Formation definition. Formation of concepts formation is
In pedagogy, formation is a targeted impact on a student or student, carried out by a teacher to create certain conditions that will further contribute to the emergence of new qualities, knowledge and skills in the student. However this definition not the only one. Also, the formation is the very process of becoming a person (in this case- student) under the influence of the above factors. However, since this topic, which directly relates to pedagogy, contains a lot of important nuances, it is worth considering it in more detail.
Central problem
First of all, it is important to mention that in pedagogy, formation is one of the most important concepts. Which is the central problem of the entire sphere as a whole. After all, teaching is aimed not only at familiarizing students with the subject and instilling in them knowledge related to it. Teachers also influence the formation of the personality of each student. And they also help them to realize themselves and overcome the spontaneity that many of them encounter for the first time precisely during the period of study.
There are many questions and nuances in the process of personality formation. The teacher is able to help students to realize themselves only if he can understand them. This is the most important theoretical and applied part pedagogical activity.
The teacher is obliged to know about the role of the pedagogical system in education, family and society, about the process of formation of individual personality traits, about upbringing, development and training, as well as about the age and personal characteristics of students. And besides this, he should be familiar with the technique of an individual approach.
The problem of modernity
In pedagogy, formation is the process of becoming a person. And it is customary to consider it as a problem of education. And in the modern 21st century, it really is acute.
This is because now many people have a tendency to advocate the free development of the individual. Some even seriously consider pedagogical education violation of the pupil's/student's right to be an individual. Therefore, a professional teacher must competently combine traditional methods with modern ones.
Self-determination is important. But! No less important is the integration of the student into the world and national culture, the formation of him as a citizen, as well as instilling in him the awareness that without cooperation and mutual understanding in modern society it is impossible to exist. Foreign concepts are interesting, but they cannot be transferred unchanged and, moreover, in their entirety into our lives. This is what parents of the 21st century must understand first of all.
culture
This concept is very versatile. And it is reflected in pedagogy. Formation is a complex process. It involves instilling aesthetic and ethical tastes in students, as well as the ability to see beauty in what a person once created, or find it in something else.
Why is it important? Because the person whose formation we are talking about can only become a person who has become a part of socio-cultural life. Everyone is able to convey this to students good teacher. In psychology, which is closely related to pedagogy, the concept of “personality” means the totality of preferences and habits developed by a person, his social and cultural experience, knowledge, skills and ability to think independently.
However, it can be expressed more simply. A person is an educated and intelligent person. And the goals of pedagogy are to arouse interest among students in everything that will help them become such. And in the subsequent provision of appropriate assistance to them in achieving their plans.
A good teacher contributes to the development of the inclinations, abilities and interests of students, encourages them to creative activity. It also helps to educate in them an attitude towards work, society, various professions, parents, art, friends, life. But the main goals of pedagogy are the formation of behavior and consciousness.
The process of education
So, above it was clearly told about what constitutes a formation. This is a definition that occurs quite often in pedagogy. Therefore, it is appropriate to talk about what methods the teacher should use in order to contribute to personal development their students.
The path to the consciousness of pupils lies through illustrative examples. How to develop in them justice, mutual understanding, respect, culture and dozens of other qualities? Just convey their meaning. Students must be convinced that they need all these qualities. Then they themselves will strive to educate them in themselves.
And for this, the teacher must be able to evoke in them experiences and feelings associated with a particular issue. Otherwise, they will experience only one emotion - indifference. which hinders the development of the individual.
To come to the minds of students help stories on ethical topics. First, children love interesting stories. Secondly, in the process of listening, they themselves draw some conclusions and analyze the actions of the characters in the story. As a result, they form an attitude towards the qualities shown in history. The teacher does not impose anything. The personal attitude of the students is formed by itself, under the influence of their own impressions and experiences. This is very effective method. Since it forms in advance the attitude of children to actions that they have not yet committed.
