Slastenin general pedagogy. Scientific school V.A

Slastenin Vitaly Alexandrovich

Isaev Ilya Fedorovich

Shiyanov Evgeniy Nikolaevich

Pedagogy

Textbook aid for students higher ped. textbook establishments

Reviewers:

Doctor of Pedagogical Sciences, full member of the Russian Academy of Education, Professor G.N. Volkov;

Doctor of Pedagogical Sciences, Corresponding Member of the Russian Academy of Education, Professor A. V. Mudrik

SECTION I INTRODUCTION TO TEACHING ACTIVITY

CHAPTER 1 GENERAL CHARACTERISTICS OF THE TEACHING PROFESSION

1. The emergence and development of the teaching profession

In ancient times, when there was no division of labor, all members of a community or tribe - adults and children - participated equally in obtaining food, which was the main meaning of existence in those distant times. The transfer of experience accumulated by previous generations to children in the prenatal community was “woven” into work activity. Children, with early years By joining it, they acquired knowledge about methods of activity (hunting, gathering, etc.) and mastered various skills. And only as tools improved, which made it possible to obtain more food, did it become possible not to involve sick and old members of the community in this. They were charged with being the keepers of the fire and looking after the children. Later, as the processes of conscious production of labor tools became more complex, which entailed the need for special transfer of labor skills, the elders of the clan - the most respected and experienced - formed, in the modern understanding, the first social group of people - educators, whose direct and only responsibility became transfer of experience, care for the spiritual growth of the younger generation, their morality, preparation for life. Thus, education became the sphere of human activity and consciousness.

The emergence of the teaching profession therefore has objective grounds. Society could not exist and develop if the younger generation, replacing the older one, was forced to start all over again, without creatively mastering and using the experience that it inherited.

The etymology of the Russian word “educator” is interesting. It comes from the stem “to nourish.” Not without reason, today the words “educate” and “nurture” are often considered synonymous. IN modern dictionaries An educator is defined as a person who educates someone and takes responsibility for the living conditions and personality development of another person. The word “teacher” apparently appeared later, when humanity realized that knowledge is a value in itself and that it is necessary special organization activities of children aimed at acquiring knowledge and skills. This activity is called training.

IN Ancient Babylon, Egypt, Syria, teachers were most often priests, and in Ancient Greece - the most intelligent, talented civilian citizens: paedonoms, pedotribes, didascals, pedagogues. In Ancient Rome, government officials who knew the sciences well, but most importantly, had traveled a lot and, therefore, seen a lot, knew languages, culture and customs, were appointed teachers on behalf of the emperor. different nations. In ancient Chinese chronicles that have survived to this day, it is mentioned that back in the 20th century. BC e. There was a ministry in the country in charge of the education of the people, which appointed the wisest representatives of society to the position of teacher. In the Middle Ages, teachers, as a rule, were priests and monks, although in city schools and universities they increasingly became people who had received special education. IN Kievan Rus The duties of the teacher coincided with the duties of the parent and ruler. Monomakh’s “Teaching” reveals the basic set of rules of life that the sovereign himself followed and which he advised his children to follow: love your homeland, take care of the people, do good to your loved ones, do not sin, avoid evil deeds, be merciful. He wrote: “What you can do well, don’t forget, and what you can’t do, learn it... Laziness is the mother of everything: what someone can do, he will forget, and what he can’t do, he won’t learn. When doing good, do not be lazy about anything good...” In Ancient Rus', teachers were called masters, thereby emphasizing respect for the personality of the mentor of the younger generation. But the master craftsmen who passed on their experience were and are now, as we know, called respectfully - Teacher.

Since the emergence of the teaching profession, teachers have been assigned primarily an educational, single and indivisible function. A teacher is an educator, a mentor. This is his civic, human purpose. This is exactly what A. S. Pushkin meant when he dedicated the following lines to his beloved teacher, professor of moral sciences A. P. Kunitsyn (Tsarskoye Selo Lyceum): “He created us, he raised our flame... The cornerstone was laid by him, the pure lamp was lit by him.” .

The tasks facing the school changed significantly at different stages of the development of society. This explains the periodic shift of emphasis from teaching to upbringing and vice versa. However public policy in the field of education almost always underestimated the dialectical unity of teaching and upbringing, the integrity of the developing personality. Just as it is impossible to teach without exerting an educational influence, it is also impossible to solve educational problems without equipping students with a rather complex system of knowledge, skills and abilities. Progressive thinkers of all times and peoples have never opposed teaching and upbringing. Moreover, they viewed the teacher primarily as an educator.

All nations and at all times have had outstanding teachers. Thus, the Chinese called Confucius the Great Teacher. One of the legends about this thinker describes his conversation with a student: “This country is vast and densely populated. What is she lacking, teacher? - the student turns to him. “Enrich her,” the teacher replies. “But she’s already rich. How can we enrich it?” - asks the student. "Teach her!" - exclaims the teacher.

A man of difficult and enviable fate, the Czech humanist teacher Jan Amos Comenius was the first to develop pedagogy as an independent branch of theoretical knowledge. Comenius dreamed of giving his people the collected wisdom of the world. He wrote dozens of school textbooks and over 260 pedagogical works. And today every teacher, using the words “lesson”, “class”, “vacation”, “training”, etc., does not always know that they all entered the school along with the name of the great Czech teacher.

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TEACHING MANUAL FOR UNIVERSITIES

V.A. Slastenin

I.F. Isaev

E.N. Shiyanov

GENERAL

PEDAGOGY

Edited by V.A. Slastenina

In two parts

Part 1

Approved by the Ministry of Education

Russian Federation as a teaching aid

for students in the discipline "Pedagogy" cycle

“General professional disciplines” of higher education

institutions studying pedagogical

specialties

BBK 74.00ya73

Slastenin V.A., Isaev I.F., Shiyanov E.N.

C47 General pedagogy: Proc. aid for students higher schools, institutions / Ed. V.A. Slastenina: At 2 o'clock - M.: Humanit. ed. VLADOS center, 2002. – Part 1. – 288 p.

ISBN 5-691-00950-8.

ISBN 5-691-00951-6(I).

Tutorial prepared in accordance with the State educational standard for areas and specialties of higher pedagogical education and consists of two parts.

Part 1. The basic concepts of pedagogy as an integral pedagogical process are revealed, the patterns, principles, forms and methods of teaching are considered.

Addressed to students of higher pedagogical educational institutions, as well as students of universities in which the course of pedagogy is introduced as a basic discipline in the general humanities block or an elective course.

BBK 74.00ya73

© Slastenin V.A., Isaev I.F., Shiyanov E.N., 2002

© “Humanitarian Publishing Center VLADOS”, 2002

© Serial cover design. "Humanitarian Publishing Center VLADOS", 2002

ISBN 5-691-00950-8.

ISBN 5-691-00951-6(I).

TO THE READER

Ancient wisdom says: “He who thinks about today, cares about their daily bread. The one who talks about tomorrow peers into young faces.”

Thinking about the future of Russia, today we look at those who fill school classrooms and student auditoriums and who will become the owner and citizen of the country, leading it to revival and a new life. What this generation that will replace us will be like depends largely on education.

