Anthropological approach is widely used in pedagogy. It has a rather interesting history that deserves close study.
Russo Ideas
The profound and paradoxical observations that were made by Jean Jacques Rousseau had a significant impact on the anthropological approach to culture. They showed the relationship between the environment and the upbringing of the younger generation. Rousseau noted that the anthropological approach to personality makes it possible to form a sense of patriotism in children.
Kant's Theory
Immanuel Kant revealed the importance of pedagogy, confirmed the possibility of self-development. The anthropological approach in pedagogy, in his understanding, was presented as an option for the development of moral qualities, a culture of thinking.
Pestalozzi Ideas
In the early nineteenth century, Johann Pestalozzi picked up the idea of a humane approach to pedagogy. They identified the following options for the development of personal abilities:
- contemplation;
- self-development.
The essence of contemplation was the active perception of phenomena and objects, revealing their essence, forming an accurate image of the surrounding reality.
Hegel's Theory
Anthropological approach in research, proposed by Georg Wilhelm Friedrich Hegel, is interconnected with the education of the human race through the formation of a separate personality. He noted the importance of using morals, traditions of history for the full development of the younger generation.
Anthropological approach in the understanding of Hegel is a constant work on oneself, the desire to know the beauty of the world around.
It was during this historical period that certain educational guidelines were outlined in pedagogy, which made it possible to form a personality capable of self-realization, self-education, self-knowledge, and successful adaptation in the social environment.
Ushinsky's theory
Anthropological approach in pedagogy, which puts forward the study of man as a “subject of education”, was proposed by K. D. Ushinsky. Many progressive teachers of that time became his followers.
Ushinsky noted that the full formation of the personality of a small person occurs under the influence of external and internal, social factors that do not depend on the child himself. Such an anthropological approach in education does not imply the passivity of the person himself, reflecting the external action of certain factors.
Any educational doctrine, regardless of its specifics, implies certain norms, an algorithm.
The principles of the anthropological approach are formed taking into account the social order of society.
Modern approach
Despite the changes in consciousness that have affected society, the humanity of social nature has been preserved. Nowadays, the anthropological methodological approach is one of the main areas of work of school psychologists and teachers. Despite the discussions that periodically arise in the teaching environment, it is humanity that remains the main priority of Russian education.
Ushinsky noted that the teacher should have an idea about the environment in which the child is. This anthropological approach has been preserved in correctional pedagogy. It is the child himself that is considered as the starting point, and only then his intellectual abilities are analyzed.
Adaptation of children who have serious physical he alth problems has become the main task of correctional educators.
This anthropological approach allows "special children" to adapt to the modern social environment, helps them develop their creative potential.
The ideas of humanization, which are increasingly voiced by representatives of the Ministry of Education, unfortunately, have not led to a complete rejection of the classical approach based on the formation of a system of skills, knowledge, and abilities in the younger generation.
Not all teachers use a cultural-anthropological approach when teaching academic disciplines to the younger generation of our country. Scientists identify several explanations for this situation. Teachers of the older generation, whose main pedagogical activitypassed under the traditional classical system, are not ready to change their idea of education and training. The problem also lies in the fact that a new pedagogical standard for teachers has not been developed, which would contain the main anthropological approaches.
Stages of formation of pedagogical anthropology
The term itself appeared in the second half of the nineteenth century in Russia. It was introduced by Pirogov, then refined by Ushinskiy.
This philosophical-anthropological approach did not appear by chance. In public education, a search was made for a methodological basis that would fully contribute to the fulfillment of the social order of society. The emergence of atheistic views, new economic trends, led to the need to change the educational and upbringing system.
At the end of the nineteenth century, the West developed its own concept, in which the anthropological approach to culture became a separate branch of pedagogical and philosophical knowledge. It was Konstantin Ushinsky who became the pioneer who singled out education as the main factor in human development. He took into account all the innovative trends applied in that historical period in European countries, developed his own socio-anthropological approach. The driving forces of the educational process, he made the mental, moral, physical formation of personality. This combined approach makes it possible to take into account not only the requirements of society, but also the individuality of each child.
