IN AND

Foreword

An increasingly important place in the system of modern education and upbringing of children and youth is Olympic teaching activities, goals, objectives, forms and methods of which are focused on values (ideals, norms, patterns of behavior, etc.) olympism, their implementation.

Various terms are used to denote this pedagogical activity. Most often it is called “ Olympic education". The Olympic Charter uses the phrase “ Olympic education", Which in the Russian version of the text of the charter is translated as" Olympic education". In this work, this term is also used as the main one. But, given the widespread use of the term “ Olympic education", Sometimes this term is also used. This terminological problem will be discussed in more detail below.

The need to formulate and solve the problems of education and upbringing in the Olympic movement was pointed out by Pierre de Coubertin.

In 1979, at the General Assembly of the World Association of National Olympic Committees (AKNO), the National Olympic Committee ( NOC) Malta proposed that the study of the Olympic idea be included on a global scale in the curricula of schools at all levels. V International Charter for Physical Education and Sport, adopted by UNESCO, under which representatives of almost all UN member states put their signatures, calls to include in state programs for social and cultural development the education of children and youth in the spirit of the principles, ideals and values of Olympism. In the resolution of the 3rd session.

Intergovernmental Committee for Physical Education and Sport at UNESCO(1983) expressed a wish to all participating States “to introduce or strengthen the teaching of the Olympic ideals in schools and educational institutions in accordance with their own educational system”.

V Olympic Charter- the main official document of the modern Olympic movement - it is specially emphasized that the NOC should do everything possible to promote the fundamental principles of Olympism, its dissemination in physical education and sports curricula in schools and universities. To intensify this work in connection with the celebration of the 100th anniversary of the founding of the International Olympic Committee (IOC) and the 100th anniversary of the modern Olympic Games, with the support of the President of the IOC in 1994, the steering committee of the project of the world campaign “ National Olympic Committees in Action: Promoting Olympic Ideals through Education».

The problems of Olympic upbringing (education) attract the attention of many scientists and practitioners in our country and abroad. They are the subject of discussion at international Olympic congresses, scientific conferences, symposia, seminars and scientific papers. In Russia, since 1994, within the framework of the All-Russian Scientific and Practical Conference "The Olympic Movement and Social Processes", the All-Russian meeting "The Practice of Olympic Education" has been held, which discusses topical issues of the theory, methodology and practice of Olympic education (education).

Olympic education - complex pedagogical activity. It presupposes the formation of a system of knowledge, interests, needs, value orientations, real behavior, personality culture, and a way of life in the educated (with their active participation).

To solve such problems, intuition, common sense and even practical experience are not enough. Needed theory Olympic education, which gives a scientifically grounded characteristic of this pedagogical activity. The book is devoted to the presentation of this theory. In addition, the applied aspects of Olympic education - issues of its organization and methodology. Thus, the task is set to help specialists who are engaged or plan to be engaged in the organization of Olympic education and are faced with difficulties in determining its goals, objectives, main directions, choosing the appropriate forms, methods, etc.

Olympic education as a pedagogical activity, which in its goals and objectives is based on the ideas and values of Olympism, is focused on all socio-demographic groups of the population. Particularly important is the Olympic education of young athletes and student youth - schoolchildren, students, etc.

However, the book focuses on general characteristics Olympic education - its content, structure, goals, objectives, organization, methods, etc. All these questions apply to certain groups of the population (children of school or preschool age, students, adults, etc.), to educational or extracurricular time, etc. are touched upon only to illustrate and clarify the formulated general provisions. The predominance in these illustrations of materials related to the Olympic education of schoolchildren is explained by the fact that it is this direction of it that is most widely represented both in theory and in the practice of this pedagogical activity.

The book is based on the results of many years (more than 30 years) of the author's work on the development and practical implementation of the theory of Olympic education. Taking into account the controversial nature of the discussed problems, the author seeks as fully as possible to present not only his own position, but also the views of other authors - both domestic and foreign - on these problems.

I. Basic concepts of the theory of Olympic education

An important role in the theory of Olympic education is played by its conceptual apparatus, which makes it possible to single out the studied phenomena, to differentiate them from each other.

The conceptual apparatus of the theory of Olympic education is an integral system of scientifically grounded concepts, the main of which are “ Olympic education" and " Olympic education».

However, for their introduction and explanation, it is required to consider the complex basic concepts such as " socialization", « upbringing», « humanism», « sport», « the culture», « sports culture”And others, which play an important role in the theory of Olympic education, but are used not only in it, but also in other theories. Problems in the interpretation of these basic concepts complicate the interpretation of the basic concepts of Olympic education. Therefore, it is advisable to begin the presentation of the theory of Olympic education with clarification and substantiation of its basic concepts.

1. Education and socialization

First of all, it is important to clarify the concept education, a certain kind of which is the Olympic education. But parenting is an element socialization.

Socialization concept

Under socialization it is generally accepted to understand the process that continues throughout a person's life, during which he learns beliefs, attitudes, customs, values, expectations inherent in a particular culture, the process of integrating an individual into society, into various types of social communities (group, social institution, social organization) , introducing him to social roles, functions, norms, cultural values, the formation of appropriate abilities, knowledge, skills, interests, needs, value orientations, etc., in other words, the formation of all those qualities that are necessary for a person to be included in the system of public life.

The process of socialization continues throughout the life of the individual. The person plays an active role in this process, and is not a passive product of social influences.

A wide range of tools and psychological and pedagogical mechanisms are used to socialize a person.

Socialization tools:

Methods for feeding and caring for a baby, formed by household and hygienic skills;

The products of material culture surrounding a person;

Elements of spiritual culture;

The style and content of communication, as well as methods of encouragement and punishment in the family, in a peer group, in educational and other socializing organizations;

Consistent introduction of a person to numerous types and types of relationships in the main spheres of his life - communication, play, cognition, subject-practical and spiritual-practical activities, in sports, in the family, professional, social, religious spheres.

Psychological and pedagogical mechanisms of socialization:

Imprinting (imprinting) - fixation by a person at the receptor and subconscious levels of the peculiarities of the impact on him of vital objects (especially important in infancy);

Imitation - following an example, a model;

Existential pressure - language acquisition and unconscious assimilation of the norms of social behavior in the process of interaction with significant persons;

Identification (identification) - the process of a person's unconscious identification of himself with another person, group, model;

Reflection is an internal dialogue, during which a person analyzes and evaluates his own actions, deeds, motives, correlates them with the actions, deeds, motives of other people, accepts or rejects certain values inherent in various institutions of society, family, peer society, significant persons etc.

Each society, each state, each social group (large and small) develop a set of positive and negative, formal and informal sanctions, methods of suggestion and persuasion, prescriptions and prohibitions, with the help of which human behavior is brought into line with the values accepted in a given culture.

The process of socialization of a person occurs under the influence of a complex of various factors that act as determinants of this process.

These mainly include people in direct interaction with whom a person's life takes place: the path of socialization almost always lies through the “small group of the immediate environment”. It is here, first of all, that a person gets involved in the forms of social activity, learns to reproduce them reproductively or creatively and, most importantly, forms in himself such a mechanism as an “internal controller” - conscience. The primary cell of a child's socialization, which most effectively contributes to his introduction to the complex world of adults, is usually the family. Moreover, the formation of the child's personal qualities is influenced not only by the conscious educational influences of the parents, but also by the general tone of family life. Not only parents, but also other adults, as well as peers, have a significant impact on the formation and development of personality. Among the immediate environment in which the individual's vital activity takes place, individual groups acquire special significance for him. Such groups, on the norms and values of which the individual is guided in his behavior, are called reference... In the process of socialization, the reference group performs for the individual, as it were, the function of a perceptual filter that selects from the variety of social norms and values those that he is ready to share and which ultimately turn into his own.