Interaction with the audience
It cannot be ignored when talking about the formation of personality. This is very important in pedagogy - to contact with students. Therefore, in educational process there is a dispute. It implies an active discussion of a certain topic, which the teacher must prepare in advance and announce in the class so that the students have time to think.
The purpose of the dispute is the formation of beliefs and attitudes, which occurs in the process of dispute. Which, of course, is built logically and argued. In a dispute, opposing points of view collide, erroneous opinions are revealed. The teacher must control the debate, ask the “right” questions that prompt reflection, and clarify the thoughts expressed by the students.
By the way, this not only affects the formation of the personality of the child. In the process of a dispute, each pupil learns to correctly express his thoughts, build a speech, prove the correctness of his own judgments and convince listeners of it.
Psychological aspect
As mentioned earlier, the concept of personality formation in pedagogy is directly related to psychology. This means that the methods used in this educational process also have an appropriate character.
Many educators often challenge their students to solve Lawrence Kohlberg's dilemmas. This man is one of the founders of the theory of morality. He assured that there is nothing absolutely right or wrong in the world. The morality of any act does not depend on its consequences, but on the intentions of a person. And he was right.
Kohlberg's dilemmas are hypothetical situations. However, in real life there are tens of thousands of identical ones. There is no perfect solution, each has its pros and cons. Here is one of these dilemmas: one woman is sick with a severe incurable form of cancer. She has six months to live, but she is constantly in severe pain. A woman asks her doctor to give her an increased dose of morphine, allowing her to "go away". This is against the law, but the doctor understands the patient's request and considers fulfilling it.
This dilemma is very useful in terms of belief formation. It provokes reflection, causes feelings, makes students think, puts them in the place of the participants in the situation. They, in turn, ask themselves a lot of questions that would help them find a solution and understand whether it is correct. This is how children learn to empathize, empathize, reflect, and feel responsible.
team
This is the main base, with the exception of the family, where children get their first social experience. It is in the team that the child begins his formation as a person. In addition, at school, communication is planned and subsequently directed by highly qualified teachers.
The team is an association of pupils, characterized by certain characteristics. The main one is that they have a common socially significant goal - getting an education.
Another principle is joint activities team. And relationships of responsible dependence. Everyone knows that a specific connection is formed between the members of any team, which reflects both the unity of their activities and experiences with value judgments.
The last sign of a team is the presence of a common governing body. In this case, of course, it is the teacher who regulates all psychological and pedagogical processes. It is the teacher who creates a healthy microclimate in the team, promotes friendly relations between students, helps them to be united. And it depends on the teacher whether the children will understand what mutual understanding and mutual assistance is.
Team building
It depends, as mentioned above, on the teacher. The process of development of the school team is not characterized by spontaneity. He is pedagogically driven. And every good teacher follows certain rules and methods, especially if these are the main stages of team formation.
First of all, he must reasonably combine pedagogical guidance and the natural desire of students for independence and independence.
In addition, the process of formation in pedagogy implies the mandatory involvement of the family and parents. What is called the coordination of educational influences, which is facilitated by the teacher.
The teacher must also control and, if necessary, correct the fulfillment of their duties by the students. For the systematic high-quality performance of all tasks and participation in the life of the school, it is recommended to fairly reward pupils. This serves as an additional incentive for them, and also allows you to make sure that the efforts never go unnoticed and unappreciated. At the same time, the teacher must be strict with those students who ignore their duties. Justice and competence should reign in the team.
Socialization
That is what happens in the team. Formation is a definition in pedagogy, the meaning of which is given a lot of attention. What can you say about the creation of a student team? This process is extremely important, because it is in this society that children will grow as individuals and learn.
In a good team, the ethical education program is implemented in full. Children form opinions about norms interpersonal relationships, they learn the forms of expressing requests, greetings and appeals, learn the correct behavior, literate speech. In the future, they develop the ability to interact with other people. They adapt to them, try the acquired communication skills and qualities. And also children begin to sympathize and empathize with people, animals, plants, often even try to find ways of cooperation with their parents.
