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 personality.

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 the social development of a person, which implies a positive change in his views, motives, and 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. V. 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 upbringing is presented in the form of a set of provisions expressing the interests of children and youth in need of social protection, the acquisition of human and civil rights for education and familiarization with the values ​​of human culture, for 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. The general pedagogical support of all pupils creates an emotional background of goodwill, mutual understanding and cooperation, and the individual-personal one provides a diagnosis of the development, education, 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 the fact that education is domestication to an independent choice of life path, lifestyle and responsibility for one's 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" in that the teacher can make pedagogical decisions, 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 the most important conditions for the actualization of this ability is the state 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 lies in the fact that the formation of a stronger new system takes place in the conditions of its openness, being in a crisis state characterized by instability, non-equilibrium, and 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, which 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. WITH 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;

The educational system of the educational group, where all the vigorous activity and interaction of pupils is 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 in professional activities, and 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 way 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 a profession, an 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) the emergence of various types of 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;

Own the basic methods of activity necessary for positive communication, educational, labor activity, performance of professional, civil or family duties;

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 the viability, self-development of a particular person in spite of adverse circumstances, change them using 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.

The problems of special education today are among the most urgent in the work of all departments of the Ministry of Education and Science of the Russian Federation, as well as the system of special correctional institutions. This is due, first of all, to the fact that the number of children with disabilities and children with disabilities is steadily growing. Currently, there are more than 2 million children with disabilities in Russia (8% of all children), of which about 700 thousand are children with disabilities. In addition to the growth in the number of almost all categories of children with disabilities, there is also a tendency for a qualitative change in the structure of the defect, the complex nature of disorders in each individual child.

The education of children with disabilities and children with disabilities provides for the creation of a special correctional and developmental environment for them, providing adequate conditions and equal opportunities with ordinary children for education within special educational standards, treatment and rehabilitation, education and training, correction of developmental disorders, social adaptation. In many pedagogical sources, one can see statements that today we need a “new approach to understanding the process of education”, or a “fresh look at the educational impact”, or we need “new features inherent in today's pedagogical communication”. What does this mean for the teacher-educator?

A new look at education from the standpoint of culture is offered by N.E. Shchurkov, taking into account the fact that "our society is trying to enter the context of universal culture." Today, the memory of students is loaded at school, their erudition is increasing, but, unfortunately, the most important thing is not happening - the real inclusion of a young person in the context of culture. She invites teachers to learn a new communication technology that combines social value requirements and the freedom of choice of the child as an individual.

The professional ability to communicate with children means: to be able to realize the functions of a child's openness to communication, to assist him in communication, to elevate his behavior to the level of culture. V.P. Sozonov offers the following approach to education: not from society, but from a child, not from a team, but from the self-consciousness of an individual member, not from the social needs and internal problems of a human individual who seeks to understand himself, find his place in life, express, realize himself.

A.I. Malekova argues that all points of view on modern education can be combined into two groups:

A) personality formation and management;

B) a humanistic appeal to the personality of the pupil, to the creation of conditions for the development of his internal potentialities and, on this basis, to socialization.

Therefore, a modern teacher - educator, without understanding the above approaches to the process of education, cannot lead a purposeful process to create conditions for the development of the student's personality. It is necessary to work with a real student, to influence his individual consciousness, focusing not on the external given parameters of his upbringing, but on his internal, potential opportunities for self-development, self-organization, self-determination and personal growth. And for this, it is best to use game, theatrical, situational and creative methods and forms of educational work that stimulate the active activity of students, encourage them to think, engage in dialogue, and make decisions. The forms and methods at the present level are well reflected in the book by V.M. Lizinenko "Techniques and forms in education". All this creates the prerequisites for the formation of a creative individuality, a personal image of a child.

Today, the art of education is based on a scientific and theoretical foundation, which is built up by methods and technologies. And then recommendations, instructions, advice. The teacher, educator, before conducting educational work, needs to be aware of the priority values ​​​​of each pupil that fill their life, and for this he himself should master the pedagogy of values ​​and meanings.

Studies by scientists have shown that students put self-realization and self-development, friendly relations, mutual understanding in the foreground.

