MODERN CONCEPTS OF EDUCATION

The concept, if we turn to the philosophical encyclopedic dictionary and the explanatory dictionary of the Russian language, is understood as a system of views on something, the main idea, the leading idea, the guiding idea. Based on this understanding of the term "concept", it is possible to define the concept of education as a system of views of an individual scientist or a group of researchers on the educational process, its essence, purpose, principles, content and methods of organization, criteria and indicators of its effectiveness. Therefore, when presenting and explaining the provisions of the concepts of education, we use the following scheme of their presentation.

Definition of the term "education".

Purpose and principles of education.

The mechanism of education.

Criteria and indicators of the effectiveness of the educational process.

This order of presentation allows a more concise and holistic presentation of the conceptual views of an author on the process of education, and therefore relieves the reader of the need to focus on some particular details, the abundance of which makes it difficult to holistically perceive the concept of the scientist and does not contribute to the formation of systemic vision of the process of education.

Systemic construction of the upbringing process

The draft of this concept was developed in 1991 by scientists from the Institute of Theory and History of Pedagogy of the Academy of Pedagogics of the USSR together with scientists and practitioners from various regions. Soviet Union. Since then, this document has been amended and amended. The most complete and detailed systemic views on the process of raising children in an educational institution are set out in the book “Education? Education ... Education! Its authors are famous scientists Vladimir Abramovich Karakovsky. Lyudmila Ivanovna Novikova, Natalya Leonidovna Selivanova.

The concept of "education". In this concept upbringing regarded as purposeful management of the process of personality development. It is part of the process of socialization and proceeds under certain social and pedagogical control. The main thing in it is the creation of conditions for the purposeful systematic development of a person as a subject of activity, as a person and as an individual.

Outlining his understanding of education and its essence, V.A. Karakovsky, L.I. Novikov and N.L. Selivanova emphasize that it is necessary to manage not the personality, but the process of its development. And this means that priority in the work of the educator is given to methods of indirect pedagogical influence: there is a rejection of frontal methods, slogans and appeals, refraining from excessive didacticism, edification; instead, dialogic methods of communication, a joint search for truth, development through the creation of educational situations, and various creative activities come to the fore. Basic concepts:

in the improvement of man they see not a means of the well-being of society, but the goal of social life;

personality development is not driven into the “bed of social order”, but involves the identification and improvement of all the essential forces of a person;

the individual himself is not thought of as being led, controlled, but as the creator of himself, of his circumstances.

Purpose and principles of education. Developers of the concept of society education should be aimed at a comprehensive harmonious development personality. “From the depths of lawsuits,” writes V.A. Karakovsky, “the dream of mankind of a free, comprehensively developed, harmonious personality has come down to us, and there are no grounds even today to refuse it as a super goal.” However, each teaching staff, focusing in their activities on this goal-ideal, must concretize it in relation to their conditions and capabilities.

At present, according to the authors of the concept, it is advisable to focus the efforts of teachers on solving five subtasks. Firstly, this is the formation of a holistic and scientifically based picture of the world in children. Children learn a lot about the world around them in the family, kindergarten, at school, on the street, from television and radio programs, films. As a result, they form a picture of the world around them, but this picture, as a rule, is mosaic. The task of the school and its teachers is to enable the child to imagine, to feel complete picture peace. Both the educational process and extracurricular activities are aimed at solving this problem. The second, no less important task is the formation of civic self-awareness, the self-awareness of a citizen responsible for the fate of their homeland. The third task is to familiarize children with universal human values, to form their behavior adequate to these values. The fourth is the development of a growing person's creativity, "creativity" as a personality trait. And the fifth - the formation of self-consciousness, awareness of one's own "I", helping the child in self-realization. Effective Solution The totality of the listed tasks is possible only if an integral educational system of a humanistic type is built in an educational institution.

The fundamental ideas of the humanistic system of education are assigned a role in the concept principles educational process. These include the following:

1) personal approach in education: personality recognition developing person higher social value; respect for the uniqueness and originality of each child; their recognition social rights and freedoms; orientation on the personality of the educated person as a goal, object, subject, result and indicator of the effectiveness of education; attitude towards the student as a subject own development; reliance in educational activities on the entire body of knowledge about a person, on the natural process of self-development of an emerging personality, on knowledge of the laws of this process;

2) a humanistic approach to building relationships in the educational process, because only respectful relationship between teachers and children, tolerance for the opinion of children, a kind and attentive attitude towards them create psychological comfort in which a growing personality feels protected, needed, significant;

3) environmental approach in educational activities, i.e. using the possibilities of the internal and external environment of the school in the development of the child's personality;

4) a differentiated approach to raising children , which is based on the selection of the content, forms and methods of educational work, firstly, in accordance with ethnic and regional cultural-historical, socio-economic and socio-psychological conditions, and secondly, in connection with the characteristics of nominal and real groups, in - thirdly, according to the leading functions of educational institutions, fourthly, taking into account the unique originality of the participants in the educational process;

5) natural conformity of education, which implies the obligatory consideration of the gender and age characteristics of students and the implementation of such provisions as:

Determining the level of development of personal properties that is possible for a given gender and age of students, the formation of which should be oriented;

Reliance in their formation on the motives and needs of students of a particular gender and age;

overcoming the contradictions characteristic of given age and manifested in the social situation of development and in the leading form of activity of the student;

study and education of the student's individual-personal properties in the general structure of age-sex manifestations;

construction of psychological and pedagogical diagnostics and correction of behavior, taking into account the periodization of ages accepted in science;

ensuring the relationship of psychological and pedagogical diagnostics, consultation and correction;

6) cultural conformity of education, i.e., reliance in the educational process on the national traditions of the people, their culture, national-ethnic rituals, habits;

7) aestheticization of the environment of life and development of the child

The content of the educational process The basis of the content of education is universal human values. One of the authors of the concept, V.A. Karakovsky believes that in the process of educational activity it is necessary to turn to fundamental values, the orientation towards which should give rise to good traits, highly moral needs and actions in a person. From the entire spectrum of human values, he singles out eight, such as Man, Family, Labor, Knowledge, Culture. Fatherland, Earth. world, and shows their significance for the content and organization of the educational process as follows:

« Human- absolute value, the highest substance, "the measure of all things." The human problem has always been main problem philosophy as a concept of personality has always been the main concept of pedagogy. But in no other issue was there so much confusion, hypocrisy and demagoguery as in this one. Today, humanism is returning to its individual beginning, from a means a person becomes an end. The personality of the child from a super-task that has little effect on the practice of education becomes a truly real value.

