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Education as a socio-pedagogical phenomenon, system and process
The system (system-structural) approach has been established as the most important area of the methodology of scientific knowledge and social practice. It is based on the consideration of objects as systems. He directs researchers to disclosing the integrity of the object, to identifying the diverse types of connections in it and bringing them together into a single theoretical picture.
Pedagogical phenomena, including upbringing, are no exception. It is carried out mainly through special pedagogical systems, which are the main and very complex object of study of the science of pedagogy. In modern conditions, the question has been raised about the need to develop educational systems at various levels. An article on the educational system is published in the Russian Pedagogical Encyclopedia. A good example of the educational system is the state program "Patriotic education of citizens of the Russian Federation for 2001-2005." The program provides for the development of similar educational systems in federal and municipal authorities, including the Ministry of Defense of the Russian Federation.
Fundamentally important is the issue of understanding the essence of education. As you know, education is an object of study in many sciences: philosophy, sociology, psychology, history and others. Each science has its own view on this complex phenomenon.
The specifics of pedagogy and its important component, the theory of education, consists in the fact that, taking into account data from other sciences, it considers education as a pedagogical phenomenon, as a pedagogical process and pedagogical system. Traditionally, upbringing has been defined as a process of deliberate, deliberate and lasting exposure of educators to those brought up in the interests of developing their desired qualities. In textbooks on general and military pedagogy, in special works, one can find many other definitions that differ from that given in separate words, but not the essence. They reflect the most significant connections and relations of this complex phenomenon. At the same time, modern research and educational practice show that such interpretations of education seem restrictive and do not meet the requirements of life due to a number of reasons.
Firstly, in the conditions of humanization and democratization of the country's public life and, to a certain extent, the Armed Forces in connection with the specifics of military service, when a person is promoted to the first place, it is unlawful to reduce education to influence. A person is brought up, formed and develops not only under the influence, but also in the course of self-education. He is the active side of the parenting process. V.A. Sukhomlinsky emphasized that education that goes into self-education is real. Practice shows that under the influence, as a rule, various forms and means of coercion or prohibition are understood: administration, punishment, warning, urging, etc. The requirement of the Disciplinary Statute that no fact of violation of military discipline should remain without influence, more often it all comes down to disciplinary action, which, although it is a means of education, is extremely limited in time and auxiliary in form.
Secondly, historically, pedagogy is seen as a science of parenting. In the 20s - early 30s. A heated discussion was held in the country on its subject. Some argued that pedagogy should study the totality of influences that production, life, art, the environment, the public environment as a whole have on a person, including the educational work of the party, Soviets and trade unions.
Others believed that pedagogy should limit its tasks to solving the problems of raising the younger generation in preschool institutions and schools.
Without going into the details of the discussion, it can be stated that the second point of view won. In accordance with this understanding of the tasks of pedagogy, upbringing and education were reduced to the activities of educational institutions and specially trained teachers. Such a narrowing of the boundaries of pedagogy was justified under conditions when it was necessary to concentrate efforts on the study of problems of upbringing and education in school. Life, everyday practice convincingly confirm that to carry out education today mainly in educational institutions and reduce it to the impact of professionally trained people means narrowing the tasks of pedagogy, moreover, it is practically inexpedient. Complex and contradictory reality is a significant factor in influencing the formation and development of man, a kind of teacher and educator. Mass media, culture, art, sports, leisure, informal associations, especially youth, family, church, religious denominations have become so powerful socio-pedagogical institutes that in many ways they outstripped traditional educational ones. In addition, one should keep in mind the fact that a person learns and develops all his life, as KD emphasized. Ushinsky - from birth to deathbed. Social reality is changing, along with it, gaining experience, the person himself is changing. But the education and upbringing of children and adults, although they have much in common, differ significantly. However, how to educate an adult, including the military, pedagogical science does not give a comprehensive answer.
Thirdly, the narrowness of the existing understanding of upbringing also lies in the fact that its subject is, as a rule, a specific official who has professional pedagogical training. It has long been recognized and confirmed by life that the state, society, their organizations and institutions are the joint educator, the subject of education. In this process, they have their own functional pedagogical responsibilities, which teachers are not able to productively compensate for in the traditional sense.
Taking into account new scientific data, practice and experience of recent years, as well as other approaches that took place in the past, upbringing can be defined as the purposeful activity of society, the state, their institutions and organizations, officials on the formation and development of the personality of a military man, encouraging her to self-improvement in accordance with the requirements of modern warfare. The fundamental difference between this understanding of education and existing definitions is that in it, firstly, the subject is specified. Secondly, instead of exposure, the broadest concept of human activity is introduced - “activity”. Moreover, the activity does not exclude the impact and activity of the object of education - the person himself. This circumstance is specially reinforced by an indication of the person’s motivation for self-improvement as a mandatory and essential element of the upbringing process. Thirdly, the objective orientation of this process is emphasized - the demands of life, modern war and battle. With this understanding of education, it does not seem to be a pedagogical, but a socio-pedagogical phenomenon.
