General pedagogy is what? The tasks of general pedagogy

The scientific discipline on the laws in the education of man, which develops the basics of the educational and educational process in educational institutions of any type, is general pedagogy. This education helps to gain knowledge of the basic sciences about society, about nature, about man. Through pedagogy as a discipline, a worldview is formed and the ability to cognition develops, the patterns in the processes of the surrounding world become clear, skills are acquired, both labor and educational, that are necessary for everyone. General pedagogy is a huge incentive for acquiring a variety of practical skills. It is a theoretical system of pedagogical sciences, in which pedagogical knowledge, functions and methods, theory and practice are studied. In addition, a place is defined which, among other sciences, is shared by the general pedagogy. This is so important that many courses start with this topic. First of all, to determine the role, significance and cooperation with other sciences, it is necessary to distinguish between theoretical and applied pedagogy.

Sections and levels

The subject of general pedagogy is divided into four large sections, each of which has now become an independent branch of knowledge.

1. General fundamentals.
2. The theory of learning (didactics).
3. The theory of education.
4. Schooling.

Each section can be viewed on two levels - theoretical and applied. General pedagogy is, first of all, scientific knowledge, which is built on the systematization and classification of necessary facts and on the definition of objective relationships established between them. It is the easiest to absorb new knowledge, provided you use the information already acquired, which is obtained not only in pedagogy, but also in many other subjects. The general principles of pedagogy introduce the student into the essence of science, which is necessary for identifying links and patterns, which is a prerequisite for systematizing the facts that need study. The level of erudition considerably increases if a person masters a system of concepts. Namely, this knowledge and skills convey the general principles of pedagogy.

Part of this discipline is its theoretical component - didactics, revealing the pattern of mastering the material, that is, the theory of general pedagogy. It defines both the scope and structure of each training course, it develops and improves the organizational forms and methods of the entire educational process. The theory of upbringing is a part of general pedagogy, which studies the development of the personality, the formation of beliefs, analysis and prospects for the upbringing of each individual personality and interpersonal relationships. The theory of upbringing contains methods of working with people of various intellectual abilities, volitional manifestations, character traits, motives and interests. Education is in six areas: physical, labor, aesthetic, moral, legal and mental.

Age pedagogy

General and professional pedagogy differ significantly from each other, to the greatest extent it depends on the age qualification. Professional includes education in the field of vocational education: pedagogy can be industrial, vocational education, secondary specialized and university education, with the appropriate name of each branch. Further, each branch has "leaves", that is, pedagogical knowledge is divided into separate components, which depends on the field of application. From here came the military pedagogy, engineering, medical and so on. By and large, general and professional pedagogy perform the same tasks. Simply age studies the learning specifics within each specific age group, covering all ages from birth to full adulthood. In the competence of age pedagogy technology, means, methods, patterns in the organization of educational and educational processes in all educational institutions - of any type.

• Nursing pedagogy.
• General preschool pedagogy.
• Pedagogy of a comprehensive school.
• Pedagogy of the higher school.
• Androgogy (for adults).
• Pedagogy of the third age (for the elderly).

The tasks of school pedagogy need to be discussed in more detail, since they are solved by means of techniques suitable for use in teaching people of any age. Here we study various educational models - civilizations, states, formations, showing the mutual influence of educational processes and social. The problems of education management in the organization of the educational process are considered, the work of individual educational institutions is analyzed, the methods and content of administrative management of the school are examined from the top to the bottom, from the director of the educational institution to the Ministry of Education. The tasks of general pedagogy come most often from the requirements of the highest-level authorities.

Professionals

Production pedagogy is aimed at training people working, orienting them to improve their skills, introduce new technologies, and professional retraining. This specificity affects the content of the educational material and its content. The same can be said about military training. This is a general special pedagogy, with a study of the characteristics of education in the military field conditions. Here, other patterns and theoretical justifications, methods and forms in the education and training of servicemen of any rank. The same specific approach requires general social pedagogy. She studies the processes of personality formation in the specifics of social conditions, her attention is focused on deviations from the norm and the reasons for their appearance, and also she develops techniques for resocializing deviants. Social pedagogy is divided into three sections: family, preventive and penitentiary (re-education of criminals). Hence it can be deduced that the object of general pedagogy can be very different and depends on the specific field of application of knowledge.

