Social education as a social pedagogical phenomenon. Education as a socio-pedagogical phenomenon, system and process. Personality formation in the educational process
Education played an important role in the inclusion of the younger generations in social life, in a system of relations based on mutual support and mutual assistance, and joint compulsory labor. It was necessary to form in children attitudes corresponding to the spirit of primitive collectivism, to educate them in the appropriate direction, which was partly done by life itself, and partly by special pedagogical intervention. At the same time, the approval by the elders of one form or another of the children's behavior should, of necessity, take the character of a permission, and disapproval - a prohibition of the corresponding type of action. In the primitive communities of hunters and gatherers, an extremely low level of development of productive forces, the absence of a surplus product, and therefore the possibility of exploitation, determined the unity of interests of an individual and the team as a whole, the need for joint work, the dominance of public ownership of the means of production, social and property equality of all people. . This led to the fact that education acquired a social character, which consisted in the fact that: firstly, in primitive communities, all children without exception were brought up equally; secondly, the whole community, each of its members, took care, as necessary, of the upbringing of each child; thirdly, all children were prepared for activities for the benefit of the community, brought up in the spirit of subordinating the interests of the individual to the interests of the collective. Differences in education concerned only boys and girls, which was due to the dominance of the system of natural gender and age division of labor.
Ethnographic data on the natives of Australia, the Bushmen of Africa, the Indians of Tierra del Fuego, and others, the tribes most backward in their social development, as well as data from archeology and folklore, make it possible to reconstruct the education of hunters and gatherers in primitive communities. In the first years of life, adults introduced the child into the system of relations between people, told him information about the world around him, taught him to use various objects, to perform certain actions. This was carried out in the process of active inclusion in life. Children observed, copied the actions of adults, an important place in education belonged to the game. With the help of the game, the social, industrial, and everyday life of the community was modeled. Under the guidance of adults, the children imitated their behavior in various social roles (hunter, warrior, snake-catcher, etc.).
The general model of upbringing in the primitive community looked like this: for the first 3-4 years, the child is raised by the mother; from 3-4 years old, children begin to help with the housework; at 6-8 years old, education is divided by sex; from 9-11 years old, preparation for initiation begins; at the age of 13-15 passing through initiation. The rite itself, in essence, was defined as the death of childhood and the birth of adulthood, while the boy, as a rule, received a new name, an exam for social maturity, a ceremony for initiating children into full members of the primitive collective. By the age of 9-11, when children acquired the necessary social attitudes, the most important knowledge, skills and abilities ( personal experience) production activities, they began to prepare for initiations. Boys and girls studied separately in special places ("youth houses"). This was done by specially selected people - the most dexterous, skillful, strong, etc. - those who had a rich experience of life, which they could pass on to young people. An example worthy of emulation the best people should be engaged in the appropriate training of young people. The boys improved in hunting, making tools, learned to endure hardships, developed strength and dexterity, brought up will and courage. The main methods of preparation are exercises, a game, an example, a demonstration, independent work, a test.
The initiation ceremony took place when the children were 13-15 years old, the whole community participated in it, it lasted several days. The festivities began with painting, ritual actions (bonfire, dancing, sacrifice, etc.). Then an examination was held for adulthood, when the subject had to complete the task (for example, to catch a fish with three hands) and demonstrate patience, dexterity, endurance (thirst, pain). During the initiation, the last ban (taboo) on beliefs and rituals was lifted. Those who passed the tests became full members of the community, those who did not pass them were ridiculed and sent for retraining. The whole community took the exam itself. She had to make sure how well and reliably young people learned the social rules and norms of behavior, relationships with adults and the elderly; their adherence to religious beliefs and rituals; the ability to independently provide for and protect the life of one's own and fellow tribesmen. The system of training the younger generations seemed to close naturally: the community began this training, and it also ended it by passing the exam for social maturity. This action tested and consolidated in them the necessary value bases and guidelines that met the interests of the entire primitive collective.
The high efficiency of spontaneous social education was ensured by a powerful factor - the unity of the requirements imposed on the younger generations by the community, educators, and life itself; the steadfastness and stability of these requirements, formed by thousands of years of tradition; the main thing is that the community itself lived according to these principles, strictly implemented them. Social orphanhood and homelessness were excluded: all children are our children. This caring and benevolence, love, which was demonstrated by the entire adult population of the community in relation to all children, constituted a powerful emotional and value-based foundation of socialization, causing its high efficiency.
The development of productive forces, the division of cattle breeding and agriculture led to the disintegration of the primitive community, the social division of labor, the emergence private property on the means of production, and consequently, social inequality. A neighborhood community is formed, based on a monogamous family. The main subject of socialization was the family, headed by the father, as well as the emerging estates (priests, rulers, warriors, farmers, cattle breeders). The social status of a person was determined by his economic condition and belonging to social group. If in the primitive community there were three groups - children, adults and the elderly, then in the neighboring community social strata no longer appear according to age - priests, etc. Taking care of the continuation and strengthening of their family tree, the family (father, first of all) passed on their profession to children. Vocational training included not only the transfer of industrial knowledge and skills, but also the norms of social behavior, religious ideas, worldviews - views, ideas, beliefs.
