Regularities and principles of the education process. Patterns of the education process

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Patterns of education

All general laws of the pedagogical process apply to education: the laws of the dynamics of the pedagogical process; the pattern of personality development in the pedagogical process; the pattern of managing the pedagogical process; pattern of stimulation; the pattern of unity of the sensory, logical and practical in the pedagogical process; the pattern of unity of activity between teacher and student; the pattern of conditioning of the pedagogical process by the needs and capabilities of society and the individual, the conditions of its course.

The education process also has its own specific patterns:

The effectiveness of education depends on:

1. ...from the existing educational relationships. Negative relationships between teacher and student must first be corrected into positive ones, and then the planned educational impact must be implemented. The relationships (communication) between the students themselves also play an important role (mutual education affects personality development).

2. ...from compliance with the goal and the organization of actions that help achieve this goal. Methods, means and forms of education must correspond to the goals of education.

3. ... on the correspondence of the nature of the educational influence to social practice. Education should not be divorced from life.

4. ...from the combined action of objective and subjective factors. Subjective factors are the personality of the teacher and the student, the relationships that have developed between them, the psychological climate of the class and family. Objective factors – socio-economic, material, technical and sanitary conditions. In each specific case, the complex interweaving of these factors gives education a unique character.

5. ...on the intensity of education and self-education.

6. ...from the activity of participants in the educational process in pedagogical interaction.

7. ...on the effectiveness of the processes accompanying education - training and development. Parenting improves development and learning, and these, in turn, contribute to successful parenting.

8. ...on the quality of educational influence. Educational influence must be purposeful, versatile, systematic, and conscious on the part of the student.

9. ...on the intensity of the impact on the need-motivational sphere of the student’s personality. The goals that the teacher sets must be transformed into motives for the student’s behavior.

10. ...from the combination of pedagogical influence and the level of development of the pupil’s verbal and sensorimotor processes.

Principles of education

Principles of education– these are general starting points that express the basic requirements for the content, methods and forms of organizing the educational process.

The modern domestic education system is guided by the following principles:

1. The principle of social orientation of education.

2. The principle of connection between education and life, social practice.

3. The principle of relying on the positive in the student.

4. The principle of humanization of education.

5. The principle of personification (taking into account the personal characteristics and capabilities of students, relying on personal qualities).

6. The principle of differentiation of education.

7. The principle of nature-conformity of education.

8. The principle of cultural conformity of education.

9. The principle of unity of educational influences (coordination of educational efforts of the school, family, public organizations, creative unions).

10. The principle of taking into account the age and individual characteristics of the pupil.

1. The principle of social orientation of education. Education should prepare a person for an active social life. Education is focused on supporting the state system, its institutions, authorities, the formation of civic and social qualities on the basis of the ideology, constitution, and laws adopted in the state. In other words, to fulfill the social order and form a socially necessary type of personality.

The implementation of this principle becomes impossible when there is a mismatch between the goals of the state, civil society and the individual.

Therefore, a school cannot be a state institution; it is a public-state institution. Therefore, to overcome the nationalization of schools, private (community) schools are being developed in most countries.

2. The principle of connection between education and life, social practice. In theory and practice, sometimes there is a narrow interpretation of this principle - as simply including students in productive work, believing that such inclusion will automatically solve all educational problems. This is a deep misconception. Practice shows that combining education with productive work solves the problems of comprehensive development of students’ personality under certain conditions.

Education should be based on the life experience of the individual, his real life activities. To do this you should:

a) involve students in feasible socially useful activities, welcome students’ attempts to earn an honest living;

b) introduce students to the basics of modern production, expand their polytechnic horizons, instill a work culture and NOTES;

c) prepare students for a conscious choice of profession;

d) widely use local history material in lessons and in extracurricular activities.

3. The principle of relying on the positive in the student. Finding the leading positive link in each specific case is the task of the educator.

a) in the educational process, confrontation, struggle between teacher and student, opposition of forces and positions is unacceptable; cooperation, patience, and interested participation of the teacher in the fate of the pupil are necessary;

b) reliance on the positive interests of the pupil (for example, love of nature, animals);

c) creating a positive educational background (calm business environment, high organization of work and rest, aestheticization of the environment, caring for each other);

d) do not often remind students of their shortcomings, do not focus their attention on mistakes; on the contrary - do not skimp on compliments, advance with confidence, project good behavior, inspire confidence in your abilities, and encourage in case of failures.

4. The principle of humanization of education. Humanistic education presupposes the humane nature of relations between participants in the pedagogical process. In the humanistic tradition, the development of the individual should ensure the harmony of its self and society. In the modern interpretation of the goal of humanistic education, a person is conceived as a unique natural phenomenon, and the goal of education is the formation of planetary consciousness, productive orientation and altruistic aspirations of the individual. Combination of the principle of respect with reasonable demands.

5. The principle of personification(taking into account the personal characteristics and capabilities of students, relying on personal qualities - the orientation of the individual, his value orientations, life plans, formed attitudes, dominant motives for activity and behavior).

The principle of personification requires that the teacher:

a) constantly studied and knew well the individual characteristics of temperament, character traits, views, tastes, habits of his students, thinking style, motives, interests, attitudes, attitude to life, work, value orientations, life plans, etc.;

b) constantly involved each pupil in educational activities that are feasible for him, interesting to him and increasingly complex, ensuring the progressive development of the individual;

c) timely identify and eliminate reasons that may interfere with achieving the goal, promptly change educational tactics depending on the new prevailing conditions and circumstances;

d) relied as much as possible on the individual’s own activity;

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

f) developed independence, initiative, and self-activity of students; he did not so much supervise as skillfully organize and direct activities leading to success.

Understanding the deep characteristics of a person by external acts of behavior is very difficult and not always possible. It is necessary that the student himself helps the teacher. Make him your friend, ally, collaborator. This is the shortest and surest path to positive transformation.

6. The principle of differentiation of education. The essence of differentiation is that in education it is necessary to take into account the gender, age and other individual typological characteristics of students (temperament, etc.).

For example, in the lower grades, where students’ self-awareness is at the initial stage of development, their personal formation occurs mainly under the direct influence of the teacher. In teenage classes, where students’ self-awareness is intensively developed, education is more indirect in nature and its effectiveness largely depends on the extent to which it encourages students to engage in self-educational work.

Another example: one student has a calm, balanced character, is sensitive to comments, and shows benevolence and respect in relationships with teachers and peers. The other, on the contrary, has increased irritability, shows harshness in communicating with other people, and does not know how to maintain good friendly relations. All this should be appropriately reflected in education. Students with a balanced character are more easily involved in joint activities, quickly assert their personal dignity and develop more intensively. Schoolchildren with increased irritability require greater sensitivity, respect and delicacy from their peers and teachers.

7. The principle of nature-conformity of education. In its most general form, this principle means treating man as a part of nature, relying on his natural forces and creating conditions for his development drawn from nature. For a long time, the principle of conformity to nature was forgotten in pedagogy. What does modern pedagogy of primary education achieve by returning to it? First of all, a clear understanding of the students' capabilities. This eliminates the contradiction between identical school programs, designed for the mythical equality of students, and the far from identical abilities of children to master certain academic subjects.

Research has confirmed that forgetting the principle of conformity with nature has become the cause of an education crisis in many countries. Having discovered the reason for the weakening health of schoolchildren, the deterioration of morality and mental instability, the teachers of these countries were not afraid to admit their mistakes and returned to the proven classical pedagogy.

8. The principle of cultural conformity of education- this is taking into account the conditions in which a person lives, as well as the culture of a given society and universal human culture in the process of education.

For example, the most important historical feature of the social and spiritual culture of the Eastern Slavs, their mentality, is the orientation towards joint activities and a communal way of life. This is the origin of one of the traditionally strong advantages of the social existence of Belarusians - collectivism with such inherent values as cooperation, mutual assistance, and mutual understanding. Refusal of collective principles of life and a strict focus on individualism are fraught with irreparable moral losses for the younger generation and society as a whole.

9. The principle of unity of educational influences(coordination of educational efforts of school, family, public organizations, creative unions). To do this, the teacher should:

a) coordinate their pedagogical requirements with other teachers, the school administration, the student’s parents, and support each other’s reasonable requirements;

b) maintain and strengthen connections with family;

c) the teacher must be educated himself so that his behavior does not run counter to his requirements;

d) in all pedagogical conflicts (with the same family or with colleagues) rely not on what divides, but on what unites;

e) create a unified system of education both in class and during extracurricular time.

10. The principle of taking into account the age and individual characteristics of the pupil. It is clear that at each age stage it is possible to educate only what corresponds to the given level of children’s capabilities. But we must also see a dialectical relationship: the opportunities themselves depend on upbringing. For example, in our time, in the conditions of rapid development of science and technology (radio, television, Internet), the level of development of children and youth is much higher than 20–30 years ago. In other words, today’s parents, and even more so grandparents in childhood, knew and understood much less than what is known and understood by children today. Psychologists L.V. Zankov, D.B. Elkonin, V.V. Davydov found that teachers underestimate the capabilities of younger schoolchildren; as a result, in the USSR a transition was made to education from six years, and the period of primary education was reduced from four to three years.

Each person requires an individual approach. An irritable person should be treated with calmness, a withdrawn person with sincerity, a spoiled person with strict demands, an arrogant person with a display of his ignorance, and someone who has committed a dishonest act once with trust.

If it is known that a child in the family hardly hears praise or encouragement, then these techniques can change him for the better.

Humans are processes that are extremely important for the formation of a full-fledged society. The science of the laws of human upbringing and education is called pedagogy. From this article you will learn details about the history, categories and functions of this science.

History of pedagogy: basic information

The concept of "pedagogy" is the result of the merger of two ancient Greek words: "paidos" ("child") and "aga" ("news"). As a result, we got a “school teacher,” that is, a teacher. It is curious that in Ancient Greece the word “teacher” was taken literally: it was the name given to a slave whose duty was to accompany a child to school and pick him up from there.

For the first time, the Englishman Francis Bacon, a philosopher and author of the work “On the Dignity and Augmentation of the Sciences,” spoke about pedagogy as an independent science, and not part of philosophy, in the first quarter of the 17th century.

It is there that he names pedagogy along with other sciences already known to society.

Until about the middle of the last century, pedagogy was viewed as a science that deals mainly with children. But in the 20th century, higher education ceases to be a privilege available only to the rich, and becomes widespread. In this regard, in the 50s. In the 20th century, it became clear that the discoveries of pedagogy are applicable not only to children, but also to adults (students, for example). This discovery expanded the scope of scientific activity, but first corrected the formulation itself. From now on, pedagogy is the science of the laws of upbringing and education of a person in general, and not just a child.

