Education as a social phenomenon Pedagogy. Reveal the essence of education as a social phenomenon and as a purposeful pedagogical activity. Essential characteristics of education

Open three main directions in pedagogy and psychology on the problem of personality development.

One of the complex and key problems of pedagogical theory and practice is the problem of personality and its development in specially organized conditions. It has different aspects, therefore it is considered by different sciences: age-related physiology and anatomy, sociology, child and educational psychology, etc. Pedagogy studies and identifies the most effective conditions for the harmonious development of the individual in the process of training and education.

In foreign pedagogy and psychology, there are three main areas on the problem of personality and its development - biological, sociological and biosocial.

Representatives of the biological direction, considering the personality as a purely natural being, explain all human behavior by the action of the needs, drives and instincts inherent in him from birth (S. Freud and others). A person is forced to obey the requirements of society and at the same time constantly suppress natural needs. In order to hide this constant struggle with himself, he "puts on a mask" or dissatisfaction of natural needs is replaced by employment in some kind of activity.

Representatives of the sociological trend believe that although a person is born as a biological being, however, in the course of his life he gradually socializes due to the influence on him of those social groups with which he communicates. The lower the level of development of a personality, the brighter and sharper its biological features are, first of all, the instincts of possession, destruction, sexuality, etc.

Representatives of the biosocial direction believe that mental processes (sensation, perception, thinking, etc.) are of a biological nature, and the orientation, interests, abilities of the individual are formed as social phenomena. Such a division of personality can in no way explain either its behavior or its development.

Education in the broad sense of the word- the impact on the personality of society as a whole (identifying upbringing with socialization);

Education in the narrow sense of the word- purposeful activity designed to form in children a system of personality traits, attitudes and beliefs; local option - the solution of a specific educational task (for example, the education of collectivism, social activity, etc.). In modern pedagogical literature, there are various definitions of the concept of "education":

- preparing the younger generation for life;

- a specially organized pedagogical influence on a developing personality with the aim of forming in her certain social properties and qualities;

- the process of purposeful formation of personality;

- purposeful management of the process of personality development, etc.

If we analyze the definitions of the concept of education, we can state that it is often identified with the concepts of "socialization", "formation", "development". In order to clarify the essence of education, it becomes necessary to separate these concepts.

Education is also understood as an educational process, education itself, in order to separate educational activities from learning and other influences; as a direction of educational work (moral, environmental, civic, patriotic, etc.), as an assessment of the level of a person's culture (he received a good upbringing).

In modern pedagogy, another concept of education appears: multicultural education, which involves taking into account the cultural and educational interests of various national and ethnic minorities and solves the following tasks:

– human adaptation to the values ​​of multinational cultures;

– formation of an understanding of the equivalence of cultures of different peoples and nations;

- learning to interact between people with different traditions;

- Orientation to the dialogue of cultures.

The development of the concept of education led to the identification and characterization of a number of its aspects: types, types and models of education.

There are two types of parenting:

- the first is based on the natural division of labor and corresponds to the socio-cultural essence of the primitive era;

- the second, arose as a result of the social division of labor, property and social inequality, which led to the differentiation of the goals of education and the ways of their implementation in different social groups.

Types of education are classified according to the nature of educational goals and ways to achieve them:

- on an institutional basis, they distinguish: family, school, out-of-school, confessional (religious), education at the place of residence, education in children's and youth organizations; in specialized children's institutions (boarding schools, orphanages, etc.);

- according to the style of relations between the educator and the pupil: authoritarian, democratic, liberal.

Parenting Models:

1. The technocratic model is based on strict management and control over the pupil, the technological organization of the educational process, its reproducibility and obtaining the desired result, primarily in behavior in various social situations. Education is understood as the formation of the type of behavior of the educated person with the help of a developed system of reinforcements.

2. The societal model is based on a certain system of values ​​inherent in a given social group or society. All other values ​​are recognized as false. For example, religious, communist, nationalist model, etc.

3. Idealistic model - education as the creation of such an environment for the educated, thanks to which the eternal and unchanging ideas embedded in the soul would form a full-fledged personality (Plato, T. Mor, T. Campanella, I. Pestalozzi, etc.).

4. Pragmatic model - teaching pupils to solve real life problems and achieve success in life, transferring only knowledge that is useful in life, focused on the practical application of knowledge, the focus of education on the individual self-development of the pupil.

5. The humanistic model is organized on the basis of interaction, taking into account the personal and individual characteristics of the pupil, accepting him as he is, creating an atmosphere of trust, support and protection. The main personal factors in the development of an individual, from the point of view of humanistic pedagogy, are self-development, self-education, self-education, self-training. Also in pedagogy there are various interpretations and concepts of the “education process”:

- this is an organized, purposeful management of the education of schoolchildren in accordance with the social order;

- this is the process of formation, development of the personality, which includes both purposeful influence and self-education;

- this is an effective interaction (cooperation) of educators and pupils, aimed at achieving a given goal, etc.

Education arose along with the emergence of human society and has existed throughout its history, from the very beginning performing the general function of transferring social experience from generation to generation. Some scientists (G.B. Kornetov, A.V. Dukhavneva, L.D. Stolyarenko) attribute the origin of the rudiments of education in the tribes of hominid habilis (Human being able) to the period of 2.5–1.5 million years ago. The development of hunting led to the fact that the habilis accumulated and passed on to the next generations information about the terrain, the habits of animals, how to track and hunt them, about intra-group interaction, the creation and use of hunting tools.

Education is the process of transferring socio-historical experience by older generations to new generations in order to prepare them for the life and work necessary to ensure the further development of society. In pedagogy, you can find the concept of "education", used in several meanings:

· in a broad social sense when it comes to the educational impact on a person of the entire social system and the reality surrounding a person;

· in a broad pedagogical sense when we mean purposeful education carried out in the system of educational institutions (or any separate educational institution), covering the entire educational process;

· in a narrow pedagogical sense when education is understood as a special educational work aimed at forming a system of certain qualities, views and beliefs of students;

· in an even narrower sense when we mean the solution of a certain educational task, associated, for example, with the formation of moral qualities (moral education), aesthetic ideas and tastes (aesthetic education), etc.

The education of a person in the broad pedagogical sense is a purposeful process carried out under the guidance of people specially allocated by society - teachers, educators, educators, which includes all types of training sessions and extracurricular, specially conducted educational work.