Today, the teacher will have to think over the meaning and strategy of personality-oriented education, the purpose of which is to develop the interest of a growing person in himself:

A) their inner world, their character, their relationships with people;

B) development of the ability and ability to understand another person, take care of him, cooperate with him;

C) the formation of the ability to make life choices in the interests of one's own development and assistance to the personal growth of other people. (S. D. Polyakov) Today it is important to prepare a "skillful and mobile person" who is able to relatively painlessly fit into the context of modern civilizational processes.

O.S. Gazman proposed 5 directions in education: health, communication, teaching, leisure, lifestyle.

As a result of all proposals, it is proposed to use the following areas: educating a citizen, developing an attitude towards oneself and other people, educating a respectful attitude towards laws, educating a caring attitude towards nature, educating a bearer of culture, educating a healthy lifestyle, educating a worker, introducing the collective to public life. These directions reflect the realities of today and make it possible to logically build a system of educational work both on the scale of the class and on the scale of the school.

Today, the preparation of targeted comprehensive programs has become relevant. It is compiled on the basis of an analysis of the results of its activities in the previous year, I saw an unresolved problem in working with the group and drew up a target program for the implementation of this “flashy” problem that needs to be solved in the near future. The educator, class teacher, after consulting with the group, class, can choose one of the target complex programs or offer his own, and then develop it with his pupils during the school year. An approximate list of programs can be as follows: "Ecology", "Mercy", "Peacemaking", "I" in the world and the world in my "I", "Good, Truth, Beauty", "Genealogy", "Fatherland", "Cultural Heritage”, “Conscious Discipline” and others.

In order for the use of programs to be optimal, it is important to answer the question of what place it will take in educational work: leading, setting the main line of education or developing and strengthening educational work, or supplementing educational work with new colors.

Returning to the works of N.I. Direkleeva, it should be noted that they are remarkable for the presence of a diagnostic program for each of its proposed areas, which greatly simplifies the activities of the educator, class teacher. Diagnostics should now take one of the leading places in the activity of the teacher-educator, because it allows him to collect the necessary information in a relatively short time, determine the level of characteristics of the student's personal quality, especially our children with disabilities, observe the dynamics of the spiritual growth of pupils, see the intermediate results of his activities and predict the development of the phenomenon under study. Teachers today are making attempts to draw up their own program of pedagogical diagnosis of the personality of a student, his parents, class staff, building it in a certain system, logic and sequence, but, unfortunately, not everyone succeeds in all this. This happens for a number of reasons, but one of them is the most significant - insufficient compliance with the logic of the educator's activities. “It is necessary that each educator is clearly aware of his functions in the pedagogical system he serves and determines, based on the foregoing, the logic of his activity.” (Yu.P. Sokolnikov) Moreover, this logic should be observed in close unity on a school scale.

Consequently, a modern educator, a teacher needs to have a logical thinking and constantly work on its development, improvement, critically analyzing and evaluating himself as an educator. The more developed the logical thinking of the teacher, the faster and more successfully he masters the science-based logic of pedagogical activity.

Modern concepts of education and their use in pedagogical activity.

Teachers as professional educators today need ideas about modern concepts of education in order to update and improve educational activities. Unfortunately, the introduction of local or modular changes in education do not bring the desired results. More significant changes are needed in the practice of educating students, which are feasible only with a systematic organization of the thinking and actions of educators and pupils.

Currently, we know the following concepts of student education:

1. Systematic construction of the process of education. Pedagogical diagnosis of students.

2. System-role theory of personality formation.

3. Formation of a lifestyle worthy of a Human. Pedagogical technologies in the work of the class teacher, educator. Pedagogical technique of the teacher.

4. Raising a child as a person of culture.

5. Pedagogical support for the child and the process of his development.

6. Self-education of the student.

7. Education based on human needs.

8. Education as a pedagogical component of the upbringing of a child.

The concept of system construction of the process of education.

In this concept, perception is seen 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.

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 introduce students to 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.

4. Drawing up a plan of educational work according to the following scheme:

Human values	November 1st week	November 2nd week	November 3rd week	November 4th week
1 person
5. Culture
6. Fatherland

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.

System-role theory of the formation of the child's personality

The author of the concept is a Kazan professor, Doctor of Pedagogical Sciences Nikolai Mikhailovich Talanchuk. He considers upbringing as a process of human science (human science - to lead to the human ideal), proceeding as a purposeful regulation of the development of a system of social roles by a person.

