Goals, ideals of education in modern society. The purpose of education

Education - the activity of transferring socio-historical experience to a new generation; systematic and purposeful influence on the consciousness and behavior of a person in order to form specific attitudes, concepts, principles, value orientations that provide the necessary conditions for its development, preparation for social life and productive work.

Education in the broadest sense it is an impact on a person that influences his development. From this point of view, not only the family, school, but also nature, the environment, and the media educate the child.

Education in the narrow sense- this is a targeted impact on the child in order to form predetermined qualities in him.

Education at school has a pronounced educational character. By teaching, the teacher always educates. Man is constantly educated throughout his life.

A.S. Makarenko argued "... the educational area - the area of \u200b\u200bpure education - is in some cases a separate area that is different from teaching methods ...".

Education is a process of conscious development of the personality, the formation of a versatile educated and harmoniously developed person. Although education looks like the impact of one on the other, it is necessary, first of all, for the educator himself.

Ultimately, it is what the teacher does that educates students, it is important not what we do, but what we receive, only through their amateur performance do students change.

Education is the formation of social value needs. After all, each educated person is a unique, inimitable personality, and the process of its formation is really in many ways similar to the production of a one-of-a-kind “work” of the mind and talent of the educator.

The goal is the ideal foresight of the result, the initial component of the activity.

The goal of education is the ideal of a harmoniously developed person, combining spiritual wealth, moral purity and physical perfection.

“From the depths of centuries,” writes V.A. Karakovsky, “the dream of humanity of a free, comprehensively developed, harmonious personality has come down to us, and there are no grounds even today to refuse it as a super-goal.”

However, each teaching staff, focusing in their activities on this goal-ideal, must concretize it in relation to their conditions and capabilities.

According to Professor N.E. Shchurkova: "... the goal of education is a person who is able to build his life worthy of a Human."

Only if a person achieves this trinity is he able to build a life worthy of a Human. Such a life has three foundations - truth, goodness and beauty. In other words, a life worthy of a Human is a life built on Truth, Goodness and Beauty. It provides a person with the opportunity to find his generic human essence: to realize himself as homo sapiens, to realize in himself the ability to be homo creatus, to manifest himself as homo moralis.

The goal is general in nature and allows you to save the individual traits of each child.

The goals of education in modern society

The order for the education of the necessary citizen is given by the society, the government.

In our time, the following goals of education can be distinguished:

1. The purpose of education should be the formation of a sense of civic responsibility, respect for the law. The result of education is the development by pupils of the principles of democracy, understanding and realization of the rights and duties of a citizen.

2. The purpose of education should be the creation of conditions for the realization of the natural inclinations of the pupil, his individuality. That is, each person must develop as a unique personality, the individual in him must prevail over the public.

3. The purpose of education should be the formation and development of humanistic principles in a person, the ability to understand himself and other people, to establish contacts with other people.

4. The goal of education should be to unite all people to protect life on Earth, to prepare each person to understand their own role in the development of civilization.

Education begins with the definition of its goals. The main task of upbringing is the formation and development of the child as a person with the useful qualities that she needs for life in society. The goals of education are not set once and for all and are not permanent in any society. The system of social structure and social relations are changing - the goals of education are also changing. Every time they are set in the form of requirements that impose new trends in the development of society on the personality of a person. In more or less stable periods of social development, the goals of education become relatively stable. During significant socio-economic transformations, they become uncertain. At present, our society is not yet stable, so now it is not possible to determine the goals of education unambiguously and accurately, for a long time ahead. But there are enduring values that do not have historical and state borders, they include universal moral values. It is they who primarily determine the goals of education at all stages of social history. Such goals are associated with the concepts of good and evil, decency, humanity and love for nature. These include such personal qualities as spirituality, love of freedom, the responsibility of the individual for what happens to her and around her, decency, modesty, humanity, disinterestedness, etc.

Spirituality means the priority of high moral ideals over momentary needs and desires. In a developing personality, this is expressed in its constant striving for moral self-improvement. Freedom is the desire for internal and external independence of a person, accompanied by the obligatory recognition of the corresponding rights for any other person, regardless of his social status, national, religious, political, class and other affiliation. Responsibility is the other side and the constant companion of freedom where freedom is really good for the individual. Freedom without responsibility is irresponsibility, responsibility without freedom is slavery. Responsibility can also be viewed as an internal readiness of a person to voluntarily assume obligations for the fate of other people and society as a whole. The general goal of modern education is to make children highly moral, spiritually rich, internally free and responsible individuals.

Along with the general goal, special social goals of education also arise, which we are only able to describe approximately. They correspond to the changing requirements of the current moment in the history of a given society and determine the actual direction of its progress. After some time, when society completes the corresponding stage of its development and moves on, they may become different. The special aims of education, in keeping with modern trends in social progress, are to raise a new generation of enterprising, enterprising people, ambitiously striving to achieve success.

Thus, in the structure of the educational process, the goal of education is the initial element, acting as a system of tasks:

1) the formation of morality (the acquisition of knowledge, moral norms, rules of conduct, moral convictions, the formation of moral feelings, emotions, mastering the skills of moral behavior);
2) the formation of a comprehensively and harmoniously developed moral personality, the main quality of which would be the traditional Russian intelligence;
3) the formation of the artistic value world of the individual;
4) the formation of a life position of the individual, corresponding to the traditionally pro-social Russian ideology, the awareness of rights and obligations in the context of this ideology;
5) the development of social needs, interests and values of the individual in spite of the rooted individualism;
6) the formation of psychological qualities (intellect, will, emotions, abilities, character, etc.) in the context of a harmoniously and comprehensively developed personality;
7) the formation of a stable moral position in relation to the social functions of the individual: communication, her rights and obligations, the economic and political system, labor and remuneration for it, the future society, etc.