The emergence of property and social inequality, the gradual fragmentation of communities into families that turned into independent economic cells, led to a change in the nature of education, which from universal, equal, controlled by the community, began to turn into a family class. The main functions of education, goals, content and forms were increasingly different for the emerging priesthood, leaders, warriors and the bulk of the working population, concentrating in the family.
With the disintegration of primitive society, primitive collectives began to lose their previously unconditional right to children, which increasingly became the property of the emerging family headed by the father. The circle of people who took an active part in the upbringing of children narrowed, they became mainly mothers and heads of families.
The social position of children began to determine their position in educational process. This was explained, firstly, by the need to ensure that the representatives of each particular group mastered the various elements social experience, for example, the experience of handicraft production for artisans, and in some cases - to prevent the assimilation of these elements by representatives of other groups, for example, sacred priestly knowledge. Secondly, the need to consolidate from generation to generation the unequal social position of various groups and, accordingly, their representatives in the community. Thirdly, the various material opportunities that each social group had for raising children.
The upbringing of ordinary community members was carried out in non-institutionalized forms in the process of everyday communication between older and younger generations. Their pedagogical ideal was based on labor as the highest social and moral value. The emergence of a professional craft required skilled workers, which led to the emergence of a craft apprenticeship. The craftsman taught his son or a teenager who entered his teaching the craft, gradually including him in the productive process. At the same time, the content of education was not only industrial knowledge and skills, but also norms of behavior, worldview attitudes, and religious ideas specific to a given social stratum.
The upbringing of representatives of the emerging privileged social groups differed significantly from the upbringing of children and adolescents of the general mass of community members. Future priests received intellectual training, mastered religious rituals and knowledge, considered sacred, inaccessible to the "uninitiated"; Soldiers received special military training. At this stage of human history, initiations gradually lost their universal character and turned into an institution for educating the social elite.
About IX-VII thousand years BC. in Asia Minor, Western and Central Asia, the formation of a productive agricultural and cattle-breeding economy began, which gradually led to the emergence of a social division of labor, the decomposition of the primitive society and the formation of a slave-owning society. As a result, the direct life activity of the child and his preparation for an adult social role begin to move more and more away from each other. The stratification of society leads to a discrepancy between the goals of education, as well as the value orientations of various social groups.
In the late forms of the primitive community (7-5 thousand years BC), along with traditional activities - hunting, gathering, etc. - Agriculture and cattle breeding begin to develop. With the complication and change of economic and social ties, a new subject of socialization is born - the family. The prohibition of marriages within one kindred group (exogamy) led to a new organization of tribal society, the basis of which was a monogamous (paired) family. family form organization of education becomes the main in the process of socialization.
The growing division of labor necessitated a certain specialization in the education and upbringing of children. The main tasks of social education - the transfer of material and spiritual culture - were associated with the transfer of the profession from father to son. Vocational education becomes the property of the family and the corresponding social stratum, is carefully guarded and forms the basis of socialization: through the mastery of a profession, the development of the strengths, abilities and capabilities of the individual takes place; in professional activity, the personal potential of the individual is self-realized. The functions and social purpose of initiation are significantly changing: it retains elements of the former equality and universality, but the privileged classes (priests, military leaders, etc.) already have closed forms of initiation, where they are transferred special knowledge and skills that ensure their consolidation in corresponding social stratum, special rights and powers.
Education as a social phenomenon, pedagogical process, pedagogical system and pedagogical activity. The pedagogical category "education" is considered by us in several aspects: as a social phenomenon, as a pedagogical process, as a pedagogical system and as a pedagogical activity.
parenting like social phenomenon involves the interaction of society and man, aimed at the transfer of social experience by the older generation to the younger generation as the basis for the development and self-development of the human personality.
Characteristics of education in this context are social in nature (a reflection of the characteristics of the social development of mankind as a whole); historical character (reflection of the tendencies and features of the macrosociety in different epochs of its socio-historical development); the specific historical nature of education (a reflection of the specifics of the development of the meso-society and micro-society at a specific historical stage of development).
Functions of education consist in stimulating the development of the essential forces of the individual, creating an educational environment, organizing interaction and relationships between the subjects of education. In other words, they are usually called developing, educating, teaching and corrective functions of education.
parenting like pedagogical process is a set of consciously controlled and consistently unfolding in time pedagogical interactions of educators and pupils, aimed at the development and self-development of the child's personality. Under educational interaction is understood as a deliberate contact between the educator and the pupil, which results in mutual changes in their behavior, activities and relationships. Education, like any socio-pedagogical process, is characterized by certain patterns (purposefulness, integrity, consistency, determinism, continuity, discreteness, openness, consistency, manageability) and the presence of stages (goal setting, planning, goal realization, analysis and evaluation of the results of education). The structure of the educational process is shown in Figure 1.