The purpose of education is the formation of a harmoniously developed personality, ready and able to fully fulfill the system of social roles. The task of education is to form in students the readiness and ability to fulfill social roles taken in specific conditions of life and activity and taking into account the stages of personality development.

The concept of "systemic construction of the process of education" V.A. Karakovsky and other authors assumes the obligatory study of the individual personality of the student, his parents, classroom and school groups. Pedagogical diagnostics allows you to determine the level of formation of the student's personality and the manifestation of its individuality (the course of development). This makes it possible to constantly adjust the educational process, improve the ways of working with children.

The concept of forming a lifestyle worthy of a person.

The creator of this concept is Professor Nadezhda Yegorovna Shchurkova. A way of life worthy of a Man is the existence of a man in the world, striving for truth, goodness and beauty.

The author defines upbringing 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 consciously build a life worthy of a Human. According to N.E. Shchurkova, the goal of education is a person who is able to build his life worthy of a Human, it is something reasonable, moral, creative, capable of creating and fulfilling a human mission.

This is the trinity - rational, spiritual and creative in human life. In other words, a life worthy of a Human is a life built on Truth, Goodness and Beauty. To teach schoolchildren the art of searching for the meaning of life, to help them not only in a situation of moral choice, but also in choosing their best self is the professional duty of a true educator.

Preaching dialogic education, the author recommends educators to organize children's reflections on their own feelings, experiences, thoughts and actions. These are messages from children about what happened to them in the last hour, day, month, quarter, year. The educator, receiving children's ideas about life, combining the disparate facts of their lives into something whole, directs them to the search for Truth, Kindness and Beauty.

In order for the process of forming a lifestyle worthy of a Human to be carried out purposefully and effectively, N.E. Shchurkova invites teachers to use the Program for educating schoolchildren created by her in educational activities. The program defines pedagogical tasks in working with students in accordance with their age, as well as the content, forms and methods of interaction that contribute to their solution.

Modern educational concepts are attached to this report.

In the theory and practice of education, there are three main goals:

1. The ideal goal is a certain ideal that society, school, teacher strive for;

2. An effective goal is a predictable result, often expressed in the desired image of a graduate (student), which is planned to be achieved in a certain period of time;

3. The procedural goal is the projected state of the educational process, which is optimal for the formation of the desired qualities of the student (student).

In the process of the goal-setting activity of the educator, class teacher, each of these goals is filled with specific content, determined by the pedagogical credo of the educator, the goals and value orientations of the educational institution, the characteristics of the student team and the specifics of its living conditions.

The right of children with disabilities to education is considered as one of the most important tasks of state policy not only in the field of education, but also in the field of demographic and socio-economic development of the Russian Federation.

The Constitution of the Russian Federation and the Law “On Education” state that children with developmental problems have equal rights to education with everyone. The most important task of modernization is to ensure the availability of quality education, its individualization and differentiation, the systematic increase in the level of professional competence of teachers of correctional and developmental education, as well as the creation of conditions for achieving a new modern quality of general education.

Tips for the educator and class teacher

Children learn from life! Remember!

If a child is constantly criticized, he learns to hate;

If a child lives in enmity, he learns aggressiveness;

If a child is ridiculed, he becomes withdrawn;

If a child grows up in reproach, he learns to live with guilt;

If a child grows up in tolerance, he learns to accept others;

If a child is encouraged, he learns to believe in himself;

If a child is praised, he learns to be grateful;

If a child lives in honesty, he learns to be just;

If a child lives in safety, he learns to trust in people;

If a child is supported, he learns to value himself;

If a child lives in understanding and friendliness, he learns to find love in this world.

The system of rules implemented in a humanistically oriented educational process (according to O.S. Gazman)

The true self-realization of the teacher is in the creative self-realization of the child;

The child cannot be a means to achieve pedagogical goals;

Always accept the child as he is, in his constant change, constant development;

Overcome all the difficulties of non-acceptance in the child's behavior by moral means;

Do not humiliate the dignity of your personality and the personality of the child;

Children are carriers of the coming culture; always critically compare your culture with the culture of the growing generation; education is a constructive dialogue of cultures;

Do not compare anyone with anyone, ethically correct comparison can only be the results of actions;

Trust - do not check!

