At present, the integration of each field of knowledge into a single general scientific space is an indispensable condition. It is safe to say that today there are no disciplines that are closed only in themselves. The connection of pedagogy with other sciences is a topic that will be covered in this article.
Historical facts
The connection of pedagogy with other sciences is a phenomenon equal in age to this field of knowledge itself. Since its inception, this discipline has been in close contact with others. This can be confirmed by the following facts. Pedagogy, like many sciences, initially did not have an independent status, but existed within the framework of a general philosophy.
The very name of the discipline comes from the Greek "lead children". In the ancient world, teachers were called slaves who looked after the sons and daughters of their masters. The instructions of philosophers concerning pedagogical problems, of course, took into account the division of contemporary society intoclasses. Thus, the connection of pedagogy with other sciences, in this case with sociology, was already manifested at that time.
Further development of pedagogy
In the Middle Ages, this science also did not gain independence yet, its issues were considered, as a rule, in the treatises of religious thinkers. As is known, before the appearance of the first universities, most of the scientific community was concentrated in monasteries. The monks were engaged in writing, including instructions on how to educate the younger generation.
As for the Russian state, the most famous work of that time, concerning the problems of pedagogy, was created by the country's ruler Vladimir Monomakh and was intended for his children.
These teachings are also deeply religious in nature, since each of their positions is supported by quotations from the Gospel and the heritage of the holy fathers.
Therefore, we can say that the connection of pedagogy with other sciences includes, among other things, contacts with theology, which were established in ancient times.
Good parenting comes first
The main connections of pedagogy with other sciences include constant interaction with such branches of philosophical knowledge as ethics and aesthetics. You can trace the emergence of these contacts by considering the principles of education in the first schools for peasant children, which were founded in Russia under Ivan Vasilyevich the Terrible.
Despite the fact that education in such educational institutionshad a pronounced professional character, that is, children from adolescence were prepared for their future work, the main thing in this process was still considered not to transfer any knowledge and skills, but to educate a worthy member of society. Usually such training was also based on religious tenets.
Connection of pedagogy with other human sciences
The science of training and education refers to a number of so-called behavioral areas of knowledge, that is, their subject is a person. Therefore, the relationship between these disciplines is obvious. In the first chapters of this article, several sciences were mentioned with which pedagogy has been in contact since ancient times. These ties never ended, only strengthened over time.
Among other disciplines aimed at the study of man, pedagogy is closely and inextricably linked with psychology. It is important to note that this interaction takes place on several levels: first of all, it must be said that she uses many terms that she borrowed from psychology. Even in textbooks on the basics of general pedagogy, there are such concepts as the thought process, memory, feelings, and so on. For the first time, it was the science of human mental processes that began to operate with these terms.
In addition, the branch of knowledge about education relies in its practical research on information about the age characteristics of children, the formation and development of their psyche, and so on. Therefore, at this level, there is a clear connection between preschool pedagogy and othersciences (in particular, with psychology and physiology), and other sections of the discipline about training and education with these areas of knowledge.
Ideas about the basics of psychology and physiology are necessary for everyone involved in pedagogical activities. The connection of preschool pedagogy with other sciences follows the same principles. Many complex studies have been carried out at the intersection of these areas of knowledge. Most clearly, this relationship is noticeable in works devoted to the education and upbringing of children of different ages. Such problems are de alt with by a special section in the general structure of pedagogy (the connection of pedagogy with other sciences, in particular, with physiology and psychology, is fundamental). Without taking into account knowledge about the structure of the human body, it would be impossible to develop hygienic standards for conducting school classes, that is, to establish the optimal duration of the lesson, the frequency of vacations, and so on. The connection of preschool pedagogy with other sciences, as already mentioned, follows similar principles.
Basic of the basics
How does the interaction of various sciences take place? The main forms of communication between pedagogy and other fields of knowledge will be described in this chapter of the article.
First of all, the interaction takes place at the theoretical level. Thus, the conceptual apparatus of some branches of knowledge is often used in other sciences. Information about some philosophical issues that are considered, including from the point of view of pedagogy, may also be of interdisciplinary significance.
For example, topics such as the relationship of education and upbringing, the priority ofor another of these areas in the pedagogical process, and so on, are both general philosophical problems and issues considered by pedagogy.
Integrated Studies
The forms of relations between pedagogy and other sciences can also be attributed to the interaction in the conduct of some research. Such cooperation of specialists is most often carried out by representatives of the human sciences. The same phenomenon can be viewed from the point of view of each of these areas in its own way.
