Scientific school of V. Slastenin: history. Slastenin V.A. Methods of educational work

Outstanding Russian scientist and teacher born September 5, 1930 in the city of Gorno-Altaisk, Altai Territory, in a peasant family.
	1948 After graduating from a pedagogical school, he was sent to study at the Moscow State Pedagogical Institute. V. I. Lenin. As a student, he showed a deep interest in scientific research, published several serious scientific papers.
	1956 Since March, having defended his Ph.D. thesis, V. A. Slastenin has been working at the Tyumen Pedagogical Institute as a teacher in the Department of Pedagogy and Psychology. In October 1957, the 27-year-old scientist became vice-rector of the Tyumen Pedagogical Institute for academic work, and then for scientific work. In this position, he proved himself to be a talented organizer of pedagogical education.
	1969 V. A. Slastenin was transferred to Moscow as deputy head of the Main Directorate of Higher and Secondary Pedagogical Educational Institutions of the Ministry of Education of the RSFSR. 1976 Slastenin defended his doctoral dissertation on the topic "Formation of the personality of a teacher in the process of his professional training", in which he was the first of domestic researchers to propose a unique predictive model of the personality and professional activity of an ideal teacher of the 21st century.
	1977 Vitaly Alexandrovich Slastenin comes to work at the Moscow State Pedagogical Institute. V. I. Lenin (since 1991 - Moscow State Pedagogical University) head of the Department of Pedagogy of Primary Education. He organizes here the department of pedagogy and psychology of the higher school, which he currently heads.
	1985 V. A. Slastenin is the permanent dean of the Faculty of Pedagogy and Psychology, unique in the Russian education system. The scientist creates and implements an original concept of multi-level pedagogical education, develops state educational standards for higher education of a new generation in the specialties "pedagogy", "social pedagogy", "pedagogy and psychology".

As a scientist, B. A. Slastenin occupies a leading position in the field of methodology, theory and practice of teacher education. He is one of the developers of the general concept of teacher education, the author of more than 300 scientific papers, including 16 monographs and 6 textbooks on pedagogy"
VL Slastenin's works have been translated into 15 languages and published in the USA, Great Britain, France, Germany, Japan, China and other countries of the world.
Professor V. L. Slastenin created a powerful scientific school, which is represented in almost all regions of the Russian Federation, He trained 200 doctors and candidates of pedagogical and psychological sciences"
V. L. Slastenin - Member of the Council for Pedagogical Education of the Ministry of Education of the Russian Federation, Chairman of the Head Council "Problems of Pedagogy" and the Educational and Methodological Council for General and Social Pedagogy and Psychology of the UMO of Pedagogical Universities, Deputy Chairman of the Expert Council of the Higher Attestation Commission for Pedagogy and Psychology, Chairman of the Council for the defense of dissertations for the degree of Doctor of Pedagogical Sciences, editor-in-chief of the journals "Proceedings of the Russian Academy of Education" and "Pedagogical Education and Science".
He was awarded the Order of the Badge of Honor, medals named after K. D. Ushinsky, N. K. Krupskaya, S. I. Vavilov, A. S. Makarenko, I. Altynsarin, K "N. Kary-Niyazov. Excellence in Education of the USSR and a number of republics of the former Union.
Since January 1989 - Corresponding Member of the Academy of Pedagogical Education of the USSR, since June 1992 - full member of the Russian Academy of Education, since July 1999 - President of the International Academy of Sciences of Pedagogical Education. Academician of a number of public academies,
In March 1996, Professor V. A. Slastenin was awarded the honorary title "Honored Worker of Science of the Russian Federation",
In 1999, Vitaly Alexandrovich Slastenin was awarded the Prize of the Government of the Russian Federation in the field of education.

Full member of the Russian Academy of Education, Professor G.N. Volkov; Doctor of Pedagogy, Corresponding Member of the Russian Academy of Education, Professor A. V. Mudrik

Educational edition

Slastenin Vitaly Alexandrovich

Isaev Ilya Fedorovich

Shiyanov Evgeny Nikolaevich

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

It can be useful for teachers, leaders of the education system.
TABLE OF CONTENTS:
Section I. INTRODUCTION TO PEDAGOGICAL ACTIVITIES
Chapter 1. General characteristics of the teaching profession

Chapter 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. Teacher as a subject of pedagogical activity

§ 5. Professionally conditioned requirements for the personality of the teacher
Chapter 3

§ 1. Essence and main components of professional and pedagogical culture

§ 2. Axiological component of professional and pedagogical culture

§ 3. Technological component of professional and pedagogical culture

§ 4. Personal and creative component of professional pedagogical culture
Chapter 4

§ 1. Motives for choosing a pedagogical profession and motivation for pedagogical activity

§ 2. Development of the teacher's personality in the system of teacher education

§ 3. Professional self-education of a teacher

§ 4. Fundamentals of self-education of students of a pedagogical university and teachers

Section II. GENERAL FOUNDATIONS 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 a social phenomenon

§ 4. Education as a pedagogical process. The 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 methodology of pedagogy

§ 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. Substantiation of the humanistic methodology of pedagogy

§ 2. The concept of pedagogical values and their classification

§ 3. Education as a universal value
Chapter 8

§ 1. Personal development as a pedagogical problem

§ 2. The essence of socialization and its stages

§ 3. Education and personality formation

§ 4. The role of learning in personality development

§ 5. Factors of socialization and personality formation

§ 6. Self-education in the structure of the process of personality formation
Chapter 9

§ 1. Historical prerequisites for 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

§ 6. Logic and conditions for building a holistic pedagogical process

Section III. THEORY OF LEARNING
Chapter 10

§ 1. Education as a way of organizing the pedagogical process

§ 2. Learning functions

§ 3. Methodological foundations of teaching

§ 4. The activities of the teacher and students in the learning process

§ 5. The logic of the educational process and the structure of the learning process

§ 6. Types of training and their characteristics
Chapter 11

§ 1. Patterns of learning

§ 2. Principles of teaching
Chapter 12

§ 1. Characteristics of the main concepts of developmental education

§ 2. Modern approaches to the development of the theory of personality-developing education
Chapter 13

§ 1. The essence of the content of education and its historical character

§ 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 building a 12-year general education school
Chapter 14

§ 1. Organizational forms and systems of education

§ 2. Types of modern organizational forms of education

§ 3. Teaching methods

§ 4. Didactic means

§ 5. Control in the learning process

Section IV. THEORY AND METHODOLOGY OF EDUCATION
Chapter 15

§ 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 education
Chapter 16

§ 1. Philosophical and ideological 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 professional orientation of schoolchildren

§ 5. Formation of aesthetic culture of students

§ 6. Education of physical culture of the individual
Chapter 17

§ 1. The essence of the methods of education and their classification

§ 2. Methods for the formation of personality consciousness

§ 3. Methods of organizing activities and forming the experience of social behavior of the individual

§ 4. Methods of stimulating and motivating the activity and behavior of the individual

§ 5. Methods of control, self-control and self-esteem in education

§ 6. Conditions for the optimal choice and effective application of educational methods
Chapter 18

§ 1. Dialectics of the collective and the 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 foundations 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 the children's team
Chapter 19

§ 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

§ 1. The essence of pedagogical technology

§ 2. The structure of pedagogical excellence

§ 4. Types of pedagogical tasks and their characteristics

§ 5. Stages of solving the pedagogical problem

§ 6. The manifestation of the professionalism and skill of the teacher in solving pedagogical problems
Chapter 21

§ 1. The concept of the technology of constructing the pedagogical process

§ 2. Awareness of the pedagogical task, analysis of the initial data and the formulation of a pedagogical diagnosis

§ 3. Planning as a result of constructive activity of the teacher

§ 4. Planning the work of the class teacher

§ 5. Planning in the activities of a subject teacher
Chapter 22

§ 1. The concept of technology for the implementation of the pedagogical process

§ 2. The structure of organizational activity and its features

§ 3. Types of activities of children 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 developing activities

§ 6. Technology for organizing developing activities for schoolchildren

§ 7. Technology of organization of collective creative activity
Chapter 23

§ 1. Pedagogical communication in the structure of the activity of the teacher-educator

§ 2. The concept of the technology of pedagogical communication § 3. Stages of solving a communicative task

§ 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. MANAGEMENT OF EDUCATIONAL SYSTEMS
Chapter 24

§ 1. State-public education management system

§ 2. General principles of management of educational systems

§ 3. School as a pedagogical system and an object of scientific management
Chapter 25

§ 1. Managerial culture of the head of the school

§ 2. Pedagogical analysis in intra-school management

§ 3. Goal-setting and planning as a function of school management

§ 4. The function of the organization in the management of the school

§ 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 the school, family and community

§ 2. The teaching staff of the school

§ 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 schoolchild's family

§ 5. Forms and methods of work of a teacher, class teacher with parents of students
Chapter 27. Innovative processes in education. Development of professional and pedagogical culture of teachers

§ 1. Innovative orientation of pedagogical activity

§ 2. Forms of development of professional and pedagogical culture of teachers and their certification

SECTION I

INTRODUCTION TO PEDAGOGICAL ACTIVITIES
CHAPTER 1

GENERAL CHARACTERISTICS OF THE PEDAGOGICAL 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 on an equal footing in obtaining food, which was the main reason for existence in those distant times. The transfer of the experience accumulated by previous generations to children in the prenatal community was "woven" into labor activity. Children, being involved in it from an early age, acquired knowledge about the methods of activity (hunting, gathering, etc.) and mastered various skills and abilities. And only as the tools of labor improved, which made it possible to obtain more food, it became possible not to involve the sick and old members of the community in this. They were charged with being fire keepers and looking after children. Later, as the processes of conscious manufacturing of tools of labor became more complicated, which entailed the need for a special transfer of labor skills and abilities, the elders of the clan - the most respected and wise in experience - formed, in the modern sense, the first social group of people - educators, whose direct and only duty was transfer of experience, concern for the spiritual growth of the younger generation, its 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, had to start all over again, without creative assimilation and use of the experience that it inherited.
The etymology of the Russian word "educator" is interesting. It comes from the stem "nourish". Not without reason today the words "educate" and "nurture" are often considered as synonyms. In modern dictionaries, an educator is defined as a person engaged in educating someone, taking responsibility for the living conditions and development of the personality of another person. The word "teacher", apparently, appeared later, when mankind 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 is called learning.
In ancient Babylon, Egypt, Syria, the teachers were most often priests, and in ancient Greece, the most intelligent, talented civilians: pedonomes, pedotribes, didascals, and teachers. In ancient Rome, on behalf of the emperor, government officials who knew science 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. 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 that was in charge of the education of the people, appointing the wisest representatives of society to the post of teacher. In the Middle Ages, teachers, as a rule, were priests, monks, although in urban schools and universities they increasingly became people who received a special education. In Kievan Rus, the duties of a teacher coincided with those of a parent and ruler. Monomakh's "Instruction" reveals the basic set of rules of life that the sovereign himself followed and that he advised his children to follow: love your homeland, take care of the people, do good to loved ones, do not sin, avoid evil deeds, be merciful. He wrote: “What you can do well, then don’t forget, and what you don’t know how to do, learn it ... Laziness is the mother of everything: what one knows how, he will forget, and what he can’t, he won’t learn. what good..." In ancient Russia, teachers were called masters, thus emphasizing respect for the personality of the mentor of the younger generation. But the craftsmen who passed on their experience were also called and now, as you know, they are called respectfully - the Teacher.
1 See: Anthology of pedagogical thought of Ancient Russia and the Russian state of the XIV-XVII centuries. / Comp. S. D. Babishin, B. N. Mityurov. - M., 1985. - S. 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 civil, human destiny. This is exactly what A. S. Pushkin had in mind, dedicating 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, they have a clean lamp excited."
2 Pushkin A. S. Complete works: In 10 volumes - L., 1977. - T. 2. - S. 351.

The tasks facing the school changed significantly at different stages of the development of society. This explains the periodic shift of emphasis from education to education and vice versa. However, the state policy in the field of education almost always underestimated the dialectical unity of education and upbringing, the integrity of the developing personality. Just as it is impossible to teach without exerting an educational influence, so it is also impossible to solve educational problems without equipping pupils with a rather complex system of knowledge, skills and abilities. Leading thinkers of all times and peoples have never opposed education and upbringing. Moreover, they considered the teacher primarily as an educator.
Outstanding teachers were among all peoples and at all times. So, the Chinese called Confucius the Great Teacher. In one of the legends about this thinker, his conversation with a student is given: "This country is vast and densely populated. What does it lack, teacher?" - the student turns to him. "Enrich her," replies the teacher. "But she is already rich. How can she be enriched?" the student asks. "Teach her!" - exclaims the teacher.
A man of 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 combined wisdom of the world. He wrote dozens of school textbooks, 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.
Ya.A. Comenius asserted a new, progressive view of the teacher. This profession was for him "excellent, 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 up knowledge in all corners of the 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: Comenius Ya.A. Selected pedagogical works. - M., 1995. - S. 248-284.