An important role in the process of socialization is played by the interaction of a person with various social institutions and organizations, both specially created for socialization and implementing socializing functions along the way, in parallel with their main functions (for example, production). Here there is an increasing accumulation of relevant knowledge and experience of socially approved behavior, as well as the experience of imitation of socially approved behavior and conflict or conflict-free avoidance of social norms. The mass media (print, radio, cinema, television) - one of the most important social institutions - affect the socialization of a person not only through information, but also through the presentation of certain behavioral patterns of heroes of books, films, television programs.

The structure of socialization includes a number of elements.

Socialization structure:

1) spontaneous (spontaneous, unintentional) impacts per person of the social environment (for example, his profession, living conditions, etc.);

2) pedagogical activity - a deliberately organized (by parents, teacher, coach, etc.) mechanism for the transfer and assimilation of social experience, which presupposes the active participation of the educated person himself, the creation of appropriate conditions (educational environment), the use of pedagogical means (information, persuasion, example, etc.) , through which they try to familiarize the individual with the world of cultural values, contribute to the formation of the desired social qualities - knowledge, skills, interests, value orientations, norms of behavior, etc .;

3) the individual's own activity on the development of social experience.

An important element of the socialization process is upbringing and related education and education.

Parenting concept

This concept is interpreted ambiguously in the scientific literature.

Sometimes upbringing (education, training) means all pedagogical activity in general, whereby the terms "upbringing", "education" and "training" are defined as synonyms.

Along with this, there is another interpretation of them: upbringing, education and training are considered as closely related, but different elements of pedagogical activity. With this interpretation, they are not understood in wide, and in narrow meaning (sense).

Education, training and upbringing (in the narrow sense) are elements of a single, holistic system - pedagogical activity.

Elements of pedagogical activity:

education – knowledge;

education – activities focused on the formation skills, abilities, abilities and their manifestation in real behavior, in various forms of activity, lifestyle;

upbringing – activities focused on the formation motives, interests, attitudes, orientations etc.

Education in this system of concepts is understood as pedagogical activity for the formation (correction) of knowledge, which can act in various forms, including as sensations, perceptions, ideas, concepts, judgments, opinions, hypotheses, concepts, theories, etc. Knowledge system determines the information readiness of the individual for activity. Education is designed to solve two main tasks: a) to provide theoretical level of individual knowledge, characterizing the culture of the individual; b) form the system(and not a scattered body of knowledge) of this kind of knowledge.

Education acts as a pedagogical activity for the formation (correction) of a system of skills, skills, methods, methods of action that characterize a person's operational readiness for activity, as well as his real behavior, lifestyle.

Finally, upbringing is considered as pedagogical activity focused on the formation (correction) of the motivational system of the personality: its drives, desires, aspirations, motives, interests, attitudes, value orientations, goals, activity programs, etc. a certain activity in its increasingly conscious attitudes, programs of life and activity, in its internal motives and impulses, and thereby the formation of motivational readiness for activity.

This means that the main goal of upbringing is to familiarize a person in specially organized conditions of the pedagogical environment with the world of cultural values, acting in the form of ideals, symbols, norms, patterns of behavior, etc., which determine the nature of various forms and areas of human activity, social relations.

“The priority sphere of personality development is the value-semantic sphere. This means that upbringing, which claims to control the development of the individual, should have the goal and the main subject of upbringing activity in the value-semantic development of the child. Thus, upbringing should be considered as a meaning-generating process " (E. V. Bondarevskaya) .

“The shortest and most accurate definition of upbringing is the formation of a human value system, with its specific content and hierarchical structure. Thus, it differs from education as a process of transferring knowledge, and from learning as a way of transferring skills, and from management as the subordination of the individual to social norms "( M. S. Kagan) .

Education, training and upbringing are closely related to each other. Knowledge plays an important role in learning, the formation of which is the main task of education. Upbringing, acting as a mechanism for transforming knowledge into beliefs, into the internal attitudes of the individual, is also largely based on education. At the same time, upbringing, in turn, has the most significant impact on the process of forming the knowledge and skills of the individual.

However, as noted above, the terms "upbringing", "education" and "training" can be used (and are most often used) not only in a narrow, but also in a broad sense - to denote pedagogical activity in general, that is, activity focused on the formation (correction) of all personality traits - knowledge, skills, abilities, interests, needs, value orientations, etc. In the following text, these terms will be used in such a broad sense (unless, of course, it is stipulated that they are understood in a narrow sense).

From the above it follows that pedagogical activity, designated by the terms "upbringing", "training" and "education", is mistakenly identified with socialization, as is often done. This identification is wrong.

Upbringing (as well as training and education) implies a purposeful impact on the individual with the use of pedagogical means, through which the individual is consciously trying to instill the desired social.

Socialization, "along with upbringing, includes unintentional, spontaneous influences, thanks to which the individual joins the culture and becomes a full-fledged and full-fledged member of society" ( I. S. Kon) .

"Socialization is a general mechanism of social inheritance, covering also the spontaneous influences of the environment, and education and training are organized and purposeful mechanisms for the transfer and assimilation of social experience" ( V. Momov) .

Ideas and ideals occupy an important place in the system of conceptual provisions of the theory of Olympic education humanism.

2. Humanism

The concept of humanism needs clarification and clarification, since over the centuries the term "humanism" has had many meanings.

The vagueness of this term is largely due to the fact that it is based on four words: Greek “ homo"And Latin -" humanus», « humanitas" and " humaniora". All these words are very polysemantic, and in addition, they can be used in two versions - descriptive (axiologically neutral) and normative (evaluative). Word " homo"Means" person "and can be understood as part of the human race or as an individual belonging to this genus. Word " humanus"Means" human. " In a neutral sense, it means “belonging to the human race,” “being an element of this kind,” “being a product or manifestation of human activity,” in an axiological sense, it means “the degree of humanity of behavior that is evaluated positively” and is used to distinguish between worthy and unworthy human actions (the latter are assessed as "inhuman"). The same applies to the word " humanitas". It can be used descriptively as "humanity" or "the human race." But this word, used in the sense of "humanity", can be associated with certain characteristics of a particular person or social group that deserve praise and reward in the social sense. Finally, under the word “ humaniora»Understand the cultural achievements of Greek and Roman ancient culture, first of all, philosophical and literary works in which the basic principles of ancient humanism are formulated. In the history of socio-philosophical thought, these principles were defined and structured in different ways, depending on the level of knowledge of antiquity and the ideological and theoretical orientation of researchers.

Basic principles of humanism

One of the most important provisions of humanism is that it is human(not technology, not profit, not material wealth, not power, not science, etc.) is an « alpha and omega»Social life and social development.

"Man is the highest value" ( Socrates).

"Humanism I will call the recognition of the highest value of man in the life of the world and his creative vocation" ( N. A. Berdyaev) .

In accordance with this initial paradigm, a person is considered not as a means, but as goal various spheres of public life (science, technology, art, sports, etc.) and social development in general.

“In all creation, anything and for anything can be used just as a means; only man, and with him every rational being is goal in itself» ( I. Kant) .

Another important provision of the concept of humanism: a person is not only a goal, but also criterion (measure) appraisals all social processes, phenomena, spheres of social life.

"Man is the measure of all things: existing, that they exist, and non-existent, that they do not exist" ( Protagoras).

"A wise person is the measure of everything that exists" ( Democritus).

In accordance with this provision, everything that works is recognized as humane. per person.

At the same time, it is important not to allow such an understanding of humanity to develop into selfishness and narcissism, and also lead to anthropocentrism (recognition of a person as the center and the highest goal of the universe).

Such a worldview position "can contribute to the formation of the anti-ecological character of human activity, since it considers other manifestations of being to be inferior and in relation to them allows any destructive, destructive actions."

