Military pedagogy. Military pedagogy as a science Historical development of military pedagogy

Reviewers:

Honored Scientist of the Russian Federation, Honored Worker high school Russian Federation, Doctor of Pedagogical Sciences, Professor V. Ya. Slepov

Head of the Department of Pedagogy, Military Medical Academy named after. S. M. Kirova, Honored Worker of Higher Education of the Russian Federation, Doctor of Pedagogical Sciences, Professor A. V. Kozlov

Preface

One of the important areas of activity for the modernization of the Russian Armed Forces is the further development of military pedagogical theory, in which a special place belongs to the issues of training, education and development of military personnel of military units and units. This formulation of the question is determined modern approaches to the construction of the Armed Forces, in which the goal and measure of the success of the activities of units and subunits is the unconditional and flawless fulfillment by military personnel of the tasks assigned to them. In this regard, there is a need to create pedagogical systems in the troops, which would be based on the principles of efficiency, quality and innovative development.

The purpose of preparing the textbook “Military Pedagogy” is to develop the theoretical, methodological and methodological foundations for organizing an effective educational process in military units and subunits. This goal involves solving a set of problems related to:

Systematization and specification of information in the field of organizing the educational process in units and divisions;

Formation of an attitude toward a technological approach to the design of teaching and upbringing processes carried out from the position of a personal, social, activity-based and professionally oriented pedagogical process in a unit;

Development pedagogical culture studying military pedagogy, which ensures, on the one hand, self-realization of the creative potential of officers, on the other hand, improving the quality of their pedagogical activity.

The textbook has been prepared on the basis of the latest achievements of military pedagogical science taking into account the peculiarities of modern combat and daily activities of units and subunits of the Russian Armed Forces. It takes into account the conclusions of philosophical, sociological, cultural, psychological, managerial and historical sciences. The content is practice-oriented and presented in an easily understandable form. The structure of the textbook allows you not only to understand the methodological and ideological foundations of military pedagogy, to understand modern approaches to the effective organization of training and education of military personnel, but also to check the level of your theoretical and practical preparedness for solving military pedagogical problems.

The textbook discusses in detail the issues of the pedagogical space of military units and subunits, the design of effective teaching and educational systems, pedagogical goal setting, and the use of modern techniques and technologies of training and education.

The textbook consists of three parts, logically interconnected: the first part allows you to understand the essence and structure of the pedagogical space of units and units of the Russian Armed Forces; the second – reveals current issues in training military personnel; third – provides an understanding of the theoretical and methodological foundations of organizing the educational process in units and divisions of the Armed Forces Russian Federation.

The textbook is intended for cadets, adjuncts, teachers, commanders of military units and divisions of the Armed Forces of the Russian Federation, their deputies for work with personnel, and other officials with subordinates.

Introduction to the military-pedagogical space of units of the Armed Forces of the Russian Federation

Military pedagogy as a science, military-humanitarian practice and academic discipline

1.1. Methodological foundations of military pedagogy as the theory and practice of training, education and development of military personnel

Dynamic change Russian society and the development of military affairs continuously replenish military pedagogy with new facts that must be constantly analyzed and taken into account in military pedagogical activities. Effective comprehension and consideration of facts is facilitated by the methodology of scientific knowledge and the construction of practical activities.

Methodology –is a system of knowledge about the principles and methods of carrying out research and transformative activities, as well as these very principles and methods of cognition and transformation of reality.

In relation to military pedagogy, methodology fulfills a number of functions : standardization, prescription, knowledge (epistemological), transformation (praxeological), assessment (axiological), scientific self-knowledge (reflection).

Normalization function determines the criteria and measure of the optimal relationship between parts and the whole in military pedagogical theory and practice, guidelines for the development of training and education of military personnel.

Prescription function answers the question: based on what principles and approaches should the study and construction of the educational process in units of the Russian Armed Forces be carried out?

Implementation cognitive (epistemological) function allows you to describe current state military pedagogical science and practice; explain why everything turned out this way and not otherwise; predict the direction in which changes in military pedagogical science and practice will take place.

Transformative (praxeological) function provides scientifically based goal setting and selection of optimal ways to achieve the set educational goals, as well as ways to practically implement developments in military educational practice.

Role evaluative (axiological) function development of military pedagogy consists in substantiating the methodology for assessing the organization of training, education and development of military personnel.

The purpose of the function of scientific self-knowledge is to analyze the effectiveness of the organization of military pedagogical science and practice.

In the methodology of military pedagogy it is necessary to highlight five levels :

1) philosophical(aspects: epistemological, formal-logical, social-philosophical, philosophical-worldview, ethical);

2) general scientific(represented by general approaches to organizing research into military pedagogical systems and practical activities to create them);

3) interdisciplinary scientific(reflects borrowings of military pedagogy from other sciences with which it is connected);

4) scientific and pedagogical(includes the initial general theoretical principles of pedagogy);

5) research and technology(defines the technology for organizing military pedagogical research).

Let's consider philosophical level of methodology military pedagogy.

Epistemological aspect of the philosophical level of methodology presented by the significance of the provisions of the theory of knowledge for military pedagogy.

1. Matter is objective, eternal, infinite, has the properties of motion, space and time. Consequently, the pedagogical systems (PS) of units and subdivisions are objective in nature, limited by the space of life of the military unit (unit), are in constant change, cover service-combat, educational, household, leisure and intra-collective spheres; The time frame is determined by the lifetime of the part (division).

Object of military pedagogy are military personnel and military groups. Subject stands military pedagogical process in general and directly pedagogical patterns training, education, education, preparation of military personnel and military teams for the successful solution of service and combat tasks.

Military pedagogy is a branch of pedagogical science that studies the patterns of the military pedagogical process, training and education of military personnel and military teams, their preparation for successful combat operations and military professional activities. This is the science of upbringing, training and education of personnel of the Armed Forces, of preparing units (units) for successful actions in military conditions.

