Supervising the child, responsible for attending school (often incapable of physical labor). The development of pedagogy is inseparable from the history of mankind. Pedagogical thought originated and developed over thousands of years in ancient Greek, ancient Eastern and medieval theology and philosophy. For the first time, pedagogy was isolated from the system of philosophical knowledge at the beginning of the 17th century. by the English philosopher and naturalist Francis Bacon and fixed as a science by the works of the Czech educator Jan Amos Comenius. To date, pedagogy is a diversified science, functioning and developing in close relationship with other sciences.

Other definitions

Pedagogy among other sciences of education and training

Pedagogical sciences explore questions about the object and subject of pedagogy, social, cognitive, ideological and practical tasks and methods for their solution; on the correlation of pedagogy as a theory with pedagogy as practice (B. M. Bim-Bad).

Pedagogy is the only special science of education among the sciences that study educational activities(V.V. Kraevsky, A.V. Khutorskoy).

Pedagogy is one of the social sciences that explores the process of educating a person, that is, its subject is education: how a child develops in the course of his communication and interaction with public groups (family, educational, educational, industrial, street communities, etc.) (brought up) a person is a social being, consciously and responsibly relating to the world around him, transforming this world (starting first of all with himself and his example). This process proceeds according to its own laws, that is, stable, inevitable connections between the individual parts are manifested in it, certain changes entail appropriate results. These regularities are revealed and studied by pedagogy. One of the practical areas of modern pedagogy is non-formal education.

Methodology of Pedagogy- a system of knowledge about the foundations and structure of pedagogical theory, about the principles of approach and methods of obtaining knowledge that reflect pedagogical reality, as well as a system of activities to obtain such knowledge and substantiate programs, logic and methods, and assess the quality of research work.

Object and subject of pedagogy

Pedagogy as its object it has a system of pedagogical phenomena connected with the development of the individual.

2. Identification of the composition and magnitude of natural(i.e. not amenable to change by pedagogical means) talents(ability) And closely related needs given human, which largely determine the possibilities for his training in one direction or another.

3. Identification of the composition and magnitude of social needs to training and education in this place and in given time. At the same time, the concept of place and time also has a rather complex (hierarchical) character.

4. Creation of conditions and implementation harmonious meeting personal and social needs in education and training taking into account the needs and capabilities (abilities) of both the hierarchy of social groups (from the family to the state as a whole and even at the international level), and the student.

The structure of pedagogy

Pedagogy contains sections:

• general foundations of pedagogy,
• didactics (learning theory),
• education theory,
• preschool pedagogy,
• school science,
• pedagogy high school,
• history of pedagogy,
• professional pedagogy,
• religious pedagogy,
• comparative Pedagogy,
• military pedagogy,
• special pedagogy (oligophrenopedagogy, deaf pedagogy, typhlopedagogy, etc.).

Publications

• Andreev V.I. Pedagogy. Training course for creative self-development. 2nd ed.- Kazan, 2000. - 600 p.
• Boldyrev N.I., Goncharov N.K., Esipov B.P. etc. Pedagogy. Proc. allowance for ped. in-comrade.- M., 1968.
• Bondarevskaya E. V., Kulnevich S. V. Pedagogy: personality in humanistic theories and systems of education. Proc. allowance.- District / D: Creative Center "Teacher", 1999. - 560 p.
• Gavrov S.N. ,Nikandrov N.D. Education in the process of personality socialization // Vestnik URAO. - 2008. - No. 5. - S. 21-29.
• Dewey D. Psychology and pedagogy of thinking. Per. from English.- M.: "Perfection", 1997. - 208 p.
• Zhuravlev V.I. Pedagogy in the system of human sciences. - M., 1990.
• Zitser D., Zitser N. Practical Pedagogy: ABC NO. - St. Petersburg, "Enlightenment", 2007.- 287 p.
• Ilyina T. A. Pedagogy. Textbook for ped. in-comrade.- M., 1969.
• Korchak Ya. pedagogical legacy. - M.: Pedagogy, 1990. - 272 p. - (Teacher's library). - ISBN 5-7155-0025-7. (The collection includes the works "How to Love a Child" (its first section is printed with abbreviations) and "Rules of Life. Pedagogy for Children and Adults".)
• Kraevsky V.V. How many teachers do we have? // "Pedagogy". - 1997. - No. 4.
• Kraevsky V.V. General Basics pedagogy. Proc. for stud. higher ped. textbook establishments.- M.: "Academy", 2003. - 256 p.
• Novikov A. M. Foundations of Pedagogy. - M. : "EGVES", 2010. - 208 p.
• Eremin V.A. Desperate Pedagogy. M .: Vlados, 2008 (size on the pages of the Pedagogical Museum of A.S. Makarenko with author's cut), previous ed. books in ed. APK and PPRO, M., 2006 [ non-authoritative source?]
• Pedagogy. Tutorial. Ed. P. I. Pidkasistogo. - M.: Russian Pedagogical Agency, 1995. - 638 p.
• Pedagogy. Proc. allowance for students ped. institutions. Ed. Yu. K. Babansky. - M.: "Enlightenment", 1983. - 608 p.
• V. A. Slastyonin, I. F. Isaev, A. I. Mishchenko etc. Pedagogy. Textbook for students of pedagogical educational institutions. - M.: "School-Press", 1997. - 512 p.
• Pedagogical theories, systems and technologies. Experience in organizing student creativity. Ed. A. V. Khutorsky. - M.: Publishing House of Moscow Pedagogical University, 1999. - 84 p.
• Podlasy I.P. Pedagogy. - M.: "Enlightenment", 1996.
• Postnikov M. M. A school with a vision for the future. Literary Gazette, March 25, 1987
• Prokopiev I. I. Pedagogy. Fav. lectures. Uch. allowance in 3 hours - Grodno: Publishing House of the GrGU, 1997. - 114 p.
• Khutorskoy A.V. Pedagogical innovation: methodology, theory, practice. Scientific publication.- M.: Publishing House of the UNC DO, 2005. - 222 p.
• Morozov V.I.- Pedagogy - "Enlightenment"
• Pedagogy O. Gazman and V. Matveev. Newspaper "First of September", No. 52/2000
• Yurkevich P. D. Sacred Pedagogy of the Heart. - Lugansk: LGPU, 2000. - S. 70.
• Yurkevich P. D. On Christianity and Education. - Lugansk: LGPU, 2005. - S. 100.