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NIZHNY NOVGOROD INSTITUTE OF MANAGEMENT AND BUSINESS

Department of Social Psychology and Pedagogy

in psychology and pedagogy

Topic: Purposes of upbringing

Nizhny Novgorod

Introduction

1. Goals of education

2. The goals of education in a modern school

3. The goals of education in foreign pedagogy

Conclusion

Bibliography

Introduction

education dewey school moral

Relevance of the topic

Today, one of the most urgent problems of pedagogy is the problem of setting the goal of education. The definition of the goals of education is of great theoretical and practical importance, since it directly affects the development of pedagogical theory. The problem is solved extremely weakly, badly, or not solved at all, which leads to the fact that the productivity of professional activity is extremely low.

A significant contribution to the development of this problem was made by: Dubrovina I.V., Ovcharova R.V., Gutkina N.I., Podlasy I.P., Bobansky Yu.K., Kuzmina N.V., Ilyenkov E.V., Karakovsky V. A., Makarenko A.S., Bozhovich L.I., Davydov V.V., Platonov K.K., Feldstein D.I., Fridman A.M., Kulagina I.Yu., Ushinsky K.D., Sukhomlinsky V.L., Shatalin V.F., Vygotsky L.L., Elkonin D.B., Sapogova E.E., Mukhina V.S.

The reasons for such close attention to this problem is the question of the development of the future generation, on which all the further development of society depends. In the modern world, all the practice of previous generations is quickly adapted and modernized to meet the actual needs of a person. The purpose of education reflects the achieved level of development of society.

The foregoing expresses the contradiction between setting the goals of education and the inaccessibility of this goal in practice.

Purpose of the study: study of the goals of education

Research objectives:

1. Study the goals of education.

2. Consider the goals of education in modern schools.

3. Analyze the goals of education in foreign pedagogy.

When solving the tasks set, traditional for pedagogy were used research methods : theoretical analysis of international and domestic information and recommendation documents on higher education and analysis of scientific sources and literature, generalization of scientific knowledge.

Basic working concepts of the study:

upbringing (according to I.P. Pavlova)- this is a mechanism for ensuring the preservation of the historical memory of the population.

Education system (according to A.S. Makarenko) -- a stable socio-pedagogical mechanism with the properties of integrity, with a sufficient degree of probability realizing in experience, in practice the given goals of education.

The purpose of education (according to J.J. Rousseau)- to make the pupil a person, to educate in him, first of all, such traits that are necessary for any person, regardless of his social status and position.

Types of goals (according to N.I. Ilinskaya)- general (general), which correspond to the idea of society about the ideal of the individual; Pedagogical, which at a certain stage form the goals of the individual; Operational, which are put during a separate lesson or a separate event.

Work structure: the abstract consists of an introduction, main part, conclusion, list of references, including ___7___ titles and applications.

1. Goals of education

The goal of education is what education strives for, the future towards which its efforts are directed. Any education - from the smallest acts to large-scale state programs - is always purposeful; aimless, aimless education does not exist. Everything is subject to the goals: content, organization, forms and methods of education. Therefore, the problem of the goals of education is one of the most important in pedagogy. Questions - what should schools and educators strive for in their practical activities, what results to achieve - can be called key.

stand out are common And individual goals education. The goal of education acts as a general one, when it expresses the qualities that should be formed in all people, and as an individual one, when it is supposed to bring up a certain (individual) person. Progressive pedagogy favors the unity and combination of common and individual goals.

The tasks determined by the purpose of education are usually many general and specific. But the goal of education within the limits of a given educational system is always the same. It cannot be that in the same place, at the same time, education strives for different goals. The goal is the defining characteristic of the educational system. It is the goals and means to achieve them that distinguish one system from another.

In the modern world, there is a variety of educational goals and educational systems corresponding to them. Each of these systems is characterized by its purpose, as well as each purpose requires certain conditions and means for the realization. There is a wide range of differences between goals - from minor changes in individual qualities of a person to cardinal changes in his personality. The diversity of goals once again emphasizes the enormous complexity of education.

How do educational goals emerge? Many objective reasons are reflected in their formation. The patterns of physiological maturation of the organism, the mental development of people, the achievements of philosophical and pedagogical thought, the level of social culture set the general direction of goals. But the determining factor is always the ideology, the policy of the state. Therefore, the goals of education always have a pronounced class orientation. It is not uncommon for the goals of upbringing to be disguised, covered by general vague phraseology in order to hide from people their true essence and direction. But there is not a single state, even the most democratic, where the goals of education at school would not be directed to strengthening the existing social relations, were cut off from the politics and ideology of the ruling class. Podlasy I.P. Pedagogy. Volume 1: Theoretical Pedagogy. - M. Yurait. 2013. 350-401 p.

The history of pedagogy is a long chain of origin, implementation and withering away of the goals of education, as well as the pedagogical systems that implement them. It follows from this that the goals of education are not set once and for all, and there are no formally abstract goals that are equally suitable for all times and peoples. The goals of education are mobile, changeable, have a concrete historical character. O. Efremov, Pedagogy. 1st edition, 2010

It has been established that the definition of the goal of education is due to a number of important reasons, the complex consideration of which leads to the formulation of the patterns of goal formation. What factors determine her choice? In addition to the factor of politics already known to us, the ideology of the state, the needs of society are important. The purpose of education expresses the historically urgent need of society to prepare the younger generation to perform certain social functions. At the same time, it is extremely important to determine whether the need is really urgent or only supposed, apparent.

The needs of society are determined by the mode of production, the level of development of the productive forces, and the nature of production relations. Therefore, the goal of education in the end always reflects the achieved level of development of society, it is determined by it and changes with a change in the mode of production. To confirm this important connection, let us analyze the change in the goals of education depending on the type of socio-economic relations.

History has five socio-economic formations determined by different types of production relations between people: primitive communal, slave-owning, feudal, capitalist, post-capitalist.

