Education as a social and pedagogical phenomenon is relevant. Test work The concept of education

Education as a social phenomenon, pedagogical process, pedagogical system and pedagogical activity. We consider the pedagogical category “upbringing” in several aspects: as a social phenomenon, as a pedagogical process, as a pedagogical system and as a pedagogical activity.

Parenting as social phenomenon involves the interaction of society and people, aimed at transferring social experience from the older generation to the younger generation as the basis for the development and self-development of a person’s personality.

Characteristics of education in this context are social in nature (reflecting the characteristics of the social development of humanity as a whole); historical nature (reflection of the trends and characteristics of macrosociety in various eras of its socio-historical development); the specific historical nature of education (reflecting the specifics of the development of meso-society and micro-society at a specific historical stage of development).

Functions of education consist in stimulating the development of the essential forces of the individual, creating an educational environment, organizing the interaction and relationships of the subjects of education. In other words, they are usually called developing, educating, teaching and corrective functions of education.

Parenting as pedagogical process is a set of consciously controlled and sequentially unfolding pedagogical interactions between educators and students, aimed at the development and self-development of the child’s personality. Under educational interaction is understood as intentional contact between the teacher and the pupil, the consequence of which is mutual changes in their behavior, activities and relationships. Education, like any socio-pedagogical process, is characterized by certain patterns (purposefulness, integrity, consistency, determinism, continuity, discreteness, openness, systematicity, controllability) and the presence of stages (goal setting, planning, goal implementation, analysis and evaluation of the results of education). Structure educational process is shown in Fig. 1.

Rice. 1. Stages of the educational process.

A systemic-structural approach to analyzing the essence of the educational process allows us to consider education as pedagogical system.

Parenting as pedagogical system is a set of components that ensures the unity and integrity of the social phenomenon being studied. The components of the educational system are: the goal, the subjects of education (educator and student), interactions and relationships between them, activity and communication as the main spheres of interaction, content, methods and forms of educational interaction.

The educational system is not just a set of components of the phenomenon, object or process being studied, but structure(Latin “arrangement, order”), i.e. strict ordering and interrelation of elements among themselves, reflecting the integrity of the educational process. The structure of education reflects the most stable repeating cause-and-effect relationships of the components of the system, which in other words are called regularities education.

The patterns, in turn, are specified in the principles of education, i.e. in the basic provisions, requirements or rules of the educational process.

The leading patterns and, accordingly, principles of the educational process are:

the relationship between the goals, content and forms of education (purposefulness of education);

The natural connection between education, development, upbringing and training (the holistic nature of education);

the relationship between education and activity (the activity-based nature of education);

the relationship between education and communication (the humane-communicative nature of education);

the relationship between upbringing and the child’s natural predicament (nature-conforming nature of upbringing);

the relationship between raising a child and the level of cultural development of an ethnic group or region (culturally consistent nature of upbringing).

The following figure reflects the characteristics of education in all its aspects (Fig. 2).

Rice. 2. Characteristics of education.

Summarizing the above, it is important to emphasize the need to master the basics system-structural analysis, which involves identifying the components of the educational system and determining the structural relationships that ensure its integrity, identity and preservation of the basic properties of education under various external and internal changes.

Parenting as pedagogical activity is a special type of social activity of a teacher in the process of interaction with students, aimed at organizing the educational environment and managing various types of activities of students with the aim of developing and self-development of the individual. The success of education largely depends on the degree to which teachers master such types of educational activities as diagnostic, constructive, organizational, communicative, motivational-stimulating, evaluative-reflective, etc. The functional model of education and types of pedagogical activities are shown in Fig. 3.

Rice. 3. Education as a pedagogical activity.

One of the options for specifying the types of activities of a teacher in pedagogical skills is also presented on the Map of the student’s readiness for educational activities (Appendix 4).

Structure of socio-pedagogical categories. Education is closely interconnected with such socio-pedagogical categories as socialization, adaptation, individualization, integration, education, training and development of the child.

The path of psychological and biological formation of a person as a social subject is usually called socialization. Under socialization(Latin “social”) refers to the process of appropriation and reproduction by a person of social experience, cultural values ​​and social roles of society. The adaptation of a person to the norms and values ​​of society is usually called adaptation(Latin for “device”). It is characterized by the predominance of elements of spontaneity in the process of a person’s assimilation of social experience and cultural values ​​of society (socialization).

Factors- external, current conditions of socialization are: megaenvironment (Space, planet, world), macroenvironment (country, ethnicity, society, state), mesoenvironment (geographical and climatic conditions of the region, ethno-national characteristics, linguistic environment, media, subculture and etc.); microenvironment (family, school, class, friends, neighborhood, etc.).