Education was collective and became more complex as the types of labor became more complex, associated primarily with the development of the rudiments of agriculture and animal husbandry. After selection in tribal community family children, receiving the beginning of education in the family, more general preparation for life, the struggle for existence began to receive in communication with members of a kind, tribe. Later, when an active process of class stratification of society began and the power of leaders, elders, and priests increased, education began to change somewhat - not all children were trained to earn a living. Some of them began to be trained to perform special functions related to rituals, rituals, and administration. It can be assumed that the first beginnings of organized activities date back to the period when people began to stand out in the tribal community who, as it were, specialized in transferring their experience in any particular type of activity. For example, the most dexterous and successful hunters taught the youth how to hunt. Small groups began to gather around the elders and priests, who taught a certain part of the youth how to perform rituals.

In the following socio-historical formation - slave society, the first society, divided into antagonistic classes - slave owners and slaves, with sharply different living conditions, position in society, education became a function of the state. In the countries of the most ancient civilization - Greece, Egypt, India, China, etc., special educational institutions began to be created for the implementation of education. The upbringing of the children of slaves was aimed at preparing them to perform various types of service and physical labor and was carried out in the process of labor itself. They were taught to be humble and humble. There were no special educational institutions for their education and training for work at that time.

In a feudal society two antagonistic classes stand out: feudal lords and serfs. Within the class of feudal lords, estates are distinguished: the clergy, secular feudal lords, nobles, belonging to which was hereditary. In the era of feudalism, the system of educational institutions serving the privileged strata of society was further developed, giving, for example, spiritual education to the children of the clergy, knightly education to the children of feudal lords. Russia has developed its own system of educational institutions for the children of the nobility. A characteristic feature of all these systems of education was class, which manifested itself in the fact that each of these systems was intended for children belonging only to a certain class - the clergy, the feudal nobility, the nobility. The level of development of production in the early period of feudalism did not require special educational training from the peasants, so the vast majority of serfs did not study at schools at that time. They were trained in labor skills and skills in the process of labor itself. Traditions in education were passed down from family to family, manifested in folk rituals, observance of customs. Characteristic of the era of feudalism, especially its early period, was the leading and guiding role of the church and the clergy in the implementation of all basic forms of education.

The expansion of trade and trade and economic relations between states, the growth of cities, the development of crafts and manufactory caused the emergence and strengthening of the bourgeoisie, which could not put up with the class character of educational institutions intended for the children of the clergy and the feudal nobility. She was not satisfied with the limited stock of knowledge possessed by graduates of various parochial, guild, guild and various other city schools opened by the city authorities. Developing industrial production needed competent workers. Organized and purposeful education of the children of working people has become socially necessary. The coming of the bourgeoisie to power, the establishment and development of production relations characteristic of capitalist society, led to a new alignment of political forces in the country, a different class structure.

In a capitalist society education also has a pronounced class character, it is controlled and directed by the ruling class - the bourgeoisie and develops in its interests, ensuring the consolidation of class and property inequality of the children of the exploiters and the exploited. Socialist society has opened up completely different opportunities for introducing culture to all citizens, for children to receive a versatile education, and to develop their abilities and talents. And the main educational institution, the school, turned from an instrument of oppression into an instrument of the communist transformation of society.

self-education- conscious, purposeful human activity aimed at improving their positive qualities and overcoming negative ones. Elements of S. are already present in preschoolers, when the baby is not yet able to comprehend his personal qualities, but is already able to understand that his behavior can cause both positive and negative reactions from adults. The need for self-knowledge, self-analysis, self-esteem and self-control most clearly begins to manifest itself in adolescence. But due to the lack of sufficient social experience and psychological preparation, adolescents are not always able to understand the motives of their own actions and need tactful pedagogical help from adults. S. becomes more conscious and purposeful in adolescence, when young people's personal qualities are formed to a greater extent. In the process of developing a worldview and professional self-determination, young men and women develop a pronounced need for the development of the intellectual, moral, and physical qualities of a person in accordance with the ideals and social values ​​that are characteristic of a given society and their immediate environment. The level of S. is the result of the upbringing of the individual as a whole.

re-education- a system of educational influence on pupils with moral and legal deviant behavior in order to eliminate it and correct the personality of the pupil. P. is one of the basic concepts of penitentiary pedagogy (Penitentiary pedagogy is a branch of pedagogical science that studies the activity of correcting persons who have committed a crime and sentenced to various types of punishment). The terms "P." and "correction" are close in meaning and are often considered as synonyms, but experts identify a number of their features. Correction- this is the process of eliminating moral and legal deviations by a person and returning to the social norm under the influence of a purposeful system of education. Correction is at the same time the result of P. There is a point of view that P. includes the activity of both the educator and the pupil, and the correction is the activity of the pupil himself. However, the process of correction, like P., is possible only with the interaction of the educator and the pupil. Most experts came to the conclusion that P. is a specific process of education, due to the degree of neglect of the pedagogical and environmental characteristics. The goals, objectives, means, and methods of education are determined by the general conditions of the education system. A specific P. program is built on the basis of studying the characteristics of the personality of a pupil with deviant behavior, establishing the causes that caused it, and developing a system of educational measures aimed at the social correction of the pupil.

Upbringing- relatively meaningful and purposeful cultivation of a person in accordance with the specifics of the goals, groups and organizations in which it is carried out.

Principles of the educational process (principles of education)- these are general starting points, which express the basic requirements for the content, methods, and organization of the educational process. They reflect the specifics of the upbringing process, and unlike the general principles of the pedagogical process discussed above, these are general provisions that guide teachers in solving educational problems.

Principles:

The principle of personification in education requires that the educator:

constantly studied and knew well the individual characteristics of temperament, character traits, views, tastes, habits of their pupils;

· was able to diagnose and knew the real level of development of such important personal qualities as way of thinking, motives, interests, attitudes, personality orientation, attitude to life, work, value orientations, life plans, etc.;

· constantly attracted each pupil to educational activities that were feasible for him and increasingly difficult in terms of difficulty, ensuring the progressive development of the personality;

timely identified and eliminated the reasons that could interfere with the achievement of the goal, and if these reasons could not be identified and eliminated in time, he promptly changed the tactics of education depending on the new prevailing conditions and circumstances;

Relying on the individual's own activity as much as possible;

combined education with self-education of the individual, helped in choosing goals, methods, forms of self-education;

· Developed independence, initiative, self-activity of pupils, not so much led as skillfully organized and directed activities leading to success.