The Swiss educator Johann Heinrich Pestalozzi spent all his savings on the creation of orphanages. He devoted 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 - for others, nothing - for yourself."
The great teacher of Russia was Konstantin Dmitrievich Ushinsky - the father of Russian teachers. The textbooks created by him have withstood an unprecedented circulation in history. For example, "Native Word" was reprinted 167 times. His legacy is 11 volumes, and pedagogical works are of scientific value today. He described the social significance of the profession of a teacher in this way: “The educator, standing on a level with the modern course of education, feels like a living, active member of a great organism, struggling with ignorance and the vices of mankind, a mediator between everything that was noble and high in the past history of people, and a new generation, the keeper of the holy testaments of people who fought for the truth and for the good, "and his cause," modest in appearance, is one of the greatest deeds of history. States are based on this deed and entire generations live by it.
1 Ushinsky K.D. Collected works: In 11 volumes - M., 1951. - T. 2. - S. 32.

The search for Russian theorists and practitioners of the 20s. 20th century largely prepared the innovative pedagogy of Anton Semenovich Makarenko. Despite those established in education, as elsewhere in the country, in the 30s. command and administrative methods of management, he contrasted them with pedagogy, humanistic in essence, optimistic in spirit, imbued with faith in the creative forces and capabilities of man. The theoretical legacy 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 a subtle in terms of instrumentation and a unique method of individualization of education in terms of methods and methods of implementation. He believed that the work of an educator is the most difficult, "perhaps the most responsible and requiring 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. - S. 178.
§ 2. Features of the teaching profession
The nature of the teaching profession. A person's belonging to a particular profession is manifested in the features of his activity and way of thinking. According to the classification proposed by E. A. Klimov, the teaching profession refers to a group of professions, the subject of which is another person. But the pedagogical profession is distinguished from a number of others primarily by the way of thinking of its representatives, an increased sense of duty and responsibility. In this regard, the teaching profession stands apart, standing out in a separate group. Its main difference from other professions of the "man-to-man" type is that it belongs both to the class of transformative and to the class of managing professions at the same time. Having as the goal of his activity the formation and transformation of the personality, the teacher is called upon to manage the process of her 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 professions of the "man-to-man" type also require interaction with people, but here it is connected with the best understanding and satisfaction of human needs. In the profession of a teacher, the leading task is to understand social goals and direct the efforts of other people towards their achievement.
The peculiarity of training and education as an activity of social management is that it has, as it were, a double object of labor. On the one hand, its main content is relationships with people: if the leader (and the teacher is such) does not develop proper relations with those people whom he leads or whom he convinces, then the most important thing in his activity is missing. On the other hand, professions of this type always require a person to have special knowledge, skills and abilities in any area (depending on who or what he manages). The teacher, like any other leader, must know well and represent the activities of the students, the development process of which he leads. Thus, the teaching profession requires double training - human science and special.
Thus, in the teaching profession, the ability to communicate becomes a professionally necessary quality. Studying the experience of novice 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 teachers with experience - due to underestimation of the role of communicative support of pedagogical influences, which leads to an impoverishment of the emotional background of the educational process. As a result, personal contacts with children turn out to be impoverished, without whose emotional richness a person's productive activity inspired by positive motives is impossible.
The peculiarity of the teaching profession lies in the fact that by its nature it has a humanistic, collective and creative character.

The humanistic function of the teaching profession. Two social functions have historically been assigned to the teaching profession - adaptive and humanistic ("human-forming"). The adaptive function is associated with the adaptation of the student, pupil to the specific requirements of the modern socio-cultural situation, and the humanistic function is associated with the development of his personality, creative individuality.
On the one hand, the teacher prepares his pupils for the needs of the moment, for a certain social situation, for the specific demands of society. But on the other hand, while objectively remaining the guardian and conductor of culture, he carries 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. Its conscious promotion to the fore, the desire to serve the future characterized progressive educators of all times. So, a well-known teacher and figure in the field of education of the middle of the XIX century. Friedrich Adolf Wilhelm Diesterweg, who was called the teacher of German teachers, put forward the universal goal of education: serving truth, goodness, beauty. "In every individual, in every nation, a way of thinking called humanity should be brought up: this is the desire for noble universal human goals." In the realization of this goal, he believed, a special role belongs to the teacher, who is a living instructive example for the student. His personality wins 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. - S. 237.

The great Russian writer and teacher Leo Tolstoy saw in the teaching profession, first of all, a humanistic principle, which finds its expression in love for children. “If a teacher has only love for work,” Tolstoy wrote, “he will be a good teacher. If a teacher has only love for a student, like a father, mother, he will be better than that teacher who has read all the books, but has no love for work ", nor to the students. If the teacher combines love for both the cause and the students, he is a perfect teacher. "
2 Tolstoy L.N. Pedagogical essays. - M., 1956. - S. 362.

LN Tolstoy considered the freedom of the child to be the leading principle of education and upbringing. 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, tomorrow by another lieutenant." 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. 20th century The most significant contribution to the theory and practice of humanistic education was made by Vasily Alexandrovich Sukhomlinsky, the director of the Pavlysh secondary school in the Poltava region. His ideas of citizenship and humanity in pedagogy turned out to be consonant with our modernity. "The Age of Mathematics is a good catchphrase, but it does not reflect the whole essence of what is happening today. 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. - V. 3. - S. 123-124.

Education in the name of the happiness of the child - 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 abilities, without trust in him, all pedagogical wisdom, all methods and techniques of teaching and education are untenable.
The basis of the teacher's success, he believed, is the spiritual wealth and generosity of his soul, the upbringing of feelings and the high level of general emotional culture, the ability to delve deeply into the essence of the pedagogical phenomenon.
The primary task of the school, noted V. A. Sukhomlinsky, is to discover the creator in every person, to put him on the path of original creative, intellectually full-blooded work. "Recognizing, revealing, revealing, nurturing, nurturing in each student his unique individual talent means raising the personality to a high level of flourishing human dignity."
2 Sukhomlinsky V.A. Selected works: In 5 volumes - Kyiv, 1980. - V. 5. - S. 102.

The history of the teaching profession shows that the struggle of advanced teachers to free its humanistic, social mission from the pressure of class domination, formalism and bureaucracy, and the conservative professional way of life adds drama to the fate of the teacher. This struggle becomes more intense as the social role of the teacher in society becomes more complex.
Carl Rogers, one of the founders of the modern humanistic direction in Western pedagogy and psychology, argued that society today is interested in a huge number of conformists (opportunists). This is due to the needs of industry, the army, the inability and, most importantly, the unwillingness of many, from an ordinary teacher to top leaders, to part with their albeit small, but power. “It is not easy to become deeply human, to trust people, to combine freedom with responsibility.
The path presented by us is a challenge. It involves more than simply assuming the circumstances of the democratic ideal.
1 Rogers C. Freedom to learn for the 80s. - Toronto; London; Sydney, 1983. - P. 307.

This does not mean that the teacher should not prepare his students for the specific demands of the life in which they will need to be included in the near future. By educating a student who is not adapted to the current situation, the teacher creates difficulties in his life. By educating a member of society who is too adapted, he does not form in him the need for a purposeful change both in himself and in society.
The purely adaptive orientation of the teacher's activity has an extremely negative effect on the teacher himself, as he gradually loses his independence of thinking, subordinates his abilities to official and unofficial prescriptions, ultimately losing his individuality. The more the teacher subordinates his activity to the formation of the student's personality, adapted to specific needs, the less he acts as a humanist and moral mentor. And vice versa, even in the conditions of an inhumane class society, the desire of progressive teachers to oppose the world of violence and lies with human care and kindness inevitably echoes in the hearts of the pupils. That is why I. G. Pestalozzi, noting the special role of the personality of the educator, his love for children, proclaimed it as the main means of education. "I knew neither the order, nor the method, nor the art of education, which would not be the result of my deep love for children."
2 Pestalozzi I.G. Selected pedagogical works: In 2 volumes - M., 1981. - T. 2. - S. 68.

The point, in fact, is that the humanist teacher not only believes in democratic ideals and the high purpose of his profession. With his activity, he brings the humanistic future closer. And for this he must be active himself. This does not mean any of his activities. So, teachers are often overactive in their desire to "educate". Acting as the subject of the educational process, the teacher must recognize the right to be subjects of the students as well. This means that he must be able to bring them to the level of self-government in conditions of confidential communication and cooperation.
The collective nature of pedagogical activity. If in other professions of the "person-to-person" group, the result, as a rule, is the product of the activity of one person - a representative of the profession (for example, a salesman, doctor, librarian, etc.), then in the teaching profession it is very difficult to isolate the contribution of each teacher, family and other sources of influence

into a qualitative transformation of the subject of activity - the pupil.
With the realization of the natural strengthening of collectivist principles in the teaching profession, the concept of the total subject of pedagogical activity is increasingly coming into use. The collective subject in a broad sense is understood as the teaching staff of a school or other educational institution, and in a narrower sense, the circle of those teachers who are directly related to a group of students or an individual student.
AS Makarenko attached great importance to the formation of the teaching staff. He wrote: "There must be a team of educators, and where educators are not united in a team and the team does not have a single plan of work, a single tone, a single precise approach to the child, there can be no educational process."
1 Makarenko A. S. Works: In 7 volumes - M., 1958. - T. 5. - S. 179.

Certain features of the collective are manifested primarily in the mood of its members, their performance, mental and physical well-being. This phenomenon is called the psychological climate of the team.
A. S. Makarenko revealed a pattern according to which the pedagogical skill of a teacher is determined by the level of formation of the teaching staff. “The unity of the teaching staff,” he considered, “is an absolutely defining thing, and the youngest, most inexperienced teacher in a single, cohesive team headed by a good master leader will do more than any experienced and talented teacher who goes against the teaching staff. There is nothing more dangerous than individualism and squabbles in the teaching staff, there is nothing more disgusting, there is nothing more harmful ". A. S. Makarenko argued that the question of education should not be raised depending on the quality or talent of a single teacher, a good master can only become a teaching staff.
2 Ibid. - S. 292.