Specifics of military pedagogy is connected with the fact that from the first days of service or study at a university, military personnel do not just study and prepare as military specialists, but begin to solve real educational, service, and combat tasks. Accordingly, military-pedagogical influences and interactions have the most direct practical, service orientation. That is, virtually every serviceman immediately joins the functioning of the military team, begins military professional activities and bears full personal responsibility (not only moral, but also legal) for the quality of studies, his behavior, discipline, and for solving tasks as intended. At the same time, the subjects of pedagogical influence and interaction are mainly quite adult people, over the age of 18, with their own, to a certain extent, already established views, worldview, and personal qualities.

That is, military pedagogy differs from most other pedagogical branches direct involvement of objects (subjects) of upbringing, education, training in real professional activities related to the solution of responsible tasks requiring high moral and psychological qualities, readiness, ability and training to act in a difficult environment, including at risk to life and health .

From point of view structures military pedagogy as a science includes the methodology of military pedagogy, the history of military pedagogy, the theory of training (military didactics), the theory of education of military personnel, higher pedagogy military school, private methods of combat training and a number of other sections.

*facts obtained as a result of military-pedagogical and military-scientific research and life observations;
*scientific generalizations expressed in categories, patterns, principles, concepts of military pedagogy;
*hypotheses that need practical testing;
*methods for researching military pedagogical reality;
*system of moral values of military service.

Military pedagogy is closely related to other sciences. Data from the humanities and social sciences allow us to obtain a holistic understanding of a person and a team as an object and subject of influences and interactions. Information about the biological essence of man is obtained by studying natural sciences. Practical use scientific, technical and military scientific knowledge provides the opportunity to simulate the military pedagogical process and its elements.

Military pedagogy operates with certain categories; the main ones are:

*military pedagogical process - a purposeful, organized system of educational activities of commanders, staffs, specialists of educational structures, public organizations for training soldiers and military teams to act as intended;
*education of military personnel - the process and result of purposeful influence on the development of a serviceman’s personality, its qualities, relationships, views, beliefs, ways of behavior;
*training of military personnel - a purposeful process of interaction between commanders (chiefs) and subordinates to develop knowledge, skills and abilities of students;
*development of military personnel - the process of accumulation of quantitative and qualitative changes, functional improvement of the mental, intellectual, physical, professional activity of a serviceman and his corresponding qualities;
*psychological preparation military personnel - formation of mental stability and readiness of military personnel to perform military professional activities;
*military education - the process and result of military personnel mastering a system of scientific knowledge and military professional skills and abilities, forming the necessary personality qualities for the successful performance of official duties and life in society.

In addition to those mentioned, military pedagogy uses such categories as the professional and pedagogical culture of an officer, self-education, self-education of military personnel, etc.

Military pedagogy as a science solves the following: tasks:

*examines the essence, structure, functions of the military pedagogical process;
*examines the problems of organizing and improving the educational process in the military educational institutions;
*develops effective forms of organizing the military pedagogical process and methods of influencing military personnel and military groups;
*contributes to the humanization of the military pedagogical process and military service;
*justifies the content and technology of training, education, development and psychological preparation of military personnel;
*identifies patterns and formulates principles of the processes of training and education of military personnel;
*justifies the methodology of training and psychological preparation of soldiers, taking into account the specifics of the types and branches of troops;
*develops the content and methodology of self-education and self-education of military personnel;
*examines the features and content of the activities of a military teacher and the ways of formation and development of his pedagogical culture and skills;
*develops a methodology for military pedagogical research, generalization, dissemination and implementation of best practices in training and education;
*gives scientific advice on creative use historical heritage military pedagogy.

Solving the problems of military pedagogy is associated primarily with the search for ways to activate the human factor in the interests of strengthening the combat power of the Armed Forces of the Republic of Kazakhstan, developing modern pedagogical thinking among commanders (chiefs), creating an atmosphere of creativity, cohesion, mutual exactitude and personal responsibility for quality performance in military teams functional responsibilities, countering violations of law, order and military discipline. military pedagogy officer

The performance of official duties by an officer is associated with the implementation of a number of pedagogical functions.

First of all, the officer is engaged training, training of subordinates, improving their military skills and combat training. Being the immediate superior of his subordinates, he is responsible for education, formation of qualities in military personnel defender of the Motherland, their compliance with the requirements of laws, statutes, development of their intellectual and physical qualities. Besides, The officer trains warrant officers (midshipmen), sergeants (junior commanders) in the practice of training and educating subordinates, organizes and directs their pedagogical activities.

These provisions are enshrined in the relevant articles of the Charter of the Internal Service of the RF Armed Forces and are mandatory for implementation in daily activities.

The effectiveness of military professional activity is determined to a large extent by the presence of the officer - the leader of the military team - knowledge, skills and abilities in the field of military pedagogy.

Pedagogical knowledge allows an officer to:

* skillfully organize the combat activities of subordinates, maintain the combat and mobilization readiness of the unit at the required level;
*successfully manage combat training, methodically competently train personnel;
*productively carry out educational work in the unit, instill in military personnel moral and psychological readiness to defend the Fatherland, pride and responsibility for belonging to the RF Armed Forces;
*effectively carry out activities to maintain strong military discipline and unite the military team of the unit;
*ensure strict compliance internal order in a subordinate unit, organize and conduct comprehensive preparation for serving on daily duty;
* it is advisable to work with subordinate personnel, provide them with the necessary assistance in improving their professional knowledge and methodological skills;
*effectively improve personal vocational training and methods of department management;
*use a humane approach when communicating with military personnel.

The pedagogical knowledge of the commander (chief), his skills, and abilities to train and educate personnel must be constantly improved. This is due to the fact that the object of pedagogical influence (military personnel and military personnel) is constantly changing, developing and increasingly (in accordance with modern approaches) is considered as one of the subjects of pedagogical interaction. In addition, the conditions in which the military pedagogical process is carried out are also changing.

