Pedagogical science, studying practice, reveals its essential characteristics and interrelations, which give practical pedagogical activity a law-like character.

Pedagogical practice serves as an object of scientific study and a source of scientific and pedagogical knowledge, as well as a criterion that confirms or refutes the truth of scientific conclusions.

Comparative analysis of scientific and practical pedagogical activity

Compare parameter	Scientific pedagogical activity	Practical pedagogical activity
	Get new knowledge about education and the pedagogical process - its characteristics, patterns, ways of organizing	To create conditions for the development of sociocultural experience by the younger generations, for the becoming of a person the subject of his own life and activity, for stimulating the self-development of the student (pupil)
	Educational (pedagogical process)	student (pupil)
Facilities	Methods of scientific and pedagogical knowledge (theoretical and empirical)	Methods, organizational forms, techniques, technologies of training and education
Result	New knowledge about the improvement of the pedagogical process	Becoming a person the subject of his own life and activity

A retrospective of the views of teachers of the past:

For centuries, pedagogy - theorists and practitioners have been arguing about whether pedagogy is a science or an art.

N. I. Novikov - the Russian educator emphasized that pedagogy "is a special subtle science that assumes a lot of knowledge and requires a lot of observational spirit, attention and enlightened practical reason in execution."

K. D. Ushinsky considered pedagogy “in the broadest sense as a collection of sciences directed towards one goal, and pedagogy in the narrow sense as a theory of art derived from these sciences. The art of education, he wrote, has the peculiarity that it seems familiar and understandable to almost everyone, and even an easy matter to others - and the more understandable and easier it seems, the less a person is familiar with it, theoretically and practically. Almost everyone admits that parenting requires patience; some think that it requires an innate ability and skill, that is, a habit; but very few have come to the conclusion that, in addition to patience, innate ability and skill, special knowledge is also needed.

P. F. Kapterev – “It is impossible to oppose science and art. To be a good teacher, you need to have a thorough knowledge of your science and some familiarity with teaching techniques.

Sh. A. Amonashvili “He calls the science of pedagogy, the classics of pedagogical thought, the starry sky. By discovering this starry sky for himself, finding his inspiration, sources of creativity and self-knowledge there, communicating directly with the pedagogical Olympus and creatively developing in practice the ideas drawn from there, the teacher will shorten his path to pedagogical mastery and, perhaps, himself will begin to push the boundaries of pedagogical ideas. Olympus."

Pedagogy is a science, as it has:

1. Own subject - a holistic pedagogical process, the components of which are training and education.

2. Extensive information about him, evidence of which is the system of pedagogical sciences, the conceptual apparatus, indicating the degree of systematization of the available information.

3. Description of patterns that characterize the holistic pedagogical process and reflected in the structuring of pedagogical knowledge.

4. An integral part of pedagogy is pedagogical forecasting, which is impossible without research on pedagogical problems that have their own logic, methods and methodology.

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Pedagogical activity

Introduction

1. The essence of pedagogical activity

2. Origin of pedagogical activity

3. Non-professional pedagogical activity

4. Pedagogical activity as a profession

5. Who can engage in professional teaching activities

6. Pedagogical foundations of various types of professional activities

7. Value characteristics of pedagogical activity

Introduction

Pedagogical excellence - a set of knowledge, certain qualities of a person and ways of mental and practical activity of a teacher, which determine the high level of his professionalism, the ability to optimally solve pedagogical problems.

Profession - a typical, historically established form of socially necessary activity, for the performance of which the employee must have certain knowledge, skills, and also have the appropriate abilities and personality traits.

Professional Competence - the result of vocational education, which includes both the content of vocational training and the system of non-professional knowledge necessary for a specialist.

Professionalism of the teacher - the totality of education and competence of the teacher.

Professiogram - a set of the most important features, features, professionally significant knowledge, skills, and abilities from the point of view of the profession.

Vocation - this is the conscious aspiration of the individual to a certain activity, as if devoting oneself to it; the abilities, knowledge and skills necessary to carry it out, the conviction that this work is most suitable for her, will become the work of a lifetime.

Requirements for work in class

1. Neatly, competently keep notes, highlight the topic, definitions of concepts, important and interesting thoughts, positions, conclusions with underlining, a different color of paste.

2. Respect the margins.

3. Outline all work in the same notebook; use a notebook for subjects of the pedagogical cycle for a number of years.

4. Certification by discipline; the results of the attestation will affect the admission to the session.

5. The result of studying the course is a semester credit.

Conditions for automatic offset

1. Accurate, competent conduct of lectures, abstracts of primary sources.

2. Timely completion and submission for verification of quality assignments.

3. The creative nature of the tasks performed (their non-standard, non-standard).

4. High-quality and creative performance of tests.

5. Timely delivery of "n" (material of missed classes).

6. Activity during lectures, practical, seminars, colloquia.

7. Writing an abstract (10 pages of handwritten text).

I would like to believe that you will seriously tune in to studying the course Theoretical knowledge should become a means of shaping your pedagogical thinking.

pedagogical professional non-professional

1. The essence of pedagogical activity

The title of the subject you are about to study is “Introduction to Teaching. General foundations of pedagogy. Theory, technology and methods of education.

The purpose of the lecture: to answer the question of what pedagogical activity is, what is its origin, essence, content, how this activity differs from other types of activity, whether any person can professionally engage in it.

In the ordinary sense, the word "activity" has synonyms: work, business, occupation. In science, activity is considered and connected with human existence and is studied by many areas of knowledge: philosophy, psychology, history, cultural studies, pedagogy, etc. In activity, one of the essential properties of a person is manifested - to be active. This is precisely what is emphasized in the philosophical definition of activity as "a specifically human form of an active relationship to the surrounding world." As the psychologist B. F. Lomov noted, “activity is multidimensional”, therefore there are numerous classifications of activity, which are based on its various features, reflecting the various aspects of this phenomenon. They distinguish spiritual and practical, reproductive (performing) and creative, individual and collective, etc. There are also various types of professional activity.

Pedagogical activity is a type of professional activity, the content of which is training, education, education, development students (children of different ages, students of schools, technical schools, vocational schools, higher educational institutions, advanced training institutes, additional education institutions, etc.).

Pedagogical activity - a special type of social activity aimed at transferring from older generations to younger generations the culture and experience accumulated by mankind.

One of the most important characteristics of pedagogical activity is its joint character: it necessarily implies a teacher and the one whom he teaches, educates, develops. This activity cannot be an activity only “for oneself”. Its essence is in the transition of activity "for oneself" into activity "for another", "for others". This activity combines the self-realization of the teacher and his purposeful participation in changing the student (the level of his training, upbringing, development, education).

Professional activity requires special education, i.e. mastering the system of special knowledge, skills and abilities necessary to perform the functions associated with this profession. You will master these knowledge and skills by studying theoretical and practical pedagogy, engaging in self-education and self-improvement in order to achieve high performance results and reach a high level of professionalism.

A person who is engaged in professional pedagogical activity can be called differently: educator, teacher, lecturer, teacher. Often it depends on the institution in which he works: a teacher in a kindergarten, a teacher in a school, a teacher in a technical school, college, university. The teacher is rather a generic concept in relation to all the others.

With all the differences in pedagogical professions, they have a common goal inherent in pedagogical activity - familiarizing a person with the values ​​of culture. It is in the goal that the specificity of this activity is manifested. This goal is defined as a special mission, "the purpose of which is the creation and self-determination of personality in culture, the affirmation of man in man."

They teach and educate at home (parents, grandparents, nannies, governesses, tutors, home teachers), teach and educate in kindergarten (educators, leaders of circles), teach and educate at school (teachers, class teachers, teachers of after-school groups, additional education teachers).

Thus, already in childhood, a growing person becomes the object of the pedagogical activity of many people. But now the person has become an adult: he entered a technical school, college, higher educational institution, courses, etc. And here he again falls into the sphere of pedagogical activity, which is carried out by specially trained teachers and educators.

Having received a profession, a modern person during his life will have to replenish his knowledge more than once, improve his qualifications, change his profile of activity, and perhaps, for various reasons, change the profession itself. He will have to study at various courses, at institutes for advanced training, receive new or additional education. And again he falls into the sphere of pedagogical activity.

Thus, it turns out that not a single person can live without becoming the object of pedagogical activity. This is an activity that is extremely necessary in any society, in demand by the entire course of the socio-cultural, civilizational development of mankind, and has an enduring value.

2. Origin of pedagogical activity

How long ago did this activity come about? Is it possible to answer this question? The answer may suggest an appeal to the history of words pedagogy, pedagogical, clarification of their etymology (etymology - the origin of the word). So, what is the origin of these words?

The history of these words goes back to ancient Greece (VI-IV centuries BC), when the first schools arose in city-states and education began to be considered the dignity of a free citizen. Before entering school, the children of free citizens received home education. They were looked after by a special slave -- teacher ( literally - guide). Hence the literal meaning of the word Pedagogy - child guidance. Thus, in the word teacher there is a direct meaning associated with a special case - to lead, accompany the child. Gradually, this meaning expanded and became both special and metaphorical. The special meaning of the word was due to the allocation of a special type of activity that ensures the introduction of the child into adulthood, for which he must be specially trained and educated. The metaphorical meaning is due to the fact that any person needs a “guide” from time to time, and every person in life has a need for a teacher-teacher, a teacher-mentor, a spiritual teacher, a person who sends his work, his skills to another. in this matter, skill, teaches him this skill.

But does this mean that the origins of pedagogical activity are in a not too distant history - the history of Ancient Greece? This question must be answered in the negative. The history of the concept-term turns out to be younger than the history of the phenomenon it denotes.

Scientists believe that upbringing and education belong to the oldest types of socio-cultural human activity. Indeed, a human cub at birth is the most helpless of all living beings. For a long time he needs the help of adults, their support, care, and then special training and education, without which he cannot adapt to life and become independent.

It was the help of an adult, the transfer to an adult child of the necessary knowledge about the world around him, the training of the skills necessary for later life that was the prototype of pedagogical activity, which later became the work of specially trained people.

Thus, the roots of pedagogical activity go back to ancient times. The need of mankind in this type of activity was due to the need to preserve the genus, because, as D. B. Elkonin wrote, a society without children's populations is a dying society.

In 1928, the book "Growing Up in Samoa" by the American researcher M. Mead was published, in which many pages are devoted to teaching girls and boys in a primitive society and the real process of life through mastering practically significant knowledge and skills.

