Pedagogy is ... Science pedagogy. Social pedagogy. Problems of pedagogy

The history of pedagogy is rooted in the distant past. Along with the first people, education appeared, but the science of this process of personality formation was formed much later. The primary cause of the emergence of any scientific branch is called vital needs. When there is a need to generalize the experience of upbringing and create special educational institutions for the preparation of the younger generation, pedagogy began to be formed as a separate direction. This meant the activation of the process of isolating the theoretical principles of preparing children for independent life in society. The maximum importance of the education of children initially attached only to the most developed countries - China, Greece, Egypt and India.

Soon it was also possible to find out that the society is developing more slowly or faster, depending on the level at which the upbringing of the younger generation is located.

An invaluable contribution. Antiquity

The philosophy of the ancient Greeks called the cradle of all European systems of education. Its brightest representative is Democritus. He pointed to the similarity of education and nature, arguing that education rebuilds the individual, thereby transforming the world around.

Science pedagogy was further developed through the works of Socrates, Aristotle and Plato. They were engaged in the development of the most important ideas and provisions related to the formation of the individual.

The fruit of Greco-Roman pedagogical thought was the work "Formation of an orator." Its author is Mark Fabius Quintilian, an ancient Roman philosopher.

Middle Ages

During this period the Church was engaged in the monopolization of the spiritual life of society and the direction of education in an exclusively religious channel. The development of pedagogy did not take place at such a rate as in Antiquity. There was a centuries-old consolidation of the unshakable principles of dogmatic instruction, which existed in Europe for almost twelve centuries. The pedagogical theory practically did not develop, even despite the efforts of such enlightened philosophers as Augustine, Tertullian, and Aquinas.

Renaissance

This time is characterized as much more favorable for the development of pedagogy than the Middle Ages. It is marked by the activities of a number of humanist teachers - Francois Rabelais, Erasmus of Rotterdam, Vittorino da Feltre, Michel Montaigne and others.

Science pedagogy separated from philosophy thanks to the works of Jan Amos Comenius (Czech Republic). The result of his work - "Great didactics" - one of the first scientific and pedagogical works. An invaluable contribution to the development of this science was made by John Locke. In "Thoughts on Education," he expressed his opinion about the cultivation of a real gentleman - a person who is confident in himself and is able to combine excellent education with business qualities, firmness of convictions and graceful manners.

New time

The history of pedagogy would not have been complete without the names of such famous Western enlighteners as Jean Jacques Rousseau, Denis Diderot, Adolphe Diesterweg, Johann Friedrich Herbart and Johann Heinrich Pestalozzi.

Russian pedagogy has gained worldwide fame thanks to Konstantin Ushinsky. Thanks to him there was a real revolution in the theory and practice of the science in question. He noted that the goal of education is to prepare for the work of life, and not to happiness.

An important influence on the development of pedagogy was provided by Edward Thorndike and John Dewey, Maria Montessori and Benjamin Spok, Krupskaya and Ventzel, Makarenko and Sukhomlinsky, and also Danilov.

Current state of affairs

In recent decades, significant progress has been made in a number of areas of pedagogy, and primarily in working on new technologies for preschool and primary schooling. Qualitative specialized computer programs help to manage the learning process and, therefore, achieve high results with less energy and time.

Modern pedagogy is marked by active work on the creation of author schools, research and production complexes and experimental sites. Education and training is built on humanistic personality-oriented principles. Nevertheless, pedagogy is a science that does not yet have a single common view on how to work with the younger generation. For more than one century two absolutely different approaches coexist. According to the first, bringing up children is necessary in obedience and fear. According to the second - with affection and kindness. However, if one of the approaches was categorically rejected by life itself, it would simply cease to exist. In this situation, the main problems of pedagogy are manifested, and the exact answer to the question of how to act is not yet found. Sometimes the maximum benefit socium bring people, brought up according to strict rules, and sometimes - intelligent, soft and kind. Moreover, the authoritarian method of working with children has a clear scientific justification. According to I.F. Herbart, children from birth are inherent in "wild playfulness," which is why education only in severity can lead to real results. The main methods he called threats, punishments, bans and supervision.

The theory of free education has become a protest against this kind of influence on a person. Its author is J.Zh. Rousseau. Jean Jacques himself and his followers advocated respect for children and stimulation of the process of their natural development. Thus, a new direction was formed - humanistic pedagogy. This is a system of scientific theories. It assigns to the pupils the role of equal, conscious and active participants in the educational process.

