" replaced social education. During this period, the interpretation of the concept of education in the broad and narrow sense of the word was fixed. In the first case, upbringing included education and training and covered the work of all social institutions of upbringing. The second interpretation was connected with the education of children's worldview, moral character, comprehensive harmonious development of the personality (M.A. Galaguzova).

The revival of interest in such a social phenomenon as social education in pedagogical science occurred in the 70-90s. XX century and was associated with the actualization of the problems of socialization and social adaptation. Knowledge about the specific components of social education began to accumulate in the works of L.E. Nikitina, M.A. Galaguzova, V.A. Bocharova, A.V. Mudrik, G.M. Andreeva, A.I. Shakurova, L.K. Grebenkin, M.V. Zhokina and others. In the works of these scientists, one can find various definitions of social education as a category of social pedagogy, which consider social education as:

Activities of the whole society to optimize the process of social development (LE Nikitina);

The process and result of spontaneous interaction of a person with the nearest living environment and the conditions of purposeful education” (L.K. Grebenkina, M.V. Zhokina);

A pedagogically oriented and expedient system of assistance in the upbringing and education of children who need it during their inclusion in social life (M. A. Galaguzova);

Teaching self-determination and self-realization of the individual in the conditions in which she will be (T.A. Romm);

Education of citizens capable of social work, inspired by the ideals of solidarity, socially active (VZ Zenkovsky);

Among the various interpretations of social education deserves attention the definition of A.V. positively valuable to the society in which he lives.

The specificity of social education in comparison with education as a whole is determined by the adjective "social". According to M.A. Galaguzova, from this point of view, he distinguishes two main interpretations of it, depending on what meaning is put into the word "social".

In one sense, this adjective reflects the specifics of the subject of education, i.e. the one who implements it. From this point of view, social education is a set of educational influences of society on a particular person or any groups, categories of people. The society is both the customer and the organizer of social education, carrying it out through various organizations - both specially created for this, and other organizations for which education is not their main function. At the same time, social education stands out among other types of education carried out by other subjects. Thus, family education is carried out by the family, religious education is carried out by the confession, and so on.

In another sense, the word "social" reflects the content orientation of education, and in this interpretation, social education means "a purposeful educational activity related to the life of people in society." Social education, in this sense, involves preparing a person for life in society, and such education can be carried out by the state, family, educational institutions, social institutions and organizations, and finally, the person himself in the process of self-education.

Thus, social education, as one of the main categories of social pedagogy, is a specific concept in relation to the category of "education".

The goal and result of social education is the social development of the individual. This concept is considered in the works of D.I. Feldstein, who understands social development as a complexly structured process, due to the characteristics, conditions, degree of development of society, the nature of its value systems, goals, on the one hand, and on the other hand, the real state of the individual characteristics of children. D.I. Feldstein suggested that the patterns of social development are predetermined:

1) the level of assimilation by a growing person of the universal social in all the complexity and breadth of its definition;

2) the degree of social "selfness" of the individual, manifested in his independence, confidence, self-reliance, initiative, non-complexity in the implementation of the social in the individual, which provides a real socio-cultural

reproduction of man and society.

The tasks of social education also have their own specifics and, above all, these are:

1. Assisting the child in successful and efficient passage the process of social adaptation, social autonomy and social integration.

2. Individual assistance to a person in his crisis situation in the family, school, when it is necessary to restore the health, physical, mental and social condition of the child.

3. Protection of the rights of the child to a decent life in society, his professional self-determination.

4. Health protection of the child, organization of his social, physical, cognitive and creative activities.

5. Assistance to children and adolescents in making independent decisions in organizing their lives (M.A. Galaguzova).

The result of the social education of the individual is the upbringing of the child (adolescent). Good upbringing is the result of the influence of not only upbringing, but also relatively directed and spontaneous socialization. K.D. Ushinsky noted that good breeding is "an education in a person of such a nature that would resist the pressure of all the accidents of life, save a person from their harmful, corrupting influence and give him the opportunity to extract only good results from everywhere."

However, social education can be carried out on different value basis. The purposeful activity of an educator or society in the formation of socially significant qualities of a child's personality can be carried out both authoritatively - pressure, a violent demand for the adoption of social norms, and humanely - a respectful and benevolent attitude towards the child, the creation of a cultural environment that provides non-violent influence on the process of socialization of the individual.

Values ​​not only control actions, but are also goals in themselves (E. Kant) or play the role of the meanings of human life: the value of creativity (including labor), the value of experience (primarily love) and the value of attitude (W. Frankl).

Humanistic values ​​can be conditionally divided into two groups (N.B. Krylova):

1. "Values ​​of virtue" - the basic values ​​that make up the content of moral culture, the basis of personal moral qualities. These include altruism (focus on the interests of others, interest in the high benefit of one’s service, thereby satisfying one’s own interests), other dominance (the desire to cooperate with another and accept him as a sovereign person), tolerance, empathy (sympathy, compassion for another, willingness to come to help him).

2. "Values ​​of life" constitute the motivational basis of social behavior and creative activity, expressing an unconditional orientation towards socially significant self-realization of a person, include norms and standards of due. These include self-realization (the desire to fully demonstrate one's abilities in life), freedom (the ability and ability of a person to think, act, perform actions based on their own interests and goals, while bearing responsibility for decisions made), interest (a form of manifestation of needs, expressions of activity that provides orientation of the individual and helps to establish guidelines for behavior), mutual understanding (willingness to comprehend the individual characteristics of others and the expectation that he himself will be adequately identified by others), cooperation (joint and value-significant activity for the participants), support (helping the child to discover their individuality and solving life problems).

Based modern requirements to the younger generation to life in society L.V. Mardakhaev formulated the following areas of modern social education:

Physical education- purposeful influence on the child in order to form his abilities for the comprehensive and methodical development of all parts of the body, motor activity, control and discipline to maintain the body in good condition. Physical education is the basis for the successful social development of the individual.

Sociocultural education- this is a purposeful creation of conditions for the development of aesthetic, communicative, organizational, environmental, economic, tender, moral and other social abilities. The success of sociocultural education helps to develop the qualities that give rise to actions and behavior and, ultimately, shape the character of a person. Pedagogy considers the upbringing of children as a purposeful process of the formation of the moral qualities of a person. Revealing the role of qualities in the social education of the individual, M.A. Galaguzova writes: “From the qualities, the dominant ones are chosen, which make up a specific upbringing program that takes into account the individual qualities of the personality, helping the child to realize them. It is necessary not only to name these qualities, but also to understand what represents each of them, how they are interconnected, what structural elements are reflected or not reflected in reality, and also be able to master the methodology for the formation of these qualities. and tasks, but actions ultimately shape human behavior.”

At the core moral education the child lies in the formation of moral convictions - knowledge that is indisputable for a person, the truth of which he is sure, which manifests itself in a person’s behavior and becomes his guide to action. Moral beliefs and behavior are regulated in society by morality - a set of principles and norms of people's behavior in relation to society and other people. The guarantor of moral requirements, the object of social control is public opinion.

mental education- this is a purposeful process for the development of the intellectual abilities and cognitive activity of the child in order to form a creative and creative mind that controls its actions and deeds, striving for self-realization of its potentialities and new abilities. The education of the mind is supposed to begin with the motivation for learning, the search for the interests of the child in cognition and intellectual development, which will help in the implementation of the first program - the development of the child's attention.

Education of vital activity. The most important ways of developing a person, his consciousness are the processes of cognition of the world and self-knowledge, creativity, activity, communication. For creativity, a variety of activities, the cognitive interest of the child, optimism, will (volitional qualities), diligence are necessary. Of particular importance is the development of the volitional qualities of a person: initiative (the ability to take up business well and easily on one's own initiative), independence (manifestation of one's own independent will), decisiveness (quickness and confidence in making decisions), perseverance (unrelenting energy, despite difficulties), as well as self-control (control over one's own actions and deeds), etc.

Education as a social phenomenon and pedagogical process.

The essence of education as a social phenomenon, its characteristic features and functions. The social nature of education, its universal and socio-historical character. upbringing factors. The ratio of the categories of socialization, education, upbringing, training and development. Education as management of the development and self-development of the child. Object and subject of education. Educational interactions and relations of subjects of education. The main functions of education: stimulation of the development of the essential forces of the individual, the creation of an educational environment, the organization of interaction and relationships between the subjects of education. The essence of education as a pedagogical process. The main characteristics of the educational process: continuity, regularity, consistency, purposefulness, system-structural nature, the presence of driving forces, etc. The main stages of the educational process: goal-setting, planning, goal-realization, control and evaluation. Education as a system-structural education. Pedagogical task as a unit of the pedagogical process

Education as a social phenomenon is a complex and contradictory socio-historical process of entry, inclusion of the younger generations in the life of society; in everyday life, social production activities, creativity, spirituality; becoming their people, developed personalities and individuals, the most important element of the productive forces of society, the creators of their own happiness. It ensures social progress and continuity of generations.

