In reflecting on the development of pedagogical theory, it is impossible not to pay attention to the fact that pedagogy is sometimes regarded as a science and as an art. There is a historical reason for this confusion of these terms. In the 19th century There were two concepts: pedagogy and pedagogy. The first meant the science of education, the second - related to practical educational activities. Then these concepts merged, which gave reason to consider pedagogy both a science and an art. But is it right? It seems that not quite. When it comes to education, it must be borne in mind that it has two aspects - theoretical and practical. The theoretical aspect of education is the subject of scientific and pedagogical research. In this sense, pedagogy acts as a science and is a set of theoretical and methodological ideas on education.
Another thing is practical educational activity. Its implementation requires the teacher to master the relevant educational skills and abilities, which can have varying degrees of perfection and reach the level of pedagogical art. That is why the judgment that pedagogy is both a science and an art must be considered incorrect. Pointing out this incorrectness, Professor A.I. Piskunov noted: “In fact, this very formulation already contains a logical error: science cannot be at the same time not science.” From a semantic point of view, it is necessary to distinguish between pedagogy as a theoretical science of education and practical educational activity as an art.
A well-known teacher of the Main Pedagogical Institute in St. Petersburg A.G. made a very clear distinction between pedagogy as a theoretical science and practical activity as an art. Obodovsky (1796-1852). In the manual “Guide to Pedagogics, or the Science of Education” published in 1835, he wrote: “A complete and systematic exposition of the theory of education, i.e. rules and methods related to education is called the science of education or pedagogy; the use of the theory of education actually constitutes pedagogical art ... Whoever has a thorough and complete knowledge of the science of education is called a theoretical educator; who, then, successfully brings the rules of education into execution, i.e. really educates, he is a practical educator and teacher.
However, for practical pedagogical activity, both the differences and the connections that exist between the theory of education and educational practice are significant. In order to carry out effective education, the teacher, on the one hand, needs to know its theoretical foundations well, and on the other hand, to master pedagogical skills and abilities to perfection. Many educators expressed deep thoughts about this.
K.D. Ushinsky noted that successful educational activities require not only appropriate skills and abilities, but also detailed theoretical knowledge. Emphasizing this, he wrote: “The art of education has the peculiarity that it seems easy to almost everyone ... Almost everyone admits that education requires patience; some think that it requires an innate ability and skill, i.e. skill; but very few have come to the conclusion that, in addition to patience, innate ability and skill, special knowledge is also needed.
P.P. Blonsky. He noted that skill, talent and theoretical knowledge are equally needed for practical educational activities. Skills are developed by personal experience, talent is improved in the process of educational practice, theoretical knowledge is formed as a result of a deep understanding of the essence of human development and education and is transmitted in the form of scientific ideas. “Only an idea, and not technique or talent,” Pavel Petrovich emphasized, “can be communicated by one person to another, and therefore only in the form of known ideas, that is, in the form of theoretical science, can pedagogy exist.”
The same point of view was held by A.S. Makarenko. He believed that in order to implement effective education, it is necessary for each teacher to form pedagogical skills, which are based on a deep mastery of theoretical knowledge, a thoughtful and diligent attitude to the matter of education and creative assimilation of the best examples of educational activity.
It is noteworthy that many ancient thinkers pointed out the enormous role of theory in various areas of human practice. The Greek philosopher Anaxogoras said that only from theoretical knowledge comes the freedom and fruitfulness of practical activity. Socrates remarked: "Everyone is wise in what he knows well." Theoretical knowledge is becoming even more important at the present time, when science and technology have entered all spheres of life. That is why a comprehensive and thorough understanding of the subject of pedagogy and the main theoretical ideas related to education is of great importance in preparing for professional pedagogical activity.
Literature for independent work
Babansky Yu.K. Problems of improving the efficiency of pedagogical research. - M., 1982.
Introduction to scientific research in pedagogy / Ed. IN AND. Zhuravlev. - M., 1988.
Vorobyov G.V. Improving the process and structure of scientific research in pedagogy / Ed. ETC. Atutov. - M., 1985.
Goncharov N.K. Methodology and methods of pedagogy as a science. - M., 1968.
Kraevsky V.V. Methodology of Pedagogical Research: A Teacher-Researcher Manual. – Samara, 1994.
Methodological problems of the development of pedagogical science / Ed. ETC. Atutova, M.N. Skatkna, Ya.S. Turbovsky. - M., 1985.
Skatkin M.N. Methodology and methods of pedagogical research. - M., 1986.
Slastenin V.A., Podymova L.S. Pedagogy: innovative activity. - M., 1997.

