Education is a purposeful and organized process of personality formation with the help of specially organized pedagogical influences in accordance with a certain social and pedagogical ideal. Education as a pedagogical concept includes 3 essential features:
1) purposefulness, the presence of some kind of model, socio-cultural reference point, ideal;
2) compliance of the course of the education process with socio-cultural values, as achievements of the historical development of mankind;
3) the presence of a certain system of organized educational influences and influences. driving forces Education:
External social and pedagogical contradictions - between age requirements for life and those requirements that society places on young people, between school and family - political, economic and social contradictions - between ideals and reality.
Domestic– contradictions of the personality itself - between pedagogical conditions and the active activity of the child, between aspirations and possibilities
Pedagogical principles of education - this is an adequate reflection of the objective reality of the educational process, which has general stable properties under any specific circumstances. The following patterns will stand out:
1. The upbringing of a child is accomplished only through the activity of the child himself. The measure of his efforts must correspond to the extent of his capabilities.
2.Any educational task is solved through active actions: physical development - through physical exercises, moral - through constant focus on the well-being of another person, intellectual - through mental activity, solving intellectual problems. Contents of the activity children in the process of raising them is determined for each this moment development actual needs of the child.
3. Maintaining a proportional relationship between the child’s efforts and the teacher’s efforts in joint activities: at the initial stage, the share of the teacher’s activity exceeds the child’s activity, then the child’s activity increases and at the final stage the child does everything himself under the control of the teacher. Shared activities help the child feel like a subject of the activity, and this is extremely important for the free creative development of the individual.
Principles of education (general guidelines requiring sequence of actions under different conditions and circumstances):
1. Flows from the purpose of education and takes into account the nature of the educational process, - principle orientation towards value relations- the constancy of the teacher’s professional attention to the student’s developing attitudes towards socio-cultural values (man, nature, society, work, knowledge) and the value foundations of life - goodness, truth, beauty. The condition for implementing the principle of orientation to value relations is the philosophical and psychological preparation of the teacher.
2. Pprinciple of subjectivity - The teacher contributes as much as possible to the development of the child’s ability to realize his “I” in connections with other people and the world, to comprehend his actions. The principle of subjectivity excludes strict orders addressed to children, but presupposes joint decision-making with the child.
3. It arises from an attempt to harmonize social norms, rules of life and the autonomy of the unique personality of each child. This principle states - acceptance of the child as a given, recognition of the child’s right to exist as he is, respect for his life history, which has shaped him at the moment as such, recognition of the value of his personality.
Methods of educational influence- these are specific ways of influencing the consciousness, feelings, and behavior of students in order to solve pedagogical problems in joint activities, communication between students and the teacher-educator. For the practical work of a teacher, the following classification of educational methods is most suitable:
- methods of persuasion, with the help of which the views, ideas, and concepts of the educated are formed, and rapid exchange of information takes place (suggestion, narration, dialogue, evidence, appeals, persuasion);
- exercise methods(domestication), with the help of which the activities of those being raised are organized and its positive motives are stimulated ( different kinds tasks for individual and group activities in the form of instructions, demands, competition, showing samples and example, creating situations of success);
- assessment and self-assessment methods, with the help of which actions are assessed, activities are stimulated, and help is provided to students in self-regulation of their behavior (criticism, encouragement, comments, punishment, situations of trust, control, self-control, self-criticism).
Forms of education- ways of organizing the educational process, ways of expediently organizing collective and individual activities of students. In the pedagogical literature there is no single approach to the classification of forms of educational work. The most common is the classification of organizational forms of education depending on how students are organized: mass forms (participation of the whole class), circle-group and individual.
In the complex educational process we can distinguish directions: physical, mental, moral, aesthetic, labor and professional education.
Improving the human body involves the development of the motor and musculoskeletal systems, the nervous system, and body proportions while maintaining and strengthening human health. The success of educational and professional activities depends on the physical condition;
Educating students in matters of physical education and personal hygiene;
Formation of a mechanism for physical self-education, stimulation of self-education of will, endurance, perseverance, self-discipline;
Diversified development of specific sports skills and mastery;
Development of intelligence through the development of all human cognitive functions: mental processes of sensation, perception, thinking, imagination, speech;
Mental education of students in the field of science, activity, communication;
Development of individual intellectual abilities and cognitive abilities of students;
Development of consciousness and self-awareness of students, their creative potential;
Moral education - the formation of consciousness, moral feelings and skills of moral behavior;
Ethical education - the formation of rules of good manners, a culture of behavior and relationships;
Patriotic education is the formation of a sense of love and responsibility for one’s Motherland, the formation of readiness to stand up for the defense of the Motherland and one’s people.