What does pedagogy study?

Pedagogy examines the laws of upbringing a growing person. In other words, at the center of this science lies the process of transferring accumulated knowledge by the older generation to the younger, and on the part of the younger generation - the process of active perception of the acquired knowledge. Pedagogy is close to psychology. Since the science we are considering is inextricably linked with the human factor, therefore, the teacher, almost first of all, should learn to solve problems related to the human and, in particular, the child’s psyche, because he works with living human material. A competent teacher is able to use the characteristics of a child’s psychology to his advantage.

Categories of pedagogy

Development. This is the general process of formation of a growing human personality. People tend to change throughout their lives. It would be more correct to say that they are constantly, continuously changing. This applies to children more than to adults. Moreover, middle and high school age falls at the same time as transition. And adolescence is one of the most important centers of development in a person’s life.
Upbringing. Despite the fact that development is primarily a process that takes place within the individual, the development of a child requires competent guidance and direction from the outside. This guidance and direction is called education. This is an everyday, labor-intensive process. Its goal is the development of all aspects of the personality that the teacher considers essential for the successful existence of a person in society.
Education. In fact, this is part of both development and education, but it is such a vast and labor-intensive part that it has been separated into a separate category. Education implies familiarity with the most important experiences of previous generations, summarized in the form of specific knowledge.
Education. Directly follows from the previous paragraph and represents its implementation. The learning process, like, in fact, the entire pedagogical process, is a two-way activity. In this case - student and teacher. The student is engaged in learning, the teacher is engaged in teaching.
General pedagogy. This is the theoretical part of science. She studies all of the above categories and is engaged in the formation of forms, means and methods of successful education and training. General pedagogy develops fundamental laws, that is, laws common to all age categories.

There are also educational psychology, higher school pedagogy (it studies issues of pedagogical activity in secondary and higher educational institutions), corrective labor pedagogy (its main goal is re-education).

Functions of pedagogy

There are two main functions of pedagogy as a science:

Theoretical. Its essence is tracking, systematizing and describing innovative experience that arises in practice; diagnostics of existing pedagogical systems; carrying out experiments and experiments. This function is more directly related to science.
Technological. This includes: development of plans, training programs, projects and teaching aids, that is, materials that streamline pedagogical work; introduction of innovations into practical teaching activities; analysis of performance results. This function is more related to practical work.

Conclusion

Pedagogy is the only science whose subject of study is human upbringing. It is in demand in all societies that have crossed the primitive stage of development. That is why pedagogy can probably be called the science of the laws that are most important for society.

The essential aspects of the upbringing process are revealed during the analysis patterns And principles of education. Pattern ¾ concept close to law, meaning totality« laws interconnected in content, ensuring a stable trend or direction in system changes». Law science determines how objective, stable, significant connection between phenomena, parties to the process. Consequently, such connections in the process of upbringing help to better understand, describe and optimally implement it, based on knowledge about it. In essence, laws ¾ are the theoretical knowledge about the object of reality, about reality, that science obtains. Laws make it possible to predict the “behavior” of the system and the course of the education process. The connections that the law reveals are cause-and-effect relationships according to the principle of determinism, which means that every phenomenon, change in an object, process (i.e., consequence) is due to the presence of some cause.

Laws in the humanities are probabilistic-statistical in nature, which means: consequences, subsequent states of the system, can occur ambiguously. This happens because in society, in social processes (and the process of education is exactly like this), laws are implemented in the presence of an indefinite number and nature of factors, among which the first place is the subjective factor ¾ people, human activity. Under these conditions, the effect of the law is detected only in a large number of cases, and in many individual cases the consequences may differ from the expected results and forecasts. In other words, the effect of the laws of education can be seen in the work of a large mass of teachers, as scientists say, in a large sample of subjects, but not in every individual case.

It is important to understand that education process, despite the many, as physicists say, disturbing factors, especially the competence of the teacher, the condition, level of development of the students and much more, the process of education is still an objective process, proceeding to a certain extent independently of the will of its participants, although they act, participate in it quite consciously and purposefully. That is why the laws of education need to be known not only by scientists, but also by practitioners, teachers and parents who directly teach and raise children.

In close connection with the concept of law in pedagogy is the concept principle of education. The word “law” itself is often used in the sense of ¾ prescription, requirement, regulation (something close to the legal meaning of the term “law”). Principle of education ¾ this a fundamental requirement for education, usually based on the law, is a leading idea that determines the actions of the teacher, prescribes, recommends following certain rules, conditions etc. The principle thus connects theory, explanation, description of the process with practice, instructions on what and how to follow in order to obtain the desired results. Of course, principles alone are not enough for this; methods, technologies, and developments are also needed, but that is why principles are important as leading, guiding ideas. So, the law explains, the principle prescribes, although, as we said, the law, in fact, also requires following it. That is why in pedagogy laws and principles are often described together: while describing laws, they characterize principles. Since principles are still an independent category, their system can create the basis of a pedagogical concept, we will describe them separately, following the laws.

Among the laws of upbringing, some of the most general ones are distinguished, which rather characterize upbringing as a social phenomenon than as a pedagogical process. These laws indicate the relationship between education and society. The main one among them ¾ is law of correspondence between education and the requirements of society . This law was especially developed in Marxist pedagogy, although it is obvious to everyone: the system of upbringing and education in the country is responsible needs state, this is reflected in the process of education, its goals, content, and methods. On the other hand, and education system, and the nature of the organization and flow of pedagogical processes depend on opportunities society, on the level of development of the country, socio-political, economic, cultural, scientific and technical. These connections between education and society, the state are regulated and adjusted by educational policy.

The law of unity of goals, content, methods of education means the connection of all components of the education process. Goals determine the content, methods, and forms of work. In turn, these elements of the education process depend on the capabilities and abilities of the teacher and students. Contradictions between the components of the educational process lead to disruption of educational work and to its ineffectiveness. Essentially, here we are talking about the functional relationships of the elements of the pedagogical system, as already mentioned above.

The law of unity of training, education and personal development. It was already mentioned above about the natural connection between the processes of training and education, on the one hand, and personality development, with another. This is one of the fundamental provisions of psychological and pedagogical sciences. Training and education, with certain specifics, proceed inextricably, determining success and mutual effectiveness. And both are aimed at the development of the individual, being the leading factor in its development, which has been proven by numerous studies.

Other laws point to connections mainly within the education process: the law of upbringing in activity, the connection between the process of upbringing and the activity of the pupil, the connection between education and communication, the connection between the characteristics of the upbringing process and the age, individual, and gender characteristics of the pupils, the dependence of personality formation on the degree of development of the team and a number of other laws. These and other laws can be applicable to a wide range of phenomena or to a narrower one, that is, they can be general or specific, have a limited scope of application, and act only under certain conditions.

The law of education in activity. This means that if we want to educate, i.e. ensure the formation of experience, knowledge, views and values of those being educated, their needs, emotions, will, norms of behavior, we must involve them in activity. Activity, one of the main concepts in psychology and pedagogy, is an active relationship with the environment, aimed at its knowledge, transformation and at the same time improving the self-identity of the subject of activity. In Russian psychology, this law sounds like a statement of unity psyche and activities. In the process of education, various types of activities are the main condition and means of formation and development of the individual: to educate ¾ means to involve in activities, to organize a variety of developmental activities.

Law of student activity in the process of education, he argues that a person only develops, is formed in activity as a person, when he realizes and manifests himself as an active, independent being, gradually understanding the problems of his growth, goals, needs, actions, means of achieving goals, when for a person his activity has personal meaning, significance. This law is associated with a number of specific, frequent patterns and concepts, for example, self-education, life and professional self-determination, and personal self-realization. Theories of educational activity are based on this law P. A. Galperina, V. V. Davydova. This law is confirmed by experience A. S. Makarenko and other great teachers.

The law of unity of education and communication. The formation of children and adolescents, of all people, is determined by the nature of communication between participants in the educational process, depends on the content of communication, the style of behavior of the teacher and students, on the organization of information exchange and interaction, relationships in a group or institution. Communication, psychologists say, is closely unified with activity. There is a natural cause-and-effect relationship between upbringing, activity and communication. According to this law, education is carried out in the process of direct communication. Therefore, for pedagogy, an important consequence of this is the development of technologies for communication between the teacher and students and other participants in the educational process, the technique of establishing adequate relationships in the educational process, the development of recommendations on style, organization of pedagogical communication, and professional pedagogical behavior.

The law of education in a team closely related to the previous ones. The team, as a highly organized group, has a formative influence on the individual and is a powerful means of education. Activities in a team, communication within it, relationships between group members have a proven effect through experience and research. Education in a team and through a team is one of the main principles of national pedagogy of the Soviet period. The influence of children, group assets on team members, relationships of mutual responsibility, the ability to interact in different associations, groups, psychological atmosphere, traditions of the team - these and other concepts characterize the detailed theory of the team and education in it, developed by A. S. Makarenko and his followers. In Western psychology and pedagogy, patterns and features of personality formation are studied in their own way, depending on the level of development of the group to which a person belongs. Educators around the world still show great interest in the experience and conclusions of A. S. Makarenko.

In our country at present this idea and this practice of influencing the individual through team are subject to reassessment and harsh criticism, not always balanced. In this book, education in a team as a principle and factor of education will be given in more detail below.

The law of dependence of education on the age and individual characteristics of pupils. The process of education, its goals, content, forms and methods depend not only on the general programs, systems, and concepts of education adopted in society and the state. They require adjustments in connection with the age of the students and their individual characteristics. People of different ages manifest themselves differently in activities and communication; they are distinguished by their qualitative uniqueness, the level of development of emotions, intelligence, the presence of attitudes, relationships, needs, and much more. Studies all age differences age-related psychology, and they must be taken into account in the educational process. This also applies to individual differences between people: features of the emotional-volitional sphere, cognitive processes, temperament, character, personal identity complicate the process of education and, to some extent, cause the need to vary educational work with different groups of students. In other words, the action of all laws of education is adjusted by the characteristics of the pupils: what is possible with some cannot be done with others or in other conditions.

So, the effect of the laws of education is limited by the various conditions in which a specific educational process takes place, and is of a probabilistic-statistical nature, since in the process of education the main role is played by people with their free will and their own individual behavior.