The State Council of the Russian Federation in August 2001 set the task: education should be part of the main priorities for the development of Russian society and the state for the entire foreseeable future, the goal of educational policy should be to achieve a new, modern quality of education, its compliance with the current and future needs of the individual and society and states.

Russia’s worthy status in the world will be ensured only by an education system that can preserve and enhance the humanistic traditions of domestic and world culture; the system is flexible, variable in the types of schools and educational levels, open, comparable to Western models, but above all taking into account the needs and requirements of our country, organically connected with the foundations of its social structure.

As the most important life-supporting social institution, education is object interdisciplinary research. Philosophy, psychology, sociology, political science, economics, and jurisprudence address the problems of education. But there is only one science for which education has become subject. This science is pedagogy, a broad area of ​​humanitarian knowledge about the patterns of formation and development of personality in educational processes various types and level.

The manual is addressed to everyone who begins to study pedagogy, theory, methodology and practice of education.

SECTION 1. INTRODUCTION TO GENERAL PEDAGOGY

Chapter 1. PEDAGOGY AS A SCIENCE

§1. General idea of ​​pedagogy as a science

General cultural and ideological self-determination of an individual, and for a teacher also professional, presupposes its orientation in the deep layers of that part of culture that constitutes pedagogy. It has a long history, inseparable from the history of mankind.

Word pedagogy comes from Greek raidagō gikē, which is formed from Raidagō gos- educator, teacher, lecturer (rais, raidos– child + ago– I lead) and literally means “children’s education”. In ancient Greece, teachers were originally slaves who accompanied their master's children to school. Later, teachers were already civilian people who were engaged in instructing and teaching children. In Rus' of the 12th century. the teachers called him "master". The masters were free people (sacristans or laymen), who at home began to teach children reading, writing, prayers, or, as it is said in one “Life”: “Write books and teach students literate tricks.”

It should be noted that each person experimentally acquires certain pedagogical knowledge and establishes some dependencies between various pedagogical phenomena. Thus, primitive people already possessed knowledge of education, which they passed on from one generation to another in the form of customs, traditions, games, and everyday rules. This knowledge was later reflected in sayings and proverbs (for example, “repetition is the mother of learning,” “live forever, learn forever,” etc.), in myths and legends, fairy tales and anecdotes that made up the content folk pedagogy, whose role in the life of society, an individual family, specific person is extremely great, as it helps to interact with other people, communicate with them, engage in self-improvement, and perform parental functions.

Folk pedagogy, having emerged as a response to an objective social need for education, conditioned by the development of people’s working activities, of course, cannot replace books, schools, teachers, and science. But it is older than pedagogical science, education as a social institution, and initially existed independently of them.

However, pedagogical science, in contrast to everyday knowledge in the field of education and training, generalizes scattered facts and establishes causal connections between phenomena. She does not so much describe them as explain them, answer questions about why and what changes occur in human development under the influence of training and upbringing. Scientific knowledge is necessary to manage the pedagogical process of personality development. The great Russian teacher K.D. Ushinsky warned against empiricism in pedagogy, rightly noting that it is not enough to be based only on personal, even successful, experience of education. He compared pedagogical practice without theory to witchcraft in medicine.

At the same time, everyday pedagogical experience, despite the oral form of its existence, did not disappear, but was passed on from century to century, stood the test of time, changed guidelines and values, but on the whole was preserved in the form of the pedagogical culture of the people, their pedagogical mentality and today constitutes the basis of scientific pedagogical knowledge. This is why K.D. Ushinsky, speaking out against empiricism in teaching and upbringing, did not identify it with folk pedagogy, but, on the contrary, argued that by turning to it, the educator will always find an answer and assistance.

§2. Object, subject and functions of pedagogy

To define pedagogy as a science, it is important to establish the boundaries of its subject area or answer the question of what it studies. The answer to this question involves understanding its object and subject.

In the views of scientists on pedagogy, both in the past and now, there are three approaches (concepts).

Some believe that pedagogy is an interdisciplinary field of knowledge. This approach actually denies pedagogy as an independent science. In this case, pedagogy presents a variety of complex objects of reality (space, politics, etc.).

Other scientists assign pedagogy the role of an applied discipline, the function of which is to indirectly use knowledge borrowed from other sciences (psychology, sociology, etc.) and adapted to solve problems in the field of education or upbringing. So, at first glance, the object of scientific pedagogy is any person who is taught and educated. However, in this case, both pedagogy and psychology study mental reality (the human psyche), and pedagogy is only the applied part of psychology, its “practical application”. This approach explains attempts to replace pedagogy with psychopedagogy.

In fact, supporters of both the first and second concepts deny the right of pedagogy to its subject and, consequently, its own theoretical knowledge, replacing it with a set of provisions taken from other sciences. This circumstance has a negative impact on teaching practice. None of the sciences related to pedagogy studies pedagogical reality holistically and specifically. With this approach, a holistic fundamental basis for teaching practice cannot be developed. The content of such pedagogy is a set of fragmentary ideas about individual aspects of pedagogical phenomena.

Productive, according to V.V. Kraevsky, is only the third concept, according to which pedagogy is an independent discipline that has its own object and subject of study.

Object of pedagogy. A.S. Makarenko, a scientist and practitioner who can hardly be accused of promoting “childless” pedagogy, in 1922 formulated an idea about the specificity of the object of pedagogical science. He wrote that many consider the child to be the object of pedagogical research, but this is incorrect. The object of research in scientific pedagogy is a pedagogical fact (phenomenon). At the same time, the child and the person are not excluded from the researcher’s attention. On the contrary, being one of the sciences about man, pedagogy studies purposeful activities for the development and formation of his personality.

Consequently, as its object, pedagogy does not have the individual, his psyche (this is the object of psychology), but a system of pedagogical phenomena associated with his development. That's why The object of pedagogy is the phenomena of reality that determine the development of the human individual in the process of purposeful activity of society. These phenomena are called education. It is that part of the objective world that pedagogy studies.

Subject of pedagogy. Not only pedagogy studies education. It is studied by philosophy, sociology, psychology, economics and other sciences. Thus, an economist, studying the level of real capabilities of the “labor resources” produced by the education system, tries to determine the costs of their training. A sociologist wants to know whether the education system is preparing people who are able to navigate the social environment and contribute to scientific and technological progress and social change. The philosopher, in turn, using a broader approach, asks the question of the goals and overall purpose of education - what they are today and what they should be. A psychologist studies the psychological aspects of the pedagogical process. A political scientist seeks to determine the effectiveness of state educational policy at one or another stage of social development.

The contribution of numerous sciences to the study of education as a social phenomenon is undoubtedly valuable and necessary, but these sciences do not address the essential aspects of education related to the everyday processes of human development, the interaction of teachers and students in the process of this development and the corresponding institutional structure. And this is quite legitimate, since the study of these aspects determines that part of the object (education) that should be studied by a special science - pedagogy.

Subject of pedagogy – this is education as a real holistic pedagogical process, purposefully organized in special institutes(family, educational and cultural institutions). Pedagogy studies the essence, patterns, trends and prospects of the pedagogical process (education) as a factor and means of human development throughout his life, develops the theory and technology of organizing this process, forms and methods of improving the activities of a teacher and various types of activities of students, strategies and methods of interaction teacher and student.