In the process of human social development, a significant role is played by integration- the entry of the individual into the social environment, the system of social values ​​and finding one’s niche in the system of relations of society. Recognition of the individual as an absolute value in the system of universal human values ​​allows us to consider the integration of a person into society not so much as an end in itself, but as a condition individualization person, i.e. maximum personalization, desire for autonomy, independence, formation of one’s own position, value system, unique individuality.

This triad of stages of socialization (adaptation - integration - individualization) will be one-sided and ineffective without considering specially regulated, managed and organized processes of education, upbringing and training (Fig. 4). The next section of the lecture material is devoted to the analysis of pedagogical categories (“accelerators” of socialization and development of the child’s personality).

Rice. 4. Structure of socio-pedagogical categories.

The place of education in the hierarchy of pedagogical categories. The purposeful, consciously regulated process of a person’s appropriation of social experience, a system of cultural values ​​and social roles of society is usually called education(Russian “sculpting, creating an image”). Education is characterized by the predominance of elements of controllability and organization, carried out through a system of various institutions and social institutions. In this context, education can be called the controlled socialization of the child’s personality.

The success of socialization and, accordingly, education depends on two interrelated processes: education (Russian “upbringing, all-nourishment, feeding”) and training (Russian “education, arrangement”). Under education Most authors imply a targeted process of creating favorable conditions for successful socialization, development and self-development of a person’s personality. The leading conditions for upbringing include the creation of a nurturing environment, which includes a prosperous family, friendly team, public organizations, creative centers, subject environment; organization of educational activities based on gaming, intellectual-cognitive, labor, social, communicative activities; the formation of humane communication in the process of interaction with people, books, music, painting, social media; formation of a socially positive information environment through books, nature, culture, subculture, multimedia, film and television. The main purpose of education is transformation external factors socialization (mega-, macro-, meso-, microenvironment) into the internal conditions and prerequisites for the upbringing and self-education of the child’s personality. Below are the factors of socialization, transformed into the conditions for nurturing the child’s personality (Fig. 5).

Rice. 5. Transformation of socialization factors into educational conditions

Education in this context, it is interpreted as a purposeful process of organizing children’s successful acquisition of social experience, methods of activity and social behavior. Training is characterized by a high degree of regulation of the socialization process in content, organizational, technical, time and other aspects.

IN
Ultimately, the strategic goal and leading criterion for the success of the interrelated processes of socialization, education, upbringing and training is development(Russian “development, unraveling, dissemination”), which involves internal and external changes in a person under the influence of the social environment and his own activity (Fig. 6).

Rice. 6. Hierarchy of pedagogical categories

Thus, the structure of the socio-pedagogical categorical apparatus allows us to see that, firstly, all efforts of society are aimed at the socialization and development of the child’s personality, and secondly, a key place in the process of his socialization is given to upbringing. It is the education of the child’s personality that is the goal, condition, leading criterion and result of the educational process. In the field of education, as well as in the field of medicine, errors and omissions are unacceptable. Every pedagogical idea, design or idea must be theoretically substantiated, technologically developed and tested before being implemented in school practice. The final part of this lecture is devoted to the methodological and theoretical justification of the education process.

Methodological justification for the education process. In the methodological substantiation of the theory of education, we proceed from the four-level gradation of E.G.’s methodology. Yudina. It includes philosophical, general scientific, specific - scientific and technological levels of pedagogical methodology.

At the philosophical level, we rely on the theoretical provisions of the dialectical approach to education, which promotes objective knowledge and transformation of the phenomena and processes of pedagogical reality. However, this does not mean that the modern school is alien, for example, to some theoretical provisions of the existentialist approach, cultivating the intrinsic value of the subjective world of man, his unique uniqueness, the priority of internal freedom of choice and personal responsibility for his choice in life. Or, let’s say, the philosophical tenets of idealism (neo-Thomism), based on a deep faith in the moral values ​​of man, his aspiration for spiritual self-improvement, also find understanding in the pedagogical environment of Russian secondary schools. When building the philosophical foundation of an educational system or concept, the school’s team of authors, as a rule, selects the best from the theoretical heritage of philosophical scientists.

The general scientific level includes a diverse palette of approaches to revealing the essence of phenomena of objective reality. This can be seen even in a simple example of a graduate’s choice of a medical profession, which can be justified from the standpoint of several theoretical approaches (A.S. Belkin). From the perspective of a psychodynamic approach, Sigmund Freud would explain this choice as the result of curiosity about sex suppressed in childhood. From the standpoint of an individualistic approach, Alfred Adler would explain this choice as an attempt to compensate for his childhood inferiority. Berres Skinner, from the standpoint of a behaviorist (educational-behavioral) approach, would see in this choice the result of the teaching and training of parents-doctors. And finally, from the standpoint of a humanistic approach, Abraham Maslow would justify this choice by the graduate’s needs for self-actualization, the need to be what he wants, what he can do best. This justification most closely matches our ideas about the humanistic approach to education. Taking it as the basis of the theory of education, we, along with it, emphasize the importance of systemic, anthropological, cultural, axiological and other approaches that contribute to a humanistic understanding of the essence of the child.