An invaluable contribution to the development of the theory and practice of the formation of the teaching staff was made by V.A. Sukhomlinsky. Being himself for many years the head of the school, he came to the conclusion about the decisive role of pedagogical cooperation in achieving the goals that the school faces. Exploring the influence of the teaching staff on the team of pupils, V.A. Sukhomlinsky established the following pattern: the richer the spiritual values accumulated and carefully guarded in the teaching staff, the more clearly the team of pupils acts as an active, effective force, as a participant in the educational process, as an educator. V. A. Sukhomlinsky came up with the idea, which, presumably, is still not fully understood by the leaders of schools and educational authorities: if there is no teaching staff, then there is no student team. To the question of how and thanks to what a pedagogical team is created, V. A. Sukhomlinsky answered unambiguously - it is created by a collective thought, idea, creativity.
The creative nature of the teacher's work. Pedagogical activity, like any other, has not only a quantitative measure, but also qualitative characteristics. The content and organization of the teacher's work can be correctly assessed only by determining the level of his creative attitude to his activities. The level of creativity in the activities of the teacher reflects the extent to which he uses his abilities to achieve the goals. The creative nature of pedagogical activity is therefore its most important feature. But unlike creativity in other areas (science, technology, art), the teacher's creativity does not aim to create a socially valuable new, original, since its product is always the development of the individual. Of course, a creatively working teacher, and even more so an innovative teacher, creates his own pedagogical system, but it is only a means to obtain the best result under given conditions.
The creative potential of a teacher's personality is formed on the basis of his accumulated social experience, psychological, pedagogical and subject knowledge, new ideas, skills and abilities that allow him to find and apply original solutions, innovative forms and methods and thereby improve the performance of his professional functions. Only an erudite and specially trained teacher, based on a deep analysis of emerging situations and awareness of the essence of the problem through creative imagination and a thought experiment, is able to find new, original ways and means of solving it. But experience convinces us that creativity comes only then and only to those who have a conscientious attitude to work, constantly striving to improve their professional qualifications, replenish knowledge and study the experience of the best schools and teachers.
The area of manifestation of pedagogical creativity is determined by the structure of the main components of pedagogical activity and covers almost all of its aspects: planning, organization, implementation and analysis of results.
In modern scientific literature, pedagogical creativity is understood as a process of solving pedagogical problems in changing circumstances. Turning to the solution of an innumerable set of typical and non-standard tasks, the teacher, like any researcher, builds his activity in accordance with the general rules of heuristic search: analysis of the pedagogical situation; designing the result in accordance with the initial data; an analysis of the available means necessary to test the assumption and achieve the desired result; evaluation of the received data; formulation of new tasks.
However, the creative nature of pedagogical activity cannot be reduced only to solving pedagogical problems, because cognitive, emotional-volitional and motivational-need components of the personality are manifested in unity in creative activity. Nevertheless, the solution of specially selected tasks aimed at developing any structural components of creative thinking (goal setting, analysis that requires overcoming barriers, attitudes, stereotypes, enumeration of options, classification and evaluation, etc.) is the main factor and the most important condition development of the creative potential of the teacher's personality.
The experience of creative activity does not introduce fundamentally new knowledge and skills into the content of teacher training. But this does not mean that creativity cannot be taught. It is possible - while ensuring the constant intellectual activity of future teachers and specific creative cognitive motivation, which acts as a regulatory factor in the processes of solving pedagogical problems. These can be tasks to transfer knowledge and skills to a new situation, to identify new problems in familiar (typical) situations, to identify new functions, methods and techniques, to combine new methods of activity from known ones, etc. Exercises in analysis also contribute to this. pedagogical facts and phenomena, highlighting their components, identifying the rational foundations of certain decisions and recommendations.
Often the sphere of manifestation of creativity of a teacher is involuntarily narrowed down, reducing it to a non-standard, original solution of pedagogical problems. Meanwhile, the teacher's creativity is no less manifested in solving communicative problems, which act as a kind of background and basis for pedagogical activity. V. A. Kan-Kalik, highlighting, along with the logical and pedagogical aspect of the teacher's creative activity, the subjective-emotional one, specifies in detail communication skills, especially manifested in solving situational problems. Among these skills, first of all, one should include the ability to manage one’s mental and emotional state, to act in a public setting (to assess the situation of communication, to attract the attention of an audience or individual students, using a variety of techniques, etc.), etc. A creative personality is also distinguished by a special combination of personal and business qualities that characterize her creativity.
E. S. Gromov and V. A. Molyako name seven signs of creativity: originality, heuristic, fantasy, activity, concentration, clarity, sensitivity. The teacher-creator also has such qualities as initiative, independence, the ability to overcome the inertia of thinking, a sense of the truly new and the desire to learn it, purposefulness, the breadth of associations, observation, and developed professional memory.
Each teacher continues the work of his predecessors, but the teacher-creator sees wider and much further. Each teacher in one way or another transforms the pedagogical reality, but only the teacher-creator actively fights for cardinal transformations and is himself a clear example in this matter.

§ 3. Prospects for the development of the teaching profession
In the sphere of education, as well as in other areas of material and spiritual production, there is a tendency towards intraprofessional differentiation. This is a natural process of the division of labor, which manifests itself not only and not so much in fragmentation, but in the development of more and more perfect and effective separate types of activity within the teaching profession. The process of separating the types of pedagogical activity is primarily due to a significant "complication" of the nature of education, which, in turn, is caused by changes in the socio-economic conditions of life, the consequences of scientific, technological and social progress.
Another circumstance leading to the emergence of new pedagogical specialties is the increase in demand for qualified training and education. Yes, in the 70s and 80s. a tendency to specialize in the main areas of educational work began to be clearly manifested, caused by the need for more qualified guidance of art, sports, tourism, local history and other activities of schoolchildren.
So, a professional group of specialties is a set of specialties united according to the most stable type of socially useful activity, which differs in the nature of its final product, specific objects and means of labor.
Pedagogical specialty - a type of activity within a given professional group, characterized by a set of knowledge, skills and abilities acquired as a result of education and ensuring the formulation and solution of a certain class of professional and pedagogical tasks in accordance with the qualifications assigned.
Pedagogical specialization - a certain type of activity within the framework of a pedagogical specialty. It is associated with a specific subject of labor and a specific function of a specialist.
Pedagogical qualification - the level and type of professional and pedagogical readiness, characterizing the capabilities of a specialist in solving a certain class of problems.
Pedagogical specialties are united in the professional group "Education". The basis for the differentiation of pedagogical specialties is the specificity of the object and goals of the activities of specialists in this group. The generalized object of the professional activity of teachers is a person, his personality. The relationship between the teacher and the object of his activity is formed as a subject-subject ("man-man"). Therefore, the basis for the differentiation of the specialties of this group are various subject areas of knowledge, science, culture, art, which act as a means of interaction (for example, mathematics, chemistry, economics, biology, etc.).
Another basis for the differentiation of specialties is the age periods of personality development, which differ, among other things, in the pronounced specifics of the interaction of a teacher with a developing personality (preschool, primary school, adolescence, youth, maturity and old age).
The next basis for the differentiation of pedagogical specialties are the features of personality development associated with psychophysical and social factors (hearing, visual impairment, mental disability, deviant behavior, etc.).
Specialization within the teaching profession led to the identification of types of pedagogical activity and areas of educational work (labor, aesthetic, etc.). It is obvious that such an approach contradicts the fact of the integrity of the personality and the process of its development and causes the reverse process - the integration of the efforts of individual teachers, the expansion of their functions, areas of activity.
The study of pedagogical practice leads to the conclusion that, just as in the sphere of material production, in the field of education, the effect of the law of the generalized nature of labor is increasingly manifested. In conditions of more and more clearly manifested intra-professional differentiation, the activity of teachers of different specialties is nevertheless characterized by common homogeneous elements. More and more, the commonality of the organizational and purely pedagogical tasks being solved is noted. In this regard, awareness of the general and particular in different types of pedagogical activity, as well as the integrity of the pedagogical process, is the most important characteristic of the pedagogical thinking of a modern teacher.

§ 4. The specifics of working conditions and activities of a teacher in a rural school
To the specifics of the work of a teacher for a teacher in a rural school, some more special conditions are added, ignoring which can lead to serious miscalculations in the organization of the educational process. The characteristics of the work and activity of a teacher in a rural school are determined by the peculiarity of social relations in the countryside, the way of life and the productive activity of the rural population. In many ways, they are also due to the fact that the rural school, along with the solution of functions common to all types of general educational institutions, also performs a number of specific ones, caused by the need to prepare schoolchildren for work in the agrarian complex.
Many factors that determine the specifics of the work and activities of a teacher in a rural school can be combined into two groups: permanent and those of a temporary, transient nature. The first group of factors is due to the agricultural and natural environment, and the second - some lag in the socio-economic development of the village compared to the city.
The agricultural environment of the school creates extremely favorable conditions for ensuring the connection between the education and upbringing of rural schoolchildren with life, conducting observations in nature, enriching lessons and extracurricular activities with specific material, introducing students to feasible socially useful work, and inculcating respect for the agricultural professions of rural workers.
The peculiarities of the work and activity of a teacher in a rural school are also due to some peculiarity of the life and way of life of the rural population. In the countryside, where people know each other well in all their manifestations, the teacher's activity takes place under conditions of increased social control. His every step is in plain sight: actions and deeds, words and emotional reactions, due to the openness of the nature of social relations, as a rule, become known to everyone.
The family of a rural worker has its own characteristics. Preserving the features common to families of modern society, it is characterized by greater conservatism, the strength of customs and traditions. Children are sometimes affected by the insufficient cultural level of individual families, the poor awareness of parents in matters of upbringing.
The factors hindering the organization of the pedagogical process in a rural school include the understaffing of most rural schools. Teachers who are forced to combine the teaching of two or three subjects often do not have the appropriate education for this. The low occupancy of classes also has an impact on the organization of the pedagogical process.
Undoubtedly, special preparation of the teacher for work in an ungraded school - a universal teacher is necessary.

Questions and tasks
1. What factors led to the emergence of the teaching profession?

2. What is the relationship between the concepts of "teacher", "teacher", "educator"?

3. Find and write down the statements of public figures, scientists, writers, teachers about the teacher and the teaching profession.

4. Pick up proverbs and sayings about the teacher and the teaching profession.

5. Name outstanding teachers of different times. What are their services to humanity?

6. What causes the increasing role of the teacher in modern society?

7. What are the social and professional functions of a teacher?

8. What is the originality of the teaching profession?

9. Expand the essence of the humanistic function of the teacher.

10. What is the collective nature of pedagogical activity?

11. Why is pedagogical activity classified as creative?

12. Compare the concepts of "teaching profession", "teaching specialty", "teaching qualification".

13. List modern pedagogical specialties and qualifications.

14. Write a micro essay on the topic "The teaching profession in the 21st century."

15. What are the specifics of working conditions and activities of a teacher in a rural school?

16. Prepare an essay on the topic "Modern society and the teacher."

Literature for independent work

Borisova S. G. Young teacher: Work, life, creativity. - M., 1983.

Vershlovsky S. G. Teacher about himself and his profession. - L., 1988.

Zhiltsov P.A., Velichkina V.M. Village school teacher. - M., 1985.

Zagvyazinsky V. I. Pedagogical creativity of the teacher. - M., 1985.

Kondratenkov A. V. Work and talent of a teacher: Meetings. Facts of Thought - M., 1989.

Kuzmina N.V. Ability, giftedness, talent of a teacher. - L., 1995.

Kotova I. B., Shiyanov E. N. Teacher: profession and personality. - Rostov-on-Don, 1997.

Mishchenko AI Introduction to the teaching profession. - Novosibirsk, 1991.

Soloveichik S.L. Eternal joy. - M., 1986.

Shiyanov E.N. Humanization of education and teacher training. - M.; Stavropol, 1991.

Smirnov S.A., Kotova I.B., Shiyanov E.N. Pedagogy: pedagogical theories, systems (Document)

Mishchenko V.V. State regulation and planning of the national economy (Document)

Overview presentation of the course Pedagogy (Document)

Mishchenko O.V. Production of bent profiles with flanging in rollers by the method of intensive deformation (Document)

Mishchenko A.P. (ed.) Marketing (Document)

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C 43 PEDAGOGY: Textbook for students of pedagogical educational institutions / V.A. Slastenin, I.F. Isaev, A.I. Mishchenko, E.N. Shiyanov. - 3rd ed. - M.: School-Press, 2000 - 512s.

ISBN 5-88527-171-2

The textbook has been prepared in accordance with the state standard of basic pedagogical education for students studying in the conditions of both mono- and multi-level training of specialists in the field of education.

FROM 4303000000-174 BBC 74.00

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ISBN 5-88527-171-2

 V.A. Slastenin, I.F. Isaev, A.I. Mishchenko, E.N. Shiyanov, 1997

 Publishing house "School-Press", 1997

Word to the future teacher

Every builder, every creator knows that special, wonderful moment in work, when one day, from a heap of boards, stone, iron - from everything working, everyday, familiar, a clear outline of the grown bulk suddenly appears - always a little unexpected and unlike the one that has been drawn many times imagination, but already real, close, existing ...

The "building material" that we educators are working on is young, receptive, thirsty minds. Using the properties, and sometimes overcoming the resistance of this material, we give it a perfect shape. Thus the human spirit becomes more resistant than marble and metal. Perhaps this is the man-made happiness of a teacher - to see how a person grows under your leadership, how your thought, energy, will are embodied in him? Perhaps that is why the work of a teacher, without any exaggeration, is a profession for all time? And is there a more responsible task on earth than that which the educators have bravely chosen as their destiny? Because this fate is destined to be repeated a thousand times in other destinies.

The teacher, figuratively speaking, connects times. He seems to be passing the baton from the present to the future. So it was yesterday, so it will be tomorrow. And yet no - it will be different. Everything repeats - but at a different stage of history. The school and the teacher cannot but reflect the ongoing changes.

Life in the teaching profession is a tireless work of the soul. It is not easy bread obtained on the teacher's field, but the teacher who has chosen his profession by vocation and high civic duty is truly worthy of universal gratitude. His work, full of anxieties and worries, joys and sorrows, daring and searching, is an eternal test of wisdom and patience, professional skill and human originality.

The teacher is not only a profession, the essence of which is to give knowledge. This is a lofty mission, the purpose of which is the creation of personality, the affirmation of man in man. The great Czech educator J.A. Komensky cited a number of brilliant analogies between a teacher and a gardener who lovingly grows plants in the garden, a teacher and an architect who carefully builds up buildings in all corners of human existence. He likened the teacher to a sculptor carefully painting and polishing the minds and souls of people. Finally, he compared the teacher to a military leader energetically leading an offensive against barbarism and ignorance.

The various kinds of knowledge that a teacher possesses and professionally owns are not juxtaposed and do not exist on their own. The systematization of this knowledge into a holistic and mobile education in the most practical activity is determined by its orientation, the content of those tasks, the solution of which requires this knowledge in their specific relationship. That is why an indispensable sign of the teacher's professional competence is the ability to correlate the available knowledge with the goals, conditions and methods of pedagogical activity.

