The founder of the cultural-historical approach in psychology is L.S. Vygotsky (1896-1934). In the work “History of the development of higher mental functions” 5. Vygotsky L.S. History of the development of mental functions. // Vygotsky L.S. Psychology [Collection]. - M., 2002. - P. 512-755. he developed a cultural-historical theory of the development of the psyche in the process of an individual’s assimilation of the values of human civilization. Mental functions given by nature (“natural”) are transformed into functions of a higher level of development (“cultural”), for example, mechanical memory becomes logical, impulsive action becomes voluntary, associative ideas become goal-directed thinking, creative imagination. This process is a consequence of the process of internalization, i.e. formation of the internal structure of the human psyche through the assimilation of the structures of external social activity. This is the formation of a truly human form of the psyche thanks to the individual’s mastery of cultural values.
The essence of the cultural-historical concept can be expressed as follows: the behavior of a modern cultural person is not only the result of his development since childhood, but also a product of historical development. In the process of historical development, not only the external relations people, the relationship between man and nature, man himself changed and developed, his own nature changed. At the same time, the fundamental, genetically initial basis for the change and development of man was his labor activity, carried out with the help of tools. L.S. Vygotsky clearly differentiates the processes of using tools in humans and in monkeys.
According to L.S. Vygotsky, man, in the process of his historical development, rose to the point of creating new driving forces of his behavior. Only in the process of social life did man’s new needs arise, form and develop, and man’s natural needs themselves underwent profound changes in the process of his historical development. Every form cultural development, cultural behavior, he believed, is, in a certain sense, already a product of the historical development of mankind. Transformation natural material into historical form there is always a process of complex change in the type of development itself, and by no means simple organic maturation.
Definition of L.S. Vygotsky: personality is an integral mental system that performs certain functions, underlies the modern person-centered approach. The main functions of the individual are the creative development of social experience (culture) and the inclusion of a person in the system of social relations. Personality exists, manifests itself and is formed in activity and communication. The most important characteristic of personality is the social appearance of a person, with all its manifestations connected with the culture and life of the people around him.
Within the framework of child psychology, L.S. Vygotsky formulated law of development of higher mental functions that arise originally as a form of collective behavior, form cooperation with other people, and only subsequently they become internal individual functions of the child himself. Higher mental functions are formed during life, formed as a result of mastering special tools, means developed during the cultural and historical development of society. Development of higher mental functions is associated with learning in the broad sense of the word, it cannot occur otherwise than in the form of assimilation of given samples, so this development goes through a number of stages. The specificity of child development is that it is subject to not the action of biological laws like animals and the action of socio-historical laws. The biological type of development occurs in the process of adaptation to nature by inheriting the properties of the species and through individual experience. The person doesn't have congenital forms behavior in the environment. Its development occurs through the appropriation of historically developed forms and methods of activity.
The idea of L.S. Vygotsky about the leading role of learning in personality development: learning can go not only after development, not only in step with it, but also ahead of development, pushing it further and causing new formations in it, is the main concept of the culturological approach. He identified two levels of child mental development. The first is the level of actual development as the child’s current level of preparedness, which is characterized by what tasks he can complete independently. The second, higher level, which he called the zone of proximal development, that is, the child cannot yet complete the task on his own, but can cope with it with a little help from an adult. What a child does today with the help of an adult was noted by L.S. Vygotsky, tomorrow, he will do it on his own; what was included in the zone of proximal development during the learning process moves to the level of actual development.
The content of a person’s consciousness, arising in the process of internalization of his social (external) activity, always has a symbolic form. To realize something means to attribute meaning to an object, to designate it with a sign. Thanks to awareness, the world appears before a person in a symbolic form, which L.S. Vygotsky called it a kind of “psychological tool,” which is in tune with the information-semiotic concept of culture.
Thus, L.S. Vygotsky studied the process of ontogenetic development of the psyche. According to this theory, the sources and determinants of human mental development lie in the historically developed culture. Considering the development of the psyche as an indirect process, L.S. Vygotsky believed that mediation lies in the appropriation (mastering) of cultural and historical experience and that any function in a child’s cultural development appears on two levels: first, on the social level, and then on the psychological level. First, between people - as an interpsychic category, then within a child - as an intrapsychic category. The transition from outside to inside transforms the process itself, changes its structure and functions. Behind everyone higher functions, their relationships are genetically based on social relationships, real relationships between people.
One of the first to accept the concept of L.S. Vygotsky is his student and follower A.R. Luria (1902-1977), in whose works the foundations of the cultural-historical approach are formed, in which culture is recognized and studied as the leading line spiritual development of man, as a formative personality. The problem of the relationship between personality and culture was one of the leading ones in his work, taking various modifications during his life rich in research and scientific discoveries. Already in early works, the genetic approach was combined with the historical, and specifically with the cultural-historical approach to the study language and thinking.
For example, A.R. Luria believed that art could help in the formation of a new self-awareness, since by enjoying a work of art, a person becomes aware of himself as a cultural being. Thus, the “social experiences” caused help the socialization of a person, regulating the process of his entry into the culture, into the society that surrounds him. Therefore, creativity is based on the process of appropriation (and at a certain stage of development human personality and creation) of cultural values and is associated with a person’s ability to impart to your thoughts a symbolic form. It is precisely this understanding of the role of culture in the development of the psyche that was adopted by A.R. Luria and developed it in his subsequent works.
At the same time, he considered psychoanalysis as a theory that would help find the cultural roots of a person and reveal the role of culture in his life and work. And in this context, he highlighted the approach of K.G. Jung, and not the classical psychoanalysis of S. Freud, since, in his opinion, it made it possible to identify the ethnic and cultural possibilities of the content individual images and people's ideas. However, A.R. Luria argued that these ideas are not inherited, but are transmitted from adults to children in the process of communication. At the same time, A.R. Luria proved that the environment is not a condition, but a source of mental development of people. It is the environment and culture that shape the content of both the conscious and unconscious layers of the psyche.
The basis of the cultural-historical approach of A.R. Luria laid down the idea that culture appears as the leading line of human socialization, as a factor that determines the relationship between man and society, shaping consciousness and self-awareness, his personal activity.
Developing questions about psychological tools and mediation mechanisms, L.S. Vygotsky and A.R. Luria wrote about stimulus-means, initially “turned outward,” towards the partner, and then “turned back on themselves,” i.e. becoming a means of controlling one’s own mental processes. Next, internalization occurs - “growing” of the stimulus-means inside, i.e. the mental function begins to be mediated from within and thus there is no need for an external (in relation to a given person) stimulus-means. The idea of interiorization reflects the dialectical pattern of formation of the human psyche, the essence of the development of not only individual mental functions, but also the entire human personality as a whole.
A.R. Luria believed that when analyzing communication it is necessary to overcome linguocentrism, to go beyond the description into the analysis of a different, non-verbal semantic organization of the world, which is extremely important for the modern understanding of the problem of communication and personality development in general. Using the ideas of M. M. Bakhtin that to be means to communicate dialogically, one can show the consequences of various losses of the Other for the development of the Self and try to build again life path personality. During communication and joint activities not only are cultural norms and patterns of social behavior acquired, but also the basic psychological structures, which subsequently determine all the courses of mental processes.
The position of A.N. is close to this idea. Leontyev. Starting from your own historical-genetic approach to the study of the psyche, he views it as a product and derivative of material life, external material activity, which is transformed in the course of social historical development into internal activities, into activities consciousness. To the extent that a person created technology, to the same extent it created him: public person and technology determined each other's existence. Technique, technical activities determined the existence of culture.
Activity in the cultural-historical approach is an integrative form of being, and not just a series of acts and actions. This approach is based on the ideas of the domestic psychological and philosophical school:
development individual abilities determined by the internalization of social forms (L.S. Vygotsky);
the generation in the activity of the objective existence of culture occurs in the development of the individual (S.L. Rubinstein);
the mental development of a person is the development of his activity (A.N. Leontyev);
education and upbringing are dialogical - communication and life activities play the main accumulating role in them (M.M. Bakhtin, V.S. Bibler);
there is activity complex structure or polystructure and has different description plans (G.P. Shchedrovitsky): objective-objective, logical-sociological(tasks – operations – means) and subjective-psychological(understanding – abilities – reflection – development of abilities).
An integrative approach to the study of activity, in conjunction with a cultural-historical approach, helps, firstly, to identify its multicomponent nature and complex contextuality, secondly, to overcome the contradictions of a purely sociocentric understanding, and thirdly, to see in education not so much a “broadcasting activity” , as much as the alignment (construction) and self-organization of new integrative forms of individual existence. And this emphasis is very significant.