Under the primitive communal system, there was no class division. All children received the same labor training: they were taught to hunt, fish, and make clothes. Education was designed to ensure the existence of people, its goal is to equip a person with the experience of survival, that is, with the knowledge and skills necessary in the harsh everyday life. There were no special educational institutions, schools were just emerging. As we can see, the mode of production and the purpose of education are in agreement with each other.

Under the slave system, education became a special function of the state. There were special institutions involved in education. The presence of two classes led to differences in the nature of the purpose of education. It becomes dualistic. The purpose of educating the children of slave owners was to prepare them for the role of masters, enjoying the arts, joining the sciences. They had to wage wars of conquest in order to enslave other peoples and acquire wealth, and be able to defend their states. The upbringing (if you can call it that) of the children of slaves consisted in preparing them to carry out the orders of the masters. Children were taught to be humble and submissive. Here, too, the level of development of the productive forces, the nature of production relations, is dictated by precisely these and no other goals. Podlasy I.P. Pedagogy. Volume 1: Theoretical Pedagogy. - M. Yurait. 2013. 350-401 p.

Using the example of ancient education, we also see that the class character of society gave rise to a class differentiation of the goals of education. In accordance with various goals, preparation for life was carried out, the worldview was differentiated, and psychology was formed.

Under feudalism, the main classes are feudal lords and serfs. The goals of education remain differentiated: for the children of feudal lords - chivalrous education, and for the children of peasants - labor education, in an "school" in the open. The former enjoy the arts and sciences, master the "knightly virtues", the latter in the overwhelming majority do not attend any educational institutions. The character of production relations does not require either general or special training from the lower strata of the population; therefore, the bifurcation of goals, which we observe in this society as well, expresses not only the class orientation of goals in a class society, but also their dependence on the mode of production. Podlasy I.P. Pedagogy. Volume 1: Theoretical Pedagogy. - M. Yurait. 2013. 350-401 p.

The capitalist system is characterized by the presence of two main classes, the bourgeoisie and the proletariat. The nature of the development of production, which requires more educated workers, compels the ruling class to create a system of educational institutions that provide knowledge to the workers. At the same time, the bourgeoisie gives a good education to their children so that they are able to manage the state, direct the development of the economy and social processes. A network of private privileged educational institutions is being created. Class differentiation, the dualism of the goals of education persist, as does the general dependence of goals on the mode of production. Podlasy I.P. Pedagogy. Volume 1: Theoretical Pedagogy. - M. Yurait. 2013. 350-401 p.

The purpose and nature of education correspond to the level of development of the productive forces and the type of production relations characteristic of each socio-economic formation.

Thus, we can conclude: the goal of education is determined by the needs of the development of society and depends on the mode of production, the pace of social and scientific and technological progress, the level of development of pedagogical theory and practice achieved, the capabilities of society, educational institutions, teachers and students.

2. The goals of education in modern school

Among the enduring goals of education, there is one that looks like a dream, expressing the highest purpose of education - provide every person that came into being, comprehensive and harmonious development. We already meet its distinct formulation among the philosophers and humanist educators of the Renaissance, but this goal is rooted in ancient philosophical teachings. At different times, different meanings are put into the concept of all-round harmonious development.

Renaissance humanist teachers F. Rabelais and M. Montaigne included the cult of bodily beauty, the enjoyment of art, music, and literature in the content of comprehensive development. Such education was no longer conceived for the elite, but for a wider range of people. Among the utopian socialists T. Mora, T. Companella, R. Owen, Saint-Simon, C. Fourier, the idea of all-round harmonious development acquires a different direction. They put forward the ideal of personality formation in conditions of liberation from private ownership of the means of production, for the first time they demanded inclusion in the process of the all-round harmonious development of labor, the combination of education with labor. French enlighteners of the 18th century. K. Helvetia, D. Diderot, developing this idea, included mental and moral perfection in the understanding of comprehensive development. Russian revolutionary democrats A.I. Herzen, V.G. Belinsky and N.G. Chernyshevsky believed that the problem of the comprehensive education of the people could be completely solved only by a revolution, after the destruction of economic and political oppression.

For more than 70 years, our national school has developed under the influence of the ideas of the prominent philosophers and economists K. Marx and F. Engels; this period cannot be deleted from its history. The purpose of education in the future communist societyK. Marx and F. Engels deduced from economic laws the type of social relations. They believed that under communism, when class differences would be eliminated, and in all areas of technology, social production, humanity would reach a high level of development, when there would be no significant differences between mental and physical labor, the goal of the all-round and harmonious development of people could be set.

K. Marx and F. Engels proceeded from the premise that the future of mankind largely depends on how the upbringing of the younger generations is directed, they set the most important task for the revolutionary proletariat - to fight for new demands in the field of upbringing and education, for a new system of public education. “Communists do not invent the influence of society on education; they only change the nature of education, pull it out from under the influence of the ruling class,” wrote K. Marx.

Difficulties and mistakes in realizing the goal of education - the formation of a comprehensively and harmoniously developed personality - required a partial narrowing of the goal, a revision of the concretization of the tasks of the general education school, but by no means led to the abolition of the goal itself. There is no reasonable alternative to comprehensive and harmonious education. It still remains an ideal, which, taking into account the mistakes made, the new national school will strive to achieve. This is not a distant ideal, but a goal that is quite achievable with a reasonable organization and support of the whole society.

Today, the main goal of the secondary school is contributemental, moral, emotional and physical development of the individual, to fully disclose itcreative opportunities, to form humanistic relations, to provide a variety of conditions for the flourishing of the child's individuality, taking into account his age characteristics. The focus on the development of the personality of a growing person gives a "human dimension" to such goals of the school as the development of a conscious civic position in young people, readiness for human civilization.

The purpose of education is a key category of pedagogy. Pedagogical activity is always purposeful, subject to the goal as a consciously presented planned result.