The researcher talks about Samoan teenagers being brought up in the process of life itself: “he is responsible for taking care of the younger one”, “she is studying art”, “now they have to learn a lot”, “she is sent to the ocean along with adults to fish”, etc. e. Describing Samoan pedagogy and contrasting it with the civilized pedagogy of the 20th century, M. Mead emphasizes the unprofessional, non-specialized nature of the former.

Thus, even in a primitive society, the child is taught and educated. However, we do not see here a special person who does this. Activities for the education and upbringing of children are still collective and largely anonymous, impersonal. Many adults do it.

But even in a primitive society there is a need for specialized training and education. There are people who know their business better than others - masters of their craft, who know its secrets, secrets, foundations. Their knowledge and skills in their field surpass the knowledge and skills of other people. That is why the phenomenon teaching, apprenticeship, roles emerge teacher and student special relationships arise, thanks to which the experience, knowledge, wisdom of the teacher, as it were, “flow” into the student.

This spiritual connection between a teacher (teacher) and a student, outside of which the training and education of one generation by another cannot truly take place, is beautifully conveyed in the novel by G. Hesse "The Glass Bead Game": “The great wealth of traditions and experience, all the knowledge of the then man about nature had to be not only possessed and used, they had to be passed on. Knecht had to learn more by feeling. More feet and hands, eyes, touch, ears and smell than reason, and Turu taught much more by example and show than by words and instructions.

Knecht's teaching differed little from the training that a young hunter or fisherman goes through with a good master, and it gave him great joy, for he learned only what was already laid down in him. He learned to lie in wait, to listen, to creep, to guard, to be on the alert, not to sleep, to sniff out, to follow the trail; but the prey that he and his teacher lay in wait were not only the fox and the badger, the viper and the toad, the bird and the fish, but the spirit, everything in general, meaning, interconnection.

In this fragment of the novel, we are talking about a human teacher who possessed the art of weather spells. “In addition to taking care of the weather, the teacher also had a kind of private practice as a spirit caster, a maker of amulets and magic tools, and in other cases, when this right was not reserved for the ancestor, and a doctor.”

The more a person learned about the world around him, the more master teachers appeared who were able to transfer their knowledge and experience to students. Holistic Phenomenon teacher-student became more and more diverse, penetrating into various spheres of spiritual and practical life. It was a centuries-old prehistory of pedagogical activity, the meaning of which is in the deep foundations of human existence, in the relationship of human generations, in the developing attitude of people to knowledge and experience (skills and skills in various matters) as the greatest value that must be preserved and passed on to others, because without this value, the very existence of man is impossible.

The formation of pedagogical activity as a professional one, requiring the possession of special knowledge and skills, is associated with the emergence of writing. In place of oral tradition, as well as a simple scheme of education based on observing the actions of a master, a skilled person, in place of imitation of his actions, comes a written form of consolidating knowledge. That is why a special class-caste group of people stood out, owning writing and able to convey to students this universal means of preserving cultural values. Along with the teacher-master, who conveys the secrets of his craft, work, experience by observing his activities, repeating his actions, direct participation in the work, a figure of a teacher appeared who was able to give a kind of "key" to many secrets of practical work and spiritual experience, already imprinted in the word.

The change in the way of transferring the accumulated cultural experience from one generation to another, from the “knowing” to the “ignorant” led to the emergence of people of mental labor, whose life purpose was pedagogical activity. The person involved in this activity has become a special figure in society. A lot depended on him. Anonymity and the collective nature of learning began to disappear. Education, previously inseparable from domestic, labor and other relations, gradually became an independent type of relationship and activity.

The emergence and development of writing, the complex technique of writing (cuneiform, hieroglyphs) also required special knowledge and training from the teacher. He had to be ready for hard everyday work, because it was this perseverance, zeal, diligence that he had to convey to his students: “Love writing and hate dancing. Write with your fingers all day and read at night."

Instructing the student, demanding from him asceticism, renunciation of earthly joys, the teacher had to prepare him to repeat his own path: “Stand in your place! The books are already in front of your comrades. Read the book diligently. Do not spend the day idly, otherwise woe to your body. Write with your hand. Read with your mouth. Ask for advice from someone who knows more than you." It is no coincidence that in some ancient civilizations the teacher-mentor was a very revered person, and his activity was considered honorable - for example, in ancient China, in ancient India, in ancient Egypt.

In the historical story by M. Mathieu “The Day of the Egyptian Boy”, it is described as follows: “The room into which Seti ran is large and bright. Here, not one, but four columns support the ceiling. The floor is covered with mats; and students sit on them, cross-legged, during classes. What is the teacher of this school like? “This is a short man of about forty-five, with an indifferent face and a cold look in gray eyes that seem to immediately see everything that happens in the room. On the head of the teacher there is a magnificent curled wig, in one hand he holds a long staff, on which he leans when walking, in the other hand - a whip. Behind him, the slave carries a writing instrument and two boxes of manuscripts.

Pedagogical activity, teacher and school in the eyes of people of ancient cultures, distant times acquired a special meaning. Read an excerpt from the papyrus "Instruction of Akhtoy" that has come down to us: "And he said to him:

Turn your heart to books... Look, there is nothing higher than books! if I could show you their beauties!”

Akhtoy, teaching his son, speaks of many professions: coppersmith, stonemason, barber, farmer, weaver, dyer, sandaler, laundryman, fisherman. All of them, in his opinion, are difficult, dangerous, ungrateful, do not provide a means of life. And there is one position, according to the ancient Egyptian, which relieves poverty and inspires the respect of other people - this is the position of a scribe: “This is better than all other positions. When a scribe is still a child, he is already welcomed. That is why it is necessary to go to school, learn to write and read, “to know books”: “If someone knows books, then he is told: “This is good for you!” Not so with the classes that I showed you ... They don’t say to the scribe: “Work for this person! ..” A day at school is useful for you, the work in it is eternal, like mountains.” The position of a scribe was so respected because it was the scribes who became the first teachers: they themselves rewrote texts, taught students to write, rewrite manuscripts, do mathematics, read poems, hymns, fairy tales, speak beautifully.

These passages, as you can see, show that in addition to the secrets of literacy, the teacher passed on to the students a special type of relationship between the teacher and the student (fear, horror of punishment and attitude to learning as hard, joyless work or, on the contrary, a sense of joy from learning new, interesting , beautiful). One must think that already in those distant times there were different types of teachers: teachers whose main means were fear and punishment, and teachers who sought to interest the student, opened up a fascinating path of knowledge for him.

Reflecting on the development of pedagogical activity in historical terms, one should pay attention to the personality of those people who embodied it. The object of their activity was primarily children - students, the most sensitive part of society to any external influences. Probably primarily related to children became a “watershed” between the types of people involved in pedagogical activities, the criterion of an “evil” and “good” teacher, a teacher for whom the main goal is education and upbringing at any cost, and a teacher for whom the main result of his activity is the child himself, his interested craving for knowledge, his spiritual transformation.

The historical development of pedagogical activity results in a rethinking of the relationship between teacher and student in our time. Gradually, the limitations of subject-object relations in the process of training and education, in which the student is only an object of pedagogical influences, became more and more realized. The system of subject-subject relations, in which the teacher and student interact, influence each other, strive for mutual understanding, become capable of empathy, has become more valued.

marginal notes

Alexander the Great was asked:

--Why do you respect your teacher more than your own father?

--Father gave me a mortal life, - answered Alexander,-- and the teacher-- eternal.

Ayai Khusri

--The strictness of a teacher is better than the kindness of a father.

Persian proverb

3. Unprofessional pedagogicalactivity

A profession is a kind of labor activity that requires special training and is a source of livelihood. Based on this, it is possible to distinguish pedagogical activity, both professional and non-professional.

Pedagogical activity is an extremely broad phenomenon, covering many spheres of human life. It has already been said earlier that its content is the training, upbringing and development of a person, that each person falls into the orbit of such activities many times during his life. On the life path of every person there are people who both teach and educate him.

Do professionals always teach and educate? Who does this at the beginning of our life path?

Philosopher M. S. Kagan believed that mankind has two of the greatest inventions. These are inventions of cultural significance. This is about family and school. It is thanks to them that a person becomes cultural being.

Can parents be called the first teachers of a child? Can. This is evidenced by folk wisdom, this opinion was shared by many prominent people: “ Education and instruction begin from the very first years of existence and continue until the end of life ”(Plato);“The upbringing of a person begins with his birth; before he speaks, before he hears, he is already learning. Experience precedes lessons” (J. J. Rousseau); " At first, the most important thing is maternal education.(Hegel); “To educate does not mean only to feed and nurse, but to give direction to the heart and mind - and for this, doesn’t the mother need character, science, development, access to all human interests?” (V. G. Belinsky).

Is family education teaching activities? Yes, it is, if parents play the role of teachers, mentors, smart "guides" in relation to children, if they strive to nurture human in them, to give direction to the heart and mind, to give them an initial education. But the activity of parents in the upbringing and education of children is not professional. Reading even the most famous "novels of education", "family novels", we do not see that parental education is carried out according to a clearly drawn up and written down program in the form of a document, so that parents specially prepare for conducting any classes or lessons with their children ... Most parents do not rely on scientific pedagogical theories, do not strictly adhere to certain pedagogical systems in raising their children. We agree that this is probably a good thing. It would be sad if, from early childhood, the family for the child became like an official educational institution, with which pedagogical activity is connected - a school. The strength of family education, the effectiveness of the pedagogical activity of parents - in the naturalness, unintentionality of upbringing and education, in its fusion with the daily life of the family, in implicit pedagogy of actions, deeds, relations of parents with children, in their special relations, the basis of which are blood closeness, special attachment to each other.

Even if parents are professionally engaged in pedagogical activities, in most cases we cannot say that they strictly follow certain canons in the home education of their children.

Turning to the life stories of specific people, to their biographies, memoirs, we see how great the pedagogical influence of parents, father or mother, on many aspects of the personality of a growing child.

In family education there are no special lessons, pre-planned conversations about morality, nature, beauty. All family life, with its daily events, worries, relationships, joys and dramas, is a constant series of lessons that adults give to children. And these lessons, as a rule, remain with a person for life, forming his own pedagogical views on the upbringing of the next generation of children.

No family is alike. There are rich families and there are poor families, parents occupy different social positions, have different levels of education, they have different professions and different interests.