Changes taking place
The methods of team formation in pedagogy are intertwined with the principles that the teacher follows in individual work with pupils. Be that as it may, a highly qualified specialist eventually achieves impressive results. A new level of affective-need and cognitive sphere is formed in students, stable forms of activity and behavior arise, social orientation and individual character develop. In the course of which each of them is transformed. Because the development of personality implies the origin of changes in the psyche, as well as in the spiritual and intellectual sphere of the student.
Positive transformations include the improvement of memory, character, thinking and will. This also includes the acquisition, expansion and subsequent deepening of knowledge, a certain intellectual growth. Naturally, all this is accompanied by a change in consciousness and moral development.
In scientific language, the student begins to turn into a subject social activities and interpersonal relationships. And he does not just move from a lower level to a higher level. quantitative changes dialectically turns into qualitative transformations of the spiritual and mental characteristics of the pupil.
This is socialization. young cock society learns to assimilate values, norms, attitudes, adopts patterns of behavior, reproduces the acquired life experience. And this process does not stop. Socialization lasts throughout life. But it begins at school, and is kept under the control of caring professional teachers, on whom it largely depends on what their pupils will become in the future.
CONCEPTS FORMATION is:
CONCEPTS FORMATION CONCEPTS FORMATION scientific method definitions of concepts, including the analysis of the concept, its definition and formulation. There are three main type of concept formation: mathematical, based on deduction, empirical-natural-philosophical, using inductive methods and humanitarian, which is based on an individual analytical approach. In psychology, the process of concept formation plays an essential role in cognitive development and has been the subject of research by Schweitz. psychologist Jean Piaget. The formation of concepts is a complex phenomenon that includes two fundamentals. phases: on the first one, a person notices important characteristics, and on the second, he catches the logical connection of the characteristics. In addition to simple classifications, concepts can also serve as norms or models that are responsible for ensuring that, in perception, objects remain themselves, although something in them changes. There are significant metaphysical and epistemological differences in approach to the process of concept formation regarding the nature and origin of concepts, the movement between intuitive and rational thought, and the question of "cognitive universals." Stimulus-reactive theory Amer. psychologist B.F. Skinner excludes the link of thinking, proving that learning occurs through trial and error. Piaget's cognitive theory argues that learning leads to an understanding of the unifying moments in relationships and essential manifestations. Amer. psycholinguist Naum Chomsky believed that human cognitive structures are innate. According to today's ideas, the formation of concepts is not a monopoly of man. Much research has been done on the development of concepts in animals, especially in primates. Many researchers do not exclude that animals are capable of abstract thinking. In addition, the correlation of information processes occurring in a computer and the formation of concepts in humans has become an important part of the study of artificial intelligence.Philosophical encyclopedic Dictionary. 2010.
8. Development and formation
Development is an irreversible, directed, regular change in material and ideal objects. Only the simultaneous presence of all three of these properties distinguishes development processes from other changes.
Synthesizing the most well-established definitions in pedagogy, we can give the following interpretation of this concept: development is the process and result of quantitative and qualitative changes in the human body. It is associated with constant, incessant changes, transitions from one state to another, ascent from simple to complex, from lower to higher, from quantity to quality.
Personal development is the most complex process of objective reality. For an in-depth study of this process, science has taken the path of differentiating its constituent components, highlighting the development in it of the physical, mental, spiritual, social, etc. Pedagogy studies the problems of the spiritual development of the individual in conjunction with all other components.