How to determine the degree of humanization of the educational process? It depends on how fully the prerequisites for self-realization of the individual are provided.

Fundamentals of pedagogy. Isolation of the object, subject, tasks and functions of science

The object of pedagogy is an individual that develops in the course of educational relations. Researchers did not come to a common opinion about what is the subject of the science in question. Here are the opinions of different authors: the subject of pedagogy is the education of the individual as a special function of the society (Kharlamov); System of objective laws of a particular historical process of education (Likhachev); Education, education, education, creative development and socialization of the individual (Andreev).

Sources of Science

- Experience based on the centuries-old practice of upbringing, fixed by way of life, traditions, customs.

- Works of philosophers, social scientists, psychologists and teachers.

- Principles of current practice of education.

- Data obtained through specially organized research.

- Experience of innovative teachers, developing original systems and ideas of upbringing.

Tasks

The science in question is designed to facilitate research with a view to increasing the stock of developments, discoveries and designing models of educational and upbringing systems. These are scientific tasks. As for the practical ones, among them are the education and upbringing of schoolchildren. In addition, the tasks are divided into temporary and permanent. The first includes the organization of libraries of electronic teaching aids, work on the standards of pedagogical professionalism, the identification of the main stress factors in the activities of the teacher, the development of a didactic training base for people with weakened health, the development of innovative technologies for the preparation of future teachers, etc. Among the permanent tasks are the following: identification of regularities in the field of education, upbringing, education, management of educational and educational systems; Learning the experience of pedagogical activity; Work on new methods, forms, means, systems of education and training; Forecasting of transformations in the educational process in the near and distant future; Implementation of the results obtained during the research into practice.

Functions

Pedagogy is a science that ensures the realization of all educational and educational functions at the technological and theoretical levels. Consider the functions of the theoretical level:

- Explanatory. It is in the description of pedagogical facts, phenomena, processes, as well as in explaining under what conditions and why the processes of education take place in this way, and not otherwise.

- Diagnostic. It consists in establishing the state of certain pedagogical phenomena, the effectiveness of the activities of teachers and students, and in determining the reasons for success.

- Prognostic. It consists in the evidentiary foreseeing the development of teaching and educational activity, which includes both theoretical and practical elements.

As for the technological level, it involves the following functions:

- Projective, related to the development of methodological basis (manuals, recommendations, plans, programs).

- Transformative, aimed at introducing the achievements of pedagogy into educational and educational practices with the aim of improving and transforming it.

- Reflexive and corrective, involving an assessment of the impact of research on pedagogical practice.

- Educational and educational, implemented through education, training and personal development.

Basic rules and principles of pedagogy

Science can be called mature only when it maximally reveals the essence of the phenomena it considers and is capable of predicting transformations in the sphere of both phenomena and entities.

Under the phenomena means specific events, processes or properties that express the external sides of reality and represent the form of the manifestation of some entity. The latter, in turn, consists of a set of relations, deep links and internal laws that establish the characteristic features and directions of the development of material systems.

Without a theoretical analysis of the principles, rules and laws of pedagogy, it is not possible to organize effective educational and educational practices. Currently, the following laws distinguish the science in question:

- Unity and integrity of the pedagogical process.

- Interrelationships of theoretical and practical components.

- Developmental and educational training.

- Social orientation of goals.

As V.I. Andreev, the pedagogical principle is one of the scientific categories that is the basic normative position, based on the established regularity and characterizing the method of solving pedagogical problems of a certain class. According to P.I. Pidkasistomu, the pedagogical principle - this is the main guiding position, which implies a sequence of actions in the sense of constancy, not precedence.

- The principle of consciousness and activity of the individual in the learning process is based on the realization that the learning process will be effective with the active participation of schoolchildren in cognitive activity.

- The principle of systematic teaching is based on a certain system of teaching and learning knowledge, which structures materials based on cause-effect and generic links from the perspective of the allocation of private and general.

- Adhering to the principle of consistency, teachers provide the dynamics of the student's thoughts from the known to the unknown, from simple to complex, etc.

- According to the principle of accessibility of teaching, the selection of didactic materials is conducted on the basis of the optimal ratio of entertaining and complexity, as well as information on the age of students and the level of their practical and mental actions.

- According to the principle of scientific content of the studied materials should acquaint with theories, objective facts, laws.

Rules of pedagogy - guidelines for specific issues of education and upbringing. Following them ensures the formation of the most optimal tactics of action and stimulates the effectiveness of solving various pedagogical tasks.