P.A. Sorokin, a world-famous sociologist, was left without a mother for five years. His childhood memories are connected primarily with his father. The father, according to his son, became a "bitter drunkard" after the death of his wife. What did you teach such the father of your children? It turns out that too much. The memory of the future scientist imprinted such traits of his father as responsiveness, caring, friendliness, the fact that he was "hard-working and honest in work, teaching us the craft, moral standards and literacy." Parents are forgiven what is unlikely to be forgiven professional teacher. And their lessons are important for children even if the parents do not meet generally accepted standards.

The disclosure of pedagogical talent in parents is inseparable from the integral formation of their personality, from their culture, from their attitude to future fatherhood and motherhood, to future offspring. This is one of the most intimate aspects of the human personality, which cannot be penetrated by an outsider's eye. But it is in this sphere that a person discovers his morality, readiness to fulfill pedagogical functions of the family as a whole and his own.

Psychologist B. G. Ananiev wrote about the difficulty of people gaining a new status for them - to be a father or ... mother: “Mother - educator and spiritual mentor of children, she is love personified for a child. The functions of a mother - educators are mastered with unequal success, since there is a huge range of maternal gifts and talents. Moreover, all this applies to the social functions of society and the development by a young male spouse of a new role for him as a father.

| Under a favorable set of circumstances, with a conscious desire of parents to educate a child in a person corresponding to their pedagogical ideal, the acquisition of educational functions can become fruitful. It can become... However, the implementation of this opportunity is influenced by a number of factors: social, family, personal. Among them there is one with whom all parents meet. A growing child poses more and more problems for parents. Every father and every mother faces a choice: to find a ready-made pedagogical solution or to endure their own. This was very accurately said by a Polish doctor and teacher. Janusz Korczak: “I want you to understand: no book, no doctor can replace your own keen thought and careful observation ... To order someone to give you ready-made thoughts is to instruct another woman to give birth to your child. There are thoughts that you yourself have to give birth in pain, and they are the most valuable. It is they who decide whether you will give, mother, breast or udder, bring up as a man or as a female, become a leader or drag you on a belt of coercion. Janusz Korczak talks about how important it is to be disinterested in the matter of education: “Do you give your child what you took from your parents, or do you just borrow to get it back, and carefully record and calculate the percentages?”

A lot of things influence the formation of the pedagogical abilities of parents, their readiness for pedagogical activity in the family: a weak or healthy child, beautiful or ugly, “comfortable” or capricious, active or passive, and much more. “A child is a hundred masks, a hundred roles of a capable actor. One with his mother, another with his father, with a grandmother, with a grandfather, another with a strict and affectionate teacher, another in the kitchen and among peers, another with the rich and the poor, another in everyday and festive clothes. And the point here is not the conscious hypocrisy of the child; he is active, he tests adults; he plays; he masters a new situation for him; he tries on various life roles.

Becoming a parent teacher is very difficult. And some scholars believed that parents should receive pedagogical knowledge that would help them to raise a child in the family without mistakes. In a number of books, they set out their views on the pedagogical activity of parents, revealed the theory and practice of raising and educating children in the family.

The history of education and pedagogy is inconceivable without these books: "The Mother's School" by Ya. A. Comenius, "Thoughts on Education" by D. Locke, "Family Education of the Child and Its Significance" by P. F. Lesgaft, "Parental Pedagogy" by V. A. Sukhomlinsky, "A Book for Parents" by A. S. Makarenko...

The history of culture knows many instructive and tragic stories about how parents tried to consciously become teachers for their children and at the same time their aspiration ended in failure. Why?

In the XVIII-XIX centuries. F. Chesterfield's book "Letters to a Son", which was not intended by the author for publication and was published after the author's death, was very popular.

F. Chesterfield was a statesman, philosopher, historian, orator, publicist. From a casual relationship with a governess girl, a child was born, named Philip after his father. Chesterfield's biographers believe that his paternal feeling was extremely strong, even passionate. The rules of that time did not allow the boy to be raised in his father's family. Philip spent most of his life abroad, away from his father and mother. For many years, the father wrote to his son daily. In letters, he created a whole pedagogical system for the education of Philip. The father wrote letters in three languages ​​so that, while reading them, the son would practice translations. The letters were filled with educational material on geography, history, mythology. The older the son became, the more the letters acquired a moral and educational character: these are advice, instructions, teachings, instructions, rules that must be observed.

However, the carefully designed pedagogical experiment did not justify itself. The son turned out to be a completely ordinary and distant person to his father. He did not advance in the diplomatic field, for which his father so prepared him. He hid his marriage from his father. He did not even dare to write to his father about his serious illness. The secret of birth constantly dominated Philip Jr., did not allow him to be sincere. “They led a completely separate existence; their interests did not coincide: it was as if the father wrote into an empty space, creating for himself an artificial imaginary image of his son, little resembling the actual addressee of the letters.

Thus, we see that both consciously set pedagogical goals and conscious activity to achieve them are no guarantee of successful upbringing of a child. Knowledge, understanding of the child, trusting relationships, mutual affection, spiritual closeness are necessary conditions for the pedagogical activity of parents.

marginal note

A society without child populations is a dying society. One of the signs of society is the reproduction of oneself in new generations.

D. B. Elkonin

There are dozens, hundreds of professions, specialties, jobs: one builds a railway, another builds a dwelling, a third grows bread, a fourth heals people, a fifth sews clothes. But there is the most universal - the most complex and most noble work, the same for all and at the same time peculiar and unique in every family - this is the creation of man.

V. A. Sukhomlinsky

Don't think that you are raising a child only when you talk to him, or teach him, or order him. You bring him up at every moment of your life, even when you are not at home.

A. S. Makarenko

4. Pedagogical activity as a profession

In the previous paragraph, we showed that pedagogical activity can be professional and non-professional. Unprofessional is the activity of parents in raising children in the family. However, even in the family, the upbringing and education of children can be handled by teachers specially invited for this. Their pedagogical activity is their main occupation, type of labor activity, profession.

Reading classical literature, you probably paid attention to the fact that in most noble families, special teachers were invited to children. Remember Vralman in "Undergrowth", the "wretched Frenchman", Onegin's teacher, who

So that the child would not be exhausted, He taught him everything jokingly, He did not bother with strict morality, Slightly scolded for pranks And took him for a walk in the Summer Garden.

Among home teachers in the past there were different people: educated and ignorant, unsuccessful, expelled or dropped out of universities. Some of them did not possess pedagogical abilities at all and the desire to truly fulfill their duties. Others earned their bread by teaching, in order to receive further education. Some eminent people owe a lot to their home teachers.

The home teacher is described in the novel I. A. Bunina "The Life of Arseniev":

“As an educator and teacher in the usual sense of these words, he was good for nothing. He very quickly taught me how to write and read from the Russian translation of Don Quixote, which happened to be in our house among other random books, but he didn’t know exactly what to do next, and he wasn’t interested in knowing. With his mother, with whom, by the way, he always behaved respectfully and subtly, he most often spoke French. His mother advised him to teach me to read in that language as well. He did this quickly and with great willingness, but he didn’t go any further: he ordered to buy some textbooks in the city, which I had to pass in order to get into the first grade of the gymnasium, and simply began to plant me to learn them by heart. However, the teacher had one hobby - he painted with watercolors. He captivated the student with "a passionate dream of becoming a painter", and he "forever imbued with the deepest sense of the truly divine meaning and significance of earthly and heavenly colors."

What is the teacher remembered for? Let's recall the pages of the biography of A. S. Pushkin ... The favorite teacher of the lyceum students was Alexander Petrovich Kunitsyn. At the Lyceum Kunitsyn taught natural law. Pushkin dedicated the lines to him

Kunitsyn tribute of heart and wine!

He created us, he raised our fire,

They set the cornerstone

They lit a clean lamp...

The lessons of a real teacher are not just lessons in a certain area of ​​science, knowledge. These are lessons of a special kind - lessons aimed at upbringing, education the whole person.

What are the main features of professional pedagogical activity?

It is intentional. Unlike family education and upbringing, which are organically connected with the life of the family, professional pedagogical activity is separated from the daily life of the child:

- it is handled by a special person with the necessary knowledge and skills;

- there are certain forms for its implementation: a lesson and classes, “classes”;

- this activity has a specific goal: to teach the child something, to transfer to him a system of certain knowledge, to form certain skills and abilities, to overcome gaps in knowledge; educate him; nurture a man in him; to develop his abilities, interests, thinking, memory, imagination, etc.;

- the goal largely determines the content of training, upbringing, education;

- the child usually also understands the "special", serious nature of this activity - he is included in a special relationship with the teacher (these relationships are business, official, regulated);

- the results of pedagogical activity, especially in its teaching part, can be verified; its result is the knowledge and skills of the child who was taught by the teacher; the results of upbringing may turn out to be less obvious - due to the fact that the child "educates everything", as well as the fact that the talent of upbringing is a rare and difficult talent, and the results of upbringing are largely "delayed" in time;

- a real teacher is not limited to strictly regulated activities - he uses the most diverse possibilities of his influence on the student: informal conversations, confidential conversations, discussion of problems that concern the student, advice, support, help.

5. Who can engage in professional teaching activities

So, a large circle of people is engaged in non-professional pedagogical activity: parents, grandmothers, nannies, a variety of adults who enter into relationships with children

All these people may not have special pedagogical knowledge at all - they rely on life experience, common sense, intuition, on previously acquired knowledge in any area and learned norms of behavior.

Today we will talk about those people who have chosen pedagogical activity as their profession made her main occupation own life. In the reference dictionary of V. M. Polonsky (M., 1995), some of them are called pedagogical workers.

Who are these people? Let's list them:

- a kindergarten teacher;

- school teacher;

– educational psychologist;

- social teacher;

- educator of the extended day group;

– teacher of additional education;

- counselor in the camp of work and rest;

- home teacher

- tutor;

- teacher of a lyceum, college, technical school, school:

- master of industrial training;

- University professor;

- teachers of various courses, advanced training institutes, retraining courses for specialists of various profiles, etc.

What requirements should be met by people striving to master such a complex type of professional activity as teaching, or already engaged in it?

Researchers who have studied the characteristics of the teacher's work, the characteristics of pedagogical activity, take different positions. In science, the studies of the teacher N.V. Kuzmina are widely known, who identified five components in the structure of pedagogical activity: gnostic, design, constructive, organizational and communicative.

In the process of independent work with literature, you will be able to get acquainted with the positions of various scientists in order to imagine the full breadth of requirements that a person who has chosen pedagogical activity as the business of his life must meet.

Of particular note is the point of view regarding problems of pedagogical abilities.

The first question you must answer is the question of willingness to work with people. Readiness implies awareness of the difficulties that may be encountered in the process of professional activity.