The question is also important, from what position the person himself is assessed, and therefore what is positive role this or that phenomenon for him. From this point of view, humanism recognizes as positive (humane) only that which serves to “cultivate humanity"In a person, development" humane human qualities "( studium humanitatis) .

“When we speak in the name of a person, for a person, it means not just for his consumption - for his stomach and material comfort, but for his personality, although, of course, it is necessary that a person be provided with both material goods and spiritual food” ( A. N. Leontiev) .

Already in Antiquity, it was realized that for humanism, the main thing in a person is humanity (humanitas), humanity... During the era of the Roman Republic humane human ( homo humanus) was opposed barbaric (homo barbarus). Cicero considered humanity as a specific property of human nature, as the ethical principle of human behavior and called the state of aesthetically and morally completed evolution humanistic. truly human the individual.

Despite some changes in the interpretation of the concept of humanity in the development of humanism, in its main points it remained unchanged.

The humanistic concept of humanity includes, first of all, a certain ideal (cultural specimen) personality.

In this book, the term "theory" is used in its broad sense as a synonym for the term "science", "scientific discipline", "scientific knowledge" without its strict differentiation into theoretical and empirical components.

Freedom is one of the most important life values of human life, and the topic of free upbringing has long worried both the best minds of mankind and just parents, for whom children are not just entertainment, but a joyful opportunity to create a decent human life at least in one instance.

The course of free upbringing paved the way for the birth of the humanistic approach, and although not all varieties of free upbringing fit into the framework of the humanistic approach, it is the humanistic approach that has now become the ideological basis of free upbringing. The results of free upbringing are largely determined by the personality of the educator, and not by the methodology used by him. In general, free upbringing was an important counterbalance to traditional upbringing and was a historic step forward.

However, free parenting has many weaknesses.

High cost. Traditional upbringing is simpler, requires less qualifications of the educator and causes less damage to material assets: children set fewer fires and break windows less often. On the other hand, free upbringing requires much greater involvement of the educator, his time and his attention, and often creates additional difficulties with those around him, for whom such pedagogical experiments are incomprehensible and unnecessary.

Unpredictable results... Free upbringing gives unpredictable results, because when the parents stop raising the child, the child realizes only what was originally laid down in him. Good is laid down - the child will grow up good. It is controversial - the child and the child will have problems. Attempts to carry out free upbringing in a mass and extreme version have so far ended sadly. See →

In particular, contrary to popular belief, free upbringing, giving the child full independence does not at all lead to the development of independence. The child to whom you have given full autonomy is simply a child provided for any other influence. And who is responsible for what they will be? See →

Unsuitability for the upbringing of the elite... As the main path, free education does little to educate the elite. The modern European elite is raised in Eton, where the upbringing is more tough-Spartan and demanding than soft and free. On the other hand, the experience of the Tsarskoye Selo Lyceum suggests that, surrounded by traditional totalitarian education, islands of free education for a specially selected elite also yield impressive results.

Important: for a specially selected elite and surrounded by traditional totalitarian education. If these two conditions go away, then impressive results go away.

Pedagogy and didactics

Theory and practice of raising children and students. Theoretical foundations of education: patterns, goals, principles. In the context of social transformations in society, a person is required to be active, mobile, willing to live ...

Theory and practice of raising children and students.

1. Theoretical foundations of education: patterns, goals, principles.

In the context of social transformations in society, a person is required to be active, mobile, willing to live in a multicultural and rapidly changing world, responsibility for choices and decisions. An important role is played by the personal position of a growing person in his mastering of humanistic and moral and legal norms operating in society; the formation of oneself as a subject of civil, professional, family spheres of one's own life. Therefore, a change in the traditional paradigm of upbringing, which is characterized by social orientation, the unconditional authority of the teacher, reproductiveness in the transmission of values and experience in the educational process, and the identification of state and personal interests, is relevant.

The new educational paradigm assumes:

an attitude towards equality of various types of socially acceptable educational experience (education based on folk traditions, secular education, religious education);
the orientation of pedagogical efforts towards the formation of social value orientations by the pupil himself;
tolerant attitude towards dissent, which does not promote cruelty, violence, aggressiveness towards others;
dialogism of cultural positions, their productive cooperation;
assimilation by teachers of the position of an intermediary between the pupil and the culture;
orientation towards the formation of scientific, pluralistic thinking;
ensuring the rights of the child and human;
providing a child (learner, student) with opportunities for self-determination and responsible choice;
the unity of the individual and collective experience of all participants in the educational process.

The main idea of new methods and technologies of education should be the management of the initiative of the pupil himself in the process of pedagogical interaction. On the part of the teacher, this implies both providing him with help and support, and creating conditions for self-realization. This approach contributes to self-determination of the individual, stimulation to a free and responsible act.

In accordance with this paradigm, the main structural elements of the concept of "education" are: the values of education, the educational environment and the educational process.

Upbringing values- these are natural, material and moral-spiritual objects or phenomena that are significant for a person, acting as socio-cultural models of life, on which educational theories, methods and technologies of pedagogical activity are oriented.

Educational environment- this is such an organization of the social environment, when all the variety of human relationships and material objects in a conscious or unconscious form carries educational functions. The most important component of the educational environment is the psychological and pedagogical atmosphere - a set of emotional relationships between the teacher and the pupil, arising on the basis of trust, respect, cooperation and mercy.

Educational process- a reasonably organized interaction process aimed at meeting the needs of its participants. The condition for the effectiveness of the educational process is the organization of the student's activities to acquire a system of personally and socially significant values, and the desired result for society is the formation of life skills, a positive attitude towards creative activity, nature, society, and oneself.

Upbringing, like any pedagogical activity, is built on the appropriate laws and methodological principles, involves the development of adequate goals and objectives and performs specific educational functions.

Pedagogical patternsupbringing are objective, essential, stable connections of the upbringing process, which reflect the interconnections of its structural components and characterize the essence of the functioning and development of the upbringing process itself.

The following laws of education:

Purpose, objectives and contentupbringing are determinedobjective needssociety, socio-cultural and ethnic norms and traditions.
Development child (schoolchild, student) and shaping his personalities occur unevenly , which is associated with the mismatch of verbal, sensory and motor personality processes.
Child education(schoolchild, student) as the formation of socio-psychological neoformations in the structure of his personalityis accomplished only through the activity of the child himself. The measure of his efforts should correspond to the measure of his capabilities.In other words,the effectiveness of education is determined by the degree of self-activity of the personality of the educated person.

Any educational task is solved through active actions: physical development - through physical exercises, moral - through a constant focus on the well-being of another person, intellectual - through mental activity, solving creative problems. At the same time, it seems importantcompliance with the proportional relationship between the efforts of the student and the efforts of the teacher in joint activities: at the initial stage, the share of the teacher's activity exceeds that of the pupil, then it decreases with an increase in the activity and independence of the trainee. Jointly shared activity helps the child (pupil, student) to feel like a subject of activity, which is a condition for the free creative development of the personality. At the same time, the teacher must feel and determine the boundaries of the measure of his own participation in the activities of pupils, indirectly manage this activity and provide students with the full right to creativity and free choice. Thus, the effectiveness of education depends on the optimal organization of joint activities and communication.teachers, children and students

4. Activity content children (schoolchildren, students) in the process of their upbringing is determined for each given moment of developmentactual needs of the pupil's personality.Ahead of actual needs, the teacher runs the risk of meeting resistance and passivity of pupils. If you do not take into account the age-related changes in the needs of the educated person, as well as his interests and capabilities, the process of upbringing becomes difficult and disrupted.

Thus, the effectiveness of education is determined by taking into account the needs, interests, capabilities of the personality of the educated.

5. Integrity personality prescribes to teachers integrity educational influences; as well as taking into account objective and subjective factors in the educational process.

The purpose of education is the formation of a mentally, spiritually and physically mature creative personality, a subject of his life. An intellectually, spiritually and physically mature creative person is a person with a high level of culture, possessing creative potential, capable of self-education, free and responsible behavior, with the inherent qualities of a citizen, patriot, worker and family man.