In the history of school and pedagogy, classical, traditional principles have now developed, which are recognized by more or less everyone, confirmed by experience and research, and reflect the most significant patterns of the education process. They form the basis, a system of principles and indicate a certain understanding education process, not only what he is, but also what he should be and what teachers should do to make education more successful. The principles, being a system of leading ideas and requirements for the educational process, not only reflect laws and are formulated on their basis, but can be the result of pedagogical will, the choice of certain principles rather than others. Analysis and selection of the principles of teaching and upbringing, emphasis on some specific ones, rethinking their content - this is a living scientific, pedagogical and practical, socio-cultural process, an expression of one or another concept, paradigm of education.

Thus, the principles can first be determined by one or another pedagogical concept, and then, in the course of practice and experiments, be verified, that is, tested empirically for the truth or adequacy of the real situation in education.

As already mentioned, in the domestic school and pedagogy there is currently a transition to a new concept of education, to humanistic, personally oriented education, which obliges the initiators of a change in the education paradigm to substantiate a new system of principles or highlight priority ones among traditional principles, fill them with new content, and interpret them in accordance with the modern concept of education. This is clearly visible when comparing the principles of education of the recent past and modern Russia.

In the scientific and educational literature of the Soviet period, in the first place are the principles of the communist orientation of education, connections with the life and practice of communist construction, the combination of pedagogical guidance with the independent activities of the educated, respect for the individual combined with demandingness towards it, and others like that. This shows certain ideological, ideological, conceptual guidelines that corresponded to that era: the state in the education system is oriented towards control over the formation of the younger generation, active management of this process.

How and why has the system of educational principles changed in Russia today? From the above it is clear that the system of principles of education has developed under the influence of the new paradigm of education and reflects its main provisions and attitudes. This concept is called humanistic education; it received recognition even earlier in developed countries of the world, and developed in its own way in Russia.

Let us recall that there were prerequisites for the development of humanistic pedagogy in Russia. Firstly, these are classical theories, the views of Russian and foreign teachers from ancient times to the 19th century, including such teachers as Y. A. Komensky, G. Pestalozzi, A. Diesterweg, K. D. Ushinsky. Secondly, this is the work of such Russian teachers of the first third of the 20th century as K. N. Ventzel, S. T. Shatsky, A. S. Makarenko, and later V. A. Sukhomlinsky. Thirdly, these are the speeches of a group of Soviet teachers called innovators in the 80s, whose position was called “ pedagogy of cooperation».

At the beginning of the 20th century. the strongest influence on world pedagogy, including Russian and then Soviet school and education, was exerted by representatives of pedocentrism and free education J. Dewey, V. Lai, M. Montessori, Waldorf pedagogy by R. Steiner, etc. They brought a new look at education and contributed to the search in this humanistic direction. And in the second half of the 20th century. humanistic pedagogy received support and new ideas from the humanistic psychology of C. Rogers, and also, as we said, from the general trend in world development along the path of humanism, democracy, and civil society. It should be noted that many parenting manuals use, explain, and recommend the principles and methods of psychotherapy by C. Rogers: child acceptance, unconditional love, empathy, psychological and pedagogical support, etc.

The turn of domestic education towards humanistic pedagogy was also influenced by social processes in the new Russia and UN documents: Declaration of Human Rights And Convention on the Rights of the Child.

In scientific, methodological and educational pedagogical literature, the reader can see at first glance a variety of principles of education, but, if you think about it, in general, a system of principles is given that reflects the concept of humanistic education. Let's name the main ones:

¨ education should be aimed at personal development, at the formation of creative individuality;

¨ education should be carried out in accordance with the age and individual characteristics of those being educated;

¨ education should take place in the process of students mastering culture and in accordance with the characteristics of the cultural environment and environment;

¨ education requires the involvement of children in active, conscious developmental activities;

¨ education should be closely connected with the life of the surrounding society, with work, with the experience and life of the pupil;

¨ education must be carried out in a team and with the help of a team;

¨ in education one should rely on the positive aspects of the pupil;

¨ in education it is necessary to combine pedagogical leadership with initiative and independence of students.

If we single out the most important thing among these statements, we get the following: education should be aimed at developing creative personalities, individuality in progress activities students to master culture and based on their age and individual differences. Let us emphasize once again that such a system of principles and the concept of education reflected in them are determined not only by the system of laws of education, but also by a number of the above-mentioned objective factors, as well as by the subjective factor - the will of the pedagogical community or individual teachers.

Under the same conditions, a group of teachers, one teacher, a student reading this book, can choose a different system of principles. In any case, you need to know that placing emphasis and priorities among the principles leads to one of three conceptual positions in education. The first of them: the process of education, reflected in the system of principles, is focused on the formation in the consciousness and behavior of young people of social norms, values - what most writers today call authoritarian pedagogy.

The second option for the possible placement of emphasis and interpretation of the principles of education leads to education, the main goal of which is self-development, self-determination, autonomy of the individual from society, emphasizing individual freedom among other pedagogical values. This concept a hundred years ago was called “ paedocentrism", has a history of its development and is currently very attractive for many in our country, which is reflected in official documents (RF Law " About education"), in pedagogical literature (publications in the magazines "National Education", "School Technologies") and practice (school of self-determination A. Tubelsky).

The third version of the system of principles defines education with a focus on a combination of both approaches, on the harmonization of the free development of the individual, his rights to self-realization and, on the other hand, the subordination of a person to the norms and requirements of society. With such upbringing, it is possible to transfer social norms, human traditions, values to young people and at the same time move society forward, which is initiated and carried out, as a rule, by the younger generation. This kind of education is called humanistic.

In essence, both socialization and education as a pedagogical process must maintain a moving line between restriction, coercion and freedom, human autonomy both in the process of formation and throughout life.

So, below we will characterize principles of education, formulated by pedagogical science on the basis of an analysis of historical experience, the practice of education in educational institutions and, on the other hand, on the basis of a modern understanding of the education process, the requirements of the time, in the light of trends in social development. Although experts write that only compliance with all laws and principles leads to effective education, common sense, analysis of theory and experience indicate the presence of a hierarchy among the principles. Therefore, among all the many principles, we will highlight three groups of them .

First group of principles defines the requirements mainly for the goals and content of education, and general approaches to it.

Second group of principles determines the requirements for methods of education, technology and techniques of pedagogical interaction, educational work.

Third group of principles defines some social and psychological conditions that ensure the process of education and without which it will be ineffective.

Let us make a reservation that this division is to a certain extent arbitrary, but it is necessary to highlight the main thing, to understand the essence of the education process, especially since there is already a precedent for structuring the principles of education (see the textbook edited by V. A. Slastenin). Let us recall that we are talking about principles ¾ requirements for the educational process within the framework of the country’s educational system, i.e. in educational institutions; This means that the principles may be different in a family or in some non-governmental, for example, religious, school, or public organization.

Let's list principles of the first group . This content-target, or value-content principles. These include: principlehumanistic orientation of educationfor personality development; the principle of focusing education on the development of culture, values of society, norms of behavior; the principle of connection between education and life and work.

Second group of principles¾ this actually pedagogical, or methodological, technological principles. These include: principle of education inactivities; the principle of education based on the activity of the individual; the principle of education in the team and through the team; the principle of combining pedagogical leadership with the initiative and initiative of the students; the principle of respect for the student in combination with exactingness towards him; the principle of education based on the positive qualities of a person.

Third group of principles ¾ sociopsychological. These include: the principle of taking into account age and individual characteristics; principle of unityrequirements(schools, families and communities).

Let us briefly describe the content of the principles.

The principle of humanistic orientation of education towards personal development. It is clear that this is the most general requirement for the education process: the main value of education is ¾ people, the disclosure and development of it abilities. This approach is fully consistent with the humanistic orientation of the education system and wider than ¾ of the entire social sphere. It is no coincidence that international standards for assessing the degree of development of states in the world introduce another criterion ¾ “human dimension”, “quality of life”, in addition to traditional, mainly economic, indicators. Scientists, psychologists and educators, philosophers and sociologists, as well as biologists and everyone involved in broad anthropological problems, this approach guides the further study and development of problems of human development. It is also no coincidence that among the pedagogical disciplines the branch that was once called K. D. Ushinsky pedagogical anthropology, and the anthropological principle is justified as a methodological principle of pedagogy.

This requires educators and teachers to change their pedagogical position, to direct efforts not so much to the formal study of disciplines according to the school curriculum and to formal educational work, but rather to developmental work with each student. There is, however, a wrong tendency to contrast orientation to knowledge with a program of orientation to the individual. It is more correct to think that the best way to develop a person and improve his capabilities is to provide full-fledged training. Personal development should not be opposed to learning. More L. S. Vygotsky, and not only them, it has been proven that learning, as well as upbringing, leads to development.

The principle of focusing education on the development of culture, values of society, norms of behavior. In essence, the principle of education in the process of mastering culture is a broader interpretation of the thesis “learning leads to development.” A person becomes a person only in the process of mastering everything that people call culture; this idea is already in the very concept of education and has been known for a long time. What is new here for the process of education in modern conditions is that in culture pedagogy places an emphasis on values. In the theory of education, this gives rise to a value-based (axiological) approach to determining the goals and content of the educational process. This is especially relevant for Russia today, when there is a search for national values and ideology that stimulate the development of the country and society and at the same time do not fence off our country and its citizens from the world community.

The second side of this principle is ¾ “unity of education and culture“¾ is that we have already emphasized more than once: a personality is formed not in search of one’s “self”, “self-worth”, as some teachers and psychologists say today, but in harmony, in active interaction with the environment, from family members to everything humanity, through culture; in serving what is valuable to society, in working on super-personal problems. You can read about this from many great authors, including K. D. Ushinsky, A. S. Makarenko and others. The wonderful Russian teacher S. I. Gessen, who worked in exile mainly in Poland in the 20s, discusses this in depth. 30s last century. Analyzing the process of personality formation, he writes: “...personality is acquired only through work on superpersonal tasks. It is created only by creativity aimed at realizing the super-personal goals of science, art, law, religion, economy, and is measured by the totality of what man has created in the direction of these cultural tasks” 2. He further says that individuality, originality, personality manifests itself and is formed only as “the natural fruit of the striving for the super-individual.”

Another excellent teacher of the Russian diaspora, V.V. Zenkovsky, wrote about the same thing and at the same time, but from the standpoint of Christianity: “Personality cannot be absolutized, it does not develop from itself, but acquires its content in communication with the world of values , in living social experience, in turning to God.” V.V. Zenkovsky was still arguing with child-centrism, as he said, with naturalistic pedagogy, on the issue of the essence of the development and education of the individual. He convincingly proves that the originality and uniqueness of the individual are formed not in the biological or “metaphysical core”, but “only in living and effective interaction with people, with the world of values, with God. The personality, both metaphysically and ethically, is not closed in itself; it enters into the system of the world... is associated with higher principles that stand above the world. Therefore, it is impossible to declare the idea of personality to be the supreme and final principle of pedagogy: although personality development is the most essential task of education, the meaning, goals and conditions of this personality development can only be accepted in a system of a holistic worldview.” According to the author, education should not consist in cultivating the “self,” but in subordinating the individual to the worldview values of a culture that for him is religious 3 .