The Armed Forces of the Republic of Kazakhstan operate a system of equipping officers with knowledge of military psychology and pedagogy. Its main elements:

*studying psychology and pedagogy in military educational institutions;
*classes in the system of commander training, primarily in public and state training;
*specially conducted methodological meetings and classes with officers;
*analysis of the practical work of officers in organizing the military pedagogical process, experience of communication with subordinates during inspections and control of classes;
*exchange of experience of officers in training and education of subordinates, promotion of best practices;
*independent work of officers to study psychological and pedagogical literature, improve training and education skills;
*improving the psychological and pedagogical knowledge of officers during professional retraining, advanced training in training centers, and courses.

Thus, deep knowledge theoretical foundations military pedagogy, their skillful use in practical activities allow the officer to effectively and efficiently organize the military pedagogical process, train and educate subordinates.

Pedagogical science occupies a special place in the life and activities of the Armed Forces, in the study and implementation of the laws of training and education of military personnel, in the training of officers.

In this chapter, military pedagogy is considered as a branch of pedagogy, its essence, content, features, tasks, methods, and main categories are revealed.

Since the emergence of the army as a specific social phenomenon, the most important component of military activity has been and remains the training and education of personnel. In essence, this is practical military pedagogy - a necessary, mandatory means of versatile training of soldiers for successful combat operations.

Initially, military pedagogy arose as a practical activity of commanders and subordinates. Over time, knowledge accumulated about the training and education of warriors, which was passed on from generation to generation in the form of legends, covenants, proverbs, and sayings. As military affairs became more complex, especially in the era of the formation of states and the creation of relatively numerous regular armies, military pedagogical thought received further development. Relevant experience is reflected in instructions, manuals, charters, orders and other written sources. Significant contributions to this were made by Peter I, A.V. Suvorov, M.I. Kutuzov, D.F. Ushakov, S.O. Makarov, M.I. Dragomirov.

IN late XIX- early 20th century military pedagogy begins to take shape as an independent scientific branch. Works of M. V. Frunze, M. N. Tukhachevsky, I. E. Yakir, experience in training and education of soldiers during the Civil and Great Wars Patriotic Wars served as the basis on which modern military pedagogy was formed. Its development was facilitated by A. G. Bazanov, G. D. Lukov, A. V. Barabanshchikov, N. F. Fedenko, V. P. Davydov, V. N. Gerasimov, V. I. Vdovyuk, V. Ya. Slepov , V.I. Khalzov et al.

Military pedagogical process is a purposeful, organized system of educational activities of commanders, staffs, specialists of educational structures, public organizations for training soldiers and military teams to act as intended.

The main purpose of the military pedagogical process in peacetime- maintaining high combat readiness of military units and units, their successful solution of combat training tasks.

In essence, this is a social process designed to implement the provisions of the Constitution of the Russian Federation on the defense of the Fatherland, current legislation on defense issues and other requirements of government authorities on the need to strengthen and maintain the country’s defense capability at a level of reliable, reasonable sufficiency. The content and direction of the military pedagogical process are determined by military doctrine, internal and foreign policy state, the level of development of military affairs.

The main goal of the military pedagogical process- ensuring the comprehensive preparedness of military personnel and military teams to successfully solve the tasks assigned to them in peacetime and wartime for the armed defense of the Motherland. The training and education of military personnel is aimed at forming and consolidating high combat, moral, psychological and physical qualities in each military personnel and military team and, on this basis, developing combat skill, spiritual fortitude combined with a strong will to win in any conditions.

This goal determines the functioning of the military pedagogical process as a system: as a set of structural components organically interconnected with each other and with other life systems of the unit or unit (combat readiness maintenance system, control and communications system, logistics system, etc.) .

Basic structural components military pedagogical process as a system are as follows:

*tasks of the military pedagogical process;
*content structure;
*organizational structure;
*subjects and objects of this process.

Tasks of the military pedagogical process conditioned by its goal and aimed at achieving it. Priority tasks include:

1) purposeful formation of a military man as a citizen and professional warrior;
2) equipping military personnel with a system of military, social, technical, professional knowledge and performance qualities that ensure effective practical actions in any situation;
3) ensuring the targeted development of spiritual strength, intellectual and physical qualities of each military personnel;
4) development of emotional-volitional stability among personnel, psychological readiness to overcome the difficulties of military service, to act in a modern combat environment;
5) implementation of combat coordination of crews, units and units as a whole, maintenance of statutory order in military teams, formation of relations of trust between servicemen and each other, mutual assistance, mutual assistance, military camaraderie and friendship.

The organizational military-pedagogical process includes:

*various types of training - combat, public-state, etc., implemented primarily during training sessions;
*pedagogical aspects of service-combat, social and other activities;
*educational, cultural, leisure and sports activities.

The tasks of the military pedagogical process determine the interconnected and interdependent activities of its subjects and objects.

Subjects of the military pedagogical process speakers include commanders, staffs, officers of educational structures, educational activists, leading specialists of combat crews, warrant officers, sergeants, and public organizations.

In the organization of the military pedagogical process, the decisive role belongs to the commander of the unit (unit). Being the direct superior of the personnel, he is responsible for all aspects of their life and activities and, accordingly, for the state and quality of the military pedagogical process.

Objects of the military pedagogical process(in the traditional sense) all military personnel and military groups become. It should be noted that from the standpoint of the subject-subject approach, all military personnel of a unit, unit, educational institution are subjects, active participants in the military-pedagogical process.

In conditions of military service, such an object of pedagogical influence as a military collective acquires particular importance. In this regard, commanders (chiefs) need to study the peculiarities of the psychology of each specific team and skillfully direct its efforts to solve the problems of the military pedagogical process.