The main principles of education in modern conditions are:

Scientific principleas a support in the educational process on the psychological and gender and age characteristics of children and students, the teacher's use of the achievements of pedagogical, psychological and other human sciences;
The principle of conformity to nature,assuming in the educational process not only taking into account the natural inclinations of the individual, but also the psychophysiological capabilities of the pupil and their dependence on information and social phenomena;
The principle of cultural conformity,manifested as a set of all forms of the spiritual life of society, which determine the formation of the personality, the socialization of the young generation, based on the values of national and world culture. This principle presupposes the teacher's constant professional attention to the pupil's developing attitudes towards socio-cultural values (man, nature, society, work, knowledge) and the value foundations of life - goodness, truth, beauty;
The principle of non-violence and toleranceassumes a humane attitude and tolerance of the educator to the pupil, his individuality; rejection of any form of psychological and physical violence. Only in conditionslove and securitythe child freely and freely expresses his relationship, develops favorably. Therefore, upbringing involves the teacher's manifestation of love for the child, the ability to understand him, help, forgive his mistakes, protect.

Pedagogical activity should be accompanied or crowned by the inclusion of the pupil in a situation of success, which must be experienced personally by each student. The situation of success is a subjective experience of achievements, the child's inner satisfaction with his very participation in the activity, his own actions and the result obtained. Positive reinforcement is the most general condition for creating a successful situation;

The principle of the connection between education and lifemanifests itself in the account by the educator of the economic, social, ecological, demographic and other conditions of the life of the pupils;
The principle of openness of educational processes and systemsassumes the optimal combination of various educational models with the life experience of the individual, her real life. Whereinteacher maximallypromotes the development of the child's ability (schoolchild, student) to be aware of his "I" in relations with other people and the world, to comprehend their actions, to foresee their consequences for other people and their destiny, to make meaningful choices in life decisions. This principle excludes a harsh order to the pupils, but presupposes a joint search for solutions with them.

In addition, this principle determines the autonomy, uniqueness of the personality of each pupil:acceptance of the pupil for granted, recognition of his right to exist as he is,respect for his life story and experiences that have shaped him exactly the way he is. The boundaries of the student's acceptance of the given exist and are reflected in two prohibitions - “you cannot encroach on another person” and “you cannot not work, not develop yourself”. These prohibitions are unconditional and categorical for a person of modern culture.

The principle of variability of educational activities meanscompliance of its content and forms with changing children's (youth) needs, interests, opportunities.

2. Tasks and functions of the educational process.

The most important tasks of education are:

Moral development of personality, assuming students' awareness of the fact of coexistence and interaction in the world of many cultures, each of which has its own ideals, a system of spiritual and moral values; education of moral qualities (conscientiousness, mercy, dignity, love, kindness, diligence, decency) and the formation of the experience of moral behavior.
Formation of patriotism and citizenshipbased on love for their land, people, language, respect for the history of their Fatherland, national culture, traditions, customs. Fostering civic duty, responsibility, courage among students, based on knowledge of civil law and responsibilities.
Formation of labor and life skillsmeans educating studentscreative attitude to work, dedication, hard work, responsibility; the development of their ability to predict personal and collective labor success, the ability for continuous self-education, self-service skills and safe behavior.
Formation of responsible behavior,manifested in the ability to control oneself, one's natural needs and inclinations, to manifest oneself as a subject of activity, communication, culture, to show initiative and creative abilities, to comply with the rules and norms of the community. The formation of responsible behavior means the development of skills to develop goals and a project of activities for their implementation, to carry out reflection, self-control and self-assessment of the results achieved, to solve problems in new conditions, to communicate productively and to resolve conflicts in a non-violent way.
Formation of a healthy lifestyle,manifested in relation to their health as a life value, skills and abilities to lead a healthy lifestyle, to strengthen reproductive health.
Development of the emotional sphere of the child's personality,carried out primarily in intimate relationships in the family, based on love, care, warmth, non-violence.
Developing a sense of beautyby means of nature, art, the surrounding objective environment, which increase the activity, productivity, creative nature of the pupils' activities and form the ability to see, love and appreciate beauty in all spheres of their life, work, communication.
Development of environmental awareness,providing for the creation of a condition for the acquisition of relevant knowledge and practical experience in solving problems in this area by students and youth; the formation of value orientations of an ecological nature and habits of environmentally sound activities; the ability to cause-and-effect analysis of situations and phenomena in the system "man - society - nature" and the choice of methods for solving environmental problems.

The purpose and role of education are manifested in its functions:

1. Development functioninvolves a change in the orientation of the student's personality, the structure of her needs, motives of behavior, abilities, etc.

2.Shaping functionappears as a specially organized process of presentation by a teacher to a child (student, student) of socially approved values, normative personality traits and patterns of behavior for his personal, civic and professional growth.

3. Socialization functionis to ensure the assimilation of social experience and the development, together with adults, of their own value orientations in the process of joint activities and communication.

4.Individualization functionappears as the process of the formation of the "I-image", the spiritual world of the individual, the implementation of her social roles and relationships on the basis of her mental and social experience and the experience of other people and previous generations.

5. Function of psychological and pedagogical supportmanifests itself as assistance to children and students in solving their individual problems related to psychophysical and moral health, learning, interpersonal relationships and communication, professional and life self-determination. The subject of pedagogical support is the process of jointly determining with the pupil his own actual interests, goals, opportunities and ways of overcoming obstacles (problems) that prevent him from preserving his human dignity in various difficult situations and independently achieving the desired results. Psychological support is also aimed at resolving the problems of a growing up personality associated with crisis events in life, difficulties in social adaptation.

6.Humanitarian function of educationis to ensure the rights of the child, to meet his needs for safety, emotional comfort and independence, to maintain health, to determine the meaning of life, and to provide personal freedom.

7.Culture-forming function of educationmanifests itself in the preservation, reproduction and development of culture, presupposes an orientation towards the education of the individual as a subject of culture.

3. Foreign concepts of education.Technocratic and humanistic pedagogy.

In the teaching practice of foreign countries, there is a significant variety of theories and approaches to education. The first group is made up of concepts in which upbringing is viewed as a relatively rigid leadership of students, the formation of personality traits given by society. This approach corresponds to the so-calledauthoritarian, technocratic pedagogy. The educational concepts of the second group can be given a general name -humanistic school. In other words , the educational systems of the West base their theories on the philosophy of pragmatism, positivism, existentialism. Psychoanalysis and behaviorism are the psychological foundations of most Western educational concepts.

The developers of technocratic, authoritarian pedagogy proceed from the fact that the task of the educational process of school and society is to form a "functional" person - a performer, adapted to life in a given social system, prepared to fulfill the corresponding social roles. So, in the educational concepts of the United States, these roles were defined as follows: citizen, worker, family man, consumer. According to Skinner the creator of technocratic pedagogy, education should be built on a rational scientific basis, programming the behavior of people and managing its formation. Soviet pedagogy tried to build education precisely as a controlled and controlled process, trying to determine the exact goals, objectives, content, methods and forms of work. Representatives of the technocratic approach in the West also proceed from the fact that the process of forming and educating a personality should be strictly directed and lead to projected results. However, in this approach there is a threat of personal manipulation, the danger of bringing up as a result a human functionary, a thoughtless executor. In this case, upbringing is understood as a modification of behavior, as the development of "correct" behavioral skills. Technocratic pedagogy is based on the principle of modifying the behavior of students in the right direction.