This is what should make you think about whether you are ready to work with different children and different adults ... Do you have a special kind of ability for this? These abilities are called communicative. Why do we put these abilities in the first place?

According to modern scientists E. I. Isaev, V. I. Slobodchikov, activity and communication are two sides of a person’s social existence, his way of life. Without communication with other people, it is impossible to acquire knowledge, master spiritual and practical experience, moral and aesthetic values. Any form of interaction, joint activity is impossible without communication. Communication is included in any activity - and, of course, in pedagogical activity, in which two or more people always interact.

Must be present in communication perceptual side. It is connected with the perception of each other as partners in communication, on the basis of which understanding. Therefore, communication skills in pedagogical activity should be aimed at establishing mutual understanding and a favorable atmosphere for joint activities. Poor development of communication skills or their absence leads a person engaged in pedagogical activity to serious mistakes, to conflicts that are difficult to overcome, to professional defeats and insolvency.

Preparing himself for this activity, a person should be attentive to the development of communication skills, mutual understanding, empathy (empathy), without which it is impossible to become a teacher.

The history of education, both secondary and higher, has preserved many instructive stories about how much knowledge a teacher must have in order to gain recognition from students.

Thus, academic ability and knowledge as a consequence and result of education, it is an obligatory component and condition of pedagogical activity. Here it is appropriate to recall the words of Ya. A. Comenius: "He who knows little can teach little."

We have considered with you two types of abilities, without which it is impossible to professionally carry out pedagogical activity - communicative andacademic.

marginal notes

It takes more intelligence to teach another than to teach yourself.

M. Montaigne

To be a good teacher, you need to love what you teach and love those you teach.

V. O. Klyuchevsky

The main thing in teaching children is not only what they are told, but also how they are told what they are learning.

II . I. Pirogov

There are no difficult sciences, there are only difficult expositions, that is, indigestible ones.

A. I. Herzen

And one of these difficulties is the ability to choose a way of communicating new knowledge, to overcome the difficulty of presentation. All this reveals the importance and necessity of having a person engaged in pedagogical activity, didactic abilities (from lat. didasko - I teach). Didactic abilities on the basis of which they develop didactic skills, one of the necessary conditions of pedagogical activity. The inability to explain is the cause of many pedagogical failures: students' misunderstanding of the educational material, lack of interest in the subject, knowledge formalism (students memorize what the teacher said without understanding the essence). One can be an encyclopedically educated teacher and fail in the pedagogical field. In the teacher's explanation, incomprehensible words and expressions can be found in abundance, which makes it difficult to perceive his speech. It may be that the teacher poorly structures the educational material. There is a huge amount of factual material in his story, in which the leading ideas and key concepts “sink”. Telling new educational material, the teacher does not connect it with previously studied. Carried away by the story, the teacher does not at all care about awakening the thoughts of his listeners, arousing in them a desire to express their opinion, attitude, offer their solution, put forward their hypothesis. All this comes from the fact that the teacher does not have didactic skills. The outcome is usually depressing. They don't like teachers, they don't like the subject!

Inextricably linked with didactic abilities speech abilities and skills of the teacher. Please remember those lessons or lectures in which you seemed to forget about everything, falling under the inexplicable power of the teacher's speech.

The teacher's speech can be quiet and loud, emotionally expressive, or, at first glance, smooth and calm. But it can never be indifferent, unaddressed, when it seems that the teacher does not care who and what to tell. Such a speech kills interest in the bud, generates indifference, and evokes melancholy. Pupils who have finished school long ago and have forgotten the content of specific lessons remember the voice, intonations of their beloved teacher, his favorite expressions, "words", turns - the living originality of his speech.

If you are going to engage in pedagogical activities, listen to the speech of teachers, notice how they hold attention, interest in a word, how they manage to evoke a variety of feelings in the audience when explaining: surprise, arouse admiration, arouse doubt, make you smile or laugh - in other words, don't be indifferent.

marginal notes

(We took these statements from D.S. Likhachev’s book “Without Evidence”.)

Even more than clothes, language testifies about the taste of a person, about his attitude to the world around him, to himself.

The main advantage of the scientific language-- clarity.

Avoid in the language only those repetitions that appear to you from the poverty of the language.

There is no thought outside of its expression in language, and the search for a word is, in essence, the search for thought.

To learn good, calm, intelligent speech is necessary for a long time and carefully - listening, remembering, noticing, reading and studying. Our speech is the most important part not only of our behavior, but also of our personality, our soul, our mind, our ability not to succumb to the influences of the environment, if it is “dragging”.

In order for your lecture to be interesting to the audience, it must first of all be interesting to you yourself.

So, we examined a number of abilities, without which it is difficult to carry out pedagogical activity: communicative, academic, didactic, speech .

And yet, are these abilities and skills enough to professionally carry out pedagogical activities?

In the seventeenth century, Ya. A. Comenius in his "Great Didactics" titled Chapter XXVI "On School Discipline." He wrote: “Just as a mill immediately stops if water is taken away from it, so, of necessity, everything falls apart towards the school if discipline is taken away from it.”

But a person starting pedagogical activity should know in advance what needs to be developed in himself. organizational skills and abilities as a prerequisite for the establishment of order and discipline. How do they show up in the classroom?

In the special composure of the teacher, which the students intuitively feel ... In a clear, energetic beginning of the lesson and its conduct ... In the organization of the class to engage in important and serious business: “Let's start the lesson!”, “We prepared notebooks!”, “Let's do the first in this year's record! There may be an unexpected question addressed to the class ... There may be a harsh remark, an ironic remark.

Laughter and humor... Does this apply to the organization of the learning process, to discipline and order? Yes, it does. It is they who often help to organize a lesson, a lesson without the teacher's inner anguish, without mutual humiliation, without screams and threats, without the students' domineering anarchy and the teacher's helplessness.

Laughter and humor encourage the student to accept norms and regulations, outside of which it is difficult to organize the learning process.

Let's make two digressions on this.

First. The use of humor for pedagogical purposes, for the organization of normal work and order in the lesson, must be very subtle, impeccable, must comply with the principle “Do no harm!” We must be sure that the student will correctly understand humor, ridicule. They should not be humiliating, should not cause hatred for the teaching and the teacher, arouse an even more acute desire to interfere with the teacher.

Second. In order to use extraordinary pedagogical means so subtly, the teacher must have intuition the ability to instantly find and make the right decisions. “Intuition develops in the process of human activity, acting as some kind of “compressed experience”. It combines figurative and conceptual thinking in a peculiar way... A visual image, as it were, absorbs the entire amount of knowledge that is obtained through discursive conceptual thinking. Logic and image manipulation act in an inseparable unity.

Intuition- a property usually characteristic of people with a creative mindset, with creative abilities. Creativity and skills extremely important for the teacher. Their necessity is due to the creative nature of pedagogical activity, the constant variability of the conditions for its flow, the audience, the class with which one has to work, and the sociocultural situation. In his professional life, the teacher deals with several generations of students. Each of them bears the stamp of time, historical originality, due to historical, social, cultural events, changes in educational goals, values, ideals, changes in the prestige of professions, etc. Because of this, pedagogical activity cannot be essentially routine, and the teacher, to avoid this routine, must strive for creativity.

Creativity protects the teacher from routine, monotony of activity, from verbal clichés, from repeating the same methods and techniques of work.

Scientists substantiate the need for a teacher of a number of other abilities - for different authors their “set” is different.

Allocate constructive abilities, on the basis of which the ability to design (create) a lesson, lesson, lecture, seminar is formed, to design educational material in a special way.

Thus, abilities are necessary for successful pedagogical activity. However, they are only a prerequisite for success. A person who has chosen the teaching profession must have extensive professional knowledge , in the first place - psychological and pedagogical. On the basis of knowledge, the necessary professional skills. A teacher must combine a person who knows and a person who can.

In addition, the teacher should have a well-developed motivation to engage in this particular type of activity. It requires a motive associated with the desire to teach and educate others.

Thus, stopping the choice on pedagogical activity, it is necessary to consider a wide range of questions:

- the motives that prompt the choice of this particular activity;

– willingness to engage in this very difficult activity;

– understanding its multi-purpose nature;

- the complexity of the structure and content of pedagogical activity, which requires many abilities, knowledge and skills;

- the need for constant self-education and self-improvement;

- constant communication, interaction with students - "to be near and a little ahead."

6. Pedagogical foundations of various types of professional activities

However, pedagogical activity is truly "pervasive character».

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The simpler the truth
the more difficult it is to prove.