Rice. 1. Stages of the educational process.
The system-structural approach to the analysis of the essence of the educational process allows us to consider education as a pedagogical system.
parenting like pedagogical system is a set of components that ensures the unity and integrity of the studied social phenomenon. The components of the educational system are: the goal, the subjects of education (educator and pupil), interactions and relationships between them, activities and communication as the main areas of interaction, content, methods and forms of educational interaction.
The education system is not just a set of components of the phenomenon, object or process being studied, but structure(lat. “arrangement, order”), i.e. strict orderliness and interconnection of elements among themselves, reflecting the integrity of the educational process. The structure of education reflects the most stable recurring cause-and-effect relationships of the components of the system, which in other words are called regularities education.
Patterns, in turn, are concretized in the principles of education, i.e. in the basic provisions, requirements or rules of the educational process.
The leading laws and, accordingly, the principles of the educational process are:
the relationship between the goals, content and forms of education (purposefulness of education);
The natural connection between education, development, upbringing and training (the holistic nature of upbringing);
the relationship between upbringing and activity (active nature of upbringing);
the relationship between education and communication (humane-communicative nature of education);
the relationship between upbringing and the natural predestination of the child (the natural character of upbringing);
the relationship between the upbringing of a child and the level of cultural development of an ethnic group or region (the culturally appropriate nature of upbringing).
The following figure reflects the characteristics of education in all its aspects (Fig. 2).
Rice. 2. Characteristics of education.
Summarizing the above, it is important to emphasize the need to master the basics system-structural analysis, which involves the identification of the components of the educational system and the definition of structural relationships that ensure its integrity, identity and preservation of the basic properties of education under various external and internal changes.
parenting like pedagogical activity is a special type of social activity of the educator in the process of interaction with pupils, aimed at organizing the educational environment and managing various types of activities of pupils with the aim of developing and self-development of the individual. The success of education largely depends on the degree of mastering by teachers of such types of educational activities as diagnostic, constructive, organizational, communicative, motivational-stimulating, evaluative-reflexive, etc. The functional model of education and types of pedagogical activity are shown in fig. 3.
Rice. 3. Education as a pedagogical activity.
One of the options for specifying the types of activities of the educator in pedagogical skills is also presented on the Map of the student's readiness for educational activities (Appendix 4).
The structure of socio-pedagogical categories. Education is closely interconnected with such socio-pedagogical categories as socialization, adaptation, individualization, integration, education, training and development of the child.
The path of the psychological and biological formation of a person as a social subject is usually called socialization. Under socialization(lat. "public") refers to the process of appropriation and reproduction by a person of social experience, cultural values and social roles of society. The adaptation of a person to the norms and values of society is usually called adaptation(lat. "device"). It is characterized by the predominance of elements of spontaneity in the process of mastering social experience and cultural values of society (socialization).
Factors- external, operating conditions of socialization are: megaenvironment (Space, planet, world), macroenvironment (country, ethnic group, society, state), mesoenvironment (geographical and climatic conditions of the region, ethno-national characteristics, language environment, mass media, subculture and etc.); microenvironment (family, school, class, friends, neighborhood, etc.).
In the process of social formation of a person, a significant role is played by integration- the entry of the individual into the social environment, the system of social values and finding his niche in the system of social relations. Recognition of the individual as an absolute value in the system of universal values allows us to consider the integration of a person into society not so much as an end in itself, but as a condition individualization person, i.e. maximum personalization, striving for autonomy, independence, formation of one's own position, value system, unique individuality.
This triad of stages of socialization (adaptation - integration - individualization) will be one-sided and ineffective without considering specially regulated, managed and organized processes of education, upbringing and training (Fig. 4). The next section of the lecture material is devoted to the analysis of pedagogical categories ("accelerators" of socialization and development of the child's personality).
Rice. 4. The structure of socio-pedagogical categories.
The place of education in the hierarchy of pedagogical categories. A purposeful, consciously regulated process of appropriation by a person of social experience, a system of cultural values and social roles of society is commonly called education(Russian "sculpture, creation of an image"). Education is characterized by the predominance of elements of manageability and organization, carried out through a system of various institutions and social institutions. In this context, education can be called the controlled socialization of the child's personality.
