Orlov A. A. Textbook. aid for students higher ped. education system of vocational training
A.S. Robotova- Ch. 1, T.V.Leontyea- Ch. 1, I. G. Shaposhnikova - Ch. 3,
M. E. Verb- Ch. 4, O.A. Belyakova- Ch. 5, I.A. Khomenko- Ch. 6
The manual reveals the essence of pedagogical activity, its humanistic nature, social role and educational functions, and defines the professionally significant qualities of a teacher’s personality. The reader will learn about various types of pedagogical educational institutions, about the opportunities for obtaining an education, the professional and personal growth of a teacher and his creative self-realization.
Dear readers! You have opened a book, the purpose of which is to prepare you for conscious entry into teaching.
In ordinary consciousness, this activity appears as ordinary, ordinary, devoid of any secrets, for each person studied and saw dozens of teachers and thousands of lessons, many of which have long been forgotten.
Many people, based on their school experience, find teaching activity monotonous; it can be intimidating due to its apparent routine, repetition of lessons, actions, remoteness and non-obviousness of results. There is an opinion that the work of a teacher is thankless work. And only those who have dedicated their lives to teaching can refute this judgment. “I give my heart to children” - this is what V. A. Sukhomlinsky, who worked at the school for more than three decades, called one of his books. This wonderful metaphor expresses the essence of teaching if it becomes a vocation.
Today, when education is perceived by most people as one of the highest values of life, the importance of pedagogical activity is sharply increasing and the need for people who consciously choose the teaching field is growing.
Our guide, we hope, will strengthen the reader in choosing one of the teaching professions and will help to approach a conscious understanding of the prospects for professional growth and fulfillment of life tasks.
We sought to show how deep the historical roots of this activity are, how it developed, changed and enriched over time. We wanted to show the complexity and subtlety of this truly humanitarian activity related to education - the creation of man.
We would like the reader to understand that even if he does not choose a specific teaching profession, he still will not escape the role of a student or teacher. Because the phenomenon of pedagogical activity is eternal. The existence of humanity and the life of each individual person are connected with it. Everyone is destined to learn and teach others.
(pages are based on the printed edition)
Vocational training system
Issues of vocational training have always been given great attention in schools for children with hearing impairments. Vocational training as an academic subject in a special school covers all grades - from preparatory to 12th.
Vocational training and education is designed to solve the following tasks:
To train students in polytechnic knowledge and vocational skills;
Foster a love of work and respect for working people;
Develop technical thinking and creative abilities;
To promote the comprehensive development of the personality of a student with hearing impairment;
Increase the level of general and speech development based on the principle of speech communication with extensive use of residual hearing;
Carry out career guidance work, prepare students for professional work in various spheres of the national economy.
In a school for the deaf, this is carried out in 3 stages:
Stage I - subject-based practical training and growing plants in preparatory, 1-4 grades.
Stage II - general labor training in grades 5-8 with differentiated education for boys and girls: a) technical work - for boys; b) service work: - for girls.
This preparation is the basis for subsequent specialized and vocational training in grades 8-11.
Stage III - general labor, specialized and vocational training in grades 8-11.
The objectives of stage I are the development of children in various aspects. In PVE lessons, based on the polytechnic principle, deaf children master not only the skills of sculpting, designing, modeling, sewing, gluing, organizing activities, etc., they get acquainted with the simplest tools, common materials (paper, cardboard, fabric, wood, plasticine , wire), produce practically significant items and objects, but also learn to perform work tasks according to verbal instructions and accompany the work performed with oral speech, intensively accumulate, enrich the vocabulary of special technical terms, and master activity planning skills. PPO lessons create a polytechnic base for further general and labor education of the deaf in middle and high schools.
UDC 371.4(075.8)
BBK 74.03ya73
ISBN 5-7695-0878-7
Slastenin V.A. and others. Pedagogy: Proc. aid for students higher ped. textbook institutions / V. A. Slastenin, I. F. Isaev, E. N. Shiyanov; Ed. V.A. Slastenina. - M.: Publishing center "Academy", 2002. - 576 p.