The third, specific scientific (pedagogical) level of methodology is represented primarily by personality-oriented and activity-based approaches.

The fourth, technological level of the methodology is characterized by the operational support of pedagogical ideas, approaches, systems and concepts in the field of education.

Below is a diagram of the levels of methodological substantiation of the educational process and definitions of leading approaches to education (Fig. 7).

Education methodology

Rice. 7. Methodology of education

Summarizing all of the above, we once again emphasize the conclusion that education is the leading factor in the socialization and development of a child’s personality. The key meaning of education is to create conditions for the development of the child’s natural predilections, his uniqueness and personal self-realization.

The essence of education

Education belongs to social phenomena and acts as one of the factors in the life and development of society. In the literal sense, “upbringing” means feeding and nourishing a child. It is believed that this term was introduced into science by the Russian enlightener of the mid-18th century. I. I. Betsky, whose activities were aimed at creating a “new breed of people” through education.

Being a complex sociocultural phenomenon, education is the object of study of a number of humanities, each of which analyzes its own aspect of this phenomenon:

If we look at upbringing from a biological point of view, we will find a characteristic of upbringing that is somewhat different from the previous ones: in the animal kingdom, the mother helps the baby adapt to life and have time to develop vital skills, she does this, obeying the strongest instinct inherent in nature, the implementation of which ensures longevity kind; There is no purposefulness in the mother’s actions, which stems from an analysis of the social situation or life situation. Education in the animal world is only the beginnings of the future human education, the foundation of the pyramid that humanity has built throughout the history of its existence, increasingly realizing the great role of the efforts of the elders directed towards the younger ones entering life, and increasingly endowing these directed efforts with a goal.

Sociology studies social problems of personal development, that is, it identifies the features of the social order that society gives to the educational system in the form of state documents; determines regional and socio-cultural characteristics of education; explores the relationship between spontaneous social influences and targeted influence on a person in the process of socialization and education. From a social point of view, education is the purposeful preparation of the young generation for life in a given and future society, carried out through specially created state and public structures, controlled and adjusted by society.

Philosophy explores the cognitive, value, socio-political, moral and aesthetic attitude of a person to the world, that is, it reveals the ontological and epistemological foundations of education; formulates the most general ideas about the highest goals and values ​​of education, in accordance with which its specific means are determined. From a philosophical point of view, education is a purposeful process of interaction between one generation and another, the transfer of the baton of life from the older generation to the younger, and in life as the replacement of one generation by another, education appears as a condition for such a change. Talking about philosophical sense The concept of “education” requires studying the word itself. The necessary research was carried out and published by T.S. Karachentseva in her article “Philosophy of Education and Education by Philosophy.” In the word “education” she isolates the semantic verb “nourish” as a basis. Moral knowledge is absorbed into a newly born baby, and subsequently, through forms of life, they feed him with spirit. Subsequently fulfilled, having grown into a full-fledged personality, he himself nourishes, through love, trust, involvement, hatred, fear, thereby influencing this human world.

A certain vagueness of the verb “nutrition” takes on a certain form through the prefix “recovery” -: restoration, restoration, production, resurrection, restoration. “In education, a person acquires clarity and expressiveness of tonality; certainty of speech, memory, prospects for the future, tries on a cultural role and puts on a social costume.” Thus, the knowledge and assessment of personality through the soil that nourishes it is heard in the word “education”, the acquisition of the energy of freedom in relation to it. Vos - by feeding a person gains own life and reality or vice versa, depending on the quality of the soil nourished by it.

Psychological coverage of upbringing has its own content, because psychology notes in upbringing an appeal to the young person’s ability to reflect the world in consciousness, and, from a psychological point of view, education can be analyzed as a process of purposeful development of a person’s ability to reflect the world and interact with the world.

The subject of education is always a professional teacher or an adult who consciously and purposefully contributes to the child’s entry into the context of culture.

If we consider education as a social phenomenon, then it should be defined as a complex and contradictory socio-historical process of the younger generation’s entry into the life of society, the result of which is the cultural and historical continuity of generations.