The formation of behavioral skills is necessary, but one cannot neglect the individual's own will, its consciousness, freedom of choice, goals and values, which determines the actual human behavior. The modification technique involves the development of the desired behavior in various social situations with the help of "reinforcers": approval or censure in various forms. There is nothing wrong with the modification technique if it means the impact on the consciousness, behavior, emotions of a person with the aim of his development. But if the modification of behavior leads to the manipulation of a person, neglects his interests, serves external adaptation, without appealing to his own will and freedom, then this is inhuman in nature. The extreme expression of the technocratic approach is the theory and practice of psychotropic influence on students and adults. Education with the help of pharmacological drugs is contrary to all moral and legal norms.

The model of education within the framework of the humanistic school, which is based on the direction of humanistic psychology, developed in the 50s and 60s. in the USA in the works of scientists such as Maslow, Frank, Rogers, Colley, Combs, etc.

The main concepts of humanistic pedagogy are "human self-actualization", "personal growth", "developmental help". Each person is a unique, inimitable person. The behavior of an individual is determined not by reinforcement coming from the external environment, as behaviorism teaches, but by a person's innate desire for activity, actualization - the development of his own natural abilities, the search for his meaning of life and life path. Personality is understood as a complex, autonomous system, characterized by a focus on creative activity, cooperation. And self-actualization possessing activity and will is the realization of oneself in activity, in relations with people, in a full-blooded "good" life on a chosen and changing life path. This state is designated by K. Rogers by the concept of "fully functioning person". In Rogers' psychotherapy and pedagogy, the psychotherapist and teacher must arouse a person's own powers to solve his problems, while not solving difficulties for him, not imposing a ready-made solution on him, but stimulate his own work on personal change and growth, which never have limits. The goal of teaching and upbringing should not be the acquisition of "ready-made" knowledge by a person as a set of facts, theories, etc., but a change in the student's personality as a result of independent learning. An important educational task is the creation of conditions for the development and self-development of the individual, the search for their own individuality and complete self-actualization.

The teaching in which the student is interested and which contributes not to the simple accumulation of "ready-made" information, but to the change and development of the student, his behavior, his self-concept, Rogers called "meaningful teaching for a person." He determined the following conditions for organizing such a learning process:

1. Pupils in the learning process solve problems that are of interest and meaning to them.

2. The teacher feels congruent towards the students, that is, he manifests himself as a person who he is, expressing himself freely.

3. The teacher shows an unconditional positive attitude towards the student, accepts him as he is.

4. The educator shows empathy for the student. The ability to penetrate into his inner world, understand him, look with his eyes, while remaining himself.

5. The teacher provides a means of teaching students: books, textbooks, didactic materials, etc.

The teacher plays the role of an assistant and stimulator of meaningful learning, must create psychological comfort and provide the student with freedom, i.e. learning should be student-centered, not subject-centered.

The educator within the framework of humanistic pedagogy should encourage students to make moral choices by providing material for analysis. The methods of education are discussions, role-playing games, discussion of situations, analysis and resolution of conflicts. For parents and teachers, the following techniques are important and effective in communicating with the child: I-statement, active listening, unconditional love for the child, positive attention to him, eye contact.

The main content of upbringing is determined by the needs and interests of the growing personality, universal human values and the basic components of the culture of the individual.

There are several main components of the culture of the individual, in the process of the formation of which the content of upbringing is realized.

Moral and ethical culture.

The content of educational work includes: the formation of ideas and concepts about the moral foundations of life; assimilation of the idea of national identity as a factor in the moral culture of the people; the formation in the team of a culture of interpersonal relations and joint activities; development of ethical thinking, moral feelings, motives of behavior; education of high moral qualities: kindness, mercy, tolerance, politeness, conscientiousness, decency, dignity, etc .; the formation of norms of behavior.

Criteria for the formation of moral and ethical culture:

the formation of leading moral qualities;

development of ethical standards of behavior;

the ability to understand a person and empathize with him;

accuracy and commitment in promises;

benevolence towards people;

manifesting a sense of solidarity and collectivism in everyday life;

manifestation of material and spiritual generosity;

observance of etiquette.

National culture.

Criteria for the formation of national culture:

development of national identity;

respect for the culture of the national majority;

interest in the language, history and culture of Belarus;

respect for traditions and customs, norms and laws of life of people of other nationalities;

the presence of continuity in the development of cultural and historical experience and relationships with older generations;

participation in creative, transformative activities for the benefit of the national culture.

Civil culture.

formation of responsibility for the fate of the fatherland;

assimilation by children and students of knowledge about their rights and obligations and education of the need to realize them in everyday life; stimulating political, economic, social, environmental activity, developing a sense of respect for the laws of the state, the attributes of statehood; the formation of legal awareness, law abidance and a sense of patriotism.

Criteria for the formation of civic culture:

knowledge about the Constitution of the Republic of Belarus, civil rights and obligations, about the trends in the development of a civil democratic society;

obedience to the law (respect for the laws);

willingness to actively participate in business management both at the personal level and at the social level (group, educational institution, association);

awareness of their rights and responsibilities;

the formation of the need to defend the interests of the Republic of Bellarus.

Psychological and pedagogical culture.

Criteria for the formation of psychological culture:

knowledge about the mental life of a person, basic psychological phenomena;

mental and social adaptation;

stress resistance;

the ability to self-regulation and self-education;

readiness for constant self-education;

the ability to cooperate and communicate;

socially oriented orientation of behavior;

developed level of self-awareness.

Work culture.

readiness for an independent working life;

creative approach to work;

the ability to work in a group, perform executive and managerial duties and functions in collective activities;

develop goals and projects of activities to achieve them;

skills of reflection and assessment of the labor process, its results;

high-quality and responsible performance of work;

occupational safety skills.

Family culture

The content of educational work includes: the formation in children and young students of an attitude towards the family as the most important value, the need to strengthen family and kinship relations and maintain traditions, self-awareness as a member of the family and clan; the skills of helping their loved ones, fulfilling the family's life regime, arranging their homes; developing a sense of duty to preserve the honor and dignity of your family; formation of readiness for family life.

Criteria for the formation of the culture of family relations:

understanding the culture of family relationships;

knowledge of their ancestry, family traditions and relics;

participation in housekeeping and taking on permanent responsibilities at home;

skills in caring for young children; providing regular assistance to elderly, frail parents and relatives;

having a sense of responsibility for your family, its well-being.

Gender culture

The content of educational work includes: the formation of students' ideas about the life purpose of men and women; physiological, psychological and ethical characteristics of girls-girls, boys-boys, men and women; male and female dignity; the ethical sense of the beauty of childhood, adolescence, youth, maturity, old age; the true and imaginary beauty of a person.

Criteria for the formation of gender culture:

assimilation of the essence of the relationship between boys and girls, boys and girls, men and women; striving for mutual understanding and care for each other;

the presence of qualities characteristic of a boy (youth, man): courage, skill, chivalry, nobility, hard work, physical strength, masculinity, the ability to overcome difficulties, willingness to help a woman and protect her, etc.;

the presence of qualities characteristic of a girl (girl, woman): kindness, femininity, responsiveness, gentleness, tolerance for the shortcomings of loved ones, the ability to forgive, caring for the old, sick, orphans, love for children, etc.

Healthy lifestyle culture

The content of educational work includes: mastering by students the concepts of "life" and "health" as universal values; fostering in them a careful attitude towards their own health and the health of those around them; the formation of skills and abilities to lead a healthy lifestyle, to strengthen their own reproductive health; understanding the importance of physical and mental work, physical culture, sports, tourism, communication with nature in personal and professional self-improvement.

Criteria for the formation of a culture of a healthy lifestyle:

attitude towards one's own health and the health of others as a value;

availability of skills and abilities to maintain and promote health, safe and responsible behavior;

the formation of hygiene skills and habits;

the presence of physical and mental activity;

the ability to resist health-damaging lifestyles and behaviors.