Defectology - correctional pedagogy, studying the management tendencies in the process of development of people with physical or mental disabilities. There are several separate areas within this area that general pedagogy represents. The history of pedagogy and education calls the first of the emerging branches of the science of surdopedagogy, typhlo-pedagogy and oligophrenopedagogy. Subsequently, defectology took up not only students with hearing, visual and intellectual impairments, but also with diagnosed speech disorders, mental retardation, motor disabilities and autism. In addition to these purely practical branches, there is also theoretical comparative pedagogy, where the subject of general pedagogy studies the development trends and patterns of practice and theory of different regions and countries, the national specifics, the correlation of trends, seeks forms and ways of mutual enrichment of educational systems using foreign experience.

Laws and patterns

Any science consists of systems of laws and their laws. What is the law, if not the relationship and conditionality is consistently repetitive and significant. Knowledge of the law helps to uncover not all contracts and relations, but only those that fully reflect the phenomenon itself. Laws are objective, because they contain only reality. One of the social subsystems is pedagogical, and its components are linked in the same way by mutual relations.

Therefore, there is a pedagogical law as a category or concept. General pedagogy treats it as a category that denotes objective, essential, necessary, general and persistently repeating phenomena under certain pedagogical conditions, as well as the interrelationship of the components of the whole system that reflect the mechanisms of self-realization, self-development and the functioning of the pedagogical system in its integrity. Regularity is a particular manifestation of the law, that is, some part of the concept of "pedagogical law", therefore it is used in the study of individual elements of the system and certain aspects of the pedagogical process.

Principles

The principles of general pedagogy are based precisely on laws and regularities, reflecting the phenomenon as it should ideally be, and setting forth how it is appropriate to act to solve the corresponding pedagogical tasks. Principles act as normative requirements and serve as a criterion for improving the effectiveness of practical solutions. They can also be a basic position and a system-forming factor for the development of theoretical pedagogy.

Principles in pedagogical science indicate a lot: nature and culture, consistency and consistency, problem and optimality, accessibility of training and many others. The pedagogical category, which denotes the main normative position, based on pedagogical regularity and characterized by a general strategy for solving pedagogical problems (tasks) is the pedagogical principles. Each of them is implemented according to certain rules.

rules

Normative requirements, prescriptions and applied recommendations for the implementation of the principles of education and training are pedagogical rules. For example, the principle of feasibility and accessibility in training should be implemented with the help of such rules: the consideration of preparedness and real level in the development of students, the use of didactic means, including visualization, the establishment of communication of the previously studied material with a new one, compliance with the measure of complexity of the material and so on.

The principles determine the strategy of pedagogical activity, and the rules determine its tactics, that is, they bear a practical and applied significance, since they are created for the solution of particular problems and reflect individual cause-effect relationships, and not a general pedagogical regularity. Therefore, practical pedagogical activity needs to be based on the entire system of rules and principles, in all its integrity and interconnectedness of individual elements. It is this approach that requires a set of rules of general pedagogy. Training must be effective - this is its main principle, which is based on the top of a harmonious system of pedagogical laws and rules.

Terminology

The term denoting two different sciences sounds like "pedagogical psychology," where the first word is basic science, but it is the main branch of psychology, designed to study patterns in the process of education and training. General psychology and pedagogy - too long and somewhat fragmented name for such discipline. And pedagogical psychology lives and develops as an applied science in order to improve pedagogical practice, using the achievements of all branches of psychology.

The term has appeared in the modern form not at once. The boundary disciplines between psychology and pedagogy for a long time looked for this phrase and were called pedology, then experimental pedagogy, and only in the first third of the twentieth century, all these values were ordered and differentiated. Experimental pedagogy, by the way, exists as a field of research of pedagogical reality, and pedagogical psychology has become a field of knowledge and a psychological basis for practical and theoretical pedagogy.

Objects and objects

Since pedagogical psychology studies the laws of development in the education and upbringing of a person, it is closely related to other disciplines: differential and child psychology, psychophysiology, and, of course, pedagogy, theoretical and practical. Before proceeding to the essence of this discipline, it must be remembered that any branch of science contains the concepts of object and object. The latter means that very specific area of reality that this science has chosen to study. Most often the object is fixed in the name itself. What is the object of general pedagogy? General pedagogy, naturally.