The principle of natural conformity. In its most general form, it means relating to man as a part of nature, relying on his natural forces and creating conditions for his development, drawn from nature. The exact order of education, and, moreover, such that no obstacles would be able to violate, should be borrowed from nature. The principle of natural conformity of J. A. Comenius was supported and developed by John Locke: “God left a certain seal on the soul of every person, which, like his appearance, can be slightly corrected, but it can hardly be completely changed and turned into the opposite. Therefore, one who deals with children should thoroughly study their natures and abilities with the help of frequent tests (!), watch in which direction they easily deviate and what suits them, what are their natural inclinations, how they can be improved and what they might be useful for."

Studies have confirmed that the neglect of the principle of conformity to nature has caused the crisis of education in many countries. Having discovered the reason for the weakening of the health of schoolchildren, the deterioration of morality and mental imbalance, the teachers of these countries were not afraid to admit their mistakes and returned to the tried and tested classical pedagogy.

The principle of cultural conformity- this is an account of the conditions in which a person is located, as well as the culture of a given society, in the process of upbringing and education. The ideas of the need for cultural conformity were developed by the German teacher F.A.V. Disterweg, who developed the theory of developmental learning. Highly appreciating the role of educating the people, Diesterweg included the upbringing of humane and conscious citizens among the tasks of school education. The state of culture of any nation acts as a basis, a basis from which a new generation of people develops, therefore, the stage of culture at which society is located makes the school and the entire education system as a whole demand to act culturally, i.e. to act in accordance with the requirements of culture in order to educate intelligent, educated people. Diesterweg did not rule out the possibility of a contradiction between the principles of natural conformity and cultural conformity. He believed that in the event of a conflict, one should not act contrary to nature, one should counteract the influence of a false education, a false culture. Having become the bearer of cultural and historical values, a person in the course of his life perceives, reproduces these values ​​and strives for the creation of new cultural realities.

The principle of humanization. Humanistic education has as its goal the harmonious development of the individual and implies the humane nature of relations between the participants in the pedagogical process. The term "humane education" is used to designate such relations. The latter implies a special concern of society for educational structures. In the humanistic tradition, the development of a personality is seen as a process of interrelated changes in the rational and emotional spheres that characterize the level of harmony of its self and society. It is the achievement of this harmony that is the strategic direction of humanistic education. The generally accepted goal in the world theory and practice of humanistic education has been and remains the ideal of a person who is comprehensively and harmoniously developed, coming from the depths of centuries. This goal-ideal gives a static characterization of the personality. Its dynamic characteristic is connected with the concepts of self-development and self-realization. Therefore, it is these processes that determine the specifics of the goal of humanistic education: the creation of conditions for self-development and self-realization of the individual in harmony with himself and society.

The principle of differentiation. The essence of differentiation is that in education it is necessary to take into account the age and individual characteristics of students, since they affect the behavior and development of the individual in one way or another. No less influence on education is exerted by the individual characteristics of the mental, physical and moral development of students, their reaction to external influences.

regularity- a concept close to the law; a set of interrelated laws that provide a stable trend. Among patterns of education allocate:

· The law of conformity of upbringing and requirements of society.

· The law of unity of goals, content, methods of education.

· The law of unity of education, training and personal development.

· The law of education in activity.

The law of student activity.

· The law of unity of education and communication.

The law of upbringing in a team.

A generalization of the studies available in the pedagogical literature on this issue allows us to single out the following laws of the process of education:

The educational process achieves the greatest effect, has the greatest effectiveness, if it simultaneously, interconnectedly, reflects the actual needs and opportunities for social and individual-personal development.

The more expediently the activity of pupils is organized, the more rationally their communication is built, the more effectively the educational process proceeds.

The more in the organized activities of pupils the reliance on providing them with initiative, independence, activity, orientation to the situation of success, the more effective the educational process is.

The more purposefully in the educational process there is a holistic influence on the verbal and sensory-motor processes that underlie the consciousness, feelings and practical actions of pupils, the more effective is the harmony of the mental, spiritual and physical development of children.

The more the pedagogical influence of the educator on the pupils is hidden, the more effective the educational process as a whole.

· The more consistently the mutual links between the purpose, content and methods of the educational process are carried out, the higher its effectiveness.

· Methodological principles (approaches) – class approach, formational approach, civilizational approach, cultural approach.

Subject and scope formation theory- history as an objective, independent of the consciousness and will of people, the result of their activities. Subject and scope civilizational approach- history as a process of life of people endowed with consciousness and will, focused on certain values ​​specific to a given cultural area.

Formation theory is primarily an ontological analysis of history, i.e. revealing deep, essential foundations. The civilizational approach is basically a phenomenological analysis of history, i.e. a description of those forms in which the history of countries and peoples is the gaze of the researcher.

Formational analysis is a section of history "along the vertical". It reveals the movement of mankind from the original, simple (lower) steps or forms to the steps of more and more complex, developed ones. The civilizational approach, on the contrary, is the analysis of history "horizontally". Its subject is unique, inimitable formations - civilizations coexisting in the historical space-time. If, for example, the civilizational approach allows us to establish how the Chinese society differs from the French and, accordingly, the Chinese from the Frenchman, then the formational approach - how the modern Chinese society differs from the same society of the Middle Ages and, accordingly, the modern Chinese from the Chinese of the feudal era.

Formation theory is primarily a socio-economic section of history. It takes as the starting point for comprehending history the mode of material production as the main one, which ultimately determines all other spheres of social life. The civilizational approach gives preference to the cultural factor. Its starting point is culture, and, so to speak, of a behavioral order: traditions, customs, rituals, and so on. In the foreground here is not the production of means of subsistence, but life itself, and not so much laid out on the shelves (material, spiritual, etc.), which is generally necessary for understanding the structure of the whole, but in an undivided unity.

With the formational approach, the emphasis is on the internal factors of development, this process itself is revealed as self-development. For these purposes, an appropriate conceptual apparatus has been developed (contradictions in the mode of production - between the productive forces and production relations, in the social class structure of society, etc.). The main attention is paid to the struggle of opposites, i.e. more to what separates the people of a given social system (society), and less to what unites them. The civilizational approach, on the contrary, explores mainly what unites people in a given community. At the same time, the sources of its self-propulsion remain, as it were, in the shadows. Attention is focused more on external factors in the development of the community as a system ("call-response-challenge", etc.).