Recognize the right of a growing personality to make a mistake and do not judge a child for it;

Be able to admit your mistake in time;

Protecting a child, teach him to defend himself.

Download To download material or !

In the concept of education - purposeful management of the process of personality development. 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.

Educational tasks:

1) the formation of a holistic and scientifically based picture of the world in children;

2) the formation of civil self-consciousness, the self-consciousness of a citizen responsible for the fate of their homeland;

3) familiarizing children with universal human values, shaping their behavior adequate to these values;

4) the development of a growing person's creativity, "creativity" as a personality trait;

5) the formation of self-consciousness, awareness of one's own "I", helping the child in self-realization.

Principles of the educational process.

a) personal approach in education: respect for the uniqueness and originality of each child;

b) a humanistic approach to building relationships in the educational process, respectful relations between teachers and children,

c) 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;

d) a differentiated approach to the upbringing of children: selection of the content, forms and methods of educational work;

e natural conformity of education: taking into account the gender and age characteristics of students

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

g) aestheticization of the environment of life and development of the child.

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 whole spectrum of universal human values, he singles out eight, such as Man, Family, Labor, Knowledge, Culture, Fatherland, Earth, Peace, and I shows their importance for the content and organization of education.

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 is to create 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", "Family - the Moral Value of Man", "Young Citizens of Russia", etc.;

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

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 the comprehensive development of 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. Of course, the system of education must be humanistic and have its characteristic features:

The presence of a holistic image of one's 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;

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

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

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;

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

Requirements for the implementation of educational activities:

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

b) it expresses the dominant collective need and is prestigious and significant for the majority of students;

c) the teaching staff is highly professional in the methodology of its use in the educational process;

d) backbone links are formed with other types of joint activities of children and adults;

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

In an educational institution, the educational system performs the following functions:

1) 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;

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

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

4) 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;

5) 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;

6) 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.

Criteria and indicators of the effectiveness of the educational process

There are two groups of criteria 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 a given school or not; and the second helps to form ideas at the level of development of the educational system and its effectiveness.

Group I - fact criteria.

1. The orderliness of the life of the school: the compliance of the content, volume and nature of educational work with the possibilities and conditions of this school; reasonable placement in time and space of all purposeful educational influences; coordination of all school educational activities, their pedagogical expediency, necessity and sufficiency; coordination of plans and actions of all collectives, organizations and associations working in the school; connection of educational and extra-curricular activities of schoolchildren and teachers; clear rhythm and reasonable organization of school life.

2. The presence of an established single school team, the cohesion of the school "vertically", stable inter-age ties and communication. The pedagogical part of the team is a union of like-minded, professional educators capable of real introspection and constant creativity. In the student environment, a highly developed collective self-awareness, a "sense of school". The school staff lives according to the laws, rules, habits, and traditions developed by them.

3. The integration of educational influences into complexes, the concentration of pedagogical efforts into large "doses of education", into large organizational forms (centers, clubs, key cases, thematic programs). The discreteness of the educational process, the alternation of periods of relative calm, everyday rough work with periods of increased collective tension, bright, festive events that focus the main features of the system.

Group II - quality criteria.

1. The degree of proximity of the system to the goals set, the implementation of the pedagogical concept underlying the educational system.

2. The general psychological climate of the school, the style of relations in it, the well-being of the child, his social security, comfort.

3. The level of upbringing of school graduates. The listed criteria and selected in accordance

with them, diagnostic methods, of course, make it possible to assess the level of development and effectiveness of the educational system created in an educational institution.

Description of the presentation on individual slides:

1 slide

Description of the slide:

The project was developed in 1991 by scientists from the Institute of Theory and History of Pedagogy of the Academy of Pedagogics of the USSR

2 slide

Description of the slide:

Systematic construction of the process of education “Education? Education… Education!” V.A. Karakovsky, L.I. Novikova, N.L. Selivanova

3 slide

Description of the slide:

Education is a purposeful management of the process of personality development. Education is part of the process of socialization and proceeds under a certain social and pedagogical influence. 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. The essence of education is not the management of a personality, but the process of its development.