Education as a social phenomenon is characterized by a number of basic features that express its essence:

• · this is an eternal, necessary and general phenomenon that appeared along with human society and exists as long as society itself lives;
• · education arose from the practical need to introduce the younger generation to the living conditions of society;
• · at each stage of development of society, education in its purpose, content and forms is of a specific historical nature, determined by the nature and organization of life of a given society;
• · the upbringing of younger generations is carried out through their acquisition of social experience in the process of communication and activity;
• · as adults become aware of their educational relationships with children and set themselves certain goals for developing certain qualities in children, their relationships become more and more pedagogically focused.

Thus, education as a social phenomenon is an objectively existing and implemented in accordance with specific historical conditions way of preparing the younger generation for full-fledged life in society. At the present stage, education as a social phenomenon is most often considered as a synonym for the concept of “socialization”, which is understood as the integration of a person into the system social relations, into various types of social communities (group, institution, organization), as the subject’s assimilation of cultural elements, social norms and values, on the basis of which personality qualities are formed.

Education as a pedagogical phenomenon is a purposeful, systematically organized process, implemented by specially trained people (teachers) in various types educational institutions and focused on the individual’s mastery of the norms and rules of behavior accepted in society. In this meaning, education is closely related to a number of psychological and pedagogical concepts, the main ones of which are the following:

• * formation is a process aimed at certain changes in a person (the appearance of physical and personal new formations) and leading to a completed result;
• * development is the process of progressive movement of the personality, which is determined by internal (physiological, mental, hereditary-biological) contradictions and external (ecological, sociocultural, etc.) factors;
• * self-development - the activity of the subject to create himself, his “I”, including any activity of the subject, carried out consciously or subconsciously, directly or indirectly, and leading to progressive changes in mental and physical functions; improving talents and abilities;
• * self-education is the conscious activity of the subject, running in parallel with education, implemented under its influence and aimed at developing personally significant qualities and improving lifestyle through the development of spiritual values, traditions and customs that serve as a standard for a given individual.

The systemic (system-structural) approach has established itself as the most important direction in the methodology of scientific knowledge and social practice. It is based on the consideration of objects as systems. It guides researchers towards revealing the integrity of an object, identifying the diverse types of connections in it and bringing them together into a single theoretical picture.

Pedagogical phenomena, including education, are no exception. It is carried out mainly through special pedagogical systems, which are the main and very complex object of research in the science of pedagogy. IN modern conditions the question was raised about the need to develop educational systems different levels. In "Russian pedagogical encyclopedia» an article about the educational system was published. A clear example educational system is Government program « Patriotic education citizens Russian Federation for 2001-2005". The program provides for the development of similar educational systems in federal and municipal authorities, including the Ministry of Defense of the Russian Federation.

The question of understanding the essence of education is fundamentally important. As you know, education is the object of study of many sciences: philosophy, sociology, psychology, history and others. Each science has its own view of this complex phenomenon.

The specificity of pedagogy and its important component - the theory of education - is that, taking into account data from other sciences, it considers education as a pedagogical phenomenon, as a pedagogical process and a pedagogical system. Traditionally, education has been defined as a process of purposeful, deliberate and long-term influence of educators on those being educated in the interests of developing the desired qualities in them. In textbooks on general and military pedagogy, in special works, you can find many other definitions that differ from the one given in individual words, but not in essence. They reflect the most significant connections and relationships of this complex phenomenon. At the same time, modern research and educational practice show that such interpretations of education seem restrictive and do not meet the requirements of life due to a number of reasons.

Firstly, in the conditions of humanization and democratization of the social life of the country and, to a certain extent, the Armed Forces in connection with the specifics of military service, when the person comes first, it is unlawful to reduce education to influence. A person is brought up, formed and develops not only under the influence, but also in the course of self-education. He is an active party in the education process. V.A. Sukhomlinsky emphasized that education, which turns into self-education, is real. Practice shows that influence, as a rule, refers to various forms and means of coercion or prohibition: administration, punishment, warning, prodding, etc. The requirement of the Disciplinary Charter that not a single fact of violation of military discipline should remain without influence is more often It all comes down to disciplinary action, which, although it is a means of education, is extremely limited in time and auxiliary in form.

Secondly, historically it has developed that pedagogy is considered as the science of raising children. In the 20s - early 30s. There was a heated debate on its subject in the country. Some argued that pedagogy should study the entire set of influences that production, everyday life, art, environment, the social environment as a whole, including the educational work of the party, Soviets and trade unions. Others believed that pedagogy should limit its tasks to solving the problems of educating the younger generation in preschool institutions and school.