The success of socialization and, accordingly, education depends on two interrelated processes: upbringing (Russian “upbringing, nourishing, nourishing”) and training (Russian “training, arrangement”). Under upbringing most authors imply a purposeful process of creating favorable conditions for successful socialization, development and self-development of a person's personality. The leading conditions for education include the creation of an educational environment, which includes a prosperous family, a friendly team, public organizations, creative centers, subject environment; organization of educational activities on the basis of gaming, intellectual-cognitive, labor, social, communicative activities; the formation of humane communication in the process of interaction with people, books, music, painting, mass media; formation of a socially positive information environment by means of books, nature, culture, subculture, multimedia, film production and television. The main meaning of education is the transformation of external factors of socialization (mega-, macro-, meso-, microenvironments) into internal conditions and prerequisites for the education and self-education of the child's personality. Below are the socialization factors transformed into the conditions for educating the child's personality (Fig. 5).
Rice. 5. Transformation of factors of socialization into conditions of education
Education in this context, it is interpreted as a purposeful process of organizing the successful development of social experience, methods of activity and social behavior by children. Education is characterized by a high degree of regulation of the process of socialization in terms of content, organizational, technical, temporal and other aspects.
AT 
Ultimately, the strategic goal and the leading criterion for the success of the interrelated processes of socialization, education, upbringing and training is development(Russian “development, unraveling, spreading”), which involves internal and external changes in a person under the influence of the social environment and his own activity (Fig. 6).
Rice. 6. Hierarchy of pedagogical categories
Thus, the structure of the socio-pedagogical categorical apparatus allows us to see that, firstly, all the efforts of society are aimed at the socialization and development of the child's personality, and secondly, education plays a key role in the process of his socialization. It is the upbringing of the child's personality that is the goal, condition, leading criterion and result of the educational process. In the field of education, as well as in the field of medicine, mistakes and omissions are unacceptable. Each pedagogical idea, plan or idea must be theoretically substantiated, technologically developed and tested before being embodied in the practice of the school. The final part of this lecture is devoted to the methodological and theoretical substantiation of the upbringing process.
Methodological substantiation of the process of education. In the methodological substantiation of the theory of education, we proceed from the four-level gradation of the methodology of E.G. Yudin. It includes philosophical, general scientific, specifically - scientific and technological levels of pedagogical methodology.
At the philosophical level, we rely on the theoretical provisions of the dialectical approach to education, which contributes to the objective knowledge and transformation of the phenomena and processes of pedagogical reality. However, this does not mean that the modern school is alien to, for example, some theoretical provisions of the existentialist approach, cultivating the inherent value of the subjective world of a person, its unique uniqueness, the priority of inner freedom of choice and personal responsibility for one's choice in life. Or, say, the philosophical provisions of idealism (neo-Thomism), based on a deep belief in moral values of a person, his aspirations for spiritual self-improvement, also find understanding in the pedagogical environment of Russian general education schools. Building the philosophical foundation of the educational system or concept, the school's authors, as a rule, select the best from the theoretical heritage of scientists-philosophers.
The general scientific level includes a diverse palette of approaches to revealing the essence of the phenomena of objective reality. This can be seen even in a simple example of a graduate's choice of the medical profession, which can be justified from the standpoint of several theoretical approaches (A.S. Belkin). From the standpoint of the psychodynamic approach, Sigmund Freud would explain this choice as the result of curiosity about sex suppressed in childhood. From the standpoint of an individualistic approach, Alfred Adler would explain this choice as an attempt to compensate for his childhood inferiority. Burres Skinner, from the standpoint of a behaviorist (teaching-behavioral) approach, would see in this choice the result of learning-accustoming parents-doctors. And, finally, from the standpoint of a humanistic approach, Abraham Maslow would justify this choice by the graduate's needs for self-actualization, the need to be who he wants, what he will do best. This justification is most consistent with our ideas about the humanistic approach to education. Taking it as the basis of the theory of education, we, along with it, emphasize the importance of systemic, anthropological, cultural, axiological and other approaches that contribute to a humanistic understanding of the essence of the child.
The third, concrete-scientific (pedagogical) level of methodology is represented primarily by personality-oriented and activity-based approaches.
The fourth, technological level of methodology is characterized by the operational support of pedagogical ideas, approaches, systems and concepts in the field of education.
Below is a diagram of the levels of the methodological substantiation of the educational process and the definitions of the leading approaches to education (Fig. 7).
Methodology of education
Rice. 7. Methodology of education
Summarizing all of the above, we once again emphasize the conclusion that upbringing is the leading factor in the socialization and development of the child's personality. The key meaning of education is the creation of conditions for the development of the child's natural predestination, its uniqueness and personal self-fulfillment.
Open three main directions in pedagogy and psychology on the problem of personality development.
One of the most difficult and key issues pedagogical theory and practice is the problem of personality and its development in a specially organized conditions. It has various aspects, therefore it is considered by different sciences: age-related physiology and anatomy, sociology, child and educational psychology, etc. Pedagogy studies and identifies the most effective conditions for harmonious development personality in the process of training and education.
In foreign pedagogy and psychology, there are three main areas on the problem of personality and its development - biological, sociological and biosocial.
