Problems of humanization and humanitarization of education

The fact that modern Russian society needs a new complex model of the humanization of education, many authors say. Cardinal reorganization of the national educational system, overcoming the socio-economic crisis is impossible without the full inclusion of this process in the habitual life rhythm of society.

What is humanization and humanitarianization in general?

To date, the development of modern education shows a tendency of humanitarization only to a minor extent. The notions of humanization and humanitarization, clarified by the financial crisis, in the current century have acquired immense urgency. By the way, some researchers believe that these terms appear in the literature as identically equal units. Despite their substantial proximity, there are many differences between them.

Speaking about the humanitarization of education, it is necessary to understand by this word not only the assertion of humanity in the relations between the subjects of the system, but also the priority of orientations towards the main moral values. Honor, decency, conscience, responsibility, charity, justice and many other things should to some extent be fundamental principles of the process of humanizing education.

It is also important to note the need to penetrate the culture of the humanitarian direction into the semantic content of not only the sciences of social direction. The humanization of higher technical education and natural sciences implies the introduction into professional activity of specialists of any sphere, the everyday life of people, and everyday life. The problem, due to which the adoption of this process by Russian society is difficult, is its perception of the population as an assimilated amount of specific humanitarian knowledge. After all, in fact, humanitarian education includes both the theory and skills of performing tasks based on the received knowledge of luggage, and their reproduction.

Why is the process of humanization necessary?

By the way, not everyone understands that the humanitarization of education is aimed at the formation of morality and tolerant attitude to absolutely dissimilar points of view and life positions. First, it really can promote openness and have people to activate intellectual activity.

Secondly, the tendency of the humanitarization of modern education is to create a shell of spirituality. These two concepts are in a sense proximity to each other, since the loftiness of thoughts, the pious motivation of one's own actions and desires is inherent in both terms. Humanitarian education contributes to overcoming human dissociation, which is the primary cause of many negative social consequences.

Thirdly, the humanization and humanitarization of education in higher education helps in mastering any profession, as well as mastering its skills. In particular, this affects the activities of specialists, burdened with the performance of management functions.

The shortcomings of the lack of humanitarian thinking

If we take into account the junior and secondary schools, then the need for intensive implementation of the humanitarization of education in the teaching and upbringing work of institutions can be justified by a whole list of weighty reasons. As in the Russian state, as in many other world powers, the inexorable growth of the popularity of cruelty and immorality continues, only the focus on humane treatment of others will help to cope with these universal human ailments. Naturally, asocial behavior in most cases is the result of the impact of technical, political, legal, cultural, ethical and moral-psychological chaos.

Suffice it to say that such problems of humanization and humanitarization of education as obstacles to adequate upbringing, because of the presence of authoritarian habits, methods and traditions in the functioning of the system, also make themselves felt. For example, most state-run educational institutions train narrow-profile specialists with a "one-vector" type of thinking. They are able to perform single-step tasks of a small range of professional orientation, without going beyond the boundaries of the general context of this or that sphere.

Researchers believe that the causes of the emergence of difficulties and problems in the economy, politics, ecology, social spheres is the inability of graduates of modern universities to think differently.

Negative consequences of the development of the scientific and technical sphere

Meanwhile, the high demand and trends towards the process of humanization is associated with a considerable risk of the total creation of innovative scientific and technical facilities. In this case, there is a huge probability of applying the know-how of achievements against modern human civilization. Whatever it was, and without the spiritual, moral and intellectual development of representatives of modern society, neither professional growth, nor highly competitive labor productivity, nor the emergence of a confident and purposeful personality is possible.

To argue that humanitarization and humanization are two sides of one medal called "educational process". Without these concepts, it will simply not be possible to provide a comprehensive reset of the social structure and the entire educational system.

J. Friedman, a well-known pedagogue and specialist in the field of sociology, said in the middle of the last century that progress and technical innovations adversely affect intellect, dull thinking, suppress initiative and eliminate a sense of responsibility. Machines and robots that came to replace the simplest actions of man, according to him, decompose the humanitarian foundation.

To counter the irreversible action of technology on the spiritual, moral and social aspects of modern society can be using an antidote. Humanization and the humanization of education are the very measures that will not allow the negative impact of the progress of technology to deform humaneness. An interesting detail is that the sociologist Friedman talked about the specifics of his era, not even assuming how relevant his work will be after a half-century period of time.

The difference between the two opposite directions of education

The substantial obstacle - the inconsistency of technical and humanitarian cultures - is hindering the implementation of the tasks set at the proper level. Opposites and discrepancies in the basic characteristics of these areas contribute to the formation of dissimilar types of consciousness, logic, thinking, manners of behavior, corporate ethical norms and regulations, to many other things.

To date, there are several basic principles on which the current education system stands:

• continuity;
• Humanization;
• internationalization;
• computerization;
• Humanitarianization.