Without going into details of the discussion, we can state that the second point of view won. In accordance with this understanding of the tasks of pedagogy, upbringing and education were reduced to the activities of educational institutions and specially trained teachers. This narrowing of the boundaries of pedagogy was justified in conditions where it was necessary to concentrate efforts on the study of problems of upbringing and education in school. Life and everyday practice convincingly confirm that to carry out education today mainly in educational institutions and reduce it to the influence of professionally trained individuals means narrowing the tasks of pedagogy, moreover, it is practically impractical. Complex and contradictory reality is a significant factor influencing the formation and development of a person, a kind of teacher and educator. The media, culture, art, sports, leisure, informal associations, especially youth, family, church, religious denominations have become such powerful social and pedagogical institutions that they have largely outstripped traditional ones in educational impact. In addition, one should keep in mind the fact that a person learns and develops throughout his life, as K.D. emphasized. Ushinsky, - from birth to deathbed. Social reality changes, and along with it, gaining experience, the person himself changes. But the education and upbringing of children and adults, although they have much in common, differ significantly. At the same time, pedagogical science does not provide a comprehensive answer on how to educate an adult, including a military man.

Thirdly, the narrowness of the existing understanding of education also lies in the fact that its subject is, as a rule, a specific official with professional pedagogical training. It has long been recognized and confirmed by life that the overall educator, the subject of education, is the state, society, their organizations and institutions. In this process, they have their own functional pedagogical responsibilities, which educators are not able to productively compensate for in the traditional sense.

Taking into account new scientific data, practice and experience of recent years, as well as other approaches that have taken place in the past, education can be defined as the purposeful activity of society, the state, their institutions and organizations, officials in the formation and development of the personality of a military personnel, encouraging it to self-improvement in accordance with the demands of modern warfare. The fundamental difference between this understanding of education and existing definitions is that, firstly, the subject is clarified. Secondly, instead of impact, the broadest concept of human activity is introduced - “activity”. At the same time, activity does not exclude the influence and activity of the object of education - the person himself. This circumstance is specifically strengthened by the indication of the individual’s motivation for self-improvement as a mandatory and essential element of the education process. Thirdly, the objective orientation of this process is emphasized - the demands of life, modern war and combat. With this understanding of education, it appears not to be a pedagogical, but a socio-pedagogical phenomenon.

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

One of the complex and key problems pedagogical theory and practice is the problem of personality and its development in specially organized conditions. It has various aspects, therefore it is considered by different sciences: developmental 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 on the problem of personality and its development, three main directions are distinguished - biological, sociological and biosocial.

Representatives of the biological school, considering personality to be 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 demands of society and at the same time constantly suppress natural needs. To hide this constant struggle with himself, he “puts on a mask” or replaces the dissatisfaction of natural needs with engaging in some type of activity.

Representatives of the sociological movement believe that although a person is born as a biological being, in the course of his life he is gradually socialized due to the influence on him of those social groups with whom he communicates. The lower the level of development of a personality, the brighter and more sharply its biological traits manifest themselves, primarily the instincts of possession, destruction, sexual, etc.

Representatives of the biosocial movement believe that mental processes(sensation, perception, thinking, etc.) are of a biological nature, and the orientation, interests, and abilities of the individual are formed as social phenomena. Such a division of personality cannot explain either its behavior or its development.

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

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

– preparing the younger generation for life;

– specially organized pedagogical influence on a developing personality with the aim of forming in her social properties and qualities determined by society;

- process purposeful formation personalities;

– purposeful management of the process of personal 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,” and “development.” In order to clarify the essence of education, there is a need to differentiate these concepts.

Education is also understood as an educational process, education itself, in order to separate educational activities from training and other influences; as a direction educational work(moral, environmental, civil, 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 different national and ethnic minorities and solves the following problems:

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

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

– training in interaction between people different traditions;

– orientation towards 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 education:

– the first is based on the natural division of labor and corresponds to the sociocultural 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 educational goals and methods of their implementation among 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 relationship between teacher and student: authoritarian, democratic, liberal.

Parenting models:

1. The technocratic model is based on strict management and control over the student, technological organization of the educational process, its reproducibility and obtaining desired result, first of all, in behavior in various social situations. Education is understood as the formation of the type of behavior of the person being brought up 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 for those being educated of such an environment, thanks to which the eternal and unchanging ideas embedded in the soul would form a full-fledged personality (Plato, T. More, T. Campanella, I. Pestalozzi, etc.).

4. Pragmatic model - training students to solve real life problems and achieve success in life, transferring only knowledge that is useful in life, oriented towards practical application, the focus of education on the individual self-development of the student.

5. The humanistic model is organized on the basis of interaction, taking into account personal and individual characteristics 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 different interpretations and concepts of the “education process”:

– this is the organized, purposeful management of the education of schoolchildren in accordance with social orders;

– this is a process of formation and development of personality, which includes both targeted influence and self-education;

– this is effective interaction (cooperation) between teachers and students aimed at achieving a given goal, etc.