Theoretical Pedagogy

Module 1Pedagogy in the system of humanitarian knowledge and human sciences. Methodology of pedagogical science and activity. The structure of pedagogical science. Categorical-conceptual apparatus of modern pedagogy. Methods of pedagogical research. Theories of integral pedagogical process. Age appropriateness of the pedagogical process.Unit 2. Theories of training and education. Different approaches to designing the content of education at different levels of education.Variety of educational programs. Competence-based approach to the construction of the pedagogical process.

Module 1

Pedagogy as a science. The main stages in the formation of pedagogy as a science: natural, philosophical, scientific proper. Contribution of Ya.A. Comenius, I.F. Herbart, K.D. Ushinsky and others in the development of pedagogy as a science. Characteristics of pedagogy as a science: object and subject of pedagogy; purpose and tasks of pedagogy; functions of pedagogy (theoretical, practical, prognostic); categorical apparatus of pedagogy: education, upbringing, pedagogical process. The structure of pedagogy as a science.

Communication of pedagogy with other sciences. Connection of pedagogy with other sciences: objects of connection of pedagogy with other sciences (concepts - terms, objects - objects, patterns, criteria, methods, concepts). Types of communication between pedagogy and other sciences (mutual influence, interpenetration, interaction; integrative, interscientific; interdisciplinary, intrasubject communication). The connection of pedagogy with philosophy; connection of pedagogy with psychology; the connection of pedagogy with the sciences that study a person as an individual (anatomy, physiology, anthropology, etc.); the connection of pedagogy with the sciences that study a person in the system of social relations (sociology, political science, economics, etc.).

Scientific research in pedagogy. The concept of scientific research. Features of pedagogical research. The value of research in pedagogy. Types of pedagogical research (theoretical, applied). Methods of pedagogical research: concept, meaning. Classification of methods of pedagogical research: methods of theoretical research and methods of empirical research; traditional, quantitative methods and research methods of collective phenomena in pedagogy: concept, characteristics, features. Experimental work in pedagogy: concept, logic, organization.

Upbringing and education as processes of social inheritance. Social inheritance: concept, meaning. Forms of fixing social experience. Pedagogical process as purposeful social inheritance: concept. Characteristics of the pedagogical process: functions (teaching, educational, developing), properties (integrity, consistency, complexity), patterns. Stages of the pedagogical process. Education: concept, meaning; features of education as a process of mastering social experience. Education: concept, meaning; features of education as a process of mastering social experience. Age-appropriateness of the pedagogical process.

Unit 2.

Learning as a pedagogical process. Education: concept, essence, driving forces, logic of the educational process. Patterns and principles of learning. Learning process: concept, structure (target, content, activity and result components), interconnection of components. Learning functions (educational, educational, developmental). Properties of the learning process (integrity, consistency, complexity, cyclicity). Modern learning theories(associative-reflex, the theory of meaningful generalization, the theory of the phased formation of mental actions). Traditional system (I.F. Herbart), pedocentric didactic system (D. Dewey), new didactics (D. Bruner): main provisions, teaching features. Teaching as a component of the learning process: concept, subject of activity, conditions, tasks. Teaching as a component of the learning process: concept, subject of activity, qualities, structure of activity. Characteristics of the activities of the teacher and the student in various types of education (explanatory and illustrative, problematic, programmed).