Human worldview
18.03.2015Snezhana Ivanova
Not a single person lives in the world “just like that.” Each of us has some knowledge about the world, ideas about what is good and what is bad...
Not a single person lives in the world “just like that.” Each of us has some knowledge about the world, ideas about what is good and what is bad, what happens and what does not happen, how to do this or that work and build relationships with people. All of the above together is usually called a worldview.
Concept and structure of worldview
Scientists interpret worldview as views, principles, ideas that determine a person’s understanding of the world, current events and his place among people. A clearly formed worldview puts life in order, while the absence of it (Bulgakov’s famous “ruin in the minds”) turns a person’s existence into chaos, which in turn leads to the emergence of psychological problems. The structure of the worldview includes the following components.
Informative
A person gains knowledge throughout his life, even when he stops studying. The fact is that knowledge can be ordinary, scientific, religious, etc. Ordinary knowledge is formed on the basis of experience that is acquired in Everyday life. For example, they grabbed the hot surface of the iron, got burned and realized that it was better not to do that. Thanks to everyday knowledge, one can navigate the world around us, but the information obtained in this way is often erroneous and contradictory.
Scientific knowledge is logically justified, systematized and presented in the form of evidence. The results of such knowledge are reproducible and easily verified (“The Earth is spherical,” “The square of the hypotenuse is equal to the sum of the squares of the legs,” etc.). Obtaining scientific knowledge is possible thanks to theoretical knowledge, which allows one to rise above the situation, resolve contradictions and draw conclusions.
Religious knowledge consists of dogmas (about the creation of the world, the earthly life of Jesus Christ, etc.) and the understanding of these dogmas. The difference between scientific knowledge and religious knowledge is that the former can be verified, while the latter is accepted without evidence. In addition to the above, there are intuitive, declarative, parascientific and other types of knowledge.
Value-normative
This component is based on the values, ideals, beliefs of the individual, as well as the norms and rules that govern the interaction of people. Values are the ability of an object or phenomenon to meet the needs of people. Values can be universal, national, material, spiritual, etc.
Thanks to beliefs, a person or group of people are confident that they are right about their actions, their relationships to each other and to the events taking place in the world. Unlike suggestion, beliefs are formed on the basis of logical conclusions, and therefore are meaningful.
Emotionally-volitional
You can know that hardening strengthens the body, you cannot be rude to your elders, people cross the street when the light is green, and it is impolite to interrupt your interlocutor. But all this knowledge may be useless if a person does not accept it, or cannot make the effort to put it into practice.
Practical
Understanding the importance and necessity of performing certain actions will not allow one to achieve a goal if a person does not begin to act. Also, the practical component of worldview includes the ability to assess a situation and develop a strategy for action in it.
The selection of worldview components is somewhat arbitrary, since none of them exists on its own. Each person thinks, feels and acts depending on the circumstances, and the ratio of these components differs significantly each time.
Basic types of worldview
A person’s worldview began to form together with self-awareness. And since throughout history people have perceived and explained the world in different ways, over time the following types of worldviews have developed:
- Mythological. Myths arose due to the fact that people could not rationally explain the phenomena of nature or social life (rain, thunderstorms, the change of day and night, the causes of illness, death, etc.). The basis of the myth is the predominance of fantastic explanations over reasonable ones. At the same time, myths and legends reflect moral and ethical problems, values, understanding of good and evil, meaning human actions. So the study of myths plays an important role in shaping people’s worldviews;
- Religious. Unlike myths, human religion contains dogmas that all followers of this teaching must adhere to. The basis of any religion is the observance of moral standards and leading a healthy lifestyle in all senses. Religion unites people, but at the same time it can divide representatives of different faiths;
- Philosophical. The worldview of this type is based on theoretical thinking, that is, logic, system and generalization. If the mythological worldview is more based on feelings, then in philosophy the leading role is given to reason. The difference between the philosophical worldview is that religious teachings do not imply alternative interpretations, and philosophers have the right to free thought.