Functions of pedagogy. The functions of pedagogy are determined by its subject. These are theoretical and technological functions carried out in organic unity.

Theoretical function implemented at three levels:

descriptive (studying advanced and innovative teaching practices);

diagnostic (determining the state of pedagogical phenomena, the effectiveness of the teacher and students, as well as the conditions that ensure this effectiveness);

predictive (experimental studies of pedagogical reality and the construction on their basis of models for transforming this reality). The prognostic level of the theoretical function is associated with revealing the essence of pedagogical phenomena, finding deep phenomena in the pedagogical process, and scientific substantiation of the proposed changes. At this level, theories of training and education, models of pedagogical systems that are ahead of educational practice are created.

Technological function pedagogy also involves three levels of implementation:

projective (development teaching materials: curricula, programs, textbooks and teaching aids, pedagogical recommendations - embodying theoretical concepts and defining the Plan pedagogical activity, content and character);

transformative (introduction of the achievements of pedagogical science into educational practice with the aim of its improvement and reconstruction);

reflective and corrective (assessment of the impact of scientific research results on the practice of teaching and education, subsequent correction in the interaction of scientific theory and practical activity).

§3. Education as a social phenomenon

Any society exists if its members follow its accepted values ​​and norms of behavior, determined by specific natural and socio-historical conditions. A person becomes a person in the process socialization, thanks to which he gains the ability to perform social functions. Some scientists understand socialization as a lifelong process, linking it with a change in place of residence, team, change in marital status, and age. However, this is only social adaptation. Socialization does not end there; it presupposes development, self-determination, and self-realization of the individual. Such tasks are solved both spontaneously and purposefully, both by institutions specially created for this purpose, and by the person himself. The purposefully organized process of managing socialization is called education, which is a complex socio-historical phenomenon.

Education is understood as a unified process of physical and spiritual formation of the individual, his socialization, consciously oriented towards some ideal images, towards social standards historically recorded in the public consciousness,(for example, a Spartan warrior, a virtuous Christian, an energetic entrepreneur, harmonious developed personality). In this understanding, education acts as an integral aspect of the life of all societies and all individuals without exception. Therefore, it is, first of all, a social phenomenon, which is a purposeful process of education and training in the interests of the individual, society and the state.

Education has become a special sphere of social life from the time when the process of transferring knowledge and social experience stood out from other types of human activity and became the business of individuals specifically involved in training and education. However, education as a social way of ensuring the inheritance of culture, socialization and personal development arises with the emergence of society and develops along with the development of labor activity, thinking, and language.

Scientists dealing with the socialization of children in primitive society believe that in that era, education was woven into the system of social and production activities. The functions of training and education, transmission of culture from generation to generation were carried out by all adults directly in the course of introducing children to the performance of labor and social duties.

Every adult member of society became a teacher in the process of daily activities, and in some developed communities, for example among the Yaguas (Colombia, Peru), younger children were raised mainly by older children. Education was inextricably linked with the life of society. Children, together with adults, obtained food, guarded the hearth, made tools and learned at the same time. Women gave girls lessons in conducting household and caring for children, men taught boys to hunt and wield weapons. Together with adults, children tamed animals, raised and harvested crops, rejoiced at a successful hunt, military victories, danced and sang, i.e. education was carried out comprehensively and continuously in the process of life.

However, the idea of ​​a primitive society as a society in which the educational process occurred spontaneously, without special efforts, is not correct. Researchers have found that people of that time had a developed system of accumulating information and transmitting it from generation to generation. These studies allowed us to move away from traditional views to work only as a means of subsistence and to understand its great humanistic value.

In this regard, the classic works of the American ethnographer Margaret Mead, who studied the life of the natives on the Samoan Islands in the Pacific Ocean, are of particular interest. In Samoa there is practically no difference between what adults do and what children do. “The Samoan child,” notes M. Mead, “has no desire to turn the activities of adults into a game, to transfer one sphere to another... They never make toy houses, they never let in toy boats. Little boys climb into real canoes and learn to sail them in the safe waters of the lagoon.”* All members of the community, including the smallest children, take part in all vital activities: harvesting, cooking, fishing, building houses, caring for children, receiving guests.

* Mead M. Culture and the world of childhood. – M., 1988. – P. 169.

The process of socialization among primitive peoples was far from simple and required adults to understand the process of child development. This clearly illustrates the rite of passage that marks the transition from childhood to adulthood. Boys and girls, in the presence of the entire tribe, demonstrated knowledge, skills, dexterity, proved their ability to endure pain and overcome fear.

Education should not be presented in primitive society as something undifferentiated, uniform among all tribes. The content and technologies of training and education were different among different peoples and, accordingly, led to different results.

For example, the inhabitants of the island of Alora in the Pacific Ocean were characterized by an indifferent attitude towards children who were not taught anything, were poorly fed and did not show any care for them at all. This attitude led to depression and embitterment in children. The process of socialization was difficult and delayed. The tribe was characterized by unkind relationships, constant clashes, and low emotionality. On the contrary, the Comanche Indian tribe was characterized by constant care for children on the part of the mother or father, combined with reasonable demands. After the first successful hunt, the teenager gained independence. As a result of an emotional and fairly strict upbringing, a strong and self-confident personality developed, not knowing the fear of death. The relationships of adults with each other were imbued with care and participation*.

* Sokolov E.V., Dukovich B.N. Family as a source of educational influences. Family as an object of philosophical and sociological research. – L., 1974. – P. 133–135.

With all the differences and nuances, education in pre-class society was of a public nature, since it was carried out in the process of everyday social, especially industrial, life. In addition, all adults performed pedagogical functions in relation to all children, and not just their own, and the older children were involved in raising the younger ones. It is this feature of education in a primitive society that allows us to call it an archaic type of education (L.F. Kolesnikov, V.N. Turchenko, L.G. Borisova).

Expanding the boundaries of communication, the development of language and general culture have led to an increase in information and experience to be transmitted to young people. However, the possibilities for its development were limited. This contradiction was resolved by creating public structures or social institutions, specializing in the accumulation and dissemination of knowledge.

For example, in order to preserve in memory all the richness of folklore, the priests of the Tohunga (Maori tribes of New Zealand) practiced for hours every day in the endless repetition of myths and traditions. In each tribe, social schools were created - ware vananga (houses of knowledge), in which the most knowledgeable people passed on the knowledge and experience of the tribe to the young people, introduced them to rituals and legends, and initiated them into the art of black magic and witchcraft. The young men spent many months at school, memorizing the spiritual heritage word for word. In wara vananga, youth were taught various crafts, farming practices, and were introduced to lunar calendar, taught to determine by the stars favorable dates for the start and completion of agricultural work. Full course Studying at such a school took several years. Schools of this type existed not only among the Maori, but also among other tribes*.

* Bakhta V.M. Aotearoa. – M., 1965. – P. 53–54.

The spread of such schools significantly accelerated the progress of mankind and made society more adapted to environmental changes.