Education as a social phenomenon is characterized by the following main features that express its essence:

a) Education arose out of the practical need to adapt, to familiarize the rising generations with the conditions of social life and production, to replace the aging and dying generations. As a result, children, becoming adults, provide for their own lives and the lives of older generations that are losing their ability to work.

which is one of the most important means of ensuring the existence and continuity of society, the preparation of its productive forces and the development of man. The category of education is general. It reflects the natural interdependence and interrelationships of this phenomenon with other social phenomena. Education includes, as part of the training and education of a person.

c) Education at each stage of socio-historical development, in its purpose, content and forms, is of a concrete historical nature. It is determined by the nature and organization of the life of society and therefore reflects the social contradictions of its time. In a class society, the fundamental tendencies in the education of children of different classes, strata, and groups are sometimes opposite.

d) The upbringing of the younger generations is carried out by mastering the basic elements social experience, in the process and as a result of their involvement by the older generation in social relations, the system of communication and socially necessary activities. Social relations and relationships, influences and interactions that adults and children enter into are always educational or educational, regardless of the degree of their awareness by both adults and children. In the most general form, these relationships are aimed at ensuring the life, health and nutrition of children, determining their place in society and the state of their spirit. 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 pedagogical, consciously purposeful.

Based on the awareness by adults of the main features of education as a social phenomenon in society, a desire arises for the conscious and purposeful use of the laws of education in the interests of children and society. The older generations consciously turn to the generalization of the experience of educational relations, to the study of the tendencies, connections, laws that manifest themselves in it, to their use for the purpose of shaping the personality. On this basis, pedagogy arises, the science of the laws of education and their use for the purpose of conscious and purposeful guidance of the life and activities of children.

So, a social phenomenon - education - is necessary as a way to ensure the life of society and the individual; it is carried out in specific historical conditions as a result of social relations and the way of life of society that have developed in a certain way; the main criterion for its implementation, implementation is the degree of compliance of the properties and qualities of the individual with the requirements of life.

Before considering education as a subject of pedagogy, it is interesting to get acquainted with different views on this concept. In the textbook N.I. Boldyrev "Methodology educational work at school”, according to which more than one generation of Soviet students was engaged, the following definition is given: “Education is a purposeful and interconnected activity of educators and pupils, their relationship in the process of this activity, contributing to the formation and development of the individual and teams”. From the standpoint of activity, he gives a definition and the highest in the world in 1985 "A Concise Psychological Dictionary". True, its definition is given with a noticeable “flavor” of ideology: “Education is an activity to transfer to new generations of social and historical experience, a dialectical-materialistic worldview, high morality, deep ideology, social activity, a creative attitude to reality, a high culture of work and behavior ".

The Propagandist's Concise Pedagogical Dictionary, published three years later, considers education no longer as an activity, but as a process: "Education is objectively a natural process of preparing people for labor and other useful activities in society." From the same positions, the well-known teacher, the humanist V.A. Sukhomlinsky in the book “A Conversation with a Young School Principal: “Education in the broadest sense is a multifaceted process of constant spiritual enrichment and renewal”.

Education is a universal process. The entire living space in which a person develops, forms and realizes his natural purpose is permeated with education.

Education is an objective process. It does not depend on the degree of its recognition, on termi-logical disputes and opportunistic throwing. This is the reality of human existence.

Education is a multidimensional process. Most of it is associated with social adaptation, with the self-regulation of each individual. At the same time, another part is carried out with the help of teachers, parents, and educators. Education, of course, reflects the characteristics of a particular historical situation, the general state of the entire state, including the educational system. The optimal path to success is a humanistic educational system.

Thus, education is both a complex process of mastering the spiritual and socio-historical heritage of the nation, and a type of pedagogical activity, and the great art of improving human nature, and a branch of science - pedagogy.

The educational process is a professionally organized holistic educational and educational process, characterized by joint activities, cooperation, cultural content and methods of cultural development.

The main components of the educational process:

Target component (goals, objectives and socialization of the individual).

Operational and activity (organization of children's activities in the classroom and after school hours).

Analytical and effective (analysis of the results of pedagogical activity).

In the system of real relations of the pupil with the outside world, objective causal relationships are reflected, which acquire the character of pedagogical patterns. It follows from this that pedagogical patterns are, first of all, a reflection of objective cause-and-effect relationships in the system of the pupil's real relations with the outside world.

Patterns and meta-principles of education. Among the patterns of functioning and development of education in a holistic pedagogical process, it is necessary to single out the main one - an orientation towards the development of the individual, the natural conformity of education. Personal development in harmony with the universal culture depends on the value bases of education. This regularity determines another meta-principle of education - the principle of its cultural conformity. This principle was developed by S. T. Shatsky, V. A. Sukhomlinsky and others. The modern interpretation of the principle of cultural conformity suggests that education should be based on universal values ​​and be built taking into account the peculiarities of ethnic and regional cultures, when the student is the subject of education.

This pattern determines the unity in the implementation of activity and personal approaches. Personal approach, personalization of pedagogical interaction, which requires the rejection of role masks, poly-subjective (dialogical) approach. individualization and creative orientation of the educational process. This pattern forms the basis of such a meta-principle of education as an individual creative approach. An individual creative approach involves the creation of conditions for the self-realization of the personality, the identification (diagnosis) and development of its creative capabilities: the meta-principle, as a professional and ethical mutual responsibility. The meta-principles of humanistic education are a concentrated, instrumental expression of those provisions that are of universal importance, operate in any pedagogical situations and under any conditions of the organization of education. All principles are subordinated in a certain way. One of these principles is the principle of teaching and educating children in a team. It involves the optimal combination of collective, group and individual forms of organization of the pedagogical process.

An important role in the organization of education is played by the principle of the connection between education and life and industrial practice. The principle of aestheticization of children's life, justified by B.T. Likhachev, has a special role in the educational process. Formation of an aesthetic attitude to reality among pupils The most important principle of organizing children's activities is respect for the personality of the child, combined with reasonable exactingness towards him. A. S. Makarenko: as many requirements for a person as possible, but at the same time as much respect for him as possible. The implementation of the principle of respect for the individual, combined with reasonable exactingness, is closely related to the principle of relying on the positive in a person, on the strengths of his personality. Schoolchildren, who are often reminded of their shortcomings, begin to see themselves as incorrigible - the consistency of the requirements of the school, family and community. Managing the activities of pupils requires the implementation of the principle of passion for their prospects, creating situations of expectation of tomorrow's joy. Of great practical importance in managing the activities of pupils is the principle of combining direct and parallel pedagogical actions. Pedagogy, according to A. S. Makarenko, is pedagogy not of direct, but of parallel action. Each impact in accordance with this principle should be an impact on the collective, and vice versa. Only the cumulative action of all principles ensures the successful definition of tasks, the selection of content, the choice of forms, methods, means of the teacher's activity and the pedagogically expedient activity of pupils.

Principles of education: fundamental ideas or value bases of human education. The principles of education reflect the level of development of society, its needs and requirements for the reproduction of a particular type of personality, determine its strategy, goals, content and methods of education, the general direction of its implementation, the style of interaction between subjects of education. In modern domestic pedagogy, the problem of the principles of education does not have an unambiguous solution. A large number of P.v. is explained by the different understanding of the essence of education by teachers, the relationship between education and training, as well as ideological considerations.

The principle of humanistic orientation of education. The idea of ​​the need to humanize education was already contained in the works of Ya.A. Comenius, but most consistently reflected in the theories of free education by J.Zh. Russo and L.N. Tolstoy, and in the 20th century. in humanistic psychology and pedagogy. The principle implies a consistent attitude of the teacher to the pupil as a responsible and independent subject of their own development, subject-subject relations. The implementation of this principle has a significant impact on the development of a person, on all aspects of his socialization. The principle of natural education. The idea of ​​the need for natural education originated in antiquity in the works of Democritus, Plato, Aristotle, and the principle was formulated in the 17th century. Ya.A. Comenius. The development of the sciences of nature and man in the 20th century, especially the teachings of V.I. Vernadsky about the noosphere significantly enriched the content of the principle. Its modern interpretation suggests that education should be based on a scientific understanding of the relationship between natural and social processes, be consistent with the general laws of the development of nature and man, and educate him according to sex and age.

The principle of cultural conformity of education. The idea of ​​the need for cultural conformity of education appeared in the works of J. Locke, K. Helvetius and I.G. Pestalozzi. The principle formulated in the 19th century. A. Diesterweg, in the modern interpretation, suggests that education should be based on the universal values ​​of culture and be built in accordance with non-contradictory universal values ​​and norms of national cultures and characteristics inherent in the population of certain regions.

The principle of the incompleteness of education: follows from the mobile nature of socialization, which indicates the incompleteness of personality development at each age stage. Accordingly, education must be built in such a way that at each age stage each person has the opportunity to re-know himself and others, to realize his abilities, to find his place in the world. Along with the general, specific principles of education have also developed, for example, confessional pedagogy formulates the principles of religious education, family pedagogy - family education, social pedagogy - social education.