In fairness, it must be said that the reorientation of the entire education system to a person, a child, a student is just beginning, so one should not indulge in premature euphoria. However, even today, the practical tasks of the teacher have become the identification and development of all the essential forces of the child, the suggestion to each pupil of the consciousness of his own uniqueness, inducing him to self-education, to become the creator of himself.

It is important that these tasks be carried out according to the laws of good justice, so that the self-realization of each person does not suppress the dignity and interests of other people. The human world is the interaction of people. In each of your actions, you must learn to see and express your attitude towards another person.

A family- the initial structural unit of society, the first team of the child and the natural environment for its development, where the foundations of the future personality are laid. For a teacher, it is axiomatic to say that the marriage of two people still makes up a family. A family arises when a child appears in it. So the children are main feature families. For many years, our country was dominated by an orientation towards social and state education from infancy. This weaned many parents from real educational activities. Today, the school and the family have a lot to do to revive people's sense of family honor, responsibility for the family name. Children and parents should be aware of the history of the family as part of the history of the people, study the images and deeds of their ancestors, take care of the continuation of the family, preserving and multiplying its good traditions. At the same time, the revival of folk pedagogy and its professional projection on today's educational reality is relevant. The restructuring of views on the role of the family, the revival of its natural purpose requires both time and certain conditions. And in order for the family to again become the greatest moral value in the minds of people, it is necessary to start from childhood, from school.

Work- the basis of human existence, "the eternal natural condition of human life." A person works not only to earn money. He works because he is a man, because it is precisely the conscious attitude to labor that distinguishes him from the animal, most naturally expresses his human essence. Anyone who does not understand this destroys a person in himself. Introducing children to work has always been an important part of education. However, formalism and primitivism, the separation from the nature of the child, is slowly overcome in this matter. Often, work at school is considered as a self-sufficient component of education, as a universal means, while only physical labor is taken into account. Today it has been proven that labor is educationally effective if it is diverse, productive, associated with the development of creativity and included in the humanistic educational system. The task of the teacher is to spiritualize children's labor, to make it constructive, creative, to instill in children respect for people who have achieved success in life through honest work, to teach charity, disinterestedness, and good work. Labor is good when it develops and realizes the actual needs of the child, is socially significant and is aimed at mastering the surrounding world by the pupil. At the same time, today it is relevant to educate children in efficiency, enterprise, commitment, a sense of honest partnership, mastering the basics of economic knowledge, modern management.

Knowledge- the result of diverse, primarily creative, work. The knowledge of the students is the measure of the work of the teacher. The educational essence of knowledge is that it is not an end in itself, but a means to achieve the goal - the development of the student's personality. In a broad sense, knowledge is the assimilated diverse social experience in a generalized form. In this sense, learning takes place not only in the school. The educational process taking place in it does not always contribute to human development. They educate only those knowledge that is a subjective value for the student, have a moral orientation. The knowledge gained in school has three main characteristics. Depth is an understanding of the essence of an object or phenomenon, proximity to the truth. Here the ability to think, understand, analyze, generalize, draw conclusions comes to the fore, i.e. the most valuable mental operations take place. The strength of knowledge presupposes their rapid and accurate reproduction, which is given mainly by training and memory. The diversity of knowledge is broad awareness, which implies knowledge of not only programmatic, but also additional material. This is knowledge acquired voluntarily, out of interest, curiosity or benefit. AT younger age knowledge serves to cognize the external world, they do not yet merge with the personality of the student. In high school, a student, discovering his inner world, uses them for self-knowledge. It's like he puts them on. This is where the subjective position of a brightly educational character arises.

culture- the great wealth accumulated by mankind in the sphere of the spiritual and material life of people, the highest manifestation of the creative forces and abilities of man. Education must be culturally appropriate. The task of the teacher is to help students in mastering the material and spiritual culture of their people, its treasures. At the same time, it must be borne in mind that one of the main features of the Russian national character is high spirituality, constant moral quests that elevate a person. Intelligence can be considered a measure of culture and upbringing. Shakespeare and Pushkin came to the same conclusion: the cause of all human troubles is ignorance. Intelligence is the opposite of rudeness and ignorance. Today this is especially true, because we are experiencing a rampant practicality. There is a powerful commercialization of the spiritual sphere, especially art. Pragmatists rudely tear off the veil of the mystery of high creativity from him, deform the aesthetic tastes of young people, slipping pornography and cruelty on them. Many great people of this world saw the salvation of mankind in beauty, in artistic creativity, in high culture. It is true culture that combines the eternal desire of mankind for truth, goodness and beauty. If the school introduces children to the world of beauty, it contributes to the culture of everyday life and human relations. The development of high taste and rejection of vulgarity, culture of behavior and aestheticization of the environment, the need to build life according to the laws of beauty and harmony - it is the main guarantor of the spiritual existence of society.

Fatherland- the only unique Motherland for each person, given to him by fate, inherited from his ancestors. Today patriotic feeling each of us is subjected to serious trials: the Fatherland has changed. The task of the teacher is to cultivate a respectful, caring attitude to the history of his people. This quality of a citizen was well expressed in his time by A.S. Pushkin: “I swear on my honor that for nothing in the world I would want to change the Fatherland or have a different history than the history of our ancestors. Today, when the “pendulum effect” works in looking at the past, the school should not succumb to the prosecutor’s tone in assessments; it is necessary to abandon the sentence to the ancestors, from the destruction of history. This only leads to a historical inferiority complex, gives rise to the psychology of an unfortunate people and a person who is a victim of history. From here it is not far from the mood of revanchism, retribution for the "cursed past." Pain for the mistakes and tragedies of past generations should to evoke an active, creative position.The feeling of the Motherland is formed not only under the influence of the past, but also by participation in the life of one's contemporaries-compatriots, a personal contribution to the good of the Fatherland.