The principle of the connection between education and life and work¾ this is a traditional requirement for education in Soviet pedagogy. At the same time, this is one of the fundamental provisions of world pedagogy. On its basis, both the goals and content of education and educational process methodology. Following this principle obliges the school and the educational system to put forward educational goals and its content that ensure the expansion of the experience of those being educated and the successful adaptation of young people to life. The focus of education on the successful entry of students into life is manifested, for example, in the fact that the goals of education are formulated as competencies, i.e. the graduate’s ability not so much to reproduce theories and rules, but to be able to receive and use information, to be aware of his position on every issue of life, collaborate with people, work in different groups, resolve conflicts, etc. 4

The principle of the connection between education, school and life means that teachers in the classroom and in extracurricular activities of children should discuss with them problems that are vitally important to them, showing the connection of modern reality with the history and culture of the world. School disciplines, programs and the eventful life of the immediate environment of children, as well as the country and the world, provide great opportunities for this.

Following the principle of connection between education and labor teenagers and youth, school, family, society must organize a variety of work activities for students and involve them in work. However, the question arises: what kind of work and for what purposes? There is educational work ¾ in the workshop, on the school site; self-care work ¾ cleaning at school, boarding school, home; socially useful work ¾ participation in affairs for the benefit of the region, city, charity events. There is also productive labor that produces product, goods and profit. To what extent can schoolchildren be involved in all these types of work? How to guide you in resolving this issue? But there is also the work of teenagers that is not directly related to the process of education, ¾ this is their work in their free time from school. Now in Russia, free part-time work for students has become common. To what extent is this combined with the process of education at school and how does it relate to the goals of education and social problems? These issues must be resolved on the basis of the principles of education, historical experience and the severity of the current situation.

The principle of education in activity. According to the basic law of education, the main requirement for the education process is put forward: in order to educate correctly, it is necessary to involve those being educated in various types of activities. Educators must know the types of activities: educational and cognitive, gaming, artistic and aesthetic, social and labor, sports and recreational. In other words, there are great educators, means of education: play, study, art, sports, work, nature, social life. A. S. Makarenko sneered at parents and teachers who believe that educating ¾ means acting with the right words, i.e. reading morality. A real teacher must be able to do a lot, master the mentioned means of education and captivate the students with all this.

The principle of education based on the activity of the individual. Pupils can study, take part in the life of the school, class, in holidays and work, as they say, from under the stick, participating in everything only outwardly, formally. Such activity is of little use. The condition of education is the active, conscious activity of pupils, a state when they are involved in the activity internally, psychologically, morally. This means that the activity has meaning and personal significance for them, although this is not always realized. Activity manifests itself in interest, responsibility, positive emotions and much more. This behavior speaks of internal work: the formation and development needs, orientation, attitudes, inclinations, emotions and will, habits, character - ¾ of everything that makes up a personality. Thus, educational activity is then effective when it is based on internal “work” and, in turn, causes and stimulates this personal growth.

The principle of education in the team and through the team. As a technology this will be given below, but as a principle it means the following. Firstly, it is necessary to form a certain morality and behavior: a person, living in society, entering different groups, must combine and harmonize common, public interests and values, goals with his personal ones. Of course, this is a serious sociocultural problem, but for education it is a certain moral value and goal.

Secondly, participation in the life of a healthy, developed team created in a class, group, or at work, is a powerful educational tool. Thirdly, the teacher must be able to learn to create a team of students, lead them and use them as a pedagogical tool.

The principle of combining pedagogical leadership with the initiative and independence of students. Education, by definition, is the guidance of the activities of those being educated; the teacher does not leave to chance the development of relationships in the classroom, communication, and interaction. At the same time, to regulate everything and suppress initiative means hindering the development of those being educated. Therefore, educators should, as far as possible, entrust students with organizing and performing everything they do in the institution: self-care, games, social work. Initiative, creativity, and independence of students are manifested in such a phenomenon as self management¾ their participation in organizing and regulating their own life in the institution. For this purpose, student self-government bodies are created, for example in schools, their functions are gradually developed, traditions and laws of life of a children's institution are formed. Teachers should be wary of artificial, formal self-government. It will not happen if children have common goals and interests, school life is filled with a variety of activities and events, if there is something for everyone, if teachers and students are busy with common affairs that are important and necessary for everyone.

The principle of respect for the parent combined with exactingness towards him. This position was clearly and convincingly expressed by A. S. Makarenko and confirmed by his experience, as well as the practice of many schools and teachers: not permissiveness and limitless liberalism, but exactingness with maximum respect for the individual. Pedagogical requirement ¾ is a method of education that involves compliance with norms, compliance with rules of behavior, norms of relations between people accepted in society, and much more. Without this, life is generally impossible. At the same time, the interaction and relationships between educators and students should be based on humanism and respect. The moral norms of society and the profession, professional ethics require the teacher to treat students in the same way as to all other members of society and adults. Often, however, educators neglect this, violating the norms of morality and profession, believing that the child being educated can be treated differently.

UN Convention on the Rights of the Child is a document that guides teachers towards a humane, respectful attitude towards the child, towards compliance with legal and ethical standards in the pedagogical process.

The principle of education based on the positive qualities of a person. This wise rule is based on thousands of years of experience, knowledge of human psychology, and pedagogical practice. In any person, even a very difficult one, there are qualities, character traits, habits, abilities, and actions that you can rely on to achieve changes for the better. We must proceed from the fact that people want to be good, to live in harmony with themselves and their environment. Therefore, A.S. Makarenko taught to approach the student with an “optimistic hypothesis”, to believe in his capabilities and desire to be a good person and member of society. Therefore, psychology and pedagogy recommend that the teacher should not constantly reproach the student for misconduct, condemn him for incorrect behavior, mistakes, but on the contrary, praise, encourage, and support the positive that is in him. It is not the person who should be condemned, but his wrong action. You should often see the good even in a wrong action and say about it: in stubbornness there is perseverance and will, in restlessness there is curiosity. It is also necessary to create a situation success for the student, to captivate with an accessible perspective, plans, etc.

To successfully follow this principle, it is necessary to study students, their families, friends, companies, and their characteristics.

The principle of taking into account age and individual characteristics. Science has studied the features of activity, mental processes, and behavior of people at different age levels. For example, younger schoolchildren retell, remember, communicate, etc. differently than older schoolchildren. The age characteristics of children oblige teachers to correctly choose the nature of communication, assistance, and methods of raising children of different ages.

Individual characteristics of people also require consideration in education. In differential psychology, various personality types are described, characteristics of accentuations in behavior are given, deviations in behavior are studied and described, the psychology of the gifted, capable and, on the other hand, people with developmental problems. All this helps the teacher to carry out adequate work. At the same time, there may be no ready-made answers, and it is necessary, as was said, to study the student and the conditions of his development in order to see the problems in his formation and find the right means of education. In such cases, the teacher should work together with psychologist, doctor, social educator.

The principle of unity of requirements ( schools, families, communities) . This is a painful problem: the school demands one thing, but society, the media, the street teach something else. Parents send their children to school and abdicate responsibility for their upbringing. Even teachers within the school do not always act in harmony. Of course, the school alone will not solve this problem, but the process of education at school, the actions of teachers should be aimed at ensuring coordinated actions, mutual understanding, even unity of demands, views, positions of the family, the street and the school. To achieve this, society, and partly the school, must work with the family and social environment of adolescents and children: carry out pedagogical education and even parental education, organize social and pedagogical work in the neighborhood, and pedagogical propaganda on a larger scale. An adult outside of school must also be, to a certain extent, a teacher and be responsible for his non-teaching behavior.

The described set of principles of education represents a system of basic requirements for the education process. The reader should note that all the principles are closely related to each other, characterizing the general view of modern science on education.

In the following chapters, the principles will be specifically reflected in the analysis of the content, methods and forms of educational work in an educational institution, in the family, in children's and youth movements and organizations.

Control questions:

1. What does education theory study?

2. What is the definition of the term "upbringing"?

3. What are the laws of upbringing?

4. List and describe the principles of education.

Patterns of the education process

The essential aspects of the upbringing process are revealed during the analysis patterns And principles of education. Pattern- a concept close to law, meaning a set of “laws interrelated in content that ensure a stable trend or direction in system changes" 1 . Law science determines how objective, stable, significant connection between phenomena and parties to the process. Consequently, such connections in the process of upbringing help to better understand, describe and optimally implement it, based on knowledge about it. In essence, laws are the theoretical knowledge about the object of reality, about reality, that science obtains. Laws make it possible to predict the “behavior” of the system and the course of the education process. The connections that the law reveals are cause-and-effect relationships according to the principle of determinism, which means that every phenomenon, change in an object, process (i.e., consequence) is due to the presence of some cause.

Laws in the humanities are probabilistic-statistical in nature, which means: consequences, subsequent states of the system, can occur ambiguously. This happens because in society, in social processes (and this is precisely the process of education), laws are implemented in the presence of an indefinite number and nature of factors, among which the subjective factor is in first place - man, human activity. Under these conditions, the effect of the law is detected only in a large number of cases, and in many individual cases the consequences may differ from the expected results and forecasts. In other words, the effect of the laws of education can be seen in the work of a large mass of teachers, as scientists say, in a large sample of subjects, but not in every individual case.

It is important to understand that the process of education, despite the many, as physicists say, disturbing factors, especially the competence of the teacher, the state, level of development of students and much more, the process of education is still an objective process, proceeding to a certain extent regardless of the will of its participants, although they act, they participate in it quite consciously and purposefully. That is why the laws of education need to be known not only by scientists, but also by practitioners, teachers and parents who directly teach and raise children.

In close connection with the concept of law in pedagogy is the concept principle of education. The very word “law” is often used in the meaning of an order, requirement, regulation (something close to the legal meaning of the term “law”). Principle of education - This a fundamental requirement for education, usually based on the law, is a leading idea that determines the actions of the teacher, prescribes, recommends following certain rules, conditions etc. The principle thus connects theory, explanation, description of the process with practice, instructions on what and how to follow in order to obtain the desired results. Of course, principles alone are not enough for this; methods, technologies, and developments are also needed, but that is why principles are important as leading, guiding ideas. So, the law explains, the principle prescribes, although, as we said, the law, in fact, also requires following it. That is why in pedagogy laws and principles are often described together: while describing laws, they characterize principles. Since principles are still an independent category, their system can create the basis of a pedagogical concept, we will describe them separately, following the laws.