However, the difficulty of solving this problem lies in the fact that the achievements of the domestic cultural and historical school of L.S. Vygotsky in psychology and the evolution of its fundamental ideas at the intersection of philosophy, psychology and pedagogy (D.A. Elkonin, L.A. Bozhovich, P.Ya. Galperin, etc.) still could not cultivate in pedagogy an understanding of education as a cultural phenomenon. At the same time, cultural psychology of the first generation did not deny culture as such, and L.S. In his law of cultural development, Vygotsky directly outlined the direction of the position: functions that initially arise on the interpsychic plane, common to people, can then become intrapsychic functions of the individual. This is how the individual development framework was fixed (from external to internal).
Developmental psychology is also built on the basis of the cultural-historical approach. V.T. Kudryavtsev offers new ways to study the idea of historicism in psychology 8. Kudryavtsev V.T. Psychology of human development. Foundations of the cultural-historical approach. - Riga, 1999. - Part 1. Thus, he offers a new way of systematic interpretation of social life, highlighting two equal and equal social “subsystems”: the world of children and the world of adults. Interacting and interpenetrating each other, they generate a vector of integral motion culture. Previous psychologists did not consider collective activity, limiting themselves to analyzing individual activity. V.T. Kudryavtsev undertakes the following logically necessary step, implementing a dynamic research paradigm in relation to collaborative distributed activities. Here adults and children assist each other in generating new contents of consciousness; they endow each other with consciousness. The contact of two “worlds” actually leads to adults expanding the boundaries of their own consciousness and self-awareness, for example, feeling themselves as bearers of a special mission in relation to children (to protect, prevent, guide, liberate, etc.).
As part of the debate between two Russian theoretical schools – S.L. Rubinstein and A.N. Leontyev - expressed the idea that personality development is irreducible to the assimilation of given norms and values from the outside. Psychologists of the older generation equally limitedly interpreted the events of history in relation to the genesis of culture - as something that had become and accomplished. Today there is a new interpretation of the process of cultural genesis of personality. The idea of historicism is presented here as the realization of the historical need for the development of psychological thought, developmental psychology.
At present, the main provisions of the psychological theory of activity and the cultural-historical concept of L.S. Vygotsky is increasingly assimilated into the Western tradition. For example, M. Cole did a great job, trying to analyze the facts obtained both in socio- and ethnocultural research, and in the field of experimental psychology and developmental psychology 7. Cole M. Cultural-historical psychology. Science of the future. - M., 1997.. He tries to “describe and justify one of the ways to create a psychology that does not ignore culture in theory and practice” 7. Cole M. Cultural-historical psychology. Science of the future. - M., 1997., proposing to build new cultural psychology based on cultural-historical psychology L.S. Vygotsky and his closest colleagues - A.R. Luria and A.N. Leontyev. According to M. Cole, cultural psychology should be based “on the ideas of the Russian school of cultural-historical psychology, American pragmatism of the early 20th century. and a certain hybrid of ideas borrowed from a number of other disciplines” 7. Cole M. Cultural-historical psychology. Science of the future. - M., 1997..
M. Cole writes about “the need to base theoretical constructs and empirical conclusions on the real subject of psychological analysis, corresponding to the experienced events of everyday life.” IN domestic psychology the task of studying the psyche in the context of activity was officially declared one of the basic principles of psychological research - “the principle of the unity of consciousness and activity.” S.L. Rubinstein put forward this principle back in 1934. 12. Rubinstein S.L. Problems of general psychology. - M., 1973. However, in Russian psychology, as M. Cole correctly noted, the emphasis was never placed on the analysis of everyday activities, it was usually about formally (institutionally) organized types of activities: gaming, educational and labor.
At the same time, M. Cole, in his fundamental work “Cultural-historical psychology: the science of the future,” criticized cultural psychology for virtually ignoring the problems of culture itself, calling one of the chapters “Placing culture at the center.” He tried to create his own research and practice-oriented (education) concept of culture. The most significant conclusions of M. Cole:
The culture and practice of everyday life (the cultural environment or life context of the child) influence the perception, interpretation of facts, ways of making judgments and their nature;
Basic education is culturally a conservative educational strategy because it assumes that literacy will serve people's values and that people will continue to live in the same places and do more or less the same jobs as before;
The transmission of culture in education is often carried out in conditions of power (asymmetrical) relations between the teacher and the child, which leads to disequilibrium (the child’s adaptation to the teacher’s views is stronger than the adaptation of the teacher’s views to the child’s interests): adults direct the actions of children and force them to live in contexts that supervised by adults. This significantly limits children's own activities and forces everyone to play assigned behavioral roles, rather than defining joint activities or creating conditions for creative self-determination and self-expression.
Thus, various approaches to the interpretation of culture as a space in which a child masters and appropriates cultural norms of activity and behavior are presented in a generalized form.
The cultural-historical approach is increasingly relevant in the most various industries psychological knowledge. In particular, there is great interest in it in the field of family therapy, where much attention is paid to cross-cultural comparisons, as well as to the study of the specific psychological work with families in a particular culture.
According to A.Z. Shapiro, due to the lack of development of general biological foundations, the cultural and historical context in the theory of L.S. Vygotsky is divorced from the concrete historical, first of all, from the family 14. Shapiro A.Z. Psychology, culture, biology. // Psychol. magazine. - M., 1999. - T. 20. - P. 123-126.. Cultural-historical theory really does not take into account the family dimension of human life, i.e. the fact that human development (including his psyche and personality), as a rule, occurs in the conditions of a biological family. “Perhaps this is where it is necessary to see the zone of proximal development of cultural-historical psychology, since the family is one of the most significant and fundamental characteristics of the social environment, reflecting the biosocial nature of man” 14. Shapiro A.Z. Psychology, culture, biology. // Psychol. magazine. - M., 1999. - T. 20. - P. 123-126.. In order for cultural-historical theory to be applicable as a theoretical-psychological basis in psychological assistance family and family therapy, it is necessary to correlate it with the “subjective” approach, a holistic view of the person.
In the 20th century Empirical ethnosociology developed on the methodological basis of cultural-historical psychology. She breaks the boundaries between psychology, sociology, ethnography, history and pedagogy, creating a common problem space for the sociogenesis of education, the core of which is the thinking style of L.S. Vygotsky and M.M. Bakhtin. Cultural-historical psychological ethnosociology not only studies, but also gives birth to new realities, highlighting the historical-evolutionary and hermeneutical aspects of the world of childhood, the formation of social and ethnic identity, the generation of the image of the self. Cultural-historical psychological ethnosociology allows us to say with confidence that cultural -the historical methodology of psychology is experiencing its rebirth as a concrete, tangible, holistic science that helps Russian education to follow the path of socialization from a culture of usefulness to a culture of dignity.
Thus, the use of a cultural-historical approach in psychology is currently opening up new horizons not only in various branches of psychology, but also in the fields of education, medicine, ethnosociology, family psychology, etc. “Today there is no one cultural-historical psychology of the school of L.S. Vygotsky, but there are many cultural-historical psychologies." 10. Meshcheryakov B.G., Zinchenko V.P. L.S. Vygotsky and modern cultural-historical psychology: (Critical analysis of the book by M. Cole). // Question psychology. - M., 2000. - No. 2. - P. 102-117. There are three factors without which there is no modern cultural-historical psychology: an activity-based style of thinking, a unique activity-based methodology; a special type of experiment that has proven its validity in the study of memory, perception, other higher mental functions and, finally, the action itself; the idea of development, history, new non-Darwinian evolutionism.
In the 21st century, non-classical psychology began to develop, which is based “on a historical-evolutionary approach, a love of psychohistory and an attempt to change, by turning to the organization of school life, psychosocial scenarios for the development of society in the era of life action” [A.G. Asmolova 1, p. 6]. 1. Asmolov A.G. XXI century: psychology in the century of psychology. // Question psychology. - M., 1999. - No. 1. - P. 3-12.
The historical-evolutionary approach allows us to predict and structure the field of problems and directions that are associated with the future development of non-classical psychology: the growth of interdisciplinary research based on universal patterns of systems development; transition when posing problems of analysis of personality development from anthropocentric phenomenographic orientation to historical-evolutionary; the emergence of disciplines that consider psychology as a constructive design science, acting as a factor in the evolution of society.
In this regard, new guidelines arise variative education, which open up the possibility of building education as a mechanism of socio-cultural genesis, aimed at developing the individual’s individuality. The implementation of these guidelines in the field of education as social practice allows us to take a step towards changing the social status of psychology in society and reveal the evolutionary meaning of practical psychology as a constructive science, “which has its own unique voice in the polyphony of sciences that create human history.” 1. Asmolov A.G. XXI century: psychology in the century of psychology. // Question psychology. - M., 1999. - No. 1. - P. 3-12.
For non-classical psychology, based on cultural-genetic methodology (M. Cole), the question of psychology as a science is at the forefront.
