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Methodological and theoretical prerequisites for an integrated approach

The conditions for the development of modern society (the complexity of tasks accomplished by the Armed Forces, their increased social responsibility for the fate of their homeland, the cause of peace, the declining educational and cultural level of young people drafted into the army and navy) require constant improvement of the education process. One of the most important directions of increasing its effectiveness and quality in modern conditions is an integrated approach.

An integrated approach is a multifaceted phenomenon and can be considered from the perspective of various sciences. We are attempting to state the methodological and theoretical foundations of an integrated approach, to reveal its psychological and pedagogical essence, content and conditions for the implementation of the activities of the deputy commander of a regiment (ship) for educational work.

The idea of ​​an integrated approach to education has a solid methodological base in dialectics, and especially in its categories such as “universal connection” and “integrity of phenomena”. The universal connection of phenomena is the most general pattern of the existence of the world, expressing the result and manifestation of the universal interaction of all objects and phenomena.

Education, as a process of forming an active and conscious citizen and defender of the Motherland, a comprehensively and harmoniously developed personality is not isolated from other phenomena. On the one hand, it is closely connected with the development of the economy and economic activity, with ideology and politics, culture and art, which have a significant impact on the nature and content of education. On the other hand, education can rightfully be considered as an independent integral phenomenon. The category of integrity means the internal unity of the object, its relative autonomy. A holistic understanding of an object implies a comprehensive, full coverage of all its properties, sides and relationships, its internal conditioning and specificity. With regard to education, this means that it itself has its structural elements, internal dependencies and system-forming factors.

From the point of view of content, the most important, essential element of the education of soldiers is military education. It is supplemented, such very important areas of educational work as state-patriotic, moral, legal, aesthetic, physical, etc., comprehensively interact with it. But they all “work” for the main thing - military education.

From the procedural, managerial, organizational and methodological points of view, the most important elements of education are its object and subject, forms, methods and means of influence. The substantive and methodological aspects of education are closely interconnected and interdependent.

The most important system-forming factors of education, the internal unity of all its elements are its inherent goals and patterns.

The main goal of upbringing - the comprehensive, harmonious development of a person's personality - determines the content, forms, methods, means, nature of the relationship and interaction of the object and subject of upbringing. The education of military personnel is aimed not only at the realization of this main goal, but also at the formation of such moral, psychological, military professional and fighting qualities among soldiers that would contribute to the successful fulfillment of military duty in peacetime and in battle.
These goals determine the specifics of educational work in the army and navy.

Another system-forming factor are the laws that are intrinsic to the process of education, namely: the integrity of the formation of the personality of a warrior; correspondence of educational influences and interactions with the level of development and individual psychological characteristics of soldiers; unity of education, upbringing, development and psychological preparation, and a number of others.

A. S. Makarenko emphasized that “an integral human personality is not brought up in parts. “One cannot bring up an ideological conviction at some time, and then some other quality.” All personality traits are closely interconnected, define each other, manifest and develop in this unity, forming a holistic image of a person.

The patterns of the upbringing process are a system-forming factor, which is inherently inherent in the conditions of interdependence of various elements of upbringing. Ignoring the objective connections of the educational process, their insufficient or incorrect accounting in practice inevitably negatively affects the effectiveness of pedagogical influences.

The actualization of the integrated approach does not deny the fact that its elements were characteristic of educational work before. However, in modern conditions, there are opportunities for a more complete implementation of the integrated approach. Democratic transformations have been made in our country, a gradual transition to a professional army is taking place.

If we talk about other prerequisites for an integrated approach to education in relation to the Armed Forces, it should be noted first of all such factors as the presence in the Armed Forces of a system of qualified command, educational, legal, engineering and technical personnel; a certain general educational and cultural level of personnel; a high level of scientific development of educational problems and rich practical experience of educational work in peaceful conditions and in the conditions of warfare.

The importance of an integrated approach in the activities of military personnel is great. It consists primarily in the fact that an integrated approach is the most appropriate means of improving educational practice, the methodological basis for the development of a comprehensively developed personality. An integrated approach gives the hands of educators of all categories the key to a correct understanding of the educational process, to the right choice of forms, methods, techniques and means of optimal influence on the formation of personality of all categories of military personnel.

Earlier, the essence, content, principles and methods of education of military personnel were disclosed. A strict account of the laws and requirements of the principles of education provides a comprehensive approach to solving educational problems.

The actualization of an integrated approach in modern conditions contributes to the understanding of education as an integral phenomenon, closely interconnected with other social phenomena. Following the requirements of an integrated approach in practical work allows you to cover all aspects of the educational process, to identify the best ways, methods and means of pedagogical impact on the personnel of the regiment - brigade (ship of the 1st rank).
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Methodological and theoretical prerequisites for an integrated approach

  1. Methodological and theoretical background of the study
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  4. Prerequisites for the development of theoretical constructs
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  6. General methodological approaches in scientific research (integrated, systemic, subjective)
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  7. General methodological approaches in scientific research (integrated, systemic, subjective)
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  8. General methodological approaches
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  9. Methodological and theoretical foundations of the study
    • general methodological principles of psychology: the principle of development, systemicity, determinism, historicism (B. G. Ananyev, L. S. Vygotsky, A. N. Leontiev, B. F. Lomov, S. L. Rubinstein and others); • theoretical views of domestic and foreign scientists, revealing the essence of a systematic approach to research (M.S. Kagan, B.F. Lomov, A.V. Petrovsky, V.M. Rusalov, G.L. Parsons, V.N. Sadovsky B.G. Yudin and
  10. The pedagogical essence and content of an integrated approach
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  11. Historical and theoretical background of the formation
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  13. THEORETICAL AND METHODOLOGICAL BASES AND PRACTICAL BACKGROUND OF PROFESSIONAL PSYCHOLOGICAL SELECTION
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  16. The main methodological approaches, means and results of military psychological research
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