see also

Notes

Links

	Pedagogy at Wikiquote
	in Wikisource
	Pedagogy at Wikimedia Commons

• Onishchenko E.V."Round table" "Modern pedagogy: illusions and realities" // Knowledge. Understanding. Skill. - 2005. - No. 1. - S. 181-185.
• Klimenko V.V. How to raise a child prodigy. A critical look at modern pedagogy.

Wikimedia Foundation. 2010 .

Synonyms:

• sandhi
• Lexical gap

See what "Pedagogy" is in other dictionaries:

PEDAGOGY- (Greek). The science or doctrine of the upbringing and education of youth. Dictionary of foreign words included in the Russian language. Chudinov A.N., 1910. PEDAGOGY in Greek. The science of the upbringing and education of youth. Explanation of 25,000 foreign words included in ... ... Dictionary of foreign words of the Russian language

pedagogy- the science of raising children. ... Pedagogy, in essence, covers several completely separate areas of knowledge. On the one hand, since it poses the problem of the development of the child, it is included in the cycle of biological, i.e. ... ... Dictionary L.S. Vygotsky

Pedagogy for the exam

№ 1 Pedagogy as anthropological the science, its origin and development.

At a certain stage in the formation of human society, in particular in the late period of the slave system, when production and science reached a certain level of development, education turns into a social phenomenon and acquires a special social function, i.e. there are special educational institutions, there are specialists whose profession is the education and upbringing of children.

Thus, the process of transferring cultural and historical experience has become necessary and purposeful. It is carried out in the course of interaction between the elder and the younger, the experienced with the less experienced, the teacher with the student. This interaction is called the pedagogical process.

The pedagogical process is a specially organized interaction between the teacher and the student (senior and junior, experienced and less experienced) in order to transfer and master cultural and historical experience (industrial, scientific, social, cultural) necessary for a person to live and work independently in society.

Pedagogy is a science that studies the essence, patterns, principles, methods and forms of organization of the pedagogical process as a factor and means of human development throughout his life.

object Pedagogy is a person who develops through a specially organized process of education and training.

The subject of pedagogy as sciences can be pedagogical phenomena that occur in the processes of functioning and life of the state and society, all their spheres and structures, cultural and educational and educational institutions, people, their families and exist in the form of pedagogical laws, factors, mechanisms of education, upbringing, learning and personal development.

№2 theoretical and technological function of pedagogy

Functions of pedagogical science. The functions of pedagogy as a science are determined by its subject. These are theoretical and technological functions that it performs in an organic unity.

theoretical function Pedagogy is implemented at three levels:

descriptive, or explanatory, - the study of advanced and innovative pedagogical experience;

diagnostic - revealing the state of pedagogical phenomena, the success or efficiency of the teacher and students, establishing the conditions and reasons that ensure them;

prognostic - experimental studies of pedagogical reality and the construction on their basis of models for the transformation of this reality. The prognostic level of the theoretical function is associated with the disclosure of the essence of pedagogical phenomena, the finding of deep phenomena in the pedagogical process, the scientific substantiation of the proposed changes. At this level, theories of training and education, models of pedagogical systems are created that are ahead of educational practice.

Technological function Pedagogy also offers three levels of implementation:

projective, associated with the development of appropriate methodological materials (curricula, programs, textbooks and teaching aids, pedagogical recommendations), embodying theoretical concepts and defining the "normative, or regulatory" (V. V. Kraevsky), plan of pedagogical activity, its content and nature;

transformative, aimed at introducing the achievements of pedagogical science into educational practice in order to improve and reconstruct it;

reflexive, involving an assessment of the impact of the results of scientific research on the practice of training and education and subsequent correction in interaction scientific theory and practical activities.

upbringing, training, education.

To determine these categories, an interdisciplinary concept - development will be used. Development- this is an objective process of consistent quantitative and qualitative internal changes in all spheres of the personality; her growing up. physical, mental, social, spiritual development.Personal development is carried out under the influence of external and internal, social and natural, controlled and uncontrolled factors.

Upbringing(in a broad sense) as a social phenomenon is the transfer of cultural and historical experience to the younger generation in order to prepare it for an independent social life and productive work.

Upbringing(in the narrow sense) - purposeful pedagogical activity, designed to form in students a system of personality traits, attitudes and beliefs, worldview, relationships, forms of behavior.

Education- a specially organized process of purposeful interaction between a teacher and students, as a result of which the assimilation of a certain system of knowledge, skills, abilities, ways of thinking and activity, the development of cognitive and other abilities, the formation of a worldview are ensured.

Education(as a system) - a specially organized set of educational, cultural and educational institutions, institutions for advanced training and retraining of personnel, educational authorities, educational and methodological support for the educational process carried out in institutions, as well as all its participants.