Representatives of the biological direction, considering the personality as a purely natural being, explain all human behavior by the action of the needs, drives and instincts inherent in him from birth (S. Freud and others). A person is forced to obey the requirements of society and at the same time constantly suppress natural needs. In order to hide this constant struggle with himself, he "puts on a mask" or dissatisfaction of natural needs is replaced by employment in some kind of activity.
Representatives of the sociological trend believe that although a person is born as a biological being, however, in the course of his life he gradually socializes due to the influence on him of those social groups with which he communicates. The lower the level of development of a personality, the brighter and sharper its biological features are, first of all, the instincts of possession, destruction, sexuality, etc.
Representatives of the biosocial direction believe that mental processes(sensation, perception, thinking, etc.) are of a biological nature, and the orientation, interests, abilities of the individual are formed as social phenomena. Such a division of personality can in no way explain either its behavior or its development.
Education in the broad sense of the word- the impact on the personality of society as a whole (identifying upbringing with socialization);
Education in the narrow sense of the word- purposeful activity designed to form in children a system of personality traits, attitudes and beliefs; local option - the solution of a specific educational task (for example, the education of collectivism, social activity, etc.). In modern pedagogical literature, there are various definitions of the concept of "education":
- preparing the younger generation for life;
- a specially organized pedagogical influence on a developing personality with the aim of forming in her certain social properties and qualities;
- the process of purposeful formation of personality;
- purposeful management of the process of personality development, etc.
If we analyze the definitions of the concept of education, we can state that it is often identified with the concepts of "socialization", "formation", "development". In order to clarify the essence of education, it becomes necessary to separate these concepts.
Education is also understood as an educational process, education itself, in order to separate educational activities from learning and other influences; as direction educational work(moral, ecological, civil, patriotic, etc.), as an assessment of the level of a person’s culture (he received a good upbringing).
AT modern pedagogy Another concept of education appears: multicultural education, which involves taking into account the cultural and educational interests of various national and ethnic minorities and solves the following tasks:
– human adaptation to the values of multinational cultures;
– formation of an understanding of the equivalence of cultures different peoples and nations;
- Learning how to interact with people different traditions;
- Orientation to the dialogue of cultures.
The development of the concept of education led to the identification and characterization of a number of its aspects: types, types and models of education.
There are two types of parenting:
- the first is based on the natural division of labor and corresponds to the socio-cultural essence of the primitive era;
- the second, arose as a result of the social division of labor, property and social inequality, which led to the differentiation of the goals of education and the ways of their implementation in different social groups.
Types of education are classified according to the nature of educational goals and ways to achieve them:
- on an institutional basis, they distinguish: family, school, out-of-school, confessional (religious), education at the place of residence, education in children's and youth organizations; in specialized children's institutions (boarding schools, orphanages, etc.);
- according to the style of relations between the educator and the pupil: authoritarian, democratic, liberal.
Parenting Models:
1. The technocratic model is based on strict management and control over the pupil, the technological organization of the educational process, its reproducibility and obtaining desired result, first of all, in behavior in various social situations. Education is understood as the formation of the type of behavior of the educated person with the help of a developed system of reinforcements.
2. The societal model is based on a certain system of values inherent in a given social group or society. All other values are recognized as false. For example, religious, communist, nationalist model, etc.
3. Idealistic model - education as the creation of such an environment for the educated, thanks to which the eternal and unchanging ideas embedded in the soul would form a full-fledged personality (Plato, T. Mor, T. Campanella, I. Pestalozzi, etc.).
4. Pragmatic model - teaching pupils to solve real life problems and the achievement of success in life, the transfer of only useful knowledge in life, focused on the practical application of knowledge, the focus of education on the individual self-development of the pupil.
5. The humanistic model is organized on the basis of interaction, taking into account the personal and individual characteristics of the pupil, accepting him as he is, creating an atmosphere of trust, support and protection. The main personal factors in the development of an individual, from the point of view of humanistic pedagogy, are self-development, self-education, self-education, self-training. Also in pedagogy there are various interpretations and concepts of the “education process”:
- this is an organized, purposeful management of the education of schoolchildren in accordance with the social order;
- this is the process of formation, development of the personality, which includes both purposeful influence and self-education;
- this is an effective interaction (cooperation) of educators and pupils, aimed at achieving a given goal, etc.
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 in the first place moral education: "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 environment and unite all positive forces around itself, organize them and direct them to the upbringing of children, to the fight against what hinders 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 "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. So, family education family, religious - confession, etc.
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 organization, 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 "selfhood" 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. KD Ushinsky noted that upbringing 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, expression of activity, which ensures the orientation of the individual and helps the formation of guidelines for behavior), mutual understanding (willingness to comprehend individual characteristics others and the expectation that he himself will be adequately identified by others), cooperation (joint and valuable activities for the participants), support (assistance to the child in revealing his 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 impact 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.