Education is one of the main categories of pedagogy. However, there is no generally accepted definition of the concept of “education”. One explanation for this is its polysemy. Education can be considered as a social phenomenon, activity, process, result, value, system, impact, interaction, etc. Each of these meanings is valid, but none of them allows us to characterize education as a pedagogical category as a whole.

When defining the scope of the concept of “upbringing,” many researchers distinguish education as a social or pedagogical phenomenon, considering them, in turn, in a broad or narrow sense.

Education as a social phenomenon is one of the factors in the life and development of society. Education in a broad social sense is the transfer of accumulated experience from older generations to younger ones. Experience refers to knowledge, skills, ways of thinking, moral, aesthetic, legal norms, and the spiritual heritage of humanity.

How social phenomenon education is:

a) historical nature. It arose along with society and will exist as long as society exists;

b) specific historical character. A change in the level of development of production forces and production relations entails a change in goals, objectives and forms of education;

c) class character. Good education requires large expenses, including financial ones, which means it becomes inaccessible to all people in society and begins to serve the ruling class, which determines its direction;

d) social character. The goals, content, and forms of education are determined by the needs of society and are formulated based on its interests.

Education in a narrow social sense– this is a directed influence on a person from public institutions (family, educational institutions, law enforcement agencies, labor collectives, etc.) with the aim of forming certain knowledge, views and beliefs, moral values, preparation for life.

Parenting as pedagogical phenomenon - this is a specially organized, purposeful and controlled influence of the team, educators on the student with the aim of developing specified qualities in him, carried out in educational institutions and covering the entire educational process.

Signs of upbringing as pedagogical concept:

Purposefulness (the presence of some kind of model, ideal of education);

Compliance with socio-cultural values ​​(what is accepted in society is brought up);

The presence of a certain system of organized influences. In pedagogy, it is customary to build a trajectory towards a goal through a set of tasks to be solved.

TO tasks Education traditionally includes the tasks of mental, physical, moral, aesthetic, labor, and civic education.

The logic of education at school and in life is structured in such a way that the process of education should turn into the process of self-education. Self-education is a conscious, purposeful independent activity, leading to the fullest possible realization, development and improvement of personality. The child’s own self-development activities are a necessary condition educational process. “No one can educate a person if he does not educate himself” (V.A. Sukhomlinsky).

The education process includes re-education, understood as a restructuring of attitudes, views and modes of behavior that contradict ethical standards and other requirements of society. The process of changing, breaking consciousness and behavior is very complex, since behavioral stereotypes that are stable must be changed. Students who are called difficult, have behavioral problems, and often do not perform well in their studies need re-education. The reason for this is, as a rule, mistakes in family and (or) school education, and the influence of small social groups.

Principles of education- these are general starting points that express the basic requirements for the content, methods, and organization of the educational process. The modern domestic education system is guided by the following principles:

· social orientation of education (education is focused on strengthening the state system, its institutions, authorities, the formation of civil, social and personal qualities on the basis of the ideology, constitution, and laws adopted and operating in the state);

· connection between education and life and work (wide familiarization of pupils with social and working life people, the changes taking place in it; involving students in real life relationships, various types socially useful activity);

· reliance on the positive in education (based on the positive interests of students (intellectual, aesthetic, technical, love of nature, animals, etc.), many problems of labor, moral, aesthetic, legal education);

· humanization of education (humane attitude towards the student’s personality, respect for his rights and freedoms, non-violent formation of the required qualities, refusal of punishments that humiliate the honor and dignity of the individual);

· personal approach (taking into account the individual, personal characteristics and capabilities of students);

· unity of educational influences (coordination of the efforts of the school, family and community in educating the younger generation).

The main methods of education are: personal example, exercise, approval, demand, persuasion, control and others.

Means of education - conversations, Team work, competitions and contests, and others.

The same methods and means of education applied to different people, give different results.

4. Correlation of the concepts “development”, “formation”, “socialization”

Development

Development is an irreversible, directed, natural change.

Only the simultaneous presence of all three of these properties distinguishes development processes from other changes.

By synthesizing the most established definitions in pedagogy, we can give the following interpretation of this concept:

Personal development– one of the main categories in psychology and pedagogy. Psychology explains the laws of mental development, pedagogy develops theories on how to purposefully guide human development.

L.I. Bozovic understands personal development as a process of quantitative and qualitative changes under the influence of external and internal factors. Personality changes from age to age occur in the following aspects: physical development (musculoskeletal and other body systems), mental development (processes of perception, thinking, etc.), social development(formation of moral feelings, definition of social roles, etc.).