The selection of these aspects is rather conditional. Each of them is far from certain. And the established differences between the formational and civilizational approaches are by no means absolute. According to Marx, for example, history as an objective process is only one side of the matter. The other is history as the activity of people endowed with consciousness and will. There is no other story

Formation theory begins to comprehend society "from below", i.e. from the production method. It should be emphasized that the entire philosophy of history before Marx focused on the analysis of the sphere of politics, law, morality, religion, culture, less often natural, natural (mainly geographic) conditions, etc. Marx, in direct contrast to tradition (according to the law of negation), put forward material production in the first place. As they say, he did not have enough time or energy to analyze other spheres of social life in the entire scope of their content and functioning. At best, individual problems were analyzed (the interaction of the main spheres of public life, class relations and class struggle, the state as an instrument of political domination of the economically leading class, and some others)

In other words, society as a social organism was revealed from one point of view, namely from the point of view of the determining role of the mode of material production, which led to an underestimation of the significance and role of other areas, especially culture. Such one-sidedness, in our opinion, was caused not so much by the essence or principles of the materialistic understanding of history as by the circumstances of a specific research situation in the social cognition of that time (an underestimation of just this method). The followers of Marx further exacerbated this one-sidedness. It is no coincidence that the leading leitmotif of Engels' last letters ("Letters on Historical Materialism") to the young followers of Marxism is the emphasis (in addition to the determining role of production) of the active role of the superstructure (politics, law, etc.), the moment of its independent development. But these were rather recommendations . For a comprehensive study of the same culture, morality, etc. Engels also no longer had the strength or time. It is worth noting such a specific phenomenon as the magic of a new word. The term "mode of production" (the mode of production of material life) fascinated by its novelty, the high resolution of rational cognition, as if illuminating the deep processes of life with electric contrast-sharp light.

Supporters of the civilizational approach begin to comprehend society, its history "from above", i.e. from culture in all its diversity of forms and relations (religion, art, morality, law, politics, etc.). They devote the lion's share of time and energy to its analysis. This is quite understandable. The sphere of spirit and culture is complex, vast and, what is important in its own way, multicolored. The logic of its development and functioning captivates researchers. They open up new realities, connections, patterns (persons, facts). They get to material life, to the production of means of subsistence, as they say, in the evening, at the end of their strength, research ardor and passion.

Here it is important to focus on the specifics of over-production or non-production spheres of life. In the process of production, society and man are merged with nature, immersed in it, directly subject to its laws. The substance of nature is processed, various forms of energy are used. Objects and tools of labor, means of production are nothing but transformed forms of natural matter. In them and through them man is united with nature, subordinated to it. The very connection with nature in the process of production, direct and unconditional subordination to it, the obligation to work in it is perceived by man as a difficult necessity.

Outside of production, man is already separated from nature. This is the realm of freedom. Being engaged in politics, art, science, religion, etc., he no longer deals with the substance of nature, but with objects that are qualitatively different from nature, i.e. with people as social beings. In these areas, a person is so visibly separated from nature that this cannot but be evident even at the level of everyday consciousness and is perceived as the highest difference from it, as his essence or "selfhood". Man as a social being is so disconnected from the chain of direct dependence on nature, the need to obey its laws (as opposed to the need to obey its laws in the realm of production), so left to himself that his life activity in these areas is perceived as the realm of freedom. The sphere of culture thus has a special charm in his eyes. Of course, here, too, a person uses the substance of nature (the sculptor - marble, the artist - canvas, paint, etc.), but in this case it plays an auxiliary role.

In addition, it should be borne in mind that these areas (politics, law, art, religion, etc.) make special demands on the individuality of a person, on his personal (social and spiritual) potential. It is no coincidence that in the history of culture, the memory of mankind has preserved most of the names of outstanding personalities. Creations themselves (scientific discoveries, works of art, religious asceticism, etc.) are less subject to the destructive influence of time than tools and other means of production. Therefore, the researcher constantly deals with the personal principle, with unique facts, with the thoughts and feelings of people. In production, the identity and uniqueness of the product of activity is erased. It is not uniqueness that reigns here, but seriality, not individuality, but mass character, collectivity.

According to a number of researchers (I.N. Ionov), such characteristics of the formational theory as the linear-stage logic of the historical process, economic determinism and teleologism "dramatically complicate" its interaction with more developed theories of civilizations dating back to the second half of the 19th - XX centuries However, we note that the Marxian model of historical development is not linear-stadial, but a more complex spiral character. It can give a lot for the development of civilizational theory. No matter how researchers (A. Toynbee, for example) emphasize the juxtaposition of actually existing and existing civilizations, the absence of any unity and a single logic of development in their entirety (each new civilization begins the development process as if from scratch), one cannot completely ignore the obvious fact that that ancient and modern civilizations noticeably differ in the level and quality of people's lives, in the richness of the forms and content of this life. You can not resort to the term "progress", but you can not get rid of the idea that modern civilizations are developed more than ancient civilizations. The mere fact that today about six billion people live on Earth at the same time, i.e. several times more than during the existence of the Sumerian or Crete-Mycenaean civilization, speaks of new possibilities for human history. In some civilizational concepts, the concepts of "traditional society", "modern society" are widely used. And this, in essence, is a direct separation of civilizations along the scale of historical time, i.e. contains a formative moment. The time scale is nothing but the scale of progressive evolution. In general, supporters of the concept of local civilizations are not consistent in everything. They do not deny the idea of ​​the development of each of the specific civilizations and deny this idea the right to exist in relation to the world totality of civilizations, past and present, they do not notice that this totality is a single integral system. To the history of people it is necessary to go from the history of the planet, the history of life on it, in the unity of biospheric (cosmic), geographical, anthropological, sociocultural factors.

Formation theory, with all its shortcomings, is one of the first attempts to build a global picture of human history (the metatheory of the historical process) on the basis of scientific rationality. The specific scientific aspects of it are largely outdated, but the very approach underlying it remains valid. It attempts to systematically reveal the most general foundations and deep tendencies of the historical process and, on this basis, to analyze the general and special properties of concrete historical societies. Because of the highly abstract nature of this theory, it is dangerous to apply it directly to a particular society, to squeeze individual societies into the Procrustean bed of formations. Between this metatheory and the analysis of concrete societies there must lie theories of the middle level.