Anthropologic althe approach to research introduced by Ushinsky became a real scientific feat of this amazing scientist. His ideas were used by teachers - anthropologists, psychologists, served as the basis for the creation of Lesgaft's special theoretical pedagogy.
Anthropological approach to the study of culture, aimed at taking into account the spirituality and individuality of each child, formed the basis for the allocation of correctional pedagogy.
Domestic psychiatrist Grigory Yakovlevich Troshin published a scientific work in two volumes, which de alt with the anthropological foundations of education. He managed to supplement the ideas offered by Ushinsky with psychological content, based on his own practice.
Together with pedagogical anthropology, the development of pedology also took place, involving the comprehensive and complex formation of the younger generation.
In the twentieth century, the problems of upbringing and education have become the epicenter of discussions and disputes. It was during this historical period that a differentiated approach to the educational process appeared.
Anthropological approach to science, proclaimed by Theodor Litt, was based on a holistic perception of the human soul.
It is also necessary to note the contribution that Otto Bolnov made to pedagogical anthropology. It was he who noted the importance of self-affirmation, daily existence, faith, hope, fear, real existence. The psychoanalyst Freud tried to penetrate into human nature, to know the connection between biological instincts and mental activity. He was convinced that in order to cultivatebiological traits, you need to constantly work on yourself.
Second half of the 20th century
The historical-anthropological approach is interconnected with the rapid development of philosophy. F. Lersh worked at the intersection of psychology and philosophy. It was he who analyzed the relationship between characterology and psychology. Based on anthropological ideas about the relationship between the surrounding world and man, he proposed a valuable classification of the motives of human behavior. He spoke about participation, cognitive interest, the desire for positive creativity. Lersh noted the importance of metaphysical and artistic needs, duty, love, and religious research.
Richter, together with his followers, deduced the relationship between the humanities and art. They explained the duality of human nature, the possibility of individualization through the use of public goods. But Lersh argued that only educational institutions can cope with such a task: schools, universities. It is public educational work that saves mankind from self-destruction, promotes the use of historical memory to educate the younger generation.
Features of developmental and educational psychology
At the beginning of the twentieth century, part of the functions of pedagogical anthropology were transferred to developmental psychology. Domestic psychologists: Vygotsky, Elkonin, Ilyenkov identified the main pedagogical principles, which were based on a seriousknowledge of human nature. These ideas have become genuine innovative material that formed the basis for the creation of new methods of education and training.
Jean Piaget, who founded the Genevan genetic psychology, had a significant influence on modern anthropology and pedology.
He relied on practical observations, his own communication with children. Piaget was able to describe the basic stages of learning, to give a complete description of the features of the child's perception of his "I", his knowledge of the world around him.
In general, pedagogical anthropology is a way of substantiating educational methods. Depending on the point of view, for some philosophers it is considered as an empirical theory. For others, this approach is a special case, used to find an integrated approach to the educational process.
Currently, pedagogical anthropology is not only a theoretical, but also an applied scientific discipline. Its content and conclusions are widely used in pedagogical practice. It should be noted that such an approach is aimed at the practical implementation of "humanistic pedagogy", the method of non-violence, reflection. It is a logical continuation of the theory of nature-based education proposed by the Polish educator Jan Amos Kamensky in the nineteenth century.
Anthropological methods
They are aimed at an analytical study of a person as an educator and educator, carry out pedagogical interpretation, allow synthesizing information from various areas of human life. Thanks to these methods, it is possible to experimentally andempirically study the factors, facts, phenomena, processes that are carried out in teams, concern individuals.
In addition, such techniques make it possible to build inductive-empirical and hypothetical-deductive models and theories related to certain scientific fields.
The historical method occupies a special place in pedagogical anthropology. The use of historical information allows for comparative analysis, comparing different eras. When carrying out such comparative methods, pedagogy receives a solid base for the application of national customs and traditions in the formation of patriotism in the younger generation.
Synthesis has become an important condition for improving the educational system, the search for effective educational technologies. The conceptual system is based on synthesis, analysis, analogy, deduction, induction, comparison.
Pedagogical anthropology carries out the synthesis of human knowledge, which cannot exist outside of integrative efforts. Thanks to the use of information from other scientific fields, pedagogy developed its own problems, defined the main tasks, and identified special (narrow) research methods.