Aesthetic culture

The content of educational work includes: the formation and development of students and youth of the aesthetic ideal, aesthetic interest, aesthetic education and aesthetic taste as the main components of aesthetic consciousness; the formation of artistic and art history knowledge, an aesthetic attitude to nature and art; aestheticization of the educational process, the surrounding subject environment, relations in the student body, in the family; development and implementation of the artistic creative potential of children and students; development of the emotional sphere of the personality by artistic means; introduction to the world and national artistic culture. Criteria for the formation of aesthetic culture:

the presence of a desire to communicate with art and nature;

the presence of an aesthetic need to transform the surrounding reality according to the laws of beauty and harmony;

the ability to perceive art, empathize and enjoy highly artistic samples;

the ability to give an aesthetic assessment of a work of art and an object of nature, or the surrounding reality;

ability of artistic and creative self-expression;

aestheticization of relationships with people around;

knowledge of the basics of folk art, historical and cultural traditions of their country, striving for their creative development and preservation.

Ecological culture

Criteria for the formation of ecological culture:

the presence of ideas about interaction in the system "man - society - nature", knowledge about the nature of the native land, local, regional and global environmental problems;

participation in a variety of activities in the field of nature management and environmental protection;

the formation of responsibility for the preservation of the natural environment that determines the living conditions of people;

compliance with the norms of environmentally friendly behavior.

5. Methods of education and humanistic technology of the educational process

Pedagogical activity, like any other activity, can be organized technologically or based on intuition, pedagogical sense of proportion and tact. The technology of education can be viewed in the broad and narrow senses of the word. In broad terms, it is a system of sequential deployment of a project of pedagogical activity and communication aimed at achieving the set educational goals. In the narrow sense, it is a manifestation of the teacher's individual skill in the selection and implementation of the optimal means, forms and methods of pedagogical influence on personality development in a particular situation.

The methods that form the basis of traditional educational technology are persuasion, exercise, motivation (encouragement and punishment). The most common classification of upbringing methods is a system of methods that reflects the unity of the target, content and procedural components of the upbringing process (G.I.Shchukina). In accordance with this classification, there are three groups of methods of education: methods of forming the consciousness of the individual; methods of organizing activities and forming the experience of social behavior; methods of stimulating behavior and activity (see diagram 5).

Scheme 5

However, as the results of educational practice show, in the modern sociocultural situation, it is necessary to supplement the traditional methods of education with methods, techniques and means of humanistic technology. Its key links are the following components.

Taking into account the actual needs of children of different ages.

The needs of the child (pupil, student) are not divided into good and bad, they only ensure the survival of the personality and its adaptation. But there are socially acceptable and socially unacceptable ways of satisfying needs.

The immediate "transformer" of the structure of needs is the positive emotions accompanying the successful satisfaction of these needs. The ways to realize the needs and the formation of socially acceptable behavior are: impact on the emotional and cognitive sphere of the pupil (assimilation of legal knowledge, the formation of moral convictions, changing the system of values and attitudes towards reality) and the activity sphere (the use of socially organized forms of activity that contribute to the formation of socially positive needs ).

Positive perception of the child (student, student) by the teacher.The meaning of a student's positive perception is to understand and perceive his inner world, to reveal, reveal and let his natural inclinations manifest, to believe in his strength and capabilities. In this case, one should treat the child's shortcomings as his merits, which have not yet been used. In this regard, the following applies:

Psychological-therapeutic and socio-pedagogical influence with a predominance of moral means that strengthen psychophysical health;
Creation of a situation of “living” in the educational process, which presupposes the use by the teacher of the knowledge of the pupil's life experience;
Education without coercion, mental and physical violence. (Violence is understood as methods of influence that force the pupil to perform actions and deeds that do not correspond to his conscience, which inhibits the development of the student's strength and potential, leads to a lag in physical and moral development). Nonviolence in the upbringing process is manifested in nonviolence over the pupil's thinking, in recognizing his rights as a full-fledged person, in giving him the opportunity to choose, express his point of view, take his place in the team, have the right to his own opinion, his own path to truth. The realization of the idea of nonviolence includes the following ethical methods of communication: not claiming absolute truth; be ready for concessions and mercy, criticize your behavior in order to find out why your own actions cause negative reactions from others; learn to analyze the situation from the opponent's position; never identify the problem and the person; do not demand complete perfection from others and do not consider yourself as such.

Psychological and pedagogical supportstudents involves pedagogical and psychological assistance in the individual development and self-development of the maturing personality. At the same time, the system of support and assistance is the basis for the implementation of humanistic values, the fundamental of which are the following:

Accept the child (student, student) as he is, and treat him as the highest value. This means that the organization of upbringing should go from the personality of the child, take into account his interests, needs, motives, opportunities.
Trust the child (learner, student) through the creation of a favorable moral climate and an atmosphere of trust in the team.
Recognize the child (student, student) as an accomplice, organizer of the educational process. At the same time, strictly observe the social and moral rules of the pupil, be condescending to him, take into account his age and poor life experience, gender differences of students, help the pupil get rid of complexes.
To support the pupil in difficult life situations, which is manifested by creative teachers in the fact that they do not abuse bad grades, do not complain to their parents about the student, offer him the necessary "support", give him the right to free choice; the basis of support is a truly spiritual contact between the teacher and the pupil.

Parenting situations- one of the effective methods of education without coercion and violence, which materializes the creativity and freedom of all participants in the education process. Educational situations in educational practice have a different focus: advancing trust, creativity, free choice, emotional mood, comradely trust, etc. Their manufacturability lies in the fact that the teacher purposefully creates these upbringing situations and includes students in them to correct behavior in the team.

Game, play activity- important forms of humanistic technology. The creative principle of the personality is most fully realized in play and play activity. In their process, the child masters social roles, acquires ingenuity, dexterity, ingenuity, and develops imagination. The game can perform:

means, method, form of activity of children and adolescents;
training in the formation of norms of behavior among pupils; skills to comply with rules, conditions, restrictions on actions; in making a choice, etc.
a condition for self-realization and achievement of the highest indicators in the development of the child, which in the short term become his norm.

Let's call in as examplessome modern educational technologies that have become widespread in the mass practice of schools.

The humane and personal technology of Sh.A. Amonashvilihas special target orientations: to contribute to the formation, development and education of a noble person in a child by revealing his personal qualities (soul and heart, cognitive powers ...). The ideal of education is self-education.
- System education in Pavlysh schoolV.A. Sukhomlinsky.
- Model labor education A.A. Katolikovaaccording to the commune system A.S. Makarenko: children get used to creative work, undergo practical training according to the programs of the agricultural school. Some conceptual ideas: work is the basis of personality formation; interest and attention to each child; the child must have a personal interest, a search, an "appetite for life", a combination of learning with productive labor in the form of a school-farm; school Makarenko collective, pedagogy of parallel action; children's self-government and self-control, etc.
- School as educationalsystem V.A. Karakovsky.
- Author's model "Russian school" (I.F. Goncharov, L.N. Pogodina)has target orientations: the formation of a new Russian person - highly moral, educated, spiritually rich, hardworking, physically developed, capable of self-education and creativity, loving his Fatherland; the revival of the traditional Russian culture of education, the inclusion of students in the ethnocultural tradition; development of the richest cultural heritage of Russia; awakening of Russian national identity, Russian national character ...
- Educational system of the International Children's Center"Artek"
- Identification and development of children's creative abilities in a variety of extracurricular activities of children in"Creative room" (IP Volkova).
- The technology of educating social creativity in the conditions of collective creative activity I.P. Ivanova.
- The technology of personality-oriented collective creative activity S. D. Polyakova.
- Pedagogical support technology O.S. Gazman.

Questions and tasks for self-examination.