At the present stage of development of psychology, systemic and interdisciplinary approaches are gaining great importance. According to R.M. Frumkina, the main one in the concept of L.S. Vygotsky was not just aware of the role of culture and history in the development of the psyche, but gave an exceptional place and special role to the development of operations with signs. “...the world of signs is the material with which thinking operates. In realizing the importance of the world of signs, L.S. Vygotsky stands next to M.M. Bakhtin". 13. Frumkina R.M. Cultural-historical psychology of Vygotsky-Luria. // Human. - M., 1999. - Issue. 3. - pp. 35-46.
At one time A.I. Leontiev identified the main directions of development of psychology in the 21st century - value-based, ethical, dramatic psychology; cultural-historical psychology; psychology as the social construction of worlds. Non-classical psychology, growing out of the cultural-historical activity program of the school of L.S. Vygotsky, A.I. Leontyev and A.R. Luria has a chance to become the leading human science of the 21st century.
2.4. Cultural conformity and cultural intensity of education content
Problem cultural relevance of education is interconnected with a number of features of the current stage of development science and culture generally. These are: self-developing synergetic systems and new strategies of scientific research; global evolutionism and modern painting peace; understanding the relationships between intrascientific and social values as a condition for the modern development of science; the ethos of science and new ethical problems of science in the 21st century; scientism and anti-scientism; post-non-classical science and changes in ideological orientations; the relationship between science and parascience, the diversity of forms of knowledge and much more. At the same time, the relationship between science, education and culture defines them as a kind of integral integrity, representing their cultural conformity as a form of compliance with the modern level of development of society’s worldview.
Science brings ideas into culture legally sti, emphasis venomous details, requirements logical completeness, options bye dka. What serves as the main guideline for the cultural conformity of education? How and how to measure the relevance of education modern science and culture? How competently is new theoretical knowledge of science included in the culture and content? modern education, its culture?
Modern science presupposes both differentiation and integration of various scientific knowledge, and, at the same time, a focus on a holistic generalization of diverse scientific ideas about objective world, the desire to create a unified scientific picture of the world. And in this context, the sociocultural orientation of science is an important ideological setting for modern culture. In this regard, as noted above, at the present stage of development of education, cultural conformity acts as a guideline in choosing the optimal measure of the relationship between: the whole and the part; system and element; continuous and discrete; variable and invariant, etc. It defines measure of compliance with scientific achievements and all components education(content, means, pedagogical tasks, etc.) modern culture, and reflects correlation of education to modern culture from the standpoint of its adequacy to cultural tradition(features), so and innovations in science and culture(transformation).
However, the dynamically and contradictorily developing sociocultural situation in society entails a rethinking of the evolution of educational processes from the standpoint of the integration of education, science and culture. The disintegrative orientation of modern education is manifested: in the formation of a person overloaded with knowledge, but distant from the culture of the 21st century, its reality - a dialogue of cultures; the predominance in the content of the formation of functional material over the essential one; generational alienation - pedagogical conflicts in teacher-student, parent-child relationships. In this regard, since the end of the twentieth century, problems of understanding the essence of pedagogical integration on the basis of a dialogue of cultures - the simultaneity of co-existence of multi-temporal and multi-spatial cultures that have absorbed the best achievements of human thought - science, art, literature - have been updated in pedagogy.
According to V.S. Bibler, the need to reassess the values of the content of modern education is associated with the formation of a “person of culture” who would combine in his thinking and activities various cultures, forms of activity, value orientations and semantic spectrums. And this, from the standpoint of the interdisciplinary approach of synergetics, can act as a criterion for selecting the content of education and determining its cultural intensity.
At the same time, each generation is included in innovation process on transformation scientific idea into a specific product, service or technology and their practical use in human life. In the content of education, this is represented in disciplinary knowledge, as well as in the principles and methods of developing theoretical and practical competence, which helps the individual to become involved in the real cultural process of life in a particular society. Thus, education acts as a “local territory” on which the meeting of science, culture and man takes place, and in this context, cultural conformity is mediated by the organization of value-based creative activity.
The problem of incorporating new theoretical knowledge into the content of education is associated with ensuring continuity in the development of the intellectual culture of society. It touches on two aspects: material embodiment and implementation of scientific discoveries directly into the sphere of production; their inclusion in educational technologies, education and training practices. New theoretical ideas are capable of transforming cultural stereotypes and making systemic changes in culture, as well as in education.
Modern scientists have come to the conclusion that life should be understood as continuous process knowledge. However, science as a form of social consciousness provides general ideas about patterns. Their embodiment in the mass consciousness, in the culture of human knowledge carried out at subject to availability, pedagogically adapted scientific material in education. Hence, the fundamental idea of interaction between scientific innovation and culture is the idea of cyclicality, which is realized through the mechanisms of education. The inclusion of scientific ideas in culture greatly enriches it; an enriched and expanded culture generates new problems for subsequent study by science and sets education a “cultural demand” for dynamic development. And in this context content of education – this is not a set of ready-made truths and values (spiritual and material), but a wide field of possibilities and choices, open to an infinity of meanings and meanings. And this choice always has a developmental, subject-cognitive, personally significant character.
In the modern development of domestic education, there are a number of general trends associated with qualitative transformations of its cultural conformity, in particular: ensuring the rights of every child to education, expanding accessibility and equal starting opportunities to fully receive it; priority development of education in the context of its continuity; increasing the role of education in expanding the scope of intercultural interaction, in the formation of universal human civic qualities, tolerance, preservation native language and culture in the context of multilingualism and globalization of cultural processes; development of education in the context of the progress of information and communication technologies, etc. Strengthening the cultural functions of education becomes the main condition for its productive development as a sphere of cultural creative practice, forming the basis of social and personal growth each person. In the context of the above, the content of education is determined by a number of conceptual positions in which culture acts as a transformative principle: culture as a goal; culture as a means; culture as a way of communication; culture as a “channel” of communication; culture as a source of new knowledge.
Due to this innovation system education requires the organization of a culture-intensive educational process(his subject, information and subject environments, models, forms and mechanisms of organization), teachers mastering new professional and social roles that ensure mass educational practice technologies of parity relations, social partnership, models of subject-subject interaction.
Essential characteristics pedagogical interaction constitutes the integral pedagogical process. “The pedagogical process is a specially organized interaction between teachers and students (pedagogical interaction) regarding the content of education using teaching and educational tools ( pedagogical means) in order to solve the problems of education, aimed both at meeting the needs of society and the individual himself in his development and self-development” (V.A. Slastenin S.84). The consequence of the pedagogical interaction between the teacher and the child is mutual changes in their behavior, activities and relationships. The activity of participants in pedagogical interaction asserts priority subject-subject relations, the main subject of which is the child, his interests, needs, relationships that influence his progress and results.
Culturally appropriate content education is determined by the quality of the joint activity of the teacher and the child in the holistic pedagogical process and the independent activity of the child, in which he sensually cognizes (feels, perceives), abstractly thinks(understands, comprehends, generalizes), applies knowledge to practice ktike, accepts and builds own values, norms, information as culturally significant for him personally. Therefore, the result of cultural and educational activities is different for everyone, since the interests, experience, abilities, and psychophysiological characteristics of the child differ. And in this context, the cultural conformity of the content of education is mediated not by the amount of acquired knowledge, skills and abilities, but by qualitative transformations in the interactions of the child and the adult in the holistic pedagogical process.
The cultural conformity of the content of education in the future is aimed at the development in the child: natural features (health, abilities to think, feel, act); social qualities (to be a citizen, family man, worker); properties as a subject of culture (freedom, humanity, spirituality, creativity). This is from Slastenin on p. 140. as a student-oriented approach to the content of education. This presupposes the child’s involvement in all manifestations of the culture of a given time and the social space surrounding him, with all the realities of human existence, regardless of whether they are perceived positively or negatively by adults (teacher, parents). In the context of this installation content of education– these are not only cultural, historical and natural scientific facts in various disciplines, but, above all, child's personal position. In this position, the content of education is perceived by the child as a personally significant educational value, is recognized as a cultural and historical phenomenon (heritage), and is determined by its quality. independent activity associated with personal interest.
The cultural intensity of education includes not only the latest scientific and technical information, but also humanitarian personal development knowledge and skills, experience of creative activity, motivational and value relations to the world, nature, society and man, a system of moral and aesthetic values that determine his behavior in diverse life situations. situations. And in this context, education is then culturally appropriate and culturally intensive when it is aimed at cultural values, unique cultural self-development and self-determination of the individual (child and adult). One of the leading criteria for the cultural conformity of education is the quality and cultural norms that are assimilated (appropriated) by the child and which are highlighted, mediated, and cultivated by adults (teacher, parents).
