Functions of pedagogy as a science. Object and categories of pedagogy

Pedagogy is a complex social science that integrates, integrates and synthesizes the data of all the teachings about children. It defines the canons of the formation of social relations that affect the development of the future generation.

Goals and objectives of pedagogy

Aspects of pedagogical reality affect the child not only during direct impact, but also subsequently reflected in the events of his life.

The main goal of pedagogy is to contribute in every way to the process of self-realization of the individual and the development of the society with the help of a scientific approach, as well as in the development and implementation of effective ways to improve it.

At the beginning of the third millennium, full of important events, the need for affirming the humanistic ideas in the minds of Russians is growing. This is possible only if the pedagogical approach is implemented in all spheres of life. Only then will it be possible to predict the effectiveness of educational and educational activities.

Thus, the tasks and functions of pedagogy are related to the description, explanation and forecasting of events and processes taking place in the educational sphere. This is what determines the need to separate the tasks into theoretical and practical ones. The tasks and functions of pedagogy are formulated on the basis of scientific principles, and are then embodied in actual activity.

The following is a list of the most important theoretical problems.

1. Identification of the main regularities of the educational process.
2. Analysis and generalization of the experience of pedagogical activity.
3. Development and updating of the methodological basis; Creation of new systems of education and upbringing.
4. Use of the results of pedagogical experimentation in teaching practice.
5. Determining the prospects for the development of education in the near and distant future.

The actual embodiment of the theory, that is, the fulfillment of practical tasks, occurs directly in educational institutions.

Object of pedagogy

The tasks and functions of pedagogy as a science are formulated quite clearly. Their content has never caused controversy among specialists and researchers.

As early as the beginning of the 20th century AS Makarenko drew attention to the specificity of the object of pedagogy. He disagreed with most of the researchers of the time. A.S. Makarenko considered erroneous their opinion that the object of pedagogy is a child. This science studies the aspects of activity aimed at the formation of socially significant qualities of personality. Consequently, the object of pedagogical science is not man, in the educational process aimed at him, the totality of pedagogical activities that determine the development of the individual.

Subject of pedagogy

The problems of the educational and educational process are indirectly connected with many sciences: philosophy, sociology, psychology, economics and others. But, none of them affects the nature of the activity that determines the daily processes of growth and development of the child, as well as the interaction of the teacher and schoolchildren. Only pedagogy is engaged in studying the laws, trends and prospects for the development of the educational and educational process as one of the factors in the formation of the person's personality.

Thus, the subject of this collective social science includes the laws of the formation of the process of education in time, which are closely related to the canons of the development of social relations. Also, the object, subject and functions of pedagogy reflect the totality of features and conditions for the implementation of pedagogical influence.

Pedagogy as a science

The most important functions of pedagogy as a science are connected with the knowledge of laws that regulate the education, education and training of the individual and the development of optimal means for solving the basic tasks of the person's personal development.

For specification, specialists distinguish the theoretical and technological functions of pedagogy.

The implementation of each of them assumes the existence of three activity levels.

Levels of the theoretical function:

1. Descriptive, or explanatory , on which advanced and innovative pedagogical experience is studied.
2. Diagnostic , within the framework of which the condition, conditions and causes of phenomena accompanying the interaction of the teacher and the child are revealed.
3. Prognostic , implying carrying out experimental studies that reveal the pedagogical reality and find ways to transform it. This level is associated with the creation of theories and models of interaction between participants in pedagogical relations, which are used in practice.

Levels of technological function:

1. Projective , including the development of an appropriate list of methodological material (curricula, curricula, manuals, etc.), the content of which embodies the theoretical foundations of pedagogy.
2. Converting , associated with the introduction of scientific achievements in the educational process with the aim of improving it.
3. Reflexive, or corrective , involving an assessment of the impact of pedagogical research on teaching and educational practice, which can be adjusted to reflect the interrelationship of science and practice.

Main categories of pedagogy

The functions of pedagogy are manifested in different ways, depending on the category within which the impact on the child is carried out.

Any theoretical basis should be based on a clear delineation of ordinary ideas and scientific knowledge. The first are reflected in the daily practice of education and training. The latter are generalized results of pedagogical experience, which are represented by categories and concepts, laws, methods and principles of the organization of the pedagogical process. The formation of this science was accompanied by a gradual demarcation of concepts, which became a prerequisite for the formation of three pedagogical categories: education, education, education.

Education

Modern science treats the notion of "upbringing" as a social phenomenon, characterized by the transfer of historical and cultural values, which subsequently form the corresponding experience, transfer it from generation to generation.

Teacher functionality:

1. Transfer of experience accumulated by mankind.

2. Introduction to the cultural world.

3. Stimulation of self-education and self-development.

4. Provision of pedagogical assistance in the event of difficult life situations.

The result of the educational process is the formation in the child of an individual attitude to understanding the world, other members of society and himself.

The tasks of upbringing always reflect the historical need of society in the preparation of future generations, capable of realizing certain social functions and social roles. That is, the totality of the systems that determine the content, nature and tasks of the given pedagogical category is in accordance with established ethno-national traditions, features of the socio-historical formation, a certain value hierarchy, and also with the political and ideological doctrine of the state.

Training

The next category is "training", under which specialists understand the interaction of the teacher and children, aimed at the development of schoolchildren.

The tasks of the teacher:

1. Teaching, that is, a purposeful transfer of knowledge, life experience, modes of activity, the foundations of culture and science.

2. Leadership in the development of knowledge, the formation of skills and abilities.

3. Creation of conditions for personal development of schoolchildren.

Thus, the essence of the dialectical relation "training-upbringing" consists in the development of the activity and personality traits of the individual, based on taking into account his interests, acquired ZUN, abilities.

Education

The third pedagogical category is education. This is a multi-faceted process, which includes several areas of activity, in particular, the formation of students' value attitudes towards society and themselves; A set of activities for education and upbringing.

The presence of various types of educational institutions determines the specialization of pedagogical categories. Their classification reflects the steps: kindergarten, primary school, secondary school, etc. Accordingly, both the substantive and the methodological side at each stage of education are specific. Categories of pedagogy of preschool age have their own peculiarities related to the fact that the main leading activity for a child 2-7 years is a game. Education for this age is the basis of development. And then, when studying occupies a dominant place in the life of a schoolboy, the correlation between the importance of pedagogical categories is changing.

Proceeding from the foregoing, pedagogy should be considered a science of the essential laws and methodological foundations (principles, methods and forms) of individual training and education.

Preschool Pedagogy

The object of pedagogy, the impact of which is directed at the child of preschool age, is specific. Its peculiarity is due to age, and as a result - by thinking, attention, memory and basic activities of children under 7 years old.

The tasks of the preschool branch of science are formulated taking into account its theoretical and applied role, social and pedagogical significance, reflecting the main functions of pedagogy.

1. Facilitate the process of education and training of children in accordance with the requirements of modern society.

2. Study of trends and perspectives of pedagogical activity in preschool as one of the main forms of child development.

3. Development of new concepts and technologies for the upbringing and education of children.

Functions of preschool pedagogy

1. Descriptively applied, which is a scientific description of current programs and technologies, the use of which in the educational process serves as a guarantee of harmonious development of the individual.

2. Prognostic, consisting in scientific forecasting and the search for ways to improve pedagogical activities in the DOW.

3. Creative-transformative, which is to take into account the results of scientific research and the creation of design and construction technologies.

The subject, tasks, and functions of pedagogy are interrelated. Their totality determines the content of educational activity, which is determined by the main goal of this science, which is to promote the harmonious personal development of the individual.