There is controversy in science about what drives personality development and under the influence of what factors it occurs. There are two main approaches to this: biologization and sociology. Supporters biologizing approach explains development as a process of natural, hereditarily programmed maturation, the deployment of natural forces. As you grow older, one or another genetic program turns on. A variation of this position is to look at individual development(ontogenesis) as a repetition of all the stages that a person went through in the process of his historical evolution (phylogeny): in ontogenesis, phylogeny is repeated in a compressed form.

Representatives of behaviorism argued that the development of a child is predetermined by innate instincts, special genes of consciousness, carriers of permanent inherited qualities. This gave birth at the beginning of the 20th century. the doctrine of diagnosing personality traits and the practice of testing children in primary school, dividing them into groups based on test results, which should be trained in different programs in accordance with supposedly natural abilities. In fact, according to most scientists, testing does not reveal natural abilities, but the level of training acquired during life. Many scientists consider the biological concept of development to be erroneous, and the practice of dividing children into streams based on test results is harmful, since it infringes on the rights of children to education and development.

According to sociologizing approach, the development of a child is determined by his social origin, belonging to a certain social environment. The conclusion is the same: children from different social strata must be taught differently.

Supporters of integrated approach states that personality development occurs under the influence of both factors: biological (heredity) and social (society, social institutions, family). Natural data constitute the basis and opportunity for development, but social factors are of predominant importance. Domestic science highlights among these factors the special role of upbringing, which is of decisive importance in the development of a child. The social environment can influence unintentionally, spontaneously, but the educator guides development purposefully. As formulated by L.S. Vygotsky, learning entails development.

The internal factors of personality development include the activity of the personality itself: its feelings, will, interests, activities. Formed under the influence of external factors, they themselves become a source of development.

Laws of personality development

1. First law Personal development is as follows: the life activity of an individual is simultaneously a manifestation of all its basic functions. In other words, the life activity of a person is simultaneously his business, communication, reason, feeling and cognition. This law was discovered by anthropologists and expresses the essence of the concept of an integral personality. Also N.G. Chernyshevsky, explaining the main principle of scientific anthropology, wrote: “This principle is that a person must be looked at as one being, having only one nature, so as not to cut human life into different halves belonging to different natures, in order to consider every aspect of activity a person as an activity... of his entire organism.” A.S. proceeded from the same point. Makarenko, when he argued: a person is not educated in parts. Knowledge of the first law of personality development is of great importance for every teacher conducting educational work. It would be naive, for example, to believe that a Russian language teacher alone gives children knowledge of language and speech development, while a physical education teacher provides them physical education and development, and the master in school workshops instills in them work skills. Both the physical education teacher and the labor master communicate with students and, because of this, contribute to the development of their speech. The Russian language teacher is called upon to take care of physical development their students, in particular, strictly monitoring the correctness of their posture. And all teachers, regardless of the subject they teach, teach students to work.

2. Second Law personality development acquires exceptional importance for practical pedagogical activity, since it reveals the mechanism of formation and formation of personality qualities. It can be formulated as follows: in actions of the same type, repeated in similar circumstances, the skill is accumulated into a skill, then consolidated into a habit, in order to be included in the custom as a new action. Let's look at the effect of this law using an example. A man learns to drive a car. At first, turning on the ignition, turning on the turn signal, shifting the gear lever, gaining speed by pressing the pedal and other relatively simple actions require conscious decisions and are essentially separate actions. But after some time, sometimes significant, skills become skills, consolidated into habits, which are closed in a chain of unconscious automated actions. The freed consciousness no longer controls these actions and is aimed at assessing the road situation, the condition of the road surface and much more that the driver must take into account if he wants to arrive at the intended destination safe and sound. The same thing happens when a person masters any new business.

3. Third Law Personal development directly follows from the second: Every act of a person’s life in individual experience is initially performed as an act. Personality begins with action. Let us remember the ancient saying: if you sow an action, you will reap a habit; sow a habit and reap a character; sow character, reap destiny. Habit is precisely the process by which belief becomes inclination and thought turns into action. We should not forget that habit is created in actions. A.S. Makarenko noted “the contradiction between the consciousness of how to act and habitual behavior. There is some kind of small groove between them, and this groove needs to be filled with experience.” The struggle for this experience of the correct actions of students became the basis of his pedagogical system.

All three laws in human life always act together and simultaneously, because they represent a way of functioning and development of the individual. Educators have been working towards the discovery of these laws for centuries.