Thus, the cultural conformity of education determines
The teaching profession is very ancient. The role of the teacher in the progressive development of society is significant, if only because he educates young people, forms a generation that will continue the work of their elders, but at a higher level of social development. Therefore, to some extent we can say that the teacher shapes the future of society, the future of its science and culture. It is not surprising that at all times, outstanding educators highly valued the role of the teacher in the life of society. The position of a teacher is excellent, like no other, “higher than which nothing can be under the sun,” wrote the great teacher Ya.A. Comenius (1592-1670). According to Y. Kolas (1882-1956), a classic of Belarusian poetry and literature, a teacher is not only an educator, a teacher is a friend of man who helps our society rise to the highest level of culture.
The significance of the role of the teacher in the progressive development of society was determined by the Russian teacher K.D. Ushinsky (1823-1870): “An educator who is on par with the modern course of education feels like a living, active member of a great organism fighting the ignorance and vices of humanity, a mediator between everything that was noble and lofty in the past history of people, and the generation new, the keeper of the holy covenants of people who fought for the truth and for good. He feels like a living link between the past and the future, a mighty warrior of truth and goodness, and realizes that his work, modest in appearance, is one of the greatest works of history, that kingdoms are based on it and entire generations live on it.”
Let me start with the fact that the role of a teacher in society, i.e. his social functions undergo changes along with the development of society itself. It cannot be otherwise: the teacher lives in society and, therefore, experiences with it all the same evolutionary and revolutionary changes that occur in this society. It is not surprising that in different historical eras The social role of the teacher changed and evolved from the level of a hired artisan to a civil servant.
I'll name the main social functions of a teacherin modern society:
1. The teacher performs the role of the "engine"" in society, catalyst(accelerator) of social progress. By educating the younger generation, he greatly contributes to the formation of people who master new and progressive production technology, specialists who quickly grasp everything advanced in the diverse life of society. And, thus, in the progressive development of society. In accelerating this development, there is undoubtedly a significant share of the efforts and many years of work of the teacher.
2. A professional teacher makes succession in an unbreakable chain between the historical past of a society and its promising future - through the younger generation. He, like a relay race, passes on the life experience of the historical past of society to the promising future.
3. Yes specific function teacher - perform role of "battery", accumulating social experience. In this role, he acts as the custodian and bearer of diverse social values: universal, cultural,
intellectual, spiritual, etc. Accumulating these values within himself throughout his life, he then passes them on to the younger generation. This means that here the role of the teacher is not limited to accumulation; he is at the same time the main link in the mechanism of transferring the value experience accumulated by the elders to the young. In fact, there is not one, but two social subgoals of the teacher noted here: to accumulate in order to pass on.
4. One of the social roles of the teacher is that he acts as specialist, assessing the culture of society, the experience of social relations, relationships and behavior of people achieved by that time. His assessments: there are good and bad factors, and there are intermediate ones. From general fund culture, he chooses the material that will be valuable and useful (from a subjective point of view) for use in educational work with children. In this function, the teacher plays not only a progressive role, but sometimes also a conservative one. The fact is that subjectively, teachers of the older generation nostalgically experience their own youth and young years from the height of their past as perfect, almost ideal, and new trends in life are sometimes perceived as the destruction of old foundations (in fact, this is often the case), as a collapse, and therefore unacceptable.
But in general, social progress is determined, of course, not only by the activities of teachers, but also by other factors, and it cannot be stopped by the conservative views of individual teachers. And yet, most teachers choose something new in the children's environment and promote this new thing into the system of social relations.
5. I’ll name another social function of a teacher: this person authorized society represent the world of youth to the older generation.
A professional teacher, like no one else, knows the characteristic physiological and psychological traits and other characteristics of children, adolescents, boys and girls, the uniqueness and possibilities of their diversified development at different age levels. Therefore, he can, is capable and has the moral right, with knowledge of the matter, to competently express his opinions to society about the education of youth, to create public opinion on topical problems of the practice and theory of education.
6. And finally, another, perhaps the main, social function of the teacher is formation of the spiritual world youth in accordance with the principles and values of a particular society. This is exactly what the teacher works on constantly, forming in the younger generation knowledge, concepts and beliefs about the rules of human society in accordance with the principles and norms of morality, law, and aesthetics. By instilling in young people ideas about universal human values, the teacher teaches them to regulate their behavior in accordance with these values, to live according to the principles of kindness and mercy, tolerance, respect and humanity towards others.
So, The role of the teacher in modern society is manifested in his social functions listed above. . In fact all these functions do not appear separately from one another, but in a common complex, reflecting complex relationships different sides and life phenomena.
Being a sociocultural phenomenon, education and upbringing reflect the ideals and values that dominate the public consciousness.
The processes of education and training were already inherent in primitive society. For primitive man, the most important thing was to survive, therefore, education, which is inseparable from natural life, was naturally characterized during this period biological basis and mechanisms for implementing content and forms. Thanks to well-developed instincts of self-preservation and procreation, primitive man not only made unique discoveries of new species labor activity, but is also forced to complicate the preparation of offspring for their implementation in the natural conditions of life of the clan association, through “youth houses”, initiation, etc.
The accumulation and complication of sociocultural experience, the emergence social groups and states, the emergence of writing, the development of educational practices, the emergence of schools, and with them the professional pedagogical activity made a higher level of pedagogical generalizations necessary and possible.
The culture, philosophy, and education of Ancient Greece are permeated by a general desire for order, predetermined by the laws of nature, which is associated with an appeal to man as a microcosm (i.e., a reduced copy of nature). To achieve harmony with nature, you need to free the natural nature of man and follow its laws and patterns. Various philosophical movements of antiquity were engaged in solving the problems of man and his education. Features of the education and upbringing systems in Athens and Sparta reflect not only the sociocultural characteristics of this period, but also natural conditions own existence. These two polar city-polises provided two different examples of education in the ancient Greek world.
The Middle Ages is the era of the spread and establishment of Christianity in Western Europe. Medieval culture was dominated by the Christian religion. In this regard, the pedagogical ideals of the early, classical and late Middle Ages are revealed in the system of Christian ideals and values. Monastic schools are spreading, teaching in Latin using texts Holy Scripture.
The problem of human education in theologically oriented philosophical thought in the Middle Ages is associated with the solution of questions: God and man, good and evil, faith and knowledge. Despite all the differences between the early, classical and late Middle Ages, attention to the spiritual essence of man remains unchanged. Back to top crusades XI century structuring of medieval society is carried out, in connection with which the goals and content of education of each class are determined: monastic (7 liberal arts: trivium: dialectic, grammar, rhetoric; quadrivium: mathematics, arithmetic, astronomy, music), knightly (7 knightly virtues: swordsmanship and spear, horse riding, swimming, music and poetry, genealogy and, courtly manners, playing chess), urban (schools of universal education - universums).
During the Renaissance, power passed into the hands of kings - secular feudal lords. A special direction of philosophical thought is being formed - humanism, which proclaimed man as a creator on an equal basis with God, recognizing man as a value. The Renaissance attitude towards man, in contrast to the medieval point of view, differs in that it reveals the earthly purpose of man, his natural beginning.
Theorists of this era transfer the criteria of beauty from the Divine to human activity, proclaiming the anti-asceticism of earthly existence, the harmony of material and spiritual principles. Hence high requirements to manners of behavior, to respect for human dignity. Renaissance humanists talk about instilling in a child a sense of self-esteem and self-respect. Moreover, external manifestations must correspond to internal dignity. Human dignity, a negative attitude towards physical violence, nobility, the desire for harmony of soul and physical nature, spiritual and material - these and many other problems determine the development of humane pedagogy..
During the period of Enlightenment (late 17th - early 19th century) - in the era of synchronous bourgeois revolutions - the guidelines and ideals of the developing industrial civilization influenced the emergence of the bourgeois personality type, worldviews were formed, which reflected the value human mind and personal freedom, which determined the manifestation philosophical problem freedom and necessity in theory and practice European education. In this era, it was generally accepted that knowledge of the world is a condition for knowledge of man. In the pedagogical theories of the most prominent representatives of the era, specification is carried out ideal type representative of the new era - the bourgeois.
Inconsistency of school affairs in Western European countries of the late 18th - early 19th centuries. the needs of a developing industrial society, exploitation of child labor, high infant mortality, etc. lead to sociocultural conditionality and experimental and practical validity of new pedagogical ideas in the theory and practice of education. The philanthropist movement, the Belle-Lancaster system of mutual education, knitting schools for young children, etc. are spreading throughout Western Europe. Swiss educator I.G. Pestalozzi develops a theory of elementary education, which is based on ideas about the primary elements of education: form, number and lines - in the mental, love - in the moral, simple arithmetic operations - in the physical.
Approval at the end of the 19th century. in Western society industrial type led to the fact that pedagogical traditions began to acquire a mass character. Rationalism, utilitarianism, individualism, and criticality in relation to reality permeated pedagogical attitudes and mass consciousness, although the emotional attitude towards them could be both negative and positive.