Reviewers: Doctor of Pedagogical Sciences, full member of the Russian Academy of Education, Professor G.N. Volkov; Doctor of Pedagogical Sciences, Corresponding Member of the Russian Academy of Education, Professor A. V. Mudrik
Educational edition
Slastenin Vitaly Alexandrovich
Isaev Ilya Fedorovich
Shiyanov Evgeniy Nikolaevich
The textbook reveals the anthropological, axiological foundations of pedagogy, the theory and practice of the holistic pedagogical process; organizational and activity bases for the formation of a schoolchild’s basic culture. Characteristics of pedagogical technologies are given, including the design and implementation of the pedagogical process, pedagogical communication, etc. Issues of management of educational systems are revealed. The authors are laureates of the Russian Government Prize in the field of education.
May be useful for teachers and educational leaders.
Section II. GENERAL BASICS OF PEDAGOGY
Section III. LEARNING THEORY
Section IV. THEORY AND METHODS OF EDUCATION
Section V. PEDAGOGICAL TECHNOLOGIES
establishments /
UDC 371.4(075.8)
BBK 74.03ya73
ISBN 5-7695-0878-7
V. A. Slastenin, I. F. Isaev, E. N. Shiyanov; Ed. V.A.
Slastenina. - M.: Publishing center "Academy", 2002. - 576 p.
Reviewers: Doctor of Pedagogical Sciences, full member of the Russian Academy of Education, Professor G.N.
Volkov; Doctor of Pedagogical Sciences, Corresponding Member of the Russian Academy of Education, Professor A.V.
Educational edition
Slastenin Vitaly Alexandrovich
Isaev Ilya Fedorovich
Shiyanov Evgeniy Nikolaevich
The textbook reveals the anthropological, axiological foundations
pedagogy, theory and practice of the holistic pedagogical process;
organizational and activity bases for the formation of a schoolchild’s basic culture.
Characteristics of pedagogical technologies are given, including design and
implementation of the pedagogical process, pedagogical communication, etc.
The issues of managing educational systems are revealed. Authors - laureates
Prize of the Government of the Russian Federation in the field of education.
May be useful for teachers and educational leaders.
Section I. INTRODUCTION TO TEACHING ACTIVITY
Chapter 1. General characteristics of the teaching profession
§ 3. Prospects for the development of the teaching profession
§ 4. Specifics of working conditions and activities of a rural school teacher
Chapter 2. Professional activity and personality of a teacher
§ 1. The essence of pedagogical activity
§ 2. Main types of teaching activities
§ 3. Structure of pedagogical activity
§ 4. The teacher as a subject of pedagogical activity
§ 5. Professionally determined requirements for the personality of a teacher
Chapter 3. Professional and pedagogical culture of a teacher
§ 1. The essence and main components of professional pedagogical culture
§ 2. Axiological component of professional pedagogical culture
§ 3. Technological component of professional pedagogical culture
§ 4. Personal and creative component of professional pedagogical culture
Chapter 4. Professional formation and development of a teacher
§ 1. Motives for choosing a teaching profession and motivation for teaching
activities
§ 2. Development of the teacher’s personality in the system of teacher education
§ 3. Professional self-education of a teacher
§ 4. Basics of self-education for pedagogical university students and teachers
Section II. GENERAL BASICS OF PEDAGOGY
Chapter 5. Pedagogy in the system of human sciences
§ 1. General idea of pedagogy as a science
§ 2. Object, subject and functions of pedagogy
§ 3. Education as a social phenomenon
§ 4. Education as a pedagogical process. Categorical apparatus of pedagogy
§ 5. The connection of pedagogy with other sciences and its structure
Chapter 6. Methodology and methods of pedagogical research
§ 1. The concept of the methodology of pedagogical science and methodological culture
teacher
§ 2. General scientific level of pedagogy methodology
§ 3. Specific methodological principles of pedagogical research
§ 4. Organization of pedagogical research
§ 5. System of methods and methodology of pedagogical research
Chapter 7. Axiological foundations of pedagogy
§ 1. Justification of the humanistic methodology of pedagogy
§ 2. The concept of pedagogical values and their classification
§ 3. Education as a universal human value
Chapter 8. Development, socialization and education of the individual
§ 1. Personal development as a pedagogical problem
§ 2. The essence of socialization and its stages