4 slide

Description of the slide:

From the depths of centuries, 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. VA Karakovsky Goals and objectives of education Each teaching staff, focusing in their activities on the goal-ideal, must concretize them in relation to their conditions and capabilities. It is more expedient to focus the efforts of teachers on solving five educational tasks: 1) the formation of a holistic and scientifically based picture of the world in children; 2) the formation of civil self-consciousness, the self-consciousness of a citizen responsible for the fate of their homeland; 3) familiarizing children with universal human values, shaping their behavior adequate to these values; 4) development of a growing person's creativity, creative personality; 5) the formation of self-consciousness, awareness of one's own "I", assistance to the child in self-realization.

5 slide

Description of the slide:

Basic principles of education: 1) personal approach in education: recognition of the individual as the highest value, respect for uniqueness, attitude towards the pupil as a subject; 2) a humanistic approach to building relationships in the educational process: respectful relations between teachers and children, tolerance for the opinions of children, a kind and attentive attitude towards them create psychological comfort; 3) environmental approach in education: 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 the upbringing of children: the selection of content, forms and methods in accordance with the characteristics of the individual, groups, classes, ethnic communities; 5) natural conformity of education: taking into account the age and sex characteristics of students; 6) cultural conformity of education: reliance in education on national traditions, its culture; 7) aestheticization of the environment of life and development of the child.

6 slide

Description of the slide:

7 slide

Description of the slide:

Man is an absolute value, the highest substance, "the measure of all things." VA Karakovsky The concept of personality has always been the main concept of pedagogy. The family is a unit of society, the environment for its development, where the foundations of the future personality are laid. Children are the main feature of a family. Labor is the basis of human existence, "the eternal natural condition of human life." Introducing children to work has always been an important part of education. Knowledge is the result of diverse, primarily creative, work. The knowledge of the students is the measure of the work of the teacher. Knowledge acquired at school has three main features: depth, strength of knowledge, diversity of knowledge. Culture - the task of the teacher is to help pupils in mastering the material and spiritual culture of their people, its treasures.

8 slide

Description of the slide:

The Fatherland is the only unique Motherland for each person, given to him by fate, inherited from his ancestors. The task of the teacher is to cultivate a respectful, caring attitude to the history of his people. Earth is the common home of humanity, which has entered a new civilization of the 21st century. This is the Land of people and wildlife. Peace - peace and harmony between people, peoples and states - is the main condition for the existence of the Earth, human civilization. the solution of the most complex problems lies in the sphere of simple human relations. If each school and its immediate surroundings become a zone of peace and tranquility, this will ease both social and national tension. 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. A.S. Pushkin

9 slide

Description of the slide:

Ways to familiarize children with universal values: The first way is to create 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", "Family - the Moral Value of Man", "Young Citizens of Russia", etc.; The third way is to develop, together with children, original social contracts that fix the norms of communication and attitude adopted in a particular team, the basis of which are universal human values. The fourth way, by the way, is often chosen by class teachers and educators, when they compose one of the sections of the educational work plan according to the following scheme:

10 slide

11 slide

Description of the slide:

Methods of education in the context of the author's concept (system) The main mechanism of education is the functioning of the educational system of an educational institution, within which favorable conditions are designed and created for the comprehensive development of students. The education system should be humanistic and have its own characteristics: - the presence of a holistic image of their own school, an idea of ​​its past, present and future; -integration of educational influences through their inclusion in collective creative activities; - formation of a healthy lifestyle of an educational institution; - pedagogically expedient organization of the internal environment of the educational institution; use of educational opportunities of the surrounding society; - implementation of the protective function of the school in relation to the personality of each student and teacher, where relations are built on the basis of humanistic values.

12 slide

Description of the slide:

The authors of the concept believe that for the successful implementation of educational functions, teachers need to: use a variety of types and forms of activity in the upbringing and development of schoolchildren; - to use such a pedagogical tool as the key thing - "a large dose of education".

13 slide

Description of the slide:

The educational system functioning in an educational institution should perform the following functions: 1) developing, aimed at ensuring the development of the team and the whole organism of the educational institution; 2) integrating, facilitating the connection into one whole of educational influences; 3) regulatory, associated with the streamlining of pedagogical processes and their influence on the formation of the child's personality; 4) protective, aimed at increasing the level of social security of students and teachers, the impact of negative environmental factors on the personality of the child; 5) compensatory, involving the creation of conditions in ensuring the life of the child, the disclosure and development of his inclinations and abilities; 6) corrective, which consists in the implementation of pedagogically expedient correction of the behavior and communication of the student.