Among the laws of upbringing, some of the most general ones are distinguished, which rather characterize upbringing as a social phenomenon than as a pedagogical process. These laws indicate the relationship between education and society. The main one among them is the law of correspondence between education and the requirements of society. This law was especially developed in Marxist pedagogy, although it is obvious to everyone: the system of upbringing and education in the country is responsible needs state, this is reflected in the process of education, its goals, content, and methods. On the other hand, both the education system and the nature of the organization and flow of pedagogical processes depend on opportunities society, on the level of development of the country, socio-political, economic, cultural, scientific and technical. These connections between education and society, the state are regulated and adjusted by educational policy.

The law of the unity of training, education and personal development. We have already spoken above about the natural connection between the processes of training and education, on the one hand, and personality development, on the other. This is one of the fundamental provisions of psychological and pedagogical sciences. Training and education, with certain specifics, proceed inextricably, determining success and mutual effectiveness. And both are aimed at the development of the individual, being the leading factor in its development, which has been proven by numerous studies.

The law of education in activity. This means that if we want to educate, that is, to ensure the formation of the experience, knowledge, views and values of those being educated, their needs, emotions, will, norms of behavior, we must involve them in activities. Activity, one of the main concepts in psychology and pedagogy, is an active relationship with the environment, aimed at its knowledge, transformation and at the same time improving the self-identity of the subject of activity. In Russian psychology, this law sounds like a provision about the unity of the psyche and activity. In the process of education, various types of activities are the main condition and means of formation and development of the individual: to educate means to involve in activities, to organize a variety of developmental activities.

Law of student activity in the process of education, he argues that a person only develops, is formed in activity as a person, when he realizes and manifests himself as an active, independent being, gradually understanding the problems of his growth, goals, needs, actions, means of achieving goals, when for a person his activity has personal meaning, significance. This law is associated with a number of specific, frequent patterns and concepts, for example, self-education, life and professional self-determination, and personal self-realization. The theories of educational activity by P. A. Galperin and V. V. Davydov are based on this law. This law is confirmed by the experience of A. S. Makarenko and other great teachers.

The law of unity of education and communication. The formation of children and adolescents, of all people, is determined by the nature of communication between participants in the educational process, depends on the content of communication, the style of behavior of the teacher and students, on the organization of information exchange and interaction, relationships in a group or institution. Communication, psychologists say, is closely unified with activity. There is a natural cause-and-effect relationship between upbringing, activity and communication. According to this law, education is carried out in the process of direct communication. Therefore, for pedagogy, an important consequence of this is the development of technologies for communication between the teacher and students and other participants in the educational process, the technique of establishing adequate relationships in the educational process, the development of recommendations on style, organization of pedagogical communication, and professional pedagogical behavior.

The law of education in a team closely related to the previous ones. The team, as a highly organized group, has a formative influence on the individual and is a powerful means of education. Activities in a team, communication within it, relationships between group members have a proven effect through experience and research. Education in a team and through a team is one of the basic principles of national pedagogy of the Soviet period. The influence of children, group assets on team members, relationships of mutual responsibility, the ability to interact in different associations, groups, psychological atmosphere, traditions of the team - these and other concepts characterize the detailed theory of the team and education in it, developed by A. S. Makarenko And by his followers. In Western psychology and pedagogy, patterns and features of personality formation are studied in their own way, depending on the level of development of the group to which a person belongs. Educators around the world still show great interest in the experience and conclusions of A. S. Makarenko.

In our country, this idea and this practice of influencing the individual through the collective are currently being re-evaluated and sharply criticized, not always balanced. In this book, education in a team as a principle and factor of education will be given in more detail below.

The law of dependence of education on age and individual characteristicsosty pupils. The process of education, its goals, content, forms and methods depend not only on the general programs, systems, and concepts of education adopted in society and the state. They require adjustments in connection with the age of the students and their individual characteristics. People of different ages manifest themselves differently in activities and communication; they are distinguished by their qualitative uniqueness, the level of development of emotions, intelligence, the presence of attitudes, relationships, needs, and much more. All age differences are studied by developmental psychology, and they must be taken into account in the process of education. This also applies to individual differences between people: features of the emotional-volitional sphere, cognitive processes, temperament, character, personal identity complicate the process of education and, to some extent, cause the need to vary educational work with different groups of students. In other words, the action of all laws of education is adjusted by the characteristics of the pupils: what is possible with some cannot be done with others or in other conditions.

Regularity is the orderliness of pedagogical phenomena, the relative stability of stable, influencing factors, systematic connections between objects.

Patterns of upbringing are stable, repeating, objectively existing significant connections between the elements of the educational process, the implementation of which contributes to ensuring the effectiveness of the development of the student’s personality. The laws of the pedagogical process describe its internal significant contradictions, connections and relationships.

An essential place in the organization and management of the educational process is played by the principles of education, which are considered in unity with the principles of education and the principles of training and work.

A principle is a guiding idea, a requirement for activity and behavior, an initial position arising from the established laws of the process, and which involves taking into account internal and external connections between components.

The principles of the educational process (principles of education) are general starting points that identify the basic requirements for the content, methods, and organization of the educational process. The principles have an objective basis - natural connections in the educational process, as well as a certain methodological orientation and are based on the dialectical-materialistic concept of man, meet the needs of its self-realization and the urgent task of reviving national culture, the formation of Ukrainian statehood. Table 1.1. The relationship between general patterns and general principles of education is given.

The following are recognized as the basic principles of the educational process in the national education system of Ukraine:

1. The principle of unity of the universal and national - the formation of national consciousness, love for the native land and one’s people; mastering the Ukrainian language, instilling a respectful attitude towards culture, heritage, traditions, mastering the achievements of world culture.

2. The principle of nature-specific education - taking into account the multifaceted holistic nature of man, the age and individual characteristics of children. anatomical, physiological, psychological, national and regional characteristics.

3. The principle of cultural conformity of education is an organic connection with the history of the people, their language, cultural traditions, ensuring the spiritual unity of generations.

The principle of cultural conformity, according to P. Florensky, determines the relationship between education and culture as an environment that grows and nourishes the personality, as well as between education and the development of the personality as a person of culture. This means that the cultural core of the content of education should be universal human, national and regional values, and relationships towards the child should be built on the basis of the perception of him as a free, integral person, capable of, as he develops, an independent choice of values, self-determination in the world of culture and creative self-realization.

Pedagogy is increasingly turning to a cultural approach when studying the process of human upbringing and education. The culturological approach requires considering pedagogy as part of the spiritual culture of society, involves adapting upbringing and education to a specific cultural environment, which means that understanding the cultural heritage of the native land, country, and the whole world is very important. In this case, education does not impose certain values, but only creates conditions for their recognition, understanding and choice, stimulates this choice and the subsequent internal work of the child on his actions and deeds.

Functions of culture-specific education:

— Creation of various cultural environments where the child develops and gains experience in culturally-specific behavior;

— Providing assistance in cultural self-identification and self-realization of creative inclinations and abilities.

4. The principle of activity, initiative and creative initiative of students - a combination of pedagogical guidance with initiative and initiative of students, affirmation of life optimism;

5. The principle of humanization of education is the creation of conditions for the formation of the best properties and abilities of the child, the sources of her vitality; humanization of relations between teacher and students.

6. The principle of democratization of education is the avoidance of an authoritarian style of education, the perception of the individual as the highest social value, recognition of his right to freedom, to the development of abilities and the manifestation of individuality.

7. The principle of continuity and continuity of education - achieving integrity and continuity in education.

8. The principle of unity of teaching and upbringing is the development and formation of personality, introducing it to national and world culture. Acquiring knowledge, developing attitudes and values that ultimately determine a person’s worldview and ideals.

9. The principle of ethnicization of the educational process is the filling of education with national content, which involves the formation of a citizen’s self-awareness.

10. The principle of differentiation and individualization of the educational process.

11. The principle of consistency, systematicity and variability of forms and methods of education.

12. The principle of integrativeness is the unity of the pedagogical requirements of the school, family and community.

13. The principle of education in activity and communication.

14. The principle of stimulating a child for self-education.

15. The principle of a holistic approach to education.

2.5. Patterns and principles of education

Patterns of education– these are objectively existing, repeating, stable, significant connections between individual parties and phenomena of the educational process. The identification of one or another pattern is determined both by the trends in the development of society and the nature of the development of pedagogical science. In addition, during the same historical period, different scientists can interpret them differently. Therefore, when analyzing this category, we will proceed from the identification of external and internal patterns of the educational process.

External patterns characterize the dependence of upbringing on social processes and conditions: the socio-economic and political situation, the level of culture, the needs of society for a certain type of personality and the level of its upbringing. In a generalized form, they can be formulated as follows: the goals, content and methods of education are always of a socially determined nature, reflecting the requirements of society for the level of education of an individual.

Domestic patterns characterize the connections between: components of the educational process (goals, content, methods, means and forms); the nature of the teacher’s activities and the activities of students; the pupil’s attitude towards the educational process and the effectiveness of its results. Among the internal laws of the educational process, the following can be distinguished:

Education is always about learning;

The effectiveness of the educational process is naturally mediated by the optimal choice of methods, forms and means of education, carried out on the basis of taking into account objective and subjective factors characteristic of a given individual or group of individuals;

The more actively a person participates in the educational process, the more successfully it is carried out;

The educational process is considered effective if, during its organization, moral concepts, behavioral habits and moral feelings of the individual are formed in an inextricable, holistic unity.

The objective nature of patterns as methodological foundations of education is expressed in the fact that they are always present in the educational process, regardless of whether the teacher is aware of them, whether he is guided by them in the course of his activities or not. Practical guidelines aimed at explaining how a teacher should work in order to effectively implement the laws of education in the course of his professional activities are set out in principles(rules) education– provisions that express the basic requirements for the content and methods of organizing the educational process. These requirements are:

– mandatory, meaning that if the teacher does not comply with the principles of education in his professional activities, the educational process will not be effective;

– complexity, expressed in the fact that the principles of education should not be used one by one and in isolation from each other, but in a holistic and inextricable unity;

– equivalence, meaning that among the principles there is no division into main and secondary.

Modern pedagogical theory has not developed a unified view on the identification of principles of education, but the following are most often mentioned: personification, natural conformity, cultural conformity, humanization, differentiation.

