Amonashvili about education. The commandments of humane pedagogy from Shalva Amonashvili

According to the abstracts of the speeches of Shalva Alexandrovich Amonashvili, Dr. psychological sciences, Honorary Member of the Russian Academy of Education, Head of the Humane Pedagogy Laboratory (Moscow, RF) at the seminar, which took place on November 7-11, 2000 in Almaty.

The need for moral education of children from the very beginning early age becomes obvious not only for teachers.

Moreover, according to social analysts, it is the upbringing of morality in combination with developmental education that should become a priority in the coming years. pedagogical activity.

In the Law of the Republic of Kazakhstan "On Education" in Article 3 "Principles public policy in the field of education” one of the main principles is the humanistic and developmental nature of education. In Article 8, "The Tasks of the Education System", among the priority tasks are the tasks of developing creative, spiritual capabilities, the foundations of morality, familiarization with the achievements of world and national culture.

The full implementation of these principles and tasks requires a new pedagogical thinking - "humane pedagogical thinking". This is how the pedagogical concept was defined by Sh. A. Amonashvili, teacher, professor, popularizer of the ideas of humane pedagogy. It is necessary to permeate the Kazakh model of education with the ideas of Humane Pedagogy.

Sh. A. Amonashvili - teacher-practitioner. In the 1960s, Experimental School No. 1 was organized in Tbilisi, where there was a laboratory of experimental didactics, where talented teachers worked and where recruitment was carried out not on the basis of a diploma, but on the basis of a desire to work creatively, to give oneself to the cause.

The main postulates of humane pedagogical thinking are:

Faith in the child's abilities;
. disclosure of the original nature in the child;
. respect and affirmation of his personality;
. directing it to the service of goodness and justice.

Modern concepts of the school, as an educational institution that equips the younger generation with knowledge and skills, no longer meet the requirements of the new century.

Without questioning the importance of knowledge in the development of a child's personality, however, it can be argued that the quality of knowledge, the value of ideas, thoughts and human activities are determined not only by the depth of the knowledge itself, but also by their spiritual richness.

Is it necessary to assert that it is extremely dangerous for society to give an unspiritual, immoral, heartless person modern knowledge about the laws of nature and the secrets of the Universe. Too big, there will be harm to all of us. Modern technology is a dangerous tool in the hands of the immoral.

On the authoritarianism of modern pedagogy.

Modern pedagogy is limited and limits the manifestations of children.

Let us ask ourselves about the lagging behind and underachieving students: “Have we done everything in relation to them?”

An authoritarian (forceful) educational process dominates in the space of post-Soviet states. ZUN (knowledge, skills) is the main thing in it. Education, although it is declared, is secondary.

In some schools, the admission of children is carried out by selection through testing. This is a vicious path, a path of encroachment on the rights of the child, a kind of pedagogical segregation, a violation ethical standards. All this will certainly resonate in society with undesirable consequences.

You can not excommunicate gifted children from life, isolate. You can not create schools for gifted children. Giftedness must be preserved in the environment in which it arose.

A genius, if it is a genius, will take place in any conditions, because this is his task (mission) in life (remember Lomonosov).

Dictatorship is a destructive force.

Modern pedagogy does not like naughty people. Therefore, it degenerates.

Methods emasculate pedagogy. The time is coming when methods must rise to the level of pedagogy.

The personality of the teacher needs to be changed. The teacher must be a hero.

Assumptions.

Assumption is the way to create and develop new ideas.

Any thought (idea) develops only when prohibitions are lifted. For example, the planar geometry of Euclid was re-understood and formulated by Lobachevsky. As a result, the Lobachevsky geometry arose. Moreover, the discovery was so significant that it echoed in other sciences.

In Humane Pedagogy, there are assumptions that allow you to introduce new, important ideas into familiar pedagogical concepts.

1. "I admit that Supreme World exists,” says Sh. A. Amonashvili. Not only mystics and religious figures, but also prominent scientists shared this point of view. So thought A. Einstein, N. Bohr, I. Pavlov, K. Tsiolkovsky.
And then the following assumptions.
2. Therefore, the soul really exists.
3. The soul is immortal and has the power to move towards perfection.
4. Earthly life is an opportunity for the ascent of the soul.
5. In the course of life, the soul of each person must be refined and elevated. At least a little.

All the classics of pedagogy expounded these truths. Some directly, some subtly. Makarenko writes in a letter to Gorky: "Everyone is obsessed with materialism, and everyone has forgotten that a person has a soul." Given these assumptions, every child in this life is a unique phenomenon.

The body is only a temporary form in which the soul lives. Each child came into this world with their own mission, their own unique destiny.

The mystery of this uniqueness is revealed by ancient wisdom: “What I was born with is a gift from God. What I die with is my gift to God.”