§ 3. Education and personality formation
§ 4. The role of training in personality development
§ 5. Factors of socialization and personality formation
§ 6. Self-education in the structure of the process of personality formation
Chapter 9. Holistic pedagogical process
§ 1. Historical background for understanding the pedagogical process as a holistic one
§ 2. Pedagogical system and its types
§ 3. General characteristics of the education system
§ 4. The essence of the pedagogical process
§ 5. The pedagogical process as an integral phenomenon
§ 6. Logic and conditions for constructing an integral pedagogical process
Section III. LEARNING THEORY
Chapter 10. Training in a holistic pedagogical process
§ 1. Training as a way of organizing the pedagogical process
§ 2. Learning functions
§ 3. Methodological foundations of training
§ 4. Activities of the teacher and students in the learning process
§ 5. Logic of the educational process and structure of the assimilation process
§ 6. Types of training and their characteristics
Chapter 11. Patterns and principles of learning
§ 1. Patterns of learning
§ 2. Principles of training
Chapter 12. Modern didactic concepts
§ 1. Characteristics of the main concepts of developmental education
§ 2. Modern approaches to the development of the theory of personal development training
§ 1. The essence of the content of education and its historical nature
§ 2. Determinants of the content of education and principles of its structuring
§ 3. Principles and criteria for selecting the content of general education
§ 4. State educational standard and its functions
§ 5. Regulatory documents regulating the content of the general average
education
§ 6. Prospects for the development of the content of general education. Construction model 12-
summer comprehensive school
Chapter 14. Forms and methods of teaching
§ 1. Organizational forms and training systems
§ 2. Types of modern organizational forms of training
§ 3. Teaching methods
§ 4. Didactic means
§ 5. Control during the learning process
Section IV. THEORY AND METHODS OF EDUCATION
Chapter 15. Education in a holistic pedagogical process
§ 1. Education as a specially organized activity to achieve goals
education
§ 2. Goals and objectives of humanistic education
§ 3. Personality in the concept of humanistic education
§ 4. Regularities and principles of humanistic education
Chapter 16. Nurturing the basic culture of the individual
§ 1. Philosophical and worldview preparation of schoolchildren
§ 2. Civic education in the system of forming the basic culture of the individual
§ 3. Formation of the foundations of the moral culture of the individual
§ 4. Labor education and vocational guidance of schoolchildren
§ 5. Formation of aesthetic culture of students
§ 6. Education of the individual’s physical culture
Chapter 17. General methods of education
§ 1. The essence of education methods and their classification
§ 2. Methods of forming personality consciousness
§ 3. Methods of organizing activities and forming public experience
personality behavior
§ 4. Methods of stimulation and motivation of individual activity and behavior
§ 5. Methods of control, self-control and self-esteem in education
§ 6. Conditions for the optimal choice and effective application of educational methods
Chapter 18. The collective as an object and subject of education
§ 1. Dialectics of the collective and individual in the education of the individual
§ 2. The formation of personality in a team is the leading idea in humanistic
pedagogy
§ 3. The essence and organizational basis of the functioning of the children's team
§ 4. Stages and levels of development of the children's team
§ 5. Basic conditions for the development of a children's team
Chapter 19. Educational systems
§ 1. Structure and stages of development of the educational system
§ 2. Foreign and domestic educational systems
§ 3. Class teacher in the educational system of the school
§ 4. Children's public associations in the school educational system
Section V. PEDAGOGICAL TECHNOLOGIES
Chapter 20. Pedagogical technologies and teacher skills
§ 1. The essence of pedagogical technology
§ 2. The structure of pedagogical skills
§ 3. The essence and specificity of the pedagogical task
§ 4. Types of pedagogical tasks and their characteristics
§ 5. Stages of solving a pedagogical problem
§ 6. Demonstration of professionalism and skill of the teacher in solving pedagogical problems
Chapter 21. Technology of designing the pedagogical process