The principle of variability of social education. In modern societies, the variability of social education is determined by the diversity and mobility of both the needs and interests of the individual and the needs of society.

The principle of collectivity of social education. The idea that the team is the most important means of education appeared a very long time ago, but was intensively developed by Russian pedagogy from the middle of the 19th century. The modern interpretation of the principle suggests that social education, carried out in teams various types, gives a person the experience of life in society, creates conditions for positively directed self-knowledge, self-determination, self-realization and self-affirmation, and in general - for acquiring the experience of adaptation and isolation in society.

The principle of centering social education on the development of the individual.

The principle of dialogue of social education. The principle assumes that the spiritual and value orientation of a person and, to a large extent, his development is carried out in the process of interaction between educators and educators, the content of which is the exchange of values ​​(intellectual, emotional, moral, expressive, social, etc.), as well as the joint production of values ​​in everyday life. and life of educational organizations. This exchange becomes effective if educators strive to give a dialogic character to their interaction with educators.

Principles of the educational process:

the principle of the humanistic orientation of the activities of teachers and students;

The principle of adequacy to the system of social relations;

The principle of purposefulness and complexity of pedagogical influences;

The principle of integration and differentiation in the organization of the study of various subjects;

Motivation of educational activity;

The principle of individualization in the organization of educational activities;

The principle of pedagogical optimism;

The principle of democratization in education.

Patterns of the educational process:

the relationship between the forms of organization and the content of the pedagogical process;

unity of actions of the participants in the pedagogical process;

dependence of the organization of the pedagogical process on age and individual characteristics students;

the relationship of the process of education, training, upbringing;

harmonization of personal and public interests;

conditionality of the content of the pedagogical process

It studies and solves the problems of upbringing, education, education and development of a person arising at different stages of his life in various conditions of the socio-economic and scientific-technical development of a society that constantly sets new tasks in the field of education and upbringing. The subject of pedagogy is a holistic humanistic process of upbringing and education, the development of a socially active personality, preparing it for life and work. social activities taking into account the socio-economic situation in the country. Personality in progress...

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INTRODUCTION

Modern pedagogy (from the Greek. Paidos - child, ago - lead, educate) occupies a special place in the system of human sciences. It studies and solves the problems of upbringing, training, education and development of a person that arise at different stages of his life in various conditions of the socio-economic and scientific-technical development of a society that constantly sets new tasks in the field of education and upbringing.

The subject of pedagogy is a holistic humanistic process of upbringing and education, the development of a socially active personality, preparing it for life and work, social activities, taking into account the socio-economic situation in the country.

The object of study and research in pedagogy is the real process of transferring the socio-historical experience and culture of mankind to a new generation, the ways of its multiplication, humanistic education, training and education of a person at different stages of his life, the formation of social and interpersonal relations.

A personality in the process of education is a person in his social connections and mutual social relations, this is a member of society exposed to the environment, and consciously building his relationships with people and the totality of social phenomena. The measure of awareness is different for each person, but he becomes a personality insofar as he functions as a kind of autonomy in society and is aware of his relationships.

In order to contribute to the formation of personality, one must know the nature of such formation: how are the social relations of the child formed? what is the factor of such formation? what are the steps in this process? And how does the child acquire his individuality in the formation of social value relations?

The teacher cannot but be interested in these questions, because the answer to them lies at the basis of the activity organized by the teacher. Arbitrary building of the system without relying on the objective nature of the subject inevitably leads to a pedagogical fiasco.

First, a person masters the world. One object after another falls into the zone of his perception, finding its reflection in his mind. Substantive interaction with the objects of the world surrounding the child is accomplished through spiritual efforts; the child perceives the object, recognizes its purpose, lives through the situation of the object's eventual participation in his personal life, generalizes objects to the phenomenon of life.

But in reflecting reality, the attitude of the people around the child will play a decisive role. Through the prism of the observed behavior of adults, he builds his own attitude to the object and the idea of ​​its value. Over time, having gained experience and independence, a person will begin to master the unknown, but the orientation towards a behavioral model will always be present in the formation of personality to one degree or another.

The upbringing of a growing person as the formation of a developed personality is one of the main tasks of modern society.

The presence of objective conditions in itself does not yet solve the problem of forming a developed personality. It is necessary to organize a systematic process of education based on knowledge and taking into account the objective laws of personality development, which serves as a necessary and universal form of this development. The goal of the educational process is to make every growing person a fighter for humanity, which requires not only the mental development of children, the ability to think independently, update and expand their knowledge, but also the development of a way of thinking, the development of relationships, views, the development of diverse abilities, the central place in which is occupied by the ability to be the subject of social relations, the ability and willingness to participate in socially necessary activities.

Relevance my course work is that the formation of a person as a person requires constant and consciously organized improvement of the system of public education andThe professional purpose of a teacher is to organize the process of personality formation - to organize the life of a child as a constant ascent to culture, interaction with the world at the level of modern achievements, so that during such interaction the maximum development of the personality occurs and at the level of this development he enters the context of social life .

Subject of studyforms, content, methods and technologies of educational work and its role in the development of the individual at the initial stage of formation.

Object of studythe essence of education as a social phenomenon.

The degree of scientific development of the problem: found its reflection in scientific works, publications in scientific reference and educational literature. The theoretical understanding of the problems of upbringing in education was initiated in the works of P.P. Blonsky, N.K. Krupskaya, A.V. Lunacharsky, A.S. Makarenko, E.N. Medynsky, V.A. Sukhomlinsky, S.T. Shatsky, K.D.Ushinsky.

Based on the relevance and degree of study of the problem, the purpose of this work was outlined.

Goal of the work define the basic concepts of the educational process, study the existing forms and methods of education, identify the historical aspects of the purpose of education, identify the main goals and objectives.

In order to achieve the goal of the study, the following tasks were solved in the course of the work: tasks :

The existing concepts and functions of education were clarified;

The main methods of the educational process were studied;

Problems of upbringing were revealed;

The historical structure of the purpose of education was analyzed;

The existing methods of the teacher's work with the objects of education were generalized.

Methodological base of course workis a complex-oriented approach that underlies my research, according to which the process of social formation of a person, the formation of his personality is influenced by various social factors, the main of which is the educational process. Based on this, education is paramount, which allows us to consider it as a basis for working with certain categories of clients - children. One of the principles of the organization of education is that the main methods of education should be focused on taking into account the individual social situation in which the child himself or his family found himself.

Research methods:content analysis of documents (historical, legal, parenting documents, newspaper and magazine publications), observation method, quantitative and qualitative analysis of documents, psychological observation, scientific justification, support and evaluation.

The course work consists of an introduction, two chapters, each of which includes two paragraphs, a conclusion and a list of references.

In studying this problem, the followingsources of literature such as normative documents, historical materials, articles from newspapers and magazines.

Chapter 1. THE ESSENCE OF EDUCATION IN MODERN PEDAGOGY

Pedagogical work belongs to professionswhich aroseand are approved to meet the urgent needs of society and its citizens. It is designed to create the necessary conditions not only for the social security of individuals, groups, societies, but also for the development of their ability to build their lives, mobilize internal resources to overcome life crises. The modern practical work of a teacher is developing on the basis of evidence-based approaches, the principles of which began to take shape at the beginning of the 20th century, and it needs proper professional training.

1. The essence of education basic concepts, goals, tasks.

The essence of education. Education as an abstract universal category, the idea reflects and expresses an objective concrete historical process - the movement of relations, communication, activities in society - thanks to which continuity is carried out between generations through the transmission of culture and the reproduction of productive forces. The essence of education lies in such an interaction that the educator deliberately seeks to influence the educated person: "what a person as a person can and should be."

That is, education is one of the activities to transform a person or group of people. This is a practice-transforming activity aimed at changing the mental state, worldview and consciousness, knowledge and method of activity, personality and value orientations of the educated person.

Appointment. Education as a social phenomenon has as its purpose the fulfillment of the objective function of the social mechanism of interaction between generations. It ensures the entry, growth of the younger generations into the life of society, becoming their productive force and personalities. Active subjects of a concrete historical process.

Content. Education as an objective concrete historical phenomenon has as its content, first of all, the empirical experience of the knowledge of the world by mankind, gradually comprehended and theoretically generalized. This experience is passed on to children, especially in such social activities as productive labor, livelihood and culture.Education is necessary as a way to ensure the life of society and the individual; it is carried out in specific historical conditions as a result of social relations and the way of life of society that have developed in a certain way; the main criterion for its implementation, implementation is the degree of compliance of the properties and qualities of the individual with the requirements of life.

main functioneducation as a social phenomenon - in the service of training the productive forces of society. The development of the whole variety of social functions of education depends on the social content of social, primarily production, relations.

To better understand the essence of education, one should call itspecific features.