The emergence of private property and the identification of the family as an economic community of people led to the isolation of students and educational functions and the transition from public education to family, when the role of the teacher shifted from the community to the parents. The main goal of education was the formation good owner, an heir capable of preserving and increasing the property accumulated by the parents as the basis of family wealth.

However, the thinkers of antiquity already realized that the material well-being of individual citizens and families depended on the power of the state. This power can be achieved not by family, but by social forms of education. Thus, the ancient Greek philosopher Plato, for example, considered it obligatory for children of the ruling class to receive education in special government institutions. His views reflected the education system that developed in ancient Sparta, where state control over education began from the first days of a child’s life. From the age of seven, boys were sent to boarding schools, where a harsh way of life was established. The main goal of education was to raise strong, cruel, resilient, disciplined and skillful warriors capable of selflessly defending the interests of slave owners. A similar education system existed in ancient Athens.

Pedagogy: educational allowance For pedagogical students educational establishments / V.A. Slastenin, I.F. Isaev, A.I. Mishchenko, E.N. Shiyanov. – M., 1998. Radugin A.A. Pedagogy. Educational allowance For higher educational establishments...

Textbook aid for students higher ped. textbook institutions / V. A. Slastenin, I. F. Isaev, E. N. Shiyanov; Ed. V.A. Slastenina. - M.: Publishing center "Academy", 2002. - 576 p.

The textbook reveals the anthropological, axiological foundations of pedagogy, the theory and practice of the holistic pedagogical process; organizational and activity bases for the formation of a schoolchild’s basic culture. Characteristics of pedagogical technologies are given, including the design and implementation of the pedagogical process, pedagogical communication, etc. Management issues are revealed educational systems. The authors are laureates of the Russian Government Prize in the field of education.

Section I. INTRODUCTION TO TEACHING ACTIVITY

Chapter 1. general characteristics teaching profession
§ 1. The emergence and development of the teaching profession
§ 2. Features of the teaching profession
§ 3. Prospects for the development of the teaching profession
§ 4. Specifics of working conditions and activities of a rural school teacher

Chapter 2. Professional activity and the personality of the teacher
§ 1. The essence of pedagogical activity
§ 2. Main types of teaching activities
§ 3. Structure of pedagogical activity
§ 4. The teacher as a subject of pedagogical activity
§ 5. Professionally determined requirements for the personality of a teacher

Chapter 3. Professional and pedagogical culture of a teacher
§ 1. The essence and main components of professional pedagogical culture
§ 2. Axiological component of professional pedagogical culture
§ 3. Technological component of professional pedagogical culture
§ 4. Personal and creative component of professional pedagogical culture

Chapter 4. Professional formation and development of a teacher
§ 1. Motives for choosing a teaching profession and motivation for teaching activities
§ 2. Development of the teacher’s personality in the system of teacher education
§ 3. Professional self-education of a teacher
§ 4. Basics of self-education of students pedagogical university and teachers

Section II. GENERAL BASICS OF PEDAGOGY

Chapter 5. Pedagogy in the system of human sciences
§ 1. General idea of ​​pedagogy as a science
§ 2. Object, subject and functions of pedagogy
§ 3. Education as social phenomenon
§ 4. Education as a pedagogical process. Categorical apparatus of pedagogy
§ 5. The connection of pedagogy with other sciences and its structure

Chapter 6. Methodology and methods of pedagogical research
§ 1. The concept of the methodology of pedagogical science and the methodological culture of the teacher
§ 2. General scientific level of pedagogy methodology
§ 3. Specific methodological principles of pedagogical research
§ 4. Organization of pedagogical research
§ 5. System of methods and methodology of pedagogical research

Chapter 7. Axiological foundations of pedagogy
§ 1. Justification of the humanistic methodology of pedagogy
§ 2. The concept of pedagogical values ​​and their classification
§ 3. Education as a universal human value

Chapter 8. Development, socialization and education of the individual
§ 1. Personal development as a pedagogical problem
§ 2. The essence of socialization and its stages
§ 3. Education and personality formation
§ 4. The role of training in personality development
§ 5. Factors of socialization and personality formation
§ 6. Self-education in the structure of the process of personality formation

Chapter 9. Holistic pedagogical process
§ 1. Historical background understanding the pedagogical process as a holistic phenomenon
§ 2. Pedagogical system and its types
§ 3. General characteristics of the education system
§ 4. The essence of the pedagogical process
§ 5. The pedagogical process as an integral phenomenon
§ 6. Logic and conditions for constructing an integral pedagogical process

Section III. LEARNING THEORY

Chapter 10. Training in a holistic pedagogical process
§ 1. Training as a way of organizing the pedagogical process
§ 2. Learning functions
§ 3. Methodological basis training
§ 4. Activities of the teacher and students in the learning process
§ 5. Logic of the educational process and structure of the assimilation process
§ 6. Types of training and their characteristics

Chapter 11. Patterns and principles of learning
§ 1. Patterns of learning
§ 2. Principles of training

Chapter 12. Modern didactic concepts
§ 1. Characteristics of the main concepts of developmental education
§ 2. Modern approaches to the development of the theory of personal development training

Chapter 13. The content of education as the basis of the basic culture of the individual
§ 1. The essence of the content of education and its historical nature
§ 2. Determinants of the content of education and principles of its structuring
§ 3. Principles and criteria for selecting content general education
§ 4. State educational standard and its functions
§ 5. Regulations regulating the content of general secondary education
§ 6. Prospects for the development of the content of general education. Model for constructing a 12-year secondary school

Chapter 14. Forms and methods of teaching
§ 1. Organizational forms and training systems
§ 2. Types of modern organizational forms of training
§ 3. Teaching methods
§ 4. Didactic means
§ 5. Control during the learning process

Section IV. THEORY AND METHODS OF EDUCATION

Chapter 15. Education in a holistic pedagogical process
§ 1. Education as a specially organized activity to achieve educational goals
§ 2. Goals and objectives of humanistic education
§ 3. Personality in the concept of humanistic education
§ 4. Regularities and principles of humanistic education

Chapter 16. Nurturing the basic culture of the individual
§ 1. Philosophical and worldview preparation of schoolchildren
§ 2. Civic education in the system of forming the basic culture of the individual
§ 3. Formation of the foundations of a person’s moral culture
§ 4. Labor education and vocational guidance of schoolchildren
§ 5. Formation of aesthetic culture of students
§ 6. Education physical culture personalities

Chapter 17. General methods education
§ 1. The essence of education methods and their classification
§ 2. Methods of forming personality consciousness
§ 3. Methods of organizing activities and forming experience social behavior personalities
§ 4. Methods of stimulation and motivation of individual activity and behavior
§ 5. Methods of control, self-control and self-esteem in education
§ 6. Conditions optimal choice And effective application education methods

Chapter 18. The collective as an object and subject of education
§ 1. Dialectics of the collective and individual in the education of the individual
§ 2. Formation of personality in a team - the leading idea in humanistic pedagogy
§ 3. The essence and organizational basis of the functioning of the children's team
§ 4. Stages and levels of development of the children's team
§ 5. Basic conditions for the development of a children's team