§ 1. The concept of technology for constructing the pedagogical process
§ 2. Awareness of the pedagogical task, analysis of initial data and formulation
pedagogical diagnosis
§ 3. Planning as a result of the teacher’s constructive activity
§ 4. Planning the work of the class teacher
§ 5. Planning in the activities of a subject teacher
Chapter 22. Technology of the pedagogical process
§ 1. The concept of technology for implementing the pedagogical process
§ 2. The structure of organizational activities and its features
§ 3. Types of children's activities and general technological requirements for their organization
§ 4. Educational and cognitive activity and technology of its organization
§ 5. Value-oriented activity and its connection with other types
development activities
§ 6. Technology for organizing developmental activities for schoolchildren
§ 7. Technology for organizing collective creative activity
Chapter 23. Technology of pedagogical communication and establishment of pedagogical
appropriate relationships
§ 1. Pedagogical communication in the structure of the activity of a teacher-educator
§ 2. The concept of technology of pedagogical communication § 3. Stages of solution
communicative task
§ 4. Stages of pedagogical communication and technology for their implementation
§ 5. Styles of pedagogical communication and their technological characteristics
§ 6. Technology for establishing pedagogically appropriate relationships
Section VI. EDUCATIONAL SYSTEMS MANAGEMENT
Chapter 24. The essence and basic principles of management of educational systems
§ 1. State-public education management system
§ 2. General principles of management of educational systems
§ 3. School as a pedagogical system and an object of scientific management
Chapter 25. Basic functions of intra-school management
§ 1. Management culture of the school leader
§ 2. Pedagogical analysis in intra-school management
§ 3. Goal setting and planning as a function of school management
§ 4. The function of organization in school management
§ 5. Intra-school control and regulation in management
Chapter 26. Interaction of social institutions in the management of educational institutions
systems
§ 1. School as an organizing center for joint activities of school, family and
public
§ 2. Teaching staff of the school
§ 3. Family as a specific pedagogical system. Features of development
modern family
§ 4. Psychological and pedagogical foundations for establishing contacts with the student’s family
§ 5. Forms and methods of work of the teacher, class teacher with parents of students
Chapter 27. Innovative processes in education. Professional development
pedagogical culture of teachers
§ 1. Innovative orientation of teaching activities
§ 2. Forms of development of professional pedagogical culture of teachers and their
certification
INTRODUCTION TO TEACHING ACTIVITY
GENERAL CHARACTERISTICS OF THE TEACHING PROFESSION
§ 1. The emergence and development of the teaching profession
In ancient times, when there was no division of labor, all members of the community or
tribe - adults and children - participated equally in obtaining food, which
constituted the main meaning of existence in those distant times. Broadcast
experience accumulated by previous generations, children in the prenatal community were
“woven” into work activity. Children, from an early age, become involved in it,
acquired knowledge about methods of activity (hunting, gathering, etc.) and
mastered various skills and abilities. And only as we improve
tools, which made it possible to obtain more food, it became possible not
involve sick and old members of the community in this. They were charged with
to be fire keepers and look after children. Later, as it becomes more complex
processes of conscious production of tools, which entailed
the need for special transfer of labor skills, the elders of the clan -
the most respected and experienced - formed, in the modern sense,
the first social group of people - educators, direct and only
whose responsibility was the transfer of experience, caring for the spiritual growth of the growing
generation, its morals, preparation for life. So education became a sphere
human activity and consciousness.
The emergence of the teaching profession therefore has objective grounds.
Society could not exist and develop if the younger generation,
replacing the older one, was forced to start all over again, without
creative development and use of the experience that it received in
inheritance.