Pushkin is not an accident, but the embodiment of the greatest spirit with a special mission. Pushkin is a milestone in the history of the Russian people. Every nation has its milestones. There are no ordinary people.

Each has its own mission.

We are born for each other.

As, for example, the nanny Arina Rodionovna was born to prepare the way for Pushkin. This is her mission. The fruits of my mission will be useful to others. What if my mission fails? And someone has already been born and is waiting for these fruits?

In strong people, the voice of the spirit is heard by the feelings of the person himself. So, for example, Vernadsky wrote: “I clearly began to realize that I was destined to tell humanity something new. I am a prophet. I feel a voice in me, I feel Socrates in me. Tchaikovsky: "I want to do what my vocation leads me to do."

A child is the union of soul and body, the union of heaven and earth, their unity and integrity. The wider our assumptions, the wider our consciousness, the greater our deeds.

humane pedagogy. Definition. Question history.

It is based on the principles of classical pedagogy, the prominent representatives of which are:

Sukhomlinsky,

Makarenko,

Pestalozzi,

Ushinskiy,

Kamensky,

Vygodsky,

Vernadsky,

Uznadze, and others.

Each of them was an outstanding bright personality, was the bearer of moral and ethical ideas; He was a deeply moral and sincere person. Their pedagogy was based not on science, but on a worldview, some kind of philosophical or religious Doctrine.

All of them expressed their thoughts about pedagogy in the form of reasoning, reflections; sometimes in the form literary works(for example, Korczak - in the novel "When I become small", Makarenko - in the "Pedagogical poem").

IN modern pedagogy there is a tendency to teach problems, and this is not always useful.

Pedagogy is highest form human consciousness.

Pedagogy is wisdom.

Pedagogy is a subjective reality.

Teachers are born.

The worldview of the teacher, his vision of the world is important.

In modern pedagogy, the child is a material substance. According to Kamensky, the child is a divine phenomenon and the task of the teacher is to develop this divinity in him. Sukhomlinsky formulated this idea as follows: "In a soulless society, the upbringing of a child will not take place."

Pedagogy is the greatest art in the world.

Each child has their own pedagogy.

It is impossible to technologize pedagogy. It is impossible to technologize the relationships of hearts.

Technology emasculates the essence of pedagogy. We need teachers who show feat. It is necessary to rise to the level of a child. Humane pedagogy is a feat for a teacher. There is no pedagogical truth written in any book. They only reflect on pedagogy. Each teacher goes his own way, relying on the experience of past generations of teachers.

In pedagogy, no one has to be a measure for another. You can't teach what you don't know yourself. If a teacher does not have spirituality and morality, he will not be able to instill this in his students. Pedagogy is the measure of all sciences. All sciences are subject to pedagogy. Humane pedagogy is a pedagogy with the help of which the child finds light in himself and in those around him.

The pedagogical process is you, your mood, your state. A person must realize his fate, his path, his small, but mission. Moreover, the search is conducted by the person himself. But send it back in early childhood the teacher is obliged. Humane pedagogy is to selflessly help children discover their own destiny.

The principle of humane pedagogy is to humanize the environment around the child. Not a single word should be spoken in the classroom that is not filled with morality. Everything that is said should have a developing and educating value. The content of words is not always explained, but their inner meaning is necessarily superimposed on the minds of children. The art of cooperation accumulates slowly.

All sciences serve pedagogy. We do not need sciences that break the fate of children. Humane pedagogy is the pedagogy of self-sacrifice, the pedagogy of spiritually aspiring elite teachers. The flame of humane pedagogy will burn authoritarian pedagogy. Humane pedagogy does not fit into words. Behind the words there is always an essence that needs to be understood. Each teacher needs to have his own, internal, spiritual world, which will give rise to your personal humane pedagogy.

Pedagogical axioms.

Kindness is brought up by kindness.

Love is brought up by love.

Joy is brought up by joy.

Nobility is brought up by nobility.

The personality is brought up by the personality.

Steel is tempered by fire, and the strength of the spirit grows from the breath of life.

Imagination is nothing compared to life.

Life is a chance - don't miss it.

Life is beauty - be surprised by it.

Life is a dream - make it come true.

Life is a mystery - solve it.

Life is a tragedy - endure it.

Life is an adventure - take it. Life is life - save it.

Children are not prepared for life - they live in it.

Affirm in the child qualities that are not in him or they are weak (finish the child) - you are kind, you are smart, etc. The child strives for the model that the teacher completed. In Shatalov, this idea is designated as the principle of “pickled cucumber” (if you put a fresh one in a jar of pickled cucumbers, it will definitely become salty).

Number the lessons from first to first grade.

Celebrate the anniversary of lesson 1000. It's a holiday. Prepare for it, invite guests. Epigraphs on the board - wise thoughts. For example: “You were born human. But he must become a man. (Sukhomlinsky).

Place on the board a large number of tasks - complex, more complex.