But the subject of science is a separate side or several sides of the object under study, it is this or precisely those sides with which the subject in science is represented. What is the subject of general pedagogy? A lot of them. Well, for example, defectology. Or the pedagogy of the general education school. The object does not show all sides of the object, but it can include what is not in the object at all. And therefore the development of any science presupposes the development of its subject matter. Any object can be the subject of study for a variety of sciences. For example, a person. It is studied almost everything: sociology, physiology, anthropology, biology and further on the list. But in this object each science has its own subject - what it studies in the given object.

Science pedagogy

Apart from the others, no science develops, and so does the pedagogical branch of human knowledge. The history of pedagogy suggests that originally pedagogical thought developed in the general philosophical vein. The first ideas about upbringing and education were reflected in religious dogmas, literature and legislative regulations of the past. Scientific knowledge expanded, the time came for the differentiation of sciences, pedagogy also took shape in a separate industry. Then came the moment of intrascientific demarcation, the formation of a system of many branches in pedagogical science. Already after this, according to the evidence of science, the period of synthesis of sciences has come. But the definition remained the same: the study of patterns in the transfer of the younger generation to the younger generation and its active assimilation.

The general pedagogy considers as its object the phenomena of reality, which contribute to the development and formation of the individual in the purposeful process of the activity of the educator and society. Under the phenomenon of reality here is understood, for example, education as education and training in the interests of the individual, as well as society and the state. The subject of study pedagogy sees all the same purposefully and consciously organized pedagogical process. Pedagogy as a science explores not only the essence, but also patterns, tendencies, perspectives and principles in the development of the pedagogical process, it develops theory and technology, improves content, creates new organizational forms, methods, methods of pedagogical activity. This definition of the subject and object derives the definition that pedagogy is the science of teaching, educating, educating people. Its objectives are to identify patterns and search for optimal methods of formation, education, upbringing and education rights.

Functions and tasks

The functions of general pedagogy has two: theoretical and technological, and each of them can be implemented on three levels. The first - a description or explanation, diagnosis and prognosis, the second - projection, transformation, reflex. The tasks of general pedagogy are numerous, the main ones are four.

• Identify patterns in the processes of education, upbringing, education, management of education systems.
• To study and generalize the practice and experience of pedagogical activity.
• Pedagogical futurology (forecast).
• Introduce the results of the research into practical activities.

Pedagogical science, like any other, poses certain questions concerning its activities. There are a lot of them, but the main ones are three. Purposefulness - why and for what to teach and educate? The content of education and training - what to teach, in which key to educate? Methods and technologies - how to teach and how to educate? These and many other issues are resolved by pedagogical science on a daily basis.

Basic concepts (categories)

Upbringing is a purposeful and lasting influence with the aim of accumulating the necessary social experience for the pupil in order to form a system of values accepted in society.

Training is a specially organized and purposefully directed process of teamwork between the teacher and the student, which is aimed at assimilating knowledge, skills, abilities and methods of cognition, as well as developing abilities and interest in cognition.

Education - the result of the process of mastering the system of knowledge, skills, skills, to form on this basis the worldview of a moral personality and develop creative abilities.

Formation - under the influence of many factors - ideological, economical, social, psychological and so on - the formation of man in society. Here it should be noted that education is by no means the only factor through which the personality is formed.

Development - the realization of the properties of a person inherent in him, inclinations and abilities.

Socialization - self-realization during life with the constant assimilation and reproduction of social culture.

Pedagogical activity - the professional activity of the teacher, where all possible means of influencing the wards and interacting with them for solving the problems of upbringing, education and education.

Pedagogical interaction - targeted and deliberate contact with the pupil to change his behavior, activities or relationships.

In the system of sciences associated with the formation and development of the individual, pedagogy is considered to be the most important, because all this is practically impossible without education and upbringing, this purposeful process when the teacher and the student interact to transfer and assimilate social experience. Pedagogy relies on the achievements of literally all the sciences of man, therefore it is rapidly developing, developing methods and technologies for finding the most optimal ways of becoming a pupil's personality, his education and upbringing.