Golovanova N. F.
Tutorial for universities
Publisher: Speech
Year of publication: 2005
Pages: 320
Book series: Modern textbook
The manual reveals general basics pedagogy, foundations of the theory of education, didactics and social pedagogy. The content of general pedagogical knowledge organically includes material from the history of pedagogy and education. The paradigms of pedagogy, the most authoritative concepts of modern domestic and Western pedagogy are considered, technologies in the field of education and training of schoolchildren are presented.
The manual is addressed not only to students studying pedagogy in the undergraduate system, but also to undergraduates and graduate students pedagogical specialties, as well as practicing teachers engaged in professional self-education.
Preface
PHILOSOPHICAL AND SOCIO-CULTURAL FOUNDATIONS OF PEDAGOGY
PEDAGOGY AS A SCIENCE
1.1. Pedagogical knowledge and various forms of comprehension of existence
1.2. Subject of pedagogical science
1.3. Education as a holistic pedagogical process
1.4. Pedagogy in the system of human sciences
PARADIGM OF PEDAGOGY
2.1. Education in the light of the sociocultural concept of civilization
2.2. The concept of scientific paradigms
2.3. Theocentric paradigm of pedagogy
2.4. Ratiocentric paradigm of pedagogy
2.5. Anthropocentric paradigm of pedagogy
3.1. The concept of the purpose of education in pedagogy
3.2. A nature-centric approach to justifying the purpose of education
3.3. Sociocentric construction of the purpose of education
3.4. Esoteric understanding of the purpose of education
3.5. The purpose of education is the cultivation of the “self”
3.6. Culturological definition of the purpose of education
EDUCATION IN A HOLISTIC EDUCATIONAL PROCESS
EDUCATION AS A PEDAGOGICAL PROCESS
4.1. Concept of education
4.2. The structure of the education process
4.3. Patterns of the education process
4.4. Principles of education
4.5. Basic culture of personality and ways of its education
EDUCATION OF CHILDREN AND INDIVIDUALS IN THE TEAM
5.1. The idea of collective education in the history of pedagogical thought
5.2. The pedagogical essence of a children's team: characteristics, structure
5.3. Children's collective as an object and subject of education
5.4. Personality education in a team
METHODS OF EDUCATION
6.1. The concept of education method. Classification of education methods
6.2. Methods for organizing the social experience of pupils
6.3. Methods for students to comprehend their social experience, motivation for activity and behavior
6.4. Methods of stimulating and correcting the actions and attitudes of pupils
TECHNOLOGIES OF EDUCATION
7.1. The concept of education technology and its features
7.2. Types of education technologies
7.2.1. Event technology
7.2.2. Game technology
7.2.3. Technology of collective work
7.2.4. Technology of educational work of the class teacher
Literature for self-education
Tasks for self-control and reflection
TRAINING IN A HOLISTIC EDUCATIONAL PROCESS
TRAINING AS A PEDAGOGICAL PROCESS
8.1. Structure of the learning process
8.2. Patterns of the learning process
8.3. Principles of training
9.1. The problem of teaching content in pedagogy
9.2. Concepts of modern teaching content
9.3. Organizational structure of training content
FORMS OF TRAINING
10.1. General definition. Forms of education in the sociocultural context
10.2. Forms of teaching in a didactic context
10.3. Forms of learning in a personal context
METHODS AND TECHNOLOGIES OF TRAINING
11.1. Teaching methods and their classification
11.2. Technological resource of modern learning
11.3. Explanatory and reproductive teaching technologies
11.4. Heuristic learning technologies
11.5. Computer teaching technologies
Literature for self-education
Tasks for self-control and reflection
SOCIALIZATION IN THE HOLISTIC EDUCATIONAL PROCESS
SOCIALIZATION AS A PEDAGOGICAL PHENOMENON
12.1. Socialization concept
12.2. Socialization factors
12.3. Pedagogical structure socialization process
SOCIAL EXPERIENCE OF A CHILD IN THE CONTEXT OF EDUCATION AND TRAINING
13.1. Social experience of a child as the basis of his socialization
13.2. Formation of the “image of the world” in the social experience of a child
13.3. Formation of “self-image” in the child’s social experience
13.4. Self-determination of a child in the process of socialization
SOCIALIZATION IN THE CONTEXT OF EDUCATION AND TRAINING
14.1. Scenarios for the socialization of children in educational process schools
14.2. Strategies and methodological tactics for organizing the socializing pedagogical process
14.3. Social technologies in the educational process
14.3.1. Technology of social self-determination
14.3.2. Pedagogical support technology
Literature for self-education
Tasks for self-control and reflection
PartI
PHILOSOPHICAL AND SOCIOCULTURAL FOUNDATIONS OF PEDAGOGY
Pedagogy as a science
Chapter 1
PEDAGOGICAL KNOWLEDGE AND DIFFERENT FORMS
COMPREHENSIONS OF BEING
The most important component of a person’s life as a conscious being is his comprehension of his existence, the acquisition of knowledge about the world around him and himself. The word "science" translated from Greek means "knowledge". But science is far from the only and not the most ancient form of comprehension of existence.