1. Purposefulness. The teacher must clearly see the goal of educational work with a specific class, a specific person. Without a goal, education is impossible, but at the same time, educational goals are hidden from the child, they exist in the mind of the teacher.
2. Bilateralism. On the one hand, teachers participate in education, on the other hand, the pupils themselves consciously participate in interaction with the teacher, thus. educational relations are of a subject-subject nature, i.e. the child is not only an object on which the educational influence of the teacher is directed, but also a subject actively participating in the educational process.
3. Multifactorial. By its nature, the educational process is multifactorial. This means that the formation of personality occurs under the influence of school, family, community, out-of-school institutions, friendly company, etc. According to A.S. Makarenko, educates everything: people, things, phenomena, but, above all, parents and teachers.
4. duration. Education is a long, long-term, continuous and subtle process. Education begins at birth and continues throughout life. Compared with education, training, for example, is clearly regulated by time frames (lesson, topic, quarter, year), in training, if desired, the teacher can quickly eliminate the gap in the knowledge of students. Education, on the other hand, requires long-term and constant work. There may be different duration acts of educational influence long and instantaneous (Makarenko explosion method). In the course of upbringing, a person chooses to reject any qualities or forms new qualities, which takes time and effort.
5. Aspiration to the future. The process of education is directed to the future, i.e. the remoteness of the results is characteristic: we educate now, and the result will appear after a long time.
6. Complexity. Education is a complex process. It is impossible to educate a child in parts, one should reach out to a holistic personality, strive for a versatile upbringing.
7. Stepwise nature of the process of education. With all the permanence of the educational process, one should pay attention to the age and personality changes of pupils, observe them in development and change.
8. The dissimilarity of the results of raising children, which is caused by individuality, originality of personalities.

Direction of educationdetermined by the unity of purpose and content.

On this basis, mental, moral, labor, physical and aesthetic education. In our time, new areas of educational work are being formed - civil, legal, economic, environmental.

mental educationfocused on the development of intellectual abilities of a person, interest in knowing the world around him and himself.

It assumes:

• development of willpower, memory and thinking as the main conditions for cognitive and educational processes;
• formation of a culture of educational and intellectual work;
• stimulating interest in working with books and new information technologies;
• as well as development personal qualities independence, breadth of outlook, ability to be creative.

The tasks of mental education are solved by means of training and education, special psychological trainings and exercises, conversations about scientists, statesmen different countries, quizzes and competitions, involvement in the process of creative search, research and experiment.

The purpose of aesthetic educationis the development of an aesthetic relationship to reality.

Aesthetic attitude implies the ability to emotional perception of beauty. It can manifest itself not only in relation to nature or a work of art.

The main tasks of physical educationare: correct physical development, training of motor skills and the vestibular apparatus, various procedures for hardening the body, as well as the education of willpower and character, aimed at increasing a person's working capacity.

The organization of physical education is carried out through classes exercise at home, at school, university, in sports sections. It assumes the presence of control over the regime of studies, work and rest, and medical and medical prevention of diseases of the younger generation.

For the upbringing of a physically healthy person, it is extremely important to observe the elements of the daily routine: long sleep, high-calorie nutrition, a thoughtful combination of various activities.

Civic educationinvolves the formation of a person's responsible attitude to the family, to other people, to his people and the Fatherland. A citizen must conscientiously fulfill not only constitutional laws, but also professional duties, and contribute to the prosperity of the country. At the same time, he can feel responsible for the fate of the entire planet, which is threatened by military or environmental disasters, and become a citizen of the world.

economic education- this is a system of measures aimed at developing the economic thinking of a modern person on the scale of his family, production, and the whole country. This process involves not only the formation of business qualities - thrift, enterprise, prudence, but also the accumulation of knowledge related to property problems, management systems, economic profitability, taxation.

environmental educationbased on the understanding of the enduring value of nature and all life on Earth. It orients the person careful attitude to nature, its resources and minerals, flora and fauna. Each person should take a feasible part in the prevention of ecological catastrophe.

legal education implies knowledge of one's rights and obligations and responsibility for their non-compliance. It is focused on fostering a respectful attitude towards laws and the Constitution, human rights and a critical attitude towards those who violate the latter.

Education is a multifactorial process. It is influenced by various factors, the totality of which can be divided into two groups: objective and subjective.

The first group of factors includes:

• heredity and human health;
• the social and professional status of the family, which has an impact on the environment of the child;
• circumstances of the biography;
• the specifics of the structure of the country and the historical era. The second group includes:
• features of the psyche, worldview, value-motivational sphere of the personality, orientation, internal needs of both the educator and the educated person;
• the order of relations with society;
• organized educational influences on a person by some people, groups and society as a whole.

The second group of factors includes the ability to the learning process.

The process of learning is closely interconnected with the process of education. Since upbringing determines the process of the correct development of the personality, there is also an undoubted connection between education and the process of personality development. Outside of training and education, there can be no full-fledged development of the personality, since these processes activate mental development, but at the same time rely on it.

Education, as well as education, should be based on a predominantly problematic and dialogic basis, where the student is provided with a subjective position. With this approach, ultimately, the development of the individual in the learning process is provided by three factors, such as:

• generalization by students of their experience;
• awareness (reflection) of the process of communication, since reflection is the most important mechanism of development;
• following the stages of the process of personality development itself.

The process of education begins with the definition of its goals.The goals of education are the expected changes in a person (or group of people), carried out under the influence of specially prepared and systematically carried out educational actions and actions. The process of formulating such goals, as a rule, accumulates the humanistic attitude of the educator (group or the whole society) to the personality of the educator.

main goal education is the formation and development of the child as a person who has the useful qualities necessary for her to live in society. The goal and objectives of education cannot be established once and for all in any society.

The ideal goal is specified by other, closer goals, so there is a hierarchy of goals. Goals can be:

main or strategic, which involve a significant change in the personal qualities of the educated;

workers or tactical, involving the solution of certain tasks of education at a particular stage of personality formation;

momentary or operational, carried out immediately after their occurrence and providing a direct change in the course of action.

The tasks of education at all stages of social history are determined primarily by the so-called universal and moral values. We include the concepts of good and evil, decency, humanity and love for nature, spirituality, freedom, responsibility of the individual for what happens to her and around her, modesty, kindness and disinterestedness. By spirituality we understand the priority of moral ideals over momentary inclinations and needs, it manifests itself in the individual's desire for self-improvement. By freedom, we mean the desire of the individual for internal and external independence. It is necessarily accompanied by the recognition of the relevant rights for any other person, regardless of religious, national, social and other affiliation. We define responsibility as the inner readiness of a person to voluntarily assume obligations for the fate of other people and society as a whole.

1. Historical aspects of the purpose of education.

Historical and world practice show that the main goal of education is defined as the formation of a comprehensively and harmoniously developed person, prepared for independent life and activity in modern society capable of sharing and multiplying the values ​​of the latter in the future.

Many millennia separate us from the time when a man of the modern physical type appeared on Earth. This period (35 - 40 thousand years ago) also includes the emergence of education as a special type of human activity.

The meaning of the existence of primitive man was predetermined by his worldview: the world perceived as something alive, endowed with consciousness. Therefore, the goals of upbringing that arose spontaneously assumed preparation for the simplest form of existence and awareness of the world as an animistic phenomenon. The rudiments of pedagogical thought developed only at the level of everyday consciousness as a reflection of the practice of education, manifesting itself in traditions and folk art.

Education originated in an integrative, syncretic form and contributed to the physical, mental and moral-emotional maturation of primitive man. The content and methods of education became more complicated as social experience was enriched and consciousness developed. Without performing any special function, it accompanied the entire process of transferring life experience. In this form, education arose 2 - 3 million years ago, in the era of the separation of man from the animal world, which was accompanied by a transition to the conscious transfer of the experience of gathering and hunting. It was vital for the ancestors of people to know edible plants, terrain, animal habits well, to be strong, hardy. Speech, which arose as a communication tool, served as a powerful tool in the transfer of such experience. Gradually, education as a process of transferring experience acquired the features of a special type of activity and was focused primarily on the daily struggle for survival.

The prerequisite and essential factor in the formation of education as a type of activity was the evolution of material ties between people of the primitive era, the need to maintain and develop such ties through the transfer of experience from person to person, from generation to generation. Education arose out of people's need for communication as a consequence of the evolution of forms of primitive labor, since the gradual complication of production experience required a certain organization of its assimilation.

The main condition for the existence of primitive people was the manufacture and use of tools. The elders had to pass on the relevant experience to the children. Therefore, the role of adults in organizing the education of children, as labor and tools became more complex, became more and more significant.

Such training laid the foundation for education in primitive society.

In Sparta, purposeful education was given a decisive role in the formation of a person. The upbringing of the Spartans, full-fledged citizens, was entirely in the hands of the state. Here one of the first experiments known to human civilization in the stateization of the individual was carried out. Thanks to detailed descriptions Spartan education, which were carried out by Xenophon, Plutarch, Pausanias, it is possible to restore it quite holistically.