The etymology of the Russian word “educator” is interesting. It comes from the base
"supply". Not without reason, today the words “educate” and “nurture” are often
are considered synonyms. In modern dictionaries, a teacher is defined
as a person involved in raising someone, taking upon himself
responsibility for the living conditions and personality development of another person. Word
"teacher" apparently appeared later, when humanity realized that knowledge exists
value in itself and that special organization of children’s activities is needed,
aimed at acquiring knowledge and skills. Such activities have received
name of training.
In Ancient Babylon, Egypt, Syria, teachers most often were priests, and in Ancient
Greece - the most intelligent, talented civilian citizens: pedonoms,
pedotribes, didascals, teachers. In ancient Rome, on behalf of the emperor, teachers
government officials were appointed who knew science well, but most importantly, a lot
traveled and, therefore, saw a lot, knew languages, culture and
customs of different peoples. In ancient Chinese chronicles that have survived to this day,
It is mentioned that back in the 20th century. BC. there was a ministry in the country,
in charge of the affairs of education of the people, appointing the wisest to the post of teacher
representatives of society. In the Middle Ages, teachers, as a rule, were
priests, monks, although in urban schools and universities they are increasingly
became people who received special education. In Kievan Rus
The duties of the teacher coincided with the duties of the parent and ruler. IN
Monomakh's "Teaching" reveals the basic set of rules of life that were followed
the sovereign himself and whom he advised his children to follow: to love their Motherland,
take care of the people, do good to loved ones, do not sin, avoid evil deeds,
be merciful. He wrote: “What you can do well, do not forget, and what not
if you know how to do it, learn it... Laziness is the mother of everything: what someone can do, he will forget, but
What he doesn’t know how to do, he won’t learn. When you do good, do not be lazy about anything good..."
In Ancient Rus', teachers were called masters, thereby emphasizing respect for
personality of a mentor to the younger generation. But also master craftsmen,
those who passed on their experience were called and now, as we know, they are called respectfully -
1 See: Anthology of pedagogical thought of Ancient Rus' and the Russian state of the XIV-
XVII centuries / Comp. S. D. Babishin, B. N. Mityurov. - M., 1985. - P. 167.
Since the emergence of the teaching profession, teachers have been assigned
the entire educational, single and indivisible function. A teacher is an educator
mentor. This is his civic, human purpose. This is exactly what I had
in mind A. S. Pushkin, dedicating to his beloved teacher, professor of moral
Sciences A.P. Kunitsyn (Tsarskoye Selo Lyceum) the following lines: “He created us, he
raised our flame... The cornerstone was laid by him, the pure lamp was laid by him
kindled."
2 Pushkin A. S. Complete works: In 10 volumes - L., 1977. - T. 2. - P. 351.
The tasks facing the school changed significantly at different stages of development
society. This explains the periodic shift in emphasis from training to
education and vice versa. However, government policy in the field of education
almost always underestimated the dialectical unity of teaching and upbringing,
integrity of the developing personality. How you can’t teach without providing
educational influence, it is impossible to solve educational problems without equipping
pupils have a rather complex system of knowledge, skills and abilities. Advanced
thinkers of all times and peoples have never opposed learning and
upbringing. Moreover, they viewed the teacher primarily as an educator.
All nations and at all times have had outstanding teachers. Yes, the Great Teacher
The Chinese called him Confucius. In one of the legends about this thinker, he
conversation with a student: “This country is vast and densely populated. What does it lack?
teacher?" - the student turns to him. "Enrich her," the teacher answers. "But she
and so rich. How can I enrich her?” asks the student. “Teach her!”
exclaims the teacher.
A man of difficult and enviable fate, Czech humanist teacher Jan Amos Comenius
was the first to develop pedagogy as an independent branch
theoretical knowledge. Comenius dreamed of giving his people a collected
wisdom of the world. He wrote dozens of textbooks for school, over 260 pedagogical
works. And today every teacher, using the words “lesson”, “class”,
"vacation", "training", etc., does not always know that they all entered school together
with the name of the great Czech teacher.
