The history of pedagogy is rooted in the distant past. Along with the first people, education also appeared, but the science of this process of personality formation was formed much later. The root cause of the emergence of any scientific industry is called vital needs. When it became necessary to generalize the experience of education and create special educational institutions for the preparation of the younger generation, pedagogy began to form as a separate direction. This meant the activation of the process of isolating the theoretical principles of preparing children for independent life in society. At first, the maximum importance was attached to the upbringing of children only in the most developed countries - China, Greece, Egypt and India.
Soon, it was also found that society is developing more slowly or faster, depending on the level at which the upbringing of the younger generation is in it.
Invaluable contribution. Antiquity
The philosophy of the ancient Greeks is called the cradle of all European education systems. Its brightest representative is Democritus. He pointed to the similarity of education and nature, arguing that education restructuresindividual, thereby transforming the world around.
The science of pedagogy was further developed thanks to the works of Socrates, Aristotle and Plato. They were engaged in the development of the most important ideas and provisions related to the formation of personality.
The fruit of Greco-Roman pedagogical thought was the work "The Education of the Orator". Its author is Marcus Fabius Quintilian, an ancient Roman philosopher.
Middle Ages
During this period, the Church was engaged in the monopolization of the spiritual life of society and the direction of education in an exclusively religious direction. The development of pedagogy was far from being at the same pace as in Antiquity. There was a centuries-old consolidation of the unshakable principles of dogmatic teaching, which existed in Europe for almost twelve centuries. Pedagogical theory practically did not develop, even despite the efforts of such enlightened philosophers as Augustine, Tertullian, Aquinas.
Renaissance
This time is characterized as much more favorable for the development of pedagogy than the Middle Ages. It was marked by the activities of a number of humanist educators - Francois Rabelais, Erasmus of Rotterdam, Vittorino da Feltre, Michel Montaigne and others.
Science pedagogy separated from philosophy thanks to the works of Jan Amos Comenius (Czech Republic). The result of his work - "The Great Didactics" - one of the first scientific and pedagogical works. John Locke also made an invaluable contribution to the development of this science. In "Thoughts on Education" he expressed his opinion on the cultivation of a real gentleman - a man whoself-confident and able to combine excellent education with business qualities, firmness of convictions and elegance of manners.
New time
The history of pedagogy would not be complete without the names of such famous Western enlighteners as Jean Jacques Rousseau, Denis Diderot, Adolf Diesterweg, Johann Friedrich Herbart and Johann Heinrich Pestalozzi.
Russian pedagogy gained worldwide fame thanks to Konstantin Dmitrievich Ushinsky. Thanks to him, there was a real revolution in the theory and practice of the science in question. He noted that the purpose of education is preparation for the work of life, and not happiness.
Edward Thorndike and John Dewey, Maria Montessori and Benjamin Spock, Krupskaya and Wentzel, Makarenko and Sukhomlinsky, as well as Danilov had an important influence on the development of pedagogy.
The current state of affairs
In recent decades, significant progress has been achieved in a number of areas of pedagogy, and primarily in work on new technologies for preschool and primary school education. High-quality specialized computer programs help to manage the educational process and, therefore, achieve high results with less energy and time.
Modern pedagogy is marked by active work on the creation of copyright schools, research and production complexes and experimental sites. Education and training is based on humanistic personality-oriented principles. However, pedagogy is a science that does not yet have a single general view of whathow to work with the next generation. For more than a century, two completely different approaches have coexisted. According to the first, children need to be raised in obedience and fear. According to the second - with affection and kindness. At the same time, if one of the approaches were categorically rejected by life itself, then it would simply cease to exist. In this situation, the main problems of pedagogy appear, and the exact answer to the question of how to act has not yet been found. Sometimes people brought up according to strict rules bring the maximum benefit to society, and sometimes they are intelligent, gentle and kind. At the same time, the authoritarian method of working with children has a clear scientific justification. According to I. F. Herbart, “wild playfulness” is inherent in children from birth, which is why education only in severity can lead to real results. He called threats, punishments, prohibitions and supervision the main methods.
The theory of free education became a protest against this kind of influence on the personality. Its author is J. J. Rousseau. Jean Jacques himself and his followers advocated the respect of children and the stimulation of their natural development process. Thus, a new direction was formed - humanistic pedagogy. It is a system of scientific theories. It assigns pupils the role of equal, conscious and active participants in the educational process.