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Education as a socio-pedagogical phenomenon, system and process
- PEDAGOGICAL PROCESS AS A SYSTEM AND INTEGRAL PHENOMENON
PEDAGOGICAL PROCESS AS A SYSTEM AND INTEGRATED
- Education as a pedagogical phenomenon
“The art of upbringing has the peculiarity that it seems familiar to everyone and is understandable to almost everyone, and even easier to others, and the more understandable and easier it seems, the less a person is familiar with it, theoretically and practically.” / K. Ushinsky / Depending on how the concept of “education” is interpreted, much depends on the subsequent analysis and understanding of the essence
- The pedagogical process as a holistic phenomenon
Turning to the origins of the pedagogical profession shows that differentiation and integration spontaneously occurring within its framework led first to a distinction, and then to a clear contrast between training, education and development: the teacher teaches, and the educator educates and develops. But by the middle of the XIX century. in the writings of progressive educators more and more often justified
- The concept of educational systems. The pedagogical process in a military university as a system
When mastering a pedagogical knowledge by a military teacher, consideration of the pedagogical process as a system is of great methodological and practical importance. This allows him, firstly, to comprehensively present the interconnectedness and interdependence of all components, which together determine the entire process of training cadets and students at a university; secondly, to understand the requirements of objective
- Parenting as a process and system
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- Socio-pedagogical and psychological support for gender education
The tasks of socio-pedagogical and psychological support of gender education are: - psychological education of college students and teachers across the entire spectrum of gender issues; - diagnosis of the formation of the gender component of the personal development of students; - advising students, parents and teachers on issues of gender differences and gender relations; -
- War as a socio-psychological phenomenon
Training issues: 1. The psychological characteristics of the war. 2. Psychological phenomena of the image of war. Psychological characteristics of war. War is a largely psychological phenomenon and without understanding its psychological nature, mechanisms, functions, laws, and most significant phenomena, one cannot come close to understanding its essence, defining it
- The system-forming role of military education in the process of psychological and pedagogical training of future officers
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- COMMUNICATION AS A SOCIO-PSYCHOLOGICAL PHENOMENON
Communication is a complex, multifaceted socio-psychological process of establishing and developing contacts between military personnel, generated by the need for joint military professional activities and including the exchange of information, the development of a unified interaction strategy, the perception and understanding of another person. Therefore, the main task of military psychology in this case is to
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- Relationships as a socio-psychological phenomenon
What is the difference between interpersonal relations, which are sometimes called psychological, from other types of social relations? The main difference is that interpersonal relationships are specific relationships that specific individuals enter into. If we talk about industrial, political and other types of social relations, then they do not arise between specific people and
- MILITARY TEAM AS A SOCIO-PSYCHOLOGICAL PHENOMENON
In the complex organization of military formations and units, an important place is occupied by their primary link - unit (crews, combat units, crews, etc.). It is they, as they become established, that create a special education - collective psychology, which regulates the joint life and professional activities of military personnel. However, psychological phenomena are a product of collective
- The essence of suicide as a socio-psychological phenomenon
Suicide (suicide) - an act of human behavior, committed in a state of severe mental disorder, either under the influence of a mental illness, or a conscious act of self-removal from life under the influence of acute psycho-traumatic situations in which one's own life as a value loses its meaning. The phenomenon of suicide (suicide or attempted suicide) is most often associated with the idea
- Spiritual and moral education as a pedagogical problem
The formation of a spiritual, moral, perfect personality of a military man is one of the central directions of military education. People, being in a multitude of social and personal ties among themselves, must to some extent coordinate their actions with other members of the community, observe certain norms, rules and requirements. In each society for the regulation of human behavior
- Features of the technology of differentiated learning as a tool of the pedagogical process
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- The main directions of optimizing the process of pedagogical formation of an official as an educator
One of the main directions of optimizing the process of pedagogical formation of officials of a unit (unit) is to increase their level of knowledge. They have a decisive role in the development of the officer’s personality, the formation of his pedagogically important qualities. Knowledge is the basis of a scientific approach to education. The necessary professional skills and abilities are formed on the basis of knowledge
- Family of military personnel as a factor in the socio-pedagogical formation of personality
For a more detailed analysis of the problems of a modern family, it is necessary to understand: - what is a family; - what are the functions of the family; - what is family education; - what are the characteristics of the family; - features of the modern family and others. The family is the cell (a small social group) of society, the most important form of organizing personal life, based on marital union and family ties,
- Optimization of the pedagogical process in the university as the main condition in the training of the future specialist
It is known that the concept of “optimization” as applied to the educational process is traditionally in the field of pedagogy research. The direction of the latest research in this area has shifted towards pedagogical psychology, which is associated with the need to analyze the mechanisms for optimizing pedagogical activity. This means that the concept of “optimization” has two sides.