One of the earliest, ancient forms of comprehension of existence is mythological form(from the Greek mythos - word, story, legend). Myth should not be perceived as some kind of initial, “pra-scientific” form of explanation of events and phenomena of life. Myths did not explain anything, did not convince with the logic of constructing rational thought. Myths uniquely justified what was happening in nature and social life with certain sacred principles; they created for ancient people natural environment spiritual habitation that does not require explanation.
The need for myths was directly related to mythological consciousness ancient man: he “humanized” everything around him, transferred properties that he noticed in himself to objects of the natural world, for example, he attributed to plants and stones the ability to think and talk, to have feelings and desires. Mythical creatures were characterized by both human abilities and those that were not characteristic of humans in real life. For example, Zeus, “the father of gods and men,” had the appearance of a mighty, strong man, he could be angry, irritated, and could love his daughter Athena. But at the same time, controlling all celestial phenomena and seasons, Zeus himself was a natural phenomenon, he himself was thunder and lightning.
Myths covered all forms of human life and acted as the main “texts” of primitive culture. After all, mythology is a non-written form of comprehension of existence; myths were transmitted orally in the culture of the human community: they were told, remembered, passed on to their fellow tribesmen, to their growing children. Strangers were considered those people who do not know “our” myths and believe in other mythical heroes. Knowledge of the same myths established a unity of views among people. And this is already a function of education.
The imagined reality of mythical images (tribal totem, forest inhabited by the souls of plants and animals, taboo paths in it, ritual masks, tattoos, dances, etc.) for ancient people was as real as nature itself. Well-known researchers of primitive culture and mythological consciousness, Lucien Lévy-Bruhl, Claude Lévi-Strauss, Margaret Mead and others, convincingly came to the conclusion that our ancient ancestors lived in the space of a kind of “collective representation”, embodied and transmitted in the magical symbols of myth. We have before us one of the earliest forms of education: the creation of an image of emotionally motivated joint ritual actions. The idea of the world captured in such mythological images is not rational, but is filled with an emotional experience of enormous power, since it is composed of the general, simultaneous experience of a large mass of people.
Introducing to knowledge (“collective representation”) of ancient people with totemic, pre-logical consciousness occurred in magical rituals. Precisely because a huge amount of vital information was rationally inexplicable, the cause-and-effect relationships of events and phenomena were difficult to comprehend logically, magical operations with special ritual behavior were necessary. Rites of initiation (dedication) served these purposes among different peoples. In the culture of Ancient Greece, the most important magical rituals were the mysteries - sacred dramas performed at strictly defined times and dedicated to the most revered gods.
Among the most famous mysteries were the Eleusinian Mysteries, which were held every five years from 1400 BC. e. until the 4th century AD e. Up to three thousand people participated in them annually. It is known that Alcibiades, Plato, Aristotle, Epicurus, and Cicero took part in them at different times.
The Eleusinian Mystery is based on the myth of the abduction by Pluto (the god of the underworld) of the goddess Persephone, a young beautiful girl picking flowers in a meadow. Persephone's mother, Circe, goes in search of her daughter, suffering for a long time and painfully, looking for her. Having learned that Pluto has a daughter in the underworld, Circe begs to release her child. Pluto resists for a long time, but then agrees to release her from the underworld for six months, and after that, return her to himself again. When Persephone rises from the underworld, all the flowers in the gardens and meadows bloom; when, six months later, it is time for her to return to the kingdom of Pluto, the flowers wither, nature mourns her departure.
Participants in the Eleusinian Mystery knew the content of the myth. It was he who explained the change of seasons to the ancient Greeks. But the myth of Persephone also contained mystical information. Persephone symbolized the soul, its interaction with the body (“underground kingdom”). Participants in the mystery, after many days of rituals and initiations, were involved in the action, where the main roles of mythical heroes were played by priests and priestesses. They initiated into secret knowledge spiritual improvement: taught to “ask” Pluto to release the soul from darkness material world to the light of reason, that is, they revealed the powers of intuition, premonition, foresight, merging their perception with the perception of another -
th person. This is how the mystery made mystical information completely real for ancient people and taught them how to use it.
The formation of pedagogical knowledge cannot be understood if one does not take into account religious form comprehension of existence. It involves taking certain aspects of reality on faith. The believer recognizes both miracles and Divine revelation; for him, the truths about the supersensible world, about the reality of the soul and spirit, about the image of God in the human soul, about original sin, about confession and atonement, about greatest significance prayer as a way of communicating with God. Man overcame and resolved all the most difficult, uncertain and incomprehensible things in life with the help of faith. Helplessness in the face of pain, loss, fear of death, defenselessness and loneliness, painful searches for the meaning of life, awe in front of the mystery of the birth and development of a child confronts many people with the need for religious knowledge of the world.