Togliatti State University
Distance Learning Institute
Test
According to theoretical pedagogy
On the topic: “The concept of education. Education as a social phenomenon and as a pedagogical process"
group students :
HOBz-331
Tkachenko Evgenia Alexandrovna
Lecturer: Drygina E.N.
Grade ______________________________ _______
Registration number ______________________
The date ______________________________ _________
CONTENT:
- The concept of education;
The process and result of education;
parenting like social phenomenon and as a pedagogical process;
Education of a growing person as the formation of a developed personality;
- Society as a guarantee of proper education;
Nursing process management;
Social factors influencing the formation of personality;
The influence of the team on the upbringing of the child;
Conclusion.
THE CONCEPT OF EDUCATION
The concept of "education" in a broad and narrow sense.
Education in a broad sense is a purposeful, organized process that ensures the comprehensive, harmonious development of the individual, preparing her for labor and social activities.
The concept of "education" in a narrow sense is identical to the concept of "educational work", in the process of which beliefs, norms of moral behavior, character traits, will, aesthetic tastes, physical qualities of a person are formed.
If education in the broad sense includes both the process of cognition of reality and the formation of attitudes towards it, then education in the narrow sense covers only the area of relations and behavior.
The next main category of pedagogy is teaching. This is a systematic, organized and purposeful process of transferring knowledge, skills and abilities to the younger generation, managing its cognitive activity and developing its worldview, a means of obtaining education. The basis of learning is knowledge, skills, and skills, which act on the part of the teacher as the original components of the content, and on the part of the students as products of assimilation.
Knowledge is a person's reflection of objective reality in the form of facts, ideas, concepts and laws of science. They represent the collective experience of mankind, the result of the knowledge of reality.
Skills - the readiness to consciously and independently perform practical and theoretical actions based on acquired knowledge, life experience and acquired skills.
Skills are components of practical activity that are manifested when performing the necessary actions, brought to perfection through repeated exercises.
Communicating this or that knowledge to students, teachers always give them the necessary direction, forming, as it were, the most important worldview, social, ideological, moral and many other attitudes along the way. Therefore, education is educational. In the same way, any upbringing contains elements of learning.
Teaching - educate, educate - teach.
Referring to the reference literature, one can describe education as “a process of systematic and purposeful influence on the spiritual and physical development personality in order to prepare it for industrial, social and cultural activities. Closely related to education and training. Despite the further ideological continuation, it is difficult to argue with such a definition. So let's try to understand it.
The process and result of education.
Two different concepts should be immediately separated - upbringing as a process and upbringing as a result. It is often said that someone is well or badly brought up, received this or that kind of upbringing, meaning by this the total result obtained as a result of the educational process (here upbringing merges with the concept of education). But, in my opinion, in education, it is not the goal to be achieved, but the way to achieve it that is of decisive importance.
A person is educated from birth and almost until death. Although the strength of this educational influence, of course, varies depending on age, social position and status, and so on. Pedagogy as a science of education currently has four paradigms in its arsenal, according to which the educational process is carried out:
- pedagogical;
andrological;
acmeological;
communicative.
What exactly is the result of self-education? Since in the process of education certain relations of the individual with the surrounding society are formed, it would be permissible to say that the result of self-education is a personality. Personality here is understood as a set of socially significant features of a particular person. Here an interesting casuistic question arises - is Robinson Crusoe a person? From a formal point of view, it turns out that Robinson ceased to be a person as soon as he got to a desert island (lack of society) and again became one, having met Friday. Apparently, it should be clarified that the socially significant features of the individual are his properties that do not disappear (at least immediately) with the disappearance of society. On the contrary, the power of Robinson's personality manifested itself precisely in the preservation of society within himself (otherwise he would have simply gone wild). The meaning of self-education, therefore, is the education of such a person who would harmoniously integrate into society.
The concept of the pedagogical paradigm is to educate a person using an external system of coercion, a carrot and a stick. At the same time, it is believed that the educated person cannot realize the meaning of education, assess its necessity in the process of education, therefore, the only way to achieve the task is coercion.
According to the andrological paradigm, the educated is aware of the process of self-education, sets goals for himself and achieves them. In such a scheme, the teacher is assigned the role of an assistant who must support and push a person along this path. The theory of this paradigm has not been formed, here (however, as in pedagogy in general) the phenomenological approach prevails. The concept itself pleases in that the educator and the educator are in an equal position. But here another contradiction arises. In order for the educator to form any goal, it is necessary at least to form a space for him to choose a goal. And in order to make a choice, one should imagine everything from which one has to choose. But this can only be imagined either already in the process or after the end of the process of education. It should be noted that this paradigm is mainly used in higher education, so that education in this case means getting an education.
According to the acmeological paradigm, in the process of upbringing, a person should be given maximum assistance in revealing his individuality, realizing his potential, helping him climb to his own peak.
This approach has a pronounced creative orientation, finds application in the humanitarian spheres, various art and other schools and studios. In relation to a person, maximum individuality is manifested.