Let us conclude our reasoning with the conclusion of the English researcher G. McLennan, who belongs to the liberal wing of social thinkers. After conducting a comparative analysis of the Marxist approach and the pluralistic approach (which, we repeat, can be called civilizational), he concludes: "While pluralists do not seek to explore the fundamental processes of the evolution of human society, as a result of which their social ontology is very poor, Marxists, on the contrary, show interest precisely in the processes going on in the depths of society, and in the causal mechanisms that are designed to reveal both the logically rational and the possible general direction of this evolution. If, he writes further, the systemic aspects of post-capitalist societies cannot be considered without using Marxist categories (especially such as the mode of production and the change of social formations), then the analysis of phenomena leading to a plurality of social formations and their subjective interests (urbanization, consumer subcultures, political parties, etc.), is more fruitful in the plane of classically pluralistic methodology.

Thus, it is too early to write off the methodology of the formational approach. It retains heuristic power. But then a number of questions arise related to the failures of formational theory in comprehending modern history, the prospects for the development of capitalist civilization, and the failures of the socialist experiment begun in our country. The task, therefore, is to modernize the formational doctrine, cleanse it of ideological layers, and strengthen its civilizational sound. Try to provide, in other words, the connection of opposites (formational and civilizational approaches). And we will have to start from the very roots, taking into account all the main sections of the history of mankind - anthropo-ethno-sociogenesis.

Cultural approach as a concrete scientific methodology of cognition and transformation of pedagogical reality has three interrelated aspects of action: axiological (value), technological and personal-creative(I.F. Isaev).

Axiological aspect The cultural approach is due to the fact that each type of human activity as purposeful, motivated, culturally organized has its own grounds, assessments, criteria (goals, norms, standards, etc.) and methods of evaluation. This aspect of the culturological approach presupposes such an organization of the pedagogical process, which would ensure the study and formation of the value orientations of the individual. The latter are stable, invariant, in a certain way coordinated formations ("units") of moral consciousness, its main ideas, concepts, "value goods", expressing the essence of the moral meaning of human existence and indirectly - the most general cultural and historical conditions and perspectives (T. I. Porokhovskaya).

Technological aspect cultural approach is associated with the understanding of culture as a specific way of human activity. It is activity that has a universal form in culture. She is her first universal certainty. The categories "culture" and "activity" are historically interdependent. It is enough to trace the evolution of human activity, its differentiation and integration, to be convinced of the adequate development of culture. Culture, in turn, being a universal characteristic of activity, as it were, sets a social and humanistic program and predetermines the direction of this or that type of activity, its value typological features and results (N.R. Stavskaya, E.I. Komarova, I.I. Bulychev). Thus, the assimilation of culture by a personality presupposes the assimilation of the methods of practical activity by it, and vice versa.

Personal and creative aspect cultural approach due to the objective relationship of the individual and culture. The individual is the bearer of culture. It not only develops on the basis of the objectified essence of a person (culture), but also introduces something fundamentally new into it, i.e. becomes the subject of historical creativity (K. A. Abulkhanova-Slavskaya). In this regard, in line with the personal-creative aspect of the culturological approach, the development of culture should be understood as the problem of changing the person himself, his formation as a creative person.

Creativity always acts as a specific human property, both generated by the needs of a developing culture and shaping culture itself. The creative act and the personality of the creator, according to L. S. Vygotsky, should be woven into a single communicative network and comprehended in close interaction. Thus, the individual-creative aspect of the culturological approach in pedagogical theory and practice requires taking into account the links of culture, its values ​​with the personality and creative activity.

A person, a child lives and studies in a specific socio-cultural environment, belongs to a certain ethnic group. In this regard, the culturological approach is transformed into an ethnopedagogical one. In this transformation, the unity of the international (universal), national and individual is manifested.

In recent years, the importance of the national element in the upbringing of the younger generation has been underestimated. Moreover, there was a tendency to ignore the rich heritage of national cultures. To date, the contradiction between the great educational opportunities of national cultures, in particular folk pedagogy, and their insufficient use due to the lack of scientifically based recommendations has been sharply exposed.

Meanwhile, the culturological approach suggests the need to resolve this contradiction. An organic combination of "entry" of youth into world culture and education based on the national traditions of the people, their culture, national and ethnic rituals, customs, habits is a condition for the implementation of the ethnopedagogical approach to the design and organization of the pedagogical process.

National culture gives a specific flavor to the environment in which various educational institutions operate. The task of teachers in this regard is, on the one hand, to study and form this environment, and on the other hand, to make the most of its educational opportunities.

One of the resurgent ones is the anthropological approach, which was first developed and substantiated by K.D. Ushinsky. In his understanding, it meant the systematic use of data from all sciences about man as a subject of education and their consideration in the construction and implementation of the pedagogical process. K.D. Ushinsky attributed human anatomy, physiology and pathology, psychology, logic, philosophy, geography (studying the earth as a dwelling of a person, a person as an inhabitant of the globe), statistics, political economy and history in a broad sense (the history of religion, civilization, history) to a wide range of anthropological sciences. philosophical systems, literature, arts and education). In all these sciences, as he believed, facts are stated, compared and grouped together, and those relations in which the properties of the object of education are revealed, i.e. person. “If pedagogy wants to educate a person in all respects, then it must first recognize him in all respects too” - this is the position of K.D. Ushinsky was and remains the unchanging truth for modern pedagogy. Both the sciences of education and the new forms of the educational practice of society are in dire need of their human-science foundation.

The relevance of the anthropological approach lies in the need to overcome the "childlessness" of pedagogy, which does not allow it to discover scientific laws and design new models of educational practice on their basis. Knowing little about the nature of its object and its subject, pedagogy cannot perform a constructive function in managing the processes being studied. Her return of the anthropological approach is a condition for the integration of pedagogy with psychology, sociology, cultural and philosophical anthropology, human biology and other sciences.

The identified methodological principles (approaches) of pedagogy as a branch of humanitarian knowledge make it possible, firstly, to isolate not imaginary, but its real problems and thereby determine the strategy and main ways to resolve them. Secondly, it makes it possible to holistically and in dialectical unity analyze the totality of the most significant educational problems and establish their hierarchy. And finally, thirdly, these methodological principles make it possible in the most general form to predict the greatest probability of obtaining objective knowledge and to get away from the previously dominant pedagogical paradigms.

The culturological approach is due to the objective connection of a person with culture as a system of values. Man contains a part of culture. He not only develops on the basis of the culture he has mastered, but also introduces something fundamentally new into it, that is, he becomes the creator of new elements of culture. In this regard, the development of culture as a system of values ​​is, firstly, the development of the person himself and, secondly, his formation as a creative person.