An important area of religious comprehension of existence related to pedagogy is child's soul, his spiritual life. The soul is not formed even by the wisest teacher and loving parents. It is revealed, revealed. Famous modern psychologist V. P. Zinchenko asserts that “a person, as he actively, actively and contemplatively penetrates into the inner form of a word, a symbol, another person, a work of art, nature, including his own, builds his inner form, expands the inner space of his soul” 1 .
Religious comprehension of existence is not an arbitrary invention of individual spiritual leaders or people who came under their influence. In such knowledge, a fundamentally different logic operates: the effect does not come from the cause, but from the effect the believer completes the cause. Even I. Kant noted that this theological world is an appearance, it is not based on anything real, but it acts as if it exists. In other words, Kant believed that this is an illusion, but an objective, transcendental one: it does not exist, but we believe in it. The horizon line, the rotation of the Earth - we also cannot see these phenomena, but we believe in their existence, observing their consequences, we focus on them in our practical life. God, the unity of the world, the human soul are entities that are also taken on faith, because they are above human consciousness.
Faith as a way of comprehending existence occupies its definite place in pedagogical knowledge, especially in the field of education. The outstanding Russian philosopher and teacher V.V. Zenkovsky, who wrote a lot about the child’s soul, about spiritual life in different periods childhood, believed that education should be understood as the salvation of the soul: “In education, we guide the child, help him achieve such strength of personality that he sufficiently masters the secret of freedom in himself; education is fruitful only to the extent that it is directed towards spiritual life, permeated with faith in the power of God, which shines in man as the image of God, and is capable of igniting a child’s soul with love for goodness and truth” 2.
1 Zinchenko V. P. Reflections on the soul and its education // Questions of Philosophy. 2002. No. 2. P. 132. 2 Zenkovsky V.V. Problems of education in the light of Christian anthropology. M., 1996. P. 154.
Art form comprehension of existence is realized with the help of visual, auditory sensations and their sensory experience, resulting in vivid artistic images. Such images at the personal level create a special “second reality”, often more stable and meaningful for a person than the one that is substantiated by means of scientific research.
Plunging into the world of images created by sounds, colors, plastic forms of movements, in a word, a person comprehends deeply personal, intimate problems, he enters the world human values, Where rational way scientific knowledge is difficult to penetrate. A true work of artistic creativity in any form of art is always distinguished by the fact that it seems to contain the soul of the artist, his experiences and spiritual quests at the moment of creation of the work. It is this feature of works of art that encourages people to turn to them to look into themselves, look back at events and experiences own life, correlate them with the images of the author’s experiences. One cannot but agree with A. A. Ukhtomsky, who believed that the songs of Petrarch and Dante became determinants of behavior for future humanity.
Pedagogy is always interested in the transformation of a person, the elevation of his personality in the process of growing up. The artistic form of comprehension of existence penetrates into this area subtly and deeply, touching upon such human states that are almost or completely beyond the reach of rational comprehension. It is in communication with art, under the influence of strong artistic images While experiencing, a person is able to assign beliefs. It is impossible to impose them declaratively.
The famous Russian writer G.I. Uspensky has an essay “Straightened” (1885), dedicated to the greatest creation of art, Venus de Milo. Rural teacher Tyapushkin in a snow-covered village, crushed by poverty, the worthlessness of his life, and a feeling of boundless misfortune, turns back to the events of ten years ago. While working as a home teacher for a wealthy landowner, he visited Paris. Almost by accident, Tyapushkin ended up in the Louvre, leaving the hotel without asking in a very difficult mood and with thoughts of the hopelessness of his lackey existence. Just as unexpectedly, he found himself in front of the statue of the Venus de Milo: he was dumbfounded with delight and still could not understand what had happened to him. Memories of that experience of delight before perfection “straightened” Tyapushkin’s soul, filled him with an ardent desire to act, enjoy life, preserve his human dignity. He even decides to buy himself a photographic postcard of Venus de Milo, hang it on the wall and, when “the hard village life crushes and weakens you,” look at it, remember everything and “be encouraged.”
Scientific form comprehension of existence rightfully owns a huge amount of pedagogical knowledge. Scientific knowledge seeks to understand the world in its objective existence. Science is always focused on experimental reliability, logical validity, and universality of conclusions.
The word “science” has long meant knowledge in general or simply knowledge about something. Astrology, alchemy, which today do not belong to the sciences, are currently
for a long time were recognized as such. In the Middle Ages, for Europeans, theology was the undisputed queen of the sciences. In the 17th century, in the era of Descartes and Leibniz, metaphysics became the foundation of the sciences and the first of them. Changes on the throne of the “queens of sciences” indicate that science as a way of comprehending existence is associated with change type of scientific rationality.