Most of them children do not have time to solve for the lesson. But they strive to solve them.

Direct the thoughts of children to the difficult and overcoming it. (This task is difficult, but it can be solved).

Send, for example, a student of the 2nd grade to a lesson in the 4th grade, to see what is happening there. And then offer to tell.

Without the spiritual community of the teacher and the student, education will not take place. (Sukhomlinsky). Therefore, the teacher looks for the secret of communication with the child and then enters into his inner world.

Pedagogical principles.

Need to organize surrounding the child peace and pedagogical process so that:

1. the child learned and assimilated the truly human;
2. knew himself as a person;
3. showed his true individuality, carried out his mission;
4. found social space for the development of his true nature;
5. personal interest coincided with universal interests;
6. The sources capable of provoking the child to asocial thoughts, words and deeds were eliminated.

To implement these principles, the teacher must have a pedagogical conscience. And his actions to humanize the environment around the child must be patient and long-term.

About the natural qualities of the child (passion).

Child = spirit + body.

The body is the bearer of many riches, it was created by nature wisely and was created for a long time. The body is an instrument for the soul. Each child is owned natural forces which we will call passions. These passions control the child. The child is their prisoner. But he wants to be their prisoner. These natural forces draw the child to maturity.

Let's designate three of them: (maybe there are more)

1. Passion for development (for knowledge).
2. Passion for freedom.
3. Passion for growing up.

It should immediately be noted that knowledge and development are different concepts. To know is not to be developed.

Passion for development.

“If children from an early age develop outside of society and the conditions created by it, then they remain at the level of animals,” said the outstanding modern psychologist Leontiev.

Thus, children must develop in society and society must necessarily create the necessary conditions for them.

The French scientist, ethnographer Vilar from one of his expeditions brought a girl, an orphan from the Guakiil tribe. The girl was two years old. He adopted her, she grew up in his family, she was loved.

In 1958 this girl graduated from the University of Paris, became a professor of ethnography, knew 5 languages.

Another case. In India, two girls were found in the jungle, brought up in a family of wolves. The eldest by that time was 12 years old. She was able to master a few words, learned to walk, but when speed of movement was required, she got on all fours.

This girl was brought up by good pedagogy, but she did not become a full-fledged person.

The youngest did not survive in human conditions - she died.

Both girls were of European white race.

Every child has abilities, opportunities (psychology calls them functions)

How many, we don't know. We know only about some of them - speech, the ability to walk, memory, thinking.

It should be noted that biological possibilities have limits to development. Spiritual possibilities have no limits to development.

Development is the movement of functions to their biological limit. Development occurs by itself, as well as with the help of surrounding adults and teachers.

Laws of development.

1. Any function in its development has its limit- each person has his own. These are the limits of our earthly possibilities - biological limitations. For example, in 1 sec. you can only play one note on the keyboard 7 times.

Each person has his own (biological) boundaries of memory, speed of thinking, speed of reaction to external stimuli, features of the speech apparatus, motor apparatus, individual rate of redox reactions in the body, and, consequently, the need for rest, sleep, etc.

The development of the same function in different people happening in different conditions. A person who is less gifted by nature can become more developed than a more gifted person whose development no one has worked on.

2. Development accelerates or slows down depending on the environment, on the quality of the pedagogical process. This process is created by adults.

The developing process can be expansive, i.e. inviting. An illustration of this is the system of the outstanding Soviet psychologist Zankov, one of the creators of the theory of developmental learning. He proved for the first time that learning does not develop the child. ZUN is not development. Children can know a lot, but remain undeveloped.

Principles of learning according to Zankov.

Training on high level difficulties.
Accelerating the pace of learning.
Strengthening the role of theoretical knowledge in teaching.

3. Development occurs only in overcoming difficulties.

The more deliberate the difficulties, the more more efficient development. Create conditions for the child to guess.

Train observation - visual, cardiac.

4. Development occurs in a child according to calendar terms.

If the function was not developed within the prescribed calendar time, then it dies off, or becomes poorly developed.

An example is the development of the function of speech.

It is born in the womb. The task of educators is to have time to develop the function in calendar time. If not today, then never!

The function of speech develops only up to 9 years. Then only the vocal apparatus remains. Under favorable circumstances, the function can be supported for another 1-2 years, no more. But the development of speech is not just being able to speak, it is speech education, the purpose of which is not just to enrich the vocabulary, but to cultivate morality, character, habits, the ability to think, etc. With the help of speech, the inner world of a person is revealed.

The ability to perceive the language of art is formed in parallel with the development of the function of speech and in the same calendar terms. If before the age of 9 we do not develop in the child the ability to perceive and understand the language of art, we can forever deprive him of the opportunity to understand the highest achievements of Culture.

It is impossible to force the development of a function, but it is necessary to create conditions for its development.

Each subsequent function builds on the previous one.

Passion for growing up.