The textbook presents topical issues of modern military pedagogical theory and practice, and also reveals the problems of education, training and development of military personnel, their psychological preparation for combat operations. Important attention is paid to the formation of an officer’s pedagogical culture, pedagogical prevention of deviant behavior among various categories of military personnel. A special feature of the presented publication is that pedagogical phenomena and processes are considered from the perspective of a personal-social-activity approach. The textbook is intended for commanders and personnel management agencies, teachers of military educational institutions, cadets, students, adjuncts, doctoral students, students of military departments and military training centers.

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SCIENTIFIC ASPECT No. 1 – 2013 – Samara: Publishing House “Aspect” LLC, 2012. – 228 p. Signed for publication on April 10, 2013. Xerox paper. Printing is efficient. Format 120x168 1/8. Volume 22.5 p.l.

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Historical development of military pedagogy

Shikharev Denis Nikolaevich– postgraduate student at Chelyabinsk State Pedagogical University.

Annotation: The relevance of the development of military pedagogy is revealed. The historical significance of military pedagogy in the development of the armed forces is emphasized. The entire period of development of military pedagogical thought is covered, from the practice-oriented stage of development to the scientific one. The results of the pedagogical activities of the army and navy training system at different times are presented as key factors in increasing the importance of military pedagogy.

Keywords: Russian army, education, military pedagogy, period of development, fighting, education.

In our time, in order to sort historiography into time intervals and trace the formation of military pedagogy, it is necessary to conduct a series of historical studies. Revealing problems in science and practice, highlight the stages of its development. Arranging in chronological order the socio-historical, scientific and theoretical conditions for the formation of the problem, ensuring its development.

The training of aviation specialists both for the army, navy, other law enforcement agencies, and for civil aviation campaigns is based on modern pedagogical theories. Cultural and historical experience, traditions of teaching and upbringing accumulated by ancestors have not outlived their usefulness, moreover, practice shows that abandoning them does not produce positive results.

If they say that history teaches nothing, then this is true of those who are indifferent to its lessons and consequences. History teaches those who care about the future. History teaches and gives strength to those who carefully study the experience of past generations and accept it taking into account modern factors of social life.

The army and navy have existed since the emergence of nation states. Initially these were a few permanent armed formations. For Russia, the period of formation of regular armed forces is determined no earlier than the 17th-18th centuries, which are associated with the names of successive state military reformers - Peter the Great and his father Alexei Mikhailovich. Other names are also known - princes Svyatoslav, Igor, Alexander Nevsky, Dmitry Donskoy, Dmitry Pozharsky, who showed their military and pedagogical successes with glorious military victories.

In history, military pedagogical practical thought was leading. Scientific pedagogical thought developed and penetrated into the army as the latter developed.

The entire period of development of military pedagogical thought can be divided into two stages:

Practice-oriented stage. This is a stage that is characterized by the accumulation of pedagogical experience from the time of the emergence of civilization to the XVII-XVIII centuries. It ends with the works of such outstanding personalities with encyclopedic knowledge, philosophical mindset and practical pedagogical orientation as Ya.A. Comenius, John Locke, M.V. Lomonosov, J.-J. Rousseau. Peter I and, especially, A.V. made a great contribution to the world treasury of pedagogical knowledge and accumulation of experience in teaching activities. Suvorov. Their experience, meaningful and translated into a scientific plane, gave rise to the second stage in the development of military pedagogy.
Scientific stage. The emergence of a social need for the purposeful formation of a person’s personality has led to the need to highlight the cultural and historical foundations for the development of society and the processing of accumulated knowledge.

The development of military pedagogical thought and national directions of military pedagogy depend on the development of pedagogy as a whole. Cultural and historical experience of development Armed Forces Russia shows that military pedagogical knowledge and historical experience served as the basis for state and military construction. But, at the same time, domestic military pedagogical thought has its own characteristics, both in content and in organizational and time aspects.

Every time the history of Russia found itself at a crossroads, the system of pedagogical activity was rebuilt, the system of training the army and navy changed. This was the case under Peter I (XVII-XVIII centuries), Catherine II (XVIII century: G. Potemkin and Orlovs), Alexander II (1860-1870: D.A. Milyutin, M.I. Dragomirov), Nikolai II (1905-1912), V.I. Lenin (1918), I.V. Stalin (1925-1929 and at the end of the 40s).

At the beginning, the process of transferring and generalizing the experience of upbringing and military training was spontaneous, passing from one generation to the next in oral and practical forms. Soon, with the advent of writing, military pedagogical knowledge began to be reflected in chronicles, state acts, decrees, as well as in military historical works of art. Subsequently, acquiring new knowledge and organized forms, the army became stronger. This is confirmed by the appearance of written charters, manuals, instructions: “Code of Service” (1556), “Boyar Sentence on Village and Guard Service” (1571), “Military Book” (1607), “Charter of Military, cannon and other matters related to military service" (1621), "Teaching and cunning of the military structure of infantry people" (1674), etc. Their main ideas are regular training and constant education of army soldiers. The soldier was required to serve the sovereign honestly, to know his place in the ranks and in battle, not to spare his “body,” and to be ready to give his life for “his friends.”

"Amusing" regiments formed on a regular basis in the 18th century. became the prototype of the Russian army with a regular system of training and education of soldiers.

The results of military operations at the beginning of the Northern War suggested the order and methods of training and educating soldiers in the spirit of patriotism.

Great changes took place in terms of preparing troops for practical training after the Narva defeat, where it was clear that the Russian army was psychologically unprepared for a field war, there was not enough experience and training in tactics and training of soldiers. In the decrees of that time, Russian regiments were allowed to engage in battle only in case of numerical superiority over the enemy. During the fighting, the troops were trained in combat, offensive and defensive actions, and victories raised the morale of the soldiers.

Played a significant role in promoting military pedagogical practice North War. Adjustments were made to the responsibilities of commanders for training and educating subordinates. The commanders took a differentiated approach to training young recruits and old-timers, and began to teach them “how to act in battle.”