No matter how complex the field of pedagogical creativity, no matter how infinitely diverse individual cases are, each time requiring their own solution, there can be no doubt that all these phenomena and processes are based on their own special, completely defined laws, the disclosure of which is the task. pedagogy as a science.

We least of all tried to provide you with instructions, recipes, rules. On the contrary, you need to understand very well that “learning pedagogical rules does not bring any benefit to anyone and that these rules themselves have no boundaries: they can all fit on one printed sheet, several volumes can be compiled from them. This alone already shows that the main thing is not at all in the study of the rules, but in the study of those scientific foundations from which these rules follow" (K.D. Ushinsky).

True, our pedagogical science is still seriously lagging behind life, responds poorly to the changes taking place in society, does not show social vigilance and courage in analyzing contradictions and in developing ways to solve pressing problems. For this, she is subject to fair criticism. However, the backwardness of pedagogy does not give any grounds for neglecting it and even denying it as a special, independent science. The teacher, if he wants to be a real teacher, understands that the complex pedagogical process is subject to objective laws and that only by strictly following them, you can achieve success in your work. Such conviction makes the teacher persistently look for these patterns, reflect on the facts, try to find common internal causes behind individual successes or failures. Thus, the process of accumulating experience acquires a creative character, awakens a living pedagogical thought, leads from the particular to the general, from practice to theory, and vice versa.

In pedagogy, as in any other science, there are many questions that have long been and unambiguously resolved, but life puts forward new problems that require new approaches. "In pedagogy elevated to the level of art, as in any other art, one cannot measure the actions of all actors according to one standard, one cannot enslave them into one form; but, on the other hand, one cannot allow these actions to be completely arbitrary, incorrect and diametrically opposed" (N.I. Pirogov). And here pedagogical science should come to the aid of the teacher.

This is the pathos of the book you opened.

Section I INTRODUCTION TO THE PEDAGOGICAL PROFESSION

A public position ... consisting in all kinds of care and education of boys and girls ... - this position is much more significant than the highest positions in the state.

Plato

Chapter 1. General characteristics of the teaching profession

The emergence and development of the teaching profession Features of the teaching profession Prospects for the development of the teaching profession Specific working conditions and activities of a rural school teacher

§ 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 on an equal footing in obtaining food, which was the main reason for existence in those distant times. The transfer of the experience accumulated by previous generations to children in the prenatal community was "woven" into labor activity. Children, being involved in it from an early age, acquired knowledge about the methods of activity (hunting, gathering, etc.) and mastered various skills and abilities. And only as the tools of labor improved, which made it possible to obtain more food, it became possible not to involve the sick and old members of the community in this. They were charged with the duty to be keepers of the fire and to look after the children. Later, as the processes of conscious production of labor tools became more complicated, which entailed the need for a special transfer of labor skills and abilities, the elders of the clan - the most respected and wise in experience - formed in the modern sense the first social group of people - educators, whose direct and only duty was the transfer of experience , concern for the spiritual growth of the younger generation, its morality, preparation for life. So nurturing became 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, had to start all over again, without creative assimilation and use of the experience that it inherited.

The etymology of the Russian word "educator" is interesting. It comes from the stem of the word "nourish". The words "educate" and "nurture" are now often regarded as synonyms, not without reason. In modern dictionaries, an educator is defined as a person engaged in educating someone, taking responsibility for the living conditions and development of the personality of another person. The word "teacher", apparently, appeared later, when mankind 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 is called learning.

In ancient Babylon, Egypt, Syria, the teachers were most often priests, and in ancient Greece, the most intelligent, talented civilians: pedonomes, pedotribes, didascals, and teachers. In ancient Rome, on behalf of the emperor, government officials who knew science 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. 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 that was in charge of the education of the people, appointing the wisest representatives of society to the post of teacher.

In the Middle Ages, teachers, as a rule, were priests, monks, although in urban schools and universities they increasingly became people who received a special education.

In Kievan Rus, the duties of a teacher coincided with those of a parent and ruler. Monomakh's "Instruction" reveals the main set of rules of life that the sovereign himself followed and that he advised his children to follow: love your homeland, take care of the people, do good to loved ones, do not sin, evade evil deeds, be merciful. He wrote: “What you can do well, then don’t forget, and what you don’t know how to do, learn it ... Laziness is the mother of everything: what one knows how, he will forget, and what he can’t, he won’t learn. what good..."*

* See: Anthology of pedagogical thought of Ancient Russia and the Russian state of the XIV - XVII centuries. / Comp. S.D. Babshin, B.N. Mityurov. - M., 1985. - S. 167.
In ancient Russia, teachers were called masters, thus emphasizing respect for the personality of the mentor of the younger generation. But the craftsmen who passed on their experience were also called and now, as you know, they are called respectfully - the Teacher.

Since the emergence of the teaching profession, teachers have primarily been assigned an educational, single and indivisible function. A teacher is an educator, a mentor. This is his civil, human destiny. This is exactly what A.S. Pushkin had in mind, dedicating the following lines to his beloved teacher, professor of moral sciences A.P. Kunitsin (Tsarskoye Selo Lyceum): “He created us, he raised our flame ... kindled."*

* Pushkin A.S. Full coll. cit.: In 10 vols. T. 2. - L., 1977. - S. 351.
Confucius(Kung Tzu) (c. 551 - 479 BC) - an ancient Chinese thinker, founder of Confucianism. The main views are set forth in the book "Lun Yu" ("Conversations and Judgments").

Outstanding teachers were among all peoples and at all times. So, the Chinese called Confucius a great teacher. In one of the legends about this thinker, his conversation with a student is given:

"This country is vast and densely populated. What does it lack, teacher?" - the student turns to him. "Enrich her," replies the teacher. "But she is already rich. How can she be enriched?" the student asks. "Teach her!" - exclaims the teacher.

Ya.A.Komensky(1592 - 1670) - Czech humanist thinker, teacher, writer. At the heart of his pedagogical system are the principles of materialistic sensationalism. The founder of didactics. For the first time he substantiated the idea of universal education in the native language. Main works: "Great Didactics", "Open Door to Languages", "Mother's School", etc.

A man of difficult and enviable fate is the Czech humanist teacher Jan Amos Comenius. He was the first who began to develop pedagogy as an independent branch of theoretical knowledge. Comenius dreamed of giving his people the combined wisdom of the world. He wrote dozens of school textbooks, 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.

I.G. Pestalozzi(1746 - 1827) - Swiss democrat teacher, founder of the theory of primary education. In his theory of elementary education, he connected education with the upbringing and development of the child, pedagogy with psychology. Main works: "Lingard and Gertrude", "How Gertrude teaches her children", "Swan Song".

Ya.A.Komensky asserted a new, progressive view of the teacher. This profession was for him "excellent, like no other under the sun." He compared the teacher to a gardener who lovingly cultivates plants in the garden, to an architect who carefully builds up knowledge in all corners of the human being, to a sculptor who carefully hews and polishes the minds and souls of people, to a military leader who energetically wages an offensive against barbarism and ignorance.*

* Cm.: Kamensky Ya.A. Fav. ped. op. - M., 1995. - S. 248 - 284.
The Swiss educator Johann Heinrich Pestalozzi spent all his savings on the creation of orphanages. He devoted 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 - for others, nothing - for yourself."

The great teacher of Russia was Konstantin Dmitrievich Ushinsky - the father of Russian teachers. The textbooks created by him have withstood an unprecedented circulation in history. For example, "Native Word" was reprinted 167 times. His legacy is 11 volumes, and pedagogical works are of scientific value today. He described the social significance of the profession of a teacher in this way: “The educator, standing on a level with the modern course of education, feels like a living, active member of a great organism, struggling with ignorance and the vices of mankind, an intermediary between everything that was noble and high in the past history of people, and a new generation, the guardian of the holy testaments of people who fought for the truth and for the good, "and his cause," modest in appearance, is one of the greatest deeds of history. States are based on this deed and whole generations live by it "*.

* Ushinsky K.D. Sobr. cit.: In 11 vols. T. 2. - M., 1951. - S. 32.
K.D.Ushinsky(1824 - 1870/71) - Russian pedagogue-democrat, founder of scientific pedagogy in Russia. The basis of his pedagogical system is the demand for the democratization of public education and the idea of national education. In didactics, he pursued the idea of educative education. Main works: "Children's World", "Native Word", "Man as a Subject of Education. Experience of Pedagogical Anthropology".

A.S. Makarenko(1888 - 1939) - Soviet teacher and writer. He developed the theory and methodology of education in a team, conducted an experiment in combining education with the productive work of students, and developed the theory of family education. Main works: "Pedagogical poem", "Flags on the towers", "Book for parents", articles.

* Makarenko A.S. Works: In 7 vols. T. V. - M., 1958. - S. 178.
§ 2. Features of the teaching profession

The peculiarity of the teaching profession

A person's belonging to a particular profession is manifested in his features of activity and way of thinking. According to the classification proposed by E.A. Klimov, the teaching profession belongs to the group of professions, the subject of which is another person. But the pedagogical profession is distinguished from a number of others primarily by the way of thinking of its representatives, an increased sense of duty and responsibility. In this regard, the teaching profession stands apart, standing out in a separate group. Its main difference from other professions of the "person-to-person" type is that it belongs both to the class of transformative and to the class of managing professions at the same time. Having as the goal of his activity the formation and transformation of the personality, the teacher is called upon to manage the process of her 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 professions such as "person - person" also require interaction with people, but here it is connected with the best way to understand and satisfy the needs of a person. In the profession of a teacher, the leading task is to understand social goals and direct the efforts of other people towards their achievement.

The peculiarity of training and education as an activity for social management is that it has, as it were, a double object of labor. On the one hand, its main content is relationships with people: if the leader (and the teacher is such) does not develop proper relations with those people whom he leads or whom he convinces, then the most important thing in his activity is missing. On the other hand, professions of this type always require a person to have special knowledge, skills and abilities in any area (depending on who or what he manages). The teacher, like any other leader, must know well and represent the activities of the students, the development process of which he leads. Thus, the teaching profession requires double training - human science and special.

Thus, in the teaching profession, the ability to communicate becomes a professionally necessary quality. Studying the experience of novice teachers allowed researchers, in particular B.A-Kan-Kalik, to identify and describe the most common "barriers" to 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 pedagogical error, imitation. However, if novice teachers experience psychological "barriers" due to inexperience, then teachers with experience - due to underestimation of the role of communicative support of pedagogical influences, which leads to an impoverishment of the emotional background of the educational process. As a result, personal contacts with children turn out to be impoverished, without whose emotional richness a person's productive activity inspired by positive motives is impossible.

The peculiarity of the teaching profession lies in the fact that by its nature it has a humanistic, collective and creative character.

The humanistic function of the teaching profession

Two social functions have historically been assigned to the teaching profession - adaptive and humanistic ("human-forming"). Adaptive the function is associated with the adaptation of the student, pupil to the specific requirements of the modern socio-cultural situation, and humanistic - with development of his personality, creative individuality.

On the one hand, the teacher prepares his pupils for the needs of the moment, for a certain social situation, for the specific demands of society. But, on the other hand, he, objectively remaining the guardian and conductor of culture, carries 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 of his nomination at first

The plan, the desire to serve the future characterized progressive teachers of all times. So, a well-known teacher and figure in the field of education of the middle of the XIX century. Friedrich Adolf Wilhelm Diesterweg, who was called the teacher of German teachers, put forward the universal goal of education: serving truth, goodness, beauty. "In every individual, in every nation, a way of thinking called humanity should be brought up: this is the desire for noble universal human 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 wins him respect, spiritual strength and spiritual influence. The value of the school is equal to the value of the teacher.

* Diesterweg A. Fav. ped. op. - M., 1956. - S. 237.
A.Disterweg(1790 - 1866) - German democrat teacher, follower of Pestalozzi. The main principles of upbringing he considered natural conformity, cultural imagery, amateur performance. Author of twenty textbooks on mathematics, German, natural science, geography, astronomy. The main work is "A Guide to the Education of German Teachers".

The great Russian writer and teacher Leo Tolstoy saw in the teaching profession, first of all, a humanistic principle, which finds its expression in love for children. “If a teacher has only love for work,” Tolstoy wrote, “he will be a good teacher. If a teacher has only love for a student, like a father, mother, he will be better than that teacher who has read all the books, but has no love for work If a teacher combines love for work and for students, he is a perfect teacher.

* Tolstoy L.N. Ped. op. - M., 1956. - S. 362.
L.N. Tolstoy(1828 - 1910) - a world-famous artist of the word, who made a major contribution to the development of Russian pedagogical culture. Developed ideas of free education. Author of "ABC", "Books for reading", methodical manuals.