How to determine the degree of humanization of the educational process? It depends on how fully the prerequisites for self-realization of the individual are provided.
Fundamentals of Pedagogy. Selectionobject, subject, tasks and functions of science
The object of pedagogy is an individual who develops in the course of educational relationships. Researchers have not come to a consensus about what is the subject of the science in question. Here are the opinions of different authors: the subject of pedagogy is the upbringing of the individual as a special function of society (Kharlamov); a system of objective laws of a specific historical process of education (Likhachev); upbringing, training, education, creative development and socialization of the individual (Andreev).
Sources of science development
- An experience based on centuries-old upbringing practice, reinforced by lifestyle, traditions, customs.
- Works of philosophers, social scientists, psychologists and educators.
- Principles of current parenting practice.
- Data obtained through specially organized research.
- The experience of innovative teachers who develop original systems and ideas of education.
Tasks
The science under consideration is designed to promote research in order to increase the stock of developments, discoveries and construct models of educational systems. These are scientific tasks. As for practical ones, education and upbringing of schoolchildren are distinguished among them. In addition, tasks are divided into temporary and permanent. The first includes the organization of libraries of electronic teaching aids, work on the standards of pedagogical professionalism, the identification of the main stress factors in the activities of a teacher, the development of a didactic base for teaching people with poor he alth,development of innovative technologies for training future teachers, etc. Among the permanent tasks are the following: identifying patterns in the field of training, upbringing, education, management of educational and educational systems; studying the experience of pedagogical activity; work on new methods, forms, means, systems of education and training; forecasting transformations in the educational process in the near and distant future; putting the results of research into practice.
Functions
Pedagogy is a science that ensures the implementation of all educational and educational functions at the technological and theoretical levels. Consider theoretical level functions:
- Explanatory. It consists in describing pedagogical facts, phenomena, processes, as well as in explaining under what conditions and why the processes of education proceed this way and not otherwise.
- Diagnostic. It consists in establishing the state of certain pedagogical phenomena, the effectiveness of the teacher and students, as well as determining the reasons for success.
- Predictive. It consists in an evidence-based prediction of the development of teaching and educational activities, including both theoretical and practical elements.
As for the technological level, it involves the implementation of the following functions:
- Projective, associated with the development of a methodological base (manuals, recommendations, plans, programs).
-Transformative, aimed at introducing the achievements of pedagogy into upbringing and educational practice in order to improve and transform it.
- Reflective and corrective, involving an assessment of the impact of research on teaching practice.
- Educational, implemented through the upbringing, training and development of the individual.
Basic rules and principles of pedagogy
Science can be called mature only when it maximally reveals the essence of the phenomena it considers and is able to predict transformations in the sphere of both phenomena and essence.
Under the phenomena imply specific events, processes or properties that express the external side of reality and represent a form of manifestation of a certain entity. The latter, in turn, consists of a set of relationships, deep connections and internal laws that establish the characteristic features and directions of development of material systems.
Without a theoretical analysis of the principles, rules and patterns of pedagogy, it is not possible to organize an effective educational and upbringing practice. Currently, the following laws of the science in question are distinguished:
- Unity and integrity of the pedagogical process.
- Relationship between theoretical and practical components.
- Developing and nurturing learning.
- Social orientation goals.
As V. I. Andreev, the pedagogical principle is one of thescientific categories, which acts as a basic normative provision based on an established pattern and characterizing the methodology for solving pedagogical problems of a certain class. According to P. I. Pidkasistom, the pedagogical principle is the main guiding principle, which implies a sequence of actions in the sense of constancy, and not priority.
- The principle of consciousness and activity of the individual in the learning process is based on the realization that the learning process will be effective with the active participation of students in cognitive activities.
- The principle of systematic learning is based on a certain system of teaching and learning, which structures materials based on cause-and-effect and generic relationships from the standpoint of highlighting the particular and the general.
- Adhering to the principle of consistency, teachers ensure the dynamics of the movement of students' thoughts from the known to the unknown, from the simple to the complex, etc.
- According to the principle of accessibility of education, the selection of didactic materials is based on the optimal ratio of entertainment and complexity, as well as information about the age of students and the level of their practical and mental actions.
- According to the principle of scientific nature, the content of the studied materials should introduce theories, objective facts, laws.
Rules of Pedagogy - guidelines relating to certain issues of education and upbringing. Following them ensures the formation of the most optimal tactics of action and stimulates the effectiveness of various kinds of solutions.pedagogical tasks.