Public education of the Spartans began from the first day of life. According to Plutarch, the elders examined the newborn. Weak and ugly children were thrown into the abyss of Taygetos, taking their lives, while healthy and strong children were handed over to nurses who "knew their job perfectly." Spartan nurses were valued as professional educators throughout Greece . Babies were not swaddled, leaving freedom of movement for the body; they were taught to observe the measure in food and not to be picky about food; taught not to be afraid of the dark, not to be frightened; nurses knew how to stop the crying and whims of children.

Upon reaching the age of 7, the school stage began. learning . In wealthy families, the care of young schoolchildren was entrusted to a slave-educator, a teacher. The word "teacher" literally meant "teacher". This more or less educated domestic slave accompanied the child to school and looked after him at home, exerting a great influence on the development of his personality. In Hellenistic times, from an ordinary slave, the teacher turned into a type of home educator. Athenian educational institutions didaskaleion of the classical period were private, therefore, paid. According to the goals of education, which included spiritual and physical development in the relationship, in Athens there were two types primary schools: musical and gymnastic (palestra).

From the age of 13, teenagers were trained and educated, according to Plutarch, in "schools for gymnastic exercises", which were headed by a "pedon" specially appointed by the elders, he had an assistant from among the older youths - "eiren". These schools were under the watchful tutelage of the representatives of the older generation, whom the students unquestioningly obeyed, considering them to be their "fathers, teachers and mentors." In these state institutions, teenagers were trained in the art of war, they participated in exemplary battles, training campaigns. Moral conversations were held with them in order to teach young Spartans to distinguish good from bad. The conversations were held in the form of questions and answers and were supposed to accustom teenagers to the brevity and clarity of speech. Hence the concept of "conciseness".

Upbringing , according to Plato, denotes the influence of adults on children, the formation of morality and virtue in children. In the concept of “teaching,” he included the acquisition of knowledge through the study of the sciences, and the main property of science, according to Plato, is that it “awakens the soul to use thinking for the truth.”

Plato believed that the inner basis of the upbringing of small children is emotions. He argued that the first sensations of childhood are pleasure and pain, and that they color children's ideas of virtue and goodness.

He attached particular importance as a means of education to games, as well as reading and telling children literary works and myths. At the same time, he considered it necessary to establish by law what exactly should be read and told to young children.

Aristotle, on the other hand, saw the goal of education in the harmonious development of all aspects of the soul, closely related by nature, but he considered the development of higher aspects - rational and strong-willed - to be especially important. At the same time, he considered it necessary to follow nature and combine the physical, moral and mental education and also take into account the age characteristics of children. I rely on what is accepted. among the people the division of time, respectively, lunar calendar“by weeks”, he divided the time of upbringing, defining it, at the age of 21, into three periods: from birth to 7 years old, from 7 to 14 and from 14 to 21 years old, pointed out the characteristics of each age, determined the goals, content and methods education in every period. This was the first age periodization in the history of pedagogical thought.

Aristotle paid great attention to education in preschool age. “Everything that can be taught to a child, it is better to teach him directly from the cradle,” he said, and argued that up to 7 years old children should be brought up in a family. Following your principlenaturalness, Aristotle gave a general description preschool age. Until the age of 7, he believed, plant life predominates in children, so it is necessary first of all to develop their organism. The main thing for the little ones is nutrition, movement, hardening. Children should engage in games suitable for their age, it is useful for them to listen to stories and fairy tales (certainly approved by the authorities), children should be taught speech. From the age of 5, parents must prepare them for school.

J.J. Rousseau believed that the child is affected by three factors of education: nature, people and society, so the task of the educator is to harmonize the effect of these factors. Numerous facts indicate that the existence of unorganized education has been recognized in pedagogy since ancient times.

Rousseau believed that before the age of 12 it was unacceptable not only to teach a child, but also to give him moral instructions, since he did not yet have the relevant life experience. At this age, he believed, the most effective method would be to use the “natural consequences” method, in which the child has the opportunity to experience the negative consequences of his misdeeds. The merit of Rousseau is that he rejected boring moralizing with children, as well as the harsh methods of influencing them that were widely used at that time. However, recommended by him as universal method“Natural consequences cannot replace all the various methods that instill in the child the skills and abilities of handling things, communicating with people.

The ancient Slavs, like all peoples who lived in a communal system, brought up the younger generation, preparing children for life in the community. They were given the skills of agricultural, and later handicraft work. Instilling courage and endurance in children, fathers taught them the skills of military affairs. It was customary for a father to give a bow and arrow to his son when the latter came of age. In the family and tribal community, they were engaged moral education children, taught them to perform rituals, worship pagan gods, obey older members of the community, and honor their ancestors. A large role in the moral education of children was played by our people by its rich oral creativity: fairy tales, songs, epics; Passed down orally from generation to generation, they introduced children to life phenomena, gave them ideas about family and social relations. Fairy tales and epics instilled in children a love of work, instilled in them love for the motherland, a kind attitude towards people and nature, and hatred for oppressors.

In the ninth century on the territory of Eastern Europe, a powerful Kievan state arose, a feudal system took shape. Introduced at the end of the X century. princes, the official state religion Christianity contributed to this.

The princes and the church began to distribute among the people translated collections of teachings, in which there were articles and sayings of a pedagogical nature, taken from various religious sources. It was recommended to instill in children a sense of fear of God, unquestioning obedience to the will of elders, clergy and rulers. The means of education were considered to be the performance of religious Christian rites by children from an early age, the memorization of prayers, and the observance of fasts. Arguing, like the Catholic religion, that human nature is sinful, the Orthodox religion also recommended physical punishment as one of the measures of educational influence, which supposedly had to eradicate the evil inclination in children. Orthodox doctrine, like the Catholic one, justified the exploitation of the poor by the rich, the oppression of the people by the princes and their entourage. But among the people, the new Christian ideology was often intertwined with the old worldview, reflecting the relations that had developed in a classless, tribal society. And the upbringing of children among the broad masses of the population was also carried out by means that have long been established in the conditions of patriarchal tribal life? of the ancient Slavs, only partly the practice of education was influenced by Christian ideas about the essence and content of the process of education.

In at in. in Kievan Rus, state schools were opened to train educated people from among combatants, boyars, “princely husbands”. The princes and the church also created schools that trained priests. The Church, wanting the masses to quickly leave paganism and convert to the Christian faith, organized literacy training in monasteries and at the homes of priests. Educational books were: alphabet of beech, book of hours and psalter. The Book of Hours was a collection of daily prayers and rituals performed by believers at different times of the day. Various religious hymns, psalms, were collected in the psalters. Children were taught to read, write, and sing.

A remarkable literary and pedagogical monument of the early 12th century. is "Instruction of Vladimir Monomakh to children". An intelligent statesman, Vladimir Monomakh made sure that his children grew up brave, courageous, devoted to their land. He sought to instill in them respect for education and the book, saying that one should imitate his father, who knew five languages ​​and for this he had great honor from foreign lands. The princes needed their children to grow up as leaders of the state who could organize a victory over military opponents, manage the subject people, and ensure that the population followed the established procedures.

In the second half of the XVII century. Epiphanius Slavinetsky compiled a wonderful pedagogical “book called “Citizenship of Children’s Customs”, which was a set of rules for behavior in society among adults (in this sense, the term “citizenship” is used), peers, at school and at home. The book contained rules “ good manners "dean", decent behavior of children. The rules concerned the manners of the child and adolescent: facial expressions, facial expressions, postures, hairstyles, caring for teeth. The following chapters told about how children behave in church, at the table during meals , at meetings, at the school; how they should get ready for bed, go to bed and get up in the morning; the collection had a special chapter “On playing”.

The issues of public education are also reflected in the well-known instructive work of Ancient Rus' XII century "Prayer" by Daniel Zatochnik, and in the collection of aphorisms of thinkers of the past "Bee", compiled in Byzantium, translated into Rus' at the end XI century. Both of these books are monuments of the pedagogical thought of this period.

The great Russian writer and teacher L.N. Tolstoy pointed out the high importance of education, noting that life education is much more necessary than school education.

Based on the traditions of folk pedagogy, L.N. Tolstoy called for respect for the personality of the child, the development of his activity, creativity, recommended treating the child as a person who has serious affairs, thoughts, requests, work together with him on a common cause, transfer knowledge and skills to him if necessary.

A.S. Makarenko, having many years personal experience teacher and educator, came to the conclusion that pedagogy is born in the living movement of people, in the traditions of a particular team.

CONCLUSIONS ON THE FIRST CHAPTER.

Summing up all the above, we can draw the following conclusions to the first chapter of the course work:

Throughout the historical development of pedagogical thought, the above process has been the focus of attention of scientists and practitioners. Therefore, in our time, education remains the main category of pedagogy. The content of this phenomenon is updated with the development of practical experience, pedagogical science and its leading doctrine. The social practice of transferring social experience from the older generation to the younger one developed much earlier than the term denoting it. Therefore, the essence of education is interpreted from different points of view. In any case, a person who experiences the corresponding impact is considered as the subject of education.