Without the relationship between sociology, physiology, biology, economics and pedagogy, errors of ignorance are possible. For example, the lack of information about a certain phenomenon or object in the required amount inevitably leads to a distortion of the theory given out by the teacher, the appearance of a discrepancy between reality and the proposed facts.
Interpretation (hermeneutics)
This method is used in pedagogical anthropology to understand human nature. Historical events that took place in national and world history can be used to educate the younger generation of patriotism.
Analyzing the features of a certain historical period, the guys, together with their mentor, find positive and negative characteristics in it, offer their own ways of developing social systems. This approach enables teachers to look for the meaning of certain actions, deeds, to discover sources of interpretation. Its essence is in the modification for pedagogical purposes of methods that allow testing knowledge.
Deduction is also widely used in modern education, it enables the teacher to carry out not only frontal, but also individual activities with their students. Interpretation allows introducing information from religion, philosophy, and art into pedagogy. The main task of the teacher is not only the use of scientific terms, the supply of certain information to the children, but also the upbringing and development of the child's personality.
For example, in mathematics, it is important to identify the relationship between results and causes, making measurements, various computational actions. The educational standards of the second generation, introduced into the modern school, are aimed specifically at introducing the anthropological method into pedagogy.
The case method involves the study of specific situations and cases. It is suitable for analyzing atypical situations, specific characters, destinies.
Teachers –anthropologists pay close attention to observation in their work. It is supposed to conduct individual research, the results of which are entered into special questionnaires, as well as a comprehensive study of the class team.
Theoretical technologies, combined with practical experiments and research, allow you to get the desired result, determine the direction of educational work.
Experimental work is related to innovative methods and projects. Models that are aimed at prevention, correction, development, and the formation of creative thinking are relevant. Among the innovative ideas currently used by teachers, project and research activities are of particular interest. The teacher no longer acts as a dictator, forcing children to memorize boring topics and complex formulas.
The innovative approach being introduced into a modern school allows the teacher to be a mentor for schoolchildren, to build individual educational routes. The task of a modern educator and teacher includes organizational support, and the process of finding and mastering skills and abilities falls on the student himself.
In the course of project activities, the child learns to identify the subject and object of his research, to identify the methods that he will need to carry out the work. The teacher only helps the young experimenter in choosing an algorithm of actions, checks mathematical calculations, calculations of absolute and relative errors. In addition to project work, the modern school also uses a research approach. Heinvolves the study of a particular object, phenomenon, process, using certain scientific methods. In the course of research activities, the student independently studies special scientific literature, selects the required amount of information. The teacher acts as a tutor, helps the child to conduct the experimental part, to find the relationship between the hypothesis set at the beginning of the work and the results obtained during the experiment.
The study of the laws of anthropology in pedagogy begins with the identification of facts. There is a huge difference between scientific information and worldly experience. Laws, norms, categories are considered scientific. In modern science, two means of summarizing information at the fact level are used:
- statistical mass survey;
- multifactor experiment.
They create a general idea from individual signs and situations, form a common pedagogical approach. As a result, complete information appears on the methods and means that can be used for the educational and upbringing process. Variation statistics is the main apparatus for conducting pedagogical research. It is as a result of a careful analysis of various facts that educators and psychologists decide on the methodology and methods of education and training.
Conclusion
Modern pedagogy is based on research, linear and dynamic programming. For any property and quality of the human personality, an element of the worldview, one can find a certain educational approach. In modern domesticPedagogy prioritizes the development of a harmonious personality capable of adapting to any social environment.
Education is seen as an anthropological process. The task of the class teacher no longer includes hammering, he helps the child to form as individuals, improve himself, look for a certain way to acquire certain skills and social experience.
Raising a sense of patriotism in the younger generation, a sense of pride and responsibility for one's land, nature, is a complex and painstaking task. It is impossible in a short period of time, without applying innovative approaches, to convey to the children the differences between good and evil, truth and lies, decency and dishonor. Scientific, pedagogical and public consciousness considers education as a special activity, which is aimed at changing or shaping the student in full accordance with the social order. Currently, the anthropological approach is considered one of the most effective options for personality formation.