Identify the leading ideas of the new educational paradigm. What are its distinctive features from the traditional concept of upbringing?
Expand the meaning of the basic concepts of upbringing: the values of upbringing, the upbringing environment, the upbringing process.
Justify the basic laws of the upbringing process.
Expand the essence of the basic principles of education in modern conditions.
Define the tasks and functions of the upbringing process.
Comment on the table "The relationship between pedagogical laws and principles of public education" (according to AI Kochetov).
Conduct a comparative analysis of the main foreign concepts of education.
What does Rogers mean by "meaningful teaching"? Determine the conditions for the implementation of such teaching.
Expand the content of the upbringing process from the standpoint of the formation of the basic components of the culture of the individual?
Describe traditional parenting methods.
What are the main methods and techniques of humanistic education technology?

RELATIONSHIP OF PEDAGOGICAL REGULATIONS AND PRINCIPLES OF PUBLIC EDUCATION (according to A. I. Kochetov)

Patterns of personality formation	Regularities of the educational process	Principles of public education
1. Leading role of focus. The presence of "blocks" of leading qualities	Leading directions in education	The principle of humanistic purposefulness of education
2. Unevenness and cyclical development of personality	The relationship between education, self-education and re-education in the formation of personality	Pedagogical optimism
3. Determinism, the interaction of objective and subjective	The relationship between the development of society and personality	Personality education in a team
4. The growing role of individuality in the general development of personality	Compliance of upbringing with the level of personality development	The principle of taking into account age, gender and individual characteristics
5. Unity and integrity of personality formation	Unity and integrity of the educational process	The principle of the unity of goals, content, forms and methods of education
6. The unity of personality development and activity	Formation of personality and team in activities	The connection between school and life

The leading idea of the concept of the upbringing process (according to A.I. Kochetov): the patterns of personality formation determine the patterns of the upbringing process, the strategy (principles of upbringing), tactics (ped. Technology) and the methodology of pedagogical influences (a set of methods, techniques and means).

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EDUCATION THEORY

Introduction

The theory of education is a part of pedagogical science, which considers the issues of content, methodology and organization of the educational process.

A person's personality is formed and developed as a result of the influence of numerous factors: objective and subjective, internal and external, independent and dependent on the will and consciousness of people, acting spontaneously or according to certain goals.

Purposeful formation and development of personality provides scientifically organized upbringing.

It has long been a pedagogical axiom that the child is not only an object of upbringing, but also its subject. However, in practice, teachers rarely create conditions for the full implementation of this pattern of the educational process. The child, of course, manifests itself as a subject of educational activity when he "refers" to certain factors, influences on him. We mean that outwardly he can behave as teachers and parents expect of him, but inwardly his attitude to what and how he does may not coincide with the external behavioral repertoire: outwardly he obeys, carries out assignments, and the motive of the activity is the desire for well-being (fear of punishment), vanity, etc. In this case, the formation of completely different mental neoplasms occurs, for the development of which the activity was organized. In this sense, the child is really always not only an object, but also a subject of upbringing.

1. The purpose of education

Modern pedagogy proceeds from an understanding of the upbringing process as a social interaction between the teacher and the students, their developing relationships.

Thus, upbringing is a process of purposeful personality formation; specially organized, controlled and controlled interaction of teachers and students, the ultimate goal of which is the development of a personality that is necessary and useful to society.

Education, as a process and as a system, has a number of features:

Purposefulness;

Multifactoriality;

Complexity;

Duration;

Continuity;

Complexity;

Variability and uncertainty;

Bilateral character.

One of the most important principles of education in pedagogy is taking into account age characteristics. All known pedagogical systems are built on it. Age periodization in modern pedagogical theory is somewhat different from periodization in psychology, since it is associated with different types of pedagogical systems.

The effectiveness of educational influences is directly dependent on a person's susceptibility to education. Susceptibility changes with age: the younger the child, the more susceptible he is. But a person is exposed to influences all his life. Depending on the nature of sensitivity, people are divided into three types:

1) suggestible, with high sensitivity to all influences;

2) with high selective sensitivity;

3) with a low level of susceptibility to any influences.

Education as a purposeful process is complicated by the following circumstances:

The presence of various influences on the child, often contradicting each other;

The presence in children of certain, already established views, aspirations, habits, tastes;

Difficulty in studying the inner state of the student;

The variability of the results of the same pedagogical action.

The goal of upbringing is the result, the future, towards the achievement of which the efforts of various people and organizations are directed.

The objectives are subject to the content, organization, forms and methods of education.

General and individual goals are highlighted. In practical implementation, the goal appears as a system of specific tasks solved by education. There can be many tasks: general and specific, promising and immediate.

Within the framework of one educational system, the goal of education is one. It is the goal and the means of achieving it that separate one educational system from another.

The goal of upbringing depends on a number of objective reasons: the regularities of the physiological development of the organism, mental development, achievements of philosophical and pedagogical thought, the level of general culture, ideology and state policy. In any state, the goals of education at school are aimed at strengthening existing social relations.

Currently, an attempt is being made to implement the idea of independence of education from ideology, deduction of the goals of education from universal

values and norms of life. In practice, upbringing is excluded from educational institutions and is shifted entirely to the family.

The history of pedagogy is the history of the birth, implementation and withering away of the goals of education and pedagogical systems. The goals of upbringing are mobile, changeable, and have a concrete historical character.

Thus, the goal of education is determined by the needs of the development of society and depends on the mode of production, the rate of social and scientific and technological progress, the achieved level of development of pedagogical theory and practice, the capabilities of society, educational institutions, teachers and students themselves.

Upbringing is carried out under certain conditions, which must be taken into account in an integrated approach to personality formation. Among the factors promoting or opposing education, one can single out the prevailing way of life, the media, the characteristics of the team, the norms of relationships, and individual characteristics.

Education as one of the subsystems of the integral pedagogical process is subject to its general laws:

The dependence of education on objective and subjective factors of the social environment;

The unity and relationship of education with the general development of the individual:

Recognition of activity and communication as the basis and the main source of the formation of socially valuable personality traits;

The relationship between educational impact, interaction and vigorous activity of students.

So, upbringing is a long and contradictory process, the results of which are distant. It begins at birth and continues throughout life. From a certain age, education is combined with self-education.

2. The concept of the content of education

The content of education - consists of scientific facts, concepts, theories about nature, society, man, that is, knowledge on which social experience, values, norms, ideals, as well as abilities, skills, abilities, and behavioral habits are based. In other words, the subject of formation is the student's feelings, consciousness, attitudes, assessments, and behavior. At present, a change in the concept of upbringing causes changes in the content of upbringing. According to the new approach to upbringing in Russia, the goal of upbringing should be the formation of a basic culture of the individual as the basis for further development. Recall that the basic culture includes the culture of life self-determination, family relations, economic and work culture, political and legal, intellectual, moral, communication culture, environmental, artistic, physical culture. (Gazman O. Bulletin of Education, 1991/8).

The culture of life self-determination is understood as a person's awareness of himself as a subject of his own life, the ability to make decisions and be responsible for actions, skills for self-education.

The program for the formation of the basic culture of a student largely coincides with the content of upbringing in the former Soviet school. This is natural, since the upbringing process cannot be drastically restructured for theoretical and organizational reasons. It would also be wrong to discard the valuable in the experience of classical Soviet pedagogy. The described content of education as a whole, although not in everything, coincides with the world practice of selecting the content of education, that is, with how different societies determine moral, civil, aesthetic and other norms, knowledge, and requirements for new generations of people.

For example, the UNESCO Education Thesaurus contains terms related to the content of elective courses for students who wear

first of all, a formative, nurturing character. Here are some terms and courses: moral, labor, religious, aesthetic, musical education, education in the spirit of peace. Health education, which includes drug and alcohol education, physical education, sex education, home economics and first aid training, home economics and safety training.

At present, Russian schools offer courses "Fundamentals of Life Safety" and "Citizenship", focused on the development of knowledge and norms of behavior necessary in society, in the family, on the street, in everyday life.

