The didactic education system is a holistic structure containing certain goals, organizational principles, methods and forms of education.
Varieties
Modern researchers distinguish three main didactic systems that have significant differences between them:
- Herbart's didactics.
- Dewey system.
- Perfect concept.
Let's try to identify the features of each of them, find similarities and differences.
Herbart's didactics
The German philosopher Herbart I. F. analyzed and paraphrased the classroom form of the Polish teacher Jan Kamensky. Herbart developed his own didactic system of teaching methods, which was based on the theoretical achievements of psychology and ethics of the 18th-19th centuries. The end result of the entire educational process was considered by the German teacher to be the upbringing of a person with a strong spirit, able to cope with any vicissitudes of fate. The ultimate goal of the didactic system wasdetermined in the formation of the moral qualities of the individual.
Ethical ideas of education according to Herbart
Among the main ideas that he proposed to use in the educational process, stood out:
- Perfection of the area of aspirations of the child, the search for the direction of moral growth.
- Benevolence, which will ensure agreement between one's will and the interests of other people.
- Justice to compensate for all grievances and deal with troubles.
- Inner freedom, which makes it possible to harmonize a person's beliefs and desires.
Ethics and psychology of the teacher had a metaphysical character. His didactic systems were based on idealistic German philosophy. Among the main parameters of Herbart's didactics, it is important to note the school's concern for the intellectual development of the child. As for the education of the individual, Herbart assigned this role to the family. For the formation of strong, from the point of view of morality, characters among pupils, he suggested using strict discipline. From his point of view, teachers should have become real models of honesty and decency for their students.
The specifics of Herbart's didactics
The task of the school management was to provide students with permanent employment, organize their education, conduct constant monitoring of their intellectual and physical development, accustom students to order and discipline. To at schoolthere was no chaos, Herbart suggested introducing certain restrictions and prohibitions. In case of serious violations of generally accepted rules, he even allowed the use of corporal punishment. The types of lessons he proposed in the didactic system implied the maximum use of practical activities. The German teacher paid special attention to the synthesis of will, feelings, knowledge with discipline and order.
The meaning of the didactic concept
It was he who first proposed not to separate education and upbringing, he considered these two pedagogical terms only in aggregate. His main contribution to didactic systems of education was the allocation of several levels of education. He proposed a scheme according to which they moved from clarity to association, then to a system, and then to methods. He built the educational process on the basis of ideas, which gradually had to turn into theoretical skills. There was no talk of practical skills in the concept developed by Herbart. He believed that it was important to give the student theoretical knowledge, and whether he would use it in everyday life, it does not matter for the school.
Followers of Herbart
The disciples and successors of the German teacher were T. Ziller, W. Rein, F. Dörpfeld. They managed to develop, modernize the ideas of their teacher, tried to rid their didactic systems of formalism and one-sidedness. Rhine introduced five levels of education, and for each, content, main goals, andmethods for achieving the goals. His scheme implied a block with new material, coordination of information with the knowledge that had been given to schoolchildren earlier, as well as generalization and development of acquired skills.
Comparison of several didactic concepts
Teachers did not have to meticulously observe all the formal stages of education, they got the right to independently develop methods for developing the thinking of children, for them to receive a full-fledged education. Similar didactic systems of the learning process existed until the middle of the last century in European countries. Modern psychologists are convinced that the concept had a negative impact on the work of schools. For a long time, all didactic systems were aimed at the transfer of ready-made knowledge by teachers to their students. There was no talk of any formation of conditions for self-realization of the individual, the manifestation of creative abilities. The student had to sit quietly in the lesson, listen carefully to his mentor, clearly and quickly follow all his orders and recommendations. The passivity of the pupils led to the fact that they lost their desire to acquire knowledge, a huge number of students appeared who did not want to acquire knowledge, skipped classes at school, and received unsatisfactory marks. Teachers did not have the opportunity to identify and develop talented and gifted students. The average system did not imply tracking the personal achievements of each student. Note that without Herbart's didactics, there would not have been those positive changes ineducational system, which have been going on since the end of the last century, continue to the present.
Didactics of John Dewey
American educator and psychologist John Dewey developed a contrast to Herbart's authoritarian model of educators. His works have become a real counterbalance to the existing educational concept. The American educator argued that the main didactic systems that existed before him led only to the superficial education of schoolchildren. Due to the fact that the main importance was attached to the transfer of theoretical knowledge, there was a huge separation from reality. Schoolchildren "stuffed" with information could not use their knowledge in everyday life. In addition, children received “ready-made knowledge”, they did not need to make efforts in order to independently search for certain information. There was no talk in the German education system about taking into account the needs and needs of children, the interests of society, and the development of individuality. Dewey began his first experiments at a Chicago school in 1895. He created a card file of didactic games aimed at increasing the activity of children. The teacher managed to develop a new concept of "full thinking". According to the psychological and philosophical views of the author, a child begins to think when certain difficulties appear before him. It is in the process of overcoming obstacles that the child begins to think. The "complete act" of thinking according to Dewey involves certain steps:
- The appearance of difficulty.
- Problem detection.
- Formulation of the hypothesis.
- Performing a logical checkexposed hypothesis.
- Analysis of the results of experiments and observations.
- Overcoming obstacles.
Specific Dewey didactics
The card file of didactic games created by the author assumed the option of "problem learning". This approach quickly found supporters among European psychologists and educators. As for the use of the American system in Soviet schools, we note that there was an attempt, but it was not crowned with success. Interest in such didactics arose in Russia only at the beginning of the 21st century. The significance of the ideas of the American Dewey is the possibility of a differentiated approach to the education and upbringing of each student. The structure of the lesson included the stage of defining the problem, formulating a hypothesis, searching for an algorithm of actions, conducting a study, analyzing the results obtained, formulating conclusions, checking their compliance with the hypothesis.
Comparison of the traditional system and the Dewey concept
The American has become a true innovator of the pedagogical process. It was they who, instead of "book studies", were offered the option of actively obtaining knowledge, skills, and abilities. The independent cognitive activity of schoolchildren came to the fore, the teacher became an assistant for his pupils. The teacher guides the child, helps him overcome the difficulties that arise, put forward a hypothesis, and draw conclusions based on the results obtained. Instead of the classical curriculum, the American proposed individual plans, according to which you can gain knowledge of different levels. It is from this moment that the history of differentiated and individu altraining, division of programs into basic and specialized levels. In his concept, Dewey paid much attention to practical activities, thanks to him, independent research activities of schoolchildren appeared in schools.
Conclusion
The school education system is constantly being modernized, becoming more complex, thanks to innovative programs developed by psychologists and teachers. Among the numerous didactic concepts that have been created over the past two centuries, Herbart's classical system, Dewey's innovative program, is of particular importance. It was on the basis of these works that the main directions in education appeared, which can be traced in modern schools. Analyzing new directions, we note learning “through discovery”, proposed by the American educator Jerome Bruner. This material is our reflection in the requirements put forward for a primary school graduate according to the Federal State Educational Standard. Students are required to learn the basic laws and phenomena of nature, the specifics of social life, conducting their own research, participating in individual and collective projects.
The creators of the new state standards of the second generation used several educational concepts at once in their work, choosing the best ideas from them. Particular importance in the modern didactic system is given to the formation of a harmonious personality who is proud of his Fatherland, knows and observes all the traditions of his people. In order for a school graduate to be adapted to modern conditions of life, special attention is paid to self-development. The teacher is no longeris a "dictator", he only directs his pupils, helps to cope with the difficulties that arise.