During this period, spiritual, moral (instilling the fear of God) and military (devotion to the sovereign and the fatherland) aspects of education developed. Practical educational activities in the army of Peter the Great's time were fundamentally different from the Western ones. In the armies of European states, “stick” discipline was imposed, the soldier was considered as “a mechanism provided for by the article,” and the officer was a transmitter of commands (Frederick II). In Russia, the main principles in education were moral principles. Peter I entrusted the national officer cadres with the main functions of training and educating soldiers.

After Peter I, in the 30-40s. XVIII century in the preparation of the Russian army, negative trends began to prevail over the progressive innovations of Peter the Great's times. New regulations and instructions drawn up by the “temporary workers”: Osterman, Minikh, Biron and others, worsened the content of the soldiers’ training: outwardly they did not cease to meet Peter’s requirements, but lost their personal, national character. In the training of troops, soldiers began to be prepared for service in the line formation; they were trained to unquestioningly carry out orders. In essence, they were “cannon fodder” and any initiative was punishable. The entire system underwent a change: military service was not at all prestigious, but rather became a punishment; people were sent to serve for offenses. There was no longer any talk about patriotism; the soldiers did not swear allegiance to the fatherland. Those who were particularly slow-witted and not submissive were often subjected to physical torture.

In the 50-60s. XVIII century Famous commanders and politicians played a major role in the formation of military pedagogy: Suvorov A.V., Potemkin G.A. , Kutuzov M.I., Saltykov P.S., Rumyantsev P.A., Panin P.I. , and etc.

President of the Military Collegium G.A. Potemkin (1784) continued the progressive traditions of military pedagogy. His instructions said that “a soldier is an honest name.” The officers were independent, but were limited by the “Rules of Command,” which prevented the punishment of offending soldiers by force. His subordinates were some of the best commanders P.A. Rumyantsev and A.V. Suvorov. In the history of Russia, this extraordinary personality has not yet been truly appreciated for his contribution to military strategy.

Field Marshal General P.A. Rumyantsev was one of the first to improve the efficiency of military training using the experience of old-time soldiers, passing it on to young soldiers. He constantly trained troops, and in non-wartime - with special “attention”. He considered the “moral element” to be the basis for the education of the “moral principle”, while distinguishing education, moral preparation, training and physical training.

During the same period of time with P.A. Rumyantsev A.V. Suvorov creates a multifaceted military pedagogical system, the priority features of which were:

the need for psychological preparation;
development and practical application of a method for designing combat operations;
education of subordinates in the process of active learning;
perception of direct dependence of battle results on training and psychological stability troops, etc.

A.V. Suvorov did not separate education from training, did not contrast one with the other. His educational system was based on professional, moral education and physical training. In the works of A.V. Suvorov, the following tasks of professional education are visible: the development of courage, vigor, bravery, reliability, determination and discipline in soldiers; task moral education is the formation of truthfulness, piety, loyal feelings. The military pedagogical ideas of the great commander were confirmed in his glorious military victories. However, military pedagogical ideas did not spread throughout the army because they were in conflict with government officials and were not recognized in the upper layers of the tsarist military bureaucracy.

At the end of the 18th century, thanks to the activities of I.I. Betsky, P.I. Shuvalova M.I. Kutuzova, M.V. Lomonosov, and others, five closed military educational institutions (cadet corps) are being organized in Russia for the first time. Training acquires a planned and organizational character.

IN early XIX V. restructuring begins in Russia public education. Since 1803, the size of the army has increased due to accessible education for commoners. Gymnasiums for the military were formed together with the cadet corps. It was opened in 1832 military Academy for officer training. Until 1809, Pavlov’s drill regulations were in force, which excluded officer initiative, but in practice they continued to train soldiers in Suvorov’s style, which made it possible to win victories in battles.

At that time in Russia, the paradox was that, on the one hand, democracy led to the emergence of officers with new views on military pedagogy, as well as progressive forms of training and education of soldiers. This is evidenced by a series of publications in periodicals and in the Military Collection. On the other hand, among the officers, the government instilled a spirit of humility and servility. The project of the Military Teachers' Institute did not receive further development. Minister of Education Uvarov S.S. did not support the science of education. The officers were outraged by this policy of the authorities and, as a result, there was an open protest from the “Decembrists” in 1825.

After the Decembrist uprising was suppressed, a time of stagnation began in the country and the development of new methods of training soldiers was forgotten. The logical consequence of the external gloss and parade drill was the defeat of the Russian army in Crimean War 1853-1856

Second half of the 19th - beginning of the 20th centuries. were marked by large-scale changes in many spheres of Russian social life, and at the same time the development of military pedagogy. Thanks to Minister of War D.A. Milyutin. In the Russian state, military educational institutions were approved, such as: cadet and special schools, a number of military gymnasiums and pro-gymnasiums, military academies. Developmental and general humanities were taught in pro-gymnasiums and gymnasiums. They were institutions with a military-professional orientation. In cadets, military and special schools, Finnish and Pazhesky cadet corps, trained junior and mid-level officers.

Staff officers with higher education were trained at the Nikolaev Academy of the General Staff, at the Mikhailovsky Artillery School, at the military medical and military legal academies. The military gymnasiums were taught by officers who completed a 2-year training course at the 2nd military gymnasium. In 1863 The Main Directorate of Military Educational Institutions was created for a more competent and streamlined management process in them. At the same time, a military pedagogical museum was created, which was responsible for disseminating the latest progressive ideas in the military field. In schools, soldiers began to be taught numeracy, writing and literacy, and regimental schools appeared in the troops. According to statistics for 1875, the literacy of soldiers increased from 10 to 36%. Of course, not all officers of those times demonstrated interest in science and the education of soldiers. But still, the changes in the military school had a positive impact on Russian officers and on the structure of education and training in the army.

In connection with the above, the approach to the quality of training of military specialists becomes fundamentally different, which should result in their readiness and ability to carry out real professional activities immediately after completion of training.

Currently, a lot of work has been done on a thorough and objective rethinking of domestic pedagogical experience. A coherent system of historical development of military pedagogy has been formed in Russia. Development is underway to create and improve a system of multi-level military education.