A separate pedagogical rule can be called valuable if it is properly combined with others that are subordinate to one or another principle. For example, in order to implement the principle of activity and consciousness, the teacher is recommended to adhere to the following rules:

- pay attention to explaining the goals and objectives of the forthcoming activities;

- engage in the formation of students' motives and build on their interests;

- appeal to the intuition and life experience of schoolchildren;

- use illustrative examples to illustrate the new material;

- make sure that every word is understood.

Pedagogical values are the norms regulating the activity of the teacher and acting as a cognitive system as a mediating and connecting link between the established world outlook of the society in the sphere of education and the work of the teacher. They are formed historically and are fixed as forms of social consciousness.

Branches and sections

In the process of development, any science expands its theoretical base, receives a new content and carries out an internal differentiation of the most important areas of research. And today the concept of "pedagogy" implies a whole system of sciences:

General pedagogy. This discipline is basic. She is engaged in research of the basic laws of upbringing, develops bases of educational processes in educational institutions of all types. This discipline consists of the introduction of pedagogical activity, general principles, didactics, the theory of management of educational systems, the methodology of pedagogy, philosophy and the history of education.

- Age pedagogy is aimed at studying the characteristics of the education of the individual at different age stages. Depending on this characteristic, perinatal, nursery, preschool pedagogy, as well as secondary school, vocational and secondary education, pedagogy of higher education, androgynics and pedagogy of the third age are distinguished.

- Special pedagogy is engaged in the development of theoretical foundations, principles, methods, forms and means of education and upbringing of individuals with disabilities of physical and mental development. It includes such sections as surdo-, typhlo-, oligophrenopedagogy and speech therapy.

- Due to professional pedagogy, the theoretical substantiation and development of the principles of education and upbringing of a person engaged in a particular sphere of work is made. Depending on a certain area, industrial, military, engineering, medical, sports and military pedagogy are allotted.

- Social pedagogy. This discipline is engaged in studying the patterns of public education and training of children. Social pedagogy includes practical and theoretical developments in the field of both out-of-school education and the education of children and adults.

- The task of curative pedagogy is the development of a system of educational and educational process of studies with weakened or sick students.

- Gender pedagogy considers ways to create a comfortable environment for children in school and ways to solve problems of socialization.

- Ethno-pedagogy reveals regularities and characteristic features of people's and ethnic education on the basis of archaeological, ethnographic, ethnolinguistic and sociological methods.

- Thanks to family pedagogy, a system of principles for the education and upbringing of children in the family is being developed.

- The task of comparative pedagogy is to study the patterns of development and functioning of educational and educational systems of different countries.

- Correctional labor pedagogy at the theoretical level justifies the options for re-education of people in prison.

Close relationship

Psychology in pedagogy is used to describe, interpret and order facts. In addition, the science in question is inextricably linked with physiology, since it is important to take into account the patterns of vital activity of organisms in order to reveal the mechanisms of controlling the mental and physical development of pupils. The most complex relations were established between pedagogy and economics. The latter is capable of influencing the development of the education of the society. At the same time, the system of economic measures can have an activating or retarding effect on the demand for new knowledge, and this point is also taken into account by pedagogy. Education as a system constantly needs economic stimulation.

Stable position

At present, no one wants to question the scientific status of pedagogy. It is generally acknowledged that its purpose is to understand the laws of the education of education and human education, on this basis, to determine the best ways to achieve the goals of pedagogical practice. In the opinion of the majority of researchers, this science consists of a theoretical part (axioms, principles, patterns, themes on pedagogy) and practical (standard techniques, techniques, methods) in a standard way.

Research Institute

In Russia, the development of pedagogy has long been given increased attention. Two scientific research institutes were opened in the USSR in order to improve this science. The first existed from 1924 to 1939 year. This is the State Institute of Scientific Pedagogy. It was located on the Fontanka embankment.

The Scientific Research Institute of Pedagogy, founded in 1948, dealt with history and theory, as well as teaching methods. In 1969, he was transformed into the Institute of General Adult Education.

Farewell Teacher

The humanistic parameters of educational activity are what modern pedagogy is based on. The themes of scientific research conducted in this field are designed to help teachers fix the discrepancies between the essential and the proper, the reality and the ideal. The modern educator should strive to overcome these gaps and improve, form a clear worldview self-determination in order to effectively transfer knowledge to students and successful educational work.