Earth - common Home humanity entering a new civilization of the 21st century. This is the Land of people and wildlife. Every child is a natural philosopher who cares about the world's problems. Already in childhood, he has an image of the world, which has a pronounced emotional character. Initially, this is a kind of metaphor, a myth, a fairy tale. Then it's time to collect information. In early youth, the image of the world is often painted in romantic tones. In high school, it's time for realism, based on scientific knowledge. As reality is comprehended, the image of the world becomes more and more complicated, acquiring many differentiated features. Teachers should help the student to imagine the integrity, indivisibility of the world, the interconnection of all world processes, help them realize themselves as part of this vast whole, teach them to cherish it as the greatest value. It is necessary to understand that the future of the Earth depends on how today's children who have become adults will treat it. If they manage to feel like earthlings, master planetary thinking, they will be able to save the planet from catastrophes and cataclysms predicted for it in the new century. In the meantime, integrated processes in education are especially important today, capable of creating a holistic image of the world; also invaluable environmental education, the formation of a sustainable interest in universal problems.

World- peace and harmony between people, nations and states is the main condition for the existence of the Earth, human civilization. The actual tasks of education are to overcome distrust and suspicion in people towards any peoples and nations, to reject the image of the enemy, to develop peacekeeping activities, to include children and adults in public diplomacy, and most importantly, to create an atmosphere of civil peace and national harmony in every school. Sometimes the solution to the most complex problems lies in the realm of simple human relationships. If each school and its immediate surroundings become a zone of peace and tranquility, this will ease both social and national tension. In a certain sense, we can say that the unity of actions of teachers can save the planet from destruction. Many problems of our time are being solved today through the school and with its participation.”

In order for the listed values ​​to become the basis of the content and process of educating schoolchildren as a whole, teachers and heads of educational institutions are offered several ways to familiarize children with universal human values.

the first way - the creation of a comprehensive program of education in an educational institution, built on these values;

the second way is the formation of separate targeted programs, for example, "The Spiritual History of Russia", "Our Small Motherland", "Intellectual Culture of the Personality", "The Family is the Moral Value of Man", "Young Citizens of Russia", etc.;

the third way is the development, together with children, of peculiar social contracts that fix the norms of communication and relations adopted in a particular team, the basis of which are universal human values.

A fourth way is also possible, by the way, often chosen class teachers when they make up one of the sections of the educational work plan according to the following scheme:

World

The mechanism of education, The main mechanism of education is the functioning of the educational system of an educational institution, within which the most favorable conditions are designed and created for comprehensive development students.

Under the educational system, the authors of the concept, who are at the same time the developers of the theoretical and methodological foundations for using a systematic approach in education, understand "a holistic social organism that arises in the process of interaction of the main components of education (goals, subjects, their activities, communication, relationships, material base) and has such integrative characteristics, like the way of life of the team, its psychological climate. It goes without saying that the education system must be humanistic and have the following features:

the presence of a holistic image of their own school shared and accepted by both adults and children, an idea of ​​its past, present and future, its place in the world around it, its specific features;

eventful nature in the organization of people's life, the integration of educational influences through their inclusion in collective creative affairs;

formation healthy lifestyle life of an educational institution, in which order, positive values, major tone, dynamism of the alternation of various life phases prevail (eventfulness and everyday life, holidays and weekdays)

pedagogically expedient organization of the internal environment of the educational institution - subject-aesthetic, spatial, spiritual, the use of educational opportunities of the external (natural, social, architectural) environment and participation in its pedagogization;

implementation protective function schools in relation to the personality of each student and teacher, turning into a kind of community, the life of which is built on the basis of humanistic values.

The authors of the concept believe that for the successful implementation of educational functions, teachers need, on the one hand, to use various types and forms of activity in the upbringing and development of schoolchildren, and on the other highlight in a wide range of activities some view as a backbone, playing a paramount role in building the educational system and shaping the unique individuality of the general school team. A particular type of activity becomes a system-forming factor when it meets the following requirements:

this type of activity does not formally, but actually corresponds to the goals of the educational system;

it expresses the dominant collective need and is prestigious and meaningful to most students;

the teaching staff highly professionally owns the methodology of its use in the educational process;

system-forming links are formed with other types of joint activities of children and adults;

there are financial, logistical and other prerequisites for its development.

To integrate educational influences on the personality of the child and increase the effectiveness of their developmental influence in the practice of systemic education, such a pedagogical tool as a key case is used. Often the key is called a “large dose of education”, since it includes the main aspects of education in their interconnection and interaction and has a holistic pedagogical impact on the intellectual, spiritual, moral, emotional and volitional spheres of the child. Most often, all schoolchildren from grades 1 to 11, all teachers, regardless of the subject taught and class management, parents and friends of the school team, most often take part in its preparation and implementation. The organization of key cases allows you to destroy inter-age barriers of interaction, strengthen interpersonal ties, satisfy natural needs members of the school community in communication, creative self-expression, recognition, teamwork.

The leaders and teachers of the educational institution strive to ensure that the educational system functioning in the educational institution performs the following functions:

developing, aimed at stimulating and supporting positive changes in the personality of the child, teacher, parent, to ensure the development of the team and the whole organism of the educational institution;

integrating, facilitating the connection into one whole of previously disparate and inconsistent educational influences;

regulatory, associated with the streamlining of pedagogical processes and their influence on the formation of the personality of the child, student and teaching teams;

protective, aimed at increasing the level of social protection of students and teachers, neutralizing the influence of negative environmental factors on the personality of the child and the process of his development;

compensatory, involving the creation of conditions in an educational institution to compensate for the insufficient participation of the family and society in ensuring the life of the child, the disclosure and development of his inclinations and abilities;

corrective, which consists in the implementation of a pedagogically expedient correction of the behavior and communication of the student in order to reduce the force of the negative influence on the formation of his personality.

However, the process of formation and functioning of the educational system does not proceed spontaneously, but occurs due to purposeful managerial actions for its development. Management of the development of the educational system, but according to the authors of the concept, includes four main areas: modeling the educational system under construction, organizing the collective creative activities of members of the school community and orienting children and adults in the process of such activities to universal values, adjusting the relationships that arise in this process, rational use of educational environment potential.