A child grows up only in his communication with adults or older children. The child must inevitably become an adult. It is impossible to stop this process. It is very important with which adults the child communicates, what he sees, what he hears. Peers, communicating with each other do not grow up. But not every adult is suitable for the process of growing up. How wise adults are needed at this moment!

Passion for freedom.

No child wants absolute freedom. He does not seek absolute independence.

The child strives for freely chosen unfreedom. He knows that in nature nothing exists by itself. You can't force a child to play. Play only with free choice. There is no game without rules. Every game has rules. There is only a moment of free choice. Freedom is a feeling, not a reality.

The task of the teacher is to create conditions “as if” of freedom of choice, to create a moment of free choice. This is the way to humane pedagogy.

Marking problems.

“Shame and disgrace to a teacher who puts a deuce to a student. After all, this is a belt that he puts in the hands of his parents ”- Sukhomlinsky.

Marks are like drugs. The position of the child in the family depends on them.

The child is taught to mark - he strives not for knowledge, but for marks. The self-evaluative activity of the child decreases, the critical attitude towards oneself decreases. And these are negative elements of education. It is necessary to cultivate value judgments (do you like the poem or not, do you want to pass test- do not give up, etc.). “Let the child go from success to success. Success inspires. Praise will help the child overcome himself "- Sukhomlinsky.

Red ink problem

The psychological impact of red ink on children, especially at an early age, is hostile. It is better not to use them at all, especially in the lower grades. Replace with green ones or don't use any at all.

You can conduct a non-judgmental experiment in any period of time (week, month, quarter).

The Waldorf system does not use grades at all.

The problem of education of thought.

Logical thinking is a powerful weapon. And therefore it is important in what hands it is - in good or evil. Thought is a real energy substance.

According to Vernandsky A person himself, without realizing it, creates a new, invisible geological sphere (noosphere) around the earth, which does not collapse and has the power of a reverse effect on a person.

The Russian scientist Pyotr Goryaev conducted experiments on the influence of different quality of thoughts on the germination of seeds, on DNA. The results are amazing.

Evil thoughts are a destructive force.

Good thoughts are a creative force.

Thoughts are not in us, but between us.

Laws of thought.

§ Thought is the child of the spirit. Therefore, she is immortal.
§ born of man thought becomes absolutely independent of it, independent.
§ Thoughts unite in communities of their own kind (according to the law of attraction).
§ The human brain is a generator of thoughts.
§ The thought of each person is a product of his spirituality.
§ The noosphere of space is filled with thoughts.
§ Future knowledge is stored in the noosphere. They are already near us, but not yet available to us. We do not know how and are not ready to accept them (children and matches). The physicists Einstein and Sakharov understood this - they burned some of their manuscripts.
§ A born thought returns to its parent, strengthened by its friends (do not dig a hole for another - you yourself will fall into it, etc.).
§ Thought is a phenomenon outside of time and space.
§ The thought instantly appears where it is directed.
§ Taking care of your thoughts today is taking care of future generations.
§ Kind speech of adults is the root cause of the development of good thoughts in a child.
§ Therefore, the teacher is obliged to populate the spiritual world of the child with bright images, bright thoughts.

About the lesson.

You need to be prepared for the lesson. There must be a lesson plan.

The lesson is not the main form of the educational process. Lesson - there is an accumulator of the life of children and the life of a teacher. Parents are invited to the lessons (until they come). These parents are given a lesson - a lesson about kindness. For children, lessons also have a very important educational value.

Teacher!

The teacher is the measure of life, of science, of all things. Teachers are the rescue squad of children's fates.

An irritated teacher has no right to come into contact with children. It destroys the auras of children.

Once you become a teacher, be a hero. You still work.

There is nothing more important than the holy soul of a child. Think of yourself in terms of children - how they look at you, what they think of you.

A good teacher will not raise children who require alignment.

The wisdom of a teacher is to direct the greatest energy of mischief into knowledge and positive maturation.

Teacher! Enter the classroom with reverence. Before you are messengers to the future.

Every child must be seen as a phenomenon.

Love children. At least mentally.

The main thing is not ZUN, but the child's attitude towards them.

Commandments of the teacher.

Believe in the limitlessness of the child's abilities.

Nobody is your friend, nobody is your enemy. Every one of you is a teacher.

Believe in your spark of God. Everyone bears in himself the universal pedagogy.

Believe in the power of humane pedagogy. It doesn't bear fruit right away.