As a result of the influence of social processes for education in the 19th – early 20th centuries. typical search is not traditional approaches to education and training. The development of psychology contributed to the understanding of the mechanisms of formation personal properties of a person, recognition of the exceptional importance of his internal activity and independence in the process of personal development. The main directions of reform pedagogy of this period include
● experimental pedagogy (V.A. Lai, E. Meiman),
● theory of mental giftedness and the emergence of pedology (A. Binet),
● pragmatic pedagogy (D. Dewey),
● labor school and civic education (G. Kershensteiner),
● theory and practice of “new education” (O. Dekroli).
The theory of free education is developed in the positivist-anthropological concept of M. Motessori, the anthroposophical approach of R. Steiner. The influence of reformist pedagogy on the practice of mass schools is carried out through the dissemination of the Dalton plan, the project method, comprehensive education, etc.
Pedagogical quests, which also reflected society’s dissatisfaction with the “school of study,” led to the development of the theory of the labor school (G. Kerschensteiner). Based on pedocentric ideas, its representatives set the task of training a competent worker and citizen capable of adapting to social conditions. There has been a tendency towards a symbiosis of the “school of study” and the “school of work”.
In the 20th century, marked by two world wars, revolutions, the long reign of totalitarian regimes and mass genocide, doubts about the rationality of social order spread in the West; the growing alienation of the individual stimulated the development of social sciences humanistic ideas. The deep crisis, the collapse of the ideals of rationalism and technocratism raised the question of rethinking traditional approaches to the education of younger generations for scientists of various specialties.
In the 2nd half of the 20th century. scientific and technological revolution and formation information society took place against the background of the emergence of new global problems: environmental, demographic, energy, etc. In pedagogical theory, interest in the development of human self-knowledge and the ability for self-realization in a changing world has intensified. Pedagogical theory seeks to be involved in understanding the process of transforming a person into a real subject of his life, overcoming the alienation of his own essence. A new perspective is opening up for the implementation of the humanistic tendencies of the Western pedagogical tradition. This was also facilitated by the increased economic potential society, and the development of human knowledge, and effective personality-oriented educational technologies. Western pedagogy increasingly strives to ensure the self-realization of the human personality, to teach a person to navigate a dynamically changing social situation, master cultural values, solve complex life problems. This involves taking into account the specifics of the educational process, combining the free development of the individual with pedagogical guidance of this process and adapting the goals and means of education to the pupil and student with a consistent focus on humanistic traditions, significant examples of culture, and recognition of the intrinsic value of man and society, the nature of his existence.
It is essential for pedagogy to understand the concept itself "personality" . A person is not born as an individual and does not receive biological guarantees personal development, but becomes one in the process of development: acquires speech, consciousness, skills and habits in handling things and people that make him a social being, becomes a bearer of social relations. Personality - a social characteristic of a person is someone who is capable of independent socially useful activities. In the process of development, a person reveals his internal properties, inherent in him by nature and formed in him by life and upbringing, that is, a person is a dual being, biological and social.
Personality - this is awareness of oneself, the outside world and place in it. And in modern pedagogy the following definition applies: personality - is an autonomous, socially distanced, self-organized system, social essence person.
Personality traits:
§ reasonableness;
§ responsibility;
§ freedom;
§ personal dignity;
§ individuality.
Along with the concept "personality" terms used "individual" , "individuality" .
Individual - this is a single representative of the species " homo sapiens". As individuals, people differ from each other not only in morphological characteristics (such as height, bodily constitution and eye color), but also in psychological properties (abilities, temperament, emotionality).
Individuality - this is the unity of unique personal properties specific person. This is the uniqueness of his psychophysiological structure (type of temperament, physical and mental characteristics, intelligence, worldview, life experience).
The relationship between individuality and personality is determined by the fact that these are two ways of being a person, two of his different definitions. The discrepancy between these concepts is manifested, in particular, in the fact that there are two different processes of formation of personality and individuality.
Personality formation there is a process of socialization of a person, which consists in his mastering the generic, social essence. This development is always carried out in the specific historical circumstances of a person’s life. The formation of personality is associated with the individual’s acceptance of social functions and roles developed in society, social norms and rules of behavior, and with the formation of skills to build relationships with other people. A formed personality is a subject of free, independent and responsible behavior in society.
Formation of individuality there is a process of individualization of an object. Individualization is the process of self-determination and isolation of the individual, his separation from the community, the design of his individuality, uniqueness and originality. A person who has become an individual is an original person who has actively and creatively demonstrated himself in life.
In terms of "personality" And "individuality" various aspects, different dimensions of the spiritual essence of man are recorded. The essence of this difference is well expressed in the language. With the word “personality” such epithets as “strong”, “energetic”, “independent” are usually used, thereby emphasizing its active representation in the eyes of others. Individuality is spoken of as “bright”, “unique”, “creative”, meaning the qualities of an independent entity.
Since a person’s personal qualities develop during his lifetime, revealing the essence of the concept is important for pedagogy. "development".Development - realization of immanent, inherent inclinations and properties of a person.
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Plan
Introduction
1. Personal and creative component of professional and pedagogical culture
2. Features teaching profession
3. Prospects for the development of the teaching profession
Conclusion
List of used literature
Introduction
The position about the important, determining role of the teacher in the learning process is generally accepted in all pedagogical sciences. The term "pedagogy" has two meanings. The first is the area of scientific knowledge, science, the second is the area of practical activity, craft, art. The literal translation from Greek is “schoolmaster” in the sense of the art of “leading a child through life,” i.e. teach, educate him, guide his spiritual and physical development. Often, along with the names of people who later became famous, the names of the teachers who raised them are also named. .
As P.F. Kapterov emphasized at the beginning of our century, “the personality of the teacher in a teaching environment takes first place; certain properties of him will increase or decrease the educational impact of teaching.” What qualities of a teacher were identified by him as the main ones? First of all, “special teaching qualities” were noted, to which P.F. Kapterev attributed “scientific training of the teacher” and “personal teaching talent”.
The first property of an objective nature lies in the degree of knowledge of the teacher of the subject being taught, in the degree of scientific training in a given specialty, in related subjects, in broad education; then in getting acquainted with the methodology of the subject, general didactic principles, and, finally, in knowledge of the properties of children's nature with which the teacher has to deal; the second property is of a subjective nature and lies in the art of teaching, in the personal pedagogical talent of creativity. The second includes pedagogical tact, pedagogical independence, and pedagogical art. A teacher must be an independent, free creator who is always on the move, in search, in development.
Along with the “special” properties that were classified as “mental”, P.F. Kapterev also noted the necessary personal - “moral-volitional” properties of a teacher. These include: impartiality (objectivity), attentiveness, sensitivity (especially to weak students), conscientiousness, perseverance, endurance, self-criticism, genuine love for children.
In educational psychology, the most important social role of the teacher, his place, functions, in society is emphasized and the requirements placed on him and the social expectations formed in relation to him are analyzed. Accordingly, professional pedagogical training and self-training of teachers are considered as one of the leading problems of educational psychology.
An analysis of the general situation of pedagogical work at the present time, showing the selfless work of the teacher and his involvement in improving education, unfortunately, does not provide grounds for optimism. This is, in particular, due to the fact that not all teachers possess many of the required qualities (especially their property) and, what is very serious, with the initial reluctance of some teachers to work as a “teacher” and the accidental choice of this profession. They remain just as “random” in their professional activities.
Consequently, the question arises of conducting targeted, professional ongoing training and self-preparation of teachers for teaching activities, primarily in terms of awareness of oneself as its subject, the formation of pedagogical self-awareness. Pedagogical self-awareness includes the image - “I”: ideal and real, and constant correlation as a process of approaching the ideal object of pedagogical activity.
1. Personal and creative component of professional and pedagogical culture
Representing the constantly enriching value potential of society, pedagogical culture does not exist as something given, materially fixed. It functions by being included in the process of a person’s creatively active mastery of pedagogical reality. The professional and pedagogical culture of a teacher objectively exists for all teachers not as a possibility, but as a reality. Mastery of it is carried out only by those and through those who are capable of creatively deobjectifying the values and technologies of pedagogical activity. Values and technologies are filled with personal meaning only in the process of creative quest and practical implementation.
In modern science, creativity is considered by many researchers as an integrative, system-forming component of culture. The problem of the relationship between personality, culture and creativity is reflected in the works of N.A. Berdyaev. Considering the global issue of interaction between civilization and culture, he believed that civilization in a certain sense is older and more primary than culture: civilization means a social-collective process, and culture is more individual, it is associated with the individual, with the creative act of man. N.A. Berdyaev saw the fact that culture is created by the creative act of man as its ingenious nature: “Creativity is fire, but culture is the cooling of fire.” The creative act is located in the space of subjectivity, and the product of culture is in objective reality.