LECTURE. Education as a socio-pedagogical phenomenon

1. Essence and principles of education

Education in a broad social sense is a set of formative influences of all social institutions that ensure the transfer of social and cultural experience, norms and values ​​from generation to generation. In this sense, education is closest to what sociology and other behavioral sciences (psychology, philosophy, pedagogy) call the socialization of the individual.

Socialization is understood as the process of human social development under the influence of the totality of factors of social life, the process of mastering social roles, norms of behavior in society. Education is considered in science as one of the factors of development, socialization of a person and is defined as a purposeful process of personality formation within the framework of an organized educational system, as a set of influences, relationships, interactions of people in different areas of life (in the family, in the education system, in various social groups). , associations).

The term upbringing also has a narrow pedagogical meaning - a specially organized activity aimed at the formation of certain qualities of a person, carried out in the interaction of teachers and pupils within the framework of the educational system. The activity of teachers in this case is called educational work.

In the modern sense, the process of education is precisely the effective interaction (cooperation) of educators and pupils, aimed at achieving a given goal.

The educational process has a number of features.

1. First of all, this is a purposeful process. The greatest efficiency is ensured by its organization, in which the goal of education turns into a goal that is close and understandable to the pupil. It is the unity of goals, cooperation in achieving them that characterizes the modern educational process.

2. The educational process is long. In fact, it lasts a lifetime. One of the features of the educational process is its continuity. If the process of upbringing is interrupted, it happens from case to case, then the educator constantly has to re-lay a “trace” in the mind of the pupil, instead of deepening it, developing stable habits.

3. The process of education is a complex process. Complexity in this context means the unity of goals, objectives, content, forms and methods of the educational process, subordinated to the idea of ​​the integrity of personality formation.

4. The process of education has a two-way character. Its course goes from teacher to student (direct connection) and from student to teacher (feedback).

5. The process of education is dialectical. This is expressed in its continuous development, dynamism, mobility, variability. It changes depending on the age characteristics of the pupils, it becomes different in various conditions and specific situations.

All educational work is based on the principles of education. The principles of the educational process are general initial provisions that express the basic requirements for the content, methods, and organization of the educational process. The modern domestic system of education is guided by the following principles:

• public orientation of education;
• connection of education with life, work;
• reliance on positive in education;
• humanization of education;
• taking into account the age characteristics of pupils;
• unity of educational influences.

Public orientation of education. Based on this principle, most educational systems successfully implement ideological guidelines, political doctrines. Education is focused on supporting and strengthening the state system, its institutions, authorities, the formation of civil and social qualities on the basis of the ideology, constitution, and laws adopted and operating in the state.

The connection of education with life, work. "Not for school - for life" - such a call met the students of ancient Roman schools. The ancient teachers already understood the futility of education divorced from life and practice. The formation of a person's personality is directly dependent on his activities, personal participation in social and labor relations. Therefore, pupils must be included in social life, a variety of useful things, forming an appropriate positive attitude towards them. By participating in feasible labor as equal members, pupils gain experience in moral behavior, develop spiritually and physically, understand the socially important motives of labor, strengthen and improve moral qualities.

Reliance on the positive. If you identify at least a drop of good in your pupil and then rely on this good in the process of education, you will receive the key to the door to his soul and achieve good results. Such advice to educators can be found in ancient pedagogical manuals. Experienced teachers look even in a poorly educated person for those positive qualities, relying on which one can achieve sustainable success in the formation of all other qualities set as the goal of educating. The requirements of the principle of relying on the positive in education are simple: teachers are obliged to identify the positive in a person and, relying on the good, develop other, insufficiently formed or negatively oriented qualities, bringing them to the required level and harmonious combination.

Humanization of education. The principle of humanization of education requires:

• humane attitude to the personality of the pupil;
• respect for his rights and freedoms;
• presenting feasible and reasonably formulated requirements to the pupil;
• respect for the position of the pupil even when he refuses to comply with the requirements;
• non-violent formation of the required qualities;
• rejection of corporal and other punishments that degrade the honor and dignity of a person.

Accounting for age and personality characteristics. Psychological and pedagogical studies of the last decades have shown that it is not so much the educator's knowledge of the age and individual characteristics that is of paramount importance, but the consideration of the personal characteristics and capabilities of the pupils. Neither age taken separately, nor individual personality traits (character, temperament, will, etc.), considered in isolation from the named leading qualities, provide sufficient grounds for high-quality personality-oriented education.

Unity of educational influences. The principle requires that all persons, organizations, public institutions involved in education act together, present agreed requirements to pupils, go hand in hand, helping each other, complementing and strengthening the pedagogical impact. If such unity and coordination of efforts are not achieved, then the participants in the educational process are likened to Krylov's characters - Cancer, Swan and Pike, who pulled the cart in different directions. If educational efforts do not add up, but counteract, then it is difficult to count on success. At the same time, the pupil experiences overload, because he does not know who to trust, who to follow.

2. Methods of education and their classification

Methods of education are ways of interrelated activities of educators and pupils aimed at solving the problems of education.

According to the classification more or less shared by all scientists, the methods of education in domestic science are combined into four groups and make up the following system:

a) methods of consciousness formation: story, conversation, lecture, discussion, debate, method of example;

b) methods of organizing activities and forming the experience of behavior: exercise, accustoming, assignment, requirement, creation of educational situations;

c) methods of stimulating behavior: competition, game, encouragement, punishment;

The distribution of methods into groups is largely arbitrary, because the personality is formed as a whole, not in parts, because consciousness, relationships, assessments and behavior are formed in unity in any circumstances and under the influence of intentional or accidental actions.

2.1. Consciousness Formation Methods

These methods, both in name and in essence, coincide with verbal teaching methods, because their main function is education, the formation of knowledge in the field of social and moral relations, norms, rules of human behavior, the formation of views and values.

The main tool, the source of persuasion is the word, message, information and discussion of information. This is not only the word of an adult, but also the judgments of students. The word of an authoritative teacher can be a powerful method of influencing the minds and feelings of schoolchildren, but this requires a high culture and professional skill from the educator.

This group of methods usually includes conversation, lecture, story, explanation, debate, example, suggestion.

Lecture, story, explanation - these are verbal methods, communication and analysis of information that has educational content and significance. The lecture as a systematic presentation of the problem is available to high school students. The story and explanation are more suitable for elementary and middle school students. Each of these forms requires informativeness, accessibility and emotionality, persuasiveness. Topics can be very different: social life, moral, aesthetic problems, issues of communication, self-education, conflicts, etc.