Criteria indicators of the effectiveness of the educational process. Since the key concept of the concept is the educational system, the criteria-diagnostic apparatus was also developed to assess the state and effectiveness of the functioning of this pedagogical phenomenon. The developers divided the criteria into two groups with conditional names: "criteria of fact" and "criteria of quality". The first group allows you to answer the question whether there is an educational system in this school or not: and the second helps to form ideas at the level of development of the educational system and its effectiveness

The concept of systemic construction of the process of education (V.A. Karakovskiy, L.I. Novikova, N.L. Selivanova) In this concept, education is considered as a purposeful management of the process of personality development, it is emphasized that management is not a student's personality, but the process of his development. This implies the rejection of frontal methods, slogans and appeals, edification, and dialogic methods of communication, a joint search for truth. development through educational situations, various creative activities. The content of the educational process is based on fundamental human values. V.A. Karakovsky identifies 8 values: Man, Family, Labor, Knowledge, Culture, Fatherland, Earth, World, revealing their content and significance in the education of highly moral needs and actions of students. These values ​​imply the construction of a humanistic system of education at school. Ways to familiarize students with universal values: 1. Creation of a comprehensive program of education in an educational institution, built on these values. 2. Formation of individual target programs by teachers, class teachers, educators. 3. Development, together with children, of peculiar social contracts that fix the adoption in a particular team of norms of communication and relations, the basis of which is universal human values. The main mechanism of upbringing is the functioning of the educational system of the educational institution, within the framework of which the comprehensive development of the student takes place. The educational system of the school is an integral social organism that arises in the process of interaction of the main components of education (goals, subjects, their activities, communication, relationships, material base) and has such integrative characteristics as the lifestyle of the team, its psychological climate. The authors of the concept believe that for the optimal functioning of the school, it is not enough to use a variety of types and forms of activity, but a wide range of activities is also necessary, in which it is necessary to single out one type as the main, systematizing, playing a primary role. In this case, the school forms the unique individuality of the whole school team.

The fundamental ideas of the humanistic education system are assigned in the concept role of principles educational process. These include the following:

a) personal approach in education: recognition of the personality of a developing person as the highest social value;

respect for the uniqueness and originality of each child; recognition of their social rights and freedoms; orientation on the personality of the educated person as a goal, object, subject, result and indicator of the effectiveness of education; attitude towards the pupil as a subject of their own development; reliance in educational activities on the entire body of knowledge about a person, on the natural process of self-development of an emerging personality, on knowledge of the laws of this process;

b) a humanistic approach to building relationships in the educational process, after all, only respectful relations between teachers and children, tolerance for the opinions of children, a kind and attentive attitude towards them create psychological comfort in which a growing person feels protected, needed, significant;

c) environmental approach in educational activities,

using the possibilities of the internal and external environment of the school in the development of the child's personality;

G ) a differentiated approach to education children in which is based on the selection of the content, forms and methods of educational work, firstly, in accordance with ethnic and regional cultural-historical, socio-economic and socio-psychological conditions, secondly, in connection with the characteristics of nominal and real groups, in- thirdly, according to the leading functions of educational institutions; fourthly, taking into account the unique uniqueness of the participants in the educational process;

d ) natural conformity of education, which involves the obligatory consideration of the gender and age characteristics of students and the implementation of such provisions as:

Determining the level of development of personal properties that is possible for a given gender and age of students, the formation of which should be oriented;

Reliance in their formation on the motives and needs of students of a particular gender and age;

Overcoming the contradictions characteristic of a given age and manifested in the social situation of development and in the leading form of activity of the student;

The study and education of the individual-personal properties of the student in the general structure of age-sex manifestations;

Construction of psychological and pedagogical diagnostics, correction of behavior, taking into account the periodization of ages accepted in science;

Ensuring the relationship of psychological and pedagogical diagnostics, consultation and correction; -

e) cultural conformity of education, those. reliance in the educational process on the national traditions of the people, their culture, national-ethnic rituals, habits;

Many scientists, both here and abroad, have come to the conclusion that upbringing is a special area and cannot be considered as a supplement to training and education. The presentation of upbringing as part of the structure of education belittles its role and does not correspond to the realities of the social practice of spiritual life. The tasks of training and education cannot be effectively solved without the teacher entering the sphere of education. In this connection modern school considered as a complex system in which education and training act as the most important constituent elements of its pedagogical system.

The pedagogical system of the school is a purposeful, self-organizing system, in which the main goal is the inclusion of the younger generations in the life of society, their development as creative, active individuals who master the culture of society. This goal is realized at all stages of the functioning of the pedagogical system of the school, in its didactic and educational subsystems, as well as in the field of professional and free communication of all participants. educational process.

The axiological basis of the pedagogical system of the school is a theoretical concept, which includes leading ideas, goals, objectives, principles, pedagogical theories.

The theoretical concept is implemented in three interconnected, interpenetrating, interdependent subsystems: educational, didactic and communication, which, developing, in turn, influence the theoretical concept. Pedagogical communication as a way of interaction between teachers and pupils acts as a connecting component of the pedagogical system of the school. This role of communication in the structure of the pedagogical system is due to the fact that its effectiveness depends on the relationship that develops between adults and children (relations of cooperation and humanism, common care and trust, attention to everyone) in the course of joint activities.

Any pedagogical system of a school is characterized not only by the presence of connections and relations between its constituent elements (a certain organization), but also by an inseparable unity with the environment, in relations with which the system manifests its integrity. In this regard, the educational subsystem is closely connected with the micro- and macroenvironment. The microenvironment is the environment mastered by the school (microdistrict, locality), and as a macro-environment - society as a whole. The educational system of the school is able to largely subordinate to its influence environment. In this case, the school becomes a real center of education.

The interconnection and mutual influence of the didactic and educational subsystems within the framework of a single pedagogical system of the school is varied. The nature of the interdependence of subsystems is largely determined by the theoretical concept and other conditions for the development of the pedagogical system. There is a dialectical relationship between the nature of the educational subsystem and the state of the pedagogical system of the school as a whole: a developing school requires dynamic development of the educational system as well.