Ya.A. Comenius asserted a new, progressive view of the teacher. This profession
was for him “excellent, like no other under the sun.” He compared
a teacher with a gardener lovingly growing plants in the garden, with an architect,
who carefully builds knowledge into all corners of the human being, with
a sculptor, carefully hewing and polishing the minds and souls of people, with a commander,
energetically leading the offensive against barbarism and ignorance.
1 See: Komensky Y.A. Selected pedagogical works. - M., 1995. - P. 248-
Swiss educator Johann Heinrich Pestalozzi spent all his savings on
creation of orphanages. He dedicated his life to orphans, tried to make
childhood is a school of joy and creative work. On his grave there is a monument with
an inscription that ends with the words: “Everything is for others, nothing for yourself.”
The great teacher of Russia was Konstantin Dmitrievich Ushinsky - the father of Russians
teachers. The textbooks he created have had a circulation unprecedented in history. For example,
"Native Word" was reprinted 167 times. His legacy consists of 11 volumes, and
Pedagogical works have scientific value today. He's so
characterized the social significance of the teaching profession: “An educator standing in
level with the modern course of education, feels like a living, active member
a great organism fighting the ignorance and vices of humanity,
a mediator between everything that was noble and lofty in past history
people, and the new generation, the keeper of the holy covenants of people who fought for the truth
and for good," and his work, "modest in appearance, is one of the greatest works
stories. States are based on this matter and entire generations live on it."
1 Ushinsky K.D. Collected works: In 11 volumes - M., 1951. - T. 2. - P. 32.
Searches for Russian theorists and practitioners of the 20s. XX century prepared in many ways
innovative pedagogy of Anton Semenovich Makarenko. Despite the established
education, as in everything else in the country, in the 30s. command and administrative
methods of management, he contrasted them with pedagogy, humanistic in essence,
optimistic in spirit, imbued with faith in creative powers and possibilities
person. The theoretical heritage and experience of A. S. Makarenko have become worldwide
confession. Of particular importance is the theory of childhood created by A. S. Makarenko.
collective, which organically includes subtle instrumentation and
a method of individualization that is unique in its methods and techniques
education. He believed that the work of a teacher is the most difficult, “perhaps the most
responsible and requiring not only the greatest effort from the individual, but also
great strength, great ability."
2 Makarenko A. S. Works: In 7 volumes - M., 1958. - T. V. - P. 178.
§ 2. Features of the teaching profession
The uniqueness of the teaching profession. A person's belonging to one or another
profession is manifested in the characteristics of his activities and way of thinking. By
classification proposed by E. A. Klimov, the teaching profession belongs to
a group of professions whose subject is another person. But pedagogical
a profession is distinguished from a number of others primarily by its way of thinking
representatives, a heightened sense of duty and responsibility. Due to this
The teaching profession stands apart, standing out as a separate group. Main
its difference from other human-to-human professions is that it
belongs to both the class of transformative and the class of management professions
simultaneously. Having as the goal of its activity the formation and
transformation of personality, the teacher is called upon to manage the process of it
intellectual, emotional and physical development, the formation of its
spiritual world.
people. Activities of other representatives of human-to-human professions
also requires interaction with people, but here it is related to
best understand and satisfy human needs. In the profession
The teacher's leading task is to understand social goals and direct the efforts of others
people to achieve them.
Features of training and education as social management activities
consists in the fact that it has, as it were, a double subject of labor. On the one side,
its main content is relationships with people: if a leader
(and the teacher is one) there are no proper relationships with those people
whom he leads or whom he convinces, this means that the most important thing in his
activities. On the other hand, professions of this type always require from a person
special knowledge, skills and abilities in any field (depending on
who or what he leads). A teacher, like any other leader, must
know well and represent the activities of students, the process of whose development he
leads. Thus, the teaching profession requires double training -
human science and special.