Amonashvili Shalva Alexandrovich(born 1931) - Georgian teacher. Graduated from the Faculty of Oriental Studies of Tbilisi University. In 1983-1991 headed the Research Institute of Pedagogy of the Ministry of Education of the Georgian SSR, since 1987 CEO Experimental Scientific and Pedagogical Production Association of the Ministry public education Georgia. The author of a scientific direction known in the world as a "humane-personal approach to children in the educational process." Dozens of pedagogical, psychological and artistic works belong to his pen. Laureate of the State Prize Russian Federation, foreign member of the Ukrainian Academy of Pedagogical Sciences, honorary doctor of St. Kliment Ohridsky (Bulgaria). In 2008, as part of a group of authors - the creators of the educational system "School 2100" was awarded the Prize of the Government of the Russian Federation in the field of education for the series of works "Educational system of a new generation (theoretical foundations and experimental implementation)".
In the 60-70s. last century Amonashvili took part in pedagogical experiment on the study of developmental education in the laboratory of experimental didactics (Georgia, Tbilisi). Recalling this stage of his pedagogical activity, Amonashvili wrote: “The task was set to get away from authoritarianism ... I stopped screaming, punishing, looking down on children, trying not to infringe on their self-esteem ... Children began to trust me more and more, hurried to talk and argue with me.” Since 1964, the teacher led the experiment to determine the new content, forms and methods of primary education. He scientifically substantiated and tested in practice the conditions, content and principles of work with six-year-old children, which contribute to the formation of socially significant motives for learning and comprehensive development personalities of younger students.

Amonashvili's pedagogical system

Amonashvili's pedagogical system was built on humanity and faith in the child, upbringing with creativity and close cooperation between the teacher and children. School lessons were lessons of knowledge, communication, mutual assistance. Scoring and comparison of children with each other were abolished. In the books "Education. Grade. Mark "(1980)," Hello, children "(1983)," To school from six
years ”(1986), the teacher revealed the foundations of the system of education and upbringing of younger students.
At the beginning of his pedagogical activity, Amonashvili received a school where all the lagging behind children were “exiled”. In two years, he turned her into an exemplary educational institution. The ministerial commission, which came to the school with an inspection, was amazed at the "change" that had taken place. Everyone asked: where are the underdeveloped fly? To which the teacher replied that if you love children and work with them, wonderful flowers of talents bloom in them.
In 1988-1989 Amonashvili worked together with A. A. Leontiev in a unique team - VNIK "School". A historic task was set before the community of scientists: to create the scientific and methodological foundations of the educational system of a new generation, a system that would provide the country with the education of the future. Unfortunately, due to the change of leadership in the field of education, VNIK was closed, and the materials prepared by it were not in demand. But the foundations of the methodological platform of the educational system of the future have been determined.
Since 1993, Amonashvili has been taking Active participation in the work of the association "School 2100", headed by A. A. Leontiev, which continued the ideas of the VNIK "School". The teacher is engaged in the preparation of basic documents, entered his concept of humane personality-oriented pedagogy in general scheme educational system "Schools 2100". After the death of A.A. Leontiev Amonashvili became one of the scientific supervisors this educational system and at the same time led the Laboratory of Humane Pedagogy at the Moscow City Pedagogical University and Shalva Amonashvili Publishing House.
The main postulate of Amonashvili’s pedagogical philosophy is as follows: “Every child did not come into this world by chance”, he is born because he had to be born, he came as if at the call of people. He has his own life mission, which we do not know, maybe great, and for this he is endowed with the greatest energy of the spirit. And our duty is to help him fulfill it. formula and instill it in the child.
The basis of the foundations in Amonashvili's school is "lessons of spiritual life". What are we living for? What is life and how could it have arisen? What is love? What is immortality? To all these questions, the teacher is looking for answers together with his students.
The most complete answer to the question "What is humane pedagogy?" we find in Amonashvili: “This pedagogy accepts the child as he is, agrees with his nature. She sees in the child his infinity, realizes his cosmic nature and leads, prepares him to serve humanity throughout his life. Her main principle- is love for a child. A teacher should radiate kindness, without which it is impossible to bring up a humane soul in a person. The child becomes happy as soon as he feels that the teacher loves him, loves him sincerely and disinterestedly. In the manual for teachers "Hello, children!" Amonashvili summarized the results of his pedagogical activity, long-term observations of the formation of the personality of younger schoolchildren. The book is written in the form of a story-reflection of a teacher who became the organizer of a fascinating school life kids. It reveals the psychological features of this age group, the specifics of the content, forms and methods of teaching and educating six-year-olds. “My practice of working with children and the scientific search for the organization of a joyful and exciting life at school, the creative and scientific community for a long time with many teachers of experimental classes contributed to the fact that I developed some pedagogical convictions based on optimistic, humanistic principles of teaching and education,” writes Amonashvili in the preface. Academician of the Academy of Sciences of the USSR A.V. Petrovsky called the book "Hello, children!" "Pedagogical symphony", the leitmotif of which invariably remains love for children, a sensitive attitude to the soul of the child. This characteristic can also be attributed to the book of Sh. Amonashvili "To school - from the age of six." The teacher is convinced that effective parenting and the education of children of primary school age depends entirely on the personal qualities of the teacher.
First, the teacher must love the children for who they are. We must equally love the naughty, and obedient, and quick-witted, and slow-witted, and lazy, and diligent. Kindness and love for children will not allow them to be rudely treated, to infringe on their pride and dignity.
Secondly, the teacher needs the ability to understand children, i.e. take their position, take their concerns and deeds as serious, reckon with them, show them not condescension, but respect. A teacher who understands children does not seek to subordinate them to his own power, he, relying on their today's life, cultivates the sprouts of tomorrow. Understanding the movements of the soul and experiences of the child, his feelings and aspirations, the teacher can ensure that the child himself becomes his companion in his own upbringing.
Thirdly, one should be an optimist, believing in the transformative power of education. It's about not about philanthropic optimism, which prompts the teacher to wait with hope for the child to grow wiser, to show abilities, in order to then take up his upbringing, begin to develop his consciousness. We are talking about active optimism, which helps to penetrate deeply into the inner world of the child and, depending on his personal characteristics, look for ways of education, training and development.
Fourthly, everything that people like in a person should be inherent in a teacher: a smile, and severity, and restraint, and modesty, and sensitivity, and sincerity, and intelligence, and sociability, and love of life.
A teacher should strive to be like that. In junior school age the highest authority for children is the teacher. He is a mediator between the child and the spiritual values ​​of past and present generations. These values, knowledge, moral and ethical standards do not reach children in a sterilized form, they are perceived through the personality traits of the teacher, his assessment. A humane teacher, introducing children to knowledge, is at the same time an example for them, appears before them as a model of humanity. Only through love for him does the child enter the world of knowledge, master moral values society.