The educational system is an integral social organism that functions under the condition of the interaction of the main components of education (subjects, goals, content and methods of activity, relationships) and has such integrative characteristics as the lifestyle of the team, its psychological climate(L.I. Novikova).

The expediency of creating an educational system is due to the following factors:

integration of the efforts of the subjects of educational activities, strengthening the interconnection of the components of the pedagogical process (target, content, organizational and activity, evaluative and effective);

· expanding the range of opportunities through the development and involvement in the educational environment of the natural and social environment;

saving time and effort of the teaching staff, since continuity and dialectics in the content, methods of education ensure the achievement of the educational tasks set;

creation of conditions for self-realization and self-affirmation of the personality of a student, teacher, parent, which contributes to their creative self-expression and growth, the manifestation of a unique individuality, the humanization of business and interpersonal relations in a team.

Many scientists, both here and abroad, have come to the conclusion that upbringing is a special area and cannot be considered as a supplement to training and education. The presentation of upbringing as part of the structure of education belittles its role and does not correspond to the realities of the social practice of spiritual life. The tasks of training and education cannot be effectively solved without the teacher entering the sphere of education. In this regard, the modern school is considered as a complex system in which education and training act as the most important constituent elements of its pedagogical system.

The pedagogical system of the school is a purposeful, self-organizing system, in which the main goal is the inclusion of the younger generations in the life of society, their development as creative, active individuals who master the culture of society. This goal is realized at all stages of the functioning of the pedagogical system of the school, in its didactic and educational subsystems, as well as in the field of professional and free communication of all participants in the educational process.

The axiological basis of the pedagogical system of the school is a theoretical concept, which includes leading ideas, goals, objectives, principles, pedagogical theories.

The theoretical concept is implemented in three interconnected, interpenetrating, interdependent subsystems: educational, didactic and communication, which, developing, in turn, influence the theoretical concept. Pedagogical communication as a way of interaction between teachers and pupils acts as a connecting component of the pedagogical system of the school. This role of communication in the structure of the pedagogical system is due to the fact that its effectiveness depends on the relationship that develops between adults and children (relations of cooperation and humanism, common care and trust, attention to everyone) in the course of joint activities.

Any pedagogical system of a school is characterized not only by the presence of connections and relations between its constituent elements (a certain organization), but also by an inseparable unity with the environment, in relations with which the system manifests its integrity. In this regard, the educational subsystem is closely connected with the micro- and macroenvironment. The environment mastered by the school (microdistrict, settlement) acts as a microenvironment, and society as a whole acts as a macroenvironment. The educational system of the school is able to largely subordinate the environment to its influence. In this case, the school becomes a real center of education.

The interconnection and mutual influence of the didactic and educational subsystems within the framework of a single pedagogical system of the school is varied. The nature of the interdependence of subsystems is largely determined by the theoretical concept and other conditions for the development of the pedagogical system. There is a dialectical relationship between the nature of the educational subsystem and the state of the pedagogical system of the school as a whole: a developing school requires dynamic development of the educational system as well.

The educational system is an integral social organism that functions under the condition of the interaction of the main components of education (subjects, goals, content and methods of activity, relationships) and has such integrative characteristics as the lifestyle of the team, its psychological climate(L.I. Novikova).

The expediency of creating an educational system is due to the following factors:

integration of the efforts of the subjects of educational activities, strengthening the interconnection of the components of the pedagogical process (target, content, organizational and activity, evaluative and effective);

· expanding the range of opportunities through the development and involvement in the educational environment of the natural and social environment;

saving time and effort of the teaching staff, since continuity and dialectics in the content, methods of education ensure the achievement of the educational tasks set;

creation of conditions for self-realization and self-affirmation of the personality of a student, teacher, parent, which contributes to their creative self-expression and growth, the manifestation of a unique individuality, the humanization of business and interpersonal relations in a team.

b) the creation of a series of specific prerequisites for organizing the life of pupils on a non-violent basis and the formation of a position of non-violence in them at different stages of ontological development.

These conditions are feasible if pupils are given freedom of choice, when all types of activities have non-violent content, priority is given to a positive evaluative dominant, if the pupils' parents are actively involved in the problems of developing students' ability to non-violent interaction.

The concept of systemic construction of the upbringing process(V.A. Karakovsky, L.I. Novikova, N.L. Selivanova).

Education is understood as a purposeful management of the process of personality development.

The purpose of education is the all-round harmonious development of the personality. The goal is achieved by solving the following tasks of education:

1) the formation of a holistic and scientifically based picture of the world among pupils;

2) the formation of civic consciousness of the individual;

3) introducing students to universal values;

4) development of creativity in the pupil;

5) the formation of self-consciousness and awareness of the individual's own "I", helping the pupil in self-realization.

The implementation of the designated goals and objectives requires the creation of a humanistic system of education, the content of which is universal human values, such as Man, Family, Labor, Knowledge, Culture, Fatherland, Earth, Peace.

System-role theory of personality formation (N.M. Ta-lanchuk). Upbringing is a process of human studies, proceeding as a regulation of the development of a system of social roles by a person.

Human science is a guide to the human ideal.

The purpose of education is the formation of a harmoniously developed personality, ready and able to fully master the system of social roles.

A person masters social roles when he joins a certain community of people, when he has to be active in inheriting and increasing social Values.

Mastering this role, a person acquires qualities that allow him to become a person. So, a person objectively becomes a family man and fulfills his marital, filial-daughter duty or a professional capable of doing his job masterfully; a citizen of a country with a high moral, aesthetic, legal, environmental culture, etc.

For the process of education, the main thing is the creation of pedagogically appropriate conditions for the assimilation of knowledge, ideals, norms of behavior, relations between people in various spheres of life by a growing person. Educational institutions and other social institutions should purposefully prepare their pupils to fulfill various social roles.

Education as a pedagogical component of socialization(M. I. Rozhkov). Education is understood as a pedagogical component of the socialization process, which involves targeted actions to create conditions for human development.