Thus, in the teaching profession, the ability to communicate becomes professionally necessary.
quality. Studying the experiences of beginning teachers allowed researchers to
in particular to V. A. Kan-Kalik, to identify and describe the most common
“barriers” of communication that make it difficult to solve pedagogical problems: discrepancy
attitudes, fear of class, lack of contact, narrowing of the communication function,
negative attitude towards the class, fear of teaching mistakes, imitation. However
if beginning teachers experience psychological “barriers” due to inexperience, then
experienced teachers - due to underestimation of the role of communication support
pedagogical influences, which leads to impoverishment of the emotional background
educational process. As a result, personal
contacts with children, without whose emotional wealth productive,
personal activity inspired by positive motives.
The uniqueness of the teaching profession lies in the fact that, by its nature,
has a humanistic, collective and creative character.
Humanistic function of the teaching profession. For the teaching profession
Historically, two social functions have been established - adaptive and humanistic
(“human-forming”). The adaptive function is related to the student’s adaptation,
pupil to the specific requirements of the modern socio-cultural situation, and
humanistic - with the development of his personality, creative individuality.
On the one hand, the teacher prepares his students for the needs of the given
moment, to a certain social situation, to the specific needs of society. But
on the other hand, he, objectively remaining the guardian and conductor of culture,
carries with it a timeless factor. Having as a goal the development of personality as
synthesis of all the riches of human culture, the teacher works for the future.
The work of a teacher always contains a humanistic, universal principle.
Consciously bringing it to the forefront, the desire to serve the future
characterized progressive teachers of all times. Thus, a famous teacher and
figure in the field of education in the mid-19th century. Friedrich Adolf Wilhelm
Disterweg, who was called the teacher of German teachers, put forward
the universal goal of education: service to truth, goodness, beauty. "In every
individual, in every nation a way of thinking called
humanity: this is the desire for noble universal goals."
To achieve this goal, he believed, a special role belongs to the teacher, who
is a living instructive example for the student. His personality conquers him
respect, spiritual strength and spiritual influence. The value of the school is equal to the value
1 Disterweg A. Selected pedagogical works. - M., 1956. - P. 237.
The great Russian writer and teacher Lev Nikolaevich Tolstoy saw in pedagogical
profession is primarily a humanistic principle, which finds its expression in
love for children. “If a teacher has only love for his work,” wrote Tolstoy, “he
there will be a good teacher. If the teacher has only love for the student, like a father,
mother, he will be better than that teacher who has read all the books but has no love
neither to the point nor to the students. If a teacher combines love for both work and
students, he is a perfect teacher."
2 Tolstoy L.N. Pedagogical essays. - M., 1956. - P. 362.
L.N. Tolstoy considered the freedom of the child to be the leading principle of teaching and upbringing. By
in his opinion, a school can be truly humane only when teachers are not
will regard it as "a disciplined company of soldiers, which is now
one commands, tomorrow another lieutenant." He called for a new type of relationship
between teachers and students, excluding coercion, defended the idea of development
personality as central to humanistic pedagogy.
In the 50-60s. XX century most significant contribution to theory and practice
humanistic education was introduced by Vasily Aleksandrovich Sukhomlinsky - director
Pavlysh secondary school in Poltava region. His ideas of citizenship and
humanity in pedagogy turned out to be consonant with our modernity. "Century
mathematics is a good catchphrase, but it does not reflect the whole essence of what
what's happening these days. The world is entering the Age of Man. More than ever
No matter what, we are obliged to think now about what we put into a person’s soul.”
1 Sukhomlinsky V.A. Selected pedagogical works: In 3 volumes - M., 1981. - T.
3. - pp. 123-124.
Education for the sake of the child’s happiness - this is the humanistic meaning of pedagogical
works of V. A. Sukhomlinsky, and his practical activities are convincing
proof that without faith in the child’s capabilities, without trust in him, all
pedagogical wisdom, all methods and techniques of teaching and education
insolvent.
The basis for a teacher’s success, he believed, was his spiritual wealth and generosity.
souls, well-mannered feelings and a high level of general emotional culture,
the ability to deeply delve into the essence of a pedagogical phenomenon.
The primary task of the school, noted V. A. Sukhomlinsky, is to
to discover the creator in every person, to put him on the path of original creativity,
intellectually fulfilling work. "Recognize, reveal, reveal, nurture,
nurturing in each student his unique individual talent means
raise the individual to a high level of flourishing human dignity."