Formation- this is the process of personality formation under the influence of external and internal, controlled and uncontrolled, social and natural factors.

Pedagogy"- a word of Greek origin (peyda - child, gogos - news), literally it translates as "childbearing", "child-bearing" or the art of education.

№4 education as a phenomenon of social life historical and class character

Before writing was born, pedagogical judgments had an oral existence and have come down to our time in the form of proverbs, sayings, aphorisms, and winged expressions. The origins of folk pedagogy, as the first stage in the development of pedagogy in general, we find in fairy tales, epics, songs, ditties, children's jokes, proverbs, sayings, conspiracies, lullabies and round dance songs, riddles, tongue twisters, counting rhymes, carols, historical legends, folk signs.

The origins of theoretical pedagogical thought are contained in the works of the great ancient philosophers - Socrates, Plato and Aristotle. Within the framework of the emerging philosophical paradigm, they formulated the foundations of age periodization and revealed the goals and stages of education and upbringing of a person.

A powerful impetus to the development of pedagogy was given by the Renaissance (XIV-XVI centuries). In 1623, the Englishman Francis Bacon (1561-1626) singled out pedagogy from the system of philosophical sciences as an independent science. From the 17th century, pedagogical thought began to rely on the data of advanced pedagogical experience. The German educator Wolfgang Rathke (1571-1635) developed the meaningful concepts of education and the corresponding methodology, setting the criteria for pedagogical research.

A great contribution to the creation of the scientific foundations of pedagogy was made by the great Czech teacher Jan Amos Comenius (1592-1670). He substantiated the need for education and upbringing in accordance with the nature of the child, developed a system of principles of education based on objective laws, created a class-lesson system of education, and laid the foundations for classical or traditional education.

Many progressive ideas were introduced into pedagogical science and practice by the works of Erasmus of Rotterdam (1469-1536) in Holland, J. Locke (1632-1704) in England, J.J. Rousseau (1712-1778), K.A. Helvetia (1715-1771) and D. Diderot (1713-1784) - in France, I.G. Pestalozzi (1746-1827) - in Switzerland, I.F. Herbart (1776-1841) and A. Diesterweg (1790-1866) - in Germany, J. Korczak (1878-1942) - in Poland, D. Dewey (1859-1952) - in the USA, etc. The religious nature of education was gradually overcome , the content of classical education expanded, the native language, history, geography, and natural science began to be thoroughly studied. In the 19th century there are real (with a predominance of natural-mathematical subjects) and professional schools, including those for the training of teachers. Thus, pedagogy was formed as an academic discipline. In the style and methods of pedagogical work, the ideas of humane treatment of children, the abolition of physical punishment in schools, the overcoming of medieval scholasticism and cramming, the activation learning activities, the rejection of "verbal education", the strengthening of moral education, the approximation of education to life, the combination of education and upbringing with labor, the special training of teachers as professionals in teaching and upbringing, etc.

A notable milestone in the development of Russian pedagogy was the theoretical and practical work of Simeon of Polotsk (1629-1680), under whose supervision Peter I was brought up in childhood. , believed that the development of feelings and reason should be carried out purposefully.

Pedagogical thought fruitfully developed in the works of M.V. Lomonosov (1711-1765), N.I. Novikov (1744-1818), N.I. Pirogov (1810-1881), K.D. Ushinsky (1824-1870), L.N. Tolstoy (1828-1910), P.F. Kaptereva (1849-1922) and others.

During the period of socialist development the education system was built on the ideas of the formation of a comprehensively developed personality, continuity and continuity of education, the combination of education with labor and social work, education in a team and through a team, a clear organization and management of the pedagogical process, a combination of high demands with respect for the personal dignity of students, a personal example of a teacher etc. The foundations of such education were developed in the works of N.K. Krupskaya (1869-1939), S.T. Shatsky (1878-1934), P.P. Blonsky (1884-1941), A.S. Makarenko (1888-1939), V.A. Sukhomlinsky (1918-1970), etc. In the last decades of the XX century. interesting pedagogical ideas activation of learning, problem-based and developmental learning, pedagogical cooperation, personality formation were developed by scientists-teachers Yu.K. Babansky, V.V. Davydov, I.Ya. Lerner, M.I. Makhmutov, M.A. Danilov, N.K. Goncharov, B.T. Likhachev, P.I. Pidkasistym, I.P. Podlasym, M.N. Skatkin, V.A. Slastenin, I.F. Kharlamov, innovative teachers Sh.A. Amonashvili, V.F. Shatalov, E.N. Ilyin and others.

IN modern conditions pedagogy is considered as a science and practice of teaching and educating a person at all stages of his personal and professional development.

1.2. Branches of pedagogical knowledge.

№5 into the system pedagogical sciences includes:

1.General Pedagogy , exploring the basic laws of upbringing, training, education and development of the individual.

2.History of Pedagogy studying the development of pedagogical ideas and education in different historical eras.

3.Comparative Pedagogy , exploring the patterns of functioning and development of educational and upbringing systems in different countries by comparing and finding similarities and differences.

4.Age Pedagogy , which studies the features of human upbringing at various age stages. Depending on the age characteristics a distinction is made between preschool pedagogy, secondary school pedagogy, vocational education pedagogy, specialized secondary education pedagogy, higher education pedagogy, adult pedagogy (andragogy).