Modern scientists believe that worldviews also come in the following types:
- Ordinary. The worldview of this type is based on common sense and the experience that a person receives during life. The everyday worldview is formed spontaneously through trial and error. This type of worldview is rarely found in its pure form. Each of us forms our views on the world based on scientific knowledge, common sense, myths and religious beliefs;
- Scientific. It is a modern stage in the development of a philosophical worldview. Logic, generalizations and system also take place here. But over time, science moves further and further away from real human needs. In addition to useful products, weapons of mass destruction, means of manipulating people's consciousness, etc. are being actively developed today;
- Humanistic. According to humanists, a person is a value for society - he has the right to development, self-realization and satisfaction of his needs. No one should be humiliated or exploited by another person. Unfortunately, in real life This is not always the case.
Formation of a person’s worldview
A person’s worldview is influenced from childhood by various factors (family, kindergarten, facilities mass media, cartoons, books, films, etc.). However, this method of forming a worldview is considered to be spontaneous. An individual’s worldview is purposefully formed in the process of education and training.
The domestic education system is focused on developing a dialectical-materialistic worldview in children, adolescents and young men. By dialectical-materialistic worldview is meant the recognition that:
- the world is material;
- everything that exists in the world exists independently of our consciousness;
- in the world everything is interconnected and develops according to certain laws;
- a person can and should receive reliable knowledge about the world.
Since the formation of a worldview is a long and complex process, and children, adolescents and young men perceive differently the world, the worldview is formed differently depending on the age of students and pupils.
Preschool age
In relation to this age, it is appropriate to talk about the beginnings of the formation of a worldview. We are talking about the child’s attitude to the world and teaching the child ways to exist in the world. At first, the child perceives reality holistically, then learns to identify particulars and distinguish between them. A big role in this is played by the activities of the baby himself and his communication with adults and peers. Parents and educators introduce the preschooler to the world around him, teach him to reason, establish cause-and-effect relationships (“Why are there puddles on the street?”, “What will happen if you go out into the yard without a hat in winter?”), and find ways to solve problems (“How to help kids escape from the wolf?"). By communicating with friends, the child learns how to establish relationships with people, fulfill social roles, and act according to the rules. Fiction plays a major role in shaping the beginnings of a preschooler’s worldview.
Junior school age
At this age, the formation of a worldview occurs in and outside of lessons. Schoolchildren gain knowledge about the world through active cognitive activity. At this age, children can independently find the information they are interested in (in the library, on the Internet), analyze the information with the help of an adult, and draw conclusions. Worldview is formed in the process of creating interdisciplinary connections, observing the principle of historicism when studying the program.
Work on the formation of a worldview is already carried out with first-graders. At the same time, in relation to primary school age, it is still impossible to talk about the formation of beliefs, values, ideals, and a scientific picture of the world. Children are introduced to the phenomena of nature and social life at the level of ideas. This creates the ground for the formation of a stable worldview at further stages of human development.
Teenagers
It is at this age that the development of the actual worldview occurs. Guys and girls have a certain amount of knowledge, have life experience, and are able to think and reason abstractly. Also, teenagers are characterized by a tendency to think about life, their place in it, the actions of people, literary heroes. Finding yourself is one of the ways to form a worldview.
Adolescence is a time to think about who and what to be. Unfortunately, in modern world It is difficult for young people to choose moral and other guidelines that would help them grow up and teach them to distinguish good from bad. If, when committing certain actions, a guy or a girl is guided not by external prohibitions (it is possible or not), but by internal convictions, then this indicates that young people are growing up and have learned moral standards.
The formation of a worldview in adolescents occurs in the process of conversations, lectures, excursions, laboratory work, discussions, competitions, intellectual games, etc.
Boys
At this age stage, young people form a worldview (mainly scientific) in all its completeness and volume. Young people are not adults yet, however, at this age there is already a more or less clear system of knowledge about the world, beliefs, ideals, ideas about how to behave and how to successfully do this or that business. The basis for the emergence of all this is self-awareness.