Science is always concerned with finding a unified basis for viewing the various phenomena of the world: such a world can be described, explained, it is easier and more understandable to live and act in it. Rational, logical reasoning and systematized knowledge can be successfully transferred to other people, especially the younger generation.
Science expresses the new knowledge obtained, first of all, in verbal and conceptual form categories, principles, concepts, theories. Therefore, each science, as a rational-theoretical way of comprehending being, has its own language, its own system of research methods, including theoretical ones, since when studying many processes and phenomena, for example in the pedagogical field, a scientist cannot literally “touch them with his hands”, but must make do with theoretical constructs.
Forms of comprehension of existence not only developed consistently in history human culture, but also replaced each other in their relevance and persuasiveness for a certain time. It is not difficult to notice that our time gravitates towards a scientific form of comprehension of existence. But less relevant, from the point of view of common sense, forms of comprehension of existence (for example, mythological or religious) do not at all go to the “periphery” of culture. They still perform their functions, but the practice of education does not address them.
Meanwhile modern psychology discovered that the child is characterized by a mythological form of comprehension of existence. The world of adults, their lives and relationships are absolutely incomprehensible to children. To enter into communication with adults, a child must somehow designate the phenomena of the surrounding life and assign their meanings. He does this through myths.
That is why the very first impressions of a child’s life, experienced and accepted in mythological form, are so strong. In children's consciousness they are difficult to repress scientific explanations, which begin to be given at school. For example, the formation of the concept of living and inanimate nature among first-graders is difficult to overcome the child’s image in which “ Live nature“- a bird that flies and sings, and “inanimate nature” is a dead, dead bird.
Little children fantasize uncontrollably - this is their myth-making. They place “semantic marks” in the objective and spatial world that they are mastering. Thus, in the social experience of children of primary school age there live images of a “wounded tree”, “sick river”, “cheerful forest”. They animate (subjectivize) objects and phenomena of the surrounding world, come into contact with them in their fantasies, and are ready to take care of them and be friends with them. These mythological layers of knowledge precede the study in natural history lessons of scientific knowledge about ecosystems, food chains and methods environmental protection natural objects.
Even science itself at the end of the 20th century (the theory of technology, the quantum physics etc.) proved the existence of creative forces in the Universe. Laws of quantum mechanics
nicknames and the Schredinger equation about the wave functions of the world convince us that the Creator controls the world. That is why, according to V.I. Vernadsky, the ideal of the development of science should be its interaction with other forms of comprehension of existence.
Pedagogy as a science grew up in the history of culture, consistently perceiving and accumulating all the achievements of mythological, religious and artistic forms of comprehension of existence, generalizing the experience of educational practice. That is why pedagogy, in addition to the scientific method of comprehending pedagogical phenomena and processes, turns to both mythological and To religious, and artistic.
Pedagogy still occupies a special place in the world of science. It is undoubtedly actively developing as a theoretical area: scientific pedagogical knowledge is being developed, systematized, tested, and criteria for its validity, reliability and effectiveness in practice are determined. But pedagogy at the same time represents a certain area of pedagogical art: knowledge that fully meets the criteria of scientific knowledge can be obtained only as a result of the living practice of upbringing and teaching, in communication with participants in the pedagogical process, in the analysis of the productive and creative activities of children.
This unique feature of pedagogy was first noticed by K. D. Ushinsky. In one of his first pedagogical works - “On the Benefits of Pedagogical Literature” (1857) - he writes with the delight of a pioneer that pedagogy is both a science and an art at the same time: “The connection of facts in their ideal form, the ideal side of practice and there will be theory in such a practical matter as education” 3.
N. F. GOLOVANOVA
SOCIALIZATION OF A JUNIOR SCHOOLCHILDREN AS A PEDAGOGICAL PROBLEM
Monograph
Saint Petersburg " Special Literature» 1997
Introduction........................................................ ........................................................ ... ,............ 6
Reviewers:
doctor psychological sciences, Professor A. I. Raev, Doctor of Pedagogical Sciences," Professor S. G. Vershlovskip, Doctor of Pedagogical Sciences, Professor /. I. Vergeles
Golovanova N. F.
G 61 Socialization of younger schoolchildren as a pedagogical problem.- St. Petersburg: “Special Literature”, 1997.- 192 p. ISBN 5-87685-037-3
The author examines the pedagogical concept of socialization of younger schoolchildren. This non-traditional inclusion of socialization in the field of view of pedagogy allowed us to take a fresh look at the goals, content and organization of the educational process. The work reveals the psychological and pedagogical foundations of mastering social experience as the essence of a child’s socialization, the pedagogical significance of educating children of primary school age in the position of a subject of socialization has been convincingly proven.
