Education as a phenomenon of pedagogical activity. Education as a social and pedagogical phenomenon

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.

Education is the main component of the pedagogical process, an extremely complex social phenomenon aimed at developing in pupils a scientific worldview, personal civil values, intellectual, professional, moral, legal, physical, and environmental development.

Education as a holistic process has two sides: external (own upbringing, educational activities as the transfer of social experience) and internal (self-education, a purposeful process of self-improvement through the assimilation of social experience of activity, behavior, spiritual enrichment). Therefore, it is one of the main activities of mankind.

The philosophical category “essence” reflects, firstly, deep connections and internal relationships that determine the main features and development trends of a given phenomenon; secondly, the transition of the external (objective) into the internal (subjective), that is, into human consciousness. Thus, essence means the meaning of a given thing or phenomenon, what it is in contrast to all other things.

At the core educational process lies the system of educational relations, ensuring the interaction of educators and students on socially defined goals of personality formation. The essence of the education process is the skillful organization and stimulation by the teacher of psychologically and pedagogically sound activities of the student, the formation and maintenance of motivation for constant creative self-improvement, the formation of stable forms of behavior in society through skills and habits, constant help, support, sympathy and empathy.

Traditionally in pedagogy, the category of “education” was considered in different aspects, namely:

1) in a broad sense(as a social phenomenon: as a social phenomenon: as a process and result of personality development; as a process of personality formation as a whole);

2) in the narrow sense(the influence or system of influences of educators on students; a specific process of formation of social and spiritual values, a system of value orientations and corresponding behavior).

3) in a special pedagogical sense as a process and result of purposeful influence on personality development;

4) in a broad pedagogical sense, when the concept of “upbringing” covers both the process of teaching and upbringing itself, that is pedagogical process generally .

The difference in approaches causes certain difficulties in the scientific interpretation of this concept, so we will highlight its main categorical features.

Education is a socio-historical phenomenon- this is the process of transferring and assimilating social experience, spiritual culture, aimed at personal development. National education is a concrete historical manifestation of universal humanistic and democratic education (L. Kuz, M. Stelmakhovich, M. Kasyanenko).

Education is a process formation and development of the personality, leads to certain changes in its structure (Yu. Babansky, N. Kuzmina, Kostyuk, M. Boldirev) a multifaceted process of spiritual enrichment of the individual (V. Sukhomlinsky); the process of interaction between two participants in education (S. Shabanov, G. Legenky, M. Talanchuk).

Education influence on personality development, which is understood not as a mechanical projection of pedagogical influence on the student, but as the internal deep work of the subjects of pedagogical interaction, which awakens their activity (B. Ananyev, N. Kuzmina, G. Shchukina, I. Bekh).

Parenting is interaction a set of subjects and objects of the educational process, the consequence of which is mutual changes in their behavior, activities, relationships, attitudes (N. Kuzmina, V. Genetsinsky, L. Talanchuk).

Education is an activity- purposeful, diverse I. Monoszon, B. T. Likhachov) interconnected (A. Kitov, M. Boldirev) collective creative activity(I. Ivanov, Sh. Amonashvili, Yu. Azarov).

Parenting is management the process of formation, development of personality in accordance with the needs of society (B. Ananyev, S. Batishchev, Kostyuk, V. Zhuravlov, V. Yakunin).

Education is the guide development of the personality of pupils, their inclinations, abilities in accordance with the needs of society (M. Danilov, F. Korolov, Kostyuk, G. Shchukina).

So, we can conclude that education is:

a social phenomenon that is determined by natural inclinations;

a process leading to certain changes;

management and guidance of personal development;

the action of all objects of the pedagogical process;

developmental activities.

The identified features are not universal, but they make it possible to present the specific features of the upbringing process and confirm its complexity and multidimensionality.

The conducted categorical analysis of the concept of “education” makes it possible to formulate its definition in this form: education is a process of conscious development of the individual, carried out under the influence of a teacher-educator during joint activities aimed at students mastering methods of moral self-development and experience in social relations.

Structural elements the process of education; the purpose of education; his tasks; content; forms, methods and means of education; results; adjustments to educational results.