5.Special Pedagogy , which develops the theoretical foundations, principles, methods, forms and means of upbringing and education of children and adults with deviations in psychophysical development. Special pedagogy (defectology) is divided into a number of branches: education and upbringing of deaf and dumb children and adults is dealt with by deaf and deaf children and adults, deaf and visually impaired - by typhlopedagogy, mentally retarded - by oligophrenopedagogy, children and adults with speech disorders - by speech therapy.

6.professional Pedagogy studies patterns, develops a theoretical justification, content and technologies for teaching and educating a person focused on a specific professional sphere of reality.

7.social pedagogy contains theoretical and applied developments in the field of out-of-school upbringing and education of children and adults. Multidisciplinary educational and cultural institutions (clubs, centers, sports sections, studios of musical and theatrical art, etc.) are a means of educating and developing a person, raising the culture of society, transferring professional knowledge, and displaying people's creative abilities.

8.Correctional labor pedagogy contains the theoretical substantiation and methods of re-education of persons imprisoned for crimes committed.

9.Therapeutic Pedagogy develops a system of educational activities of teachers with sick, sick and sick schoolchildren. An integrated medical and pedagogical science is emerging, aimed at developing theoretical and content-methodological support for the treatment and education of students in a gentle mode.

10.Methods of teaching various disciplines contain specific particular patterns of teaching specific disciplines (language, physics, mathematics, chemistry, history, etc.), accumulate technological tools that allow optimal methods and means to assimilate the content of a particular discipline, master the experience of objective activity, evaluative relationships.

№6 pedagogy in solving the problems of modern society

Pedagogical activity is a special kind of socially useful activity of adults, consciously aimed at preparing the younger generation for life in accordance with economic, political, moral, and aesthetic goals. Pedagogical activity is an independent social phenomenon, one with education, but different from it.

The teacher, armed with conscious educational experience, pedagogical theory and a system of special institutions, consciously intervenes in the objective process of education, organizes it, accelerates and improves the preparation of children for life. The education of people always, at any stage of social development, is carried out by the whole society, the entire system of social relations and forms of social consciousness. It absorbs and reflects the totality of social contradictions. Pedagogical activity as a social function arises in the depths of the objective process of education and is carried out by teachers, specially trained and trained people. In contrast, many adults participating in the educational process do not realize the enormous educational significance of their relationship with children, act and act contrary to pedagogical goals.

Sometimes a teacher can lag behind the demands of life, from the objective educational process, and come into conflict with progressive social trends. Scientific pedagogical theory studies the laws of education, the educational influence of living conditions and their requirements. Thus, it equips the teacher with reliable knowledge, helps him become deeply conscious, effective, capable of resolving emerging contradictions.

Pedagogical activity as an organic, conscious and purposeful part of the educational process is one of the most important functions of society.

In order to effectively influence children, enter into educational interactions with them, stimulate their initiative, it is necessary to have a deep knowledge of the laws by which the process of assimilating knowledge, skills and abilities, forming attitudes towards people and phenomena of the world takes place. The teacher needs to learn how to use this knowledge in practice, to master the experience, skill, art of their skillful application. Pedagogical practice often requires an assessment of the current situation and an urgent pedagogical response. The teacher comes to the aid of intuition, which is an alloy of experience and high personal qualities. In the educational experience, the ability to choose from the arsenal of pedagogical qualities exactly the one that meets the requirements of the moment is developed.

An important component of pedagogical activity is the highest political, moral, aesthetic culture of its bearer. Without such a culture, all other components in pedagogical practice turn out to be paralyzed and ineffective. This general function includes a number of more specific. These include: a) the transfer of knowledge, skills and abilities, the formation of a worldview on this basis; b) development of their intellectual powers and abilities, emotional-volitional and effective-practical spheres; c) ensuring the conscious assimilation of the moral principles and skills of behavior in society by the educated; d) the formation of an aesthetic attitude to reality; e) strengthening the health of children, developing their physical strength and abilities. All these functions are inextricably linked. The transfer of knowledge, skills and abilities to a child, the organization of his diverse and varied activities naturally entails the development of his essential forces, needs, abilities, and talents.

Pedagogical activity as a social phenomenon is realized dialectically, in contradictions. It is the contradictions that are the driving force of its development, the emergence of an advanced principle. social role teaching profession in modern society

A teacher in the broad sense of the word is a person who transfers knowledge, skills, skills, experience. A teacher in the narrow sense of the word is a person who has received a specialty and teaches people in educational institutions. He brings up children; promotes pedagogical knowledge; educate the next generation; develops children mentally, physically, aesthetically; educates a socially active person; organizes various activities: educational, health-improving.

The history of mankind shows that education and society are inseparable. Everything global problems(economic, social, political, cultural, demographic, environmental, etc.) that society faces, in one way or another affect the field of education. For example, due to the economic difficulties experienced by many countries, including the Russian Federation, state funding of the education system is decreasing, which leads to a weakening of the material and technical equipment of educational institutions, to a decrease in the quality of training of pedagogical personnel, gives rise to social insecurity among teachers. in tomorrow. Or the unfavorable ecological situation prevailing on the planet has a destructive effect on human health even before birth. As a result, learning abilities are reduced; there is a need to create educational institutions of a correctional, compensatory, health-improving nature. During the period of wars, ethnic conflicts that flare up in one or another part of the planet, the problems of education go to the last plan before the threat of mortal danger, the very possibility of studying at school and attending kindergarten falls catastrophically.