But many paradoxes and unresolved problems still remain in Russian army. Many problems can only be solved by changes in politics and the social sphere. Knowing the history of pedagogy is important for every officer of the BC RF, capable of thinking and solving military-pedagogical tasks inherent in his activities.

Bibliography

Bashlakov A.A. Military pedagogy: textbook. allowance; under general ed. A.A. Bashlakova. – M.: Publishing House “Red Star”, 2008. – 504 p.
Bykov, V.P. Monograph. Formation of basic professional skills of university cadets during flight practice [Text]: monograph. / V.P. Bykov; VUNTS Air Force "VVA" (branch, Krasnodar). – Chelyabinsk: VUNTS VVS “VVA”, 2012. – 151 p.
Ketko, S.M. Pedagogy. Training and education of an aviation specialist. Part 1 Introduction to the course of pedagogy. Problems of training and combat training: textbook. manual [Text] / S.M. Ketko; CHVVAUSH (VI). – Chelyabinsk: CHVVAUSH (VI), 2008. – 136 p. 2 parts.
Ozhegov, S.I. Dictionary Russian language [Text] / S.I. Ozhegov, N.Yu. Shvedov; Ross. acad. Sciences, Ross. cultural fund. – 2nd ed., rev. and additional – M.: AZ, 1995. – 928 p.

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Military psychology and pedagogy

Lecture No. 1

Topic: “Military pedagogy as a science. Contents, principles, forms and methods of training military personnel"

Number of hours: 2

Date: 01/27/2016

Delivery format: lecture

Lecture developed by:Head of Service of the VSPR Department

Department of Defense Affairs of the Karaganda Region

majorTO.Smagulova

Plan

1. Military pedagogy as a science

1. Military pedagogy as a science

Object of military pedagogy are military personnel and military groups. Subject stands military pedagogical process in general and directly the pedagogical patterns of training, education, education, training of military personnel and military teams for the successful solution of service and combat tasks.

From point of view structures Military pedagogy as a science includes the methodology of military pedagogy, the history of military pedagogy, the theory of training (military didactics), the theory of education of military personnel, the pedagogy of higher military schools, private methods of combat training and a number of other sections.

*facts obtained as a result of military-pedagogical and military-scientific research and life observations;

*scientific generalizations expressed in categories, patterns, principles, concepts of military pedagogy;

*hypotheses that need practical testing;

*methods for researching military pedagogical reality;

*system of moral values of military service.

Military pedagogy is closely related to other sciences. Data from the humanities and social sciences allow us to obtain a holistic understanding of a person and a team as an object and subject of influences and interactions. Information about the biological essence of man is provided by the study of natural sciences. The practical use of scientific, technical and military scientific knowledge provides the opportunity to model the military pedagogical process and its elements.

Military pedagogy operates with certain categories; the main ones are:

*military pedagogical process - a purposeful, organized system of educational activities of commanders, staffs, specialists of educational structures, public organizations for training soldiers and military teams to act as intended;

*education of military personnel - the process and result of purposeful influence on the development of a serviceman’s personality, its qualities, relationships, views, beliefs, ways of behavior;

*training of military personnel - a purposeful process of interaction between commanders (chiefs) and subordinates to develop knowledge, skills and abilities of students;

*development of military personnel - the process of accumulation of quantitative and qualitative changes, functional improvement of the mental, intellectual, physical, professional activity of a serviceman and his corresponding qualities;

*psychological training of military personnel - formation of mental stability and readiness of military personnel to perform military professional activities;

*military education - the process and result of military personnel mastering a system of scientific knowledge and military professional skills and abilities, forming the necessary personality qualities for the successful performance of official duties and life in society.

In addition to those mentioned, military pedagogy uses such categories as the professional and pedagogical culture of an officer, self-education, self-education of military personnel, etc.

Military pedagogy as a science solves the following: tasks:

*examines the essence, structure, functions of the military pedagogical process;

*examines the problems of organizing and improving the educational process in military educational institutions;

*develops effective forms of organizing the military pedagogical process and methods of influencing military personnel and military groups;

*promotes the humanization of the military pedagogical process and military service;

*justifies the content and technology of training, education, development and psychological preparation of military personnel;

*identifies patterns and formulates principles of the processes of training and education of military personnel;

*justifies the methodology of training and psychological preparation of soldiers, taking into account the specifics of the types and branches of troops;

*develops the content and methodology of self-education and self-education of military personnel;

*examines the features and content of the activities of a military teacher and the ways of formation and development of his pedagogical culture and skills;

*develops a methodology for military pedagogical research, generalization, dissemination and implementation of best practices in training and education;

Solving the problems of military pedagogy is associated primarily with the search for ways to activate the human factor in the interests of strengthening the combat power of the Armed Forces of the Republic of Kazakhstan, developing modern pedagogical thinking among commanders (chiefs), creating an atmosphere of creativity, cohesion, mutual exactitude and personal responsibility in military teams for the high-quality implementation of functional duties, countering violations of law, order and military discipline. military pedagogy officer

The performance of official duties by an officer is associated with the implementation of a number of pedagogical functions.

These provisions are enshrined in the relevant articles of the Charter of the Internal Service of the RF Armed Forces and are mandatory for implementation in daily activities.

Pedagogical knowledge allows an officer to:

* skillfully organize the combat activities of subordinates, maintain the combat and mobilization readiness of the unit at the required level;

*successfully manage combat training, methodically competently train personnel;

*productively carry out educational work in the unit, instill in military personnel moral and psychological readiness to defend the Fatherland, pride and responsibility for belonging to the RF Armed Forces;

*effectively carry out activities to maintain strong military discipline and unite the military team of the unit;

* ensure strict adherence to internal order in the subordinate unit, organize and conduct comprehensive preparation for duty on a daily basis;

* it is advisable to work with subordinate personnel, provide them with the necessary assistance in improving their professional knowledge and methodological skills;

*effectively improve personal professional training and department management methods;

*use a humane approach when communicating with military personnel.