The central concept of "education" has a whole fan of pedagogical terms denoting phenomena that lie side by side or are closely related to education. First of all, we note "becoming" - a term that reflects a certain conditional achievement by a child of such a level of development when he becomes able to live independently in society, control his own destiny and independently build his behavior, and also has the ability to realize his relationship with the world and produce a relatively stable value choice.

The history of the development of pedagogy is very bright and fascinating. Its study continues to this day, it greatly helps its modern development. Indeed, without knowledge of previous experience, past mistakes and successes, the successful development of the present is impossible.

A lot of bright personalities have devoted their whole lives to the development of raising children, a lot of books have been written on a variety of topics. All this is a huge wealth left to us.

Pedagogical science continues its development and improvement at the present time. A lot of people are working on the problem of raising and educating children.

I believe that knowledge of pedagogy and its origins is necessary for every person, because everyone in life, in some way, is faced with the upbringing of not only their children, but also with self-education, self-improvement and adaptation in a social society.

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Chapter 2. FEATURES OF EDUCATION PRINCIPLES, FORMS AND METHODS

2.1. Basic principles of the educational process.

Psychological aspect education in many ways means the formation and change of social attitudes of a person. Social attitude has three components: knowledge, emotions and actions. The education of social attitudes comes down to changing one or more of their components.

Principle a general guideline requiring a sequence of actions, not in the sense of "one by one", but in the sense of constancy under various conditions and circumstances. It is clear that principles are a very high degree of generalization, otherwise the principle cannot be implemented in unique private situations, with unique events, in unusual groups of children, with their bright individuality. The general character allows you to be guided by the principle always and everywhere, professionally correctly built And to work tactics without making fatal mistakes.

A principle (in philosophy) is a guiding idea, a basic rule, a requirement for activity and behavior, arising from the laws established by science.The number of principles with their widest possible generalization is small, they do not need to be memorized, consciousness constantly keeps them in memory as e which are the initial settings.

The principle of educationthis is a scientifically based requirement for the activities of a teacher, arising from scientifically based patterns. Let's name the main principles.

1. The connection between education and life.
2. Education in a variety of activities.
3. Education of the individual in the team.
4. Stimulation of the activity of the personality being formed, children's amateur performance (independent activity) in combination with pedagogical guidance.
5. Accounting for the age and individual characteristics of children.
6. Humane treatment of the child.
7. Respect for the personality of the child, combined with reasonable demands on him.
8. Reliance on the "positive" in the child.
9. The principle of consistency, optimal selection of content, methods, forms, techniques of education subordinate to pedagogical goals.

Principles change over time, and this is one of the reasons why different textbooks offer different views on this subject and should be explored on your own.

The logic of the educational processis determined by its structure and involves the following stages during its organization (at any completed time interval and in any specific situation):

1. Nomination of pedagogical tasks (educational and organizational-practical);
2. Selection of content and means, forms, methods, techniques);
3. Implementation of the content and means (organizational activity to solve pedagogical problems);
4. Analysis and evaluation of results.

If you skip one of the stages, educational work loses its meaning. Without putting forward tasks, it is impossible to judge the results, and without analyzing the work done and its results, it is impossible to set tasks for future activities.

The logic for performing specific actions, i.e. their logical sequence, as a rule, is subjective and depends on the chosen tactics. If "tactical logic" conflicts with the objective logic of the educational process, it fails and destroys the general method of organization. From the point of view of logic, pedagogical actions that do not lead to the achievement of the educational goal and the solution of strategic pedagogical tasks are inappropriate. A randomly chosen form, an accidental means, an ill-considered method can destroy the general logic of the educational process. The educational process must be consistent. This means not only the procedure itself, but also a logically consistent position of the teacher in the use of means, methods and techniques. For example, the accidental cancellation of the established tradition of analyzing the completed case not only destroys the logic of the external organization of the life of the children's team, but also in the minds of the pupils there is a doubt about the obligation to analyze their activities.

So, the general logic of the educational process is objective and in practice it should be guided by the law, and the violation of the law is fraught with consequences.

System is a set of elements connected in a certain way, forming a single whole.

Educational system an internally integrated unity of the impact of all educational means, actions, factors, organizational forms adopted in a given institution for the realization of pedagogical goals.

Education as a system is a unity of the following components:

target;

motivational;

operational and activity;

productive.

The integration unity of the system is achieved through the implementation of two interrelated activities - the activities of the teacher-educator and the activities of the pupil.

Pedagogical regularityan objectively existing, stable, repetitive, necessary and essential connection between the phenomena of education, ensuring their existence and progressive development.

Regularity (in philosophy) is an objectively existing, stable, repetitive, necessary and essential connection between phenomena and processes that characterizes their development.

Regularities are the main element of pedagogical theory, but there are several approaches to elucidating this issue.

1. Development depends on the position of the child in society. The very position of the child depends on socio-economic conditions.
2. Uneven development is due to different heredity and experience of participating in activities.
3. Personal development is directly related to its activity.

So, the first principle of education, which follows from the goal of education, taking into account Yu characterizing the nature of the educational process, orientation to values ​​and value relations about the decision.

This principle means the constancy of the professional attention of the teacher to the unfolding in actions, emotional reactions, words and intonation about To the race of the pupil’s attitude to social and cultural values: man, nature, society, work, knowledge ... and the value foundations of a life worthy of a person, to b ru, truth, beauty.

The principle is implemented due to the fact that the activity organized by the teacher b ness takes on a philosophical character: a phenomenon is revealed behind a fact, a regularity of life behind a phenomenon, and the foundations of human life behind a regularity. This allows you to transform every moment of joint activity into a valuable experience. T relations, and the solution of problems in the search for truth.

The second principle of education, arising from the nature of the educational process and taking into account the goal of education, is the principle of subjectivity. According to this principle, the teacher maximally contributes to the development of the child's ability to h find your "I" in connections with other people and the world in its diversity, comprehend your actions, foresee their consequences, both for others and for your own destiny, evaluate yourself as a carrier of knowledge, relationships, as well as your choice made every hour. with but.

The principle of subjectivity excludes a rigid order against children, as is traditionally n method of influence, at the same time removes the blind obedience of a child to an adult (with the exception of life-threatening situations), but it enhances the role of etiquette in mutual O relations "teacher-children", brings the style and forms of communication closer to filigree ethical e skim achievements of modern culture. On the one hand, the principle of subjectivity greatly facilitates and simplifies the work of the teacher, and on the other hand, puts the teacher in front of the severe need for a subtle and thoughtful technology of professional activity and deep qualifications. n news.

The third principle of education, supplementing the previous two, also follows from the nature of the educational process and the goal of education, it is designated as the principle of integrity.

Personality exists and manifests itself for others as a holistic phenomenon, in each individual act of behavior it builds a system of personal relationships to the world at once and together. The integrity of the individual as a socio-psychological phenomenon predp And gives teachers the integrity of educational influences.

A well-organized life of a child is when the regime, style, content, forms, the general structure of reality are organized with an orientation towards the highest universal values, reflected in three concepts: goodness, truth, beauty.

The attitude of the child is holistic, so the influence on him should be ensured. e chivat active output to all channels of perception: influence on the mind, feeling, action through psychological channels auditory (sound), visual (visual), kin e static (sensation of movement). But the child’s identification of his “I” is also holistic: he immediately and simultaneously enters into interaction with the world through sound (speech, int. O nation, voice melody, rhythm), through movement (action, deed, behavior), through plastic image, facial expressions and manipulation of objects, things, products, clothes and doi and others having a material image.

The principle of integrity prescribes to see in a separate act of the child's behavior his T wearing, but also to teach the child to perceive individual events as part of a single world, showing the attitude of people to the world.

2.2. Means and methods of education.

In a broad sense, the means of education are understood as methods of organized and unorganized influence, with the help of which some people (educators) influence other people (pupils) in order to develop certain psychological qualities and forms of behavior in them.

Under the psychological means of influencing the personality (in the narrow sense of the word), we understand the actions taken by the educator, aimed at changing the personality of the educated person. These include all kinds of learning (which are associated with the formation of human actions), persuasion, suggestion, changing social attitudes, transforming the cognitive sphere, as well as psychotherapy, socio-psychological training and other types of psychological correction.

The means of education, for example, can be a personal example of the educator, patterns of behavior demonstrated by people around him. Means of education according to the nature of the impact on a person are divided into direct and indirect. Direct means of education presuppose the direct personal impact of one person on another, which is carried out in direct communication with each other.

Indirect means of education contain influences that are realized through any means, without personal contacts between the educator and the pupil (for example, reading books, watching movies, television and video films, referring to the opinion of an authoritative person).

According to the involvement of the consciousness of the educator and the educated person in the process of education, the means are divided into conscious and unconscious.