The teacher should also take materials for conversations with students from the media, which reflect current issues in the life of the country, the world, and different aspects of the life of adolescents. It must be remembered that teachers in conversations often say banalities, what children have known for so long, reduce their speech to a "reading of morality." This discredits the method of persuasion in principle. The teacher must himself be convinced of what he says, and his behavior must correspond to his words.

Conversation as a discussion, discussion and dispute are such methods where the intellectual and emotional activity of the schoolchildren themselves takes place. Dispute - a rather special method of education, involves the obligatory clash of opposing opinions. The result of the discussion should not be the obligatory consent of all, but the receipt and comprehension of information, independent reflection and choice.

The game form of the dispute was popular in our country in the 20-30s. courts: for example, the trial of a literary hero - Onegin. It was a heated argument between the defense and the prosecution, the educational effect was enhanced by the excitement of the game, emotions. All sorts of television talk shows can serve as an analogue for organizing modern school and youth disputes and discussions.

It is important that as many pupils as possible take an active part and speak, ideally everyone. To do this, you need to come up with blitz polls, game voting, joining groups, teams, etc. You can discuss moral issues with pupils in the process of analyzing specific situations, facts from life. This makes them think, evaluate the actions of people from ethical positions.

An important role is played by the standards formed by the mass media. Alas, radio, television, newspapers and magazines promote samples of mass culture and in this sense give bad examples. And this is all the more alarming because the mass of people perceive TV information and the style of its presentation as the norm.

2.2. Methods of organizing activities and forming the experience of behavior

This group of methods includes accustoming, pedagogical requirement, exercise, assignment, public opinion, educational situations.

A requirement can be expressed as a set of rules of social behavior, as a real task, as a specific instruction to perform some action, as a request, advice, instruction. Requirements are either direct or indirect. The first have the form of orders, instructions, instructions, they are distinguished by a decisive tone, especially at the initial stage of education. Indirect requirements are presented in the form of a request, advice, hint, they appeal to the experiences, motives, interests of the pupils. In a developed team, indirect requirements are preferred.

The requirements are contained in the rules of conduct for students, in the Charter of the school, in the routine, daily routine of the educational institution. In the presence of requirements there is no violence, authoritarianism, which some educators are so afraid of. All people obey the requirements, and schoolchildren should do the same. The difficulty is that teachers must also obey the requirements of the norms of behavior, the schedule at school, and first of all they. Here is an example: smoking is prohibited at school, so teenagers smoke on the street, around the corner, in the cold, while teachers at this time sit in a warm room with a cigarette and coffee.

Public opinion is the expression of a group demand. It is used in developed teams when evaluating actions and is expressed in the norms, values, views on life of all members of the group, class. The problem here is that often unofficial public opinion, such as students, does not coincide and is directly opposite to the opinion of the teacher. This indicates a low level of upbringing and is a pedagogical task for the class teacher. The teacher should form a healthy public opinion, stimulating the speeches of students with an assessment of their activities, discussing facts from the life of the class.

Teaching and exercise contribute to the formation of stable ways of behavior, habits, character. Teaching is the organization of regular actions by pupils with the aim of turning them into habitual forms of behavior. Habits become stable properties and reflect the conscious attitudes of the individual, which is why it is so important to form them.

Exercise - repeated repetition and improvement of methods of action as a stable basis for behavior. In a broad sense, this is such an organization of the life and activities of pupils that creates conditions for actions in accordance with social norms. The exercise is based on accustoming, is closely connected with it and is realized through the assignment, the performance of a role in the overall activity.

Exercise as a method in the hands of the educator is that he organizes the various activities of the pupils and involves them in active performance. In other words, the exercise takes place when the pupils go camping and put up a tent, when they prepare a concert and perform on stage, when they participate in a conference, speak at a meeting - always when they are engaged in meaningful, developmental activities. Teaching, exercise, assignment are effective if they are based on positive motives of activity and, in turn, form them.

Educational situations are circumstances of difficulty, choice, impetus to action, they can be specially organized by the educator. Their function is to create conditions for conscious vigorous activity, in which the existing norms of behavior and values ​​are tested and new ones are formed. These can be situations of conflict in a group, choosing the right solution, etc. A. S. Makarenko, for example, during a film demonstration asked some pupils to check the order in the next room. In school life, situations are not uncommon when a student is forced to show responsibility, initiative, and a sense of solidarity.

2.3. Methods for stimulating behavior and activities

Encouragement is an expression of a positive assessment, approval, recognition of the qualities, actions, behavior of a pupil or group. It causes a feeling of satisfaction, self-confidence, positive self-esteem, stimulates the pupil to improve his behavior. Forms of encouragement: praise, thanks to the teacher, adults, awarding books and / or other material rewards. The encouragement methodology recommends approving not only the result, but the motive and method of activity, accustoming pupils to appreciate the very fact of approval, and not its material weight. Encouragement is more often required for younger students and insecure children.

Punishment is an expression of a negative assessment, condemnation of actions and deeds that are contrary to the norms of behavior. The method of punishment requires deliberate action, analysis of the causes of the offense and the choice of a form that does not degrade the dignity of the individual. The forms of punishment are varied: a teacher's remark, a warning, a conversation, a call to the teachers' council, transfer to another class, school, expulsion from school. A special case of punishment is the method of natural consequences: litter - clean up, rude - apologize. An extremely interesting experience of punishment exists in the pedagogy of A. S. Makarenko. First of all, he proves that the forms of punishment are closely connected with the whole organization of education in an institution, with the level of development of the team, the culture of teachers.

In the Soviet school, such a stimulating method as competition was also used, based on the craving of children for the game, competition. Unfortunately, the competition has acquired an ideological, political and formal character. However, competition, cleared of ideology and formalism, competitive games can be successfully used. In general, the methods of this group are considered as auxiliary, especially punishment: it is necessary to build upbringing in such a way that there is a minimum need for repressive actions.

It should be said that any method of education is closely connected with the entire educational system of an educational institution, that there are no special

old, unique, "magic" methods that solve all problems. The practice of education puts before the educator the question of choosing and applying adequate methods of influencing pupils and techniques for their use. According to science, this depends on many factors: on the purpose and content of education, on the degree of upbringing of the educated, the level of development of interpersonal relations, the authority and experience of the educator, the age and individual characteristics of the educated. So, in an underdeveloped team, clear requirements will be needed, emanating at first from the educator. In a group with healthy public opinion and traditions, advice and individual conversations are appropriate.