The goal of upbringing acts as a certain perspective, an ideal of the individual, which determines the trends in the development and improvement of the educational process. In each society, a concrete historical ideal of man is formed. It is determined both by society as a whole and by the specific environment in which the child will live. This ideal meets the social needs of society in certain qualities of a person, to some extent it is the same for most citizens of a particular period of social development and manifests itself in a certain set of ideas, feelings, experience, views, values of the ethnic group that education is designed to instill in all children without exception. no matter what social group they belong to.

The development of the individual, along with representatives of philosophical science, contributed to the theory of the formation of the image of an ideal citizen and to the justification of the methods of his education and upbringing by the utopian writers Campanella, More, Locke, Rousseau, Owen, Disterverg, Ushinsky, Lunacharsky, Makarenko, Shatsky, Sukhomlinsky. The centuries-old, constantly evolving dream of improving the physical, moral, intellectual, aesthetic appearance of a person in the history of earthly civilization speaks of the eternal human desire for perfection, which, as a rule, is understood as the harmonious development of the individual. L.I. Novikova, Pedagogy of education: selected pedagogical works. - Moscow: Per Se, 2010. - 336s.

Ushinsky wrote that pedagogy "strives towards an ideal that is eternally attainable and never achievable: the ideal of modern man."

In modern society, there have not yet been opportunities for everyone, without exception, to master all the riches of material and spiritual culture (and not just get to know them); to fully develop his mental, artistic abilities, technical talents, to work precisely in that area of application of his forces, where he could freely and with maximum efficiency show his creative potential.

The concept of humanistic education approaches the idea of comprehensiveness and harmony specifically - historically, taking into account the socio-economic capabilities of the country, the pragmatic tasks of democratizing society and schools, and, most importantly, - according to O.S. Gazman, - the realization of the rights and freedoms of the individual in education. The idea of the all-round development of a person acts today as a perspective, a universal ideal of education; is a guideline for the possible development of the student's personality in the direction of self-actualization, self-realization of his creative personal potential. But at the same time as the ideal goal, it is necessary to determine the real goals and objectives of education, since the lack of precisely set goals delays the success of school work.

The goals of education in modern Russian school

1. Education of a comprehensive and harmoniously developed personality, combining spiritual wealth, moral purity and physical perfection

2. Education of an autonomous personality capable of positive change and improvement of oneself and the surrounding reality

3. Introduction of a person to culture, development of his creative individuality

4. Formation of the relationship of the individual to the world and with the world, to himself and with himself.

5. Education of a socially competent person

6.Free personal development

7. Development of self-awareness of the individual, helping her in self-determination, in society, in self-realization and self-affirmation

8. Formation of a person - a citizen, a family man, a parent, a specialist - a professional (intelligence, morality, creativity) A. Gretsov, Development training with adolescents: Creativity, communication, self-knowledge. 1st edition, 2012

With a reasonable approach, continuity of goals should be maintained. Russia has its own, historically developed, national system of education. Changing it to something else is pointless. The correct conclusion can be drawn only by developing the system in accordance with the new goals and values that face the individual and society.

3. The goals of education in foreign pedagogy

Unlike domestic pedagogy, which has always been characterized by a certain monism and globalism of goals, Western pedagogy adheres to the course of moderation, practicality, and attainability.

What are the goals put forward in modern pedagogy in developed countries? Each pedagogical concept offers its own solution to this issue.

Pragmatic pedagogy defends goals derived from life. The American school followed D. Dewey, who was able to prove the need for pragmatic education and offer education goals consonant with the progress and interests of the general population. D. Dewey does not invent them, he takes them ready-made from life. Education, in his opinion, cannot be a means of preparing a person for life, it is life itself. Okolelov O.P., Constructive Pedagogy. M.: Direct-Media, 2013.- 98 p.

The Dewey education system appears as a decisive means of improving the social environment, changing the type of society without revolutionary changes. “The school can create in the project the type of society that we would like to implement. By influencing minds in this direction, we would gradually change the character of adult society.”

Don't these provisions contradict Dewey's main methodological approach about the natural, genetic uniqueness of the individual with its innate abilities, which can only be manifested to a greater or lesser extent? No. This setting is the starting point in pragmatic pedagogy. "True education is not something imposed from the outside, but growth, development of properties and abilities with which a person is born."

Combining the initial assumptions about the uniqueness of a person and the main goal of his education - preparation for life, Dewey comes to the conclusion that education should ensure the growth of a person in the practical sphere, the growth of his experience, the development of a practical mind. He sees the essence of education in the reconstruction of experience, which determines the direction for the further development of experience. “Education is growth,” writes D. Dewey, “it is not subordinated to any external goal. It is the goal itself."

As one of the most important, D. Dewey puts forward the task of awakening and developing the inner activity of a person, aimed at achieving their life goals. In Dewey's understanding, this attitude is connected with the development of the individual qualities of a person's behavior. A good goal is one that comes from the students themselves, but at the same time coincides with the requirements from outside and contains the prerequisites for constructing those behavioral attitudes that correspond to a democratic society.

Dewey's methodological guidelines on the goals of education are shared by modern American theorists A. Maslow, A. Combs, E. Kelly, K. Rogers, T. Brammeld, S. Hook and other prominent teachers. They agree that the value of education depends on the extent to which it contributes to the growth of the individual, helps her find answers to everyday problems that arise, and most importantly, indicates how best to adapt to a given situation, survive in it. An idea of how goals are formed in modern scientific language is given by excerpts from the works of Western experts. “The maximum development of a rational autonomous personality, its understanding of what is reasonable under certain conditions, is our main task” (P. Hurst). “The fundamental goal of education is to develop a personality with a certain structure of cognition and motivation, i.e. a person who is able to serve the establishment of a more just society” (L. Kolberg). “Upbringing and education mean not only to give knowledge, but also to change, regulate the positions, emotions, desires, actions of people ... education teaches a person how to live.” “Education should prepare people for a good life, in which they can play a certain role, do useful things” (M. Warnock). Okolelov O.P., Constructive Pedagogy. M.: Direct-Media, 2013.- 98 p.