The specificity of the worldview in adolescence is that a guy or girl tries to understand his life not as a chain of random events, but as something holistic, logical, meaningful and promising. And, if in Soviet times the meaning of life was more or less clear (work for the good of society, build communism), now young people are somewhat disoriented in their choice life path. Young men want not only to benefit others, but also to satisfy their own needs. Most often, such attitudes give rise to a contradiction between the desired and actual state of affairs, which causes psychological problems.
As at the previous age stage, the formation of the worldview of young people is influenced by school lessons, classes in higher or secondary specialized educational institution, communication in social groups (family, classroom, sports section), reading books and periodicals, watching films. To all this are added career guidance, pre-conscription training, and service in the armed forces.
The formation of an adult’s worldview occurs in the process of work, self-education and self-education, as well as under the influence of the circumstances of his life.
The role of worldview in human life
For all people, without exception, worldview acts as a kind of beacon. It provides guidelines for almost everything: how to live, act, react to certain circumstances, what to strive for, what to consider true and what to consider false.
Worldview allows you to be confident that the goals set and achieved are important and significant both for the individual and for society as a whole. Depending on one or another worldview, the structure of the world and the events taking place in it are explained, the achievements of science, art, and people’s actions are evaluated.
Finally, the established worldview provides peace of mind that everything is going as it should. Changing external events or internal beliefs can lead to an ideological crisis. This happened among representatives of the older generation during the collapse of the USSR. The only way to cope with the consequences of the “collapse of ideals” is to try to form new (legally and morally acceptable) worldviews. A specialist can help with this.
Worldview of modern man
Unfortunately, in modern society there is a crisis in its spiritual sphere. Moral guidelines (duty, responsibility, mutual assistance, altruism, etc.) have lost their meaning. Receiving pleasure and consumption come first. In some countries, drugs and prostitution have been legalized, and the number of suicides is growing. Gradually, a different attitude towards marriage and family, new views on raising children are being formed. Having satisfied their material needs, people do not know what to do next. Life is like a train, in which the main thing is to get comfortable, but where and why to go is unclear.
Modern man lives in the era of globalization, when the importance of national culture and there is an alienation from its values. An individual becomes, as it were, a citizen of the world, but at the same time loses his own roots, connection with his native land, members of his clan. At the same time, contradictions and armed conflicts based on national, cultural and religious differences do not disappear in the world.
Throughout the 20th century, people had a consumerist attitude towards natural resources and did not always wisely implement projects to change biocenoses, which subsequently led to an environmental disaster. This continues today. Ecological problem is one of the global problems.
At the same time, a significant number of people realize the importance of change, searching for life guidelines, ways to achieve harmony with other members of society, nature and themselves. Promoting a humanistic worldview, focusing on the individual and his needs, revealing a person’s individuality, and establishing friendly relationships with other people is becoming popular. Instead of an anthropocentric type of consciousness (man is the crown of nature, which means he can use everything it gives with impunity), an ecocentric type begins to form (man is not the king of nature, but a part of it, and therefore must treat other living organisms with care). People visit temples, create charities and environmental protection programs.
A humanistic worldview presupposes a person’s awareness of himself as the master of his life, who must create himself and the world around him, and bear responsibility for his actions. Therefore, much attention is paid to nurturing the creative activity of the younger generation.
Worldview modern man is in its infancy and is characterized by inconsistency. People are forced to choose between permissiveness and consumerism and concern for others, globalization and patriotism, the approach of a global catastrophe or the search for ways to achieve harmony with the world. The future of all humanity depends on the choices made.
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In the holistic pedagogical process, the process of education occupies an important place.
Education is the process of purposeful formation of personality. This is a specially organized, managed and controlled interaction between educators and students, the ultimate goal of which is the formation of a personality that is necessary and useful to society.
In the modern world there is a variety of educational goals and educational systems corresponding to them. But among the enduring goals of education, there is one, similar to a dream, expressing the highest purpose of education - to provide every person born with comprehensive and harmonious development. This goal has its roots in ancient philosophical teachings.
Today, the main goal of a secondary school is to promote the mental, moral, emotional and physical development of the individual, fully reveal his creative potential, form humanistic relationships, and provide a variety of conditions for revealing the child’s individuality, taking into account his age characteristics. The focus on developing the personality of a growing person gives a “human dimension” to such school goals as developing a conscious civic position, readiness for work and social creativity, participation in democratic self-government and responsibility for the fate of the country and human civilization.