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Shalva Aleksandrovich Amonashvili Amonashvili Shalva Aleksandrovich is an academician of the Russian Academy of Education, a well-known Soviet and Georgian teacher, scientist and practitioner. Developed and implemented in his expert mental school the pedagogy of cooperation, personal approach, original methods of teaching language and mathematics. A peculiar result, the ideologist of his pedagogical activity is the technology "School of Life", set out in his "Treatise on the initial stage of education, built on the principles of humane-personal pedagogy".

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Ideas of Humane-Personal Pedagogy Humane-personal pedagogy puts the upbringing of the personality through the development of its spiritual and moral potential at the forefront; contributing to the disclosure and creation in the child of the traits and qualities of nobility. The upbringing of a noble person is the leading goal of the humane-personal educational process. Humane-personal pedagogy accepts the ideas of classical philosophy and pedagogy that the child is a phenomenon in earthly life, he is the bearer of his life mission and is endowed with the highest energy of the spirit. The humane-personal educational process is based on understanding the integrity of the nature of the child, its driving forces, disclosed and scientifically substantiated modern psychology and defined by us as spontaneous aspirations, the passions of the child's personality in his desire for development, maturation, freedom.

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6 features of the educational process "School of Life" The first feature is the internal continuity creative activity Nature and human educator. The second feature of the educational process in a humane school is its integrity, understood as the integrity of a child's life, aspiring to the future. The third feature concerns the lesson, which is seen as an accumulator, as the leading form of children's life, and not just their teaching. The fourth feature of the pedagogical process is that the collaborative relationship between the teacher and the children becomes his natural quality. The fifth feature of the humane pedagogical process is manifested in the development in children of the ability to evaluate activities while the abolition of school grades, which is the key to children's success in learning. The sixth feature of the "School of Life" is in the special, humane mission of the teacher in it. "The humanization of the environment around each child, the humanization of society and the pedagogical process itself is the highest concern of the teacher."

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Target orientations To promote the formation, development and upbringing of a noble person in a child by revealing his personal qualities. Ennoblement of the soul and heart of the child. The development and formation of the cognitive forces of the child. Providing conditions for an expanded and in-depth volume of knowledge and skills. The ideal of education is self-education.

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Classification parameters of technology According to the level of application: general pedagogical. On a philosophical basis: humanistic + religious. According to the main factor of development: sociogenic + biogenic. According to the concept of assimilation: associative-reflex. By orientation to personal structures: emotional and moral. By the nature of the content: educational + educational, secular with elements religious culture, humanitarian, educational, person-oriented. By type of management: system of small groups. By organizational forms: traditional class-lesson with elements of differentiation and individualization. By approach to the child: humane-personal, pedagogy of cooperation. According to the prevailing method: explanatory-illustrative, playful with elements of problematic, creativity. By category of trainees: mass and advanced based on a personal approach to children.

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Creation of a cultural and educational environment Free choice of methods by a person creative self-realization and its cultural self-development Implementation of social and pedagogical protection, assistance and support for each child Adaptation in society and life self-determination Model of humane-personal technology

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Features of the methodology - humanism: the art of love for children, children's happiness, freedom of choice, the joy of knowledge: - individual approach: the study of personality, development of abilities, deepening in oneself, pedagogy of success; - mastery of communication: the law of reciprocity, publicity, his majesty - a question, an atmosphere of romance; - reserves of family pedagogy; - educational activity: methods of materialization of the processes of reading and writing, literary creativity of children.