Designed for specialists in the field of pedagogy, graduate students and students of pedagogical educational institutions.
© N. F. Golovanova, 1997
| ISBN 5-87685-037-3 |
© “Special Literature”, 1997
Chapter I. SOCIALIZATION IN THE MIRROR OF HUMAN SCIENCES.................................. 10
Modern domestic concepts of personality socialization........................ 10
Western concepts of personality socialization................................................................. ........... 15
Adaptive concept of socialization................................................................. ................ 15
Role concept of socialization.................................................................... ...................... 18
Critical concept of socialization................................................................. .............. 20
The concept of social learning.................................................................... .................... 21
The concept of “identity balance”................................................................. .................... 23
Anthroposophical concept of socialization.................................................... .. 24
Chapter II. SOCIALIZATION OF PERSONALITY AS A SUBJECT
PEDAGOGICAL RESEARCH.................................................... 26
Socialization in the socio-pedagogical theory of Paul Natorp.................................... 26
The problem of socialization in the works of P. P. Blonsky.............................................. .... 28
N.K. Krupskaya and A.V. Lunacharsky about socialization.................................................... ...... thirty
The problem of socialization in the interpretation of A.K. Gastev.................................................... 32
Contribution of S. T. Shatsky to the study of the problem of socialization of children.................................... 34
Views of V. N. Shulgin, M. V. Krupenina, A. P. Pinkevich on the problem
socialization of youth......................................................... .................................... 37
The problem of youth socialization in the pedagogical work of A. S. Mak
renko................................................... ........................................................ ............... 40
V. A. Sukhomlinsky on the socialization of children.................................................. .................... 42
Chapter III. PROBLEM OF SOCIALIZATION OF PERSONALITY
IN THE CONTEXT OF THE NEW PARADIGM OF PEDAGOGY.................................. 44
Understanding the problem of socialization in domestic pedagogy of the 70-80s
years........................................................ ........................................................ ................ 44
Prerequisites new paradigm pedagogy and the problem of socialization
schoolchildren......................................................... ........................................................ ..... 47
Pedagogical meaning of the concept “socialization”................................................. ...... 52
Chapter IV. PSYCHOLOGICAL AND PEDAGOGICAL CHARACTERISTICS
OF THE CHILD’S SOCIAL EXPERIENCE AS A BASIS
HIS SOCIALIZATION................................................................. ....................... 63
Social experiences and activities.............................................................. ............................... 63
(.^Social role as a component of social experience.................................................... 68
Child’s self-awareness and social experience.................................................. .......... 71
social relations in the essence of social experience.................................... 73
.
Chapter V. INTEGRAL PARAMETERS OF THE SOCIAL
EXPERIENCE OF JUNIOR SCHOOL CHILDREN.................................................... 78
Parameters of pedagogical diagnostics of social experience of junior schools
nicknames................................................... ........................................................ .....78
Content parameter of social experience of younger schoolchildren................................. 83
Positional-evaluative parameter of social experience of junior schoolchildren 86
Functional parameter of the social experience of younger schoolchildren.................................. 94
Prerequisites for subjectivity in the social experience of younger schoolchildren. . . 103
The manual reveals the general foundations of pedagogy, the foundations of the theory of education, didactics and social pedagogy. The content of general pedagogical knowledge organically includes material from the history of pedagogy and education. The paradigms of pedagogy, the most authoritative concepts of modern domestic and Western pedagogy are considered, technologies in the field of education and training of schoolchildren are presented.
The manual is addressed not only to students studying pedagogy in the undergraduate system, but also to undergraduates and graduate students of pedagogical specialties, as well as practicing teachers engaged in professional self-education.
Subject of pedagogical science.
The subject of pedagogical science is education as an integral pedagogical process, which can be revealed in the characteristics of the processes that comprise it: socialization, individualization, upbringing, training, development.
The word “education” is etymologically related to the word “image”: the image of God, man as the likeness of God, the perfect image of man (“face”), his personality. “Education” - tracing paper with German word Bildung. The root bild means “image”, “something uncertain”, the suffix ung indicates processivity (formation of an image, acquisition of an image). It is generally accepted that this word came into the Russian language thanks to the famous journalist and educator of the second half of the XVIII century N.I. Novikov. Some historical and pedagogical sources indicate that the concept of “Bildung” was widely used in his writings by I. G. Pestalozzi and the translators of his works into Russian used this tracing paper from German. One way or another, the concept of “education” has received wide use in Russian pedagogical literature since the middle of the 19th century.
In European culture, under the influence of the philosophy of rationalism, the success of development natural science knowledge and the progress of technology formed its own meaning of the concept of “education”. Education was understood as the transfer and assimilation of a model, that is, systematized knowledge obtained and substantiated by sciences, primarily natural ones. In other words, science set the patterns for human life and society.