“The main goal of education,” writes the famous American teacher R. Finley, “is to prepare a mature, integral personality.” Summarizing these thoughts, we come to the conclusion that pragmatic pedagogy sees the general goal of education in the self-affirmation of the individual. L. Surzhenko, How to grow a personality. 1st edition, 2013

New humanistic pedagogy, developing on the basis of neopositivism, sees the goal of education in the formation of an intellectual personality. The work of the famous West German teacher and psychologist L. Kolberg, who led the direction towards the development of the cognitive-value orientation of the individual, had a great influence on the modern interpretation of goals. Being largely influenced by the ideas of Dewey and Piaget, Kohlberg argues that education should be aimed at developing a conscious organizational structure of the individual, which allows analyzing, explaining and making decisions on important moral and social problems. Thus, the education system is directed against conformity, because its task is to develop in everyone the ability for independent judgments and decisions.

The list of educational tasks put forward by neo-humanists does not include the labor training of young people. It interferes with the development of intelligence, taking away the strength and time of the trainees. Not everyone, however, agrees with this formulation of the question. For example, the American philosopher R. Denneki believes that in this case education is separated from upbringing, the approach to education acquires a relativistic character, i.e., the role of truth is diminished, and all education is subordinated to momentary, purely practical interests.

The pedagogy of existentialism, as noted above, aims to equip man with the experience of existence. “Education is a variety of forms of formation, formation, choice, the struggle of a person to become someone ... The goal of the entire process of education is to teach a person to create himself as a person.” Priority in education, according to existentialist teachers, belongs to self-education. “Upbringing and education is a process of self-development or self-education, just as the process of obtaining knowledge about the world by a person is at the same time the process of forming him,” writes one of the representatives of the existentialist concept of education, K. Cold.

In the 1950s and 1960s, the views of the German philosopher and teacher O.F. Bolnova. The core of his teaching is the concept of moral education. Bolnov sees the basis for moral, truly human behavior in simple norms of morality. It is the revival of simple norms of morality that should constitute the main goal of education today. “One of the first and indispensable tasks that the present situation has set before us is to realize the simple virtues which, in all ethical and political systems, constitute the necessary foundation of human life.” Three fundamental virtues - trust, hope, gratitude - inherent in human nature, constitute, according to Bolnov, the core of the system of virtues that should be formed by education. L.I. Novikova, Pedagogy of education: selected pedagogical works. - Moscow: Per Se, 2010. - 336 p.

The main moral quality formed in young people should be a sense of responsibility as an important condition for the viability of the social system. Particular importance is attached to responsibility and discipline in the labor process.

Conclusion

After analyzing all the goals of education, I came to the conclusion that:

The goal expresses the general purposefulness of education. In practical implementation, it acts as a system of specific tasks. The goal and objectives are related as a whole and a part, a system and its components. Therefore, the following definition is also fair: the goal of education is a system of tasks solved by education.

The goals of education in a modern school are: to develop in young people a conscious civic position, readiness for life, work and social creativity, participation in democratic self-government and responsibility for the fate of the country and human civilization.

The purpose of education in foreign pedagogy should be aimed at the development of a conscious organizational structure of the individual, which makes it possible to analyze, explain and make decisions on important moral and social problems. Thus, the education system is directed against conformity, because its task is to develop in everyone the ability for independent judgments and decisions.

Bibliography

Podlasy I.P. Pedagogy. Volume 1: Theoretical Pedagogy. - M. Yurait. 2013. 350-401 p.

Andreeva M., 100 secrets of raising children. // "Trigon", 2009

L. Surzhenko, How to grow a personality. 1st edition, 2013

O. Efremov, Pedagogy. 1st edition, 2010

A. Gretsov, Development training with adolescents: Creativity, communication, self-knowledge. 1st edition, 2012

L.I. Novikova, Pedagogy of education: selected pedagogical works. - Moscow: Per Se, 2010. - 336 p.

Okolelov O.P., Constructive Pedagogy. M.: Direct-Media, 2013.- 98 p.

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Types and classification of education, goals of education

mental education

The purpose of education- this is what education strives for, the future towards which its efforts are directed.

Today main goal of high school- to promote mental, moral, emotional and physical development, to fully reveal its creative possibilities.

Conscious assimilation of the knowledge system contributes to the development of logical thinking, memory, attention, imagination, mental abilities, inclinations and talents.

Tasks of mental education:

assimilation of a certain amount of scientific knowledge;
formation of scientific outlook;
development of mental powers, abilities and talents;
development of cognitive interests and formation of cognitive activity;
development of the need to constantly replenish their knowledge, improve the level of training.

Physical education

Physical education- an integral part of almost all educational systems. Physical education contributes to the development of the qualities necessary for successful mental and labor activity.

Tasks of physical education:

health promotion, proper physical development;
increasing mental and physical performance;
development and improvement of natural motor qualities;
development of basic motor qualities (strength, agility, endurance, etc.);
education of moral qualities (courage, perseverance, determination, discipline, responsibility, collectivism);
formation of the need for constant physical education and sports;
development of the desire to be healthy, vigorous, to bring joy to oneself and others.

Labor education

Labor education covers those aspects of the educational process where labor actions are formed, production relations are formed, tools of labor and ways of using them are studied. in the process of education acts as leading factor in development.

Polytechnic education

Polytechnic education is aimed at familiarization with the basic principles of all industries, the assimilation of knowledge about modern production processes and relationships. Main tasks of polytechnic education- the formation of interest in production activities, the development of technical abilities, new economic thinking, ingenuity, the beginning of entrepreneurship. Properly delivered polytechnic education develops diligence, discipline, responsibility, prepares for a conscious choice .

moral education

moral education- forms moral concepts, judgments, feelings and beliefs, skills and habits of behavior that comply with the norms. The moral education of the younger generation is based on both universal human values, enduring moral norms developed by people in the process of the historical development of society, and new principles and norms that have arisen at the present stage of the development of society.