Since there are no absolutely “correct” methods for all pedagogical situations, the educator usually uses a set of methods to achieve goals, creating an impact strategy designed for a certain time. The teacher-master knows different methods and finds their optimal combinations for a specific situation and students. The pattern here is contraindicated. The set of upbringing methods chosen by the educator and the technique of their application depend to a large extent on the personality of the educator, his experience, culture, age and gender, character traits, and temperament. The way an old experienced male teacher talks, communicates with students, cannot be done, and should not be blindly copied, by a young university graduate.

We single out the main directions of educational activity.

Moral education is the formation of a morally whole person in the unity of his consciousness, moral feelings, conscience, will, skills and habits of socially valuable behavior.

The example of the humane attitude of the teacher to the students has a special educational power. An important condition for the education of humanity is the organization of collective educational, socially useful activities, especially those types of activities where students are placed in a situation of direct concern for others, providing assistance and support, protecting the younger, the weak.

In addition to the education of humanity, the most important task of moral education is the education of conscious discipline and a culture of behavior. Being an integral part of morality, discipline is based on personal responsibility and consciousness, it prepares the child for social activities. Discipline as a personal quality has different levels of development, which is reflected in the concept of a culture of behavior. It includes:

The culture of speech (the ability to conduct a discussion, understand humor, use expressive language means in different communication conditions, master the norms of oral and written literary language);

The culture of communication (the formation of skills of trust in people of courtesy, attentiveness in relations with relatives, friends, acquaintances and strangers, the ability to differentiate one's behavior depending on the environment - at home or in public places, on the purpose of communication - business, personal, etc.) ;

Culture of appearance (the formation of the need to observe personal hygiene, choose your own style, the ability to control your gestures, facial expressions, gait);

Everyday culture (education of an aesthetic attitude to objects and phenomena of everyday life, rational organization of one's home, accuracy in housekeeping, etc.).

The culture of children's behavior is largely formed under the influence of the personal example of teachers, parents, as well as the traditions that have developed in the school and family.

Aesthetic education is a purposeful process of forming a creatively active personality capable of perceiving, feeling, evaluating the beautiful, tragic, comic, ugly in life and art, living and creating according to the laws of beauty.

The means of solving the problems of aesthetic education are, first of all, works of art and a specific analysis of their intellectual and emotional perception; organization of independent creative activity of children; environment (natural and objective world, everyday culture), aesthetics of all children's life.

A special place among the academic disciplines is occupied by subjects of the artistic cycle (literature, music, fine arts).

So that students can more fully satisfy their needs and interests, expand and deepen their art education, the school provides extracurricular activities, circles, studios in music, literature, theater and fine arts. In addition, there is a system of additional education (music and art schools, theater studios, etc.), where the main tasks of aesthetic education are solved to a greater extent.

Economic education is an organized pedagogical activity, a specially thought-out system of work aimed at shaping the economic consciousness of pupils.

Economic education ensures the development of economic thinking, the formation of such moral and business qualities as social activity, enterprise, initiative, respect for the public domain, responsibility, rationalization, etc. Economic education at school is carried out in the process of studying basic subjects, special study of the fundamentals of economics, industrial excursions and participation of schoolchildren in industrial and socially useful work.

Civic education is the formation of a young person as a citizen of his Motherland, as a person capable of fighting for ensuring the moral and political unity and friendship of the peoples of our country.

The main goal of civic education is the formation of citizenship as an integrative quality of a person, which includes inner freedom, self-esteem, love for the Motherland, respect for state power, a harmonious manifestation of patriotic feelings and a culture of interethnic communication.

International education is a purposeful activity to form in pupils a sense of freedom, equality and fraternity, a culture of interethnic communication, intolerance towards the manifestation of national narrow-mindedness and swagger.

Patriotic education is the process of forming a politically conscious young man who loves his Motherland, the land where he was born and raised, who is proud of the historical achievements of his people.

An important role in patriotic education is played by the organization of work on the study of state symbols of the Russian Federation and other countries (coat of arms, flag, anthem); the formation of students' knowledge and ideas about the achievements of our country in the field of science, technology, culture; formation of a careful attitude to the history of the Fatherland, to its cultural heritage, to the customs and traditions of the people; the formation of love for a small homeland; education of readiness to defend the Motherland, strengthening its honor and dignity; the desire to establish friendly relations with representatives of other countries and peoples, to study the culture of different ethnic groups. This work is most effective in the lessons of literature, history, native and foreign languages, in geography, natural history, and in extracurricular educational activities. At the same time, it is important that the study of national and world culture is accompanied by the emotional involvement of students.

Legal education is an activity to form in the younger generation respect for the law, culture, democracy, active and conscious compliance with the norms of morality and morality, high civic responsibility and activity, development of legal literacy and culture, moral and legal feelings.

Ecological education is the formation of environmental awareness among pupils as a set of knowledge, thinking, feelings, will and readiness for active environmental protection, focuses on a careful attitude to nature, allows you to foresee and prevent the negative consequences of the industrial development of natural resources.

The goal of environmental education is the education of a responsible and careful attitude to nature. The formation of ecological culture is carried out both in the educational process and in extracurricular activities. It is important in the process of environmental education to reveal to schoolchildren the positive and negative consequences of human impact on nature on the scale of a particular region, region, country, and the world as a whole.

Physical education is a pedagogically organized process of transferring from generation to generation the methods and knowledge necessary for physical perfection.

The main tasks of physical education.

1. Promoting the correct physical development of students, increasing their efficiency.

2. The development of basic motor qualities, the development of such physical qualities as strength, endurance, agility, speed.

3. Formation of basic motor skills and abilities.

4. Raising a sustainable interest and need for systematic physical education. A healthy lifestyle is based on the constant internal readiness of the individual for physical self-improvement.

Labor education is a system of pedagogical influences aimed at developing in pupils a conscientious, responsible, creative attitude to work, as well as the skills and abilities of a general labor culture. Tasks of labor education of students:

Formation among students of a positive attitude towards work as the highest value in life, high social motives for labor activity;

Education of high moral qualities, diligence, duty and responsibility, purposefulness and enterprise;

Arming students with a variety of labor skills and abilities, forming the foundations of a culture of mental and physical labor.

Labor education of a child begins with the formation in the family and school of elementary ideas about labor duties.

Essence and principles of education. Methods of education and their classification. Methods of formation of consciousness. Methods of organizing activities and forming the experience of behavior. Methods for stimulating behavior and activity. The content of education

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