The concept of the communicative paradigm provides for communication and mutual improvement of a group of people from the same subject area, approximately the same in terms of development. In the process of mutual communication, there is an exchange of information, knowledge and skills, and the improvement of people. In the scientific field, this is implemented by various symposiums, conferences, seminars, and so on. The communicative paradigm also underlies various group psychological trainings.
Self-education of a person consists in the fact that a person is a self-worth. Human nature has the potential for continuous development, the desire for self-actualization. The main thing in any personality is its aspiration to the future. From this point of view, the past is not the basis for the final assessment of a person as a person. The inner phenomenal world of a person affects his behavior no less (and sometimes even more) than the external world and external influences.
There is nothing more complex and more important than a sober, objective self-assessment. “Know thyself,” taught the great thinkers of antiquity. It is difficult to impartially control your behavior, the consequences of your actions. It is even more difficult to objectively assess one's place in society, one's capabilities, because psychophysiological potential is largely determined by innate genetic inclinations, the type of higher nervous activity and the emotional-volitional sphere. However, systematic and rigorous introspection is necessary, thanks to which a person can count on his spiritual, moral development.
The following types of human education are distinguished:
According to the content of education:
- mental;
labor;
physical;
moral;
aesthetic;
legal;
sexual and gender-role;
economic;
ecological, etc.
- family;
religious;
social (in the narrow sense);
dissocial (asocial);
corrective.
- authoritarian;
free;
democratic.
Social education is the purposeful creation of conditions (material, spiritual, organizational) for human development.
The category of education is one of the main ones in pedagogy. Historically, there have been various approaches to the consideration of this category. Describing the scope of the concept, many researchers single out education in a broad, social sense, including the impact on the personality of society as a whole (that is, identifying education with socialization), and education in the narrow sense - as a purposeful activity designed to form a system of personality traits in children. , views and observations.
Defects in upbringing are a kind of “marriage” of the upbringing process, when, for one reason or another, an individual does not develop some of the ethological stereotypes or, accordingly, certain adaptive norms are not acquired. Educational defects can be relatively harmless, but they can also pose a significant danger, both to the individual himself and to his environment and habitat. The causes of defects in upbringing can be individually or in combination with the following factors:
- health disorders of the individual (individual);
features of the environment, including social;
inheritance of defects in education;
lack of resources;
costs of technology and methodology of education, etc.
Education as a social phenomenon and as a pedagogical process.
Education as a social phenomenon. Category, goals of education in pedagogy. Methodology and methods of education.
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. It ensures social progress and continuity of generations.
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 conformity 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 "Methods of educational work at school", which was used by more than one generation of Soviet students, the following definition is given:
"Education is a purposeful and interconnected activity of educators and pupils, their relationship in the process of this activity, which contributes 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."
Published three years later, the Concise Pedagogical Dictionary of the Propaganda sees education no longer as an activity, but as a process:
"Education - 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 thermological disputes and opportunistic throwing. This is the reality of human existence.
Education is a multidimensional process. Most of it is connected with social adaptation, with 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 activity of the teacher is aimed at shaping the personality of a growing person. Its results are reflected in the appearance of the pupil, in the features of his personality, in character and behavior. The full development of the personality is carried out on the condition that education most fully reflects the requirements of society, which determine the purpose of education.
The purpose of education gives the activities of educators a promising, creative character. Without precise knowledge of the goal and its consideration in educational activities, there is not and cannot be a full-fledged education.
In the purpose of education, a certain ideal is expressed, requirements for a person are formulated - what he should be like and for what social needs he should be prepared.
It should be noted that in modern pedagogy the problem of the goals of education is debatable. None of the existing definitions of the goal of education seems to be exhaustive.
In various pedagogical concepts, the goal of education is interpreted depending on the consciously philosophical position of the authors.
Modern domestic pedagogy presupposes the existence of both an ideal and a real goal of education.
The ideal goal of education reflects compliance with the ideal of education, which is understood as a comprehensively developed harmonious personality.
Philosophers of antiquity imagined man as the center of functional virtues. Later, the problem of a comprehensively developed personality was formulated by K. Marx.
The history of the development of human society shows that in one person all aspects of his personality cannot really be developed with due completeness. The ideal goal of upbringing is a focus on human capabilities and helps to formulate the tasks of upbringing in different directions of a multifaceted personality.
The real goals of education, in contrast to the ideal ones, vary depending on a number of conditions.
The real goals of education are historical in nature.
The real goal of education formulated by society is of an objective nature, since it reflects the values accepted by society and is aimed at educating people necessary for society.
The goals of upbringing can also be subjective - as a rule, in the case when a particular family forms for itself how they want to raise their child. Such a goal may coincide with the real objective goal, or it may conflict with it.
In the history of pedagogy, the goals of education are born in endless disputes about what an educated person is, what he should be.