The purpose and content of education as components of the learning process. Purpose of education: concept. Characteristics of the modern goal of domestic education. The place of the goal in the structure of the learning process. The concept and essence of the content of education. The main theories of the formation of the content of education(theory of didactic materialism, the theory of didactic formalism, the theory of didactic utilitarianism, the theory of functional materialism, modern theory). Principles and criteria for selecting the content of education. The structure of the content of education: the cognitive experience of the individual, the practical experience of the individual, the experience of creative activity, the experience of motivational-value and emotional-volitional relations of the individual. The place of content in the structure of the learning process. Different approaches to the design of the content of education at different levels of education. Standardization of education: concept, meaning. State educational standard: concept, structure. Basic curriculum: concept, meaning, structure. Curriculum: concept, meaning, structure. Variety of educational programs.

Forms of organization of learning as a component of the learning process. The concept of the form of education. Approaches to the classification of forms of education (classification of forms of education by the number of students enrolled, by time and place of study). Characteristics of the forms of education by the number of students (individual, individual-group, collective). The concept of the forms of organization of training (FOO). Background (class-lesson system of education, Bell-Lancaster system of education, Batov system of education, Mannheim system of education, Dalton plan, Trump plan): characteristics of the FET, causes, advantages and disadvantages. Lesson as the main form of organization of education in a modern school. The main characteristics of the lesson: type, type, structure. Preliminary and immediate preparation for the lesson: stages, content, results. Auxiliary FOO: concept, meaning, characteristics.

Methods and means of teaching as components of the learning process. Teaching method: concept, meaning. Teaching method as a component of the learning process. Approaches to the classification of teaching methods (classification of teaching methods by source of knowledge, by purpose, by didactic purpose, by the nature of students' cognitive activity, etc.). Characteristics of the main verbal (story, conversation, explanation), practical (laboratory, practical, exercise, work with a book), visual (demonstration, illustration) teaching methods. Approaches to the choice of optimal teaching methods. Reception of training: concept. The ratio of the method and reception of training. Teaching aids: concept, meaning. Approaches to the classification of teaching aids. The specificity and didactic significance of different types of teaching aids.

Monitoring learning outcomes as a stage in the learning process . The concept of control over learning outcomes. Checking and evaluation as components of control. Evaluation, mark as control results. Control principles. Control functions: teaching, diagnostic, educating, developing, prognostic, organizing. Stages and types of control (preliminary, current, thematic, phased, final). Forms of control (individual, group, frontal, combined; mutual control, self-control; control lesson, practical lesson, survey, test, exam). Control methods (oral, written, graphic, practical work).

Competence-based approach to the construction of the pedagogical process. The concept of a competency-based approach in education. Competence and competence: concept, types. Competence-based approach as the basis for building the learning process.

As a result of mastering the content, the student should:

Know:

• basic concepts of pedagogy;
• properties and functions, stages of the pedagogical process;
• regularities, principles, functions, structure of learning processes;

the logic of building the learning process;

Be able to:

• characterize pedagogy as a science;

Apply a system of concepts that describe the learning process;

identify patterns and principles of learning;

identify learning functions;

Describe the logic of building the learning process.

Pedagogy in the system of humanitarian knowledge and human sciences. A general idea of ​​pedagogy, the history of its formation as a science (J.A. Komensky, I.G. Pestalozzi, I.F. Herbart, etc.). Object, subject, specific functions of pedagogy. The relationship of pedagogical science and practice. Tasks of pedagogy at the present stage. Categorical-conceptual apparatus of pedagogy. Characteristics of historically established pedagogical categories: upbringing, training and education. The problem of correlation of these concepts in pedagogy. Modern pedagogical concepts: pedagogical system, pedagogical process, pedagogical interaction, pedagogical technology, pedagogical task, pedagogical activity. The structure of pedagogical science. The place of pedagogy in the system of the humanities.