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The main attitudes of the teacher of the humane pedagogical process Support in the child is the desire for development, the desire for growing up, the desire for freedom. Personal qualities teachers kindness, frankness and sincerity, devotion. The teacher's laws are to love the child, to understand the child, to be replenished with optimism for the child. The teacher's guiding principles are the principle of humanizing the environment around the child, the principle of respect for the personality of the child, the principle of patience in the development of the child. Commandments to the teacher to believe in the limitlessness of the child, to believe in their pedagogical abilities, to believe in the power of a humane approach to the child.

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The basic rules of the teacher Show a keen interest in the life of the child, in his joys, sorrows, aspirations, successes, failures, in his personal experiences; if necessary, assist, help, express “joy”, sympathy to him. Communicate with the child as with an adult, from whom they expect mutual trust, respect, understanding. Make the birthday of each child a holiday in the class, express your wishes to him, give him lessons, drawings, essays about him as a gift, let him feel how he is loved, respected by the teacher and comrades, what success they expect from him. Establish personal, trusting relationships with each child, inspire the child's trust and sincerity towards you with your trust and sincerity towards him. Love to laugh with children, have fun, play, play pranks with them. Speak to children in a calm, endearing voice and expression. Express your irritability by the child's behavior with a hint of a hint that you did not expect this from him, that you have a higher idea of ​​\u200b\u200bit. Express a keen interest in the hobbies (hobbies) of individual children (collecting stamps, postcards, compiling albums, etc.), participate in them.

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Conclusion: The humanistic climate of the school is the most important and most difficult to implement. It requires from educators and other professionals working with children competence, dedication to children and the goal, dedication and professional harmony. S. Frenet notes that it is necessary to "understand the soul of the child, his psychology. Everyone will choose his own path that meets individual inclinations, tastes and needs." “... Humane pedagogical thinking, as an eternal truth and as the core of any higher pedagogical teaching and heritage, is fraught with the opportunity for constant renewal of the life of the school, for a multifaceted creative activity teachers and teaching teams... It "ignites sparks for the birth of different and new pedagogical systems, depending on specific historical, social, national and economic conditions... Humane pedagogical thinking is in constant search of its "moment of truth", in view of which its boundaries are more expanded than the boundaries of the corresponding practice" (Amonashvili Sh.A.)

Georgian teacher and psychologist, doctor of psychological sciences, professor, academician of the Russian Academy of Education, experimental researcher and practitioner.

What is the contribution to the development of pedagogy Sh.A. Amonashvili

The main focus of his research is on primary education (new content, forms and methods). Long (since 1965) before the introduction in our country of compulsory education for children from the age of 6 (1984), Sh.A. Amonashvili investigated the problem early learning. He argued that this is a sensitive age, i.e. most sensitive, malleable, favorable, responsive to accelerated intellectual and moral development, to form a culture of feelings. Sh.A. Amonashvili paid Special attention teacher's personality, moral character and spiritual form.

The nuances of the technique

Teachers working with six-year-olds must have a number of special qualities, be human kind soul and love children for who they are. The teacher must understand the children. A teacher needs to be an optimist. Teachers "are obliged to personify the person of the future, the person of a new warehouse". Winning the love of children is the most urgent task of a teacher, the scientist-researcher believes, “for only through love for his teacher does a child enter the world of knowledge and master the moral values ​​of society”2
All educational work with children, its methods, techniques, forms, "passing through the soul of the teacher, warmed by love for children and filled with a sense of humanity, become refined, flexible, purposeful, and therefore effective," says Sh.A. Amonashvili^.
From these statements it is definitely clear that the pedagogical and didactic system of Sh.A. Amonashvili is imbued with a humane attitude towards children, based on a sense of respect for them, mutual love teachers and students.
From the same standpoint, he approaches the problem school grade and marks. First of all, and certainly rightly so, Sh.A. Amonashvili distinguishes and separates the concepts of "assessment" and "mark". The score is not yet a mark. Evaluation is, as it were, an appropriate commentary on the student’s momentary behavior, his academic work At the moment. The assessment is expressed in verbal form, for example: “Well done”, “You did a good job”, “Yesterday you did better than today”, “Don't rush, check the exercise again to see if you made any mistakes”, etc. Sometimes it can be a smile, a kind look from the teacher, an expression of surprise, etc. "grade". A mark is a generalized assessment. It is expressed in points and is displayed in schoolchildren's notebooks and diaries, in class magazine. Then the mark in the journal is, as it were, separated from its carrier (a particular student) and becomes the subject of accounting, statistics, determining the percentage of progress, etc. But main feature the mark is not even in this, but in the fact that it acquires a sign of the moral assessment of the bearer of the mark, i.e. who received this mark. An excellent student, that means good man children think. And if someone does not study well, he is also a bad person and it is not necessary to be friends with him. This is a serious lack of school marks, at least in primary school.
The humanistic attitude towards the child is expressed in any method and method of educational work. So, one child should not be compared with another student in terms of his successes or failures in learning (or in another matter). Such a comparison is unethical and inhumane. You can compare the results of today's work of the same student with the results of what happened before.
Sh.A. Amonashvili is a supporter of the formation of kindness in children, a sense of camaraderie, friendship and mutual assistance both in educational affairs and in Everyday life.
He reflected his views and ideas of humanistic pedagogy of cooperation in monographs and numerous articles.