Let's consider the components of education: mental, physical, labor and polytechnic, moral, aesthetic. Similar components are already distinguished in the most ancient philosophical systems that touch upon the problems of education.
Mental education equips students with a system of knowledge of the fundamentals of science. In the course and result of assimilation of scientific knowledge, the foundations of a scientific worldview are laid.
Worldview is a person’s system of views on nature, society, work, knowledge, a powerful tool in the creative, transformative activity of man. It presupposes a deep understanding of natural phenomena and social life, the formation of the ability to consciously explain these phenomena and determine one’s attitude towards them: the ability to consciously build one’s life, to work, organically combining ideas with deeds.
Conscious assimilation of a knowledge system contributes to the development of logical thinking, memory, attention, imagination, mental abilities, inclinations and talents. The objectives of mental education are as follows:
mastering a certain amount of scientific knowledge;
formation of a scientific worldview;
development of mental powers, abilities and talents;
development of cognitive interests;
formation of cognitive activity;
development of the need to constantly replenish one’s knowledge, increase the level of educational and special training.
The enduring value of mental education as the most important task of the school is not in doubt. The direction of mental education causes protest among students, teachers, parents, and the general public. Its content is largely aimed not at personal development, but at mastering the sum of knowledge, skills, and abilities. Such important components as the transfer of experience of various forms and types of activities, emotional and value-based attitude to the world, communication experience, etc. sometimes fall out of the sphere of education. As a result, not only the harmony of education is lost, but also the educational character of the school itself.
Physical education - management physical development person and his physical education. Physical education is an integral part of almost all educational systems. Modern society, which is based on highly developed production, requires physically strong younger generation capable of working with high productivity, withstanding increased loads, and being ready to defend the Fatherland. Physical education also contributes to the development in young people of the qualities necessary for successful mental and labor activity.
The objectives of physical education are as follows:
health promotion, proper physical development;
increasing mental and physical performance;
learning new types of movements;
development and improvement of basic motor qualities (strength, agility, endurance, etc.);
formation of hygiene skills;
education of moral qualities (courage, perseverance, determination, discipline, responsibility, collectivism);
formation of the need for constant and systematic physical education and sports;
developing the desire to be healthy, cheerful, and bring joy to yourself and others.
Systematic physical education begins with preschool age, physical education is a compulsory subject at school. A significant addition to physical education lessons are various forms of extracurricular activities. Physical education is closely related to other components of education and, in unity with them, solves the problem of forming a harmoniously developed personality.
Labor education - the formation of labor actions and productive relationships, the study of labor tools and methods of using them. It is difficult to imagine a modern, educated person who does not know how to work hard and fruitfully, who does not have knowledge about the production around him, production relations and processes, and the tools used. The labor beginning of education is an important, centuries-tested principle of the formation of a comprehensively and harmoniously developed personality.
Labor education covers those aspects of the educational process where labor actions are formed, production relations are formed, and tools and methods of using them are studied. Work in the process of education acts both as a leading factor in personal development, and as a way of creative exploration of the world, gaining experience of feasible work in various fields, and as an integral component of general education.
Polytechnic education - familiarization with the basic principles of all industries, acquisition of knowledge about modern production processes and relationships. Its main tasks are the formation of interest in production activities, the development of technical abilities, new economic thinking, ingenuity, and the beginnings of entrepreneurship. Properly delivered polytechnic education develops hard work, discipline, responsibility, and prepares for an informed choice of profession.
Not just any work has a beneficial effect, but only productive work, i.e. such labor in the process of which material values are created. Productive work is characterized by:
1) material result;
2) organization;
3) inclusion of the entire society in the system of labor relations;
4) material reward.
Today, new technologies of labor education are being introduced, labor education is being differentiated, the material base is improving, and new training courses are being introduced.
Moral education is the formation of concepts, judgments, feelings and beliefs, skills and habits of behavior that correspond to the norms of society.
Morality is understood as historically established norms and rules of human behavior that determine his attitude towards society, work, and people. Morality is internal morality, morality is not ostentatious, not for others, but for oneself.