The goals of education are divided into two groups: ideal - the ideal of a harmoniously developed person; real, concretized in accordance with the characteristics of pupils and the specific conditions of their development.

The result of education is social development a person, suggesting a positive change in his views, motives, real actions. Education should ensure the assimilation of the system of humanistic values ​​by the pupils, the development of all existing spheres of a person: intellectual, motivational, emotional, subject-practical, existential, volitional, the sphere of self-regulation.

Raising a child as a person of culture(E. AT. Bondarevskaya). Education is understood as a process of pedagogical assistance to the pupil in the formation of his subjectivity, cultural identification, socialization, life self-determination.

The purpose of education is a holistic person of culture.

A man of culture is:

a) a humane, spiritual, creative and adaptive personality; b) a citizen;

c) a moral person;

d) a person with a developed need to search for the meaning of life, with a pronounced focus on creative activity.

The starting position of this concept is that education performs progressive and stabilizing functions in society:

Preservation, reproduction and development of culture;

Servicing the historical process of generational change;

Free development of the individual as a subject of culture, his own development and life-creation.

The ideology of education is presented in the form of a set of provisions expressing the interests of children, youth who need social protection acquiring the rights of a person and a citizen to education and familiarization with the values ​​of human culture, creative development and self-determination.

Education is carried out within the framework of personality-oriented education, which is a part of culture, which, on the one hand, feeds on it, and on the other hand, influences its preservation and development through a person. The ascent of a person to universal values ​​and ideals of culture is facilitated by the cultural functions of education.

The most important of them - humanitarian. Its essence is the preservation and restoration of human ecology, his bodily and mental health, the meaning of life, personal freedom, spirituality, and morality.

To do this, it is necessary to show the personality the mechanisms of understanding, mutual understanding, communication, cooperation, dialogue, as well as to protect and provide pedagogical support for the individuality of the pupil, identifying his life problems together with the pupil. General pedagogical support for all pupils creates emotional background benevolence, mutual understanding and cooperation, and the individual-personal one provides diagnostics of development, training, upbringing of each of them.

Kulypurosozidatelnaya, or culture-forming, the function contributes to the preservation, reproduction and development of culture by means of education.

To implement this function, it is necessary to carry out the selection of cultural content and recreate in educational structures cultural patterns and norms that design visible elements of the cultural environment, the cultural structure of people's social life. A necessary condition for this is the integration of education into culture and, conversely, culture into education.

Socialization function manifests itself in the process of joint activity and communication in a certain cultural environment. Its products are personal meanings that determine the relationship of the individual to the world, social position, self-consciousness, the value-semantic core of the worldview and other components of individual consciousness, the content of which indicates what the person takes from social experience and how much he takes and how his psyche takes these acquisitions. qualitatively recycles, What gives them value. In order for socialization to take place without significant losses for the individual, education must lay in it the mechanisms of adaptation, life-creation, reflection, survival, and preservation of one's individuality.

The concept of forming a lifestyle worthy of a Human(N.E. Shchurkova). Upbringing is understood as a purposeful, organized by a professional teacher, the ascent of a child to the culture of modern society as the development of the ability to live in it and constructively build their own life worthy of a Human.

The goal of education is a person who is able to build his life worthy of a Human.

Education is considered as a factor in the entry of Russian society into the context of world culture. Concerning:

Education must be viewed from the standpoint of culture;

The components of education are the development, assimilation and appropriation of the world by a child at the level of modern culture;

The field of the educational process extends to the entire life of the pupil;

The idea of ​​the content of the life of a worthy Man appears as an endless chain of eternal problems of life, the solution of which does not exhaust the problem, but raises a number of new ones, from which it follows that education is taming to an independent choice. life path, lifestyle and responsibility for your choice.

Education is aimed at familiarization with the values ​​of culture in the following sequence: the life of Nature, the life of Man, the life of Society, a way of life worthy of Man, the inner world of man.

Education in the context of culture is an appeal to the accumulators of culture: science, art, morality, personalities, material objects - the choice of which is determined by a tripartite approach: "I KNOW, I CAN, I LOVE".

The educational process is a purposeful, two-sided, information-activity, collective-creative, communicative, controlled process, addressed to the spiritual world of the individual.

The basis of the concept is a personality-oriented approach.

The concept of self-organized pedagogical activity(S. V. Kulnevich). This concept is of particular importance for the design of the educational system of a college or university.

Education is understood as a process of self-organization of the individual by means of his internal resources, requiring a certain external initiation.

The leading idea of ​​the concept is the idea of ​​the formation of personal structures of consciousness of students and teachers as a source and mechanism of self-organized pedagogical creativity. It differs from creative tasks» by the fact that the teacher can accept pedagogical solutions, guided by the prompts of a specially developed consciousness. The idea of ​​prioritizing the role of personal structures of consciousness and the formation of the experience of self-organization is based on a synergistic interpretation of the phenomenon of self-realization, which consists in the ability of the system to self-transform into a new quality, i.e. to self-development. Both the consciousness of the teacher and education can act as a system. One of essential conditions actualization of this ability are the states of instability (crisis) of the situation. The transition to a new state is accompanied by experiences, awareness of the situation itself and one's place in it. This leads to the emergence of two types of personal position: social mimicry, i.e. complete subordination to environmental conditions with the inevitable assimilation and degradation of the individual, or active creative activity to transform the situation.

Among the laws of self-organization, the most important place is occupied by the law of development of self-organizing systems. Its essence is that becoming stronger new system takes place in the conditions of its openness, being in a crisis state, characterized by instability, non-equilibrium, non-linearity. In order to achieve proper stability, a new structure in the process of evolution and the deviations and accidents that accompany it must “survive” on its own.

Methodologically significant for the development of pedagogical aspects of self-organization are the following provisions:

The system of personality or the system of education itself forms its boundary;

The development of the personal system is not unilinear, non-equilibrium, alternative and chaotic;

The concepts of self-organization are a kind of antidote against doctrinal ideology in education;

The concepts of self-organization open up a new dimension in the study of spontaneous processes, introducing elements of soft and fine regulation into them. One of the elements of such regulation is the process of professional training of the future teacher;

The management of this process should be tuned to "launch" the mechanisms of self-organization, potentially embedded in the individual's personal system;

Regulation must take into account the delicacy of the mechanism of self-organization: control actions must correspond to its humane nature, otherwise they will destroy self-organization.