Chapter 19. Educational systems
§ 1. Structure and stages of development of the educational system
§ 2. Foreign and domestic educational systems
§ 3. Class teacher in the educational system of the school
§ 4. Children's public associations in the educational system of the school

Section V. PEDAGOGICAL TECHNOLOGIES

Chapter 20. Pedagogical technologies and teacher skills
§ 1. Essence educational technology
§ 2. The structure of pedagogical skills
§ 3. The essence and specificity of the pedagogical task
§ 4. Types of pedagogical tasks and their characteristics
§ 5. Stages of solving a pedagogical problem
§ 6. Demonstration of the teacher’s professionalism and skill in solving pedagogical problems

Chapter 21. Technology of designing the pedagogical process
§ 1. The concept of technology for constructing the pedagogical process
§ 2. Awareness of the pedagogical task, analysis of initial data and formulation of a pedagogical diagnosis
§ 3. Planning as a result of the teacher’s constructive activity
§ 4. Work planning class teacher
§ 5. Planning in the activities of a subject teacher

Chapter 22. Technology of the pedagogical process
§ 1. The concept of technology for implementing the pedagogical process
§ 2. The structure of organizational activities and its features
§ 3. Types of children's activities and general technological requirements to their organization
§ 4. Educational and cognitive activity and technology of its organization
§ 5. Value-oriented activity and its connection with other types of developmental activity
§ 6. Technology for organizing developmental activities for schoolchildren
§ 7. Technology for organizing collective creative activity

Chapter 23. Technology of pedagogical communication and establishment of pedagogically appropriate relationships
§ 1. Pedagogical communication in the structure of the activity of a teacher-educator
§ 2. The concept of technology of pedagogical communication § 3. Stages of solving a communicative problem
§ 4. Stages of pedagogical communication and technology for their implementation
§ 5. Styles of pedagogical communication and their technological characteristics
§ 6. Technology for establishing pedagogically appropriate relationships

Section VI. EDUCATIONAL SYSTEMS MANAGEMENT

Chapter 24. The essence and basic principles of management of educational systems
§ 1. State-public education management system
§ 2. General principles educational systems management
§ 3. School as pedagogical system and object of scientific management

Chapter 25. Basic functions of intra-school management
§ 1. Management culture head of the school
§ 2. Pedagogical analysis in school management
§ 3. Goal setting and planning as a function of school management
§ 4. The function of organization in school management
§ 5. Intra-school control and regulation in management

Chapter 26. Interaction of social institutions in the management of educational systems
§ 1. School as an organizing center for joint activities of school, family and community
§ 2. Teaching staff schools
§ 3. Family as a specific pedagogical system. Features of the development of a modern family
§ 4. Psychological and pedagogical foundations for establishing contacts with the student’s family
§ 5. Forms and methods of work of the teacher, class teacher with parents of students

Chapter 27. Innovative processes in education. Development of professional pedagogical culture of teachers
§ 1. Innovative orientation of teaching activities
§ 2. Forms of development of professional pedagogical culture of teachers and their certification

After a long time, the individual creative approach to the formation of a teacher’s personality, proposed by the academician, has proven its effectiveness and promise in practice. For a modern leader, the ideal model should be a person with professional competence, endowed special type professional consciousness, focused in its pedagogical activities on the development of the student as a person, individuality, subject of knowledge, communication and work.

The textbook reveals the essence and structure of pedagogical technology, which is based on the idea of ​​complete control over the pedagogical process, its planning, design, as well as the possibility detailed analysis using step-by-step playback. Pedagogical technology is based on the fact that through constant feedback guarantee the achievement of certain goals. It follows from this that goal setting is the most important stage of pedagogical technology.

Educational technologies have their own industry specifics, determined by the methods and means with which they operate, as well as by the source material they work with. The specificity of methods and means of pedagogical technologies is manifested by the presence of a certain educational component, and the need to take into account philosophical, psychological, anthropological and environmental aspects.

As an example of how other specialists in this field consider the problem of educational technologies, one should cite the works T.A. Stefanovskaya, V.A. Slastenin and G.K. Selevko. In the works G.K. Selevko Pedagogical technology seems to be closely related to the educational process and the interaction between student and teacher. The structure of educational technology, according to his theory, consists of the following components. Firstly, this is a conceptual basis, secondly, a substantive part, thirdly, a procedural part.

The textbook reveals the essence of pedagogical technology in a slightly different aspect. The author considers planning and design, including analysis, diagnostics, forecasting and development of an activity project, to be the decisive condition for the success of the pedagogical process. According to theory, educational technology includes three main components. The first is an analysis to make a diagnosis. The second is forecasting and design. And the third is the idea that analysis, forecast and project are an inextricable triad for solving any pedagogical problem.

According to T.A. Stefanovskaya pedagogical teaching technology should be based on the following ideas. First of all, this is the integration of pedagogical disciplines. In second place is the intensification of the learning process through the use of mnemonic diagrams. And finally, the diagnostic basis and content academic disciplines, determined by the relationship of objective and subjective conditions. As the main components of educational technology T.A. Stefanovskaya distinguishes the target setting, the content component, the technological component itself and the expert-evaluative component.

In practice, the implementation of pedagogical technology is carried out by adding all the components that make it up. According to NOT. Shchurkova, the core component of pedagogical technology is pedagogical technique, that is, the teacher’s mastery of his own psychophysical apparatus and the ability to understand the student’s attitude based on his psychophysical apparatus, which includes facial expressions, gestures and speech. The main way for a teacher to correct student behavior is pedagogical assessment.

In modern pedagogical practice, the most in demand are such personal qualities of a teacher as openness and sincerity, goodwill, the art of communication, erudition, outlook, charm, artistry, improvisation, fantasy, reflection, and the ability to timely detect changes in children’s relationships, their moods and reactions.

What do they think? V.A. Slastenin and N.E. Shchurkova, in the modern educational process there is a real revolution, consisting in a change of key pedagogical positions and modifications of the theoretical picture of education as a psychological and pedagogical phenomenon. This very revolution, in their opinion, gave rise to completely new characteristics of the educational process, which are derived from the latest principles, such as the principle of value orientations, subjectivity and givenness.

The principle of value orientations requires the teacher to fill interaction with students with a certain value content, focused on such highest universal values ​​as man, life, nature, work, communication and knowledge. The principle of subjectivity directs the teacher’s activities to constantly initiate in the child the ability to be the subject of his own actions. The principle of given presupposes treating the child as an unconditional value and given, respecting the history of his life, the specifics of the development and formation of his personality.