Ancient thinkers believed that the goal of education should be the education of virtues:
Plato gave preference to the education of the mind, will, feelings;
Aristotle - the education of courage and hardiness (endurance), moderation and justice, high intelligence and moral frequency.
According to Jan Amos Comenius, education should be aimed at achieving three goals: knowledge of oneself and the world around (mental education), self-management (moral education) and striving for God (religious education).
J. Locke believed that the main goal of education is to form a gentleman, a person who "knows how to conduct his affairs wisely and prudently."
K. Kelvetsiy argued that the basis of education should be based on a “single goal”. This goal can be expressed as the desire for the good of society, that is, for the greatest pleasure and happiness of the greatest number of citizens.
J.J. Rousseau firmly stood on the position of subordinating the goal of education to universal values.
I. Pestalozzi said that the goal of education is to develop the abilities and talents of a person inherent in him by nature, constantly improve them and thus ensure the harmonious development of a person’s strengths and abilities.
I. Kant placed great hopes on education and saw its goal in preparing the pupil for tomorrow.
I. Herbart considered the goal of education to be the comprehensive development of interests, aimed at the harmonious formation of a person.
According to K.D. Ushinsky, an educated person is, first of all, a moral person: “We boldly express the conviction that moral influence is the main task of education, much more important than the development of the mind in general, filling the head with knowledge.”
Today, the main goal of the secondary school is to promote the mental, moral, emotional and physical development of the individual, to fully reveal its creative possibilities, to form humanistic relations, to provide various conditions for the flourishing of the child's individuality, taking into account his age characteristics. The focus on personal development gives a “human dimension” to such goals of the school as the development of a conscious civic position among students, readiness for life, work and social creativity, participation in democratic self-government and responsibility for the fate of the country and civilization.
Methods of upbringing are ways (methods) to achieve a given goal of upbringing.
There are no methods good or bad, no way of education can be declared in advance effective or ineffective without taking into account the conditions in which it is applied. What are the reasons for using one method or another? What factors influence the choice of method and force the educator to give preference to one or another way to achieve the goal? The choice of methods is severely determined, because it is deeply causal. The deeper the educator understands the reasons why he uses certain methods, the better he knows the specifics of the methods themselves and the conditions for their application, the more correctly he outlines the paths of education, chooses the most effective methods.
In practice, the task is always not just to apply one of the methods, but to choose the best one - the optimal one. The choice of method is always the search for the optimal way of education. The optimal way is the most profitable way, which allows you to quickly and with a reasonable investment of time, energy, and means to achieve the intended goal. By choosing the indicators of these costs as optimization criteria, it is possible to compare the effectiveness of various methods of education.
Among the general reasons (conditions, factors) that determine the choice of methods of education, the following should be taken into account first of all:
- The goals and objectives of education: the goal not only justifies the methods, but also determines them. What is the goal, such should be the methods to achieve it.
The content of education: it must be borne in mind that the same tasks can be filled with different meanings. Therefore, it is very important to correctly link the methods not with the content in general, but with a specific meaning. Since the content of the methods is very important, it is also taken into account in the classification.
- The level of formation of the team (school class): as collective forms of self-government develop, the methods of pedagogical influence do not remain unchanged, the flexibility of management - necessary condition successful cooperation between the educator and pupils.
Individual and personal characteristics of pupils: general methods, general programs - only the outline of educational interaction, their individual and personal adjustment is necessary. A humane educator will strive to apply methods that enable each person to develop their abilities, preserve their individuality, and realize their own "I".
Conditions of upbringing: in addition to material, psychophysiological, sanitary and hygienic, they also include relationships that develop in the classroom - the climate in the team, the style of pedagogical leadership, etc. As you know, abstract conditions do not exist, they are always specific. Their combination gives rise to specific circumstances. The circumstances in which education takes place are called pedagogical situations.
Means of education: methods of education become means when they act as components of the educational process. In addition to methods, there are other means of education, with which methods are closely interconnected and are used in unity. For example, visual aids, works of visual and musical art, mass media are a necessary support for the effective application of methods. The means of education also include various types of activities (game, educational, labor), pedagogical equipment (speech, facial expressions, movements, etc.), means that ensure the normal functioning of teachers and students. The significance of these factors is imperceptible as long as they are within the normal range. But as soon as the norm is violated, the value of the factor can become decisive. It is known, for example, what indulgences are made to sick children. A sleepy, nervous pupil requires different methods than a healthy and vigorous pupil. The lack of necessary visual aids forces the educator to adjust the methods, make do with what is, etc.
On what grounds can educational methods be built into a system? There are many such signs, since the method of education is a multidimensional phenomenon. A separate classification can be made according to any common feature. In practice, they do so, obtaining various systems of methods. Dozens of classifications are known in modern pedagogy: some are more suitable for solving practical problems, others are of only theoretical interest.
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