If development is understood as a change or functioning of the system, accompanied by the emergence of a new quality (the emergence of high-quality new formations), then the following features of such a process can be distinguished:
Irreversibility - any degradation, reverse development is not a mirror image of progressive development, the return of the system to its original level of functioning is possible only according to one or several indicators, a complete restoration of what was before is impossible;
Progress and regress are two diachronic structures; progressive development necessarily includes elements of regression;
Unevenness - periods of sharp qualitative leaps are replaced by a gradual accumulation of quantitative changes;
Zigzag - inevitable in any development is not only a slowdown, but also a rollback, deterioration in the functioning of the system as a condition for a new rise;
The transition of development stages into levels - when a new level of functioning appears, the old one is not destroyed, but remains with some functions specific only to it as one of the hierarchical levels of the new system;
Along with the tendency towards qualitative change, any development is carried out in unity with the tendency towards stability, the preservation of what has been achieved and the reproduction of the existing types of functioning.
Personal development is one of the main categories in psychology and pedagogy. Psychology explains the laws of development of the psyche, pedagogy develops theories on how to purposefully manage human development. L.I. Bozovic understands the development of personality as a process of quantitative and qualitative changes under the influence of external and internal factors. Personality change from age to age proceeds in the following aspects: physical development (musculoskeletal and other body systems), mental development(processes of perception, thinking, etc.), social development(formation of moral feelings, definition social roles and etc.).
In science, the question of what drives the development of the individual, under the influence of what factors it proceeds, causes controversy. There are two main approaches to this: biologists and sociologists. Proponents of the biologizer approach explain development as a process of biological, natural, hereditarily programmed maturation, the deployment of natural forces. As they grow older, one or another genetic program is turned on. A variant of this position is the view of individual development (ontogenesis) as a repetition of all the stages that a person went through in the process of his historical evolution (phylogenesis): in ontogenesis, phylogenesis is repeated in a compressed form. According to Z. Freud, human development is also based on biological processes, manifestation in various forms of libido - sexual desire.
Representatives of behaviorism argued that the development of the child is predetermined by innate instincts, special genes of consciousness, carriers of permanent inherited qualities. This gave rise at the beginning of the 20th century. the doctrine of diagnosing personality traits and the practice of testing children in primary school, dividing them according to test results into groups that should be trained in different programs in accordance with supposedly natural abilities. In fact, according to most scientists, testing does not reveal natural abilities, but the level of learning acquired during life. Many Western scientists consider the concept of biologization of development to be erroneous, and the practice of dividing children into streams based on test results is harmful, since it infringes on the rights of children to education and development.
According to the sociological approach, the development of a child is determined by his social origin, belonging to a particular social environment. The conclusion is the same: children from different social strata must be taught differently.
Adherents of the materialistic approach argue that the development of the individual proceeds under the influence of both factors: biological (heredity) and social (society, social institutions, family). Natural data form the basis, an opportunity for development, but social factors are predominant. Domestic science distinguishes among these factors the special role of education, which is of decisive importance in the development of the child. Social environment can influence unintentionally, spontaneously, while the educator directs the development purposefully. As formulated by L.S. Vygotsky, learning leads to development.
The internal factors of personality development include the activity of the personality itself: its feelings, will, interests, activities. Formed under the influence of external factors, they themselves become a source of development.
It is important for the teacher to know the psychology of personality development, age and individual differences of people in order to conduct professionally on this basis. competent work, defining the goals, content and means of pedagogical activity with specific children.
Laws of personality development. The first law of personality development is as follows: the life activity of a personality is simultaneously a manifestation of all its main functions. In other words, the vital activity of a person is at the same time his business, communication, reason, feeling and cognition.
This law was discovered by anthropologists and expresses the essence of the concept of a whole person. More N.G. Chernyshevsky, explaining main principle scientific anthropology, wrote: “This principle is that a person must be looked at as one being, having only one nature, so as not to cut human life into different halves belonging to different natures, in order to consider each side of human activity as activity .. . of his entire body. A.S. also proceeded from this. Makarenko, when he argued: a person is not brought up in parts.