Personality formation- this is the process of its change as a social being under the influence of all factors without exception - environmental, social, economic, ideological, psychological, etc., the emergence of physical and socio-psychological new formations in the structure of the personality, changes in the external manifestations (form) of the personality. Both the baby and old man. Formation implies a certain completeness of the human personality, achieving a level of maturity and stability. Education is one of the most important, but not the only factor in personality formation. The concept of formation is broader than other categories. The relationship between them can be represented as the following diagram (Fig. 2).

Socialization

Socialization is the development of a person throughout his life in interaction with environment in the process of assimilation and reproduction of social norms and cultural values, as well as self-development and self-realization in the society to which he belongs.

In a general sense, socialization is understood as the process of a person’s assimilation of existing social norms, values, and typical forms of behavior in society, as well as the establishment of new individual norms that meet the interests of the entire society. L.S. Vygotsky viewed socialization as the individual’s appropriation of social experience and the entire culture of society.

Essence socialization consists of a combination of adaptation and isolation of a person in the conditions of a particular society.

The structure of the socialization process includes the following components:

1) spontaneous socialization - the process of development and self-development of a person in interaction and under the influence of objective circumstances in the life of society;

2) relatively guided socialization - when the state takes economic, legislative, and organizational measures to solve its problems, which objectively influence a person’s life path and his development;

3) relatively socially controlled socialization - the systematic creation by society and the state of legal, organizational, material and spiritual conditions for human development;

4) conscious self-change of a person.

Main species socialization are: a) sex-role (mastery of the roles of men and women by members of society); b) family (creation of a family by members of society, performing functions in relation to each other, performing the functions of parents in relation to their children and children in relation to their parents); c) professional (competent participation of members of society in economic and social life); d) legal (law-abiding behavior of every member of society).

Stages socialization can be correlated with the age periodization of a person’s life: infancy (from birth to 1 year), early childhood (1–3 years), preschool childhood(3–6 years old), junior school age(6-10 years old), junior teenager (10-12 years old), senior teenager (12-14 years old), early youth (15-17 years old), youthful (18-23 years old), youth (23-30 years old), early maturity (30–40 years), late maturity (40–55 years), elderly age(55–65 years), old age (65–70 years), longevity (over 70 years).

Agents socialization refers to people in direct interaction with whom a person’s life takes place. In their role in socialization, agents differ depending on how significant they are for him. At different age stages, the composition of agents is specific.

Facilities socialization is a set of means specific to a certain society, a certain social stratum, a certain age. These include: methods of feeding and caring for a baby; developed household and hygienic skills; products of material culture surrounding a person; elements of spiritual culture; the consistent introduction of a person to numerous types and types of relationships in the main spheres of his life; a set of positive and negative formal and informal sanctions.

Factors socialization refers to conditions that more or less actively influence human development and require certain behavior and activity from him. The studied factors of socialization can be combined into four large groups: megafactors, macrofactors, mesofactors, microfactors.

Megafactors– these are conditions that affect all people on Earth. These include the world, space, planet. These circumstances must be kept in mind when determining the goals and content of education. Pedagogical goal setting should include the formation and development of planetary consciousness in adults and children, and an attitude towards the Earth as a common home.

Macro factors- these are the conditions that affect the process of socialization of all people living in certain countries. These include country, state, society, ethnic group. The regions of the country differ from each other in natural and climatic conditions, economic characteristics, degree of urbanization, and cultural characteristics. Depending on the historical path, the level achieved and the prospects for development in society, the ideal of a person is formed, a certain type of personality is formed. Policies and social practices characteristic of a given state create certain living conditions for citizens, in which socialization takes place. Among macro factors, ethnicity has a huge influence on the formation of personality. Each ethnic group has its own specific features and properties, the totality of which determines it national character. They manifest themselves in national culture.

Mesofactors– these are the conditions for the socialization of large groups of people, distinguished: by the place and type of settlement in which they live (city, town, village); by belonging to the audience of certain mass communication networks; according to belonging to certain subcultures. The most significant among them are region and type of settlement. In villages and towns, social control over human behavior is maintained, since there is a stable composition of residents, weak social, professional and cultural differentiation, close ties between neighbors and relatives, ensuring open communication. The city creates potential opportunities for adults and children to make individual choices in various spheres of life, and provides opportunities wide choice communication groups, lifestyles, value systems.

Microfactors– these are conditions that directly affect specific people. These include family, neighborhood, microsociety, home, peer groups, educational, public, government, private, and religious organizations.

The process of entering a new social environment has three main phases:

1. integration – mastering the norms and rules in force in the group, mastering the necessary techniques and skills of activity and communication.

2. individualization - as a search for means of expressing oneself as an individual

3. adaptation or rejection - the individual and the group mutually find a more acceptable type of interaction.

The process of socialization occurs throughout life, as a person constantly enters new social groups.

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