Methodology of pedagogical science and research methods. The concept of methodology, methodology of pedagogy. Functions of methodological knowledge: descriptive, prescriptive, prognostic. Levels of existence of methodological knowledge. The methodological culture of a modern teacher is one of the conditions for conducting scientific and pedagogical research. The concept of the principles of organization of pedagogical research. System of methods and methods of pedagogical research. General requirements for organizing a pedagogical experiment and processing the results of pedagogical research.

Methodological approaches to the pedagogical system and the solution of pedagogical problems.

Theories of integral pedagogical process. Essence, characteristics of the pedagogical process (educational process). A holistic pedagogical process as a purposeful and organized interaction between a teacher and children. Domestic teachers K. D. Ushinsky, P. F. Kapterev, N. K. Krupskaya, S. T. Shatsky, P. P. Blonsky, A. S. Makarenko, V. A. Sukhomlinsky about the nature and structure of the integral pedagogical process . Integrity, consistency are the main features of the pedagogical process. The unity of training, education and personality development in the pedagogical process. Patterns and principles of the pedagogical process and pedagogical activity. The teacher is the main figure in the pedagogical process. The child as an object and subject of the educational process.

Contradictions are the driving forces of a holistic pedagogical process. Pedagogical process and pedagogical activity. Conditions, the logic of building a holistic pedagogical process at school and preschool. Theories of Yu. K. Babansky, B. T. Likhachev, N. E. Shchurkova about the integral pedagogical process.

Modern didactic concepts. Didactic concept as a coherent system of scientifically based views, provisions on learning in a particular pedagogical system. Teaching and learning as components of the learning process. Theoretical approaches to learning: traditional, pedocentric, modern. The dominant role of teaching in traditional (classical) education (J. A. Comenius, I. G. Pestalozzi, I. F. Herbart).

The leading role of learning - the activity of the child in the pedocentric theory: the system of D. Dewey, the labor school of G. Kershensteiner, the free education of the individual, etc.

Modern didactic concepts: programmed learning, the theory of the gradual formation of mental actions (P. Ya. Galperin), problem-based learning, developmental learning, student-centered concepts, pedagogy of cooperation.

Methods and means of teaching. The place of the teaching method in the integral pedagogical process, its functions. A variety of interpretations of the teaching method. Classification of teaching methods. Classification by E. V. Perovskaya and E. Ya. Golant: verbal, visual, practical methods. Classification by M. N. Skatkin and I. Ya. Lerner based on the nature of the cognitive activity of students, etc. Traditional classification of teaching methods in Russian didactics. The concept of teaching aids and their classification. Pedagogical conditions for the use of teaching aids. Interrelation of methods and means of training.

Leading theories of education. Education as the leading concept of pedagogy, its social essence. Education in the broad and narrow pedagogical sense. The theory of education of a comprehensively developed harmonious personality (traditional), humanistic education. Classification of theories and concepts of education (approaches by S. V. Kulnevich and E. V. Bondarevskaya; N. Krylova and others). Personality-oriented education of cultural type EV Bondarevskaya. Sociologization theory of education A. V. Mudrik, V. G. Bocharova and B. P. Bitinas.

Axiological approach to education. Personality as the highest value in the world, attitude towards it is the main criterion in determining the essence of the concept of education.

The theory of free education (J. J. Rousseau, L. N. Tolstoy, M. Montessori, K. N. Wentzel).

"School of Life" Sh. A. Amonashvili. Synergetic theory of N. M. Talanchuk. The ideas of public education by K. D. Ushinsky and the ethno-pedagogical concept of G. N. Volkov.

Theories of collective education of students in Soviet pedagogy of the XX century. Concepts of ecological, polytechnical, labor education of the younger generations.

Pedagogical technologies as an innovative approach in the education of schoolchildren (N. E. Shchurkova).