The Armed Forces of the Republic of Kazakhstan operate a system of equipping officers with knowledge of military psychology and pedagogy. Its main elements:

*studying psychology and pedagogy in military educational institutions;

*classes in the system of commander training, primarily in public and state training;

*specially conducted methodological meetings and classes with officers;

*analysis of the practical work of officers in organizing the military pedagogical process, experience of communication with subordinates during inspections and control of classes;

*exchange of experience of officers in training and education of subordinates, promotion of best practices;

*independent work of officers to study psychological and pedagogical literature, improve training and education skills;

*improving the psychological and pedagogical knowledge of officers during professional retraining, advanced training in training centers, and courses.

Thus, deep knowledge of the theoretical foundations of military pedagogy and their skillful use in practical activities allow the officer to effectively and efficiently organize the military pedagogical process, train and educate subordinates.

In this chapter, military pedagogy is considered as a branch of pedagogy, its essence, content, features, tasks, methods, and main categories are revealed.

At the end of the 19th - beginning of the 20th centuries. military pedagogy begins to take shape as an independent scientific branch. The works of M. V. Frunze, M. N. Tukhachevsky, I. E. Yakir, the experience of training and educating soldiers during the Civil and Great Patriotic Wars served as the basis on which modern military pedagogy was formed. Its development was facilitated by A. G. Bazanov, G. D. Lukov, A. V. Barabanshchikov, N. F. Fedenko, V. P. Davydov, V. N. Gerasimov, V. I. Vdovyuk, V. Ya. Slepov , V.I. Khalzov et al.

The main purpose of the military pedagogical process in peacetime - maintaining high combat readiness of military units and units, their successful solution of combat training tasks.

In essence, this is a social process designed to implement the provisions of the Constitution of the Russian Federation on the defense of the Fatherland, current legislation on defense issues and other requirements of government authorities on the need to strengthen and maintain the country’s defense capability at a level of reliable, reasonable sufficiency. The content and direction of the military pedagogical process are determined by military doctrine, the domestic and foreign policies of the state, and the level of development of military affairs.

The main goal of the military pedagogical process - ensuring the comprehensive preparedness of military personnel and military teams to successfully solve the tasks assigned to them in peacetime and wartime for the armed defense of the Motherland. The training and education of military personnel is aimed at forming and consolidating high combat, moral, psychological and physical qualities in each military personnel and military team and, on this basis, developing combat skill, spiritual fortitude combined with a strong will to win in any conditions.

The main structural components of the military pedagogical process as a system are as follows:

*tasks of the military pedagogical process;

*organizational structure;

*subjects and objects of this process.

Tasks of the military pedagogical process conditioned by its goal and aimed at achieving it. Priority tasks include:

1) purposeful formation of a military man as a citizen and professional warrior;

2) equipping military personnel with a system of military, social, technical, professional knowledge and performance qualities that ensure effective practical actions in any situation;

3) ensuring the targeted development of spiritual strength, intellectual and physical qualities of each military personnel;

4) development of emotional-volitional stability among personnel, psychological readiness to overcome the difficulties of military service, to act in a modern combat environment;

5) implementation of combat coordination of crews, units and units as a whole, maintenance of statutory order in military teams, formation of relations of trust between servicemen and each other, mutual assistance, mutual assistance, military camaraderie and friendship.

The organizational military-pedagogical process includes:

*various types of training - combat, public-state, etc., implemented primarily during training sessions;

*pedagogical aspects of service-combat, social and other activities;

*educational, cultural, leisure and sports activities.

The tasks of the military pedagogical process determine the interconnected and interdependent activities of its subjects and objects.

Objects of the military pedagogical process (in the traditional sense) all military personnel and military groups become. It should be noted that from the standpoint of the subject-subject approach, all military personnel of a unit, unit, educational institution are subjects, active participants in the military-pedagogical process.

The military pedagogical process (MPP) is a system of educational activities of military command and control bodies, all categories of officials and specialists of educational structures for training military personnel, units and units to perform combat missions in the interests of the individual, society and the state.

This is a social process aimed at implementing the provisions of the Constitution of the Russian Federation on the protection of the Fatherland, current legislation on defense issues and other requirements of government bodies. Its main components are goals (social order of society) and tasks, organizational structure (combat and public-state training; pedagogical aspects of combat, service, educational and other types of activities), components (training, education and psychological preparation), content and methodological (technological) structures, as well as corresponding subjects and objects.

It should be noted that certain patterns appear in the runway. In daily professional activities officers they are reflected in the principles of training and education of military personnel, which are understood as guidelines, leading ideas and developed rules that determine the organization, content and methodology of training. educational work in part, division. Their list corresponds to the content of the runway patterns identified to date, but at the same time reflects the specifics of each of its components under consideration. As a result, the system of basic (leading) principles of training and education of subordinates can be presented in the following form.

When considering the listed principles, it is important to take into account that each idea embedded in them, as a rule, is a reflection of several patterns. In practice, their content is implemented in the form of pedagogical rules (requirements) of educational activities - guidelines that reveal individual aspects of the application of one or another principle. In other words, the rules represent specific instructions to the officer on what needs to be done to organize and effectively implement educational interaction with subordinates. Consequently, the principles of training and education are the connecting link between military pedagogical theory and the everyday practice of troops.