The creative nature of pedagogical activity determines a special style of mental activity of the teacher, associated with the novelty and significance of its results, causing a complex synthesis of all psychic spheres(cognitive, emotional, volitional and motivational) personality of the teacher. A special place in it is occupied by the developed need to create, which is embodied in specific abilities and their manifestation. One of these abilities is the integrative and highly differentiated ability to think pedagogically. The ability for pedagogical thinking, which is divergent in nature and content, provides the teacher with active transformation pedagogical information, going beyond the boundaries of the time parameters of pedagogical reality. The effectiveness of a teacher’s professional activity depends not only and not so much on knowledge and skills, but on the ability to use this in pedagogical situation information different ways and at a fast pace. Developed intelligence allows a teacher to learn not just isolated pedagogical facts and phenomena, but pedagogical ideas, theories of teaching and educating students. Reflexivity, humanism, focus on the future and a clear understanding of the means necessary for professional improvement and development of the student’s personality are characteristic properties of the teacher’s intellectual competence. Developed pedagogical thinking, which provides a deep semantic understanding of pedagogical information, refracts knowledge and methods of activity through the prism of one’s own individual professional and pedagogical experience and helps to gain personal meaning of professional activity.
The personal meaning of professional activity requires a sufficient degree of activity from the teacher, the ability to manage and regulate his behavior in accordance with emerging or specially set pedagogical tasks. Self-regulation as a volitional manifestation of personality reveals the nature and mechanism of such professional personality traits of a teacher as initiative, independence, responsibility, etc. In psychology, properties as personality traits are understood as stable features of an individual’s behavior that are repeated in various situations. In this regard, L.I. Antsyferova’s point of view on including in the structure of personal properties the ability to organize, control, analyze and evaluate one’s own behavior in accordance with the motives that motivate it deserves attention. In her opinion, the more habitual a particular behavior is, the more generalized, automated, and abbreviated this skill is. This understanding of the genesis of properties allows us to imagine integral acts of activity with psychological dominant states arising on their basis as the basis of these formations.
A creative personality is characterized by such traits as willingness to take risks, independence of judgment, impulsiveness, cognitive “meticulousness,” criticality of judgment, originality, courage of imagination and thought, sense of humor and a penchant for jokes, etc. These qualities, highlighted by A. N. Luk, reveal the characteristics of a truly free, independent and active personality.
Pedagogical creativity has a number of features (V.I. Zagvyazinsky, N.D. Nikandrov): it is more regulated in time and space. The stages of the creative process (the emergence of a pedagogical idea, the development, implementation of meaning, etc.) are rigidly interconnected in time and require an operational transition from one stage to another; If in the activity of a writer, artist, scientist, pauses between stages of the creative act are quite acceptable, often even necessary, then in the professional activity of a teacher they are practically excluded; the teacher is limited in time by the number of hours allocated to studying a specific topic, section, etc. During the training session, expected and unforeseen problem situations arise that require a qualified solution, the quality of which, the choice the best option solutions may be limited due to this feature, due to the psychological specificity of solving pedagogical problems; delay in the results of the teacher’s creative searches. In the sphere of material and spiritual activity, its result is immediately materialized and can be correlated with the set goal; and the results of the teacher’s activities are embodied in the knowledge, abilities, skills, forms of activity and behavior of students and are assessed very partially and relatively. This circumstance makes it very difficult to accept informed decision at a new stage of pedagogical activity. Developed analytical, predictive, reflective and other abilities of a teacher allow, on the basis of partial results, to foresee and predict the result of his professional and pedagogical activities; co-creation of the teacher with students and colleagues in the pedagogical process, based on the unity of purpose in professional activity. The atmosphere of creative exploration in the teaching and student groups acts as a powerful stimulating factor. A teacher, as a specialist in a certain field of knowledge, during the educational process demonstrates to his students a creative attitude towards professional activity; the dependence of the manifestation of a teacher’s creative pedagogical potential on the methodological and technical equipment of the educational process. Standard and non-standard educational and research equipment, technical support, the methodological preparedness of the teacher and the psychological readiness of students for joint search characterize the specifics of pedagogical creativity; the teacher’s ability to manage personal emotional and psychological state and cause adequate behavior in students’ activities. The ability of a teacher to organize communication with students as a creative process, as a dialogue, without suppressing their initiative and ingenuity, creating conditions for full creative self-expression and self-realization. Pedagogical creativity, as a rule, is carried out in conditions of openness and publicity of activity; The class reaction can stimulate the teacher to improvise and be more relaxed, but it can also suppress and restrain creative search.
The identified features of pedagogical creativity allow us to more fully understand the conditionality of the combination of algorithmic and creative components of pedagogical activity.
The nature of creative pedagogical work is such that it immanently contains some characteristics of normative activity. Pedagogical activity becomes creative in cases where algorithmic activity does not produce the desired results. The algorithms, techniques and methods of normative pedagogical activity learned by the teacher are included in a huge number of non-standard, unforeseen situations, the solution of which requires constant anticipation, changes, corrections and regulation, which encourages the teacher to demonstrate an innovative style pedagogical thinking.
The question about the possibility of teaching and learning creativity is quite legitimate. Such opportunities are inherent primarily in that part of pedagogical activity that constitutes it regulatory framework: knowledge of the laws of the holistic pedagogical process, awareness of the goals and objectives of joint activities, readiness and ability for self-study and self-improvement, etc.
Pedagogical creativity as a component of professional pedagogical culture does not arise on its own. For its development, a favorable cultural atmosphere, a stimulating environment, and objective and subjective conditions are necessary. As one of the most important objective conditions for the development of pedagogical creativity, we consider the influence of sociocultural, pedagogical reality, the specific cultural and historical context in which the teacher creates and creates in a certain time period. Without recognizing and understanding this circumstance, it is impossible to understand the actual nature, source and means of realizing pedagogical creativity. Other objective conditions include: a positive emotional psychological climate in the team; the level of development of scientific knowledge in psychological, pedagogical and special fields; availability of adequate means of training and education; scientific validity of methodological recommendations and guidelines, material and technical equipment of the pedagogical process; availability of socially necessary time.
Subjective conditions for the development of pedagogical creativity are: knowledge of the basic laws and principles of the holistic pedagogical process; high level of general cultural training of teachers; mastery of modern concepts of training and education; analysis of typical situations and the ability to make decisions in such situations; desire for creativity, developed pedagogical thinking and reflection; teaching experience and intuition; ability to make operational decisions typical situations; problematic vision and mastery of pedagogical technology.
The teacher interacts with pedagogical culture in at least three respects: firstly, when it assimilates the culture of pedagogical activity, acting as an object of social and pedagogical influence; secondly, he lives and acts in a certain cultural and pedagogical environment as a bearer and transmitter of pedagogical values; thirdly, it creates and develops professional pedagogical culture as a subject of pedagogical creativity.
Personal characteristics and creativity are manifested in diverse forms and methods of creative self-realization of the teacher. Self-realization is the sphere of application of the individual’s individual creative capabilities. The problem of pedagogical creativity has direct access to the problem of teacher self-realization. Because of this, pedagogical creativity is a process of self-realization of the individual, psychological, intellectual strengths and abilities of the teacher’s personality.
2. Features of the teaching profession
The main content of the teaching profession is relationships with people. The activities of other representatives of human-to-human professions also require interaction with people, but here it is connected with the best way to understand and satisfy human needs. In the profession of a teacher, the leading task is to understand social goals and direct the efforts of other people to achieve them.
The peculiarity of training and education as an activity of social management is that it has, as it were, a double subject of labor. On the one hand, its main content is relationships with people: if a leader (and a teacher is one) does not have proper relationships with those people whom he leads or whom he convinces, then the most important thing in his activities is missing. On the other hand, professions of this type always require a person to have special knowledge, skills and abilities in some area (depending on who or what he supervises). A teacher, like any other leader, must know well and imagine the activities of the students whose development process he leads. Thus, the teaching profession requires dual training - human science and special.
Thus, in the teaching profession, the ability to communicate becomes professional required quality. Studying the experience of beginning teachers allowed researchers, in particular V. A. Kan-Kalik, to identify and describe the most common “barriers” of communication that make it difficult to solve pedagogical problems: mismatch of attitudes, fear of the class, lack of contact, narrowing of the communication function, negative attitude towards the class , fear of pedagogical error, imitation. However, if novice teachers experience psychological “barriers” due to inexperience, then experienced teachers experience psychological “barriers” due to underestimation of the role of communicative support pedagogical influences, which leads to an impoverishment of the emotional background of the educational process. As a result, personal contacts with children also become impoverished, without whose emotional wealth productive personal activity inspired by positive motives is impossible.