Purpose and tasks of humanistic education. Enlightenment ideas about the purpose of education from ancient times to the present. Humanism is the methodological basis of humanistic education. Harmonious development of personality as the leading goal of humanistic education. The leading ideas of humane pedagogy: the formation of a spiritual and moral personality, a person as the creator of his own being and education, the development of selfhood (natural beginning) and sociality (social properties, relationships) are two sides of a person's self-consciousness. Education of socially significant personality traits.

The tasks of humanistic education in modern conditions: the formation and development of a personal "I-concept", awareness of one's own uniqueness and value, assistance in the development of individual natural abilities, creativity and responsibility for life-creation, familiarization of the individual with the system of cultural values ​​that reflect the richness of universal and national culture etc.

Pedagogical conditions for the education of a humane personality.

The professional training of a future teacher is based on the study of a number of psychological and pedagogical disciplines. Training course "Theoretical Pedagogy" occupies one of the main places among them. In the process of mastering it, students form basic pedagogical, general methodological (didactic) knowledge and knowledge related to the theory and practice of the educational process.

This textbook is intended primarily for students of the Pedagogical Faculty of the Orthodox St. Tikhon Theological Institute, studying in the specialty 031200 Pedagogy and Methods of Primary Education, 03130 Social Pedagogy, in the direction 540600 Pedagogy, as well as for students and researchers of other spiritual and secular higher educational institutions , clergy and parents interested in the problems of pedagogy in the context of the Orthodox cultural tradition.

The content of the proposed textbook corresponds to the author's curriculum for this course, compiled on the basis of the State Educational Standard of Higher Professional Education in the specialty 031200 Pedagogy and Methods of Primary Education, 03130 Social Pedagogy and in the direction 540600 Pedagogy; expanded and supplemented by consideration of some issues from the point of view of Orthodox pedagogical thought.

The purpose of this publication is to prepare students for professional pedagogical activity through the study of the theoretical foundations of general pedagogy in the light of Orthodox pedagogical thinking.

The proposed textbook is one of the attempts to systematically present general pedagogy in the context of the Orthodox cultural tradition. It reflected meaningfully such tasks of the corresponding course as: revealing the spiritual meaning of the teaching profession; introduction to the range of basic concepts of pedagogy from the standpoint of Orthodox thinking; formation of an Orthodox understanding of the essence of the pedagogical process; familiarization with the structure and state of modern secularized pedagogical science.

The textbook "Theoretical Pedagogy" includes 4 main sections.

The first section "Introduction to pedagogical activity" is devoted to the general characteristics of the teaching profession. The content of this section analyzes the essence of pedagogical activity in the light of Orthodox thinking, reveals the importance of the moral qualities and professionalism of a teacher in the educational process, and considers the question of the spiritual meaning and responsibility of pedagogical service. The section reveals the subject and functions of pedagogy as a science, substantiates its connection with other sciences, considers the modern system of pedagogical sciences. Here are the definitions of the main pedagogical categories from the standpoint of their Orthodox understanding. It should be noted that this section deliberately excludes issues traditional for the course of the general foundations of pedagogy related to methodology, methods of pedagogical research and personal development. These issues are currently set out in more detail and thoroughly in the content of such academic disciplines as "Methodology and methodology of psychological and pedagogical research", "Age psychology", "Age pedagogy", "Pedagogical anthropology", therefore the author sees no reason for a brief and less their professional consideration in one of the sections of their study guide.

The second section "Theory and methods of education" reveals the author's conceptual view of the problems of education: the relationship between the concepts of freedom, education and development is considered; the purpose, tasks, essence and structure of the educational process are determined; the principles of its organization are stated; methods, techniques and means of education are analyzed; the content of the educational process in various areas is revealed. This section describes the methodological foundations of the organization of the educational process, the principles of its planning, reveals the role of the family, the class teacher in solving educational problems.