Self-organization is the property of any system to self-development by means of building up, “growing” out of itself new, more Viable structures. Pedagogical self-organization is the teacher's ability to "self-cultivate" his internal resources - personal structures of consciousness that give a humane meaning to his activity. Internal resources require some external initiative. In self-organizing systems, the main development factor is internal. Internal resources -* these are personal structures of consciousness: criticality, motivation, reflection, collision, mediation, autonomy, etc. They form the personal experience of consciousness of one's own picture of the world. The phenomenon of self-organization of consciousness is mediated by the processes of comprehension, rethinking and a certain discrediting of both the traditional content of pedagogical activity and the comprehension of its new guidelines.

The educational activity of a modern teacher is characterized by understanding and empathic participation, the provision of pedagogical support to pupils. Therefore, the future teacher must have the skills of designing a socio-cultural environment, building psychological and pedagogical conditions for the normal development of a person at the main stages of ontogenesis. There is a change in the requirements for the work of a teacher: from the ability to translate and form a program volume of knowledge - to the ability to solve creative problems, form a multidimensional consciousness of the pupil, develop his ability to self-realization. In this regard, the future teacher, to a greater extent, should become not a subject and methodologist, but a phenomenologist of a new type of education. Let us define the meaning and content of phenomenological activity.

Phenomenology is:

1) the doctrine of the ways and means of the development of human consciousness, understood as the self-development of the moral (spiritual) side of the personality;

2) the doctrine of phenomena, i.e., unusual, paradoxical phenomena that are given to us not only in sensory perception, but also in semantic meaning;

3) a sense-search method of in-depth knowledge of internal sources, connections, mechanisms of development, the meaning of phenomena;

4) the path of humane organization of the cognizing consciousness. The phenomena of choice, freedom, morality, self-realization -

this is not only the result of the influence of external factors, such as the environment, conditions of existence, ethnic patterns of behavior, but also internal factors, primarily consciousness and its internal content - personal structures in the form of reflection, criticality, motivation. Internal factors determine the purposefulness, interest, will to self-realization and self-affirmation of the individual. FROM phenomenological point of view, the mechanism of cognition of values ​​is “launched” using the following principles:

1) the principle of self-formation of problematic thinking, which allows a person to realize the meaning and content of universal values, ways to implement them in life through independent goal setting. Problem thinking helps a person decide for himself the question of his position between reality and the ideal requirement;

2) the principle of humanizing values ​​- only through a person do values ​​affect the world, giving him power over things, allowing him to interfere in the natural course of events and change it, guided by a categorical (moral) imperative. For this, values ​​must be accepted at the level of personal meaning, i.e. be understood and accepted as having value to the individual;

3) the principle of experiencing the content of values. Phenomenology offers the person who chooses to explore the facts from their inner, not clearly marked, but always defining side. Such a view primarily refers to what consciousness experiences, i.e. to the values ​​that make up its content;

4) the principle of phenomenological reduction. Reduction as a return, simplification, purification makes it possible to reduce to one point, to concentrate the concepts of values ​​“scattered” in space and time.

Of the phenomenological meaning-generating factors that consciousness introduces into the scheme of life through a person, the factors of intelligible and moral feeling are of the greatest interest from the standpoint of the phenomenology of education.

The intelligible feeling establishes the "objectifying" axis of the sphere of existence. The intellect uses this sense to find meaning in all manifestations of natural life and develop projects for its endless expansion. The intellect is objective because it is in front of us and brings into our perception the verification, evaluation, pleasure, transformation in accordance with the order invented by us and designed to rule this world.

The moral sense leads the subjectivizing axis of human meanings through which man develops as a self-organizing being. Through the moral sense, a self-directed line of individual behavior is introduced.

Moral feelings - concern for our personal and public interests - allow a person to evaluate his position in the unity of all living things. Moral feelings define the social sphere) in which participants take into account the interests, inclinations and feelings of others.

A person can find support for building himself in moral values ​​that correspond to his subjective experience of morality. Let us denote the difficulties in the implementation of the concepts of education and their development:

The absence of a general theoretical approach to education as a continuous process from a preschooler to a student of a professional school;

The variety of interpretations of the very concept of "education";

The range of opinions in the definition of the subject of education: these are feelings, and a system of social roles, and spirituality, and a focus on success;

The absence of all-Russian, all-people sets of life values ​​formulated at the intersection of three main axes: individualism - collectivism; pragmatism - spirituality; atheism - faith;

The social stratification of Russian society is evident. At the present stage, there is a danger of its noticeable stratification by income category, which now exists only in large metropolitan areas. This trend poses a real threat to the creation of a unified upbringing strategy;

Hierarchization of the values ​​of social consciousness. There are three planes of values: existential (life, being, creation); moral: goodness, faith, beauty, truth, freedom: moral (dignity, honor, duty, responsibility, tolerance).

When developing an upbringing strategy in the educational system, it should be taken into account that the implementation process consists of the following strategies:

1) conservation strategies (what actually exists);

2) strategies for change (what changes or needs to be changed);

3) development strategies (what is developing); . 4) prevention strategies.

■* When developing a specific concept, it is necessary to determine the dominant of one of them.

Thus, all currently existing approaches and concepts reflect three areas of educational interaction of all its participants:

In the educational system of an educational institution, where in the aggregate all systems function and they are aimed at the development of each pupil;

educational system study group where all active activities and interaction of pupils are realized; i

The system of individual development and support of each pupil.

All of them focus education on the formation of a holistic personality, the core of which is Man, Culture, World, Nature, Fatherland - the personality of a professional, broadcasting cultural values. 13.3. Education as a process of personality formation of a future professional

The issues of personality formation of a future professional play a significant role in the training of a specialist with a secondary vocational education. After all, it is the value orientations, attitudes, beliefs, socially and professionally significant qualities of a person that influence the model of professional activity and the ways in which a young specialist must broadcast sociocultural norms to his pupils.