Until 1975, I worked in the Central Office of the Ministry of Public Services of the Population of Uzbekistan as a senior economist and financier. He constantly traveled on business trips to the regions of the republic, where he delved into and studied the sectoral nature of the life service. It should be noted that it is of a universal nature, since there are technologies of all branches and spheres of activity of the national economy, and it has every right to be called a branch of the national economy. Here, services are performed according to the orders of the population, not only use value, but also new value is created, therefore, here labor is of a social and individual nature.
Those working here have a general idea of ​​all branches and spheres of the national economy. If material production has fixed production assets, then the public service also has non-production fixed assets, these funds only perform work-services of an individual nature.
At present, in a market economy, material and non-material production is not being made, special emphasis is being placed here on business and entrepreneurship, as long as it produces services and makes a profit, pays off the costs.
In 1972, on November 15, after 5 years of work in the system of the Ministry of Public Services of the Population of Uzbekistan SSR, I entered full-time graduate school at the Faculty of Economics of Moscow State University (MGU) named after M.V. M.V. Lomonosov on the Lenin Hills. The largest higher educational institution, one of the centers of world science. The first in Russia, founded in 1755 on the initiative of M.V. Lomonosov, as part of the philosophical, legal and medical faculties. Many scientists of the scientific schools of the university have made and are making a great contribution to world science. Faculties (1977): physical, mechanical and mathematical, computational mathematics and biological, geographical, philosophical, historical geological journalism, psychology, economics, law; Institute of Asia and Africa; over 30,000 graduate students are currently studying. In addition to world science, here, during their postgraduate studies, special courses were also studied, such as, for example, the works of K. Marx “Capital”.
The economic teaching of Marx is of current importance today, not only because the laws of motion of capitalism that he discovered in general continue to be the basis of modern capitalism, but also because it shows some economic laws common to all formations. In this teaching we find our main weapon of knowledge - the method of materialist dialectics, applied by Marx in a concrete analysis of capitalist society.
I specifically pay attention to dialectics, since it is, first of all, the logic of thinking, which allows us to build coherent theories of knowledge. This is the basis of our National Training Program, adopted by the Oliy Majlis as the Law of the Republic of Uzbekistan, this is the essence of the National Model of Education. This program has been accepted by the world community and awarded the UNESCO Gold Medal. Today it is considered along with German (Humboldtian, also known as "Soviet"), Anglo-American, French and Japanese as the fifth basic model of education in the world. In principle, one can find in it similarities with the German education system, which is focused on understanding the essence of things, developing harmonious logical schemes for perceiving the surrounding reality. But this is not the point, the point is that our modgel is not focused on training a specialist, but on educating a comprehensively developed personality.
Meanwhile, along with foreign educational literature, the Anglo-American scheme of education, which is alien to us, has been actively penetrating us in recent years. In order to understand the difference between them, you need to remember our old radios and televisions. When buying them, we also received a manual on how to use the new device. Everything was explained in detail in it, possible malfunctions and failures were listed, and a basic radio diagram of the device was attached. After reading such a manual, we fully understood how and why the device works. But if we come home with a purchase today, instead of the previous manual, we will find an image of the control panel and arrows indicating what needs to be pressed and what will come of it.
The same is true in the Anglo-American system of education. It doesn't explain the point. There are ready-made recipes (buttons). And as a result, in our system we get a creatively thinking specialist, and in the Anglo-American - just a good performer.
Following this trend, which is not ours at all, dialectics has been completely removed from our programs for passing the candidate's minimum in philosophy. Instead, graduate students are encouraged to study the history of philosophy. But it is not clear why this is needed in the research process. So now we have to read dissertations, entirely composed of recipes, slogans and appeals. One would like to say that this is not science and not a dissertation, but the Party's Appeals for the First of May. The text of such works is very reminiscent of phrases that once sounded from the stands of the mausoleum, such as: “Long live our science, the most progressive science in the world! Hooray!!!". But there is no logic, evidence and genuine novelty in most works. Isn't it time for our philosophers to start equipping young scientists with dialectics as the main tool of scientific knowledge, adding to it the modern concepts of a systemic, program-targeted, cybernetic approach, synergetics and other general theoretical tools for understanding the world around us. And then after all, our scientific youth will soon not be able to draw up a research plan, the left hemisphere of their brain, which is responsible for the logic of thinking in humans, will atrophy and die altogether without training and loads. And everything will be like in that old joke: “The international expedition “Doctors Without Borders” was walking along the sands of Kuzyl-Kum. Far from home, they stumbled upon a dying man. A mobile operating room was immediately set up, and an experienced surgeon performed a craniotomy on the patient. And when he opened it, he was stunned. There was only one brain gyrus. Thought and thought and straightened it. Soon the patient came to his senses and was asked who he was. And he answers them: "I just defended myself and became a candidate of science." This is of course an anecdote and an extreme degree of exaggeration, but there is some truth in it. In our science, the problem of mastering logic and basic research tools by young people has become acute. Quite often there are works by students copied from textbooks, without research logic and a spark of creativity. Your heart hurts when you face it. Well, at least not so often.
And I once again turn to the heritage of my great Moscow teachers, who laid the foundation for the methodology of my research in the candidate and doctoral dissertations of the principles of dialectical knowledge of economic theory about the primacy of production, which is undoubtedly directly related to the spread of dialectics to the sphere of social relations.
My supervisor was Professor T.N. Krylov, Deputy Head of the Department of Consolidated Long-term National Economic Planning of the State Planning Committee of the USSR.
He was a very demanding leader, he gave me a task for a certain period of time and asked me to show the result. I was simply forced to complete these tasks on time. I always sat in the State Library named after V.I. Lenin during the day, wrote at night, and therefore I defended my Ph.D. thesis right on time. My postgraduate term ended on November 15, 1975. The dissertation was discussed in April 1975 and my work was recommended for defense. I waited in line for defense for almost 8 months, and only on January 13, 1976, I defended my Ph.D. This dissertation work of mine, on the recommendation of the Academic Council of the Faculty of Economics of Moscow State University named after M.V. Lomonosov, was published in 1984 as a monograph of 8.5 pp.
I have devoted my whole life to economic science. I always had to hold responsible positions (although I did not hold large positions) as the head of the sector, the head of the department, the head of the department, etc. I always fulfilled my duties in a timely manner, responsibly approached the instructions of higher officials and the solution of economic issues. During this time, I realized in order to be right and be useful, it is necessary to recognize that reality and the beliefs established in society, which I everywhere called the expression "conventional opinion", "conventional point of view", "conventional wisdom", "everyday knowledge ", diverge. As a result, it is not surprising that I have always preferred reality. In my research and many years of experience in scientific and pedagogical activity, during which I had to observe the aforementioned discrepancy between reality and public perceptions, I realized its importance for independent decision-making. In the end, I came to the conclusion that in economic and political life - far more than in other areas - reality is either captive to social and established preferences, or to street and material gain. No other topic captured my attention as a researcher and educator so strongly - that is why my two monographs in the Soviet era were devoted to the analysis of this discrepancy. I will clarify here that the main place in my research is devoted to the issues of the dominant role of the economy in the social development of Uzbekistan..
The main purpose of my research is to understand how exactly economic science, moreover, the economic and political systems, cultivate their truths under the pressure of material factors and fashionable political trends. Such truths lack the necessary connection with reality. My teachers in the knowledge of this most complex truth were the works of the largest economists of the country of that time. This is Leonid Vitalievich Kantorovich - mathematician and economist, academician, one of the founders of the economic and mathematical research direction. Vladimir Fedorovich Mayer is my scientific consultant for my doctoral dissertation, with whom we jointly wrote the most interesting works - “Wages in the USSR”, “National Economy Planning”, “Differentiated balance of income and consumption of the population and its use in planning”, “Scientific foundations of economic forecast". Leonid Ivanovich Abalkin - worked in the field of problems of planned development and proportions of the world economy, political economy and economic policy. Abel Gezevich Aganbegyan - who dealt with the problems of economics and industrial management. Gavriil Kharitonovich Popov is a prominent scientist in the field of control theory. Tigran Sergeevich Khachaturov - works on the economics of transport and the efficiency of capital investments. Nikolai Alexandrovich Tsagolov - the largest scientist political economist. It is no coincidence that I mention these famous names with special respect, because I know these people personally. I met with them many times in the process of preparing my Ph.D. and doctoral dissertations, communicated at scientific conferences, maintained informal friendly relations within the framework of a simple ethical bond - a teacher-student. As people say with each of them, I “ate a pood of salt”, or better, as it was customary to say at that time in an academic environment - “drank a bucket of vodka”. I almost never drink - the dimensions do not allow by Moscow standards. I’m only 160 cm tall, and therefore I couldn’t keep up with the highly professional drinking of the Moscow scientific elite. Now, at the age of maturity and wisdom, I complain about the fact that I didn’t come out in mass for drinking alcohol worthy of high science, otherwise, what the hell is not joking, maybe they would have been elected an academician in Moscow.
But this is a joke. High academic titles are awarded not for plentiful feasts, but for contribution to science. And informal communication is just a way to learn something new from the lips of the original source, to exchange ideas and thoughts. This is what I did when communicating with colleagues and teachers in Tashkent. I am close in spirit and worldview to the excellent economic works of well-known Uzbek scientists and economists - Alim Muminovich Aminov, Ibragimzhan Iskanderov, Saidahror Gulyamov, Marat Tursunkhojaev, Viktor Ivonin, Kalandar Abdurakhmanov, Erkin Ganiev, Bakhodir Khodiyev, Erkin Muratov and many others. And these are not just outstanding modern thinkers, the elite of the Uzbek national intelligentsia - they are also just my friends and colleagues with whom I am always ready to meet on the morning pilaf about some joyful event, but most importantly, communication with them always keeps me in good shape , enriches with new ideas and new approaches to the study of economic processes.
After defending my Ph.D. thesis and upon returning to Tashkent, since 1976, I worked as the head of the department of the Main Computing Center (MCC) in Tashkent. True, I did not work here for long, until April 1977. From April 4 to December 1977, he worked as deputy head for scientific work of the special design bureau (SPKTB) of the Ministry of Furniture Industry of Uzbekistan.
In 1978, he moved to work at the Scientific Research Economic Institute (NIEI) under the State Planning Committee of the Uzbek SSR as the head of the sector, where he worked until August 1978.
From September 1978, I went to work as a senior lecturer at the Tashkent Polytechnic Institute named after Beruni, but I did not work here for long either, in the winter of February 1979, I fell ill and underwent surgery in a Moscow clinic. Therefore, in 1979, in August, I quit this institute and went to work at the Tashkent Pharmaceutical Institute.
From September 1979 to the present, I have been working at the Tashkent Pharmaceutical Institute, first as a senior lecturer, and since September 15, 1979, there has been a competition for the position of senior lecturer in the course of political economy. Here life forced me to plunge deeply into the jungle of economic theory. But I was immensely glad about this, because for many years, in fact, I went hand in hand with such luminaries of economic theory as Karl Marx, with his unsurpassed labor theory of value in the four-volume Capital, Adam Smith - one of the founders of classical political economy, David Riccardo - the largest representative of the classical school of political economy, John Stuart Mill - a major representative of the classical school of political economy, Alfred Marshall (1842-1924) - the head of the Cambridge school of early marginalism and the beginning of neoclassical political economy, Veblen Trostein - the founder of the technocratic direction of institutionalism, Jean Baptiste Say - who created a full course in practical political economy, Paul Samuelson - Nobel Prize winner (1970), Milton Friedman - representative of the Chicago School, one of the ideologists of monetarism, Nobel Prize winner (1976), John Maynard Keynes - one of the founders of the macro economic analysis, John Kenneth Galbraith - who played a prominent role in the development of American liberalism, the author of a very interesting work "The Economics of Innocent Deception", written by him in 2004 at the age of 95. A deep and comprehensive study of their immortal works not only enriched my knowledge, it allowed us to carry them to our students, a new generation of young professionals entering life. And the thoughts of the great economists, transformed by me into an accessible lecture material, served and serve them as a serious help both in science and in their future activities.
And yet I cannot but pay attention to Galbraith's latest work, since already in 2004 he predicted the coming global financial and economic crisis as a result of institutionalized innocent deception, which undoubtedly plays a large role both in private life and in public discussions. However, those who profess an innocent deception, and those who manage it, openly do not recognize its existence. I would like to stress that they do not have any feelings of guilt or feelings of the public for deceit. Innocent deceit is not the invention of any person or group of persons: it is a natural, even true opinion about what can best serve a personal and wider interest. But any deceit, any fraud, whether sooner or later, is still detected. For example, the events of 2008, the global financial and economic crisis that engulfed almost all countries of the world community, which caused a sharp decrease in the growth rate of the entire economy, a decline in production in many countries, with all the ensuing negative consequences.
But I will not delve into the theory, I will only say that I drew attention to this work also because it was written by the author at the age of 95. And this means that I, in my round 70s today, still have a quarter-century creative reserve. And I expect to write at the same age a good book on the theory of economic self-deception. Perhaps God will give long years and clear thinking, you look and I will cope with this kind of work, which I will certainly write with a share of our primordial oriental humor, as befits the countryman of the legendary Khoja Nasritdin.
But I'll get on with the business. At the same time, while working as a senior lecturer at the same institute, I continued to work on my doctoral dissertation. In 1984, he was attached in absentia to the doctoral program of the Faculty of Economics of Moscow State University named after M.V. Lomonosov. I was approved the topic of my doctoral dissertation “Territorial planning for the development of consumer services in the Union Republic” questions of theory and practice (on the materials of Uzbekistan). My scientific advisers were Professors G.Kh. Popov and F.V. Mayer. I often had to travel to Moscow.
This work was carried out mainly at the former Department of the History of the CPSU and Political Economy of our Pharmaceutical Institute. In terms of its relevance and scientific novelty, my doctoral work was not inferior to other dissertations devoted to sectoral issues of development.
Unfortunately, there is still an opinion that after the transition to a market economy, the problems of the non-productive sphere, including consumer services, have lost their relevance. But this is far from true. Indeed, the former purpose of consumer services as a service sector for the repair of marriage, produced by the industry of the administrative-command system, has gone into oblivion. But this sphere is gradually gaining a different purpose. The fact is that in a market economy, consumer services to the population essentially continue the production process, freeing a person from routine work, providing him with a good rest and preparing him for the next working day.
This is clearly seen already on the shelves of grocery stores. There are a lot of semi-finished products, chopped and soundly packaged products. A tired hostess who has returned from work no longer “hustles” for hours in the kitchen, preparing dinner. It only warms up already prepared dishes in the microwave. The same is true in the field of consumer services. In a market economy, household services are growing like an avalanche. A person is almost completely freed from unproductive domestic activities, which specialized enterprises do faster, better and cheaper. Therefore, in a market economy, it is necessary to develop all areas of consumer services for the population, and small business should play a dominant role in this. The share of the service sector should grow rapidly, absorbing free labor resources leaving the production sector, solving the acute and urgent problem of the economy of Uzbekistan - employment. It is no coincidence that in the current conditions of the development of globalization of markets, the service market is the second in terms of quality and quantity, after the commodity market.
In 1989, in Moscow, I published a monograph "Improving the planning of consumer services for the population." It was a big work of 16.5 p.l. This monograph revealed the paradigm that I clearly formulated about the advanced development of the service sector, which has not lost its novelty and relevance in the modern period.
On November 17, 1989, I defended my doctoral dissertation on the topic: "Territorial planning of consumer services for the population of the Union Republic" - questions of the theory of practice (on the materials of Uzbekistan), in the specialized academic council of the Faculty of Economics of Moscow State University named after M.V. Lomonosov. Dealing with dissertation problems, I did not forget about the publication of my scientific works, because "a scientist without labor is like an apple tree without apples." I have over two hundred of them. And here I will give a list of only the most significant, from my point of view.
1. Improving the planning of consumer services for the population. Monograph, M., 1989. 16.5 p.l.
2. Planning consumer services for the population. Monograph. M., 1984. 8.5 pp.
3. Analysis of growth rates and structure of household services in Uzbekistan. M., Moscow State University. 1976. 1.2 p.l.
4. Planning household services. M. 1974. 0.5 p.l.
5. Household services - to the level of new tasks "Communist of Uzbekistan", No. 12. 1972 -0.3 p.l.
6. Scientific report - “Automated system of planned calculations of consumer services for the population. G. Tashkent, 1976, State. No. 192570 register 5.1 p.l.
7. Scientific report: “Development of consumer services. V. city of Tashkent. 1977. State. Register No. 212777, 5.3 p.l.
8. Scientific report. Development of urban economy. G. Tashkent. 1978. State register No. 229950. 5.5 pp.
9. Scientific-theoretical and methodological outlook in the concept of development of higher education. T. 2003 0.5 p.l
10. Shaping the reform of the armed forces in the concept of economic growth. T.2005. 0.3 p.l.
11. National values ​​in the concept of economic growth. T. 2006. 0.3 p.l.
12. Entrepreneurial and managerial abilities in the field of pharmacy in the conditions of market relations. T.2007. 0.1 p.l.
13. Development of marketing and its functions in the pharmaceutical field. T. 2007. 0.1 pp.
14. Development of human capital and the growth of national wealth. T. 2010. 0.1 p.l
15. Some humanistic problems of the modern economy of society. T. 2010. 0.1 p.l.
16. Humanistic questions and moral, ethical, psychological and cultural aspects. T. 2010. 0.1 p.l.