Knowledge of the first law of personality development is of great importance for every teacher who conducts educational work. It would be naive, for example, to believe that a Russian language teacher alone gives children knowledge of language and speech development, a physical education teacher ensures their physical education and development, and a foreman instills labor skills in school workshops. Both the physical education teacher and the master of labor communicate with students and, by virtue of this, contribute to the development of their speech. The teacher of the Russian language is called upon to take care of the physical development of his students, in particular by strictly monitoring the correctness of their posture. And all teachers, regardless of the subject they teach, teach students to work. As noted by K.D. Ushinsky, mental labor is perhaps the hardest work for a person.
Caring for the full development of all the basic functions of the personality is the main task of every teacher, teacher and educator. Such a conclusion inevitably follows from an understanding of the first law of personality development.
The second law of personality development acquires exceptional significance for practical pedagogical activity, since it reveals the mechanism for the formation and formation of personality qualities. It can be formulated as follows: in actions of the same type, repeated in similar circumstances, the skill is accumulated into a habit, then fixed into a habit, in order to be included in the custom as a new action.
Let's take an example of how this law works. A man learns to drive a car. At first, turning on the ignition, turning on the turn signal, shifting the gear lever, accelerating by pressing the pedal, and other relatively simple actions require conscious decisions and are essentially separate actions. But after some time, sometimes considerable, skills become skills, fixed in habits, which are closed in a chain of unconscious automated actions. The released consciousness no longer controls these actions and is aimed at assessing the traffic situation, the condition of the road surface, and much more that the driver must take into account if he wants to arrive safe and sound at the intended destination. The same thing happens when a person masters any new business.
Turning again to the first law, we will see that the operation of the second law, although described in terms of the function "life activity", extends to all other basic functions.
The third law of personality development follows directly from the second: every act of the personality's life activity in individual experience is initially performed as an act. Personality begins with an act.
Let's remember the ancient saying: you sow an act - you reap a habit; sow a habit, reap a character; sow character, reap destiny. Habit is precisely the process by which a belief becomes an inclination and a thought becomes a deed. It should not be forgotten that habit is created in actions.
A.S. Makarenko noted “the contradiction between consciousness, how to act, and habitual behavior. There is some kind of small groove between them, and this groove needs to be filled with experience. The struggle for this experience of the correct actions of the pupils became the basis of his pedagogical system.
All three laws in a person's life always act together and simultaneously, because they represent a way of functioning and development of the personality. It took centuries for educators to discover these laws. The contribution of I.G. Pestalozzi, who was the first to establish that all the natural powers and abilities of children develop in the process of their exercise in life. Until now, the work of K.D. Ushinsky, who laid the foundations general theory personality development. He outlined the main functions of the personality, described their most important forms and established their interaction and transitions into each other.
The modern interpretation and presentation of the problems of the theory of personality development would be impossible without the greatest discovery of the 20th century. - the creation of I.P. Pavlov the doctrine of conditioned reflexes - the theory of higher nervous activity animals and humans. In 1931, Pavlov wrote: “... Enormous material is being accumulated, which, in addition to purely physiological analysis, now deeply captures the issues of neuropathology and even psychiatry, and also comes into close contact with psychology, mental hygiene and pedagogy.”
S.T. Shatsky and A.S. Makarenko continued the work of their great teachers and put forward the pedagogically expedient organization of children's lives as the main task. They laid the foundation modern technique education and training. And it was the penetration into the essence of the laws of upbringing and development of the individual that gave them the opportunity to do this.
Knowledge of the laws and theory of personality development as a whole allows the teacher to meaningfully, competently choose and correctly apply the methods of education and training. This was also pointed out by K.D. Ushinsky. That is why every teacher should study the theory of personality development, the most important part of pedagogical science. Otherwise, he is deprived of the scientific basis for his educational activities and is forced to act blindly.
The theory of personality development consists of two parts: a general theory that considers the main functions of the personality, their forms and laws of personality development, and the doctrine of the age development of children, a significant contribution to which was made by P.P. Blonsky. After the defeat of pedology, the baton of study age development children were taken in by psychologists, among whom S.L. Rubinstein, as well as pediatricians - children's doctors.