Moral concepts and judgments make it possible to understand what is good, what is bad, what is fair, what is unfair. They turn into beliefs and manifest themselves in actions. Moral deeds and actions are the determining criterion for the moral development of an individual. Moral feelings are experiences of one’s attitude towards moral phenomena. They arise in a person in connection with the compliance or non-compliance of his behavior with the requirements of public morality. Feelings encourage one to overcome difficulties and stimulate exploration of the world.
The moral education of the younger generation is based on both universal human values, enduring moral norms developed by people in the process of historical development of society, and new principles and norms that have arisen in modern stage development of society. Enduring moral qualities- honesty, justice, duty, decency, responsibility, honor, conscience, dignity, humanism, selflessness, hard work, respect for elders.
Aesthetic education is a basic component educational system, summarizing the development of aesthetic ideals, needs and tastes. The tasks of aesthetic education can be divided into two groups - the acquisition of theoretical knowledge and the formation of practical skills. The first group of tasks solves the issues of familiarization with aesthetic values, and the second - active inclusion in aesthetic activity. Inclusion tasks:
formation of aesthetic knowledge;
education of aesthetic culture;
mastery of aesthetic and cultural heritage of the past;
formation of an aesthetic attitude to reality;
development of aesthetic feelings;
introducing a person to the beauty in life, nature, work;
development of the need to build life and activity according to the laws of beauty;
formation of an aesthetic ideal;
the formation of the desire to be beautiful in everything: thoughts, deeds, actions.
The tasks of inclusion in aesthetic activities presuppose the active participation of each student in creating beauty with their own hands: practical lessons in painting, music, choreography, participation in creative associations, groups, studios, etc.
Education as the main element of the pedagogical process includes four essential features:
1) purposeful impact;
2) the social orientation of this impact in the form of the presence of a model, socio-cultural guidelines, ideals. And also the compliance of the educational process with socio-cultural values as achievements of the historical development of mankind;
3) the presence of a certain system of organized educational influences and influences;
4) a person’s mastery of social experience and the development of his personality and individuality.
First of all, it should be borne in mind that The education process is a multifactorial process. It is carried out not only at school, but also in the family and in out-of-school institutions. The educational impact of teachers is complemented by a variety of educational activities of various organizations. Literature and art, radio and television, cinema, theater, and the Internet have a serious influence on the formation of students’ consciousness and behavior, on the development of their feelings. The flow of educational influences on the individual is expanding significantly. The upbringing process becomes more multifaceted and multifactorial. It cannot be limited only to the framework of lessons, the framework of school. The success of education depends not on any one source of influence, but from many factors and influences. The multifactorial nature of the upbringing process and the expansion of the scope of educational influences make it possible to use various reserves and opportunities for personality formation. At the same time, this significantly complicates the educational process. Being exposed to many different influences, students accumulate not only positive, but sometimes negative experiences.
The second feature of the education process is that this is a long process. It begins long before children enter school and continues after school. Even Helvetius, one of the largest representatives of French materialism of the 18th century, characterizing education as a long process, wrote that all life is, strictly speaking, only one long education. A person is educated or re-educated in adulthood. He continues to accumulate and improve his labor and moral experience, expands and deepens his knowledge, masters aesthetic values. Certainly, school years These are the years of the most intensive development of personality, formation of character and behavior. It is known that the central nervous system of a schoolchild is characterized by high plasticity and receptivity. Thanks to this, conditions are created for the successful formation and development of personality. Therefore, it is in young years that a specially organized educational process is carried out.
The duration of the education process is also evidenced by the fact that its results cannot be detected immediately. A student can quickly learn the rules of arithmetic and remember historical facts, events, dates. But he cannot be quickly taught to be a collectivist, a good friend, sensitive and a modest person. This requires a long time. It is also impossible, with the help of some quick-acting methods, to organize and unite the student body, to create a healthy public opinion in it, without which full-fledged education is impossible.
This feature of the education process should always be taken into account and kept in mind when determining its results: not in all cases one can count on rapid success in education, and especially in the re-education of the individual.