Aesthetic education

Aesthetic (emotional) rebellion- the basic component of the goal of education and the educational system, generalizing the development of aesthetic ideals, needs and tastes among pupils. Tasks of aesthetic education can be conditionally divided into two groups - the acquisition of theoretical knowledge and the formation of practical skills. The first group of tasks solves the issues of initiation to aesthetic values, and the second - active inclusion in aesthetic activities.

Tasks of aesthetic education;

formation of aesthetic knowledge and ideal;
education of aesthetic culture;
the formation of an aesthetic attitude to reality;
development of aesthetic feelings;
familiarizing a person with beauty in life, nature, work;
the formation of the desire to be beautiful in everything: in thoughts, deeds, deeds, appearance.

The process of education

educational process at school is part of a holistic, which combines teaching and education. The psychological essence of the upbringing process consists in transferring a child from one state to another, and from the standpoint of psychology, upbringing is the process of transferring experience, knowledge, values, norms, and rules that are external to the individual into the internal mental plane of the individual, into her beliefs, attitudes, and behavior.

The process of education- consciously organized interaction between teachers and pupils, organization and stimulation of the vigorous activity of the pupils to master their social and spiritual experience, values, relationships.

In order to find out whether the educational process has achieved its goals, it is necessary to compare the projected and real results of education. The results of the educational process are understood as the level of upbringing achieved by a person or a team.

Requirements for modern principles of education

Principles of education- these are general initial provisions in which the basic requirements for the content, methods, and organization of the educational process are expressed. They reflect the specifics of the upbringing process, and, unlike the general principles of the pedagogical process, these are the general provisions that guide teachers in solving educational problems.

The education system is based on the following principles:

public orientation of education;
connection of education with life, work;
reliance on positive in education;
humanization of education;
unity of educational influences.

Goals and objectives of education

The goals of education, as well as the goals of any human activity, are the starting point in building the entire system of education, its content, methods, principles.

The goal is an ideal model of the result of activity. The goal of education is a network of predetermined ideas about the result of the educational process, about the qualities, the state of the individual, which are supposed to be formed. The choice of educational goals cannot be random.

As historical experience shows, the goals of education are formed under the influence of the changing needs of society and under the influence of philosophical and psychological-pedagogical concepts. Dynamism, variability of the goals of education are also confirmed by the current state of this problem.

Modern pedagogical practice is guided by two main concepts of the goals of education:

pragmatic;
humanistic.

pragmatic concept, established since the beginning of the 20th century. in the United States and preserved here to this day under the name "education for the sake of survival." According to this concept, the school should educate, first of all, an effective worker, a responsible citizen and a reasonable consumer.

Humanist concept, which has many supporters in Russia and in the West, proceeds from the fact that the goal of education should be to assist the individual in the realization of all the abilities and talents inherent in her, in the realization of her own "I".

The extreme expression of this concept is a position based on the philosophy of existentialism, which proposes not to determine the goals of education at all, giving a person the right to freely choose the direction of self-development and limiting the role of the school only to provide information about the direction of this choice.

Traditional for Russia, as shown in Chap. 2 is an educational goal that corresponds to the humanistic concept, oriented towards the formation of a comprehensively and harmoniously developed personality. Formally, it was preserved during the period of Soviet power. However, the Marxist ideology that dominated this period strictly linked the possibility of achieving this goal with the communist transformation of society.

The humanistic ideal showed its stability, having survived in post-Soviet Russia under the conditions of a radical change in social goals, when communist attitudes were replaced by democratic ones.

In this situation, in modern Russia, there has been a revival of the humanistic goals of education, formulated in the most complete form by K.D. Ushinsky and developed in the work of the best Soviet teachers, such as A.S. Makarenko, V.L. Sukhomlinsky V.F. Shatalov.

Today, the goal of education is formulated as providing assistance to the individual in diversified development. The Law of the Russian Federation "On Education" states that education serves the implementation of "the tasks of forming a general culture of the individual, its adaptation to life in society, assistance in a conscious choice of profession" (Article 9, paragraph 2.). Education, according to the Law, must ensure the self-determination of the individual, the creation of conditions for its self-realization (Article 14, paragraph 1).

Thus, the eternal pedagogical problem of the priority in the education of the interests of the individual or the interests of society, the Law decides in favor of the individual, declaring the commitment of the domestic education system to the humanistic concept of education.

Since the goal of education is somewhat abstract, excessively general, it is concretized, clarified with the help of the wording complex of tasks of education.

Among the tasks of education in the modern system of Russian education, the following stand out:

the formation of a clear life-sense attitude in each pupil, corresponding to natural inclinations and a specific individual social position;
harmonious development of the personality, its moral, intellectual and volitional spheres on the basis of its natural and social capabilities and taking into account the requirements of society;
mastery of universal human moral values, the humanistic experience of the Fatherland, designed to serve as a solid foundation for the entire spiritual world of the individual;
the formation of an active civic position corresponding to the democratic transformations of society, the rights, freedoms and duties of the individual;
development of activity in solving labor, practical problems, creative attitude to the performance of their production duties;
ensuring a high level of communication, relationships in the educational and labor collective on the basis of established socially significant collective norms.

The implementation of the goals and objectives of education is ensured by the joint efforts of all its participants:

1. Teachers, consultants, trainers, leaders of all levels. They are the subjects of the educational process, are responsible for its organization and effectiveness.

“The educator, placed face to face with the pupil,” said Ushinsky, “includes in himself the whole possibility of success in education.”

2. But this does not mean that the process of education can be realized without any participation of its object, i.e. the pupil himself. The pupil himself can either perceive educational influences or resist them - the effectiveness of educational activity also depends on this to a large extent.

3. The third participant in the educational process is the team in which, as a rule, it is carried out. The team has a huge impact on each of its members, and this influence can be both positive and negative. Of course, a team, educational or working group can themselves be the object of education on the part of a teacher or leader.