Personification(individualization) involves determining the individual trajectory in the upbringing and development of each student, identifying special tasks that correspond to his individual characteristics. For a teacher who implements the principle of personification, the priority areas of educational activity should be: determining the features of including children in various types of activities, revealing the individual’s potential in academic and extracurricular work, providing each child with opportunities for optimal self-realization and self-discovery.

To implement the principle of personification, the teacher should be guided by the following rules: 1) work carried out with a group of students should be aimed at the development of each child; 2) the success of educational influence when working with one student should not negatively affect the education of others; 3) when choosing an educational means, it is necessary to take into account the individual qualities of the child; 4) the search for ways to correct the student’s behavior should be carried out in interaction with him; 5) constant monitoring of the effectiveness of educational influence on each child determines the totality of educational means used by teachers.

Principle conformity with nature was substantiated by various scientists of different historical eras, starting from the times of Antiquity. He occupied a significant place in the pedagogical views of J. J. Rousseau, I. G. Pestalozzi, F. A. Disterweg, J. A. Komensky, who called for educating the individual in accordance with his natural abilities and age characteristics. The modern interpretation of this principle proceeds from the fact that education should be based on a scientific understanding of natural and social processes, be consistent with the general laws of development of nature and society, and form in a person responsibility for the surrounding nature and himself. The content, methods and forms of education must take into account the need for age and gender differentiation, the organization of a person’s social experience and individual assistance to him. The developing personality should cultivate the desire for a healthy lifestyle and the ability to survive in extreme conditions. Of particular importance are the development of planetary thinking and the education of environmental behavior.

From the standpoint of the principle of conformity with nature, it is necessary that during upbringing the emerging personality: a) realizes himself as a citizen of the Universe; b) clearly understood the ongoing planetary processes and existing global problems; c) felt a sense of belonging to nature and society; d) recognized herself as a subject creating the noosphere, consuming, saving and reproducing it intelligently and safely.

Cultural conformity- the principle of education, which was first substantiated in the works of D. Locke, who argued that the soul of a child is a tabula rasa (“blank slate”), that differences in a person are determined by upbringing and living conditions. K. A. Helvetius and I. G. Pestalozzi, based on the ideas of D. Locke, substantiated the role of the sociocultural factor in education. The principle of cultural conformity in pedagogy was formulated by F. A. Disterweg, who argued that in education it is necessary to take into account the conditions of the place and time in which a person was born and lives, that is, the culture of a particular country. In domestic pedagogy, the principle of cultural conformity (the principle of nationality) was developed by K. D. Ushinsky, L. N. Tolstoy, P. F. Kapterev - they laid the unity of religion, life, traditions and morality of the people as the basis for education. To implement the principle of cultural conformity in education means to help an individual master universal, national and mass culture at the individual and personal level.

Principle humanization(from lat. humanus - human, characteristic of man, philanthropic) was laid down in the heritage of the greatest philosophers and teachers of antiquity: Democritus, Socrates, Plato, Aristotle, Plutarch, Seneca, Quintilian, Tertullian, Augustine, Aquinas, etc. Significant contribution to its development contributed by outstanding European educators and thinkers: J. A. Comenius, D. Locke, J. J. Rousseau, I. G. Pestalozzi, P. F. Gerbarg, A. Disterweg.

At the present stage, the principle of humanization is based on treating man as the highest value; on the recognition of the child’s right to free development and manifestation of his abilities. The implementation of this principle requires the teacher: 1) respect for the rights and freedoms of the student; 2) presenting him with feasible and reasonably formulated demands; 3) respect for the student’s position even when he refuses to fulfill the requirements; 4) respect for the pupil’s right to be himself; 5) bringing to the consciousness of the pupil the specific goals of his upbringing; 6) non-violent formation of the required qualities; 7) refusal of corporal and other punishments that humiliate the honor and dignity of an individual; 8) recognition of the individual’s right to completely refuse to develop those qualities that for some reason contradict his beliefs (humanitarian, religious, etc.); 9) an optimistic strategy in determining educational goals; 10) preventing negative consequences in the process of pedagogical influence; 11) taking into account the interests of students, their individual tastes, preferences, awakening new interests.

Principle differentiation is based on the choice of pedagogical influence in accordance with the nature of the group of pupils that exist in a given children's community. Relying on this principle makes it possible to develop educational methods not for every child (which is practically unrealistic in conditions of large class sizes and teacher workload), but for a certain “category” of students, identified on various grounds: a) age (primary schoolchildren, teenagers, high school students ); b) academic performance (“strong”, “weak”, gifted students); c) gender (boys and girls); d) level of social activity (active, passive, negative); e) the nature of the relationship with the teacher (prosperous, difficult to educate, uncontrollable, disorganizers); e) the nature of interpersonal communication (communicative, inert, closed to communication), etc.

According to the nature of the educational impact, the principle of differentiation is based on the fact that the teacher studies, analyzes and classifies personality qualities and their manifestations in children, highlighting the most general, typical features characteristic of a given group of students, and on this basis determines the strategy of his interaction with the group and specific tasks for its inclusion in joint activities and communication. The advantage of the principle of differentiation is that the child feels less like an object of education, since the main pedagogical influences are directed not at him alone, but at the group as a whole.

The main conditions for applying the principle of differentiation in the educational process are: 1) the study of interpersonal relationships, which makes it possible to identify the presence of separate groups of students in the team; 2) saturating the life of the team with various types of socially useful activities, which provides the opportunity for different groups of students to realize themselves to the maximum; 3) creation in the team of an atmosphere of cooperation, goodwill, creativity, tolerance, which helps to ensure that “problem” students do not experience psychological discomfort; 4) orientation of the public opinion of the class towards humanistic values, stimulating for each member of the team the need for self-realization and self-disclosure.

Thus, the application of the principle of differentiation in the educational process corrects the relationship between the individual and the group, the group and the team, children and adults, the team and the environment.

This is the pattern of upbringing. General principles of education

The pattern of upbringing is repeated, stable, objectively existing connections in upbringing. Their implementation ensures the effective development of the child’s personality.

Patterns of the educational process

The following are considered to be the essential patterns of the modern educational process:

The connection between education and social needs. The changes that occur in society determine serious changes in the educational process. For example, in the Russian Federation, special attention is paid to developing in the younger generation a sense of patriotism, respect for the traditions, culture and history of the country.

Education occurs under the influence of various factors. A special role in this process belongs to the teacher and parents. A student can become successful in an environment in which national culture, traditions, customs, and nature are present.

The essence of the pattern of education depends on the impact on the student’s spirituality and his inner world. We are talking about the formation of his beliefs, views, thoughts, emotional sphere, and value orientations. The educational process must systematically transform external influences on internal spiritual processes: attitudes, motives, attitudes.

The main principles of education in pedagogy are: in combining the child’s behavior and consciousness with his participation in sports, play, work, and educational activities.

What determines the effectiveness of education?

First of all, the effectiveness of education is related to the individual’s attitude to the surrounding reality. Those views and beliefs that will be formed in the student in the educational process determine his life values.

The laws of education in pedagogy are taken into account when modeling the educational situation. The teacher creates a certain scheme of actions that are aimed at achieving the goal.

Basic principles of education

The organization of educational work is carried out on the basis of common principles; Both teachers and schools must follow them.

The pattern of education is certain provisions that define the basic patterns and contain requirements for the content of methods and forms of work. The educational process is based on the following principles:

Purposefulness of the process. The teacher selects certain areas of educational work that correspond to the main goal - the formation of a comprehensively developed personality, ready for active and conscious work. The laws of training and education have been well studied by psychologists and teachers; they imply structured work and do not allow spontaneity and chaos.
The relationship between life and education. The main principles of the upbringing process in preparing children for life in society and feasible participation in work. For this purpose, educational programs allocate a separate block for the study of local history information, introducing children to political and social events taking place in the country. A talented teacher who knows the basic laws of the education process attracts children to public life and involves them in environmental and patriotic actions. Meetings with the older generation (veterans, participants in World War II) contribute to the formation of moral qualities in the younger generation.
Harmony between behavior and consciousness in education. Behavior represents consciousness in actual action. Nurturing such a relationship is a complex and contradictory process, because it is much more difficult to develop the right skills than to educate consciousness. To cope with such complexity, the basic patterns of personality education were analyzed and the most important areas of development were identified. The teacher develops in his students immunity to negative influences, readiness and ability to fight them.
Education at work. The main pattern of physical education is based on the relationship with the harmonious development of the individual. Labor is the only source of satisfaction of spiritual and material needs, an opportunity for harmonious development.

An integrated approach to the educational process

The basic laws of the learning and upbringing process are the same in all educational institutions. There are differences only in the areas chosen as priorities in a particular school, lyceum, or gymnasium. An integrated educational approach is based on the dialectical relationship between social processes and pedagogical phenomena. The implementation of this approach implies unity of purpose, content, objectives, methods, forms, and techniques of education. A special place in the development of a child’s personality is occupied by the relationship between school, family, society, and the media.

How an educational program is drawn up

There are certain requirements for the content of the educational program; they are specified in the regulations of the educational institution (school charter, job description of the class teacher).

Before starting to write an educational program, the class teacher, together with a psychologist, studies the individual characteristics of schoolchildren. To do this, the children are offered a variety of test tasks, they are asked to find the answer to life situations. Simultaneously with identifying the level of development of each child, an analysis of the formation of the class team is carried out. After analyzing the results obtained, problems existing in the classroom are identified. The educational program created by the teacher is aimed at eliminating identified problems, developing the creative potential of each child, and developing the class team, taking into account the basic principles of educational training. The class teacher and the families of his students study in order to get a complete picture of each child, the social environment in which he is located outside the school walls.

Next, the main goal of the educational program, objectives, and areas of activity are formulated. The program should also indicate the general principles of education that will be used by the teacher in his work. In thematic planning, the teacher indicates the main sections of the work, their content, as well as ways to achieve the task. The program is accompanied by a list of methodological literature, tests, and development of activities. Then the program is considered at a methodological meeting of class teachers or the pedagogical council. A decision is made on its suitability (unsuitability) for implementation in the OS by a simple majority of votes. An integrated approach to the educational process takes into account the basic patterns of raising children, the individual and age characteristics of schoolchildren. If necessary, the teacher makes certain adjustments to the program and makes additions. The interconnection of moral, mental, physical, aesthetic, and labor education helps the teacher to form full-fledged citizens of the country.

Patriotic education

A special place in any educational program is given to the formation of a sense of patriotism in schoolchildren. Cadet classes and groups have appeared in many educational institutions. Cadets are examples of honesty, good manners, courage, and love for the Motherland for their peers.