The main guideline of professional education is the professional development of a specialist in accordance with the objective requirements of society. A college graduate must be aware of the social meaning of the chosen profession, determine the personal significance of professional work, be creative about professional activity, possess the skills of professional behavior based on the adoption of the rules of professional ethics.

The following are the conditions that contribute to the effectiveness of professional education:

Creating a situation of choice at each stage of professional education;

Differentiation of goals, objectives, content of professional education, taking into account the individual characteristics of students;

The focus of the educational process on solving the problems of professional education, on building a system of professional relations;

Building a system of professional education based on the leading role in it of the program of self-realization of the personality of the future specialist;

Organization of cooperation on the basis of mutual trust, Dialogue, establishment of subject-subject relations between the teacher and students;

Orientation of students in the values ​​of future professional activity;

Building the content of academic disciplines in the direction of self-knowledge, introspection, self-development of the student's personality as a "Future specialist.

In this regard, it is worth dwelling in more detail on the mechanisms of professional development and the formation of a student's personality.

It is known from psychology that development is the main mode of existence of a personality, thanks to which the accumulation and renewal of its quantitative and qualitative changes occur.

In the course of personality development, its professional formation gradually takes place. Since there is a variety of interpretations of the concept of "becoming" in the psychological and pedagogical literature, we will take this as the main one.

Formation- the acquisition of new features and forms in the process of development, the approach to a certain state.

The professional development of a student of a secondary vocational school is a process of professional self-determination, adaptation to the profession, educational institution, mastery of a specialty, a positive attitude towards the chosen profession, a desire to work or continue education in the chosen specialty after receiving a diploma of secondary vocational education.

Becoming a student as a specialist involves:

1) the emergence of new mental qualities of a person that were previously or completely absent, or were, but in a different form;

2) occurrence various kinds professional activity.

The process of professional development is determined by a number of factors, among which are the environment and internal environment, the life experience of the student, the activity of the individual.

The basis of professional development is the professional orientation of the individual as a systemic quality of the individual, which determines his attitude to the profession, the need and readiness for professional activity. There are several components of professional orientation:

a) professional position as a methodological basis of orientation in the form of professional motives, orientation, principles;

b) value orientations as relatively stable socially conditioned assessments of significant aspects of professional activity;

c) professional self-determination as a complex process of a person's search for his place in the profession, attitude towards himself as a subject of professional activity, acquisition of a certain professional status;

d) professional competence as experience, knowledge, abilities, skills and habits realized in professional activity.

The professional development of a personality as a continuous process of formation and design of a specialist's personality has its own stages.

On first - stages of formation of professional intentions - ii - there is a selection of ways to obtain professional "education in accordance with the chosen profession.

On the second - stages of obtaining vocational education- there is an adaptation to the educational institution, to the new role of the student, the development of the system of professional knowledge and skills, the formation of professionally significant personality traits and a positive attitude towards the profession.

On third - stages of professionalization- there is an entry into the profession, the acquisition of professional experience, the further development of personal and professional qualities necessary for the qualified performance of professional work.

On the fourth - mastery stages- there is a high-quality performance of professional activities based on creativity, integration of the formed professional ZUN into an individual style of activity.

The modern socio-cultural situation requires paying attention to the formation of the personal-psychological and socio-professional success of the individual. In this regard, in professional education, the emphasis is shifting towards the implementation of a personality model capable of independent and contextual development of means of adaptation, which ultimately ensures its viability.

The individual must:

Possess the minimum necessary and the maximum possible amount of knowledge that ensures adaptation in the environment and the successful implementation of personal goals;

Have formed intellectual skills that allow them to independently make decisions in situations of educational, social, civic choice, be responsible for the result, ensure the readiness of the individual to master and use the most effective intellectual strategies;

To master the basic methods of activity necessary for positive communication, learning, labor activity, performance of professional, civil or family obligations;

Possess a socially necessary level of general, technological, valeological, professional culture;

To have such personal qualities that allow a person to productively realize his goals, correlated with the goals and needs of the people around him, the state, society as a whole;

Possess physical, psycho-physiological, spiritual, intellectual and other vital resources that ensure vitality, self-development specific person despite adverse circumstances, change them by applying socially acceptable forms of behavior.

The designated personality model requires paying attention to the formation of a system of personality traits in the process of professional education.

The properties of a personality as the basis of its concrete existence, as a relatively stable and constant relationship of a person to himself, others and nature, to material and spiritual values, express the unity of the consistency of a person with society and himself. This is manifested in the internal balance, stability and unity of all its constituent properties. Therefore, they speak of a "self-actualizing" and "self-deprecating" personality.

The properties of the personality become such qualities as the perception of reality as it is; recognition of oneself, other people, nature; kindness towards other people; sense of humor; openness to experience; empathy; the need to evaluate their actions; the ability to act independently of others; confidence; creativity, etc.

One of the leading properties of a developing personality is "healthy self-respect", expressed in a real assessment of one's own capabilities, self-acceptance, self-respect, autonomy, the ability to be in a company and alone with oneself. A person with the traits of "healthy self-respect" shows openness in communication; he has a fairly large behavioral repertoire, active spontaneity; the ability to enjoy and enjoy; inclusion in the present. He has the following skills and abilities:

communicative, allowing to harmonize personal relationships with other people, creating the ability to communicate, work in a team;

professional, determining the readiness of a specialist to reconsider his social and professional orientation, to acquire a new profession, to establish effective connections;

technological, manifested as the ability to solve theoretical and practical problems based on analysis and using scientific knowledge;

information, allowing to extract, store and use the information received.

In addition, a self-actualizing personality is a socially mature, highly motivated personality, ready to become useful to society, owning the wealth of world and domestic culture.

A feature of a "self-deprecating" personality is low or far-fetched self-esteem, when a person is inadequate in assessing his capabilities; self-flagellation or excessive self-criticism

and when he does not see his achievements; self-delusion based on re-evaluation of one's own abilities; emotional dependence on others; inconsistency, expressed in the denial of the need for others. Therefore, as a result, such a person adheres to unchanging patterns of behavior; criticizes OTHERS ">to support his own "I"; does not know how to listen to others, avoids feedback; suppresses, denies his own feelings or keeps them in himself.