According to the structural elements, they are distinguished main components educational process, namely:

motivational component - which consists in determining the purpose of education and organizing the impact on the motivational sphere of students;

participants in the progress of education - subjects of educational interaction (subject 1 - teacher, educator, parents; subject 2 - child, student, pupil)

ways of joint activity of participants in the educational process - forms, methods, means, techniques of this work;

the result is a formed personality (a certain level of personal education).

The student interacts with the teacher consciously. So, educational relationships are always subject-subject in nature. Educational process- active, purposeful and meaningful interaction between educators and students, during which the latter assimilate a certain body of knowledge, acquire practical skills and abilities of appropriate behavior, comprehensively develop their emotional, sensory, volitional, motivational spheres and other leading personality traits, form their inner spiritual world .

Education is a multifactorial process. The process of education depends on objective and subjective factors.

Objective factors are: features of the development of Ukraine in general and the system of educational institutions in particular; restructuring the economy on market principles; features of the development of the social sphere; revival of national traditions, folk pedagogy; environmental influence.

To subjective factors include: social and pedagogical activities of the family and public organizations; educational activities educational institutions; targeted activities of media and culture; educational activities of out-of-school institutions and church activities.

Purpose of education

Purpose of education- this is a set of personality qualities that society strives to cultivate. It is of a mass objective nature and reflects in a generalized form the ideal of man. Ideal- this is an idea of ​​the pattern of human behavior and relationships between people, formed under the influence of an understanding of the purpose of life. Any education - from the smallest events with government programs - is always purposeful. Education without a goal does not exist. All components are subordinate to the goals: content, organization, forms, methods of education. The goals of education are determined by the needs of the development of society, depend on the method of production, the pace of progress, and the level of development achieved pedagogical theory and practices, opportunities of society. So, the purpose of education is of a specific historical nature and changes in accordance with the social, spiritual and material levels of development of society. That is why the ideal and purpose of education have changed throughout the historical development of mankind.

Thus, in ancient Greece, the goals of education were concentrated around the development of such traits as courage, patriotism, obedience, dexterity, physical strength. Athens was in sharp contrast to Sparta. Educational program paid great attention to intellectual and aesthetic goals: teaching reading, writing, counting, etc., playing sports, music, studying history, drama, poetry, rhetoric. Progressive figures of the Renaissance put forward the idea of ​​harmonious personal development as a general goal of education. Makarenko believed that the goal of education is a program of the human personality, a program of human character. At the same time, he put the entire content of personality into the concept of character, i.e. and the nature of external manifestations and internal conviction, and political education, and knowledge - the whole picture of the human personality.

General goal of education at the present stage - the formation of a comprehensively and harmoniously developed, socially active personality, which in its life activities is guided by universal (honor, conscience, human dignity, justice) and cultural-national (hard work, love of freedom, sovereignty, conciliarity, etc.) values.

So, according to the Concept of education in the national education system, along with the general goal of education, the main goal of national education in Ukraine is the acquisition of social experience by young people, the inheritance of the spiritual values ​​of the Ukrainian people, the achievement of high culture interethnic relations, formation among young people, regardless of nationality, of the traits of a citizen of the Ukrainian state, moral, artistic, aesthetic, legal, labor, environmental culture.

The implementation of the idea of ​​comprehensive development of the individual, taking into account individuality and existing socio-economic conditions, presupposes the unity of moral, civil, mental, moral-aesthetic, labor and physical education. The educational process is aimed at the formation of a scientific worldview and universal human values, national and national culture, highly moral human relations, high civic qualities, deep professional preparation for a full, social active life. Therefore, the content of education includes the general aspects and characteristics of this process, attraction to the main types of human activity in the conditions of humane relations, as well as an individual program of self-education and development (formation of a holistic scientific worldview and value orientations, a culture of activity, a culture of humane relations, abilities, experience of emotional value relationship to the surrounding reality and oneself). Thus, the content of education is a system of knowledge, beliefs, skills, qualities and personality traits, stable habits of behavior that students must master in accordance with their goals and objectives.