The third section "Theory of learning" considers issues related to identifying the structure and content of the learning process. It outlines the well-known principles and rules of education, its types, forms, methods and means. The conceptual view of Orthodox pedagogical thought on the essence of the processes of learning, learning, teaching and education is revealed.

The fourth section "Management of educational systems" is devoted to identifying the essence, basic principles, functions and technology of management of pedagogical systems.

The first part of the manual includes the sections "Introduction to pedagogical activity" and "Theory and methods of education".

The author of the manual will be grateful for any comments on the content and presentation of the material and expresses his deep gratitude to the leadership of the Orthodox St. Tikhon Theological Institute for creating the conditions for the preparation of this book.

INTRODUCTION

Every person living in society is a kind of educator. He educates others with his attitude towards them, his deeds, thoughts, ideas. After some time, his educational influence on others returns to him again through human relationships and actions. Thus, each of us performs in his life one of the most difficult social functions - the function of education . This means that everyone should know the basics of the science of the formation and education of the individual - pedagogy to give to others what he expects from them for himself, to receive from them what he himself gives them. This is the essence of the process of practical education. But when organizing this process, it is important not so much what you give, but how you give. Pedagogical science It just reveals such ways and means of exercising educational influence that will ensure its greatest effectiveness, it explains how the desired result of education is achieved, why certain problems arise, and indicates ways to overcome typical difficulties.

Pedagogy is a complex science. Like any other science, it is not limited to the description of specific situations, examples or rules. Science highlights the main thing in pedagogical relations, reveals the causes and consequences of pedagogical processes. One general conclusion of pedagogy often serves as a key to explaining thousands of specific situations. The field of pedagogical creativity is incredibly complex, here there is an infinite variety of individual cases that each time require their own solution. However, there can be no doubt that all these phenomena and processes are based on their own special, completely definite laws, the disclosure of which constitutes task pedagogy as a science.

Today, the study of pedagogy in higher education is characterized by the variability of programs and the existence of a huge variety of textbooks, manuals and workshops. Some of them are focused on the technologization of education, others are characterized by their commitment to the humanistic foundations of education, etc.

Among others, in modern pedagogy there is a direction that addresses the spiritual and moral foundations of education and is based on the foundation of Orthodox cultural traditions. The development of this direction of pedagogical thought is, in our opinion, the most promising. This is due to the situation that has developed in Russian society, which is such that our education, more than ever, needs a spiritual and moral basis. The Orthodox direction of pedagogical thought is focused, first of all, on recreating and creating again the experience of the spiritual life of our society. Like other areas of pedagogical thought, it needs theoretical understanding and scientific justification.

The religious substantiation of pedagogy, the appeal of a modern teacher to the Orthodox point of view on it, is, as noted by the head of the Department of Orthodox Pedagogy of the Samara Orthodox Theological Seminary, Fr. Yevgeny Shestun, not a problem of the mind, but the choice of the heart. Today, this process is largely hampered by the fear of any violence against the individual, generated since the time of totalitarianism, as well as by the almost two hundred year old tradition of seeking spiritual experience by non-church methods. The peculiarity of modern secularized pedagogy lies in the denial of God during the maturation of the child. The matter of education here is reduced to limiting only to what the mind can accommodate. This is the tradition of building pedagogy without religion, going back to the time of the Enlightenment, in place of God puts only the power of reason. However, the experience of the spiritual life of people tells us that a person cannot be reduced to consciousness, thinking and reason. Concern only for the development of the mind is often the source of spiritual distortions and diseases. The teacher needs to pay attention to the education of the soul as a whole, therefore the Orthodox approach to solving pedagogical problems involves, first of all, a spiritual and moral understanding of pedagogical phenomena and processes, following religious ideas about a person.