UDC 371.4(075.8)BBK 74.03ya73S 47ISBN 5-7695-0878-7Slastenin V.A. and others. Pedagogy: Proc. aid for students higher ped. textbook institutions / V. A. Slastenin, I. F. Isaev, E. N. Shiyanov; Ed. V.A. Slastenina. - M.: Publishing Center "Academy", 2002. - 576 pp. Reviewers: Doctor of Pedagogical Sciences, full member of the Russian Academy of Education, Professor G.N. Volkov; Doctor of Pedagogical Sciences, Corresponding Member of the Russian Academy of Education, Professor A. V. Mudrik Educational publication Slastenin Vitaly Aleksandrovich Isaev Ilya Fedorovich Shiyanov Evgeniy Nikolaevich The textbook reveals the anthropological, axiological foundations of pedagogy, the theory and practice of the holistic pedagogical process; organizational and activity bases for the formation of a schoolchild’s basic culture. Characteristics of pedagogical technologies are given, including the design and implementation of the pedagogical process, pedagogical communication, etc. Issues of management of educational systems are revealed. The authors are laureates of the RF Government Prize in the field of education. It may be useful for teachers and educational system managers. CONTENTS: Section I. INTRODUCTION TO TEACHING ACTIVITY Chapter 1. General characteristics of the teaching profession§ 1. The emergence and development of the teaching profession§ 2. Features of the teaching profession§ 3 Prospects for the development of the teaching profession§ 4. Specifics of working conditions and activities of a rural school teacherChapter 2. Professional activity and personality of the teacher§ 1. The essence of pedagogical activity§ 2. Main types of pedagogical activity§ 3. The structure of pedagogical activity§ 4. The teacher as a subject of pedagogical activity § 5. Professionally determined requirements for the personality of a teacher Chapter 3. Professional pedagogical culture of a teacher§ 1. The essence and main components of professional pedagogical culture§ 2. Axiological component of professional pedagogical culture§ 3. Technological component of professional pedagogical culture§ 4. Personal creative component of professional pedagogical cultureChapter 4. Professional formation and development of a teacher§ 1. Motives for choosing a teaching profession and motivation for teaching activity§ 2. Development of a teacher’s personality in the system of pedagogical education§ 3. Professional self-education of a teacher§ 4. Fundamentals of self-education of pedagogical university students and teachersSection II. GENERAL FUNDAMENTALS OF PEDAGOGYChapter 5. Pedagogy in the system of human sciences§ 1. General idea of ​​pedagogy as a science§ 2. Object, subject and functions of pedagogy§ 3. Education as a social phenomenon§ 4. Education as a pedagogical process. Categorical apparatus of pedagogy§ 5. The connection of pedagogy with other sciences and its structureChapter 6. Methodology and methods of pedagogical research§ 1. The concept of the methodology of pedagogical science and the methodological culture of the teacher§ 2. General scientific level of pedagogy methodology§ 3. Specific methodological principles of pedagogical research§ 4. Organization of pedagogical research§ 5. System of methods and methodology of pedagogical researchChapter 7. Axiological foundations of pedagogy§ 1. Justification of the humanistic methodology of pedagogy§ 2. The concept of pedagogical values ​​and their classification§ 3. Education as a universal valueChapter 8. Development, socialization and upbringing personality§ 1. Personal development as a pedagogical problem§ 2. The essence of socialization and its stages§ 3. Education and formation of personality§ 4. The role of education in personality development§ 5. Factors of socialization and personality formation§ 6. Self-education in the structure of the process of personality formationChapter 9 Holistic pedagogical process§ 1. Historical background for understanding the pedagogical process as an integral phenomenon§ 2. Pedagogical system and its types§ 3. General characteristics of the education system§ 4. The essence of the pedagogical process§ 5. Pedagogical process as an integral phenomenon§ 6. Logic and conditions building a holistic pedagogical processSection III. TEACHING THEORYChapter 10. Training in a holistic pedagogical process§ 1. Teaching as a way of organizing the pedagogical process§ 2. Functions of teaching§ 3. Methodological foundations of teaching§ 4. Activities of teachers and students in the learning process§ 5. Logic of the educational process and structure of the learning process§ 6. Types of training and their characteristicsChapter 11. Regularities and principles of training§ 1. Regularities of training§ 2. Principles of trainingChapter 12. Modern didactic concepts§ 1. Characteristics of the basic concepts of developmental training§ 2. Modern approaches to the development of the theory of personal development trainingChapter 13. The content of education as the basis of the basic culture of the individual§ 1. The essence of the content of education and its historical nature§ 2. Determinants of the content of education and the principles of its structuring§ 3. Principles and criteria for selecting the content of general education§ 4. State educational standard and its functions§ 5. Normative documents regulating the content of general secondary education§ 6. Prospects for the development of the content of general education. Model for constructing a 12-year comprehensive schoolChapter 14. Forms and methods of teaching§ 1. Organizational forms and systems of training§ 2. Types of modern organizational forms of training§ 3. Methods of teaching§ 4. Didactic means§ 5. Control in the learning processSection IV. THEORY AND METHODS OF EDUCATIONChapter 15. Education in a holistic pedagogical process§ 1. Education as a specially organized activity to achieve the goals of education§ 2. Goals and objectives of humanistic education§ 3. Personality in the concept of humanistic education§ 4. Patterns and principles of humanistic educationChapter 16. Education basic culture of the individual§ 1. Philosophical and worldview training of schoolchildren§ 2. Civic education in the system of formation of the basic culture of the individual§ 3. Formation of the foundations of the moral culture of the individual§ 4. Labor education and vocational guidance of schoolchildren§ 5. Formation of the aesthetic culture of students§ 6. Education physical culture of the individualChapter 17. General methods of education§ 1. The essence of educational methods and their classification§ 2. Methods of forming the consciousness of the individual§ 3. Methods of organizing activities and forming the experience of social behavior of the individual§ 4. Methods of stimulating and motivating the activities and behavior of the individual§ 5. Methods of control, self-control and self-esteem in education§ 6. Conditions for the optimal selection and effective application of education methodsChapter 18. The team as an object and subject of education§ 1. Dialectics of the collective and individual in the education of the individual§ 2. The formation of personality in a team is the leading idea in humanistic pedagogy § 3. The essence and organizational basis for the functioning of a children's team§ 4. Stages and levels of development of a children's team§ 5. Basic conditions for the development of a children's teamChapter 19. Educational systems§ 1. Structure and stages of development of the educational system§ 2. Foreign and domestic educational systems§ 3 Class teacher in the educational system of the school§ 4. Children's public associations in the educational system of the schoolSection V. PEDAGOGICAL TECHNOLOGIESChapter 20. Pedagogical technologies and the skill of the teacher§ 1. The essence of pedagogical technology§ 2. The structure of pedagogical skill§ 3. The essence and specificity of the pedagogical task§ 4 Types of pedagogical tasks and their characteristics§ 5. Stages of solving a pedagogical problem§ 6. Manifestation of the teacher’s professionalism and skill in solving pedagogical problemsChapter 21. Technology of designing the pedagogical process§ 1. Concept of technology of designing the pedagogical process§ 2. Awareness of the pedagogical task, analysis of initial data and making a pedagogical diagnosis§ 3. Planning as a result of the constructive activity of the teacher§ 4. Planning the work of the class teacher§ 5. Planning in the activities of the teacher -subject teacherChapter 22. Technology of implementation of the pedagogical process§ 1. Concept of technology of implementation of the pedagogical process§ 2. Structure of organizational activity and its features§ 3. Types of children’s activities and general technological requirements for their organization§ 4. Educational and cognitive activity and technology of its organization § 5. Value-oriented activity and its connection with other types of developmental activities§ 6. Technology of organizing developmental activities for schoolchildren§ 7. Technology of organizing collective creative activityChapter 23. Technology of pedagogical communication and establishing pedagogically appropriate relationships§ 