The formation of personality is the process of its change as a social being under the influence of all factors without exception - environmental, social, economic, ideological, psychological, etc., the appearance of physical and socio-psychological neoplasms in the structure of personality, change external manifestations(forms) of personality.
Both the baby and the elderly are formed. Formation implies a certain completeness of the human personality, the achievement of a level of maturity, stability. Education is one of the most important, but not the only factor in the formation of personality.
The concept of formation is broader than other categories. The relationship between them can be represented as the following diagram (Fig. 2).
9. THE ESSENCE OF EDUCATION AND ITS PLACE IN THE INTEGRATED STRUCTURE OF THE EDUCATIONAL PROCESS. Driving forces and logic of the educational process.
Education is the most important phenomenon in the spiritual life of society. It appeared with the emergence of human society, and develops along with it. Depending on the type of culture (primitive communal, ancient, medieval, modern, modern), the goals of education, its content, forms and methods change, but the subject of education is always considered to be a person experiencing educational influence. The importance of education, its priority was indicated by many prominent people of the past. It does not lose its significance, but, on the contrary, the idea of D.I. Mendeleev that knowledge that is not supported by education is becoming more and more relevant is like a sword in the hands of a madman. In science, there are three aspects of the concept of "education":
1) social (sociocultural) development of a person;
2) a process that integrates all educational influences (as a theoretical model);
3) specific activity educator.
It is generally accepted to understand education as the process of transferring the experience accumulated by mankind to the younger generation. Education as the transmission of experience is not an exclusive characteristic of man, animals also transmit experience. But only a person is characterized by the presence of culture, spirituality. There is a complex two-way relationship between culture and upbringing. Having arisen together with man, culture included education. Education, becoming an element of culture, acquires the properties of culture. With the development of statehood, the division of society into classes, education increasingly distanced itself from culture, becoming an important ideological tool. This was also characteristic of Soviet pedagogy. Modern pedagogy is trying to return education to the context of culture (E. V. Bondarevskaya). Moreover, the current situation of the development of the child is increasingly acquiring the features of an anti-culture. Among the features of the socio-pedagogical situation are: the rapid change in living conditions, the unpredictability of these changes, increased pragmatism in the expectations of students and their parents, aggressiveness environment and etc.
Considering education in the context of culture, N. E. Shchurkova identifies three of its components: 1) the development of culture; 2) assimilation of cultural values; 3) appropriation (introduction to the personal structure) of culture.
Mastering is the accumulation of a system of knowledge about the world around, when the purpose, functions, content, essence, properties of many objects are learned by the child.
To assimilate means to master the cultural skills and habits necessary for living in a given culture.
The appropriation of cultural values means their introduction into the personal structure, the creation of one's own hierarchy of objects that are valuable for one's life.
In the sociocultural aspect, upbringing is seen as a specially organized process of sociocultural identification (identification) of a person through his emotional acceptance of moral norms and restrictions that regulate him. social behavior within a particular culture.
The main characteristics of a person of culture, according to E. V. Bondarevskaya, are freedom, humanity, spirituality, creativity and adaptability of the individual.
The concept of the process of education was introduced into pedagogy by A. S. Makarenko. He was an opponent of spontaneity in education and regarded it as a specially organized "pedagogical production" of a growing person.
The process of education is a process of purposeful interaction between teachers and pupils, as a result of which the formation of a personality, the development and self-development of its individual abilities, inclinations and interests is carried out.
The following specific features are characteristic of the upbringing process: purposefulness; continuity, activity character; multifactorial; manufacturability; dialogue; situationality (the main tool is an educational situation); perspective, possibility of management; emotionality, remoteness of results.
The process of education includes self-education and re-education. His logic is built in such a way that the process of education should turn into a process of self-education. Self-education is a conscious, purposeful, independent activity leading to the fullest possible realization, development and self-improvement of the individual. Re-education is the restructuring of attitudes, attitudes and behaviors that are contrary to ethical standards and other requirements of society.