4. And finally, another active participant in the educational process is that large social macro-environment in which educational and labor collectives exist. The social environment surrounding reality always acts as a powerful factor that has a huge impact on the results of education.

So, education is a complex, multifactorial process. Describing it, A.S. Makarenko wrote: “Education is a social process in the broadest sense. It educates everything: people, things, phenomena, but first of all and most of all - people. Of these, teachers are in the first place.

Goals are an important element of education. Goals have an orienting and system-forming influence on any activity, including the educational process, its content, forms and methods, which largely determines its final result. Great teachers of the past Ya.A. Comenius and K.D. Ushinsky attached great importance to the clarity and accuracy of the goals of education. However, practitioners often do not pay due attention to this issue. “What would you say about an architect,” wrote K.D. Ushinsky - who, laying down a new building, would not be able to answer you the question of what he wants to build - a temple or just a house. You must say the same about an educator who fails to clearly and precisely define the goals of his educational activity for you.

At the same time, the answer to the question about the goals of education is not as simple and obvious as it seems at first glance to a person who is not experienced in the matter of education. First of all, it is not quite obvious how to formulate the goals of education clearly and clearly enough. And in this regard, one should listen to A.S. Makarenko, who believed that "the goals of our work should be expressed in the real qualities of people who will come out of our pedagogical hands."

Conceptual approaches to education are remarkably diverse, which is due to the multi-ethnic nature of our society, the diversity of natural conditions, and the difference in ideas about the relevance of certain social manifestations. The concept of education is a set of ideas and principles of pedagogical activity that determine the purpose, content, positions and methods of interaction between educators and educatees in the educational process (E.V. Bondarevskaya). Justification of the goal of education is impossible without taking into account the peculiarities of the socio-pedagogical situation that gives rise to it. In modern conditions, not only the democratization and modernization of the educational process is taking place, but also the actualization of universal moral values dictated by life: conscience, kindness, justice, mercy, spirituality, human dignity.

The processes of renewal in the modern school are painful and difficult. On the one hand, students develop indifference to learning, anarchic moods, apathy, and ignoring collective forms of activity. On the other hand, many are beginning to understand that in a market economy, eternal human values can flourish, in particular, such as knowledge, entrepreneurship, professionalism, and culture. Thus, the modern socio-pedagogical situation forms an alternative type of personality in relation to traditional educational norms, puts forward the tasks of educating a person in new conditions.

The main goal of education is the versatile and harmonious development of the personality, its self-actualization. The attractiveness of this goal for teachers is concretized in the signs of a self-actualizing personality described by A. Maslow. This allows them to concretize practical educational activities. Let's list these signs:

* more effective perception of reality and a more comfortable attitude towards it;
* acceptance of oneself, others, nature as they are; simplicity, naturalness;
* focus on the task, not on yourself;
* some autonomy, the need for privacy;
* personal autonomy, relative independence from culture, environment; constant freshness of estimates;
* mysticism and experience of higher states;
* a sense of belonging, unity with others;
* democratic character structure;
* distinction between means and ends, good and evil;
* philosophical, innate sense of humor;
* self-actualizing creativity;
* resistance to culturing.

Each of the signs can be implemented in a specific educational work. The concept of purpose is dialectical. Setting a goal obviously entails concretization - the definition of strategic and tactical tasks of education. L.S. Vygotsky wrote: “A person, in essence, educates himself… From a scientific point of view, it is impossible for one to educate another,” i.e., a teacher, at his own discretion, cannot make a pupil either better or worse. He can only create conditions for the student himself to want to become what the teacher would like. In recent years, A.A. Bodalev, O.S. Gazman, V.A. Karakovsky, L.I. Novikov. Therefore, in the formulation of the goal of education, it is also necessary to add - in the conditions of personality-oriented collective creative activity, in which a really growing person can realize the whole range of his needs and potentialities, formulate the features of a self-actualizing personality.

An equally important condition for the success of the goal is the development of a general strategy for education. It can be reflected in the idea that a self-actualizing personality develops when the educational process at school meets two basic conditions: if the educational activity is instrumented as an amateur activity of pupils and if during the educational process students are included in the process of self-knowledge and self-education.

The goal and objectives of education are determined by the teacher, they are often veiled, hidden from the pupil. This is one of the paradoxes of education. The goals of the teacher and the goals of the pupils are diverse and diverse, while their achievement takes place in a single educational process. One of the most important goals of education as a human-forming process is its return to the context of culture (E.V. Bondarevskaya). It is necessary to integrate upbringing and education into culture. This means their orientation towards universal human values, world and national spiritual culture, humanization of the upbringing process, humanization of the content of education and upbringing.

In the process of upbringing, the socialization of the personality, the development of the personality (transition to new levels), its self-determination (the formation of responsibility), the formation of neoplasms (new personality traits), and the integration of the personality (V.S. Kukushin) take place. The goals of education vary depending on the social, economic, political, cultural, ethnic, confessional state of society.

Consider the variety of educational goals identified by outstanding teachers from different historical eras.

The struggle around the goals of education flared up already in the ancient world. Ancient thinkers agreed that the goal of education should be the education of virtues. But what is considered a virtue? Plato gave preference to the education of the mind, will and feelings. Aristotle spoke about the cultivation of courage and hardiness (endurance), moderation and justice, high intelligence and moral purity.

Renaissance humanists (Vittorino de Feltre, Francois Rabelais, Erasmus of Rotterdam, Thomas More, Michel de Montaigne, Tommaso Campanella and others) proclaimed the cult of man. A person in treatises on education is an active person, socially and civic-oriented, highly moral, possessing self-esteem, courage, physical and mental stamina, capable of being a defender of the fatherland; she has a desire for praise, glory and great deeds; it is distinguished by comprehensive education and culture (G.M. Kodzhaspirova).