But, on the other hand, education largely determines the face of society. Scientists emphasize the social significance of education as an important transformative force in society. It is noted that in order to overcome the crisis currently experienced by world civilization, profound changes in the consciousness and behavior of people are necessary. The teacher occupies a central place in the structure of the education system. Transform inner world individual on the basis of humanistic ideals, purposefully form moral qualities, raise the level of culture and vocational training of a person - these are the functions of a modern teacher. The social role of the teacher is the ability to influence the development of certain trends in society, society, prepare the younger generation to solve global or local problems of our time, teach to predict and, if necessary, prevent their consequences.

For each individual, education has a more or less pronounced personal value. The process of obtaining education, which in developed countries occupies a quarter of the life path of a modern person, makes his life meaningful and spiritual, colors it with a variety of emotions, satisfies the need for knowledge, communication, self-affirmation. In the course of education, the potential abilities of the individual are revealed and developed, its self-realization is carried out, and the “human image” is formed. With the help of education, a person adapts to life in society, acquires the knowledge and skills necessary for this.

The crisis experienced in our society also hurt the sphere of education, which was most clearly manifested in the decline in the social value of education and, closely related to this, the decline in the prestige of teacher work, which caused the deformation of the educational process.

In the work of F.G. Ziyatdinova, based on the materials of sociological surveys and devoted to the analysis of the social position of teaching, it is noted that the prestige of the teaching profession has significantly decreased in the last 2-3 years. First, among the teachers themselves, there is a growing proportion of people who are skeptical about the cultural and educational opportunities of their profession. According to surveys of teachers in the regions of Siberia, the Far East, and some central regions, about 40% are negatively inclined towards their profession, and 30.6% found it difficult to answer. The motivation of teacher's work, the mood for creative work also changed significantly in a negative direction: 4% of teachers go to school willingly and joyfully, 2% serve time, 19% - with a fluctuating changing mood, 19% - with a feeling of heavy duty, and most of 61 % - with constant worry and anxiety. There is a crisis in the teaching profession, a huge dissatisfaction with their work of a huge army of school workers. The main reason for this situation is the crisis in the economy, politics, morality and culture, the lack of a clear state program for the restructuring of the school, which would not only be capable of sufficient high level to provide funding for the school, but also, most importantly, to create conditions for the social demand for education and knowledge, which will contribute to the growth of their prestige and, of course, increase the social status of the teacher.

But what happens in reality? Over 60% of the factors that are important for success in life, put education in the penultimate - 14th place. The saddest thing is that it is for young people under the age of 20, when knowledge is acquired, that the value of education is in the penultimate place, for parents it is in third place from the bottom out of 14 positions. As a result, about half of high school students and university students are poorly disposed to gaining knowledge. The decline in the value of education in our society naturally causes the low rating of the teaching profession in the public mind. This is confirmed by sociological surveys. So, in 1989, when answering a question posed to high school students, "How do you assess the prestige of the teaching profession in our society?" 4.6% considered it "high", 61.5% - "medium" and almost one third of the respondents "low" and "very low" (32.8%). Two years later (in 1991) these estimates dropped: already 45.3% of the students surveyed recognized the prestige of the teaching profession in society as "low" and 21% as "very low." Polls of parents also indicate a sharp decline in the authority of the teacher in society: only 35% consider the prestige of the teaching profession to be high, about half, 46% - "medium", and 51% - "low" and "very low".

№ 7.Methodology and methods of pedagogical research.

Methodology of Pedagogy- the doctrine of the principles, methods, forms and procedures of cognition and transformation of pedagogical reality.

Functions of the methodology of pedagogical science (pedagogy):

praxeological (transformative) function - provides goal-setting and a constructive description of the ways, methods, technologies for achieving the educational goals and introducing the results into pedagogical practice. The implementation of the praxeological function makes pedagogical science applied and reveals its practical significance;

axiological (evaluative)

axiological (evaluative) function or function of criticism of the development of pedagogical science - the implementation of this function contributes to the development of an assessment system, criteria for the effectiveness of pedagogical models, transformations, innovations, etc.;

function regulation- shows "what should be and how";

heuristic (creative) function - lies in the formulation of theoretical and practical problems and the search for their solutions, during which the functions of pedagogy as a science are realized.

Main methodological approaches in pedagogy:

systemic;

personal;

activity;

polysubjective (dialogical);

axiological;

culturological;

anthropological;

ethnopedagogical.

Systemic an approach used in the study of complex objects that are an organic whole. To study a pedagogical object from the standpoint of a systematic approach means to analyze the internal and external connections and relations of the object, to consider all its elements, taking into account their place and functions in it.

Personal approach in pedagogy, it affirms ideas about the social, active and creative essence of a person as a person. It involves reliance in education on the natural process of self-development of the inclinations and creative potential of the individual, the creation of appropriate conditions for this.

Activity approach. The activity approach involves consideration of the object under study within the framework of the activity system, its genesis, evolution, and development. Activity as a form of human activity, expressed in his research, transformative and practical attitude towards the world and himself, is the leading category of the activity approach. Activity is a way of existence and development of society and man, a comprehensive process of transforming nature and social reality (including himself).

Polysubjective (dialogical) approach means that a person acquires his "human" content in communication with others. In this sense, a person is a product and result of communication with other people.

The dialogical approach, in unity with the personal and activity approach, makes it possible to create a psychological and pedagogical unity of subjects, thanks to which the “objective” influence gives way to the creative process of mutual development and self-development.

Axiological (or value) approach in pedagogy means the recognition and implementation in society of the values ​​of human life, education and training, pedagogical activity, education in general; is the methodological basis for the development of pedagogical science and the improvement of educational practice.

Cultural approach how the methodology of cognition and transformation of pedagogical reality is based on axiology - the doctrine of values ​​and the value structure of the world.