short biography

Amonashvili Sh.A.- the famous Russian teacher, psychologist, innovator in the field of educational psychology. He leads pedagogical work with children, based on a humane-personal approach, which is a synthesis of philosophy, pedagogy of cooperation and the foundations of being. His method of education and upbringing is aimed at personal development children, building trusting and respectful relationships between children, teachers and parents.

Shalva Aleksandrovich was born in $1931 in Georgia in the city of Tbilisi. Amonashvili graduated from Tbilisi University and became a member of the Pedagogy Research Institute of Georgia, where he worked until $1991.

In $1958$ he completed his postgraduate studies, and in $1960$ he defended his dissertation on pedagogy, but which he subsequently abandoned, as it was in conflict with his new pedagogical views. It was during this period that he was engaged in the study and generalization of religious primary sources, pedagogical works famous teachers and psychologists. Based on this, he created a new humane pedagogy.

In $1961$, the first implementation of his developments as an experiment began in the Tbilisi "School of Joy" with six-year-old children. The purpose of the experiment was to educate harmonious members of society. Starting from $1964, Shalva Aleksandrovich participated and led an experiment on the introduction of the pedagogical system "Humanistic-personal approach to children in education" in many schools in Georgia.

In $1972, he received his Ph.D. in educational psychology from the Moscow Institute of Educational Psychology and began teaching at a Moscow school, turning it from underperforming to prosperous in just two years.

In $1980$, Amonashvili became a professor at the Moscow Pedagogical University. Since $1987, he has been concurrently holding the position of general director of an experimental NGO of the Ministry of Education of Georgia.

Since $1993, he has been actively involved in the "School $2100$" project. But VNIK was closed, and the developments were not needed, while the foundation for future changes in education was laid.

Since $2001$, Shalva Alexandrovich has been heading in Moscow International Center Humane Pedagogy at the Center of the Roerichs. The activity of this scientist is recognized in many countries of the world.

Humane Pedagogy Amonashvili

Remark 1

Amonashvili became the first innovative teacher who proclaimed the pedagogy of cooperation, synthesizing pedagogical experience predecessors and contemporaries. Pedagogy Amonashvili does not break the child, does not change, but completely accepts.

Shalva Alexandrovich adheres to the following principles in working with children:

• love for a child
• humanization of the child's living environment, ensuring his spiritual comfort and balance;
• living in a child of your childhood, understanding his life, gaining his trust.

As a result of using these principles, the teacher begins to feel the children, and the children develop confidence in him. Accordingly, the pedagogical process becomes effective, as students are sure that they will always be able to get an answer to question asked. The teacher's answer affects the deepest feelings of children and stimulates their interest in the phenomena of reality. This is the most reliable way to self-development and multilateral knowledge of the child.

Amonashvili believes that the effectiveness of education and training depends entirely on the personality of the teacher, who must:

• understand children and their position, be condescending;
• believe in the result and be an active optimist;
• have the best personal qualities.

When these conditions are met, the child turns into a companion in the process of his upbringing, and the teacher is a conductor between spirituality and the child.

Humanity in relation to children, faith in them provoke children's self-development. Children enter into cooperation with the teacher, and he, in turn, directs their energy to effective cognition.

Amonashvili is of the opinion that no children left behind. You just need to love them and to engage in upbringing with them in a suitable spiritual and moral environment created by the teacher.

The following tasks are set in Shalva schools:

• push the child to cultural self-development;
• make classes cognitive, developing communication, allowing children to grow up;
• skillfully redirect the energy of children to classes;
• constantly spur children's cognitive instinct.

In his schools there is no evaluation system that degrades the dignity of the child. Children's success is not compared. The child competes exclusively with himself and with his own achievements. As a result, rivalry disappears, which is replaced by mutual assistance and mutual assistance. Children learn to rejoice in the success of others.

Pupils in such schools are involved in building the educational process. The children themselves compose assignments, write their own textbooks and organize lessons. Cognition takes place on a voluntary basis and on the highest spiritual level. In the learning process, a humanist teacher not only gives knowledge, but helps in mastering the moral and spiritual values ​​of society, in understanding the integrity adulthood and the life of the child.