V.A. Sukhomlinsky(1918 - 1970) - domestic teacher. Works on the theory and methods of raising children: "Education of the individual in the Soviet school", "I give my heart to children", "The birth of a citizen", "On education".

In the 50s - 60s. 20th century The most significant contribution to the theory and practice of humanistic education was made by Vasily Alexandrovich Sukhomlinsky, the director of the Pavlysh secondary school in the Poltava region. His ideas of citizenship and humanity in pedagogy turned out to be consonant with our modernity. "The Age of Mathematics is a good catchphrase, but it does not reflect the whole essence of what is happening today. The world is entering the Age of Man. More than ever, we must now think about what we put into the human soul." *

* Sukhomlinsky V.A. Fav. ped. cit.: In 3 vols. T. 3. - M., 1981. - S. 123 - 124.
Education in the name of the happiness of the child - such is the humanistic meaning of the pedagogical works of V.A. Sukhomlinsky, and his practical activities are convincing evidence that without faith in the child, without trust in him, all pedagogical wisdom, all methods and techniques of training and education are untenable.

The basis of the teacher's success, he believed, is the spiritual wealth and generosity of his soul, the upbringing of feelings and the high level of general emotional culture, the ability to delve deeply into the essence of the pedagogical phenomenon.

The primary task of the school, noted V.A. Sukhomlinsky, is to discover the creator in every person, put him on the path of original creative, intellectually full-blooded work. "To recognize, reveal, reveal, nurture, nurture in each student his unique individual talent means to raise the personality to a high level of flourishing human dignity."*

* Sukhomlinsky V.A. Fav. Prod.: In 5 vols. T. 5. - Kyiv, 1980. - S. 102.
The history of the teaching profession shows that the struggle of advanced teachers to free its humanistic, social mission from the pressure of class domination, formalism and bureaucracy, and the conservative professional way of life adds drama to the fate of the teacher. This struggle becomes more intense as the social role of the teacher in society becomes more complex.

K. Rogers(1902 - 1987) - American psychologist; prominent representative of humanistic psychology, author of client-centered psychotherapy.

Carl Rogers, one of the founders of the modern humanistic direction in Western pedagogy and psychology, argued that society today is interested in a huge number of conformists (opportunists). This is due to the needs of industry, the army, the inability and, most importantly, the unwillingness of many, from an ordinary teacher to top leaders, to part with their own, albeit small, but power. "It is not easy to become deeply human, to trust people, to combine freedom with responsibility. The path presented by us is a challenge. It does not involve simply accepting the circumstances of the democratic ideal."*

* Rogers S. Freedom to learn for the 80s. - Toronto; London; Sydney, 1983. - P. 307.
This does not mean that the teacher should not prepare his students for the specific demands of the life in which they will need to be included in the near future. By educating a student who is not adapted to the current situation, the teacher creates difficulties in his life. By educating a member of society who is too adapted, he does not form in him the need for a purposeful change both in himself and in society.

The purely adaptive orientation of the teacher's activity has an extremely negative effect on the teacher himself, as he gradually loses his independence of thinking, subordinates his abilities to official and unofficial prescriptions, ultimately losing his individuality. The more the teacher subordinates his activity to the formation of the student's personality, adapted to specific needs, the less he acts as a humanist and moral mentor. And vice versa, even in the conditions of an inhumane class society, the desire of progressive teachers to oppose the world of violence and lies with human care and kindness inevitably echoes in the hearts of the pupils. That is why I.G. Pestalozzi, noting the special role of the personality of the educator, his love for children, proclaimed it as the main means of education. "I knew neither the order, nor the method, nor the art of education" that would not be the result of my deep love for children. *

* Pestalozzi I.G. Fav. ped. cit.: In 2 vols. T. 2. - M., 1981. - S. 68.
The point is that the humanist teacher not only believes in democratic ideals and the high purpose of his profession. With his activity, he brings the humanistic future closer. And for this he must be active himself. This does not mean any of his activities. Thus, one often comes across teachers who are hyperactive in their desire to "educate", to take upon themselves the right to teach, deprived of the ability to evaluate their actions from the outside. Acting as the subject of the educational process, the teacher must recognize the right to be subjects of the students as well. This means that he must be able to bring them to the level of self-government in conditions of confidential communication and cooperation.

The collective nature of pedagogical activity

If in other professions of the "person - person" group, the result, as a rule, is the product of the activity of one person - a representative of the profession (for example, a salesman, doctor, librarian, etc.), then in the pedagogical profession it is very difficult to isolate the contribution of each teacher, family and other sources of influences into a qualitative transformation of the subject of activity - the pupil.

With the realization of the natural strengthening of collectivist principles in the teaching profession, the concept of aggregate entity pedagogical activity. The collective subject in a broad sense is understood as the teaching staff of a school or other educational institution, and in a narrower sense, the circle of those teachers who are directly related to a group of students or an individual student.

A.S. Makarenko attached great importance to the formation of the teaching staff. He wrote: "There must be a team of educators, and where educators are not united in a team and the team does not have a single plan of work, a single tone, a single precise approach to the child, there can be no educational process."*

* Makarenko A.S. Works: In 7 vols. T. V. - M., 1958. - S. 179.
Certain features of the collective are manifested primarily in the mood of its members, their performance, mental and physical well-being. This phenomenon is called psychological climate team.

A.S. Makarenko revealed a pattern according to which the pedagogical skill of a teacher is determined by the level of formation of the teaching staff. “The unity of the teaching staff,” he considered, “is an absolutely defining thing, and the youngest, most inexperienced teacher in a single, cohesive team headed by a good master leader will do more than any experienced and talented teacher who goes against the teaching staff. There is nothing more dangerous than individualism and squabbles in the teaching staff, there is nothing more disgusting, there is nothing more harmful. "* A.S. the pedagogical team.

* There. S. 292.
An invaluable contribution to the development of the theory and practice of the formation of the teaching staff was made by V.A. Sukhomlinsky. Being himself for many years the head of the school, he came to the conclusion about the decisive role of pedagogical cooperation in achieving the goals that the school faces. Investigating the influence of the teaching staff on the collective of pupils, V.A. Sukhomlinsky established the following pattern: the richer the spiritual values accumulated and carefully guarded in the teaching staff, the more clearly the collective of pupils acts as an active, effective force, as a participant in the educational process, as an educator. VA Sukhomlinsky came up with the idea, which, presumably, is still not fully understood by the leaders of schools and educational authorities: if there is no teaching staff, then there is no student team. To the question of how and thanks to what a pedagogical team is created, V.A. Sukhomlinsky answered unambiguously - it is created by a collective thought, idea, creativity.

The creative nature of a teacher's work

Pedagogical activity, like any other, has not only a quantitative measure, but also qualitative characteristics. The content and organization of the teacher's work can be correctly assessed only by determining the level of his creative attitude to his activities. The level of creativity in the activities of the teacher reflects the extent to which he uses his abilities to achieve the goals. The creative nature of pedagogical activity is therefore its most important feature. But unlike creativity in other areas (science, technology, art), the teacher's creativity does not aim to create a socially valuable new, original, since its product is always the development of the individual. Of course, a creatively working teacher, and even more so an innovative teacher, creates his own pedagogical system, but it is only a means to obtain the best result under given conditions.

motives- that which stimulates human activity, for the sake of which it is performed.

The creative potential of a teacher's personality is formed on the basis of his accumulated social experience, psychological, pedagogical and subject knowledge, new ideas, skills and abilities that allow him to find and apply original solutions, innovative forms and methods and thereby improve the performance of his professional functions. Only an erudite and specially trained teacher, based on a deep analysis of emerging situations and awareness of the essence of the problem through creative imagination and a thought experiment, is able to find new, original ways and means of solving it. But experience convinces us that creativity comes only then and only to those who have a conscientious attitude to work, constantly striving to improve their professional qualifications, replenish knowledge and study the experience of the best schools and teachers.

The area of manifestation of pedagogical creativity is determined by the structure of the main components of pedagogical activity and covers almost all of its aspects: planning, organization, implementation and analysis of results.

In modern scientific literature pedagogical creativity is understood as a process of solving pedagogical problems in changing circumstances. Turning to the solution of an innumerable set of typical and non-standard tasks, the teacher, like any researcher, builds his activity in accordance with the general rules of heuristic search: analysis of the pedagogical situation; designing the result in accordance with the initial data; an analysis of the available means necessary to test the assumption and achieve the desired result; evaluation of the received data; formulation of new tasks.

Communications- a concept used in social psychology in two meanings: 1. To characterize the structure of business and interpersonal relationships between models. 2. To characterize the exchange of information in human communication in general.

However, the creative nature of pedagogical activity cannot be reduced only to solving pedagogical problems, because cognitive, emotional-volitional and motivational-need components of the personality are manifested in unity in creative activity. Nevertheless, the solution of specially selected tasks aimed at developing any structural components of creative thinking (goal setting, analysis that requires overcoming barriers, attitudes, stereotypes, enumeration of options, classification and evaluation, etc.) is the main factor and the most important condition development of the creative potential of the teacher's personality.

Heuristic- a system of logical techniques and methodological rules of theoretical research.

The experience of creative activity does not introduce fundamentally new knowledge and skills into the content of teacher training. But this does not mean that creativity cannot be taught. It is possible, while ensuring the constant intellectual activity of future teachers and specific creative cognitive motivation, which acts as a regulatory factor in the processes of solving pedagogical problems.

Creativity- the ability, reflecting the deep property of individuals to create original values, to make non-standard decisions.

These can be tasks to transfer knowledge and skills to a new situation, to identify new problems in familiar (typical) situations, to identify new functions, methods and techniques, to combine new methods of activity from known ones, etc. Exercises in analysis also contribute to this. pedagogical facts and phenomena, highlighting their components, identifying the rational foundations of certain decisions and recommendations.

Often the sphere of manifestation of creativity of a teacher is involuntarily narrowed down, reducing it to a non-standard, original solution of pedagogical problems. Meanwhile, the teacher's creativity is no less manifested in solving communicative problems, which act as a kind of background and basis for pedagogical activity. B.A-Kan-Kalik, highlighting, along with the logical and pedagogical aspect of the teacher's creative activity, the subjective-emotional one, specifies in detail the communication skills, especially manifested in solving situational problems. Among these skills, first of all, one should include the ability to manage one’s mental and emotional state, to act in a public setting (to assess the situation of communication, to attract the attention of an audience or individual students, using a variety of techniques, etc.), etc. A creative personality is also distinguished by a special combination of personal and business qualities that characterize her creativity.

E.S. Gromov and V.A. Molyako name seven signs of creativity: originality, heuristic, fantasy, activity, concentration, clarity, sensitivity. The teacher-creator also has such qualities as initiative, independence, the ability to overcome the inertia of thinking, a sense of the truly new and the desire to learn it, a high need for achievement, purposefulness, breadth of associations, observation, developed professional memory.

Each teacher continues the work of his predecessors, but the teacher-creator sees wider and much further. Each teacher in one way or another transforms the pedagogical reality, but only the teacher-creator actively fights for cardinal transformations and is himself a clear example in this matter.

§ 3. Prospects for the development of the teaching profession

In the sphere of education, as well as in other areas of material and spiritual production, there is a tendency towards intraprofessional differentiation. This is a natural process of the division of labor, which manifests itself not only and not so much in fragmentation, but in the development of more and more perfect and effective separate types of activity within the teaching profession. The process of separating the types of pedagogical activity is primarily due to a significant "complication" of the nature of education, which, in turn, is caused by changes in the socio-economic conditions of life, the consequences of scientific, technological and social progress.

Another circumstance leading to the emergence of new pedagogical specialties is the increase in demand for qualified training and education. Yes, in the 70s and 80s. a tendency to specialize in the main areas of educational work began to be clearly manifested, caused by the need for more qualified guidance of art, sports, tourism, local history and other activities of schoolchildren.

So, a professional group of specialties is a set of specialties united according to the most stable type of socially useful activity, which differs in the nature of its final product, specific objects and means of labor.

Deviant behavior- behavior that deviates from the norm.

Pedagogical specialty - a type of activity within a given professional group, characterized by a set of knowledge, skills and abilities acquired as a result of education and ensuring the formulation and solution of a certain class of professional and pedagogical tasks in accordance with the qualifications assigned.

Pedagogical specialization - a certain type of activity within the framework of the pedagogical specialty. It is associated with a specific subject of labor and a specific function of a specialist.

Pedagogical qualification - the level and type of professional and pedagogical readiness, which characterizes the capabilities of a specialist in solving a certain class of problems.