Working at the Tashkent Pharmaceutical Institute, I was first a senior lecturer, and after defending my doctoral dissertation, the head of the department for more than 20 years. At the same time, I have always attached great importance to the development of domestic science and the training of highly qualified personnel. I taught and still teach social and humanitarian disciplines. I pay great attention to the development of educational and methodological, research, spiritual and educational work, as well as new pedagogical, information and innovative technologies.
The main problem of teaching in recent decades has been to ensure that the existing systems and content of education are consistent with the intended strategy for training personnel for a free market economy. At the same time, it is necessary to draw the attention of future specialists to the problem of a consistent transition to a new socio-economic formation - from an industrial to an information society, which entails significant changes in the organization of educational activities. The problem of transferring new knowledge by one person to another, the development of new skills and abilities in them, is now connected, first of all, with the emergence of new technical means. Along with traditional printed materials, audio cassettes, video cassettes, video disks, telephone and e-mail, computer training programs, and the Internet began to be used in educational activities. New learning technologies have emerged: teleconferencing, computer conferences, virtual classrooms and virtual universities. Modern computer technologies for storing, processing and transmitting information have given rise to a new form of education education - distance learning. The processes of teaching and acquiring knowledge are separated not only in space, but also often in time. New forms of educational organizations are also emerging. In particular, organizations are being created that implement various models of distance learning (distance education universities, university consortiums, etc.). All modern technologies are successfully used in teaching disciplines at our department of social sciences.
So, a new page in my life from the age of 39 began in the process of working at the Tashkent Pharmaceutical Institute. I started an active teaching and research work here. Throughout my scientific career, I trained pharmacists, although I was not a pharmacist. But I understood that without economics, without knowledge of the foundations of spirituality and culture, any specialist with a higher education cannot be a true intellectual. But I, communicating with future pharmacists, should not be ignorant in their special issues. And therefore, I spared no time to study the history of the outstanding healers Hippocrates, Galen, Dioscarides (Pedani), Paracelsus (Philip Aureal Theophrastus Bombast von Hohenleim), Abu Ali Husayn Ibn Abdalakh Ibn Sino - Avicenna.
I remembered the wonderful words of the great Ibn Sino, who died in full consciousness and his last words on his deathbed sounded like this:
From black dust to heavenly bodies
I saw the secrets of the wisest words and deeds.
I avoided deceit, unraveled all the knots,
Only the knot of death I could not unravel.
During my work for almost 32 years at the Tashkent Pharmaceutical Institute, it was headed by 8 rectors. Each of them made a significant contribution to the education of future pharmacists. Each of them had his own “zest” in his work, and I remember their activities with pleasure. Kholmatov Hamid Kholmatovich - Doctor of Pharmaceutical Sciences, Professor, Honored Worker of Health of the Republic of Uzbekistan, was very responsible in his official duties. Khorlamov Igor Andreevich - Associate Professor. He temporarily acted as rector. He was vice-rector for scientific work. Zakirov Uzu Bakievich – doctor of medical sciences, professor. He was a man of high culture. At the same time, he served as head of the department of pharmacology at the Tashkent State Medical Institute. He worked for about two years, then left. Tashmukhamedov Erkin Rakhimovich - Doctor of Pharmaceutical Sciences, Professor. He became the rector as a result of the elections (at that time rectors were elected). He also worked for a short time, two years. Akhmedov Uzar Akhmedovich - temporarily acted as rector. Iskandarov Saadulla Iskandarovich - Doctor of Chemical Sciences, Professor, Academician is a very independent, strong-willed person, a true master of his craft. He did a lot for the pharmaceutical institute. Created a specialized council for the defense of dissertations; created the scientific journal Chemistry and Pharmacy. Under him, many became candidates and doctors of pharmaceutical sciences. For the first time in the history of the Tashkent Pharmaceutical Institute, he organized foreign business trips and study tours. Tulagonov Abdukadir Abdurakhmonovich – Doctor of Pharmaceutical Sciences, Professor. He was acting rector for about a year. Yunuskhodzhaev Akhmadkhodzha Nugmanovich - Doctor of Pharmaceutical Sciences, Professor. Master of his craft. Responsible for his duties. A modern leader of a very high class.
In October 2006, our department of "Social Sciences" for the first time in the 70-year history of our institute held a scientific and theoretical conference on the topic "National values ​​- our spiritual wealth", it was attended by 92 speakers who made presentations on various topics reflecting the national values ​​of peoples Uzbekistan. Naturally, all this will remain in the annals of our university history.
With great pleasure, I must note and thank the members of our department from simple laboratory assistants to the teaching staff: R. Nazarov, R. Amanbaev, Y. Khusanbaev, N. Rakhmonberdiev, D. Saidumarov, I. Shamsiev, G. Khoshimov, N .Nazarbaeva, D.Abdurakhimova, D.Nazarova, F.Akhmedova, O.Mayorova, N.Yusupova, S.Kadirova, N.Mamatov, L.Sultanova, D.Sobirova, I.Tillakhodzhaeva, O.Rakhmanberdieva, D.Khojimuratova , F. Makhkambaev, S. Isaev and others. In the process of working together, I have made many true friends, including H. Aliyev, S. Aminov, U. Ahmedov, H. Kamilov, H. Kamilov, A. Karimov, O. Shabilolov, A. Ibragimov, H. Zainuddinov, N. Olimov, K.Ubaidullaev, O.Sultonkulov, A.Kadirov, S.Ziyaev, T.Shoturaev and many others. In joint work for all the years I have never conflicted with anyone and always maintained friendly, benevolent relations with everyone. Of course I am proud to have such close friends. The world is small, but there is not one person in it, and having many friends is a great happiness. On this occasion, one of the magnifying poets of the world, who owns all the knowledge of a scientist, an outstanding statesman - Nizamiddin Mir Alisher Navoi once wrote:
How, having lost, to find a friend again, alas, a person does not know,
It was not necessary to leave so the person thinks.