Table of contents
Preface
Part I PHILOSOPHICAL AND SOCIO-CULTURAL FOUNDATIONS OF PEDAGOGY
Chapter 1 PEDAGOGY AS A SCIENCE
1.1. Pedagogical knowledge and various shapes comprehension of existence
1.2. Subject of pedagogical science
1.3. Education as a holistic pedagogical process
1.4. Pedagogy in the system of human sciences
Chapter 2 PARADIGM OF PEDAGOGY
2.1. Education in the world sociocultural concept civilization
2.2. The concept of scientific paradigms
2.3. Theocentric paradigm of pedagogy
2.4. Ratiocentric paradigm of pedagogy
2.5. Anthropocentric paradigm of pedagogy
Chapter 3 PURPOSE AND CONTENT OF EDUCATION
3.1. The concept of the purpose of education in pedagogy
3.2. A nature-centric approach to justifying the purpose of education
3.3. Sociocentric construction of the purpose of education
3.4. Esoteric understanding of the purpose of education
3.5. The purpose of education is the cultivation of the “self”
3.6. Culturological definition of the purpose of education
3.7. Contents of modern education
Part 2 EDUCATION IN A HOLISTIC EDUCATIONAL PROCESS
Chapter 4 EDUCATION AS A PEDAGOGICAL PROCESS
4.1. Concept of education
4.2. The structure of the education process
4.3. Patterns of the education process
4.4. Principles of education
4.5. Basic culture of personality and ways of its education
Chapter 5 EDUCATION OF CHILDREN'S COLLECTIVES AND INDIVIDUALS IN THE COLLECTIVE
5.1. The idea of collective education in the history of pedagogical thought
5.2. The pedagogical essence of a children's team: characteristics, structure
5.3. Children's collective as an object and subject of education
5.4. Personality education in a team
Chapter 6 METHODS OF EDUCATION
6.1. The concept of education method. Classification of education methods
6.2. Methods for organizing the social experience of pupils
6.3. Methods for students to comprehend their social experience, motivation for activity and behavior
6.4. Methods of stimulating and correcting the actions and attitudes of pupils
Chapter 7 TECHNOLOGIES OF EDUCATION
7.1. The concept of education technology and its features
7.2. Types of education technologies
7.2.1. Event technology
7.2.2. Game technology
7.2.3. Technology of collective work
7.2.4. Technology of educational work of the class teacher
Literature for self-education
Tasks for self-control and reflection
Part 3 TRAINING IN A HOLISTIC EDUCATIONAL PROCESS
Chapter 8 TRAINING AS A PEDAGOGICAL PROCESS
8.1. Structure of the learning process
8.2. Patterns of the learning process
8.3. Principles of training
Chapter 9 TRAINING CONTENT
9.1. The problem of teaching content in pedagogy
9.2. Concepts of modern teaching content
9.3. Organizational structure of training content
Chapter 10 FORMS OF TRAINING
10.1. General definition. Forms of education in the sociocultural context
10.2. Forms of teaching in a didactic context
10.3. Forms of learning in a personal context
Chapter 11 METHODS AND TECHNOLOGIES OF TRAINING
11.1. Teaching methods and their classification
11.2. Technological resource of modern learning
11.3. Explanatory and reproductive teaching technologies
11.4. Heuristic learning technologies
11.5. Computer teaching technologies
Literature for self-education
Tasks for self-control and reflection
Part 4 SOCIALIZATION IN THE HOLISTIC EDUCATIONAL PROCESS
Chapter 12 SOCIALIZATION AS A PEDAGOGICAL PHENOMENON
12.1. Socialization concept
12.2. Socialization factors
12.3. Pedagogical structure of the socialization process
Chapter 13 SOCIAL EXPERIENCE OF A CHILD IN THE CONTEXT OF EDUCATION AND TRAINING
13.1. Social experience of a child as the basis of his socialization
13.2. Formation of the “image of the world” in the social experience of a child
13.3. Formation of “self-image” in the child’s social experience
13.4. Self-determination of a child in the process of socialization
Chapter 14 SOCIALIZATION IN THE CONTEXT OF EDUCATION AND TRAINING
14.1. Scenarios for the socialization of children in the educational process of school
14.2. Strategies and methodological tactics for organizing the socializing pedagogical process
14.3. Social technologies in the educational process
14.3.1. Technology of social self-determination
14.3.2. Pedagogical support technology
Literature for self-education
Tasks for self-control and reflection.
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Chapter 3. THE PROBLEM OF SOCIALIZATION OF THE CHILD IN ALTERNATIVE SYSTEMS OF EUROPEAN PEDAGOGY
Chapter 5. PEDAGOGICAL ESSENCE OF THE PROCESS OF SOCIALIZATION OF A CHILD
Educational space as a factor in student socialization
In the works of sociologists, social psychologists and social educators, the concept of “socialization factor” defines the most important conditions which determine the social development of the individual. They are conditionally arranged in a hierarchy:
§ megafactors (space, planet, global community);
§ macro factors (ethnicity, country, state);
§ mesofactors (demographic conditions, belonging to a social group, class, subculture);
§ microfactors (family, school, peer groups).