At present, pedagogy is increasingly manifesting itself at two levels: 1) theoretical science and 2) practical activity. Both are called pedagogy. It is time to distinguish where we are dealing with theory, and where with the application of this theory in practice. Theoretical pedagogy has as its goal the study of the essence of pedagogical phenomena, the establishment of laws and patterns of the educational process. The main category of theoretical pedagogy – scientific law (regularity).

Practical pedagogy uses the achievements of theory to design a more effective educational process. This is reflected in the creation and application of ever more advanced technologies. The main category of practical pedagogy – technology.

In principle, theoretical pedagogy should not worry about whether its discoveries will be applied in practice, because its goal is to know the truth. And how it will be used and whether it will be used at all - the theorist is not interested. When A. Einstein was asked if his theory of relativity could be used in practice, he replied: "I don't know. There are such people - engineers, they will figure it out." In connection with what has been said, it is pointless to criticize pedagogical theory for its separation from practice.

The big problem of the current practical pedagogy is the separation from the advanced level of theoretical developments. The science of man has made great strides, but its achievements are still little known to teachers and have not been properly reflected in pedagogical technologies. Work continues at the level of pedagogical intuition, pedagogical art and skill.

The understanding of pedagogy as an art has lasted for many centuries, it cannot be argued that it has been completely abandoned even today. In the preface to his book "Man as an Object of Education", published in 1867, K. D. Ushinsky emphasized: "From what has been said, it follows by itself that pedagogy is not a collection of the provisions of science, but only collection of rules of educational activity. Further, the great teacher clarified: “Pedagogy is not a science, but an art: the most extensive, complex, highest and most necessary of all the arts. The art of education is based on science. As an art is complex and extensive, it is based on many vast and complex sciences; art, it, in addition to knowledge, requires ability and inclination, and, like art, it strives for an ideal that is eternally achieved and never completely unattainable: the ideal of a perfect person.

After 140 years, the pedagogy that had accumulated knowledge no longer agreed with the place of honor among the arts. Millions of teachers successfully solved the problems of education, relying more and more not on a flight of fancy, but on scientific developments and rationally substantiated technologies. This could not but affect the definition of pedagogy, which received a dual status - science and art. Such a definition agreed well with reality and suited both the zealots of the priority of pedagogical art and the adherents of logic, who advocated the creation of a strict pedagogical theory cleared of uncertainties.

It is not known how long such a definition could have lasted if, in our time, meticulous researchers had not posed the question point-blank - what is the relationship between science and art in pedagogy? Science, like art, can only be complete, one hundred percent. That is why it is necessary to determine the status of pedagogy with exhaustive clarity, to unequivocally emphasize its priorities. If the palm remains with art, then pedagogy is just a collection of tips, rules and recommendations for the implementation of an educational process that is not amenable to logic. Pedagogy-science must contain all the components of a rigorous scientific theory, highlighting a systematic approach and the logic of cognition of one's subject by objective scientific methods. Its conclusions should be in the nature of strictly fixed dependencies (patterns).

Today, no one questions the scientific status of pedagogy. The dispute moved into the plane of the relationship between science and pedagogical practice. The real achievements of educators turn out to be too ambiguous: in one case they are due to deep knowledge and skillful application of pedagogical theory, in the other case, success is brought by the high personal skill of the teacher, the art of pedagogical influence, flair and intuition. In recent decades, the inconsistency between school practice and pedagogical science has been especially acute. The latter was punished for not supplying the practice with progressive recommendations, out of touch with life, and not keeping up with the fast-paced processes. In a word, the wheels of theory have overtaken the cart of practice. The teacher stopped believing in science, there was an alienation of practice from theory.

The question is very serious. It seems that we have begun to forget that the true skill of a teacher, the high art of education, is based on scientific knowledge. If anyone could achieve high results without knowledge of pedagogical theory, this would mean the uselessness of the latter. But that doesn't happen. Some kind of bridge over a stream or a simple hut can be built without special engineering knowledge; it is impossible to build modern structures without the latter. It is the same in pedagogy: the more difficult the tasks the educator has to solve, the higher the level of his pedagogical culture should be. All achievements are from science, and only failures are from its absence.