The purpose of education, according to Ya.A. Comenius, consists in knowing oneself and the surrounding world, managing oneself, striving for union with God, but at the same time preparing for activity in earthly life. The child must acquire such qualities as moderation, neatness, respect for elders, courtesy, truthfulness, charity, diligence, patience, delicacy, dignity.

J. Locke spoke about the upbringing of a gentleman who knows how to conduct his affairs sensibly and prudently, an enterprising person, refined in handling. He singled out physical, moral, mental, religious and labor education.

The main ideas in the field of education K.A. Helvetia is the innate equality of all people, personal interest as the driving force behind the individual development of people and their activities, education as a guiding force in the development of interests, the political system as the determining principle of education.

J.J. Rousseau in his book "Emil, or On Education" considered what education should be: free, natural, dependent on nature, people.

J.J. Rousseau firmly stood on the position of subordinating the goal of education to the formation of universal values. Education is necessary for a person because, he said, that he is born helpless and weak. The task of education is to create a person. “To live is the craft that I want to teach him (the pupil). Coming out of my hands, he will be - I agree with this - not a judge, not a soldier, not a priest: he will be, first of all, a man; everything that a person should be, he will be able to be, if necessary, as good as anyone else, and no matter how fate moves him from place to place, he will always be in his place.

I. Pestalozzi, a Swiss democratic educator, believed that the goal of education is to develop the abilities and talents of a person inherent in him by nature, constantly improve them and, thus, ensure "the harmonious development of human strengths and abilities." The German philosopher I. Kant had high hopes for education and saw its goal in preparing the pupil for tomorrow: “Children should be educated not for the present, but for the future, perhaps the best state of the human race, that is, for the idea of humanity , and in accordance with its general purpose. A follower of Kant, the German educator F. Rein, specified this goal: “Education should develop a truly good person out of a pupil, receptive to everything worthy of attention, able to work usefully for his people, a conscientious and sincerely, deeply religious person.”

The German educator I. Herbart saw the goal of education in the comprehensive development of interests, aimed at the harmonious formation of a person. The ideal of education is a virtuous person. Considering this goal as eternal and unchanging, Herbart had in mind the education of people who are able to adapt to existing relationships, respecting the established legal order.

The main task of education and training with M. Montaigne is the acquisition of moral qualities and the education of civic feelings, the habit of independent thought and a critical attitude towards any views and authorities.

T. Campanella wrote that the education system is of a public nature and is the same for all citizens. Education should be organized in such a way that all children develop their strengths and abilities.

The purpose of education for I.G. Pestalozzi - to develop all the natural forces and abilities of man. The task of education is to create a harmoniously developed person through work, play, and learning. I.G. Pestalozzi is the founder of the concept of developing nurturing education: "training must be subordinated to education."

I. Kant saw the goal of education in leading the human race to perfection, in helping a person fulfill his purpose, in developing human nature in himself. Kant's pedagogy is the pedagogy of the will.

The purpose of education, according to I.F. Herbart, is achieved by the development of the versatility of interests and the creation on this basis of an integral moral character, guided by the moral ideas of inner freedom, perfection, goodwill, law, and justice.

R. Descartes proclaimed the ideal of education - the development of clear thinking based on evidence and the natural equality of minds, allowing for innate differences in intelligence. Utopian socialists (K.A. Saint-Simon, R. Owen, C. Fourier) believed that education is a great social phenomenon that should be the subject of concern for the state. For them, man is a product of the environment, only the social environment, that is, capitalism, is to blame for all the shortcomings, and it must be replaced by socialism. Labor education is a necessary condition for the all-round development of a person.

The Russian Social Democrats offered the world their vision of the goals of education. V. G. Belinsky in the 40s. 19th century wrote about the upbringing of a fighter against serfdom and tsarism. AI Herzen was convinced that the goal of education is the preparation of a free, active, humane, comprehensively developed individual who fights against social evil. N. G. Chernyshevsky set a noble goal for education - to prepare a public, ideological, direct and honest person, with a reasonable amount of egoism, understanding by this a kind of combination of the personal with the public.

The goal of education for N.A. Dobrolyubov and N.G. Chernyshevsky - the upbringing of a patriot and a highly ideological person, a citizen with strong convictions, a comprehensively developed person.

K.D. Ushinsky wrote that education depends on the historical development of the people, it cannot be invented or borrowed from others: “Education, created by the people themselves and based on the principles of the people, has a power that is not found in the best systems based on abstract ideas.”

According to E. Durkheim, education aims to arouse and develop in a child a number of physical, intellectual and moral states that are required of him by political society as a whole and, in particular, by the social environment to which he belongs.

According to M. Montessori, education is possible only when the child is given complete freedom of action, spontaneous activity. M. Montessori's system is built on the ideas of free education and is intended for children from 3 to 9 years old.

J. Korchak spoke about the awareness and recognition of the child as the most important link in the chain of subjects of education. He formulated the principles of education: respect for the work of knowing the child, his failures and tears, the property of the child, the hard work of growth, the identity of the child, the parity of relationships, security, non-violence, unconditional support and help, the unconditional love of the educator for the pupil. P.P. Blonsky formulated the fundamental pedagogical ideas: education and upbringing should be carried out on the basis of knowledge of the patterns of child development; on respect for the personality of the child, his needs and interests, the versatile development of his personality. P.P. Blonsky formulated the principle of industrialization - the close connection of the school with production, labor vocational training.

A.S. Makarenko developed a system of education and created the theory of the labor collective as a form of the pedagogical process in which the norms inherent in the association of people, lifestyle, and relationships are formed. He argued that the most important thing is "to be able to see the charm of today and tomorrow and live this charm." He considered labor education to be one of the most important elements of education. Developed the most important issues of family education, including issues of the family, its culture, methods of education in the family.

V.A. Sukhomlinsky focused on the education of the younger generation of citizenship. He continued the development of the doctrine of the educational process in a team, developed a methodology for working with an individual student in a team. V.A. Sukhomlinsky also developed questions of the educational impact of traditions, folklore, and nature.