14 slide

Description of the slide:

Management of the development of the educational system, according to the authors of the concept, includes four main areas: - Modeling the educational system under construction; organizing collective creative activities of members of the school community and orienting children and adults in the process of such activities towards universal human values; adjustment of emerging relationships in this process; rational use of the educational potential of the environment.

15 slide

Description of the slide:

Ways to familiarize children with universal human values: - Creation of a comprehensive upbringing program built on universal human values; - formation of separate target programs; - development, together with children, of social contracts that fix the norms of communication and attitude adopted in a particular team; - inclusion in the plans of educational work of class teachers of a section focused on universal values.

16 slide

Description of the slide:

Speaking about the system of educational work in a boarding school, one must be aware that today the search for opportunities to compensate for "white spots" in the upbringing and social adaptation of children brought up outside the family, from birth to their civil development, is a long and constant educational and upbringing process. The task of our institution is not only to clearly represent the model of the graduate, but also to create conditions for the development and formation of the personality of each pupil, the interaction of the individual and the environment that can ensure his success in life, self-realization to the extent that he is capable of. , and which a boarding school can fully provide.

17 slide

Description of the slide:

An exemplary model of a graduate of a boarding school is self-awareness as a person, individuality (both their mental, physical and mental capabilities), psycho-emotional stability and flexibility, the ability to change in changing circumstances, the ability to set goals, build life plans and show will in them. achievement, the ability to be responsible and independent, the knowledge and ability to defend one’s rights and fulfill one’s duties, knowledge of social relations and the ability to act in them, a wide level of interests and abilities that allows one not only to choose a profession, but also to make one’s life meaningful and useful not only for themselves, but also others, the ability to communicate at different levels: from business to intimate personal contacts, psycho-social identity, mastery of a wide range of everyday skills, economic competence, respect for oneself, one’s image, the desire to preserve internal strength, the ability to defend one’s position among the people around him.

MODERN CONCEPTS OF EDUCATION

Question 1 of 25

var liS, iTme, qm, qs; vard = document; varsc=3600; varqsc=null; function getTme()( var h, m, s; h=Math.floor(sc / (60*60)); m=Math.floor(sc / (60) % 60); s=Math.floor(sc % 60); if (qsc!=null) ( qm=Math.floor(qsc / (60) % 60); qs=Math.floor(qsc % 60); if (qm

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", we can give definition 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 will use the following scheme:

2. Definition of the concept of "education".

3. Purpose and principles of education.

5. The mechanism of education.

6. Criteria and indicators of the effectiveness of the educational process.

The draft of this concept was developed in 1991 by scientists from the Institute of Theory and History of Pedagogics of the Academy of Pedagogics of the USSR together with scientists and practitioners from various regions of the Soviet Union. Since then, this document has been amended and amended. The most complete and detailed provisions of the concept 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”.

Education is considered as a purposeful management of the process of personality development. It is part 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 their understanding of education and its essence, V.A. Karakovsky, L.I. Novikova 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;

Personal 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 thought not to be led, controlled, but the creator of himself, of his circumstances.

Purpose and principles of education.

The developers of the concept believe that in modern Russian society, education should be aimed at the all-round harmonious development of the individual. “From the depths of centuries,” 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.

1. Formation in children of a holistic and scientifically based picture of the world. Children learn a lot about the world around them in the family, kindergarten, at school, on the street, from television and radio programs, movies. 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 a complete picture of the world. Both the educational process and extracurricular activities are aimed at solving this problem.

2. Formation of civic consciousness, self-consciousness of a citizen responsible for the fate of their homeland.

3.Introduction of children to universal human values, the formation of their behavior adequate to these values.

4. Development of a growing person's creativity, "creativity" as a personality trait.

5. Formation of self-consciousness, awareness of one's own "I", helping the child in self-realization.

An effective solution of 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 of the educational process. These include:

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 to 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;

v) 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;

G) differentiated approach to parenting, 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, 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 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 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 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;

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

g) aestheticization of the environment of life and development of the child.