1. Pedagogical communication in the structure of activity teacher-educator§ 2. The concept of the technology of pedagogical communication § 3. Stages of solving a communicative problem § 4. Stages of pedagogical communication and the technology of their implementation § 5. Styles of pedagogical communication and their technological characteristics § 6. Technology of establishing pedagogically appropriate relationships Section VI. MANAGEMENT OF EDUCATIONAL SYSTEMSChapter 24. The essence and basic principles of management of educational systems§ 1. State-public system of education management§ 2. General principles of management of educational systems§ 3. School as a pedagogical system and an object of scientific managementChapter 25. Basic functions of intra-school management§ 1. Management culture of the school leader§ 2. Pedagogical analysis in intra-school management§ 3. Goal setting and planning as a function of school management§ 4. The function of organization in school management§ 5. Intra-school control and regulation in managementChapter 26. Interaction of social institutions in the management of educational systems§ 1. The school as an organizing center for joint activities of the school, family and community§ 2. The teaching staff of the school§ 3. The family as a specific pedagogical system. Features of the development of a modern family§ 4. Psychological and pedagogical bases for establishing contacts with the student’s family§ 5. Forms and methods of work of the teacher, class teacher with parents of studentsChapter 27. Innovative processes in education. Development of professional and pedagogical culture of teachers§ 1. Innovative orientation of teaching activity§ 2. Forms of development of professional and pedagogical culture of teachers and their certification SECTION I INTRODUCTION TO PEDAGOGICAL ACTIVITYCHAPTER 1 GENERAL CHARACTERISTICS OF THE PEDAGOGICAL PROFESSION§ 1. The emergence and formation of the teaching professionIn ancient times, when there was no division labor, all members of a community or tribe - adults and children - participated equally in obtaining food, which was the main meaning of existence in those distant times. The transfer of experience accumulated by previous generations to children in the prenatal community was “woven” into work activity. Children, being involved in it from an early age, acquired knowledge about methods of activity (hunting, gathering, etc.) and mastered various skills. And only as tools improved, which made it possible to obtain more food, did it become possible not to involve sick and old members of the community in this. They were charged with being the keepers of the fire and looking after the children. Later, as the processes of conscious production of labor tools became more complex, which entailed the need for special transfer of labor skills, the elders of the clan - the most respected and experienced - formed, in the modern understanding, the first social group of people - educators, whose direct and only responsibility became transfer of experience, care for the spiritual growth of the younger generation, their morality, preparation for life. Thus, education became the sphere of human activity and consciousness. The emergence of the teaching profession therefore has objective grounds. Society could not exist and develop if the younger generation, replacing the older one, was forced to start all over again, without creatively mastering and using the experience that it inherited. The etymology of the Russian word “educator” is interesting. It comes from the stem “to nourish.” Not without reason, today the words “educate” and “nurture” are often considered synonymous. In modern dictionaries, an educator is defined as a person who is involved in raising someone, who takes responsibility for the living conditions and development of the personality of another person. The word “teacher” apparently appeared later, when humanity realized that knowledge is a value in itself and that a special organization of children’s activities is needed, aimed at acquiring knowledge and skills. This activity was called teaching. In Ancient Babylon, Egypt, Syria, teachers most often were priests, and in Ancient Greece - the most intelligent, talented civilian citizens: paedonomy, pedotribes, didascals, teachers. In Ancient Rome, government officials who knew the sciences well, but most importantly, who traveled a lot and, therefore, saw a lot, knew the languages, culture and customs of different peoples, were appointed teachers on behalf of the emperor. In ancient Chinese chronicles that have survived to this day, it is mentioned that back in the 20th century. BC. There was a ministry in the country in charge of the education of the people, which appointed the wisest representatives of society to the position of teacher. In the Middle Ages, teachers, as a rule, were priests and monks, although in city schools and universities they increasingly became people who had received special education. In Kievan Rus, the duties of a teacher coincided with the duties of a parent and ruler. Monomakh's "Teaching" reveals the basic set of rules of life that the sovereign himself followed and which he advised his children to follow: love your homeland, take care of the people, do good to your loved ones, do not sin, avoid evil deeds, be merciful. He wrote: “What you can do well, don’t forget, and what you can’t do, learn it... Laziness is the mother of everything: what someone can do, he will forget, and what he can’t do, he won’t learn. But when doing good, don’t be lazy.” what's good..." In Ancient Rus', teachers were called masters, thereby emphasizing respect for the personality of the mentor of the younger generation. But the master craftsmen who passed on their experience were and are now, as is known, called respectfully - Teacher.1 See: Anthology of pedagogical thought of Ancient Rus' and the Russian state of the XIV-XVII centuries. / Comp. S. D. Babishin, B. N. Mityurov. - M., 1985. - P. 167. Since the emergence of the teaching profession, teachers have been assigned, first of all, an educational, single and indivisible function. A teacher is an educator, a mentor. This is his civic, human purpose. This is exactly what A. S. Pushkin meant when he dedicated the following lines to his beloved teacher, professor of moral sciences A. P. Kunitsyn (Tsarskoye Selo Lyceum): “He created us, he raised our flame... He laid the cornerstone, he laid the pure lamp ignited" .2 Pushkin A. S. Complete works: In 10 volumes - L., 1977. - T. 2. - P. 351. The tasks facing the school changed significantly at different stages of the development of society. This explains the periodic shift of emphasis from teaching to upbringing and vice versa. However, state policy in the field of education almost always underestimated the dialectical unity of teaching and upbringing, the integrity of the developing personality. Just as it is impossible to teach without exerting an educational influence, it is also impossible to solve educational problems without equipping students with a rather complex system of knowledge, skills and abilities. Progressive thinkers of all times and peoples have never opposed teaching and upbringing. Moreover, they viewed the teacher primarily as an educator. All nations and at all times have had outstanding teachers. Thus, the Chinese called Confucius the Great Teacher. One of the legends about this thinker describes his conversation with a student: “This country is vast and densely populated. What does it lack, teacher?” - the student turns to him. “Enrich her,” the teacher replies. “But she’s already rich. How can we enrich her?” - asks the student. "Teach her!" - exclaims the teacher. A man of a difficult and enviable fate, the Czech humanist teacher Jan Amos Komensky was the first to develop pedagogy as an independent branch of theoretical knowledge. Comenius dreamed of giving his people the collected wisdom of the world. He wrote dozens of school textbooks and over 260 pedagogical works. And today every teacher, using the words “lesson”, “class”, “vacation”, “training”, etc., does not always know that they all entered the school along with the name of the great Czech teacher. J.A. Comenius asserted a new, progressive view of the teacher. This profession was “excellent for him, like no other under the sun.” He compared the teacher with a gardener who lovingly grows plants in the garden, with an architect who carefully builds knowledge into every corner of a human being, with a sculptor who carefully hews and polishes the minds and souls of people, with a commander who energetically leads an offensive against barbarism and ignorance.1 See. : Komensky Ya.A. Selected pedagogical works. - M., 1995. - pp. 248-284. Swiss teacher Johann Heinrich Pestalozzi spent all his savings on creating orphanages. He dedicated his life to orphans, tried to make childhood a school of joy and creative work. On his grave there is a monument with an inscription that ends with the words: “Everything is for others, nothing for yourself.” The great teacher of Russia was Konstantin Dmitrievich Ushinsky, the father of Russian teachers. The textbooks he created have