The culturological approach is due to the objective connection of a person with culture as a system of values. Man contains a part of culture. He not only develops on the basis of the culture he has mastered, but also introduces something fundamentally new into it, i.e. he becomes the creator of new elements of culture. In this regard, the development of culture as a system of values ​​is the development of the person himself, his formation as creative personality and subject of culture.

Ethnopedagogical the approach involves the organization and implementation of the process of education based on the national traditions of the people, their culture, national and ethnic rituals, customs, habits.

Anthropological approach was first developed and substantiated by K.D.Ushinsky (1824-1870). In his understanding, this is the systematic use of data from all human sciences and their consideration in the construction and implementation of the pedagogical process.

The main ideas of modern pedagogical anthropology, which are the methodological foundations of research in the field of pedagogy:

Education is an attribute of human existence (human existence is realized in lifelong education);

The aims and means of education are derived from the essence of man; the circle of traditional pedagogical concepts is expanding with such categories as “life”, “freedom”, “meaning”, “creativity”, “event”, “anthropological space”, “self-development”;

The use of an anthropological approach to the presentation of knowledge of specific sciences about man (history as historical anthropology, biology as biological anthropology, etc.);

The nature of education is dialogic;

The conditions and technologies of upbringing and education are set from anthropological positions and are aimed at the formation of generic qualities of the pupil's personality;

Childhood is valuable in itself, the child is the “key” in the knowledge of man.

The use of methodological approaches of pedagogy allows, firstly, to determine its scientific and theoretical problems, establish their hierarchy, develop a strategy and basic ways to resolve them, and secondly, to substantiate, create and implement technological mechanisms for the modernization of educational practice; and also to carry out forecasting of the development of pedagogical science and practice.

Methods of pedagogical research called methods of studying pedagogical phenomena, processes. Pedagogy has a system of research methods that allow, with a sufficiently high degree of objectivity and reliability, to identify and evaluate all aspects of the subject of research.

Methods of pedagogical research

• General Pedagogy- studies and forms the principles, forms and methods of training and education, which are common to all age groups and educational institutions; explores the fundamental laws of education and upbringing.
• Penitentiary Pedagogy(pedagogy of correctional labor institutions) - deals with the education and re-education of offenders.
• Preventive Pedagogy– pedagogy of non-violence, studies the ways and methods of preventing social deviations among adolescents and young people.
• Age pedagogy - deals with the education and training of people of different age groups.
• Special Pedagogy - deals with the problems of education and upbringing of children with physical and mental disabilities ( typhlopedagogy– training and education of the visually impaired and the blind; deaf pedagogy– education and upbringing of children with hearing impairments; oligophrenopedagogy– work with the mentally retarded; speech therapy- Pedagogy of speech production).
• Ethnopedagogy(folk pedagogy) - deals with traditional folk methods and techniques of education and upbringing.
• Religious Pedagogy– considers the issues of education and training of the younger generation in religious traditions (Christianity, Islam, Judaism, etc.).

Duka N.A. Introduction to Pedagogy

In the course of the development of pedagogy, some of its sections emerged as relatively independent branches of knowledge.

school science- a system of knowledge about the organization of school affairs and its management. The theory of education of children with physical disabilities is called correctional pedagogy. History of Pedagogy allows you to rethink, to better understand the patterns of historical and pedagogical processes.

In the process of differentiation of the scientific discipline, various areas of pedagogy are distinguished - general, preschool, school, professional, social, age, comparative, correctional, military, sports. As well as the history of pedagogy, pedagogy of higher education, anthropology (training, education and development of a person throughout the life path).
The totality of branches of pedagogy forms a developing system of pedagogical sciences.
Pedagogy was born and developed as social science. It is in the system of humanities and continues to develop in accordance with other humanities. First of all, with philosophy, ethics, aesthetics, psychology. Since a person is inseparable from nature and his development (physical and mental) is a socio-biological process, the state of pedagogy largely depends on the level of development of natural science knowledge (biology, physiology, genetics) . For example, the theory of physical education is based on human anatomy and physiology, correctional pedagogy - on pediatrics and psychiatry.

Modern pedagogy is characterized by the strengthening of ties with anthropology (the science of the origin and evolution of man), sociology and psychology. The relationship between pedagogy and other sciences is complex, relative and fluid. Psychology is not limited to the study of the human psyche. The psychology of social masses, groups, collectives, etc. is being studied. Pedagogy also recognizes that education should be based on the study of the objective laws of life and development of children in various socio-historical conditions.

Modern pedagogy is characterized by comprehensive research, which combine the sociological, psychological and actually pedagogical analysis of a particular phenomenon. If we look at the process of education in its broadest sense in more detail, then we can single out smaller branches of pedagogical knowledge. For example, anthropology studies a person (the one who transfers and to whom experience is transferred ), pedagogical culturology studies human culture itself (what is transmitted in the process of education). Pedagogical sociology explores the problems of human society in the context of pedagogical tasks. Pedagogical axiology is the science of human values.

The multidimensionality of pedagogy testifies to a wide range of issues and tasks solved by pedagogy as a science. In this regard, it will also be important to determine the functions of pedagogy, the implementation of which unites all the considered branches into a single system.

Task 5.Carry out a comparative analysis of the functions of pedagogy, using the information material for this task. Present a comparative analysis of the functions of pedagogy in the form of a graphic image (scheme, cluster, etc.)

Target: After completing this task, you will learn to identify and distinguish between the functions of pedagogy, understand the relationship and specifics of their reflection in educational system schools.