3. The results of the educational process

The results of the upbringing process are the level of upbringing achieved by an individual or a collective. Diagnostics helps to identify the correspondence of good breeding and planned results.

Criteria for good breeding are theoretically developed indicators of the level of formation of various personality traits. This problem in pedagogy is poorly developed and is debatable.

According to the orientation, method and place of application, the criteria for good breeding are conventionally divided into two groups:

1) associated with the manifestation of the results of upbringing in an external form: judgments, assessments, actions, actions of the individual;

2) associated with phenomena hidden from the eyes of the educator: motives, beliefs, plans, orientations.

The modern theory of upbringing, which should lead to a new quality of personality, is based on the following ideas:

Realism of the goals of education;

Joint activities of children and adults;

Education theory.

The essence of education as a pedagogical phenomenon and its features.

The purpose and objectives of education.

Basic concepts of the theory of education.

Parenting theory- a section of pedagogy that reveals the general laws of upbringing, personality formation.

The object of study is the process of education.

Education is a primordially Russian word derived from the word "nourish". The original meaning of this word was nutrition, feeding a child, not adapted to life and completely helpless at birth. Later, the term "education" was rethought, expanding its meaning. Today, speaking of upbringing, they least of all mean "nutrition", and if they mean this meaning, then in its broad spiritual meaning.

The concept of "education" is one of the leading in pedagogy. Upbringing(in a broad sense) is considered as the impact on the emerging personality of all factors of the micro- and macroenvironment (friends, parents, books, media).

Upbringing(in the narrow sense) - a purposeful process of interaction between the teacher and the pupil, aimed at the versatile development and formation of the pupil's personality, this is a specially organized activity of teachers and pupils to realize the goals of education in the conditions of the pedagogical process.

The activity in this case is called educational work. Modern scientific ideas about education have developed as a result of a long confrontation between pedagogical ideas.

In contrast to authoritarianism in pedagogy, there is a humanistic concept. In the humanistic tradition personality development is viewed as a process of interrelated changes in the rational and emotional, spheres that characterize the level of harmony of her self and society.

Self- This is a reflection of the internal plan of personality development, characterizes the depth of the personality of the personality.

Sociality reflects the external plan of personality development, for example, the depth of a person's perception of social values, norms, customs, the degree of orientation in them and the level of personal qualities acquired on their basis.

Education as a process of formation of mental properties and functions is due to the interaction of a growing person with adults and the social environment. Among the humanistic trends in the functioning and development of education, the main one can be distinguished - personality development orientation... The more harmonious the general cultural, social, moral and professional development of the individual, the more free and creative a person becomes in the implementation of the cultural and humanistic function.

With personality-oriented pedagogy of particular importance is acquiring:

· Active an approach, which allows you to transform the totality of external influences into new formations of the personality as products of development (more deeds, fewer words; they bring up not words, but deeds)

· Personal approach requires an attitude towards the student as a unique phenomenon, regardless of his individual characteristics (the child lives now, this minute, and is not preparing for a future life).

Polysubject ( dialogic ) an approach. The teacher does not teach, does not educate, but activates, stimulates the student's desire for self-development, studies his activity, creates conditions for self-movement. (The teacher is not "above", but "with" the student)

· Individually-creative an approach that allows the student to experience the joy of knowing his own growth and development, from achieving his own goals.

The terms formation and formation are closely related to upbringing.

Becoming- the conditional achievement by the child of such a level of development when he becomes able to live independently in society, to dispose of his fate and to independently build his behavior.

The custom of the transition of a young man to the position of an adult: public trials in a primitive society, initiation into knights, Indians - a trial in a hammock with insects.

The personality changes under the influence of the sum of life and social factors throughout life, therefore it cannot be said that the personality has finally taken place.

Formation of personality- the process of personality change in the course of its interaction with reality, the appearance of physical and socio-psychological new formations in the structure of the personality and, in this regard, a change in the external manifestations (form) of the personality, thanks to which it exists for other people.

The formation of a personality, as a rule, gives rise to self-education.

Self-education- Conscious purposeful human activity aimed at developing and improving in oneself certain socio-psychological, physical qualities of a person.

Self-education includes self-control, self-esteem, self-regulation, well-being, self-command, self-belief, auto-training, etc.

Re-education- correction of behavior, elimination of erroneous judgments, eradication of personality traits that do not meet the requirements of society.

The concept of "re-education" is used when it comes to socially disapproving behavior, personality traits that contradict human life, including illegal acts.

KD Ushinsky pointed out that bad habits are best eradicated by the formation of good habits, which, in turn, will become a substitute for bad ones.

A.S. Makarenko, who works with children of difficult lives and serious social deviations, argued that any child can be raised if placed in normal human conditions.

Modern pedagogical thought and humanistic psychology affirm the principle of taking a child for granted, respect for his individuality, taking into account the history of his formation, development and formation.

The essence of education.

Essence is the inner content of an object.

To define the essence means to find and designate what this object is among a number of others, to highlight its signs.

Education from the point of view of physiology- a complex, multi-stage, reflex process to create a dynamic stereotype.

Education from the point of view of psychology- the creation of a system of interconnections between people, which give rise to the relationship of a given person to others, to himself, to nature, work. The object of education is these relationships. Parenting is largely an imitative process.

Education from a social point of view Is a purposeful preparation of the young generation for life in this and future society, carried out through specially created state and public structures, controlled and adjusted by society.

Education as a professional phenomenon- what is organized by professional teachers in special educational institutions - purposeful, meaningful professional activity of the teacher, contributing to the maximum development of the child's personality, his entry into the context of modern culture, the formation of the pupil as a subject and strategist of his own life, worthy of a human.

The purpose of education

The goal is the ideal foresight of the result, the initial component of the activity.

Many leading educators believe that in modern Russian society, education should be aimed at the all-round harmonious development of the individual. The purpose of education - this is the ideal of a harmoniously developed person who combines spiritual wealth, moral purity and physical perfection “From the depths of centuries, - writes V.А. Karakovsky, - the dream of mankind about a free, comprehensively developed, harmonious personality has come down to us, and there are no grounds even today to reject it as a super goal ”. However, each pedagogical collective, focusing on this ideal goal in its activities, must concretize it in relation to its conditions and capabilities. According to Professor Nadezhda Yegorovna Shchurkova, the goal of upbringing is a person who is able to build his a life worthy of a Man.

Personality. Face. The social face of a person. A person becomes a person when he assigns himself responsibilities and is responsible for them, when he reflects, realizes, evaluates, understands himself and others. When he acquires the ability to realize his natural strengths and inclinations, when he realizes himself in accordance with his purpose, when he fulfills the mission of Man on Earth. This is the height at which a person can be called a rational being with intellectual abilities (homo sapiens).

Another target block is the moral component of the goal of education. Man is a moral being with the ability to be moral (homo moralis). In fact, this is the spiritual core of the personality. The personality appears as the bearer of goodness, goodness, moreover, full of energy to do good.

Finally, the creative component. Man is a creature creative, possessing ability to create something that nature has not created (homo creatus - creative person or homo faber - creative person).

Thus, the goal of upbringing contains the trinity of the rational, spiritual and creative. And only if a person achieves this trinity is she able to build a life worthy of a Human. There are three reasons for such a life - truth, goodness and beauty. In other words, a life worthy of a Human is a life built on Truth, Goodness and Beauty. It provides a person with the opportunity to find his generic human essence: to realize himself as homo sapiens, to realize in himself the ability to be homo creatus, to manifest himself as a homo moralis.

This goal is general in nature and allows you to preserve the individual characteristics of each child.

The teacher's practice-oriented thinking asks a troubling question: how to realize this goal in practice? It is natural to expect that everyone will go their own way, but there are general principles (fundamental rules), appropriate upbringing mechanisms that set ideas in motion towards the goal, there must be a corresponding content that fills the upbringing process.