A well-organized education should prepare a person to fulfill five roles in life - citizen, worker, family man, owner, consumer. Each of these roles requires a person to have certain knowledge, skills, and acquired qualities.

Citizen: performing civic duties; a sense of national pride and patriotism; respect for the Constitution, government bodies, symbols of statehood; responsibility for the fate of the country; careful attitude to the national wealth of the country, language, culture, social activity; compliance with democratic principles; active life position.

Worker: discipline and responsibility; efficiency and organization; general, special and economic knowledge; creative attitude to work; professional pride, respect for craftsmanship; respect for working people.

Family man: hard work, responsibility; tactfulness, culture of communication; versatile education; knowledge of legal norms and laws; knowledge of practical pedagogy; psychosexual preparedness; willingness to marry and fulfill marital responsibilities; respect for your parents, for the elderly.

Owner: responsibility; knowledge of legal norms and laws; legal consciousness; hard work; economic knowledge; respect for government authorities, common culture.

Consumer: prudence, attentiveness, economic knowledge, knowledge of the rights and responsibilities of consumers, communication culture, tact, general culture and consumer culture, social activity, responsibility.

Upbringing.

A.upbringing in a broad social sense -

totality impacts all public institutions, providing transfer from generation to generation of accumulated socio-cultural experience, moral standards and values.)

THIS IS A DEFINITION YOU NEED TO KNOW

Education is process of purposeful controlled socialization(through family, religious, school education)...

Actually education here is identified with socialization .

B.upbringing in a broad pedagogical sense - targeted education carried out by the educational system institutions ;

IN.upbringing in a narrow pedagogical sense - educational work, the purpose of which is formation in children of a system of certain qualities, views, beliefs, relationships;

G.upbringing in an even narrower sense - solving specific educational problems(for example, education of a certain quality, etc.)

Different definitions of parenting

1 Upbringing– creative, goal-oriented interaction process teachers and students to create optimal conditions for organizing the development of social and cultural values ​​of society and, as a result, the development of their individuality, self-realization of the individual /Malenkova/.

2 Upbringing – process purposeful influence, the purpose of which is the child’s assimilation of the social experience necessary for life in society and the formation of a value system accepted by society /Smirnov S.A./.

3 Upbringing is a focused and interconnected activities of teachers and students, their relationships in the process of this activity, contributing to the formation and development of individuals and teams /N.I. Boldyrev/.

4 Upbringing There is impact on the hearts of those we educate /L.N. Tolstoy/.

5 Upbringing There is assimilation universally significant social experience /Yu.K.Babansky/.

6 Upbringing– this is purposeful development process management personality /H.J.Liimets/.

7 Upbringing – preparation process of people to labor and other useful activity in society, to perform diverse social functions /ped. dictionary 1988/.

8 Upbringing- This personality formation as the creator of your life and your destiny.

Education in all its manifestations serves to develop morality. The essence of education is the formation of relationships with the surrounding world (Malenkova).

By institutional attribute allocate

family,

school,

extracurricular,

confessional (religious),

education at the place of residence (community), as well as

education in children's and youth organizations and in specialized educational institutions(orphanages, boarding schools).

PARADIGMS OF EDUCATION

In the process of theoretical justification and explanation of the nature of education, three main ones are distinguished: paradigms representing a certain attitude towards social and biological determinants.

1 Paradigm social education (P. Bourdieu, J. Capel, L. Cros, J. Fourastier) focuses on priority of society in human upbringing .

Its supporters suggest correct heredity through the formation of the appropriate socio-cultural world of the child being educated.

2 Supporters of the second biopsychological paradigm(R. Gal, A. Medici, G. Mialare, K. Rogers, A. Fabre) recognize the importance of human interaction withsociocultural world and at the same time defend the independence of the individual from the influence of the latter .

3 The third paradigm focuses on the dialectical interdependence of social and biological, psychological and hereditary components in the process of education (Z.I. Vasilyeva, L.I. Novikova, A.S. Makarenko, V.A. Sukhomlinsky).