The pedagogical aspect of socialization manifests itself primarily at the level of microfactors. It should be assumed that in the process of socialization of a child, phenomena inevitably arise that require a certain coordination of social influence and real pedagogical impact, specific pedagogical tools.
When it comes to education, it turns out to be insufficient to define its essence only through the system of interaction “teacher - student”, “educator - student”. A substantive description of education among the classics of Russian pedagogy and modern theorists will reveal atypical categories: “school spirit”, “moral atmosphere”, “world order” educational institution", "educational environment". All of them, to one degree or another, characterize hidden educational influence, which can often seriously resist official measures. Outstanding teachers have always been aware of the importance of this “field” of education and have invariably emphasized the personal component of its nature. K.D. Ushinsky wrote: “The spirit of the establishment, of course, means a lot; but this spirit lives not within the walls, not on paper, but in the character of the majority of educators, and from there it passes into the character of the pupils.”
The existence of such a transcendental category in pedagogical consciousness indicates that pedagogy has long been trying to understand the nature of the socializing influences of those pedagogical conditions, which are created by educators and teachers. In modern scientific literature There are several levels of elaboration of the concept of “educational space”:
§ as “the space of the adult world” (I.S. Kon, M.V. Osorina);
§ as a broad manifestation of cultural values in various types of children's activities - “play space”, “cognitive space”, “artistic space”, “childhood space” (O.S. Gazman, I.D. Demakova, I.P. Ivanov) ;
§ as a strategic basis of the state education system, as an area of functioning of state educational standards(N.D. Nikandrov, V.M. Polonsky, V.V. Serikov);
§ as the way of life of the school, its educational system (V.A. Karakovsky, L.I. Novikova, A.N. Tubelsky, N.E. Shchurkova);
§ as communication in the conditions of personality-oriented education (E. V. Bondarevskaya, S. V. Kulnevich).
To answer the question: how does the category “educational space” characterize the process of socialization of a child, it should be pointed out that the social environment (the most important concept in the theory of socialization) is by its nature chaos, a living reality with all its inherent unpredictability and imperfection of existence. Meanwhile, the educational space denotes an area of an ordered and even harmonized environment, subordinate to the tasks of development, socialization and education of the individual. Based on the general philosophical nature of this pedagogical phenomenon, the educational space should be considered a pedagogically organized form of existence of a socializing individual.
The educational space includes quite certain attributes in complex and varied relationships:
§ material and material environment (territories and natural objects, premises for various activities, equipment and facilities, including books, technical and multimedia tools);
§ educational institutions at the level of microsociety (preschool educational institutions, schools, children's and youth cultural institutions and additional education, public organizations, sports, leisure facilities);
§ sources of mass communication (television and radio programs, children's and youth publications, homemade magazines and wall newspapers)
§ organization of the educational space (regime, organization of time and regulation of the life of participants in the educational space, methods of co-organization of participants in the educational space and forms of self-government, norms, commandments, established system of power and management, established disciplinary measures).
Such diverse attributes of the educational space are united by a common cultural basis. The educational space always carries within itself the image of a person of culture, but it does not present it imperatively, but in real interaction between adults and children. Therefore, one cannot understand the pedagogical space as a one-sided influence of a specially organized pedagogical environment.
The functional nature of the educational space is determined by pedagogical interaction. The socializing personality not only experiences the influence of the objects of the educational space, but also acts on them, determining the state of the educational space. For example, according to numerous sociological research(in particular, conducted in Russia by the UN Children's Fund UNICEF) it is known that among the favorite activities of modern schoolchildren, the leaders are watching TV shows and videos, communicating with friends, followed by a large margin - playing games on the computer, and pedagogically organized forms of leisure activities (clubs, excursions, reading recommended books) are significantly inferior to those that schoolchildren choose of their own free will. It turns out that these attributes of the educational space, traditionally organized by the school in order to keep children occupied, distract them from aimless pastime, and give them additional knowledge, are overestimated by modern children from the standpoint of significance for their social experience, thereby reconstructing the educational space.
In the perception of the child’s socializing personality, the educational space focuses on the level of a specific educational situation. Observing, perceiving, experiencing, evaluating what other participants in the situation say and do, the child, based on his existing social experience, interprets what is happening and reacts to it accordingly.
Events accepted by the child at the level of the situation often work as “situational stimuli” (A. Bandura, B.F. Skinner) and have a direct impact on his behavior. In social psychology, W. Thomas’ “theorem” is known that if a person defines a situation for himself as real, then it becomes real in its consequences, regardless of how real it actually was. But this happens only when the organization of the educational space is carried out subtly, when all the “knots” of the pedagogical instrumentation are hidden, when children are not presented with artificially constructed and didacticized life Values.