My colleagues always talked about my shortcomings, that I was too kind and warm-hearted. True, I could never, as it should be, make comments to them if they violated the internal routine of the institute or department, or something else was from such an unpleasant person. But I have never been a two-faced Janus, a hypocrite. Because I trusted people too much and respected this team.
Of course, among them were good teachers and those who did not know their subjects well enough. This manifested itself when they conducted lectures or seminars, classes, educational and methodological, scientific work, etc. Naturally, in any business there are successes and gaps. Especially in our department, where more than 20 academic disciplines are studied. More than 50% of the teaching staff were historians, moreover, those who had long graduated from the historical departments of national universities, receiving the specialty "History of the CPSU", or "Social Science". Therefore, at first it was difficult for historians to adjust to new subjects of the history of Uzbekistan, political science, theory and practice of building a democratic society, philosophy, the idea of ​​national independence, cultural studies, and religious studies. It is a pity that among them there were few teachers with academic degrees. Only R. Nazarova, R. Amanbaeva, I. Shamsieva, O. Mayorova, D. Sobirova were Candidates of Science and two Doctors of Science N. Mamatov and myself. In the context, it can be noted that a candidate or doctor of science is not just a name, but it is a very important job, in order to be candidates and doctors of science, a person devotes half of his life to science. In essence, a person must study, study and study all his life. He must know a lot. It is no coincidence that the classics say "There is no wide high road in science, and only he can reach its shining peaks, who, without fear of fatigue, climbs along its rocky paths." (K. Marx. Capital vol. 1. Preface to the French edition. London March 18, 1872). Mark Thulius Cicero said, "To not know what happened before you were born is to always remain a child."
In any scientific research, not only the result of the research, but also the path leading to it must be true. And yet, as the proverb says, “it’s better to see once than hear a hundred times,” and therefore, at our institute, a program was born to familiarize faculty with a market economy right on the spot in countries where it exists and has been developing for a long time.
Therefore, on December 4, 1995, we - 24 professors and teachers went to Thailand. In Pattaya, we sailed on a large boat, the simplicity and low speed of which could not justify its pompous name "express yacht". This ship made sightseeing flights along the Gulf of Thailand.
It was a pleasure for us to get to know Thailand, one of the most peaceful and stable countries in Southeast Asia, which in recent years has seen rapid growth in industry and tourism. In terms of area, it is 8 times smaller than Uzbekistan - 51.3 km2, but the population there is 3 times larger. And they speak different languages ​​there - Thai, Lao, Chinese. But almost all believers are Buddhists. At the heart of the state system is a constitutional monarchy. Monetary unit with an interesting name - Baht. The word is familiar to us by the brand name of the Tashkent tobacco factory. One would like to call these banknotes UzBAT.