The structure of the upbringing process is the relationship and interdependence of the following components:
Diagnosis of upbringing of the individual → setting goals and objectives of education → determination of the content of education → choice of methods, forms, means of education → analysis of the results of education.
The driving forces of the upbringing process are the identification and resolution of contradictions: between the existing level of development and new, higher needs; between the requirements of the environment for a person and his ability to satisfy these requirements; between school and family; between word and deed; between the predominance of verbal methods of education and their relative isolation from the practical behavior of the individual, etc.
The psychological essence of the upbringing process is the transfer of the child from one state to another. From the standpoint of psychology, upbringing is a process of internalization, i.e., the transfer of experience, knowledge, values, norms, and rules external to the personality into the internal mental plane, into its beliefs, attitudes, behavior, and demands made by the personality on itself. In this regard, the process of education is considered as a sequence of the following separate parts:
The process of pedagogical influence on the personality;
The process of accepting this impact by a person;
The process of self-education of the individual in accordance with external requirements.
1.3. Theory as a subject of study: definition, content, stages of formation
Customs as a special, specific object of management needs an adequate theoretical platform. We are talking about a set of views, ideas, a form of knowledge organization that harmoniously interconnect on common theoretical and methodological principles the object of management - customs, the subject of management operating within the framework of an integrative model, and the environment: a system government controlled, foreign economic activity, etc.
Theory as a subject of study can be defined in a broader and narrower (special) sense. Let us introduce the corresponding definitions and construct morphological structures adequate to them. They reveal the logical construction of the introduced concepts, allow to use it in the future as a kind of "formula" (analogy) in the course of defining the concept of "customs management" basic for this discipline.
Theory (Greek theoria, from theoreo - I consider, explore):
1) in a broad sense - this is a set of views, ideas, ideas aimed at interpreting and explaining a phenomenon;
2) in a narrower and more special sense - the highest, most developed form of organization scientific knowledge, which gives a holistic view of the patterns and existing relationships in a certain area of reality.
It is quite obvious that in the first case, the theory is represented by a certain set of views, ideas, in the second - by knowledge about the patterns and essential connections regarding the object under study - the object of the theory.
Summarizing both definitions, it can be argued that a theory is an integral system of knowledge, consisting of elements (views, ideas, ideas, essential connections, regularities) interconnected by a logical dependence.
In our case, we are talking about customs, about the management of customs, about specific forms of relations between the state, government organizations and private companies, legal entities and individuals arising in the process of customs regulation and control of foreign trade activities (in a broader context - FEA) of Russia.
Methodologically, the central role in the formation of the theory is played by the idealized object underlying it - a theoretical model (for example, a theoretical model of foreign economic and customs activities12) of the existing connections of reality, represented with the help of certain hypothetical assumptions and idealizations. The construction of an idealized object is a necessary stage in the creation of any theory, carried out in forms specific to different areas of knowledge.
The development of the theory is carried out cyclically in the direction from concepts (definitions) to formal representations - abstractions, to an idealized object - a theoretical model, followed by clarification of concepts and further - to adequate formalization, model correction (Fig. 1.5).
The ratios of the elements of the idealized objects, both initial and output, are theoretical laws, which, unlike empirical laws, are formulated not directly on the basis of the study of experimental data, but through certain mental actions with an idealized object.
The process of practical verification of the theory and its evaluation is complex and multi-stage. As confirmation of the theory by individual empirical examples cannot yet serve as unconditional evidence in its favour, just as the contradiction of a theory with individual facts is not a basis for rejecting it. But at the same time, such a contradiction serves as a powerful stimulus for improving the theory up to the revision and refinement of its initial principles.
Thus, the customs business, as a special specific object of management, needs an adequate theoretical platform, within which the following are interconnected: customs business - the object of management, the decision maker (customs inspector, head) - the subject of management, the public administration system, the sphere of foreign economic activity, etc. n. - environment.