had a circulation unprecedented in history. For example, “Native Word” was reprinted 167 times. His legacy consists of 11 volumes, and his pedagogical works still have scientific value today. He described the social significance of the teaching profession as follows: “An educator who is on par with the modern course of education feels like a living, active member of a great organism fighting the ignorance and vices of humanity, a mediator between everything that was noble and lofty in past history people, and a new generation, the keeper of the holy covenants of people who fought for the truth and for good,” and his work, “modest in appearance, is one of the greatest works of history. States are based on this matter and entire generations live by it."1 Ushinsky K.D. Collected works: In 11 volumes - M., 1951. - Vol. 2. - P. 32. Searches for Russian theorists and practitioners of the 20s The 20th century largely prepared the innovative pedagogy of Anton Semenovich Makarenko. Despite the command-administrative methods of management that were established in education, as well as throughout the country, in the 30s, he contrasted them with a pedagogy that was humanistic in essence, optimistic in spirit , imbued with faith in the creative powers and capabilities of man. The theoretical heritage and experience of A. S. Makarenko have gained worldwide recognition. Of particular importance is the theory of the children's collective created by A. S. Makarenko, which organically includes subtle in instrumentation and original in methods and techniques implementation of the method of individualization of education. He believed that the work of a teacher is the most difficult, “perhaps the most responsible and requires from the individual not only the greatest effort, but also great strength, great abilities.”2 Makarenko A. S. Works: In 7 volumes - M., 1958. - T. V. - P. 178.§ 2. Features of the teaching profession. The originality of the teaching profession. A person’s belonging to a particular profession is manifested in the characteristics of his activities and way of thinking. According to the classification proposed by E. A. Klimov, the teaching profession belongs to the group of professions whose subject is another person. But the teaching profession is distinguished from many others primarily by the way of thinking of its representatives, heightened feeling duty and responsibility. In this regard, the teaching profession stands apart, standing out as a separate group. Its main difference from other professions of the “person-to-person” type is that it belongs to both the class of transformative and the class of management professions at the same time. Having the formation and transformation of personality as the goal of his activity, the teacher is called upon to manage the process of his intellectual, emotional and physical development, the formation of her spiritual world. The main content of the teaching profession is relationships with people. The activities of other representatives of human-to-human professions also require interaction with people, but here this is due to the fact that the best way understand and satisfy human needs. In the profession of a teacher, the leading task is to understand social goals and direct the efforts of other people to achieve them. The peculiarity of teaching and upbringing as an activity social management consists in the fact that it has, as it were, a double subject of labor. On the one hand, its main content is relationships with people: if a leader (and a teacher is one) does not have proper relationships with those people whom he leads or whom he convinces, then the most important thing in his activities is missing. On the other hand, professions of this type always require a person to have special knowledge, skills and abilities in some area (depending on who or what he supervises). A teacher, like any other leader, must know well and imagine the activities of the students whose development process he leads. Thus, the teaching profession requires dual training - human science and special. Thus, in the teaching profession, the ability to communicate becomes a professionally necessary quality. Studying the experience of beginning teachers allowed researchers, in particular V. A. Kan-Kalik, to identify and describe the most common “barriers” of communication that make it difficult to solve pedagogical problems: mismatch of attitudes, fear of the class, lack of contact, narrowing of the communication function, negative attitude towards the class , fear of pedagogical error, imitation. However, if novice teachers experience psychological “barriers” due to inexperience, then experienced teachers experience them due to underestimation of the role of communicative support of pedagogical influences, which leads to an impoverishment of the emotional background educational process. As a result, personal contacts with children turn out to be impoverished, without whose emotional wealth productive personal activity inspired by positive motives is impossible. The uniqueness of the teaching profession lies in the fact that it by its nature has a humanistic, collective and creative character. The humanistic function of the teaching profession. The teaching profession has historically had two social functions - adaptive and humanistic (“human-forming”). The adaptive function is associated with the adaptation of the student to the specific requirements of the modern sociocultural situation, and the humanistic function is associated with the development of his personality, creative individuality. On the one hand, the teacher prepares his students for the needs at this moment, to a specific social situation, to the specific needs of society. But on the other hand, he, while objectively remaining the guardian and conductor of culture, carries within himself a timeless factor. Having as a goal the development of personality as a synthesis of all the riches of human culture, the teacher works for the future. The work of a teacher always contains a humanistic, universal principle. Conscious bringing it to the fore, the desire to serve the future characterized progressive teachers of all times. Thus, a famous teacher and figure in the field of education of the mid-19th century. Friedrich Adolf Wilhelm Diesterweg, who was called the teacher of German teachers, put forward a universal goal of education: service to truth, goodness, beauty. “In every individual, in every nation, a way of thinking called humanity must be instilled: this is the desire for noble universal goals.” In realizing this goal, he believed, a special role belongs to the teacher, who is a living instructive example for the student. His personality earns him respect, spiritual strength and spiritual influence. The value of the school is equal to the value of the teacher.1 Disterweg A. Selected pedagogical works. - M., 1956. - P. 237. The great Russian writer and teacher Lev Nikolaevich Tolstoy saw in the teaching profession, first of all, a humanistic principle, which finds expression in love for children. “If a teacher has only love for his work,” wrote Tolstoy, “he will be a good teacher. If a teacher has only love for his student, like a father or mother, he will better than that a teacher who has read all the books, but has no love for either the work or the students. If a teacher combines love for both his work and his students, he is a perfect teacher."2 Tolstoy L.N. Pedagogical works. - M., 1956. - P. 362. L.N. Tolstoy considered the freedom of the child as the leading principle training and education. In his opinion, a school can be truly humane only when teachers do not regard it as “a disciplined company of soldiers, commanded today by one lieutenant, tomorrow by another.” He called for a new type of relationship between teachers and students, excluding coercion, defended the idea of ​​personality development as central to humanistic pedagogy.In the 50-60s of the 20th century, the most significant contribution to the theory and practice of humanistic education was made by Vasily Aleksandrovich Sukhomlinsky, the director of the Pavlysh secondary school in the Poltava region.His ideas of citizenship and humanity in pedagogy turned out to be in tune with our modern times. “The age of mathematics is good popular expression, but it does not reflect the full essence of what is happening these days. The world is entering the Age of Man. More than ever before, we are obliged to think now about what we put into the human soul." 1 Sukhomlinsky V.A. Selected pedagogical works: In 3 volumes - M., 1981. - Vol. 3. - P. 123 -124. Education for the sake of the child’s happiness - such is the humanistic meaning of the pedagogical works of V. A. Sukhomlinsky, and his practical activities are convincing proof that without faith in the child’s capabilities, without trust in him, all pedagogical wisdom, all methods and techniques of teaching and education is untenable. The basis for a teacher’s success, he believed, is the spiritual wealth and generosity of his soul, well-mannered feelings and high level general emotional culture, the ability to delve deeply into the essence of a pedagogical phenomenon.