Recommendations for completing the task: considering the information material for this assignment, pay attention to the relationship and specifics of the functions of pedagogy as a science. Make a diagram or cluster (graphical representation) in order to reflect the functions of pedagogy in their interrelation, briefly indicate the essence of each function in the diagram.

Reporting requirements for this assignment: design of a graphic representation of the functions of pedagogy.

Job evaluation criteria:

Reflection in a graphical representation of the relationship of functions,

Visual clarity and clarity of graphics

The culture of designing a scheme, a cluster,

Originality, creativity.

Forms and technologies of educational activity of students: Task 2 is performed by students individually, drawn up in the form of a graphic image, discussed in a group.

At the end of the 19th - beginning of the 20th century, the discrepancy between the state of school affairs and the new socio-economic conditions was revealed with all its severity. This led to the emergence of a large number of different reformist pedagogical movements. All reforming educators were unanimous in the demand that the school should not only communicate knowledge, but also take care of the general development of children, of developing their ability to observe facts, make generalizations, and independently acquire knowledge. Most of the teachers who were looking for ways to reform the school belonged to the supporters of the combination of mental labor with manual labor, they demanded that age and individual characteristics children.

The German educator is among the educators-reformers Georg Kershensteiner is one of the theorists of "civic education". G. Kershensteiner considered the main means of education labor school, which should replace the old book school. In his opinion, mathematics, natural science, drawing and labor lessons should play a large role in the curricula of schools. Any school should be equipped with special workshops, have a school garden and a school kitchen where students could practice practical labor skills. G. Kershensteiner considered the most effective active methods learning with extensive use of visual aids, practical work, excursions.

Thus, G. Kershensteiner closely linked civic education with accustoming a child to conscientious work for the benefit of the state. In his article “School of the Future – School of Work,” he wrote: “We need school workshops to educate people who would understand the purpose and benefit of the state union and would devote themselves to its service. We need them because it is not the book that is the bearer of culture, but the work, devoted, sacrificing itself to the service of people or some great truth.

The reformist ideas of G. Kershensteiner gave a significant impetus to the development of ideas about civic education and the role of vocational training in the life of every member of society.

Another area of ​​reformist pedagogy was experimental pedagogy, founded by Ernst Meimann, a German teacher and psychologist.

The main goal of experimental pedagogy, according to Maiman, is to give general pedagogy empirical basis.

Subject to empirical study are the object of upbringing (the child), the psychological and physiological characteristics of the child's school work (memorization techniques, "mental hygiene" techniques, etc.), didactic techniques, and school organization. He considered methods of experimental pedagogy not only direct experiment, but also direct systematic observation of children, analysis of products children's creativity(drawings, diaries, etc.), these methods are still considered the main methods of scientific and pedagogical research. The ideas expressed by E. Meiman of an integrated approach to the study of child development, individualization of education, wider involvement in scientific research practitioners also remain relevant.

Another German teacher became a follower of E. Meiman in the field of experimental pedagogy Wilhelm Lai he attached decisive importance in pedagogical practice to the organization of action. It is the action of the student together with peers that, according to Lai, is the meaning of education, decisively contributing to the socialization of students.

With the help of a didactic experiment, he sought to determine the conditions for successful learning and substantiate the optimal system of visual aids and teaching methods. He attached particular importance to educational modeling, chemical and physical experiments, and drawing.

Lai believed that the “school of action” was able to change social reality and influence the teaching methods of certain school subjects: natural science, mathematics, drawing, etc.

Among the educators-reformers late XIX- the beginning of the XX century. include the American educator J. Dewey, who is considered the author of "pragmatic pedagogy".

The purpose of Dewey's theory of education is the formation of a person who can "adapt to various situations" in the conditions of "free enterprise". He contrasted the school system, based on the acquisition and assimilation of knowledge, with learning "by doing", in which all knowledge was extracted from practical amateur activity and personal experience child. Dewey schools did not have a permanent curriculum with a consistent system of subjects studied, but only the knowledge necessary for the personal experience of students was selected. In the methodology of D. Dewey, games, improvisations, excursions, and amateur art activities occupied a large place. The role of the teacher was reduced, basically, to the guidance of students' amateur performances and the awakening of their curiosity.

Dewey's pedagogical concept had a great influence on general character educational work of schools in the USA and some other countries, in particular the Soviet school of the 20s. This influence was expressed in the creation of comprehensive programs in which educational material is grouped around "holistic areas of life" related to children's interests and project methods.

Today, Dewey's ideas are studied in connection with the ideas of complex, integrated learning, increasing the activity and independence of students in the learning process.

Questions and tasks for self-control

1. Present a comparative analysis of the didactic ideas of developing and nurturing education in the works of A. Diesterweg, I. Herbart, I.G. Pestalozzi.

2. What are the main features of the theory and practice of the Enlightenment.

3. Highlight the main features of reformist pedagogy.

1. Baranov S.P. Pedagogy / S.P. Baranov. – M.: VLADOS, 2001. – 260 p.

2. Bart P.V. Elements of education and training / P.V. Bart. - M.: Pedagogical Society of Russia, 1999. - 256 p.

3. Bim Bad B.M. Pedagogical currents in the early twentieth century. - M., 1994.

4. Blonsky P. P. "Selected pedagogical and psychological works". Edited by A.V. Petrovsky M., Pedagogy 1979

5. Questions of education and training: a course of lectures on pedagogy. // Ed. N.N. Petukhov. – M.: Uchpedgiz, 1960. – 167 p.