For example, a lesson in an ordinary general education school can be analyzed from the point of view of pedagogy as an example of the use of innovative methods, while psychologists can study the same process by conducting research on the behavior of modern adolescents, and sociologists are likely to be interested in the difference in the perception of educational material from children from different social strata.
Not only an opportunity, but a necessity
Many scientists say that the connection of pedagogy with other sciences is not only possible, but also one of the indicators of the normal development of this branch of knowledge. They argue that if a scientific work devoted to a particular problem of education or training is not based on data obtained from other disciplines, then this fact indicates the irresponsible attitude of the authors to their work.
Different sides of the same phenomenon
Man is the subject of pedagogy. The connection of pedagogy with other sciences is primarily based on this fact. Many experts say that forsuccessful implementation of mutually beneficial activities, representatives of each branch of knowledge should clearly delineate the area of their research. Each separate science is obliged to perform its own function, inherent only to it, in the general process of obtaining knowledge about human life.
Compliance with this condition ensures fruitful interaction between representatives of all fields of knowledge. Also, some experts say that cooperation should take place only at the time of the emergence of any issues that require comprehensive research. Otherwise, such interactions take on the character of work done in order to "tick the box". Such experiments, as a rule, do not have any practical value.
Relationship of special pedagogy with other sciences
An important issue is the interaction of the branch of knowledge about education and upbringing with medicine. Such cooperation has a pronounced practical significance, since without it there would be no section of correctional pedagogy. This branch of science deals with the implementation of the educational process when working with children with developmental disabilities.
This section is relatively young, since the issue of educating and educating people with special educational needs began to be considered only in the twentieth century. It goes without saying that this branch of pedagogy relies in its research on data provided by various branches of medicine.
Pedagogy ininformation society
Sociologists argue that currently there is a change in the form of existence of society from an industrial society to an information one. That is, the leading type of activity - production, is being replaced by a new type of work - the development of information. Statistics show that already in Europe more than 40% of people are involved in this area. Accordingly, such technical means as a computer, smartphone and other devices are becoming increasingly important for a person.
It is no coincidence that, according to the new educational standard, approved several years ago, students must master the skills of working with the keyboard, at the same time as writing. From class to class, children acquire new knowledge and skills related to interaction with the world of technology. So, we can say that the connection of pedagogy with other sciences has been replenished with interaction with such branches of knowledge as technology and cybernetics.
Cooperation of pedagogy with psychology today
According to the same Law on Education of the latest edition, as well as the educational standard, in the modern process of education and training, it is important only to give knowledge, but also to instill in the child the skill to independently receive it. The principles of searching for information on the worldwide computer network are also taught to children as an integral part of educational competence.
Therefore, it can be argued that at present the role of psychology in the development of pedagogical science is as high as ever. New teaching methods and techniques are being developed that take into account data,obtained by the science of thought processes.
Important calculations
Along with other sciences, pedagogy also closely cooperates with mathematics. As an example, one can cite the fact that without relying on logical conclusions and statistical data, it would be impossible to plan the location of schools, as well as take into account their required capacity and technical equipment, in the conditions of a modern metropolis. This branch of knowledge provides pedagogy with information about how many children live in a particular area, what is their national composition, belonging to certain social classes, and so on. All this, of course, is taken into account when building new educational institutions.
In addition, population data also play an important role. The statistics of the so-called demographic holes, that is, the decline in the birth rate in a given year, is also extremely important for specialists working in the Ministry of Education. Such information can be useful in drawing up plans for the construction of new educational institutions, as well as in other calculations.
Conclusion
In this article, examples of the connection between pedagogy and other sciences were considered. Several chapters provide information on how this branch of knowledge has collaborated with other sciences throughout the history of its development. The last part of the article is devoted to the modern interaction of the science of upbringing and learning with other branches of knowledge about a person and about the world around.
It is worth noting such an important fact: the connection of pedagogy with othersciences is not a static fact, but constantly changing under the influence of various conditions, such as: the political and social situation in the country, the emergence of new technical achievements, economic conditions, and so on.
But, as already noted, the cooperation of representatives of different fields of knowledge is an integral part of modern research activities. Without it, the full development of science is impossible.
The material of this article may be useful to students of pedagogical educational institutions in preparing for exams in specialized subjects.