The third feature of the education process is that it has a stepwise character. It can be roughly divided into a number of stages. At the first stage, children acquire initial ideas about the rules of behavior in the family and school. They begin to awaken elementary feelings and develop simple behavioral skills. At the second stage, based on initial ideas about the norms of behavior, schoolchildren form ethical concepts, develop the ability to act correctly in a given case, and observe the rules of behavior accepted in society. At the same time, there is a further development of positive feelings and overcoming of negative ones. The third stage is characterized by the formation of beliefs, the development of stable habits of behavior and further development and enrichment of feelings. At this stage, schoolchildren more clearly identify their motives for activity, determined by ideological and moral principles. There is no sharp boundary between these steps; they are closely related.
The stages of the education process do not always coincide with the age stages of development of schoolchildren. Some of them develop faster, others slower. This can explain that the level of development does not always coincide with age and stages of education. Some high school students are sometimes at a lower stage of development compared to their peers in middle school. This is explained, first of all, by the fact that the surrounding microenvironment and life practices influence development in different ways.
The process of raising children is organized differently at school, and especially in the family. Shortcomings in upbringing often lead to the fact that previously acquired positive traits are not fixed and are sometimes lost; new qualities are not acquired either. As a result, the level of development of students of the same age is not the same. Each of them goes through their own special life path. Knowledge of this path and the life experience of the student, his ideas, skills and habits of behavior shows which of the tasks of education should be paid attention to first of all.
The next, fourth feature of the education process is concentration in the content of educational work. This means that in the process of education one has to return to the same personality traits more than once. But this is not simple repetition, but repetition with subsequent expansion and deepening in accordance with age characteristics and level of education. Of course, at different stages of upbringing, one or another personality quality may become the focus of attention. For example, in the lower grades, much attention is usually paid to instilling basic discipline, without which it is impossible to organize educational work. In the middle classes, instilling a sense of responsibility comes to the fore, and high school students are required to have a high level of consciousness, conditioned by ideological (political and moral) motives. However, all these qualities are formed and developed simultaneously with others, and not in mechanical order. For their formation, it is impossible to set predetermined calendar dates, as is usually done in the process of mastering knowledge in various academic subjects. It is impossible to organize the educational process so that in the first academic quarter students are taught, for example, such a quality as truthfulness, in the second quarter - integrity, in the third - collectivism, etc. These qualities are formed and manifested simultaneously. They constitute, as it were, individual traits, stable features of an integral personality. By cultivating one of the personality qualities, the teacher, one way or another, influences others.
The fifth specific feature of education is that it a two-way and active process. The pupil is not only an object, but also a subject of education. Therefore, the most important task of a teacher is to instill in students a constant need for self-analysis, self-esteem, and self-education. It is necessary to arouse in the pupils a wave of their own efforts, awaken their inner activity, and develop their independence as much as possible. Successful solution of these problems requires developed empathy from the teacher, i.e. the ability to see a situation through the eyes of another person, the ability to put yourself in the place of your student and look at the problem through his eyes.
The sixth feature of education is that the results of this process are hardly noticeable to external perception. It is quite difficult to check and evaluate the work of a teacher. Like everything big, it is seen at a distance—a temporary distance. Therefore, the teacher must be prepared for the fact that not only will his efforts not be quickly seen, but he will also be blamed, as they say, for the sins of others. That is why a teacher must be a very modest person, not only in order to serve as a proper example to his students, but also to maintain his peace of mind in the unfortunately frequent cases of unfair treatment of himself.
And finally, the seventh feature of the education process: it is an activity aimed at the future. Every teacher must remember that his students enter life under changed conditions, in different social relations. Therefore, educational work should take into account not only the needs of today, but also the prospects of technological progress and social development. Being a good forecaster, being able to see behind today’s problems the problems of tomorrow and the demands they will make on the people of the future is another necessary quality of a good teacher.
4.2. EDUCATION AS AN HOLISTIC PROCESS
All possibilities of upbringing potential are revealed only if upbringing is organized as holistic process.
The essence of the holistic educational process is the subordination of all its parts and functions to the general "goals": formation of a complete person – development of individuality and social personality.
A holistic approach to organizing educational work involves:
The adequacy of the activities of each teacher to the general "goals"
Unity "education"and self-education, " education and self-education"
Establishing connections between elements pedagogical system: information connections (information exchange), organizational and activity connections (methods of joint activities), communication connections (communication), management and self-government connections.