Pedagogical specialties are united in the professional group "Education". The basis for the differentiation of pedagogical specialties is the specificity of the object and goals of the activities of specialists in this group. The generalized object of the professional activity of teachers is a person, his personality. The relationship between the teacher and the object of his activity is formed as a subject-subjective ("man - man"). Therefore, the basis for the differentiation of the specialties of this group are various subject areas of knowledge, science, culture, art, which act as a means of interaction (for example, mathematics, chemistry, economics, biology, etc.).

The second basis for the differentiation of specialties is the age periods of personality development, which differ, among other things, in the pronounced specifics of the interaction of a teacher with a developing personality (preschool, primary school, adolescence, youth, maturity and old age).

The next basis for the differentiation of pedagogical specialties are the features of personality development associated with psychophysical and social factors (hearing, visual impairment, mental disability, deviant behavior, etc.).

Specialization within the teaching profession led to the identification of types of pedagogical activity and areas of educational work (labor, aesthetic, etc.). It is obvious that such an approach contradicts the fact of the integrity of the personality and the process of its development and causes the reverse process - the integration of the efforts of individual teachers, the expansion of their functions, areas of activity.

The study of pedagogical practice leads to the conclusion that, just as in the sphere of material production, in the field of education, the effect of the law of the generalized nature of labor is increasingly manifested. In conditions of more and more clearly manifested intra-professional differentiation, the activity of teachers of different specialties is nevertheless characterized by common homogeneous elements. More and more, the commonality of the organizational and purely pedagogical tasks being solved is noted. In this regard, awareness of the general and particular in different types of pedagogical activity, as well as the integrity of the pedagogical process, is the most important characteristic of the pedagogical thinking of a modern teacher.

§ 4. The specifics of working conditions and activities of a teacher in a rural school

To the specifics of the work of a teacher for a teacher in a rural school, some more special conditions are added, ignoring which can lead to serious miscalculations in the organization of the educational process. The characteristics of the work and activity of a teacher in a rural school are determined by the peculiarity of social relations in the countryside, the way of life and the productive activity of the rural population. In many ways, they are also due to the fact that the rural school, along with the solution of functions common to all types of general educational institutions, also performs a number of specific ones, caused by the need to prepare schoolchildren for work in the agrarian complex.

Many factors that determine the specifics of the work and activities of a teacher in a rural school can be combined into two groups: permanent and those of a temporary, transient nature. The first group of factors is due to the agricultural and natural environment, and the second - some lag in the socio-economic development of the village compared to the city.

The agricultural environment of the school creates extremely favorable conditions for ensuring the connection between the education and upbringing of rural schoolchildren with life, conducting observations in nature, enriching lessons and extracurricular activities with specific material, introducing students to feasible socially useful work, and inculcating respect for the agricultural professions of rural workers.

The peculiarities of the work and activity of a teacher in a rural school are also due to some peculiarity of the life and way of life of the rural population. In the countryside, where people know each other well in all their manifestations, the teacher's activity takes place under conditions of increased social control. His every step is in plain sight: actions and deeds, words and emotional reactions, due to the openness of the nature of social relations, as a rule, become known to everyone.

The family of a rural worker has its own characteristics. Preserving the features common to families of modern society, it is characterized by greater conservatism, the strength of customs and traditions. Children are sometimes affected by the insufficient cultural level of individual families, the poor awareness of parents in matters of upbringing.

The factors hindering the organization of the pedagogical process in a rural school include the understaffing of most rural schools. Teachers who are forced to combine the teaching of two or three subjects often do not have the appropriate education for this. The low occupancy of classes also has an impact on the organization of the pedagogical process.

Undoubtedly, special preparation of the teacher for work in an ungraded school - a universal teacher is necessary.

QUESTIONS AND TASKS

1. What factors led to the emergence of the teaching profession?

2. What is the relationship between the concepts of "teacher", "teacher", "educator"?

3. Find and write down the statements of public figures, scientists, writers, teachers about the teacher and the teaching profession.

4. Pick up proverbs and sayings about the teacher and the teaching profession.

5. Name outstanding teachers of different times. What are their services to humanity?

6. What causes the increasing role of the teacher in modern society?

7. What are the social and professional functions of a teacher?

8. What is the originality of the teaching profession?

9. Expand the essence of the humanistic function of the teacher.

10. What is the collective nature of pedagogical activity?

11. Why is pedagogical activity classified as creative?

12. Compare the concepts of "teaching profession", "teaching specialty", "teaching qualification".

13. List modern pedagogical specialties and qualifications.

14. Write a micro essay on the topic "The teaching profession in the 21st century."

15. What are the specifics of working conditions and activities of a teacher in a rural school?

16. Prepare an essay on the topic "Modern society and the teacher."

LITERATURE FOR INDEPENDENT WORK

Borisova S.G. Young teacher: Work, life, creativity. - M., 1983.

Vershlovsky S.G. The teacher about himself and about the profession. - L., 1988.

Zhiltsov P.A., Velichkina V.M. Village school teacher. - M., 1985.

Zagvyazinsky V.I. Pedagogical creativity of the teacher. - M., 1985.

Kondratenkov A.V. Teacher's work and talent: Meetings. Data. Thoughts. - M., 1989.

Kuzmina N.V. Abilities, giftedness, talent of a teacher. - L., 1995.

Mishchenko A.I. Introduction to the teaching profession. - Novosibirsk, 1991.

Soloveichik S.L. Eternal joy. - M., 1986.

Shiyanov E.N. Humanization of education and teacher training. - M.; Stavropol, 1991.

(2010-06-13 ) (79 years old) A place of death: Country:

USSR →

Scientific area: Place of work: Academic degree: Academic title: Alma mater: Awards and prizes

Vitaly Alexandrovich Clastenin(September 5, Gorno-Altaisk, Altai Territory, RSFSR - June 13, Moscow, Russian Federation) - Russian scientist in the field of pedagogy, Honored Scientist of the Russian Federation, Doctor of Pedagogical Sciences, Professor, full member of the Russian Academy of Education.

Biography

Born and raised in a family of collective farmers.

In 1952, V. A. Slastenin graduated from the Moscow State Pedagogical Institute. IN AND. Lenin. His scientific work "Pedagogical foundations of local history" was awarded the gold medal of the Ministry of Higher and Secondary Specialized Education of the USSR.

In 1956, he defended his Ph.D. thesis and worked for 13 years at the Tyumen State Pedagogical Institute: assistant, senior lecturer, and since 1957, at the age of 27, he became vice-rector for academic and scientific work.

In 1969-1977 - Head of the Educational and Methodological Department, Deputy Head of the Main Directorate of Higher and Secondary Pedagogical Educational Institutions of the Ministry of Education of the RSFSR.

In 1977 he defended his doctoral dissertation and returned to the Moscow State Pedagogical Institute. V. I. Lenin, in 1978 he was elected head of the Department of Pedagogy of Primary Education. In 1979 he was awarded the academic title of professor. In 1982 he was elected Dean of the Faculty of Education.

In 1980 he created and headed the department of pedagogy and psychology of higher education. Author of more than 300 scientific papers, about 20 textbooks and manuals on pedagogy. Under the guidance of V. A. Slastenin, 125 candidate's theses were prepared and defended, 38 of his students became doctors of science.

In 1989, he was elected a corresponding member of the APS of the USSR, and in 1992, a full member of the Russian Academy of Education. In 1997, he was elected a member of the bureau of the Higher Education Department of the Russian Academy of Education, and in 1998 he was appointed editor-in-chief of Izvestia of the Russian Academy of Education.

In 1999, V. A. Slastenin was elected President of the International Academy of Sciences of Pedagogical Education.

The main directions of scientific activity in the field of methodology, theory and practice of teacher education.

Major writings

"Teacher and Time" (1990),
"Methodological culture of the teacher" (1990),
"Anthropological Approach in Teacher Education" (1994),
"Pedagogy of creativity" (1991),
"Dominant of activity" (1997),
"Higher pedagogical education in Russia: traditions, problems, prospects" (1998),
"Pedagogy: innovative activity" (1997),
"Humanistic paradigm and student-centered technologies in teacher education" (1999),
"Holistic pedagogical process as an object of teacher's professional activity" (1998)
Pedagogy: Proc. allowance for students. higher ped. textbook institutions / V. A. Slastenin, I. F. Isaev, E. N. Shiyanov; Ed. V.A. Slastenin. - M.: Publishing center "Academy", 2008.

Awards and titles

He was awarded the Order of the Badge of Honor, medals named after K. D. Ushinsky, N. K. Krupskaya, S. I. Vavilov, A. S. Makarenko, I. Altynsarin, K "N. Kary-Niyazov. Excellence in Education of the USSR and a number of republics of the former Union, the medal "For Valiant Labor in the Great Patriotic War of 1941-1945."

Honored Scientist of the Russian Federation, laureate of the Prize of the Government of the Russian Federation in the field of education.

Sources

Categories:

Personalities in alphabetical order
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September 5
Born in 1930
Deceased June 13
Deceased in 2010
Doctors of Pedagogical Sciences
Academicians of the Russian Academy of Education
Knights of the Order of the Badge of Honor
Awarded with the medal "For Valiant Labor in the Great Patriotic War of 1941-1945"
Awarded with the medal of K. D. Ushinsky
Honored Workers of Science of the Russian Federation
Born in Gorno-Altaisk
Deceased in Moscow
Members of the International Academy of Sciences of Teacher Education

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See what "Slastenin, Vitaly Aleksandrovich" is in other dictionaries:

Vitaly Alexandrovich Slastyonin Date of birth: September 5, 1930 (1930 09 05) Place of birth: Gorno Altaisk, Altai Territory, RSFSR Date of death: June 13, 2010 ... Wikipedia

- (MPGU) ... Wikipedia

Named after S. A. Yesenin (RSU) ... Wikipedia

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The International Academy of Sciences of Pedagogical Education (IANPE) was established in Moscow in August 1999. The main goals of the Academy are: to promote the development of science in the system of all levels of continuous general and ps / gogical education and ... ... Wikipedia

- (MANPO) was established in Moscow in August 1999. The main goals of the Academy are: to promote the development of science in the system of all levels of continuous general and pedagogical education and the use of its achievements to boost the economy, increase ... ... Wikipedia

Books

Psychology. Textbook and workshop for academic undergraduate students, Vitaly Alexandrovich Slastenin. The textbook reveals the foundations of the theory and practice of modern psychology in the context of educational problems. Students are invited to master psychological knowledge in three cognitive forms of teaching, ...

Coursework - Forms of extracurricular educational work with children at school (Coursework)

Poplavsky M.M. PTU: time for change. Cultural and educational work (Document)

Individual plan for the passage of pedagogical practice (Document)

Smyaglikova E.A. Methods of educational work (Document)

Slastenin V.A. Pedagogy (Document)

Coursework - Teenage suicide as one of the options for resolving conflicts due to a violation of the educational function (Coursework)

Test - Conversations about the dangers of smoking (Laboratory work)

Titova S.A. ABC of methodical work: planning, forms and methods of work: Guidelines (Document)

Slastenin V.A., Isaev I.F., Shiyanov E.N. Pedagogy (Document)

n1.doc

Methods of educational work: Proc. allowance for students. higher ped. textbook institutions / L.A. Baykova, L.K. Grebenkina, O.V. Eremkin and others; Ed. V.A. Slastenin. - M.: Publishing Center "Academy", 2004. - 144 p.

Chapter I. EDUCATION, EDUCATIONAL PROCESS
Education as a cultural and historical phenomenon Education as a category of pedagogical science Theory and methodology of education in the humanistic paradigm Educational process, its purpose and essence
1. EDUCATION AS CULTURAL AND HISTORICAL

PHENOMENON
Education has been the most important function of society since ancient times. Without the transfer of socio-historical experience from one generation to another, without the involvement of young people in social and production relations, it is impossible to develop society, preserve and enrich its culture, and the existence of human civilization.

With the development of society, education changes: its purpose, content, means. History gives vivid examples of the peculiarities of education in different eras: the primitive communal system, Antiquity, the Middle Ages, Modern and Modern times. The culture of the peoples and nationalities of different countries is manifested not only in traditions and customs, but also in the nature of education.

K. D. Ushinsky wrote: “Education, created by the people themselves and based on folk principles, has that educational power that is not found in the best systems based on abstract ideas or borrowed from another people.” As L.I. Malenkova rightly notes, humanity (in phylogeny) and each parent receives educational functions from nature with the birth of a child: when swaddling, feeding, singing lullabies, teaching to read and count, introducing other people into the community.

In Russian, the word "education" has a common root with the word "nutrition", a child with the birth of the world receives food not only material, but above all spiritual. The cultural dialogue of "fathers" and "children" is the essence of any upbringing. Education is a continuous process as long as a person lives, and ... eternal as long as humanity exists.

Education as a social phenomenon has been and remains the object of study, the subject of many sciences.
the foundations of education, formulates the most general worldview ideas about the higher goals and objectives of education.