As an example, let us reveal the content of the principle of social conditioning and scientific nature of training and education of subordinates. Its implementation in military and naval conditions is currently ensured by compliance with the following basic rules:

When organizing the educational process, be guided by the requirements of society (social order) for the professional qualities (level of special training and personal development) of military personnel; closely link training and education with the life of the country and its Armed Forces (the specifics of the reforms being implemented, the tasks ahead); to steadily implement the requirements of state and military authorities;

Implement a scientifically based approach to the selection of educational and educational material; in the military pedagogical process, consider all phenomena in development and interrelationships, highlight patterns and contradictions in training and education, as well as ways to improve them; include the latest achievements of domestic science in educational and educational materials;

Constantly take care of the developmental effect of training and education; to develop in subordinates the qualities of a citizen, defender of the Fatherland and military professional; popularize military service, show the importance of military labor and its necessity, look for ways to increase the prestige of military service, and actually increase it;

Achieve scientific organization educational activities, actively introduce modern information technologies into educational and educational processes.

It is important to emphasize that in the everyday educational practice of officers, the requirements of various principles are manifested in unity and are closely interrelated. They cannot be separated from each other, observe some and neglect others. This is especially true for ensuring sufficient effectiveness of forms of training and education of subordinates.

Forms of training and education can be considered as options for organizing a specific training session or educational event. The very concept of “form” means a method of organization, an established order, a type of existence and expression of content, an object, a phenomenon, a process. In domestic military pedagogy, forms of training and education are understood as the organizational side of the military pedagogical process, which presupposes a certain composition and grouping of military personnel, the structure and content of training sessions or educational events, the place and duration of their implementation. Each of the forms solves very specific pedagogical problems, while using its inherent educational and educational capabilities, which led to a significant difference between the forms of training and the forms of education of subordinates.

Taking into account the proposed definition, forms of education are combined into five related groups according to a certain criterion.

The list of forms of training of the first group is determined by the composition of the trainees according to their categories (classes with officers, warrant officers, sergeants, etc.) and position (classes with commanders of units, squads, crews, etc.).

The second group reflects the characteristics of the grouping of students and includes individual and group training.

The third group corresponds to the location of the training sessions (classes in classrooms, field training, training at duty stations).

The list of forms of training in the fourth group is determined by the duration of the training session (short-term - several minutes; short-term - 2-6 hours; long-term - up to one day; multi-day).

The fifth group combines forms of training depending on the approach to the formation of the structure of the lesson. Currently, this group combines general ones, used in all units, regardless of the combat, service and other tasks being solved, and special ones, used only in a specific unit (for example, aviation, naval, motorized rifle, etc.) ( scheme 2).

In turn, forms of education represent options for organizing a specific educational event and its compositional structure. They are always interconnected with the content, as a result of which each of them solves very specific educational tasks, uses certain levers for the development of the personality, interests and needs of the subordinate, and forms in him professionally significant personal properties and qualities.

Taking into account the modern understanding of the essence of education, it can be argued that there are infinitely many forms of education - from elementary forms of statutory relationships between military personnel, individual and group conversations to all forms of educational, service and social planning activities of military personnel. The same GCP and information are not only forms of training and explanation of the military-political situation in the world, the state of affairs in the unit, but also solve important educational tasks. In the specialized literature, the main forms of educational work for officers include a general meeting of personnel, summing up results, group and individual conversations, debates, taking the military oath, meetings with veterans of the RF Armed Forces and parents of military personnel, theme evenings, question and answer evenings, etc. It should be noted that their list is quite diverse and is largely determined by the level of military pedagogical training and skill of officers of military command and control agencies, the specifics of the tasks being solved, and the development of the information, cultural, and social infrastructure of the region where units and subunits are deployed.

The effectiveness of certain forms of training and education depends on the professional knowledge, skills and abilities of military personnel, on the degree of formation of their personal sphere, on the methods of educational and educational interaction chosen by the officer with subordinates within the framework of a specific educational or educational form. In military pedagogical literature they are designated by the concept of methods of training and education, which is understood as a system of methods joint activities officer and subordinate, which achieves the acquisition of knowledge, the formation of skills and abilities, as well as the development of mental and physical strength of military personnel, improvement of the leading components of their personal sphere, necessary for them to solve professional tasks as intended. Like forms, teaching methods and educational methods differ significantly from each other.

Pedagogical analysis of the features of training methods implemented in the troops and navies allows us to combine them into two groups. The group of traditional teaching methods is based on the provisions of the associative-reflexive theory of learning, which provides for a consistent transition of students from understanding the task presented to them educational information to storing it in memory in the form of knowledge and subsequent practical application. These include methods of oral presentation educational material(lecture, story, explanation and instruction), its discussion (conversation, seminar), as well as methods of demonstration (demonstration), exercises, practical work and independent work.

The group of active teaching methods, in contrast to traditional ones, involves the direct participation of military personnel in the formation of their own professional knowledge, skills and abilities. These include methods for analyzing specific situations, incidents, brainstorming (brainstorming), shuttle, business games, dives, etc. However, the term itself “ active methods“is not strictly scientific, since all teaching methods are initially designed for active joint work between the teacher and the student. Its use is aimed at emphasizing the specifics of the means and techniques used in them, which are focused primarily on the active cognitive and practical activity of the subordinates themselves.

The practice of educational activities of experienced officers shows that they also have a wide variety of methods in their arsenal, which can be combined into two groups: pedagogical and psychological methods education. Pedagogical (traditional) methods of education involve the influence of an officer on the consciousness (rational sphere of personality) of a subordinate. These include methods of persuasion, encouragement, example, criticism, exercise and coercion.

The action of psychological methods of education is aimed at the subconscious. The most effective of them are the methods of non-verbal (facial expressions, gestures, posture, nature of movements, eye expression, voice intonation), emotional (empathy, indignation, teaching) and rational (suggestion) interaction. At the same time, the officer must take into account that psychological methods are implemented simultaneously with pedagogical ones, which makes it possible to strengthen or weaken the educational impact on the rational sphere of the personality (consciousness) of the serviceman.

Knowledge of the principles, forms and methods of training and education of subordinates, their implementation in the organization and implementation of military professional activities are the main indicator of the military professional culture of officers, an important criterion for assessing the level of their pedagogical skills.

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Military pedagogy. Military pedagogy as a science Historical development of military pedagogy

Historical development of military pedagogy

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