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 whole spectrum of universal 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:

"Person- the absolute value, the highest substance, the measure of all things. The problem of man has always been the main problem of philosophy, just as the concept of personality has always been the main concept of pedagogy. But in no other issue was there so much confusion, hypocrisy and demagogy as in it. 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, which 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 goodness and 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.

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 does not yet constitute a family. A family arises when it appears. So, children are the main feature of the family. 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, the preservation and increase of 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 become a moral value again 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 are 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 implies their fast 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 a younger age, knowledge serves to cognize the external world; it does 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 clearly 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, promotes 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, then 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, the patriotic feeling of each of us is being seriously tested: 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” is triggered in looking at the past, the school should not succumb to the prosecutorial tone in its assessments; it is necessary to refuse 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. It is not far from here to the mood of revanchism, retribution for the "cursed past." Pain for the mistakes and tragedies of past generations should cause 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 their contemporaries-compatriots, a personal contribution to the good of the Fatherland.

Land - the common home of humanity entering the 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; environmental education, the formation of a sustainable interest in universal problems are also invaluable.

Peace- 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 is to create 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", "Family - the Moral Value of Man", "Young Citizens of Russia", etc.;

The third way is to develop, together with children, original 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 by class teachers, when they compose one of the sections of the educational work plan according to the following scheme:

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 the comprehensive development of students.

Under educational system the authors of the concept, who are also 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, as a way of life of the team, its psychological climate. Of course, the system of education must be humanistic and have its characteristic features:

The presence of a holistic image of one's 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;

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

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

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;

The implementation of the protective function of the school in relation to the personality of each student and teacher, the transformation of the school 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 hand, to single out one type in a wide range of activities as a system-forming one that plays a primary role. in the construction of the educational system and the formation of the unique individuality of the general school team. A particular type of activity becomes a system-forming factor when it meets the following requirements:

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

b) it expresses the dominant collective need and is prestigious and significant for the majority of students;

c) the teaching staff is highly professional in the methodology of its use in the educational process;

d) backbone connections are formed with other ideas of joint activities of children and adults;

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

To integrate educational influences on the child's personality 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, a key matter 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, 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 the natural needs of members of the school community in communication, creative self-expression, recognition, and 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:

1) 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;

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

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

4) 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;

5) compensatory which involves 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;

6) 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, 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 towards universal values, adjusting the relationships that arise in this process, rational use of educational environment potential.

Criteria and 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 a given school or not; and the second helps to form ideas at the level of development of the educational system and its effectiveness.

The first group - the criteria of the fact.

1. The orderliness of the life of the school: the compliance of the content, volume and nature of educational work with the possibilities and conditions of this school; reasonable placement in time and space of all purposeful educational influences; coordination of all school educational activities, their pedagogical expediency, necessity and sufficiency; coordination of plans and actions of all collectives, organizations and associations working in the school; connection of educational and extracurricular activities of schoolchildren and teachers; clear rhythm and reasonable organization of school life.

2. The presence of an established single school team, the cohesion of the school "vertically", stable inter-age ties and communication. The pedagogical part of the team is a union of like-minded, professional educators capable of real introspection and constant creativity. In the student environment, a highly developed collective self-awareness, a "sense of school". The school staff lives according to the laws, rules, habits, and traditions developed by them.

3. The integration of educational influences into complexes, the concentration of pedagogical efforts into large "doses of education", into large organizational forms (centers, clubs, key cases, thematic programs). The discreteness of the educational process, the alternation of periods of relative calm, everyday rough work with periods of increased collective tension, bright, festive events that focus the main features of the system.

The second group is quality criteria.

1. The degree of proximity of the system to the goals set, the implementation of the pedagogical concept underlying the educational system.

2. The general psychological climate of the school, the style of relations in it, the well-being of the child, his social security, comfort.

3. The level of upbringing of school graduates.

The listed criteria and the diagnostic methods selected in accordance with them, of course, make it possible to assess the level of development and effectiveness of the educational system created in an educational institution.

Literature.

1. Karakovsky V.A. Become human. - M., 1993.

2. Karakovsky V.A., Novikova L.I., Selivanova N.L. Upbringing? Education... Education! - M., 2000.

3. The concept of education of students in modern society // National education. - 1991. - No. 11; Pedagogy. - 1992. - No. 3-4. - P.11-19.