The tasks of customs management as a theory are to develop an integral system of knowledge in the field of customs facilities management, consisting of elements interconnected by the logical dependence of some elements on others. The elements of the theory are:
The system of concepts and definitions of customs management, introduced according to certain logical and methodological principles and rules;
General and particular theoretical models of customs management;
Properties, patterns in customs management;
Modern theoretical views and positions of the theory of management and the integrative theory of management of customs objects that unites them;
Methods, tools and techniques of customs management.
and concepts, ideas regarding customs, customs management, relationships between state organizations and private companies, legal entities and individuals arising in the process of customs administration.
A necessary step in the creation of a theory is the formation of an idealized object - a theoretical model (for example, a theoretical model of customs or a model of foreign economic and customs activities).
Customs management as a theoretical platform, the theory of customs management is a special, specific, developing subject of study. An important stage in its formation is the choice of a theoretical base from competing theories.
Formation - giving the object certain characteristics. An object can also be a process, which also sometimes needs to be given certain features and characteristics.
Shades of the concept
The concept of "formation" has several different semantic shades and is sometimes understood as a faceless process, sometimes as the author's actions, less often - as the achievement of a result.
- Formation as a faceless process - a process leading to the emergence of the desired characteristics of an object or process.
For example, this shade is contained in the phrase "According to some researchers, a personality is formed in accordance with its innate characteristics." The understanding of "formation" as a faceless process is more characteristic of theoretical psychology.
- Formation as author's actions - someone's actions that create the desired characteristics of an object or process.
Shaping the desired behavior through reinforcement. Formation of conditioned reflexes - through conditioning. Formation of thinking through the formation of concepts. Formed fear - removed fear.
- Formation as the achievement of a result - the characteristics of the object or process that were sought.
"Find out what factors have a more significant influence on the formation of personality" - the same meaning as "Find out what factors have a more significant influence on what we get", the same as "find out what determines the result ".
It seems that in the latter case it is more accurate to speak not of "formation", but of "formation". Formation as a result of formation is the presence of the necessary characteristics (actions, form, level or quality).
Formation (presence) of the necessary knowledge and skills, independence or discipline.
Formation and development
Formation is similar to development in that in both cases there are external influences that produce change. The difference is that behind development there is usually growth, something alive, and development is a qualitative change, the emergence of something new, in this sense an improvement. When forming, they do not look at whether it is alive or not, and simply influence until it is given a certain form, corresponding to certain tasks. Cm.
conscious management of the process of development of a person or individual aspects of the personality, qualities and properties of character and bringing them to the intended form (level, image, idea). In pedagogical practice, formation means the use of techniques and methods (methods, means) of influencing the student's personality in order to create in him a system of certain values and relationships, knowledge and skills, a mindset and memory. Personality, developing under the influence of parents, teachers, the environment, as it were, takes a certain form - it begins to be present and manifest its intended properties. From the point of view of philosophy, formation is a process that opposes decay, it leads to overcoming chaos and randomness and “shaping” a person into a stable and integral new essence - personality. Thus, a person masters his own behavior and enters society with its norms and requirements, gradually moves from a natural life to a cultural and civilized one. Since everything mental processes are procedural in nature, and the mode of their existence is development, then, according to psychologists, it is the formation that connects these two phenomena. Formation is the main mode of existence of the mental as a process, and through the formation it moves in its development. In pedagogy, “formation” is used both as a result of human development and as an organizational activity of a teacher in the upbringing and education of students. Often the concepts of "formation" and "education" are used as identical. A person is born without knowledge and skills, but through upbringing and training, he receives all this in accordance with his age. At each age stage, development reaches its own level of formation without exhausting itself. This is how knowledge, skills and abilities, thinking, memory, worldview and much more are gradually formed. But not everything in a person develops only under the influence of formation. This is just one direction and means of development.