REGULARITIES OF EDUCATION

1. The dependence of education on the level of socio-economic, political and cultural development of society.

2. Unity and relationship between education and personality development.

3. V. Levi: the stronger our educational pressure, the less we learn about the true life and inner world of the child .

4. The child develops normally in the activities organized in the process of education, provided that his internal state is positive (joy, happiness, spirituality, cheerfulness, Have a good mood, confidence in the love and respect of others, a sense of security).

5. The educational process is effective if the child in it is perceived as a whole person with all the advantages and disadvantages, with all the difficulties of growth and contradictions, with the whole system of its diverse relationships to the surrounding world.

6. /Law/ of parallel pedagogical action: “In the lives of children there is not a single word, not a single fact, not a single phenomenon or relationship that, in addition to its life significance, would not have educational significance."(I.F. Kozlov).

PRINCIPLES OF EDUCATION

- guiding ideas, regulatory requirementsto the organization and implementation of the educational process.

- main provisions, determining the content, organizational forms and methods of the educational process in accordance with its general goals and laws.

* The principle of a person-centered approach to education.

*The principle of relying on the positive in the pupil.

*The principle of humanistic orientation education.

*The principle of stimulating personal activity.

* The principle of cultural conformity/Malenkova/

*The principle of education in the team and through the team.

*The principle of perceiving and accepting the student as he is /Malenkova/.

*Principle of combination pedagogical leadership activities of pupils with the development of their initiative and independence.

*The principle of a holistic approach to education.

* Principle of cooperation, partnerships in education.

*The principle of aestheticization of children's life.

*The principle of connection between education and life.

*Principle approaching a person with an optimistic hypothesis, even with some risk of making a mistake /A.S. Makarenko/.

*The principle of taking into account age, gender and individual characteristics in organizing the educational process.

TOPIC 11 GOALS AND CONTENT OF EDUCATION

Purpose of education –

some ideal which he strives for society.

The purpose of education should be understood those predetermined (predicted) results in preparing younger generations for life, in their personal development and formation, which they strive to achieve in the process of educational work.

Educational goals- This expected changes in a person(or a group of people) carried out under the influence of specially prepared and systematically carried out educational actions and actions.

The purpose of education expresses the historically urgent need of society to prepare the younger generation to perform certain public functions.

GOALS OF EDUCATION IN HISTORY

Ancient world. The goal of education should be education of virtues.

Plato gives preference to the education of the mind, will and feelings.

Aristotle speaks of cultivating courage and toughness (endurance), moderation and justice, high intelligence and moral purity.

Jan Amos Comenius:“there must be a firmly established threefold goal of education: 1 - faith and piety; 2 - good morals; 3 - knowledge of languages ​​and sciences."

J. Locke: home the purpose of education is to form a gentleman - a person who “knows how to conduct his affairs wisely and prudently.”

J. J. Rousseau: “Living is the craft that I want to teach him (my pupil).”

THE MAIN GOAL (IDEAL) OF MODERN EDUCATION -

FORMATION OF A COMPREHENSIVE AND HARMONIOUSLY DEVELOPED PERSONALITY

home goal of social education is formation of a person ready to perform public functions worker and citizen.

Modern pedagogical practice is guided by TWO MAIN CONCEPTS OF EDUCATIONAL GOALS:

- pragmatic;

- humanistic.

1 Pragmatic a concept that has been established since the beginning of the 20th century. in the USA and remains here to this day under the name "education for survival" .

According to this concept, The school must educate, first of all, an effective worker, a responsible citizen and a reasonable consumer.

2 Humanistic the concept is based on the fact that the purpose of education should be to assist the individual in realizing all the abilities and talents inherent in him, in realizing his own “I”.

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

+++++++++++++++++++++++++

Traditionally identified areas of educational work:

- mental,

- moral,

- labor,

- physical

-aesthetic;

- patriotic (civil),

- legal,

- economic,

- environmental.

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* N.M. TALANCHUK:

Target education is formation harmoniously developed a person who is ready and able to fully fulfill the system of social roles .

Expand the 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 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 which 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;

– the process of purposeful personality formation;

– 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 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 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 the personal and individual characteristics of the student, 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.

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 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.