Patriotism is formed through communication with the older generation, studying traditions, customs, and the history of one’s region and country. In many schools, school local history museums have been created as part of patriotic education. The guys, together with their mentors, collect material about school graduates who became participants in various military operations. The collected information is processed, expositions are made on its basis, and excursions are conducted for teachers and school guests. The pattern of education is the ability, based on certain algorithms and actions, to obtain the desired result - harmonious development of the personality. Sukhomlinsky noted that it is impossible to remove any aspect from the education system. Otherwise, it loses its meaning and will not cope with the goal set before it.

Environmental education of schoolchildren

Among the priority areas is environmental education of schoolchildren. This interest is not accidental, because when communicating with nature, schoolchildren develop the following qualities: love of nature, caring attitude towards living beings. The goal of the program is to develop tolerance to wildlife. Among the tasks: drawing up “ecological trails”, studying the flora and fauna of a certain region, region, region. The teacher involves employees of the ecology department of local authorities, biology teachers, and national park specialists.

Personality formation

The main principle of education is the development of the individuality of each child. When interacting with peers, the child gains teamwork skills, gets the opportunity to realize his needs, and improve as an individual. Students get the opportunity to participate in self-government and show their initiative. The teacher plays the role of a mentor, adviser, and observes how relationships develop between members of the class team. Humanistic pedagogy is based on a combination of reasonable demands and respect for the student’s personality. The teacher does not allow himself negative statements that could humiliate the dignity of the student, and respects his dignity. An individual approach is an important condition for quality education.

National education concept

It includes the following principles:

unity of the national and universal: mastery of the native language, the formation of love for the native land, people, respect for the heritage, culture, national traditions, customs of the peoples inhabiting the Russian Federation;
taking into account the individual, physiological, anatomical, psychological, and national characteristics of schoolchildren;
the connection between education and folk arts and crafts, the formation of the unity of generations;
creating optimal conditions for unleashing the creative potential of schoolchildren;
democratization: the authoritarian style of education is abolished, the child’s personality is perceived as the highest social value, the right to freedom and expression of individuality are recognized.

The combination of these principles guarantees the successful determination of goals, objectives, selection of means, methods, and forms of education.

What determines the productivity of education?

It is influenced by several factors. First of all, it is necessary to note the relationships that have developed in the team. Relationships are formed between the class teacher and his students that affect the productivity of the process. As they communicate, the guys form their views and life position. If the teacher is not an authority, educational relationships become negative. The teacher must clearly set a real goal for the children, together with them draw up an algorithm of proposed actions, and analyze the result obtained. Education must correspond to the realities of modern life. If you are separated from practice, it is difficult to obtain the desired result; education will be untenable. The guys experience deep disappointment, convinced of the discrepancy between deeds and words, life and theoretical knowledge.

The scientific picture of the educational process presupposes a detailed description of all the laws governing the process of educating schoolchildren. The pedagogical patterns of this phenomenon are an adequate reflection of the objective, independent of the subject, reality of the educational process, which has stable parameters under certain circumstances. If a teacher is able to identify such a pattern, he will draw up an ideal plan for his teaching activities and get the desired result. If the laws are neglected, all the teacher’s activities in educating the younger generation will have low productivity. The first rule is to raise a child only with his active participation. From a psychological point of view, the educational process is a continuous upward movement, requiring new and greater efforts. Any educational task involves the initiation of a certain activity. For physical development, sets of exercises are used; for the moral development of a person, an orientation towards the feelings of other people is needed; intellectual development is impossible without mental activity. To create a pattern, the teacher must monitor the child’s condition and prevent overload and fatigue. Dosing different types of activities is a true pedagogical art, and only real professionals can do it.

The use of game situations, elements of competition, an individual approach, and other methodological techniques guarantee the creation of a gentle activity regime for the student, helping to form patriotism, tolerance, and determination in him. A good teacher can be considered a teacher who knows how to organize the active cognitive activity of students, aimed at the full development of their creative and intellectual abilities.

Laws and patterns of education in pedagogy

1.3. Pedagogical law, pattern

Pedagogical rules and principles

Any science reaches maturity and perfection only when it reveals the essence of the phenomena it studies and can foresee their future changes in the sphere of not only phenomena, but also essence.

Phenomena- these are specific events, properties or processes that express the external aspects of reality and represent a form of manifestation and discovery of some entity. Essence is a set of deep connections, relationships and internal laws that determine the main features and trends in the development of a material system. The following types of connections are distinguished:

1) structural(universal natural - the interaction of all things and phenomena; cause-and-effect - the limiting case of a universal connection, when two phenomena are separated from it that are naturally related to each other; functional, in which a change in some phenomena causes very specific changes in others; this connection is not identical to a causal one, for example, the connection function between some mathematical quantities may not be causal);

2) according to the ordinal principle(hierarchical, connections of management, functioning, development, genetic);

3) depending on the strength, degree, duration of action(internal - external; general - particular; stable - unstable; repeating - non-repetitive, deep - superficial; direct - indirect; constant - temporary; essential - insignificant, random - necessary; dominant - non-dominant).

The essence is considered disclosed if: a) the exact formulation of the laws of motion and development of objects is given and the confirmation of predictions derived as a consequence from these laws and the conditions of their action; b) the principles of origin and sources of development of the object in question are known, the ways of its formation or technical reproduction are revealed, if a reliable model of it has been created in theory or in practice, the properties of which correspond to the properties of the original.

The essence is not revealed directly, it is discovered by studying the phenomenon. The task of any pedagogical research is to penetrate more deeply into the essence of the phenomenon being studied, to reveal its inherent laws and patterns.

The study of patterns, principles and rules of pedagogy is something general, without the theoretical analysis of which it is impossible to effectively engage in pedagogical practice. The problem of pedagogical patterns, principles and rules has been studied in recent years in the works of Yu.K. Babansky, V.I. Zagvyazinsky, I.Ya. Lerner, V.V. Kraevsky and others. Until now, there are no clear criteria for an unambiguous answer to the question of whether, for example, the proposed pedagogical principle is a principle or not.

Before focusing on the features of pedagogical principles or patterns, let us clarify them as social, philosophical categories.

A law reflects a pedagogical phenomenon at the most concrete level, while a pattern reflects a more abstract level and often reveals only the general tendency of functioning.

A pattern is an incompletely understood law or a law whose limits and form have not yet been established. A pattern expresses many connections and relationships, while a law unambiguously expresses a certain connection, a certain relationship. A pattern is the result of the combined action of many laws, therefore the concept of a pattern is broader in scope than the concept of a law.

The law always has two functions: explanatory and predictive. Its task is to promote the scientific management of educational activities, anticipate its results, optimize the content, forms, methods and means.

According to the criterion of generality, the following types of laws are distinguished: a) specific, specific (the scope is narrow); b) general (the scope is wide), universal.

Pedagogical law– this is a pedagogical category to designate objective, essential, necessary, general, steadily recurring phenomena under certain pedagogical conditions, the relationship between the components of the pedagogical system, reflecting the mechanisms of self-organization, functioning and self-development of an integral pedagogical system.

Under regularity in social phenomena (in this case, in the educational process) we understand an objectively existing, necessary, repeating, essential connection between phenomena and properties of the objective world, in which changes in some phenomena cause certain changes in other phenomena, characterizing their progressive development.

In pedagogy, dynamic and statistical laws apply. Based on dynamic laws, knowing the initial state of the pedagogical system and the external conditions in which the pedagogical process takes place, it is possible to predict its subsequent changes. Statistical laws reflect certain trends in changes in the pedagogical system, which are identified on the basis of the application of statistical methods of scientific and pedagogical research.

Every law takes the form of a relationship between categories. IN AND. Andreev believes that in order to formulate a pedagogical law or pattern, it is necessary: 1) to reveal significant, objective, stable, repeating relationships between the components of the pedagogical system; 2) establish the pedagogical conditions under which these relationships manifest themselves; 3) establish the boundaries of the law; 4) express, formulate the pedagogical law through the relationships of pedagogical categories in verbal or analytical form.

The discovery of pedagogical laws was preceded by a long search over the centuries. The precious learning experience was collected and summarized bit by bit. Apparently, already in primitive society there were practical rules for learning (for example, through the practice of life). The ancient scientists Plato, Aristotle, Quintilian also formulated their recommendations and rules, but did not specifically deal with issues of education, since they understood education not as a science, but as a craft, the art of teaching other sciences. Art does not obey laws. Many of these rules are still in effect today, for example: “The purpose of a teacher is to help the thoughts to be born in the head of his student” (Socrates); “Not everyone can give education, but only those who are familiar with the necessary techniques for this, as well as with the mental conditions of life of the student” (Quintilian).

In the 18th century pedagogy has reached the level of a system of rules and practical guidelines. So, Ya.A. Komensky presents didactics in the form of a system of rules: “Basic rules of natural teaching and learning: teach visually, in accordance with nature, etc.” And Disterweg brought the number of rules to 33. Comenius and Disterweg had many followers who tried to present didactics in the form of instructions, which consisted of a number of rules grouped around very narrow topics: how to prepare for lessons, how to pose questions, how to consolidate material and etc.

One of the first to announce the discovery of the law was I.G. Pestalloci. He formulated the law of the child’s mental development “from vague contemplation to clear ideas and from them to clear concepts.” K.D. Ushinsky almost did not use the words “law” and “regularity,” but made brilliant generalizations, for example: “The more factual knowledge the mind has acquired and the better it has processed it, the more developed and stronger it is.”

Currently, the following laws are recognized in pedagogy:

integrity and unity of the pedagogical process(reveals the relationship between part and whole in the pedagogical process, the need for harmonious unity of rational, emotional, reporting, search, content, operational and motivational components);

unity and interconnection of theory and practice of teaching;

educational and developmental training(reveals the relationships between mastering knowledge, methods of activity and comprehensive development of the individual);

social conditioning of the goals, content and methods of teaching(reveals the objective process of the determining influence of social relations, the social system on the formation of all elements of education and training).

Closely related to the basic laws are specific laws, which manifest themselves as pedagogical laws.

Regularities can be general or specific. Are common patterns cover the entire system with their action, specific ones – its individual component.

Let us give examples of specific psychological patterns discovered in didactics.

1. Learning productivity is directly proportional to the interest of students in educational activities, the number of training exercises, the level of cognitive activity of students and depends on the level of memory development (breadth, depth, strength).

2. Jost's law. All other things being equal, to achieve the mastery criterion, fewer trials are required when learning material by the distributed learning method than by the concentrated learning method.