A separate pedagogical rule can be called valuable if it is properly combined with others that obey this or that principle. For example, in order to implement the principle of activity and consciousness, the teacher is recommended to adhere to the following rules:
- pay attention to clarifying the goals and objectives of the upcoming activities;
- engage in the formation of students' motives and rely on their interests;
- appeal to the intuition and life experience of schoolchildren;
- use visual examples to illustrate new material;
- make sure every word is understood.
Pedagogical values are the norms that regulate the activities of a teacher and act as a cognitive system as a mediating and connecting link between the established worldview of society in the field of education and the work of a teacher. They are formed historically and consolidated as forms of social consciousness.
Industries and sections
In the process of development, any science expands its theoretical base, receives new content and carries out internal differentiation of the most important areas of research. And today the concept of "pedagogy" implies a whole system of sciences:
- General Pedagogy. This discipline is basic. She studies the basic patterns of education, develops the foundations of learning processes in educational institutions of all types. This discipline consists of an introduction to pedagogical activity,general principles, didactics, management theory of educational systems, methodology of pedagogy, philosophy and history of education.
- Age-related pedagogy is aimed at studying the characteristics of the upbringing of an individual at different age stages. Depending on this characteristic, perinatal, nursery, preschool pedagogy, as well as secondary school, vocational and secondary education, higher school pedagogy, andragogy and pedagogy of the third age are distinguished.
- Special pedagogy is engaged in the development of theoretical foundations, principles, methods, forms and means of education and upbringing of individuals with disabilities of physical and mental development. It includes such sections as surdo-, tiflo-, oligophrenopedagogy and speech therapy.
- Thanks to professional pedagogy, a theoretical substantiation and development of the principles of education and upbringing of a person employed in a particular field of work is carried out. Depending on a certain area, production, military, engineering, medical, sports and military pedagogy are distinguished.
- Social Pedagogy. This discipline is engaged in the study of the laws of public education and education of children. Social pedagogy includes practical and theoretical developments in the field of both out-of-school education and the education of children and adults.
- The task of medical pedagogy is the development of a system of educational and upbringing process for classes with weakened or sick students.
- Gender Pedagogy considers ways to createa comfortable environment for children at school and ways to solve problems of socialization.
- Ethnopedagogy reveals patterns and characteristics of folk and ethnic education based on archaeological, ethnographic, ethnolinguistic and sociological methods.
- Thanks to family pedagogy, a system of principles for the education and upbringing of children in the family is being developed.
- The task of comparative pedagogy is to study the patterns of development and functioning of educational and educational systems in different countries.
- Corrective labor pedagogy at the theoretical level substantiates the options for the re-education of persons in places of deprivation of liberty.
Tight relationship
Psychology in pedagogy is used to describe, interpret and organize facts. In addition, the science under consideration is inextricably linked with physiology, since in order to identify the mechanisms for controlling the mental and physical development of students, it is important to take into account the laws of the vital activity of organisms. The most complex relationship has been established between pedagogy and economics. The latter is capable of influencing the development of education in society. At the same time, a system of economic measures can have an activating or inhibitory effect on the demand for obtaining new knowledge, and this point is also taken into account by pedagogy. Education as a system constantly needs economic stimulation.
Stable position
Currently, no one seeks to question the scientific status of pedagogy. It is generally accepted that its goal is to knowthe laws of upbringing, learning and education of a person, in order to determine on this basis the best ways to achieve the goals of pedagogical practice. According to most researchers, this science in a standard way consists of a theoretical part (axioms, principles, patterns, topics on pedagogy) and a practical part (technologies, techniques, methods).
NII
In Russia, increased attention has long been paid to the development of pedagogy. In order to improve this science, two research institutes were opened in the USSR. The first one lasted from 1924 to 1939. This is the State Institute of Scientific Pedagogics. It was located on the Fontanka embankment.
Established in 1948, the Pedagogy Research Institute de alt with history and theory as well as teaching methods. In 1969 it became the Institute for General Adult Education.
Teaching guide
The humanistic parameters of educational activity are what modern pedagogy is based on. The topics of scientific research conducted in this area are designed to help teachers fix the discrepancies between the essential and the proper, reality and ideal. A modern teacher should strive to overcome these gaps and improve, form a clear worldview self-determination in order to effectively transfer knowledge to students and successful educational work.