6. Gessen S. I. Fundamentals of Pedagogy. / S. I. Gessen, M .: VLADOS, 2001.– 345

7. Dzhurinsky, A.N. History of foreign pedagogy./ A.N. Dzhurinsky - M .: Academy, 1998. - 174 p.

8. Dzhurinsky, A. N. Foreign school: history and modernity .. / A. N. Dzhurinsky - M .: Academy, 1992. - 78 p.

9. Dzhurinsky A.N. History of Pedagogy. - M., 1999.

10. Dzhurinsky A.N. Foreign school: history and modernity. - M., 1992.

11. Konstantinov N.A. and others History of Pedagogy: Textbook for students ped. In-comrade. – M.: Enlightenment, 1982.

12. Modzalevsky, L.N. Essay on the history of education and training since ancient times. / L.N. Modzalevsky, M.: ARKTI, 2002. - 312 p.

13. Essays on the history of school and pedagogy., Ch. 2., - M., 1989.

14. Piskunov A. I. "History of pedagogy" / part 2 M., 1997 p. 33-39

15. Russian pedagogical encyclopedia. T. 1. M., 1993.

16. Reader on the history of foreign pedagogy. - M., 1971.

Proc. allowance for students. higher ped. textbook establishments. - M .: Publishing Center "Academy", 2001. - 304 p. - ISBN 5-7695-0793-4. The book highlights the main sections of the course "Pedagogy and psychology higher education", which is read in many universities. A brief outline of the history and current state of higher education in Russia is given, trends in the development of higher education abroad are analyzed. The psychological and pedagogical problems of teaching in higher education are presented in a systematic form. The sections such as the psychology of activity are presented in the most detailed , personality psychology, psychodiagnostics in higher education, development of creative thinking in education, active teaching methods, technical teaching aids, specifics professional activity university teacher.
The textbook can be interesting and useful also for graduate students, teachers of higher educational institutions, students of faculties of advanced training, and teachers. Content:
The main objectives of the course "Pedagogy and psychology of higher education".
On the subject of pedagogy.
The subject of pedagogy of higher education and the structure of the textbook.
On the subject of psychology of higher education.
Brief history and current state of higher education in Russia.
The origin and main trends in the development of higher education in Russia (XVII - early XX century).
First higher educational establishments in Russia.
Pedagogical practice and pedagogical ideas in the education system in Russia in the 18th - 19th centuries.
The system of higher education in the Soviet period.
Features of the development of higher education in Russia and the USSR between the First and Second World Wars.
Restoration of the system of higher education, its qualitative and quantitative dynamics after the Great Patriotic War.
Modern trends in the development of higher education abroad and the prospects for Russian higher education.
Higher school of industrialized countries after the Second World War.
Prospects for the development of higher education in the Russian Federation.
Psychology of activity and problems of teaching in higher education.
General concepts of activity.
Activity as a philosophical category.
Psychological structure of activity and "activity" interpretation of the psyche.
Constituents of consciousness.
Activity and cognitive processes. Knowledge as an activity.
Functional structure cognitive processes and the concept of "image of the world".
Teaching as activity.
The theory of systematic formation of mental actions and concepts as an example of the consistent implementation of the activity approach to learning.
General provisions.
Stages of formation of mental actions and concepts.
Types of orienting basis of action or types of teaching.
Possibilities and limitations of using the method of systematic formation of mental actions and concepts in higher education.
Psychology of personality and the problem of education in higher education.
What is a personality?
Introductory remarks.
Personality as a psychological category.
Personality and activity.
Personality, individual, individuality.
The structure of personality.
Introductory remarks.
needs and motives.
Emotional sphere of personality.
Will.
Temperament.
Character.
Capabilities.
Personal development.
Introductory remarks.
Driving forces, conditions and mechanisms of personality development.
Psychological features of student age and the problem of education in higher education.
Development of creative thinking of students in the learning process.
Introductory remarks.
Criteria for creative thinking. Creativity and intelligence.
Stimulation methods creative activity and the concept of creativity.
Development of creative thinking in the process of education and upbringing.
Goals, content, methods and means of teaching in higher education.
Objectives and content of training.
Organizational forms of education at the university.
Classification of teaching and upbringing methods.
Active teaching methods.
Technical means and computer systems of training.
General provisions.
Technical means of presenting information (TSPI).
Technical means of control.
Technical Learning Management Tools (LTMS).
Auxiliary computer teaching aids.
Internet in education.
Some practical advice to the teacher on the use of technical means in the educational process.
Psychodiagnostics in higher education.
Psychodiagnostics as a branch of differential psychology.
Low formalized and highly formalized psychodiagnostic methods.
Psychodiagnostics as psychological testing.
From the history of the use of psychodiagnostics to solve the problems of higher education.
Psychodiagnostics as a special psychological method.
Correlation approach as the basis of psychodiagnostic measurements.
Classification of psychodiagnostic methods.
Nomothetic and ideographic approaches.
Types of psychological indicators.
Intelligence tests.
Ability tests.
Achievement tests.
The problem of mental development in connection with the success of adaptation in higher education.
Personality tests.
Projective techniques.
Questionnaires and questionnaires.
Psychophysiological methods.
Psychodiagnostics in the context of surveying groups of students and teachers in higher education.
Influence of testing conditions on the performance of ability tests, intellectual and personality tests.
Computerization of psychodiagnostic methods.
Analysis of the professional activity of a university teacher and the problem of pedagogical skill.
Introductory remarks.
Analysis of the professional activity of a university teacher.
The structure of pedagogical abilities.
Attitudes of the teacher and styles of pedagogical communication.
Psychological service of the university.
Conclusion.
Literature.