Sociology studies the social problems of personality development.

Ethnography examines the patterns of education in different peoples of the world.

Psychology reveals individual, age, group characteristics and laws of development and behavior of people.

These sciences play an important role in the development of pedagogy as a teaching about education, since they are a serious source of knowledge about the factors of personality development - heredity, micro- and macroenvironment.
2. EDUCATION - CATEGORY

OF PEDAGOGICAL SCIENCE
Education as a phenomenon of pedagogical reality is the object of research in pedagogical science along with education and training.

Pedagogical science performs two main functions: scientific and theoretical(describes and explains pedagogical phenomena) and regulatory(indicates how to competently organize upbringing, training, education system). Exploring pedagogical reality as being, pedagogy reveals patterns of education.

Carrying out the normative and regulatory function, pedagogical science, taking into account the patterns of education, formulates principles explains due- how it is necessary to organize upbringing, the education system, training, so that they are effective.

Theory of education - chapter

Pedagogy, revealing the essence, patterns, driving forces of education, its main structural elements, as well as considering various concept of education and educational systems,

In domestic pedagogical science, the foundations of the theory of education were laid by K.D. Ushinsky at the end of the 19th century. (cm.: Ushinsky K.D. Man as a subject of education: the experience of pedagogical anthropology; About nationality and public education).

In the 20-30s. 20th century a harmonious theory of education was developed by A.S. Makarenko (see: Makarenko A.S. Purpose of education; Education in the family and school; Lectures on the upbringing of children; Methodology of nutritional work).

Modern pedagogical science includes numerous theories and concepts of education, their difference is due to different ideas of research scientists about a person and the formation of his personality, about the role of a teacher in the upbringing and development of a child.

In particular, modern concepts of education are developed on the basis of philosophical teachings or psychological theories, such as:

- psychoanalytic theory(A. Gesell, Z. Freud, A. Freud, E. Erikson);

- cognitive theory(J. Piaget, L. Kolberg, D. Dewey);

- behavioral(behavioral) theory (D. Locke, D. Watson, B. Skinner);

- biological (genetic) theory(K. Lorenz, D. Kennel);

- socioenergetic (cultural-generic) theory ( L.S. Vygotsky, P.A. Florensky, D. Rudhyar);

- humanistic psychology(A. Maslow, K. Rogers and others).

There are many different definitions of this concept in the pedagogical literature. Their formulations depend on the methodological approach, the concept of education.

Consider the interpretation of this concept in the domestic theory of education. In the approach to the definition of the concept of “education”, two directions can be clearly identified.

The first is based on the view of the child as object of the pedagogical process, those. the most important factors of human development are recognized as external influences that shape personality. The following definitions correspond to this direction:

upbringing - purposeful, systematic management of the process of personality formation as a whole or its individual qualities in accordance with the needs of society (N.E. Kovalev);
upbringing in a special pedagogical sense is the process and result of a purposeful influence on the development of the personality, its relations, traits, qualities, attitudes, beliefs, ways of behaving in society (Yu.K. Babansky);
education - a systematic and purposeful impact on the consciousness and behavior of a person in order to form certain attitudes, concepts, principles, value orientations that provide the necessary conditions for its development,

preparation for social life to productive labor (A. V. Petrovsky);

Education in a broad social sense - the impact on the personality of society as a whole. Education is a purposeful activity designed to form a system of personality traits, views and beliefs in children (A. V. Mudrik).

This view of education management, influence, impact, personality-forming is characteristic of traditional pedagogy based on sociocentric approach within which the goal of personality development is its socialization from the standpoint of maximum social utility. With this approach, the goal of education is the harmonious and comprehensive development of the personality in accordance with externally set standards. In this case, the educational pedagogical process ignores the factor of self-development of the individual.

Another direction in pedagogy reflects the evolution in the philosophical views of modern European society, according to which a person is put forward at the center of the scientific picture of the world.

The development of humanistic ideas contributed to the birth of a new pedagogical paradigm, new perspective on the child subject of education.
THEORY AND METHODOLOGY OF EDUCATION

IN THE HUMANIST PARADIGM
A vivid confrontation between humanistic and imperative views and ideas, theories and systems began at the end of the 19th century. As an alternative Herbartian "pedagogy of management", in which the child was perceived as an object of pedagogical influences, and imperative education gave birth to pedagogical theories in which the child was seen as a subject of development and education. Humanistic ideas presented in the philosophical works of B. Spinoza, R. Descartes, I. Kant, J. G. Fichte, F. V. Schelling, G. V. F. Hegel, L. Feuerbach, D. Hume, laid the foundation for the dissemination of new values in the pedagogical culture, a new view of a person as a subject of life, history, culture.

Review of pedagogical writings of the late 19th - late 20th centuries. gives a wide panorama of ideas consonant with the basic principles

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Humanism (a person is a subject of life, having the right to free development, to subject - object relations).

Anthropocentric approach is the central idea of the humanistic paradigm. In pedagogical theories, it takes various forms, which are interpreted and concretized in a peculiar way. Idea personal approach developed in studies devoted to "personal pedagogy", developed at the end of the 19th century. R. Eken, E. Linde, P. Natorp, T. Zeiger; they set out a number of leading principles, consonant with the foundations of humanism.

The child is considered as a central figure in the doctrine of the "new upbringing", which gave rise to its own pedagogical theories and pedagogical practice. From the ideas of J.J. Rousseau is gradually built theory of free education. The fundamental ideas of free education are the principles of pedocentrism and the freedom of the child, which are beginning to be applied in pedagogical practice: in Germany - by X. Sharelman, F. Gansbeg, M. Paul; in Russia - K.N. Wentzel, L.N. Tolstoy; Italy - M. Montessori; in France - S. Frenet.

The humanistic idea of the free choice of the subject was also developed in theocentric pedagogy. The principle of self-improvement and the free choice of the soul before God we find in the works of S.A. Rachevsky, K.V. Elnitsky, N.A. Berdyaev.

The humanistic ideas of the subjectness of the child, freedom of choice and responsibility of a person for his self-improvement find a peculiar development in anthroposophical theory R. Steine (1919), revealing the features of the system of self-knowledge and self-development of the student's individuality in partnership with the teacher, in the dual unity of the development of sensory and supersensory experience of the spirit, soul and body.

In domestic pedagogy in the 20-30s. 20th century humanistic principles of subjectivity of the pupil and cooperation between the adult and the child are substantiated in the works of L. S. Vygotsky, P.P. Blonsky, S. T. Shatsky.

Since the middle of the XX century. We find the main humanistic ideas in the works of V.A. Sukhomlinsky, who continued the traditions of K.D. Ushinsky, L.N. Tolstoy, J. Korchak.

In the 50s - 60s. appears humanistic psychology(A. Maslow K. Rogers), which from an existential position considered the principle of subjectivity, freedom of choice, self-actualization, partnership between a teacher and a student. These principles continue to develop in the works of R. Burns, V. Frankl, S. L. Frank, E. From, E. Erickson.

Domestic psychology, developing the ideas of subjectness, personality-activity approach, subject-subject interaction (K.A. Abulkhanova-Slavskaya, A.G. Asmolov, L.I. Bozho

Vich, I.V. Dubrovina, I.A. Winter, V.P. Zinchenko, A.N. Leontiev, V.I. Slobodchikov), provides methodological foundations for the development anthropocentric and person-centered approach in domestic pedagogical science.

The main provisions of the personal-humanistic pedagogy of Sh.A. Amonashvili, humanistic concepts of student-centered learning and education by M. N. Berulava, E. V. Bondarevskaya, S. L. Bratchenko, O. S. Gazman, V. V. Gorshkova, E. N. Gusinsky, L. M. Luzina, V. V. Serikov, Yu. I. Turchaninova, I. S. Yakimanskaya are the development of ideas put forward by domestic and foreign scientists.

The humanistic position requires treating the child as the main value in the pedagogical process, recognizing his ability and right to self-development, the priority of subject-subject relations in the pedagogical process. In the context of the humanistic paradigm upbringing is a purposeful process of cultural development of a person.

In this case, the child is an active subject not only of life, but also of education. His role in his own development becomes decisive. He acts as an object and subject of culture.

The culture of society is the source of the principles of education, it determines its nature, goals and content. Education as an element of national culture has all its main features, its content is determined by the culture of a particular people and society. Another factor in education is the culture of each individual with which the pupil interacts. The culture of society, each participant in the educational process creates that rich socio-cultural environment that nourishes the developing personality and creates conditions for its self-realization.

The most important condition for education is human capacity for self-development.

The potential for human development is inherent in nature. The development of mental functions occurs in the course of physiological development under the influence of spontaneous social relations and targeted influences that either stimulate or slow down the development of the personality throughout life. Self-development is determined by the needs and motives of the individual. Therefore, the most important task in organizing the educational process is to ensure positive motivation of pupils in overcoming gradually increasing difficulties in the course of self-development and self-realization. Positive motivation and adequate self-esteem in adolescence become the basis of purposeful self-education. A positive self-concept of a person, according to R. Burns, is also the most important driving moment of upbringing and self-education.

Self-concept is a dynamic system of a person's ideas about himself, which includes both the actual awareness of one's physical, intellectual and other qualities, and self-esteem, as well as the subjective perception of external factors affecting the personality. In its content, the self-concept includes a descriptive component (image I, or a picture I) and a component associated with the attitude towards oneself or individual qualities - self-esteem, or self-acceptance. The self-concept is a set of attitudes directed at oneself. The structure of each attitude includes cognitive, emotional-evaluative and behavioral components. I-concept is formed under the influence of socialization, upbringing, it also does not have somatic, individual natural dominants.

In the process of education, the spiritual values of the culture of society are mastered and internalized, i.e., the internal structures of the human psyche are transformed due to the assimilation of the structures of social activity (L.S. Vygotsky), as well as exteriorization, i.e. transformation of the internal structures of the psyche into a certain behavior (action, statement, etc.). Therefore, we are talking not only about the assimilation of culture, but also about its development - its active enrichment by each subject of education. Education creates the culture of the child's personality.

In childhood, the basic culture of the individual is formed, without which the spiritual development of a person is unthinkable. The content of the basic culture is made up of cultures of life self-determination, intellectual and physical, communication and family relations, economic, political (democratic), legal, environmental, artistic, labor, etc. The basic culture, therefore, includes as elements of the culture those relationships that a person enters into in the course of his life. In general, as O. S. Gazman notes, the culture of personality is the harmony of cultures of knowledge, feelings and creative action.

The core of personality culture is its spirituality. Spiritual development is characterized by the richness of the intellectual and emotional potentials of the individual, high moral development, leading to the harmony of human ideals with universal human values, and worthy deeds, which are based on the need to serve people and good, constant striving for self-improvement.

Education contributes to the transformation of a person from an object of culture into its subject. In this process, learning is the most important means, since it contributes to the assimilation of knowledge, skills, and the development of the intellect and emotional sphere, which allow the teacher and pupil, thanks to the acquired objective values of the elements of culture, to “speak the same language”. Learning introduces values that are learned and

Acquired in the course of education; this leads to an awareness of the personal, subjective meaning of what education provides. Here it is appropriate to talk about teaching education and upbringing education. This approach to learning in humanistic pedagogy allows us to talk about the defining role of education in the pedagogical process.

So, we list the main patterns of education:

education is determined by the culture of society;

upbringing and training are two interpenetrating, interdependent processes with the defining role of upbringing;
the effectiveness of education is due to the activity of a person, his involvement in self-education;
the effectiveness and efficiency of education depend on the harmonious connection of all structural elements involved in the educational process: goals, content, forms, methods, means,
appropriate for the child and the teacher.

System-structural approach allows you to develop a coherent theory of education, to characterize all its main elements (goal, content, means, methods), which makes it possible to realize its essence, understand its role as an element in a wider system - pedagogical reality.

Pedagogical system is a theoretical model of the object of pedagogical reality. The universal structure of the pedagogical system is shown in fig. one.

In the pedagogical system, the following can be considered as objects of scientific research: individual forms of education and upbringing, upbringing, the educational process, training, the activities of each teacher and pupil (the process of self-education), activities
the activity of any educational institution and other subjects of the pedagogical process (for example, a children's organization), the educational system of the country, region, region.

Shown in Fig. 2 the theoretical model of education as a system reflects its main patterns (determined by the culture of society, the relationship with self-education and the activity of the pupil).

self-education - purposeful process of conscious and independent transformation by a person of his, according to Yu.M.

The purpose of education in humanistic pedagogy - the most complete cultural development of a person capable of spiritual and physical self-development, self-improvement and self-realization.

The content of education is the culture of the individual: internal culture, the core of which is spirituality, and external culture (communication, behavior, appearance), the abilities of each person, his self-determination, self-development, self-realization. The purpose and content of education in humanistic pedagogy proceed from the main position - the recognition of a person's ability to self-development.