The uniqueness of the teaching profession lies in the fact that by its nature it has a humanistic, collective and creative nature.
Humanistic function of the teaching profession. The teaching profession has historically had two social functions - adaptive and humanistic (“human-forming”). The adaptive function is associated with the adaptation of the student to the specific requirements of the modern sociocultural situation, and the humanistic function is associated with the development of his personality and creative individuality.
On the one hand, the teacher prepares his students for the needs at this moment, to a specific social situation, to the specific needs of society. But on the other hand, he, while objectively remaining the guardian and conductor of culture, carries within himself a timeless factor. Having as a goal the development of personality as a synthesis of all the riches of human culture, the teacher works for the future.
The work of a teacher always contains a humanistic, universal principle. Conscious bringing it to the fore, the desire to serve the future characterized progressive teachers of all times. Thus, a famous teacher and figure in the field of education of the mid-19th century. Friedrich Adolf Wilhelm Diesterweg, who was called the teacher of German teachers, put forward a universal goal of education: service to truth, goodness, beauty. “In every individual, in every nation, a way of thinking called humanity must be instilled: this is the desire for noble universal goals.” In realizing this goal, he believed, a special role belongs to the teacher, who is a living instructive example for the student. His personality earns him respect, spiritual strength and spiritual influence. The value of a school is equal to the value of a teacher.
The great Russian writer and teacher Lev Nikolaevich Tolstoy saw in the teaching profession, first of all, a humanistic principle, which finds its expression in love for children. “If a teacher has only love for his work,” wrote Tolstoy, “he will be a good teacher. If a teacher has only love for his student, like a father or mother, he will better than that a teacher who has read all the books, but has no love for either the work or the students. If a teacher combines love for both his work and his students, he is a perfect teacher."
L.N. Tolstoy considered the freedom of the child to be the leading principle of teaching and upbringing. In his opinion, a school can be truly humane only when teachers do not regard it as “a disciplined company of soldiers, commanded today by one lieutenant, tomorrow by another.” He called for a new type of relationship between teachers and students, excluding coercion, and defended the idea of personality development as central to humanistic pedagogy.
In the 50-60s. XX century the most significant contribution to the theory and practice of humanistic education was made by Vasily Aleksandrovich Sukhomlinsky - director of Pavlyshskaya high school in Poltava region. His ideas of citizenship and humanity in pedagogy turned out to be consonant with our modernity. “The Age of Mathematics is a good catchphrase, but it does not reflect the whole essence of what is happening these days. The world is entering the Age of Man. More than ever before, we are obliged to think now about what we put into the human soul.”
Education for the sake of the child’s happiness - this is the humanistic meaning of the pedagogical works of V. A. Sukhomlinsky, and his Practical activities- convincing proof that without faith in the child’s capabilities, without trust in him, all pedagogical wisdom, all methods and techniques of teaching and upbringing are untenable.
The basis for a teacher’s success, he believed, was the spiritual wealth and generosity of his soul, well-mannered feelings and a high level of general emotional culture, and the ability to delve deeply into the essence of a pedagogical phenomenon.
The primary task of the school, noted V. A. Sukhomlinsky, is to discover the creator in every person, to put him on the path of original creative, intellectually fulfilling work. “To recognize, identify, reveal, nurture, and nurture in each student his unique individual talent means raising the individual to a high level of flourishing human dignity.”
The history of the teaching profession shows that the struggle of advanced teachers to liberate its humanistic, social mission from the pressure of class domination, formalism and bureaucracy, and the conservative professional structure adds drama to the fate of the teacher. This struggle becomes more intense as the social role of the teacher in society becomes more complex.
Carl Rogers, one of the founders of the modern humanistic movement in Western pedagogy and psychology, argued that society today is interested in a huge number of conformists (adapters). This is due to the needs of industry, the army, the inability and, most importantly, the reluctance of many, from the ordinary teacher to senior managers, to part with their, albeit small, power. “It’s not easy to become deeply humane, to trust people, to combine freedom with responsibility.
The path we present is a challenge. It does not involve simply accepting the circumstances of the democratic ideal."
This does not mean that a teacher should not prepare his students for the specific demands of life into which they will need to be involved in the near future. By raising a student who is not adapted to the current situation, the teacher creates difficulties in his life. By raising an overly adapted member of society, he does not develop in him the need for purposeful change in both himself and society.
The purely adaptive orientation of a teacher’s activity has an extremely negative impact on himself, since he gradually loses his independence of thinking, subordinates his abilities to official and unofficial instructions, ultimately losing his individuality. The more a teacher subordinates his activities to the formation of the student’s personality, adapted to specific needs, the less he acts as a humanist and moral mentor. And vice versa, even in the conditions of an inhumane class society, the desire of advanced teachers to contrast the world of violence and lies with human care and kindness inevitably resonates in the hearts of students. That is why I. G. Pestalozzi, noting the special role of the teacher’s personality and his love for children, proclaimed it as the main means of education. “I knew neither order, nor method, nor the art of education, which would not have been a consequence of my deep love for children.”
The point, in fact, is that a humanist teacher not only believes in democratic ideals and the high purpose of his profession. Through his activities he brings the humanistic future closer. And for this he must be active himself. This does not mean any of his activities. Thus, we often encounter teachers who are overactive in their desire to “educate.” Acting as a subject of the educational process, the teacher must recognize the right of students to be subjects. This means that he must be able to bring them to the level of self-government in conditions of trusting communication and cooperation.
The collective nature of pedagogical activity. If in other professions of the “person-to-person” group the result, as a rule, is the product of the activity of one person - a representative of the profession (for example, a salesman, doctor, librarian, etc.), then in the teaching profession it is very difficult to isolate the contribution of each teacher, family and other sources of influence in the qualitative transformation of the subject of activity - the student.
With the awareness of the natural strengthening of collectivist principles in the teaching profession, the concept of a collective subject of pedagogical activity is increasingly coming into use. The collective subject in a broad sense is understood as the teaching staff of a school or other educational institution, and in a narrower sense - the circle of those teachers who are directly related to a group of students or an individual student.
A. S. Makarenko attached great importance to the formation of the teaching staff. He wrote: “There must be a team of educators, and where educators are not united into a team and the team does not have a single work plan, a single tone, a single precise approach to the child, there can be no educational process.”
Certain traits of a team are manifested primarily in the mood of its members, their performance, mental and physical well-being. This phenomenon is called the psychological climate of the team.
A. S. Makarenko discovered a pattern according to which pedagogical skill teachers is determined by the level of formation of the teaching staff. “The unity of the teaching staff,” he believed, “is an absolutely decisive thing, and the youngest, most inexperienced teacher in a single, united team, headed by a good master leader, will do more than any experienced and talented teacher who goes against the teaching staff "There is nothing more dangerous than individualism and squabbles in the teaching staff, there is nothing more disgusting, there is nothing more harmful." A. S. Makarenko argued that the question of education cannot be raised depending on the quality or talent of an individual teacher; one can only become a good master in a teaching team.
An invaluable contribution to the development of the theory and practice of forming a teaching staff was made by V.A. Sukhomlinsky. Having been the head of a school himself for many years, he came to the conclusion about the decisive role of pedagogical cooperation in achieving the goals that the school faces. Investigating the influence of the teaching staff on the group of students, V.A. Sukhomlinsky established the following pattern: the richer the spiritual values accumulated and carefully protected in the teaching team, the more clearly the group of students acts as an active, effective force, as a participant in the educational process, as an educator. V. A. Sukhomlinsky has an idea that, presumably, is not yet fully understood by the heads of schools and educational authorities: if there is no teaching staff, then there is no student staff. To the question of how and why a teaching team is created, V. A. Sukhomlinsky answered unequivocally - it is created by collective thought, idea, creativity.
The creative nature of a teacher's work. Pedagogical activity, like any other, has not only a quantitative measure, but also qualitative characteristics. The content and organization of a teacher’s work can be correctly assessed only by determining its level creative attitude to your activities. The level of creativity in a teacher’s activities reflects the degree to which he uses his capabilities to achieve his goals. The creative nature of pedagogical activity is therefore its most important feature. But unlike creativity in other areas (science, technology, art), the teacher’s creativity does not have as its goal the creation of a socially valuable new, original, since its product always remains the development of the individual. Of course, a creative teacher, and even more so an innovative teacher, creates his own pedagogical system, but it is only a means to obtain the best result under given conditions.
The creative potential of a teacher’s personality is formed on the basis of his accumulated social experience, psychological, pedagogical and subject knowledge, new ideas, skills and abilities that allow him to find and apply original solutions, innovative forms and methods and thereby improve the execution of his professional functions. Only an erudite and specially trained teacher, based on a deep analysis of emerging situations and awareness of the essence of the problem by creative imagination And thought experiment able to find new, original ways and means of solving it. But experience convinces us that creativity comes only then and only to those who are conscientious about their work and constantly strive for improvement. professional qualifications, expanding knowledge and studying the experience of the best schools and teachers.