Conscious means of education: the educator consciously sets a certain goal for himself, and the educator knows about it and accepts it.

Unconscious means of education: the educator accepts educational influence without conscious control on his part, and the educator also does not deliberately influence the educatee. According to the nature of what educational influences are aimed at in the object of education, its means are divided into emotional, cognitive and behavioral. In practice, they are most often complex, i.e. include different aspects of the student's personality.

The advantages of direct means of education include the fact that they: involve such types of learning as infection, imitation and suggestion, which are based on the mechanism of vicarious learning (for example, the educator demonstrates the desired pattern of behavior and ensures its complete and correct perception by the subjects); expand educational opportunities; this is the only possible means in the early stages child development(when the child does not understand speech yet).

The disadvantages are: personal and temporal limitations of their use (the educator can only convey what he himself possesses). Not always the educator can be in personal contact with the educatee.

The advantages of indirect means of education are: the versatility and duration of their impact on the educated person (books, mass media, other systems for encoding and transmitting information).

Disadvantages of indirect means of education: they are deprived of living emotional force (it exists with direct educational influence); age restrictions (they apply to children who have speech, who can read and understand the moral meaning of what is said or read).

Conscious means of education are manageable with pre-controlled and predictable results. Their disadvantages include age restrictions (they are not applicable to young children and even partly to younger students).

Unconscious means of education are difficult to evaluate due to insufficient controllability by consciousness. They take place more often than conscious means of education. Cognitive educational influences in modern conditions are the main ones, since most scientists believe that a person's knowledge not only determines his personality, but also his behavior.

Emotional educational influences are designed to cause and maintain certain affective states in the educated person, which make it easier or more difficult for him to accept other psychological influences. Positive emotions "open", and negative "close" the educated person from the educational influence of the educator.

Behavioral educational influences are directly directed to human actions. In this case, the educated person first commits an act and only then realizes its usefulness or harmfulness, while in all previous cases, changes first occur in the inner world of the personality, and only then are projected onto behavior.

Educational influences are most effective if they are carried out comprehensively and affect all areas of the personality (i.e., include cognitive, emotional and behavioral educational influences).

Recently, there has been widespread various means and methods of psychotherapeutic, psycho-correctional influence on the personality. This is, for example, socio-psychological training, the main purpose of which is to teach a person to better cope with his life problems, successfully solve business and personal problems, establish normal, conflict-free and emotionally favorable relationships with other people.

parenting method(from the Greek "methodos" - "way") the way to achieve a given goal of education. With regard to school practice, one can even say that methods these are ways of influencing the consciousness, will, feelings, behavior of pupils, recognized to develop in them the qualities set by the goal of education.

Education methods modern science names the methods of interrelated activities of educators and pupils, aimed at solving the problems of education. This corresponds to the humanistic understanding of the process of education as a joint activity of teachers and students and the basic law of education: to educate by organizing the activities of pupils. As you can see, the educator is still the organizer of the pupils' activities, and teachers have always understood this. From this point of view, the methods of education should be understood as a set of specific methods and techniques of educational work that are used in the process of organizing a variety of activities of students to develop their need-motivational sphere, views and beliefs, develop skills and habits of behavior, as well as for its correction and improvement in order to form personal properties and qualities

The method of education of parts is a set of its constituent elements (details), which are called methodological techniques. Techniques do not have an independent pedagogical task, but are subordinate to the task pursued by this method. The same techniques are often used in different methods.

Methods can be interchanged with various techniques.

Since the educational process is characterized by the versatility of its content, as well as the extraordinary consistency and mobility of organizational forms, the whole variety of methods of education is directly related to this. There are methods that express the content and specificity of the upbringing process; other methods are focused directly on educational work with younger or older students; some methods represent work in specific situations. It is also possible to single out general methods of education, the scope of which extends to the entire educational process.

The classification of general methods of education directs the process of finding general and special laws and principles and thereby contributes to their more rational and effective use, helps to comprehend the purpose and specific features inherent in individual methods.

The classification of general methods of education includes:

1. Methods for the formation of personality consciousness (such as conversation, story, discussion, lecture, method example);
2. Methods of organizing activities and forming the experience of the collective behavior of the individual (training, instruction, the method of forming educational situations, pedagogical requirements, illustrations and demonstrations);
3. Methods of initiating and motivating the activity and behavior of the individual (cognitive game, competition, discussion, emotional impact, encouragement, punishment, etc.);
4. Methods of control, self-control and self-evaluation in the process of education (competition, encouragement, punishment).

In the actual circumstances of the pedagogical process, the methods of education are presented in a complex and contradictory integrity. The organization of the use of methods in the aggregate, in the system, is in a preferential position over the use of disparate, separate means. Of course, they can be used separately at any particular stage of the pedagogical process.

The choice of method search for the optimal way of education.

Optimal it means the most profitable way, allowing you to quickly and easily achieve the intended goal

The choice of method of education depends on:

• From the purpose and task of education
• From the content of education
• From age features schoolchildren
• From the level of formation of the team
• From the individual, personal characteristics of schoolchildren
• From the conditions of education
• From the means of education
• From the level of pedagogical qualification
• From the time of education
• From expected end results

When choosing different methods of education in your practical activities it is necessary to be guided by the goals and objectives of education, as well as its content. Laying the foundation for a specific and established pedagogical task, the teacher must decide on his own the question of which methods will be in priority. For example, such methods can be a demonstration of labor skills and abilities, a positive sample or exercise, etc. Such a choice depends on many circumstances and conditions, and in each of them the teacher prefers the method that he finds most appropriate in this situation. .

The method of education as such cannot be defined as good or bad. The fact is that not the methods themselves are taken as the basis of the educational process, but the system of methods. Any single pedagogical tool or method cannot be defined in any situation as absolutely useful, but the best remedy and the method is bound to be the worst in some particular cases.

2.3 Features of education.

To determine the peculiarity of the educational process means to find and designate what this subject is among a number of others.

The main feature of education is that it belongs to social phenomena and acts as one of the factors in the life and development of society. From a social point of view, education is the purposeful preparation of the young generation for life in this and future society, carried out through specially created state and public structures, controlled and corrected by society. For example, the creation of a network of educational institutions is one of the manifestations of education as a social phenomenon.

The psychological coverage of upbringing has its own content, because psychology notes in upbringing an appeal to the ability of a young person to reflect the world around him in consciousness, and, from a psychological point of view, upbringing can be analyzed as a process of purposeful development of a person’s ability to reflect the world and interact with the world.

Education is an element of universal human culture and it is subject to study from a culturological standpoint. Only then will this process appear before us as purposeful assistance to the child as he enters modern life.

The main feature of education is activity active form the relationship of the subject to the object in which the truth of the formation of man is comprehended and studied.

The professional theoretical thinking of the teacher allows us to consider the features of education as a systemic phenomenon that affects the organization of everyday pedagogical work with children. The theoretical level of the teacher's thinking makes it possible to grasp the reality of life, revealing in something that can serve as a factor in the development of the individual.

In order to master the methodological level, the teacher is forced to learn how to extract from his experience all the wealth of mankind's achievements - material and spiritual.

The methodological side of pedagogical activity often overshadows the theoretical one, and professional efforts are directed more towards finding the content, means and forms of the educational process, although the overall picture of education should correspond to the laws of the world. A high educational result is obtained by those teachers who manage to work at the theoretical and methodological levels.

CONCLUSIONS ON THE SECOND CHAPTER.

Thus, analyzing the second chapter, we can draw the following conclusions:

Pedagogical work is one of those that can be called theory in action. Theoretical foundations of pedagogical activity principles, forms, methods of education and upbringing for the uninitiated practical work to a person seem to be abstract abstractions. It is important to know that all pedagogical events do not take place in isolation from life, but in the pedagogical system. The solution of professional pedagogical problems requires the teacher to have initial knowledge about the pedagogical system.

The system of educational work is most often understood as a set of some educational activities, forms, activities, selected purposefully.

Regularities are the main element of pedagogical theory. Regularities are objective and unchanging. On the basis of the laws of development and education, the principles of education are developed.

Principle a position arising from the purpose of education and from the nature of education. Principle bridge from those O rii into practice. Its implementation embodiments of theoretical foundations. That's why the level A scientific and theoretical thinking is immediately revealed, it is worth getting acquainted with the principles of a teacher working with children.

The process of education is determined by the socio-economic needs and opportunities of society.

The upbringing of a developing personality occurs only in the process of including it in activity and communication. A person does not develop outside of activity and communication.

Methods of education these are ways of professional interaction between a teacher and students in order to solve educational and educational problems. Methods are a mechanism that ensures the interaction and relationship between the educator and pupils.

The choice of parenting methods is not an arbitrary act. It necessarily depends on certain regularities, in a number of which the goal, content and principles of education, as well as the specific pedagogical task and situations of its resolution, taking into account the individual characteristics of pupils, are of central importance.