Means of education - with their help, education is carried out, this is the richest set of phenomena and objects, objects of the surrounding reality: the achievement of the spiritual and material culture of their people and the peoples of the world. The determining means of education at all times, most of all influencing the development of the child, are various types of activities: play, work, sports, creativity, communication. The leading type of activity is singled out at each particular age of the pupil: play activity at preschool age, educational activity at primary school age, personal communication at adolescence, educational and professional activity at senior school age. The transition to an information society in the near future will require a wider use of technical means (video, television, cinema, computer programs, etc.). However, nothing can replace such important means of education as the word of the teacher, an example of his bright personality, the level of culture of the teacher. Education as the leading means of education in humanistic pedagogy complements and enriches the process of education, but does not replace it.

Educational Ra Methodology bots - a section of the theory of education that studies the features of the organization of the educational process in various educational institutions, children's associations and organizations, developing recommendations for creating a system of educational work in an educational or educational institution and increasing its effectiveness, using certain methods or technologies in the educational process.

Humanistic pedagogy, which builds its theory of education on the main principle - love and respect for the child as an active subject of education and development, has in its baggage a variety of methods of education - ways of interaction aimed at the development and self-development of children.

The classifications of upbringing methods in traditional pedagogy are as diverse as the definitions of the very concept of “education method”.

So, the method is defined as "way", "way". In the book by I.P. Ra-chenko “Teacher’s NOT” (M., 1989) we find the following definition
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Division: “A method is an ordered, practice-tested set of techniques that indicates how to act in accordance with a general and specific goal.”

"Russian Pedagogical Encyclopedia" (M., 1993) defines the methods of education as "a set of the most common ways of solving educational problems and implementing educational interactions." It also notes the difficulty of classifying the methods of education, since they differ in goals, means of implementation, in the sequence, gradualness of their application.

N.I. Boldyrev, N.K. Goncharov, F.F. Korolev distinguishes three groups of methods: persuasion, exercise, reward and punishment.

V. M. Korotov, L. Yu. Gordin, B. T. Likhachev also name three groups of methods: organization of a children's team, persuasion and stimulation.

T.A. Ilyina, I.T. Ogorodnikov in the textbook "Pedagogy" (M., 1984) define the following groups of methods: persuasion (verbal explanation, requirement, discussion), organization of activity (accustoming, exercise, display, imitation, requirement) , stimulation of behavior (assessment, mutual assessment, praise, encouragement, punishment, etc.).

In the textbook "Pedagogy of the School" (M., 1977), G.I. Shchukina combines methods into the following three groups: a versatile effect on the consciousness, feelings and will of students (conversation, debate, example method, persuasion, etc.); organization of activities and the formation of the experience of social behavior (pedagogical requirement, public opinion, teaching, exercise, assignment, creating an educational situation); regulation, correction and stimulation of behavior and activities (competition, encouragement, punishment, evaluation).

V.A. Slastenin under the methods of education understands the ways of interconnected activities of educators and educatees. The scientist names four groups of such methods: the formation of personality consciousness (views, beliefs, ideals); organization of activities, communication, experience of social behavior; stimulation and motivation of activity and behavior; control, self-control and self-assessment of activity and behavior.

P.I. Pidkasyty defines the method as a method of pedagogical management of activities (cognitive, labor, social, moral, sports, artistic, aesthetic, environmental), in the process of which self-realization of the individual, his social and physical development is carried out. In his classification, three groups of methods are given: the formation of views, ideas, concepts, the implementation of an operational exchange of information; organizing the activities of students and stimulating its positive motives; stimulation of self-

Evaluation and assistance to students in self-regulation of their behavior, self-reflection (introspection), self-education, as well as in their assessment of the actions of other students.

An analysis of the definitions of the concept of "method of education" and various classifications shows that gradually in traditional pedagogy there is a transition from authoritarianism (before, methods of persuasion and punishment, i.e. pressure on a person, prevailed) to a wide range of methods that encourage self-education.

The humanistic theory of education is dominated by methods that promote self-development and self-realization of children. Naturally, teachers use methods of involvement in activities, development of consciousness and self-awareness, stimulation and development of the intellectual, emotional and volitional spheres. At the same time, methods of cooperation prevail, creating conditions for subject-subject relations, allowing the teacher and pupil to be partners in the exciting process of self-creation: open dialogue, free choice, collective analysis and assessment, brainstorming, introspection and self-assessment, improvisation, play. These methods make it possible to create that atmosphere of co-creation and cooperation, which involves both the teacher and the pupil in beneficial creative activity for the development of their personality.

Neither method is used in isolation. The teacher builds the educational process and chooses a system of methods, their sequence and combinations, taking into account a whole range of factors and conditions (taking into account the age characteristics of children, their socio-cultural, spiritual and moral development, the level of actual development of each and the zone of proximal development, abilities, needs, interests etc., sociocultural environment, the level of development of the primary team and the nature of the school team, the child's self-esteem and his social status, etc.). Methods of education are selected taking into account the general and specific goals of education and self-education, their content and means, as well as taking into account the professionalism, skill, and culture of the teacher.
4. EDUCATIONAL PROCESS, ITS PURPOSE AND ESSENCE

Education as a purposeful process of culture-intensive development of the individual is a system of interrelated and interdependent elements, the choice of which is determined by the personality of the pupil. It is the level of the actual development of the child in this particular period of time that is the primary reason for determining the goal, and then the content, forms, methods, means of education, for the selection of which in the op-

A certain degree is influenced by the level of professionalism of the teacher. The process of education can be effective and ineffective. Its character is determined not only by the culture of society and the microenvironment, but also by the subjects of education included in this process, their goals, motives, attitudes, and the level of culture as a whole.

Education is carried out through the educational process - a purposeful process of interaction: individual-individual, individual-group, individual-collective. This process is organized and carried out in various social institutions: family, educational (orphanage, boarding school), educational (school, gymnasium, lyceum), vocational education (college, vocational, art, music, medical school) institutions, higher educational institutions, sections, clubs, museums, theaters, children's associations and organizations. The most purposeful and effective education is carried out with a specially organized interaction of subjects aimed at achieving pedagogical goals - an educational or pedagogical process.

Pedagogical process - this is a professionally organized holistic educational process, characterized by joint activities, cooperation, co-creation of its subjects, mediated by cultural content and methods of mastering culture and its creation. In this process, it is necessary to correlate the leading role of the teacher with the development of the pupil, his activity and independence, closely linking the content of the culture being mastered with the pupil's knowledge of himself and his self-development.

In traditional pedagogy, there is a conditional division of educational and educational processes. This division is connected with the idea of the leading role of education in the development of personality. Traditional pedagogy considers the school primarily as a "school of learning". Humanistic pedagogy advocates a "school of development", where the concepts of "pedagogical" and "educational" are considered close in meaning, the term "educational and educational process" is often used. In this way, the educational process is a purposeful process of interaction between teachers and students, the essence of which is the creation of conditions for the self-realization of the subjects of this process.

The purpose of the educational process is orientation of schoolchildren to self-education, self-development, self-realization.

The organization of the educational process as the creation and maintenance of conditions for self-development is carried out in close cooperation with the pupil, taking into account his good will.

As E. V. Bondarevskaya notes, in the theory of education this requirement is expressed through a personality-oriented approach,

In which the pupil is recognized as a full partner in the conditions of interaction-cooperation. This approach makes it possible to implement the ideas of humanistic pedagogy in the organization of the educational process in modern conditions.

B.P. Bitinas believes that, in terms of its structure, the educational process can be considered as a consistent, continuous change of educational situations following one after another, which are the main element of the educational process.

Educational (pedagogical) situation - This is a specific state of the pedagogical system in a certain period of time.

The effectiveness of the educational process depends on the skill of the teacher, on his ability to competently analyze the pedagogical situation and solve emerging pedagogical problems, taking into account the main goal of education, as well as on the methods and technologies of the educational process (see Fig. 3).

The organization of the educational process based on the ideas of humanistic pedagogy is a difficult task, because teachers are required not only to know these ideas, but also to accept them as their own convictions, on which the skill of organizing interaction with pupils is based.

Humanization of the educational process is possible through the implementation of a whole range of the following principles:

unconditional acceptance of the child, a stable positive attitude towards him;
showing respect for the individual and maintaining self-esteem in everyone;
awareness and recognition of the right of the individual to be different from others;
granting the right to free choice;
assessment not of the child's personality, but of his activities, actions;
possession of the ability to "feel" (empathy) of each specific child, the ability to look at the problem through his eyes, from his position;
taking into account the individual psychological and personal characteristics of the child (type of the nervous system, temperament, characteristics of perception, memory and thinking, abilities, interests, needs, motives, orientation, status in the team, self-esteem, the formation of a positive self-concept, activity, etc. ).

The humanization of the upbringing and educational process at school is the task of the entire teaching staff, which is solved through the formation of a humanistic pedagogical position and pedagogical culture of teachers, through mastering the methods
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and technologies of the educational process, involving the child in self-development, self-education, self-realization.
Recommended reading

Azarov Yu.P. Pedagogy of love and freedom. - M., 1994.

Amonashvili Sh.A. Personal and humane basis of the pedagogical process. Minsk, 1990.

Amonashvili Sh.A. Reflections on humane pedagogy. - M., 1996.

Anthology of pedagogical thought: In 3 volumes - M., 1989.

Arnoldov A.I. Introduction to cultural studies. - M., 1993.

Akhmatov A. F. Pedagogy of humanism. - M., 1992.

Baikova L.A., Orlova E.A. School humanization: Theory and experience. - Ryazan, 1999. - Part 1.

V. P. Bezdukhov Theoretical problems of the formation of the humanistic style of pedagogical activity of the future teacher. - Samara, 1992.

Berne R. Development of self-concept and education. - M., 1986.

Berulava M. N. General pedagogical foundations of the humanization of education // Pedagogika. - 1994. - No. 5.

Berulava M. N. The main directions of the humanization of education // Humanization of education. - 2001. - No. 1.

Bitinas B.P. The structure of the upbringing process. - Kaunas, 1984.

Bondarevskaya E.V. Education as the revival of a person of culture and morality. - Rostov n / a, 1991.

Bondarevskaya E.V. Value bases of personality-oriented education // Pedagogy. - 1995. - No. 4. - S. 29-36.

Bondarevskaya E.V. Humanistic paradigm of personality-oriented education // Pedagogy. - 1997. - No. 4.

Valeeva R.A. Humanistic education: Experience of reform schools in Europe in the first half of the 20th century. - Kazan, 1996.

Humanistic thought, school and pedagogy of the Middle Ages and the beginning of the New Age. - M., 1990.

Humanistic educational systems yesterday and today / Ed. ed. N.L. Selivanova. - M., 1998.

Humanistic traditions of Russian philosophy / Comp. V.A. Alekseev, V.N. Lysenko. - M., 1991.

Ilyina T.A. Pedagogy. - M., 1984.

Likhachev B. T. Pedagogy: Course of lectures. - M., 1993.

Likhachev B. T. Philosophy of education. - M., 1996.

Luzina L.M. Lectures on the theory of education. - Pskov, 1995.

Malenkova L. I. Education in the modern school: A book for the teacher-educator. - M., 1999.

Mukhin M.I. Humanism of pedagogy V.A. Sukhomlinsky. - M., 1994.

New pedagogical thinking. - M., 1989.

Pedagogy / Ed. Yu. K. Babansky. - M., 1988.

Pedagogy / Ed. P.I. Pidkasistogo. - M., 1995.

School Pedagogy / Ed. G.I. Shchukina. - M., 1978.

Russian Pedagogical Encyclopedia: In 2 volumes - M., 1993.

Slastenin V.A., Isaev I.F., Shiyanov E.N. Pedagogy / Ed. V.ASlastenina. - M., 2002.

Shchurkova N.E. Education: a new look from the standpoint of culture. - M., 1998.

Scientific school of V. Slastenin: history. Slastenin V.A. Methods of educational work - file n1.doc Slastenin Pedagogy citation

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Word to the future teacher

Section I INTRODUCTION TO THE PEDAGOGICAL PROFESSION

Chapter 1. General characteristics of the teaching profession

Biography

Major writings

Awards and titles

Sources

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Scientific school of V. Slastenin: history. Slastenin V.A. Methods of educational work - file n1.doc Slastenin Pedagogy citation

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Word to the future teacher

Section I INTRODUCTION TO THE PEDAGOGICAL PROFESSION

Chapter 1. General characteristics of the teaching profession

Biography

Major writings

Awards and titles

Sources

See what "Slastenin, Vitaly Aleksandrovich" is in other dictionaries:

Books

n1.doc

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