The area of manifestation of pedagogical creativity is determined by the structure of the main components of pedagogical activity and covers almost all its aspects: planning, organization, implementation and analysis of results.
In modern scientific literature, pedagogical creativity is understood as a process of solving pedagogical problems in changing circumstances. Addressing the solution of an innumerable set of standard and non-standard problems, the teacher, like any researcher, organizes his activities in accordance with the general rules of heuristic search: analysis of the pedagogical situation; designing the result in accordance with the initial data; analysis of the available means necessary to test the assumption and achieve the desired result; evaluation of the received data; formulation of new tasks.
However, the creative nature of pedagogical activity cannot be reduced only to the solution of pedagogical problems, because in creative activity the cognitive, emotional-volitional and motivational-need components of the personality are manifested in unity. Nevertheless, solving specially selected tasks aimed at developing any structural components of creative thinking (goal setting, analysis that requires overcoming barriers, attitudes, stereotypes, enumerating options, classification and evaluation, etc.) is the main factor and most important condition development of the creative potential of the teacher’s personality.
Experience in creative activity does not contribute fundamentally new knowledge and skills to the content vocational training teachers. But this does not mean that creativity cannot be taught. It is possible - by ensuring constant intellectual activity of future teachers and specific creative cognitive motivation, which acts as a regulating factor in the processes of solving pedagogical problems. These can be tasks to transfer knowledge and skills to a new situation, to identify new problems in familiar (typical) situations, to identify new functions, methods and techniques, to combine new methods of activity from known ones, etc. Exercises in analysis also contribute to this. pedagogical facts and phenomena, identifying their components, identifying the rational basis of certain decisions and recommendations.
Often, teachers involuntarily narrow the scope of their creativity, reducing it to a non-standard, original solution to pedagogical problems. Meanwhile, the teacher’s creativity is no less evident when solving communicative problems, which serve as a kind of background and basis for pedagogical activity. V. A. Kan-Kalik, highlighting, along with the logical and pedagogical aspect of the teacher’s creative activity, the subjective-emotional one, specifies in detail communication skills, especially manifested when solving situational problems. Among such skills, first of all, one should include the ability to manage one’s mental and emotional state, act in a public setting (assess a communication situation, attract the attention of an audience or individual students, using various techniques, etc.), etc. A creative personality is also distinguished by a special combination of personal and business qualities that characterize its creativity.
E. S. Gromov and V. A. Molyako name seven signs of creativity: originality, heuristics, imagination, activity, concentration, clarity, sensitivity. A creative teacher is also characterized by such qualities as initiative, independence, the ability to overcome the inertia of thinking, a sense of what is truly new and the desire to understand it, purposefulness, breadth of associations, observation, and developed professional memory.
Each teacher continues the work of his predecessors, but the creative teacher sees wider and much further. Every teacher, in one way or another, transforms pedagogical reality, but only the creative teacher actively fights for radical changes and himself is a clear example in this matter.
3. Prospects for the development of the teaching profession
In the field of education, as in other areas of material and spiritual production, there is a tendency towards intra-professional differentiation. This is a natural process of division of labor, manifested not only and not so much in fragmentation, but in the development of increasingly more advanced and effective separate types of activities within the teaching profession. The process of separation of types of pedagogical activity is due, first of all, to a significant “complication” of the nature of education, which, in turn, is caused by changes in socio-economic living conditions and the consequences of scientific, technical and social progress.
Another circumstance leading to the emergence of new pedagogical specialties is the increase in demand for qualified training and education. So, already in the 70-80s. a tendency towards specialization in the main areas of educational work began to clearly manifest itself, caused by the need for more qualified management of artistic, sports, tourism, local history and other types of activities of schoolchildren.
So, a professional group of specialties is a set of specialties united according to the most stable type of socially useful activity, differing in the nature of their final product, specific objects and means of labor.
A pedagogical specialty is a type of activity within a given professional group, characterized by a set of knowledge, skills and abilities acquired as a result of education and ensuring the formulation and solution of a certain class of professional and pedagogical tasks in accordance with the assigned qualifications.
Pedagogical specialization - certain type activities within the pedagogical specialty. She is connected with specific subject labor and the specific function of the specialist.
Pedagogical qualification is the level and type of professional and pedagogical preparedness that characterizes the capabilities of a specialist in solving a certain class of problems.
Pedagogical specialties are united into the professional group “Education”. The basis for differentiation of pedagogical specialties is the specificity of the object and goals of the activities of specialists in this group. The generalized object of professional activity of teachers is a person, his personality. The relationship between the teacher and the object of his activity develops as subject-subject (“person-person”). Therefore, the basis for differentiation of specialties in this group are various subject areas of knowledge, science, culture, art, which act as a means of interaction (for example, mathematics, chemistry, economics, biology, etc.).
Another basis for differentiating specialties is the age periods of personality development, which differ, among other things, in the pronounced specificity of the teacher’s interaction with developing personality(preschool, primary school, adolescence, youth, maturity and old age).
The next basis for differentiation of pedagogical specialties is the characteristics of personality development associated with psychophysical and social factors (hearing impairment, visual impairment, mental disability, deviant behavior, etc.).
Specialization within the teaching profession has led to the identification of types of pedagogical activity in the areas of educational work (labor, aesthetic, etc.). It is obvious that such an approach contradicts the fact of the integrity of the individual and the process of its development and causes a reverse process - the integration of the efforts of individual teachers, the expansion of their functions and spheres of activity.
Studying teaching practice leads to the conclusion that, just as in the sphere of material production, in the field of education the effect of the law of the generalized nature of labor is increasingly manifested. In conditions of increasingly obvious intra-professional differentiation, the activities of teachers of different specialties are nevertheless characterized by common homogeneous elements. The commonality of organizational and purely pedagogical problems being solved is increasingly noted. In this regard, awareness of the general and special in different types of pedagogical activity, as well as the integrity of the pedagogical process, is the most important characteristic of the pedagogical thinking of a modern teacher.
Conclusion
There are many professions on Earth. Among them, the profession of a teacher is not entirely ordinary. Teachers are busy preparing our future; they are educating those who will replace the current generation tomorrow. They, so to speak, work with “living material”, the damage of which is almost equivalent to a disaster, since those years that were aimed at training are lost.
Pedagogical excellence in to a greater extent depends on the personal qualities of the teacher, as well as on his knowledge and skills. Each teacher is an individual. The personality of the teacher, its influence on the student is enormous, and it will never be replaced by pedagogical technology.
Everyone modern researchers It is noted that love for children should be considered the most important personal and professional trait of a teacher, without which effective teaching activities are not possible. Let us also emphasize the importance of self-improvement, self-development, because the teacher lives as long as he studies, as soon as he stops learning, the teacher in him dies.
The profession of a teacher requires comprehensive knowledge, boundless spiritual generosity, and wise love for children. Taking into account the increased level of knowledge of modern students, their diverse interests, the teacher himself must develop comprehensively: not only in the field of his specialty, but also in the field of politics, art, general culture, he must be for his students high example morality, bearer human dignity and values.
What should be the object of awareness of the teacher in terms of his psychological professional and pedagogical training? Firstly: his professional knowledge and qualities (“properties”) and their correspondence to the functions that a teacher must implement in pedagogical cooperation with students, secondly: his personal qualities as a subject of this activity, and thirdly: his own perception of oneself as an adult - a person who understands and loves the child well.
L.N. Tolstoy wrote: “If a teacher has only love for his work, he will be a good teacher. If a teacher has only love for the student, like a father and mother, he will be better than the teacher who has read all the books, but has no love for either the work or the students. If a teacher combines love for his work and his students, he is a perfect teacher.”
pedagogy teacher profession
WITHlist of used literature
1. Borisova S.G. Young teacher: Work, life, creativity. - M., 1983.
2. Vershlovsky S.G. Teacher about himself and his profession. - L., 1988.
3. Zhiltsov P.A., Velichkina V.M. Village school teacher. - M., 1985.
4. Zagvyazinsky V.I. Pedagogical creativity of the teacher. - M., 1985.
5. Kondratenkov A.V. Work and talent of a teacher: Meetings. Facts Thoughts - M., 1989.
6. Kuzmina N.V. Abilities, giftedness, talent of a teacher. - L., 1995.
7. Kotova I. B., Shiyanov E. N. Teacher: profession and personality. - Rostov-on-Don, 1997.
8. Mishchenko A.I. Introduction to the teaching profession. - Novosibirsk, 1991.
9. Soloveichik S.L. Eternal joy. - M., 1986.
10. Shiyanov E.N. Humanization of education and professional training of teachers. - M.; Stavropol, 1991.
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