Pedagogical principles and rules. Pedagogy strives to discover objective laws that provide an understanding of the general picture of the development of didactic and educational processes. However, these laws do not contain specific instructions for practical activities, but are only a theoretical basis for the development of rules and principles. As a result, practical instructions are enshrined in pedagogical principles and rules.

Principle(from Latin principium - basis, origin) is a guiding idea, a basic rule, a requirement for activity, behavior, resulting from the laws established by science. Pedagogical principle according to V.I. Andreev, is one of the pedagogical categories, which represents the main normative position, which is based on a known pedagogical pattern and characterizes the most general strategy for solving a certain class of pedagogical tasks (problems), serves simultaneously as a system-forming factor for the development of pedagogical theory and a criterion for the continuous improvement of practice in order increasing its effectiveness. P.I. Pidkasisty understands by pedagogical principle a general guiding principle that requires a sequence of actions, but not in the sense of “succession”, but in the sense of “constancy” under various conditions and circumstances (never yell at children, never hit children, be punctual, etc. .)

The pedagogical principle expresses the essence of the law in its normative form, that is, it indicates how to act best in the appropriate pedagogical conditions. These are, for example, the principles of didactics. Yes, the principle visibility is based on the following pattern: human senses have different sensitivities, the bandwidth per second of the vision channel is 5 times greater than the hearing channel and 13 times greater than the sensation channel.

Principle consciousness and activity personality in learning is based on the understanding that learning is effective if students are active subjects of cognitive activity, that is, they are aware of the goals of the lesson, plan and organize their work, know how to test themselves, show interest in knowledge, pose problems and know how to look for their solutions .

Principle systematic learning involves teaching and assimilating knowledge in a specific system that structures all the material being studied on the basis of generic, cause-and-effect relationships, from the standpoint of identifying the general and the particular, individual facts and generalizing conclusions.

Principle sequences teaching requires a logical construction of the content of the material being studied and a methodology for presenting it, in which the dynamics of the advancement of students’ mental and practical actions are carried out: from simple to complex, from the known to the unknown.

Principle accessibility teaching suggests that the selection of didactic material should be carried out on the basis of the optimal balance of complexity and entertainment, and when choosing methods for its development, take into account the age of students and the level of their real mental and practical actions.

Principle scientific character requires that the content of the material being studied acquaints students with objective scientific facts, theories, laws and reflects the current state of the sciences.

Pedagogical rule- This is a guiding position concerning individual parties or private issues of education and training. According to V.I. Andreev, the rule of pedagogy is a rule of education, training or self-development, which is a succinctly formulated prescription based on a pedagogical principle, a normative requirement for the activities of a teacher or student, the implementation of which forms the most rational tactics for their actions and helps to increase the efficiency of solving a certain class of pedagogical problems.

The differences between the pedagogical principle and the pedagogical rule are presented in Table. 1.

Each pedagogical rule has value only when it is applied in optimal combination with other rules, subordinated to a certain pedagogical principle or system of pedagogical principles. For example, to implement the principle of consciousness and activity, the teacher must follow the following rules:

1) explain the goals and objectives of the upcoming work (importance, significance, prospects);

2) rely on the interests of students and form motives for learning;

3) turn to life experience and intuition of students;

4) illustrate new concepts using visual models;

5) ensure understanding of each word and concept;

6) include students in the process of finding solutions to scientific and practical problems, etc.

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4. Regularities and principles of education

Regularities as the basis for constructing the educational process. System of principles of education, their dialectics.

The educational process, like any other, is characterized by its own patterns. Patterns– objectively existing, stable, repeating connections between pedagogical phenomena and processes. Identifying patterns is one of the constant tasks of pedagogy. It should be noted that in pedagogical science the problem of the laws of education is complex and not fully resolved. At one time, K. D. Ushinsky pointed out the importance of knowing the laws, emphasizing that it is on them that the basic rules of pedagogical activity are built. The following patterns can be identified.

Education depends on the level of socio-economic, political and cultural development of society, the state of its spirituality. This pattern determines the setting of the goals of education, the definition of its content, the selection of means, the value orientations of teachers and students, priority methods and techniques of education, connections with the surrounding reality.

Education and training are organically interconnected and determine the process of personal development. Any education begins with education, is based on it and cannot be carried out in isolation from it. On the other hand, learning itself needs educational reinforcement, the formation of various attitudes, in particular, such as diligence, perseverance, etc.

In the educational process, the interaction of family, school and society is organically connected. A positive result of upbringing is possible only if the actions of social structures, family and school are coordinated and based on the unity of positions and requirements for the child.

The effectiveness of the educational process is determined by the unity of goals, content and methods of education. The unity of these components ensures the logic and effectiveness of the educational process. The defining component is the goal; depending on it, the teacher chooses specific content and methods that allow revealing the content and achieving the goal.

In the educational process, educational influence, interaction and active activity of the educated themselves, etc. are naturally connected. The subjects of the educational process are teachers and students, but the leading role belongs to the teacher. He organizes activities, creates favorable conditions for personal development, and has a certain impact on the child with his personality, existing knowledge, and experience. The goal of educational influences can be achieved only with the voluntary, conscious inclusion of children in the joint process of education, in which the children themselves have a certain influence on the teacher. Their own activity determines the success of personal development.

In actual educational practice, patterns are implemented through a system of principles. A principle is the basic starting position of any theory, teaching, science, or worldview. Principles of education call the system of basic requirements for organizing the educational process. These requirements always depend on the goals and objectives of society, the patterns of personal development. The system of principles is not static, it is constantly changing, adjusted in accordance with one or another concept of education and the pedagogical position of scientist-teachers. Significant contributions to its development were made by the following scientists: Ya. A. Komensky, K. D. Ushinsky, A. S. Makarenko, B. Z. Vulfov, E. V. Bondarevskaya, N. E. Shchurkova and others. To the principles of education include:

connection between education and life;

humanism and respect for the student’s personality, combined with reasonable demands on it;

reliance on the positive qualities of the student; perception and acceptance of him as he is;

taking into account the individual, age and gender characteristics of students;

the need to open up prospects for their growth to students, to help them achieve the joy of success;

education in a team;

unity, integrity and continuity in education.

Currently, this system of principles is supplemented by the principles of humanization, natural conformity, personification, and differentiation.

The principle of humanization presupposes a consistent attitude of the teacher towards the student as a responsible and independent subject of his own development, the construction of subject-subject relationships in the process of education.

The principle of conformity with nature, developed by Ya. A. Komensky, requires organizing education on the basis of a scientific understanding of the relationship between natural and social processes, coordination with the general laws of development of nature and man, and education in accordance with the natural, innate characteristics of the child.

The principle of cultural conformity, proposed by F. Disterweg, is based on the idea that education should be based on universal cultural values and built in accordance with the values and norms of national cultures and the specifics of the region.

The essence of the principle of personification (from the Latin persona - personality, facere - to do) is to assist children in their development, to create conditions for the development of personal potential, to determine the individual trajectory of social development of each student. Self-development of a person occurs under the influence of many social and educational factors, but these factors develop and shape a person only to the extent that they cause a positive response in her internal sphere (psychological experiences) and stimulate her own activity in working on herself.

The implementation of the principle of differentiation is aimed at taking into account the typical socio-psychological characteristics of groups of children, business, interpersonal and intergroup relations in the team.

All principles operate in the system, complementing and mutually developing each other. They, as regulators, set the “course” of the educational process, the nature of the teacher’s behavior, the strategy of his activities, which determines the way he responds to situations and the nature of his own activity.

Questions and tasks:

What is the role of laws and principles in regulating professional and pedagogical activities?

Suggest ways to implement the principles of education in the specific conditions of an educational institution.

25. Pedagogical laws and patterns

Any science has a system of laws and patterns. In philosophy, law is interpreted as the most essential, repeating, stable connection and mutual conditionality. Thanks to the knowledge of the law, not just any connections and relationships are revealed, but those that reflect the phenomenon in its integrity. Laws exist objectively, since they reflect objective reality.

The pedagogical system is one of the subsystems of society; its components also have connections and relationships. Therefore, there is reason to talk about such a category as pedagogical law.

In pedagogy, the concept of “regularity” is considered as a particular manifestation of the law, as part of the concept of “law”.

If pedagogical laws, as a rule, reveal significant connections in pedagogical systems as a whole, then the concept of “regularity” is used in relation to individual elements of the pedagogical system and aspects of the pedagogical process - “regularities of the pedagogical process”, “regularities of teaching”, “regularities of the education process” and etc.

For example, the law on the social essence of education, which is manifested in the mandatory and necessary assimilation by younger generations of the experience of older generations, is reflected in the laws of the process of training and education.

The patterns of the pedagogical process can be determined by social conditions (the nature of training and education in specific historical conditions is determined by the needs of society), human nature (the formation of a person’s personality occurs in direct dependence on his age and individual characteristics), the essence of the pedagogical process (training, education and personal development are inseparable from each other), etc.

The concepts of “law” and “regularity” are not opposed; they reflect pedagogical phenomena at different levels of generalization (law - at the most concrete and clear level, and regularity - at a more abstract level) and often reveal only the general tendency of the functioning and development of the pedagogical system.

26. Pedagogical principles and rules

In practice, it is necessary to rely on a system of pedagogical principles and rules.

Pedagogical principles are based on pedagogical laws and patterns (that is, on the already known pedagogical reality). If the law reflects a pedagogical phenomenon at the level of reality and answers the question: what are the essential connections and relationships between the components of the pedagogical system, then the principle reflects the phenomenon at the level of what should be and answers the question of how to act in the most appropriate way in solving the corresponding class of pedagogical problems.

The principle acts as a normative requirement and serves as a criterion for increasing the effectiveness of teaching practice. At the same time, the principle can act as a basic principle and system-forming factor for the development of pedagogical theory.

Pedagogical principle– this is a pedagogical category, which represents the main normative position, which is based on a known pedagogical pattern and characterizes the most general strategy for solving a certain class of pedagogical problems.

Pedagogical science has formulated the principles of systematicity and consistency, problematic nature, optimality, accessibility in teaching and upbringing, etc.

Each pedagogical principle is implemented in certain rules. The rules of pedagogy are applied recommendations, regulations, and regulatory requirements for the implementation of one or another principle of teaching and upbringing. For example, the principle of accessibility and feasibility in learning is implemented through the following rules: taking into account the real level of development and preparedness of students, the use of visual aids and other didactic means.

Pedagogical rules, in contrast to principles, determine not the strategy, but the tactics of pedagogical activity, have applied, practical significance and are aimed at solving specific pedagogical problems. They reflect not a general, but a particular pedagogical pattern or a separate cause-and-effect relationship.