Proceeding from the points listed above, it can be noted that the trends of scientific and technological progress and the characteristic signs of the humanitarian direction are intertwined here. If the former generates massivization, standardization, stereotyped perception of things, phenomena, products, thoughts, feelings, etc., the second develops according to the tendency of saving individuality, non-repeatability. Hence it is easy to conclude that scientific and technological development has a detrimental effect on the humanitarian component of the educational process.

Business and humanity: contradictions and complexities

Meanwhile, the confrontation between cultures of a humanitarian and technical orientation is not the only dilemma in society and the educational sphere in particular. The acute problem lies in the contradictions between the peculiarities of market relations and such an important component of the concept of humanity as morality. Only a few authors draw attention to the fact that in the trading environment to remain a man with a high level of moral qualities, spirituality and humanism is quite difficult.

Just imagine: a decent honest man and a market. Can these two concepts go hand in hand? The secret of success in the sphere of market relations is based on a simple principle: less investing and getting more profit, i.e. Give little - take a lot. A decent person, educated and humane, on the contrary, tries to be modest, give more and less to take. Everyone chooses independently how to live: in morality or wealth.

But most likely, to precede the observance of morality and humane values in business should revise the morality of statesmen.

The reasons for the inability to fully humanize and humanize

To date, the humanities of education are poorly practiced in society. The signs of this are as follows:

• The need, desire and initiative of mastering the humanitarian culture among young people are completely absent;
• The rate of democratization in the Russian education sector is too low in the presence of a mass of contradictions;
• The profession of the teacher is not prestigious, in terms of students.

Repeatedly conducted sociological studies confirm the tendency of entrants to choose such professions as economist, lawyer, accountant, manager. Speaking of engineering specialties, they are not often chosen, but in comparison with the low prestigious professions of a doctor and a teacher, they are more in demand. The reluctance of people to dedicate their lives to the sphere of education or health can only be explained by the unfavorable state of affairs in these systems. It is useless to talk about reforming the basic mechanisms for the implementation of educational and health services, if the increase in the social status of the relevant professions does not occur.

The well-known Belarusian writer S.Aleksievich repeatedly noted that, in her opinion, the most stupid thing that the management of education can only decide is the eradication of the humanitarization of education. Indeed, gradually in the educational and working plans of higher educational institutions of the post-Soviet states, incl. And Russia, whole lists of disciplines of this direction are being ousted or, at best, the hours for their study are cut as much as possible.

The consequences of the lack of humanitarization in the field of education

All this led to the fact that in today's Russian society the cult of knowledge and training has not yet been formed. Humanization and humanitarization of education as a fully developed system does not have a mechanism for introducing socio-educational technologies, the importance of which can not be re-evaluated.

Thanks to them, humanitarian education acquires the opportunity to reflect the needs and interests of participants in the learning process. While the lack of effective levers for the implementation of the educational concept will undoubtedly lead to a halt in the flow of humanization. Thus, the main task that is able to help in achieving the corresponding results is defined - the formation and introduction of social and pedagogical technologies into practice.

What is meant by the humanitarization of education is easier to understand if we consider the role of the social environment during this process, since the education system is an important public institution. To date, to call a favorable social environment in our state, to be honest, the language does not turn.

The state's lack of interest in carrying out humanitarization

Russia has much to learn from countries where the material and moral component of the standard of living is an order of magnitude higher. In most civilized European states the very notion of business and entrepreneurship includes not only a pursuit of profit, but also a social component: caring for a person, providing comfort, conditions for development, etc. Naturally, "the fish rots from the head" Researchers. Administrative government bodies demonstrate their own activity by demonstrating that they can save on the people. The large-scale underfinancing of various social spheres, including education, health care, culture, etc., is not a secret for anybody.

There is only one conclusion: the human potential is not appreciated by the state. Accordingly, the humanization and humanitarianization of the social order is hindered by the lack of qualified specialists. Important management decisions are often made by low-level officials, which in itself carries a threat to the normal social order.

Disorder in the social environment

Due to the lack of effective mechanisms for launching humanization in education, the criminalization of the social environment is at a critical level. This is confirmed by the high number of prisoners in Russian prisons. The rates are high among both the adult population and among adolescents. The reason for child criminals is the lack of a full anti-alcohol, anti-tobacco and anti-drug education programs for young people. Children aged 10 to 14 years are particularly at risk of narcotization. Many of them know what strong alcoholic beverages are, not by hearsay.

The use of alcohol harmful to the child's organism and brain activity contributes to the emergence of aggression and inadequate perception of the world by the child. As a rule, children begin to take alcohol and drugs, falling under the negative influence of the teenage crowd. In order to avoid such interests, parents should be able to coordinate rationally the personal time and space of their child with their own child.

The humanization of secondary education is an additional warning factor for students. They, immersed in the study of many interesting disciplines, will not come to mind spending time in an antisocial company. It is not by chance that folk wisdom says: "All problems from idleness."