However, the development of pedagogical science does not automatically ensure the quality of education. It is necessary that theory be melted into practical technologies. While the convergence of science and practice is not going fast enough, many important scientific knowledge is not in demand in practice. According to experts, the gap between theory and practice in some areas reaches 10-15 years.

This is also confirmed by the experience of innovative teachers who have often introduced into wide practice not the latest, but only well-known scientific developments. Here is what the famous teacher V.F. Shatalov said about this: “If you delve deeply into what we are doing, you will understand: all this is rooted in our classical pedagogy. There is only an element of improvement, improvement. Nothing more. I am not trying even in the slightest degree to oppose our work to everything that has been achieved by pedagogy throughout its entire course, millennia.

Pedagogy is rapidly progressing, justifying its name by itself. dialectical, changeable science. In recent decades, tangible progress has been made in a number of its areas, primarily in the development of new learning technologies. Modern computers, equipped with high-quality training programs, successfully cope with the tasks of managing the educational process, allow you to achieve high results with less energy and time. Progress has also been made in the field of creating more advanced methods of education, technologies for self-education and self-education. Favorable conditions are created in innovative educational institutions for faster penetration of new scientific developments into practice. Research and production complexes, author's schools, experimental sites are notable milestones on the path of positive change.

About pedagogical science

A certain branch of knowledge is called science when the following necessary conditions are met: 1) clearly identified, isolated and fixed own subject ; 2) to study it, apply objective methods research; 3) fixed objective communications ( laws and regulations) between the factors, processes that make up the subject of study; 4) established laws and patterns allow anticipate (predict) the future development of the processes under study, make the necessary calculations.

It is easy to see that all of the listed requirements in relation to pedagogy are met to one degree or another, but it is the measure of compliance with the requirements characterizes the level of development of science.

Many theorists of pedagogy, following the principles of classification of sciences established by the German philosophers W. Windelband and G. Rickert, refer pedagogy to the so-called normative sciences. The reason for this is the peculiarities of the regularities known by pedagogy. Until recently, they were and in many ways still remain broad conclusions expressing general trends in the development of pedagogical processes. This makes it difficult to use them for specific forecasting, the course of the process and its future results can only be predicted in the most general terms. The conclusions of pedagogy differ greatly variability and uncertainty. In many cases, pedagogy only establishes the norm ("the teacher must, the school must, the student must"), but does not provide the achievement of this norm with scientific support.

It is not difficult to understand in this connection why the question of correlation of science and pedagogical skills. Norms, even established on the basis of an analysis of the essence of pedagogical phenomena, are just abstract truths. Only a thinking teacher can fill them with living meaning. Science cannot and should not stoop to the analysis of each specific case, its task is to generalize. But to what extent?

The question of the level of theorization of pedagogy, i.e. about the limit at which it still does not lose sight of a person, but also does not rise too high in abstractions, turning into a collection of "dead", "deserted" schemes, is very relevant. Attempts to divide pedagogy into theoretical and normative (practical) dates back to the last century. “As far as means are concerned, we read in a monograph of the beginning of the 20th century that pedagogy is a theoretical science, since its means lie in the knowledge of the laws to which the physical and spiritual nature of man is subject; as far as goals are concerned, pedagogy is a science practical".

In the course of the ongoing discussion about the status of pedagogy, various approaches have been proposed to the analysis and structuring of the knowledge accumulated by science, to assessing their level and the degree of maturity of science itself. It is important for us that the majority of researchers around the world consider it reasonable and legitimate to single out from the vast field of pedagogical knowledge theoretical pedagogy, containing basic scientific knowledge about patterns and laws upbringing, education, training. The main components of the system of scientific pedagogy are also axioms and principles. Through specific recommendations and regulations theory is combined with practice.