In accordance with this approach, the educational process is considered as a holistic dynamic system, the system-forming factor of which is the goal of developing the personality of the student, realized in the interaction between the teacher and the student. The organization of the educational process is not limited to the pedagogical activities of an educational institution and involves taking into account the influence of all factors of the social environment.
The driving force of the educational process is the resolution of the contradiction between various (often multidirectional) influences on the student and the holistic formation of his personality. This contradiction becomes a source of development if the educational goals put forward by teachers are in the zone of proximal development of the students’ capabilities and correspond to their assessments of the significance of what is perceived. And, conversely, such a contradiction will not contribute to the optimal development of the system if the child is not ready to perceive positive influences, including from the teacher. As a result of education, there should be both a change in the level of education of each student and a change in the nature of the relationship between the participants in the educational process. In this regard, it is important to consider the relationship between the concepts of the educational process and the educational system. There is a clear relationship between these concepts. On the one hand, in the process of setting pedagogical goals in an educational institution, an educational system is created and developed, on the other hand, this system acts as the main factor in the successful solution of educational problems. If the educational process is considered from the perspective of a systems approach, then the concept of “development of the educational system” and “educational process” are identical.
Education as a holistic pedagogical process is based on the interaction of teachers and students. The leading role in this process is usually assigned to teachers. When posing the question this way, the teacher acts as the subject of the educational process, and the pupil as its object. When we talk about the influence of a teacher on a student as part of the implementation of his professional functions, we call this pedagogical activity educational work.
In educational work, three groups of functions should be distinguished. The first group is connected with the direct influence of the teacher on the student. The second group of functions is related to the creation educational environment. The third group of functions is aimed to correct the influence of various subjects of the student’s social relations.
In the educational work carried out by the teacher, the main place is occupied by organizational activities. It implements the entire complex of organizational functions: goal setting, planning, coordination, efficiency analysis, etc., therefore educational work is the most important component of the educational process, its main component. The success of the pedagogical activities of the educational institution depends on how this work is carried out by teachers and how adequate it is to the current pedagogical situation.
Research by psychologists and teachers shows that in the development of personality, the influence of external factors becomes important not in itself, but due to the individual position of a person, his attitude to these factors, as well as the practical implementation of these factors in his actions and actions. Therefore, in the educational process educated(child and adult) performs as a subject of the educational process. The process of education organically includes the self-education of the individual.
Self-education is a person’s pedagogical activity aimed at changing one’s personality in accordance with consciously set goals, established ideals and beliefs. Self-education presupposes a certain level of development of the individual, his self-awareness, the ability to analyze it while consciously comparing his actions with the actions of other people. A person’s attitude towards his potential capabilities, correct self-esteem, and the ability to see his shortcomings characterize a person’s maturity and are prerequisites for organizing self-education.
Self-education involves the use of techniques such as self-commitment(a voluntary task to oneself to form certain qualities in oneself); self-report(a retrospective look at the path traveled over a certain time); understanding one’s own activities and behavior(identifying the reasons for success and failure); control(systematic recording of one’s condition and behavior in order to prevent undesirable consequences).
Self-education is carried out in the process of self-government, which is built on the basis of goals formulated by a person, a program of action, monitoring the implementation of the program, evaluating the results obtained, and self-correction.
Self-determination is a person’s conscious choice of his life path, goals, values, moral standards, profession, and living conditions.
Methods of self-education include: 1. - self-knowledge, 2 - self-control, 3 - self-stimulation.
Self-knowledge includes: introspection, introspection, self-esteem, self-comparison.
Self-control is based on self-persuasion, self-control, self-order, self-hypnosis, self-reinforcement, self-confession, self-compulsion.
Self-stimulation involves: self-affirmation, self-encouragement, self-encouragement, self-punishment, self-restraint.
Self-analysis, self-esteem, self-control, self-regulation, self-persuasion are the main techniques of self-education.
4.3. REGULARITIES AND PRINCIPLES OF EDUCATION
Pedagogy has identified general patterns and formulated a number of principles on which the educational process is based.
The laws of education are understood as stable, repeating and significant connections in the educational process, the implementation of which makes it possible to achieve effective results in solving pedagogical problems.
These patterns are as follows!