CONCLUSION

Summing up the work on term paper, guided by the fundamental concepts of educational aspects, the following conclusions were formed:

1. The formation of personality is not accomplished in one act, but proceeds procedurally, as a movement caused by causes, passing through its stages, having its own pace, its own history. This movement is long. It exists as long as there is change in the personality. And upon reaching adulthood, the formation does not stop, because social reality changes, the position of the individual in society changes, which means that his social role undergoes changes, and life experience forces the individual to rebuild something in his relationship with the world. Stopping the formation of personality - the death of personality; after all, the way a person exists in her interaction with the social world, when she communicates with other people, expresses her opinion about social events, creates material or spiritual values ​​for society, comprehends the course of history, evaluates the significance of certain objects for human life. Only in a social environment does a person exist and in this environment he asserts his Self.
2. A person is a holistic personality and in every act of life expresses his social entity. Not separate relationships are manifested in a separate act, not one quality of a person finds its form in one act, but the whole system of human relations with some dominance of one. Education cannot ignore this. And in every educational work, one should plan an exit to a holistic personality with its moral, political, aesthetic, legal, and other relations. An integrated approach involves the study of personality, aimed at promoting the formation of a holistic personality, taking into account the level of its physical, mental, social development, and not individual aspects of its manifestation. And the moment of arrival at school, and the lesson, and educational work, and the subject-spatial environment of students at school - all this at once has an educational impact on all social relations of the individual.
3. A person becomes a person only by being involved in social relations and assimilating social experience. Relations is an expression of certain connections between objects and phenomena. Man is a social being, and, above all, we will be interested in social relations. We cannot imagine a person outside of interaction with other people, various aspects of the surrounding world, outside of activity, i.e. way of actively transforming reality. Relationships between people are essentially a social form of activity, and social relations are inseparable from activity. A person is included in social relations through the influence of the environment, through training, through upbringing. But if the environment acts spontaneously on a growing person, then education and upbringing is a purposeful and consciously organized process of including a child in a variety of activities.
4. The result of inclusion in social relations and various activities will be the appropriation of social experience, where knowledge, scientific ideas, skills and abilities are acquired through training, and relationships (to a person, to society, to the Motherland, to work, to nature) through education. The formation of upbringing, behavior, feelings, etc., is a means of shaping the future relationship of a person with other people and various aspects of the world.

Thus, only when in educational work we act taking into account personal, activity, relational and complex approaches, and all types of activities interpenetrate and influence each other, education will be effective.

LIST OF USED LITERATURE

1. Russian Pedagogical Encyclopedia. T. 1. - M., 2008
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6. Azarov, Yu.P. The art of educating: book. for the teacher. M.: Enlightenment, 2008
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9. Bespalko V.P. On the possibilities of a systematic approach in pedagogy / Soviet Pedagogy. 2010. - No. 7.
10. Bespalko V.P. Fundamentals of the theory of pedagogical systems Voronezh: VSU,
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17. Vulfov, B. Z. Seven paradoxes of education / M .: New School, 2008
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33. Sukhomlinsky, V. A. I give my heart to children. Birth of a citizen. Letters to my son [Electronic resource] / http://lib.ru/KIDS/SUHOMLINSKIJ/serdce.txt
34. Ushinsky, K. D. Collected works [Text] / K. D. Ushinsky. M. L.: [b. i.], 1950. T. 3.
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SECTION IV

FORMING A CULTURE OF PERSONALITY. LANGUAGE CULTURE

UDC 37.0+316.7

A. M. Mudrik EDUCATION AS A SOCIAL PHENOMENON

An analysis of scientific and pedagogical literature shows that there is no generally accepted definition of education. One explanation for this is its ambiguity. Modern researchers consider upbringing as a social phenomenon, as an activity, as a process, as a value, as a system, as an impact, as an interaction, as a management of personal development, etc. Each of these definitions is fair, because each reflects some aspect of education, but none of them allows us to characterize education as a whole as a fragment of social reality.

An analysis of mass pedagogical literature, normative documents, pedagogical practice and everyday ideas of teachers, both practitioners and theorists and methodologists, shows that in fact, education (regardless of declarations) is understood as work carried out with children, adolescents, boys, girls outside the learning process . Therefore, it is no coincidence that in domestic pedagogy one of the cross-cutting problems has been and remains the problem of ensuring the unity of education and upbringing, which has not found a satisfactory solution.

In reality, education (even in the ordinary sense of the word) takes place not only in educational institutions(even if they include everything in the world, including kindergartens and orphanages). A much larger number of structures of society are engaged in education than education. The essence, content, forms, methods of education in various types and types of organizations are very diverse and sometimes quite specific.

In accordance with the specific functions and values ​​of the organizations and groups in which it is carried out, it is possible to propose a definition of the types of education that exist in social reality.

Family education is a more or less meaningful effort of some family members to nurture others in accordance with their ideas about what their son, daughter, husband, wife, son-in-law, daughter-in-law should be like (in passing, we note that if spontaneous socialization goes into all families, then family upbringing is a relatively rare phenomenon).

In the process of religious education, believers are nurtured by purposefully and systematically instilling in them (indoctrination) a worldview, attitude, norms of relations and behavior that correspond to the dogmas and doctrinal principles of a certain confession.

Social education is carried out in specially created educational organizations (from orphanages and kindergartens to schools, universities, centers social assistance etc.), as well as in many organizations for which the function of education is not a leading one, but often has a latent character (in army units, political parties, many corporations, etc.). Social education is the cultivation of a person in the process of systematic creation of conditions for his positive (from the point of view of society and the state) development and spiritual and value orientation.

The understanding of social education as the creation of conditions for the development and spiritual and value orientation of the individual comes from the priority of the individual over society and its segments; objectively relies on the subjectivity and subjectivity of the educated, because the conditions are not directive, but require an individual choice and decision-making from a person, suggest greater or lesser opportunities for self-awareness, self-determination, self-realization and self-affirmation.

The state and society also create special organizations in which correctional education takes place - the cultivation of a person who has certain problems or deficiencies in the process of systematic creation of conditions for his adaptation to life in society, overcoming or weakening developmental shortcomings or defects.

In countercultural organizations - criminal and totalitarian (political and quasi-religious communities), dissocial education takes place - the purposeful cultivation of people involved in these organizations as carriers of deviant consciousness and behavior.

parenting like general category can be defined as a relatively meaningful and purposeful cultivation of a person in accordance with the specific nature of the groups and organizations in which it is carried out.

“Meaningful cultivation” is congruent to the described fragment of social reality, because they grow up in the family, and in the parish, and at school, and in the gang, and other organizations. It is quite correct etymologically. And, finally, it includes or significantly overlaps most of the definitions mentioned at the beginning of the article - impact, activity, interaction, management of personality development, etc. However, in the cultivation of a person in the process of educating one or another type, these and other characteristics play a different role and are combined in different ways (for example, in cultivation in the process of dissocial education, influence prevails, and in social education, the predominance of interaction when using influence is desirable, etc.).

Education as a relatively socially controlled socialization differs from spontaneous socialization in at least four ways.

First, spontaneous socialization is a process of unintended interactions and mutual influences of members of society. At the core of education is social action, i.e. action: aimed at resolving problems; response-oriented behavior

partners; involving a subjective understanding of the possible behaviors of people with whom a person interacts (M. Weber).

Secondly, spontaneous socialization is a process of learning, i.e. unsystematic mastery of a person (in interaction with numerous social factors, dangers and circumstances of life) due to language, customs, traditions, everyday morality, etc.: a) repertoires of behavior (B. Skinner); b) the ability to represent external influences and the response to them symbolically in the form of an “internal model of the external world” (A. Bandura). Education, along with elements of learning, includes the learning process - the systematic teaching of knowledge, the formation of skills, abilities and ways of knowing, familiarization with norms and values. It should be emphasized that training is present in all types of education, differing in volume, content, forms and methods of organization.

Thirdly, spontaneous socialization is an increte (continuous) process, since a person constantly (even while in solitude) interacts with society. Education, on the other hand, is a discrete (discontinuous) process, because it is carried out in certain organizations, that is, it is limited by place and time (I wrote about this back in 1974).

Fourthly, spontaneous socialization has a holistic character, because a person, as its object, experiences the influence of society on all aspects of his development (positive or negative), and as a subject, to one degree or another, consciously adapts and separates himself in society in interaction with the whole complex of circumstances of his life. Education is actually a partial (partial) process. This is determined by the fact that the family, religious, state, public, educational, countercultural organizations that educate a person have mismatched tasks, goals, content, and methods of education. A person in the course of his life passes through a number of communities of various types that educate him, and at each stage of his life simultaneously enters several of them. Between these communities there is not and cannot be a rigid connection and continuity, and often there is none at all (which is both good and evil in this or that case).

Education in various types of organizations, unlike spontaneous socialization, gives a person a more or less systematized experience of positive and / or negative interaction with people, creates conditions for self-knowledge, self-determination, self-realization and self-change, and in general - for the acquisition experience of adaptation and isolation in society.