2 Sukhomlinsky V.A. Selected works: In 5 volumes - Kyiv, 1980. - T. 5. - P.
The history of the teaching profession shows that the struggle of advanced teachers for
liberation of its humanistic, social mission from class pressure
domination, formalism and bureaucracy, conservative professional structure
adds drama to the fate of the teacher. This struggle becomes more intense as
complications of the social role of the teacher in society.
Carl Rogers, one of the founders of modern humanistic
directions in Western pedagogy and psychology, argued that society today
interested in a huge number of conformists (adapters). It's connected
with the needs of industry, army, inability and, most importantly, unwillingness
many, from ordinary teachers to senior managers,
part with your albeit small, but power. "It's not easy to get deep
humane, trust people, combine freedom with responsibility.
The path we present is a challenge. It does not imply simple acceptance
itself of the circumstances of the democratic ideal."
1 Rogers S. Freedom to learn for the 80s. - Toronto; London; Sydney, 1983. - P.
This does not mean that a teacher should not prepare his students for
specific needs of the life they will need in the near future
turn on. Raising a student who is not adapted to the current situation, the teacher
creates difficulties in his life. Raising an Overadapted Cock
society, it does not form in it the need for purposeful change as
himself and society.
The purely adaptive orientation of the teacher’s activities is extremely negative
affects him as well, as he gradually loses his independence
thinking, subordinates his abilities to official and unofficial instructions,
ultimately losing their individuality. The more the teacher subordinates his
activity in the formation of the student’s personality, adapted to specific
demands, the less he acts as a humanist and moral
mentor. And vice versa, even in the conditions of an inhumane class society
the desire of advanced teachers to oppose the world of violence and lies to human
care and kindness inevitably resonate in the hearts of the pupils. That's why I.G.
Pestalozzi, noting the special role of the teacher’s personality, his love for children,
proclaimed it as the main means of education. "I didn't know the order
neither method nor art of education, which would not be a consequence of my
deep love for children."
2 Pestalozzi I.G. Selected pedagogical works: In 2 vols. - M., 1981. - T. 2.
The point, in fact, is that the humanist teacher not only believes in
democratic ideals and the high purpose of their profession. He is his
activities bring the humanistic future closer. And for this he must be
active myself. This does not mean any of his activities. Yes, often
There are teachers who are overactive in their desire to “educate.” Speaking
subject of the educational process, the teacher must recognize the right to be
subjects and students. This means that he must be able to bring them
to the level of self-government in conditions of trusting communication and cooperation.
The collective nature of pedagogical activity. If in other professions
group "person-person" the result, as a rule, is a product of activity
one person - a representative of the profession (for example, a seller, a doctor,
librarian, etc.), then in the teaching profession it is very difficult to isolate the contribution
each teacher, family and other sources of influence
into a qualitative transformation of the subject of activity - the student.
With the awareness of the natural strengthening of collectivist principles in pedagogical
profession, the concept of the total subject of pedagogical
activities. The collective subject is broadly understood as pedagogical
the staff of a school or other educational institution, and in a narrower circle - a circle
those teachers who are directly related to a group of students or
to an individual student.
A.S. attached great importance to the formation of the teaching staff.
Makarenko. He wrote: “There must be a team of educators, and where educators
are not united into a team and the team does not have a single work plan, a single
tone, a single precise approach to the child, there cannot be any
educational process."
1 Makarenko A. S. Works: In 7 volumes - M., 1958. - T. 5. - P. 179.
Certain traits of a team are manifested primarily in the mood of its members,
their performance, mental and physical well-being. This phenomenon
called the psychological climate of the team.
A. S. Makarenko revealed a pattern according to which pedagogical
the teacher's skill is determined by the level of formation of the pedagogical
team. “The unity of the teaching staff,” he believed, “is completely
defining thing, and the youngest, most inexperienced teacher in a single, welded
a team headed by a good master leader will do more than
any experienced and talented teacher who goes against