The educational situation as a unique indivisible area of the educational space should be perceived by the child as part of the life world. Even moments of targeted socializing influence should leave the child the opportunity to express activity, creativity, individual interests and his own social experience. In other words, it is not the maturing subject that should be understood through the educational space, but the educational space through the socializing personality. Activity, activity, and selectivity characterize the interaction of the child’s socializing personality with the educational space.
Adult organizers of the educational space often unnecessarily exaggerate the role of direct socializing influences, presenting children with selected “pure knowledge” and samples “ right life" But in real practice crucial have just rationally non-mediated forms of manifestation of being: traditions, features of the lifestyle of an ethnic group or a specific family, rumors, media symbols, examples of children's subculture. They are not accepted by children as educational information, are not assigned as social dogmas, but are experienced and lived at a reflective level.
It is enough to conduct simple observations and surveys in the children's environment in order to easily discover in the very nature of children's socialization the priority of reflection over rational understanding of the life situation. V.A. Sukhomlinsky was infinitely right, who convinced teachers of the need to give children the experience of experiencing various life relationships: moral, cognitive, aesthetic, relationships to joy and sorrow, to good and evil, to illness and old age, even to death. He wrote: “Mother and father, teacher and writer - everyone involved in upbringing must wisely lead the child by the hand into the human world, without closing his eyes to joys and sufferings. Awareness of the truth that we come into the world and leave it, never to return to it again, that in the world there is the greatest joy - the birth of a person and the greatest sorrow - death - genuine awareness of this truth makes a person a wise thinker, forms a subtle education intellect, soul, heart, will."
It is unlawful to consider the educational space only in associations with the school structure. The educational system organized by the state, the content and educational technologies, pedagogically regulated regime, established life practice educational institutions always simultaneously “filled” with the social experience of all participants in the educational space.
Official functionaries from pedagogy, theorists and methodologists, school heads, teachers and parents are the real “builders” of the educational space. Their pedagogical philosophy, ideas about the goals of education and priorities in the lives of children are embodied in models and reforms educational systems, V educational plans and programs, in the organization of development clubs and studios or, on the contrary, in the search for tutors and tutors (as an expansion of the educational space by the efforts of a particular family). But the educational space does not directly build the given parameters for the socialization of the child’s personality, but organizes a pedagogically enriched lifestyle for adults and children. The art of education lies in presenting children with a complex, unsafe real world and help them choose and master that form of socialization that corresponds to the needs of their individuality and at the same time meets the requirements of society.
Golovanova N.F. Socialization and education of a child
Chapter 1. SOCIALIZATION - A NEW PEDAGOGICAL REALITY
1.1. Deepening trends social aspects modern education... 2
1.2. Socialization as a subject area of pedagogy...6
1.3. The concept of socialization: pedagogical meaning... 9
Literature for self-education 12
Chapter 2. THE PROBLEM OF SOCIALIZATION OF PERSONALITY IN WESTERN PHILOSOPHICAL AND SOCIO-PSYCHOLOGICAL THEORIES 13
2.1. Adaptive concept of socialization..15
2.2. Role concept of socialization...17
2.3. Critical concept of socialization...19
2.4. Cognitive concept of socialization...21
2.5. The concept of social learning...2.5
2.6. Psychoanalytic concept socialization...26
2.7. Psychodynamic concept of socialization...30
Literature for self-education…32
Chapter 3. THE PROBLEM OF CHILD SOCIALIZATION IN ALTERNATIVE SYSTEMS OF EUROPEAN PEDAGOGY..32
3.1. Social pedagogy P.Natorpa…32
3.2. Socialization of the child in pedagogical system M. Montessori...34
3.3. Development of children's social abilities in the pedagogy of S. Frenet...38
3.4. The concept of socialization in Waldorf pedagogy...40
Literature for self-education…42
Chapter 4. PSYCHOLOGICAL AND PEDAGOGICAL CONCEPTS OF PERSONAL SOCIALIZATION IN RUSSIAN SCIENCE of the XX century. …43
4.1. Ideas of socialization in the works of domestic humanist teachers of the early 20th century. …44
4.2. Class-proletarian pedagogical concept of socialization...53
4.3. The contribution of technocratic pedagogy to the study of the problem of socialization of youth ...65
4.4. The problem of child socialization in the works of pedologists...67
4.5. Understanding the problems of socialization in domestic pedagogy of the second half of the 20th century. …70
Literature for self-education…75
Chapter 5. PEDAGOGICAL ESSENCE OF THE PROCESS OF SOCIALIZATION OF A CHILD...75
5.1. Components pedagogical characteristics socialization process...75
5.2. Educational space as a factor in student socialization...80
5.3. School and socialization scenarios for children...82
Literature for self-education...89