On September 6, 1996, ten of us went to Turkey to the Haci-Tepe National University of Ankara for a conference.
We left Tashkent at 1630 local time on flight 109 on an IL-86 plane, tail number 86097, to Istanbul airport, arrived in 1915. We were settled in the Inter Hotel in room 503 - Abdujalil, Kudrat, Ismat and I were together.
On September 8, we went to Ankara by bus. There we were placed in the Kent Hotel. Each has a separate number. On September 16, 1996, we arrived in Tashkent.
Turkey is a big country. Twice as large as Uzbekistan in area and 2.5 times in population. Over 4 million people live in the capital alone. A country with a mountainous terrain and extensive sea coasts - connects Southern Europe and Asia. It has a long history. Turkey is located in Asia and Europe.
Almost the entire northern border of Turkey runs along the 1595 km long Black Sea coast. In the south and west, Turkey is washed by the Mediterranean and Aegean Seas. The Aegean coastline is heavily indented and hosts many of the country's 159 islands. In the northwest lies the Sea of ​​Marmara, connected by narrow straits to the Black and Aegean Seas. The Sea of ​​Marmara with an area of ​​11,140 km separates the European part of Turkey from the Asian one.
Hagia Sophia (Hagia Sophia) is located in Istanbul, Turkey's most populous city. This temple is in the 6th century. - one of the greatest monuments of Byzantine architecture. Istanbul, founded by the Greeks around 660 BC. as Byzantium and in 330 AD, renamed Constantinople, was in 395-1453. the capital of the Byzantine, and in 1453-1918. - The Ottoman Empire.
There were many trips and we joked among ourselves, quoting the quatrain of A.S. Pushkin:
How long am I to walk in the world,
Now in a wheelchair, then on horseback,
Now in a wagon, now in a carriage,
Either in a cart or on foot.
Of course, we didn’t have to travel around in wagons and carriages, but in cars, buses and boats, the guides drove us to our heart’s content.
Returning to Tashkent, I again turned to historical sources and was surprised to find that the historical ties between Uzbekistan and Turkey were much closer than I thought. It turns out that for a long time Islam was dominated by the theory of the sovereignty of the Turkish sultans over all Sunni Muslims. And this means that Uzbeks, Tatars, and Bashkirs, professing Islam, revered the Turkish sultans almost on a par with Allah. And only thanks to the works of the St. Petersburg German, an outstanding historian and orientalist, academician Vasily Vladimirovich Bartold and his book “The Caliph and the Sultan”, published in 1912, the Uzbeks, and with them other Sunni Muslims, finally overcame the age-old Turkish spiritual yoke. It was in this work, based on priceless handwritten documents stored in Bukhara and Samarkand, that Bartold proved that the theory of the transfer of the caliphate by the last Abbasid caliph to the Turkish sultan is a legend that developed only in the second half of the 18th century to please the political claims of Ankara.
It is also quite characteristic that Ankara's political ambitions were very tangible in the first years after Uzbekistan gained independence. But thanks to a wise and balanced foreign policy, Uzbekistan was able to overcome Turkey's unfounded claims to its dominant role in the Turkic-speaking Central Asia. The result of this was deep mutual respect and kind-hearted mutually beneficial partnerships, both in foreign policy and in foreign economic relations.
I think that our short visits to countries with market economies subsequently played a much greater role, and brought a much greater effect than was spent on these business trips. This allowed us to conduct a dialogue with students not from abstract, but from concrete positions. Confirm our lecture material with specific examples of what you see.
It should be noted with particular pride that our President Islam Abduganievich Karimov called 2010 the year of "Harmoniously developed generation", in connection with this, the concept "The highest value of our sacred homeland is a person, his right and interests" was developed. This suggests that humanistic issues are the main key issues of our time. And at the heart of this concept are the tasks of modernizing production and creating a new economic system in the unity of material and financial flows. But the main place in this system is assigned to a person - as a factor and as a capital of the modern development of our society.
The World Bank and the United Nations Development Program (UNDP) are even trying to value human capital. Calculations made in 1994 showed that physical capital or accumulated material wealth accounted for only 16% of the total wealth in the world, while natural wealth was estimated at 20%, and accumulated investments in human or human capital - at 64% of world wealth, moreover, in some countries, such as Germany, Japan, Switzerland, this figure reaches 80%.
As the historical development of the relationship to human capital as a factor that determines the power and role of countries and nations on the world stage, has changed.
The United Nations Development Program defines the concept on the basis of which the indicator is developed - the Human Development Index (HDI). This indicator is the average of three values: gross domestic product per capita, life expectancy and level of education (culture) of people aged 25 and over. This indicator is calculated for each country in relation to the level of the corresponding three indicators achieved as the highest in the world.
The report of our President Islam Karimov at the celebrations dedicated to the 19th anniversary of the independence of the Republic of Uzbekistan “The highest value of our sacred Motherland is a person, his right and interests” provides the following data: compared to 1990, the gross domestic product of our country grew by almost 3.5 times, and per capita - 2.5 times, the average wage at the end of this year will be about 500 US dollars and will increase by almost 14 times, another attractive fact. Over the past 10 years, the average life expectancy in our country has risen from 67 to 73 years.
Hence: the main way to achieve the prosperity of Uzbekistan is to educate a person, to improve a person, to make capital investments in a person, to improve and change the quality of a person's life. In our country, people have long ceased to be regarded as a means of production, and have been made a priority goal of socio-economic development. Therefore, the general idea of ​​the future society in our country, in our opinion, should be universal concern for the preservation of a peaceful and dignified life for all people, work and spiritual perfection.
We consistently convey these ideas about the primacy of man in the socio-economic development of the state to our students. But one of the defining areas of work of our department is the problem of national tolerance.
Uzbekistan as an independent sovereign state has its own Constitution. And if you carefully read its Preamble, it is not difficult to notice that it, as the Basic Law of the State, was adopted "in order to ensure peace and national harmony." Therefore, it is no accident that all “citizens of Uzbekistan, regardless of their nationality” belong to the concept of the people. And this means that people of all nationalities - citizens of Uzbekistan, "are the only source of state power" in the country.
Moreover, all the rights and freedoms of citizens of Uzbekistan apply to any national groups and to a person of each nationality. At the same time, no part of society, including national associations, or an individual of any nationality "can act on behalf of the people of Uzbekistan" . "The Republic of Uzbekistan guarantees legal protection and patronage to its citizens, regardless of nationality, both on the territory of the Republic of Uzbekistan and abroad".
It would seem that these simple and understandable words of the Constitution of the Republic of Uzbekistan are trivial. They correspond to our mentality and understanding of life in the country. But if we turn to history and international experience, we will see that the achievement of these customary rights of people of different nationalities is a great boon for our society, the result of a huge work of the state, political, public and religious organizations, national associations and youth movements. From the time of the Roman state, the main principle of imperialist policy was the principle of "Divide and Conquer". And people have always been divided according to two main features - by nationality and by religion. These were win-win options, which are still in service with all subversive external structures. After all, it is easiest to set a person against a person if you hammer into his head that the neighbor has the wrong hair color, the wrong eye color, and he speaks in a completely different way, prays to his gods and eats his national food. You don't have to look far for examples. More recently, social conflicts have been raging on this basis in neighboring Tajikistan and Georgia. Sunnis and Shiites are in conflict in Iraq, and the problem of the Kurds has not been resolved in Turkey. And in Israel, people are dying because of conflicts between Jews and Palestinians.
These well-known examples give us the right to be proud of the truly wise national policy pursued in the country and consider the highest level of interethnic tolerance in Uzbekistan the greatest achievement of state policy. In essence, the people of Uzbekistan in this area also managed to develop effective mechanisms for implementing the main provisions of the famous model “Own path of renewal and progress”. I think that today it can be presented as a completely competitive export technology, which would not hurt to use our neighbors in the region, Ukraine, Georgia, the Baltic Republics, and many other states. But let’s just note in this case that the foundation of this technology is reliance on “an ideology based on the worldview of people and the mentality of nations that has been formed for thousands of years, which determines the future of this people, helps it to take its rightful place in the world community, and can become a strong bridge between the past and the future.” ". And this means that in each country the formation of a national idea must be approached creatively.
In the preface to the book “The Idea of ​​National Independence”, the President of Uzbekistan clearly formulates that the main goal of the national idea is to “unite the people in the name of a great future, to encourage every citizen of the country, regardless of his nationality, linguistic and religious affiliation, to live with a sense of constant responsibility for the fate of their homeland; to cultivate pride in the richest heritage of ancestors, accumulated spiritual values ​​and noble traditions; to form highly moral and harmoniously developed people; to turn selflessness for the sake of our sacred land into the meaning of life. He emphasizes three main directions in this process - peace and tranquility in the country, the well-being of the people and the prosperity of the Motherland. These provisions of the National Idea are consonant with a person of any nationality living in Uzbekistan. Penetrating into the minds of people, they fall on fertile ground, causing a positive resonance in the whole society. All the peoples of Uzbekistan accept them with an open mind.
All my fellow teachers in their classes always emphasize that in the traditions of our people, peacefulness and religious tolerance, spiritual originality, the originality of sacred traditions, the priority of the highest interests and goals of the people and the state, freedom from manifestations of aggressive nationalism and extremism and other vices of disrespectful attitude towards others nations and peoples. In Uzbek families, the simple truth is passed from generation to generation that the source of wisdom and strength is the upbringing of the young generation in the spirit of patriotism, loyalty to the land on which they are born and live. It is this approach that organically links the past and future of each nation, allowing them to be proud of the immortal heritage of their great ancestors and, together with other peoples of Uzbekistan, open up a wide opportunity to master the achievements of world culture and progress.
We ask our students to remember that the roots of interaction between people of different nationalities go back to the distant past. And in the ideology of every people living on our land there has always been religious tolerance, law-abiding, reverence for worldly authorities. These primordially Uzbek qualities, carefully filtered by other peoples of Uzbekistan, like gold bars, have become the common wealth and property of the whole country. That is why in Uzbekistan no one organizes pogroms, demonstrations, rallies. Cheap populism, political extremism and demagogy are opposed to ordinary rationalism and the principle that follows from it that "no matter how much you say halva, it will not be sweeter in your mouth." Because no one, no politician, no guardian of the common good, will make you rich and will not do the work for you. The people have long been greeted with a smirk at teachings about pseudo-democracy, preferring to follow the centuries-old proven ideology of stability in social relations.
In the training courses taught by the teachers of our department, we pay special attention to the contribution of scientists of different nationalities to the treasury of national and world culture. For example, in Uzbekistan and Russia they honor their countryman, academician of the St. Petersburg Academy of Sciences (1812) Vasily Vladimirovich Bartold, an outstanding historian and orientalist who lived most of his life in Uzbekistan. Thanks to his work and highly qualified scientists trained by him, the Tashkent State Institute of Oriental Studies was created in Tashkent and successfully trains personnel, the educational building of which is adjacent to our Pharmaceutical Institute. As part of the Academy of Sciences of Uzbekistan, there is the Institute of Oriental Studies, which conducts fundamental research in this area. One cannot fail to say that the entire historical science of Uzbekistan relies on the authority of Barthold and his outstanding works, recognized throughout the world. His works such as "Turkestan in the era of the Mongol invasion" (parts 1-2, 1898-1909), "Caliph and Sultan" (1912), "Ulugbek and his time" (1918), and others translated into many languages, did not have lost their relevance today. In these and other studies, he clearly carries out the dominant thesis that only outstanding personalities serve as the driving force of history. It was he who revealed to Russia and Europe all the greatness of the outstanding astronomer and scientist Ulugbek, other famous figures who left a noticeable mark on the history of Uzbekistan. And the conclusion of his teaching on the determining role of the individual in social progress organically entered the National Model of Personnel Training, adopted by the Oliy Majlis of the Republic of Uzbekistan on August 27, 1997 in the form of the Law of the Republic of Uzbekistan “On the National Program for Personnel Training”.
Bartold and Evgeny Karlovich Betger stood at the origins of the library and museum business in Uzbekistan. In 1870, with their assistance, the first Turkestan public library was opened in Tashkent (now it is the Alisher Navoi Library), thus laying the foundations of secular education in Uzbekistan. In 1876 in Tashkent, also with the participation of Bartold, the first public museum was opened, consisting of collections on mineralogy, zoology, numismatics, and ethnography. Later, public museums were opened in Samarkand in 1896 and in Fergana in 1899.
Among the outstanding scientists of that time, one cannot fail to mention Petr Ivanovich Lerkh, one of the founders of the world-famous Uzbek archeology. It was under him that the first excavations began in Samarkand and Afrasiab. And largely thanks to his work at the end of the last century, UNESCO solemnly celebrated the 2500th anniversary of Samarkand.
The outstanding works and scientific heritage of these scientists, who revealed to the world the unfading ideas of the great Uzbeks, are still honored in Uzbekistan and Russia by the whole world to this day. They organically entered the minds of Uzbeks and Russians, and today they are perceived only as their own, national. This is just a small touch in what unites all the peoples of Uzbekistan.
Among the outstanding names of Uzbek scientists, it is impossible not to mention Richard Richardovich Schroeder (10/15/1867 - 04/27/1944), academician of the All-Russian Academy of Agricultural Sciences (1935), academician of the Academy of Sciences of Uzbekistan. This is the son of the famous Russian scientist fruit grower Richard Ivanovich Schroeder (1822-1903) - the Chief Gardener and teacher (since 1862) of the Petrovsky Agricultural and Forestry Academy (now the Moscow Agricultural Academy), who at one time formed the scientific foundations for the acclimatization of tree and shrub species, incl. hours of fruit crops in Russia. His son Richard Rihardovich in 1902 created and headed the first Turkestan agricultural experimental station, on the basis of which the Scientific and Production Association for Horticulture, Viticulture and Winemaking was later formed. R.R. Schroeder. He was the first dean of the agricultural faculty of the People's University in Tashkent, he taught at the Central Asian State University. He founded and edited the journals "Agriculture of Uzbekistan", "Dekhkan". He bred many new varieties of plants: cotton - "Schroeder", wheat "Kora-Koltak", 8 varieties of apple trees, etc. His works "Culture of cotton in Central Asia", "Climate of cotton regions of Central Asia", "Study of flowers of fruit trees and experiments with pollination”, “Experiments with fertilizing grapes”, “Periodicality of harvests in pome orchards”, etc. have not lost their relevance and are now and are still used as reference books for scientists studying the problems of agricultural crops.
Among the many areas of social life in Uzbekistan, in which people of different nationalities have left a significant contribution, we speak with particular warmth about their contribution to education and training. The family of excellent teachers Yuri Evgenyevich Shenger (1904-1974), vice-rector for scientific work of the Tashkent Institute of National Economy Natalia Nikolaevna Shabanova (1909-2002), head of the department of monetary circulation, is especially respected. They, together with the Rector of the Institute, Mukhamedzhan Muradovich Kariev, prepared a wonderful school of professional economists. With their support in 1967, the scientific work of one of the students of this university, for the first time in the history of Uzbek higher education, won the All-Union competition of scientific student works and received the first Gold Medal in the republic for the best student scientific work.
However, it is known that investments in knowledge have a prolonged effect. And the excellent quality of the specialists trained under the guidance of Kariev and Shenger manifested itself much later, after gaining independence and the start of economic reforms. It was the graduates of the Tashkent Institute of National Economy who were able to abandon the standard models of “shock therapy” of the World Bank and prove to the whole world the viability and effectiveness of a unique reform model known as “Our Way of Renewal and Progress”.
Thanks to their efforts, Uzbekistan prevented collapse processes in the economy, ensured high rates of development, being the first among the CIS countries in the post-crisis period to enter the stage of economic growth. It is no coincidence that in the European scientific literature about the success of economic reforms in Uzbekistan, a special term appeared - “Uzbek riddle”.
Our teachers emphasize that an even more noticeable contribution by people of different nationalities was made to the industrialization of Uzbekistan. The largest international diasporas were formed during the formation of large industrial centers of the republic. The names of the excellent organizers of the economy and production Vasily Fedorovich Bessler (1919) are well known - the founder of modern statistical management in the country, who for a long time (1963-1989) invariably headed the statistics of the industry of Uzbekistan, Ivonina Irina Ernstovna (1947), who headed the Ministry of Finance of the Republic of Uzbekistan Department of Funding Basic Industries, New Methods of Management and Macroeconomic Analysis, which is currently providing scientific leadership in the republic for economic research in the field of sustainable development of the country's oil and gas complex - the most important sector of the economy of Uzbekistan, which forms more than a quarter of the country's gross domestic product and almost half of its budget revenues.
The excellent business qualities of workers and engineers of various nationalities are associated with the creation of coal mining facilities in Angren, the chemical and petrochemical industries in Chirchik and Fergana, the food industry in Gazalkent, and mining enterprises in a number of regions of Uzbekistan. And finally, the most famous industrial facility in the country is the automobile plant in the city of Assak, built at the very beginning of our independence with the support of the Korean automobile industry.
We present this example of national tolerance and cooperation with particular pride, since there is no more illustrative example for students than Nexia, Tiko, Damas and Mathis scurrying around the city. And only then, we say that one of the largest in the world - our gold mining industry, uranium production, complex processing of hydrocarbon raw materials at the industrial giants in Bukhara and Shurtan is also the product of the work of scientists, engineers and specialists of various nationalities.
You can talk about well-known representatives of various national diasporas as much as you like. But one cannot fail to emphasize the most important point that any successes and achievements of our people are inextricably linked with joint work with specialists of other nationalities.
This is the essence of the National Idea of ​​Uzbekistan - not to divide, but to unite people with a common cause, common property. The national idea in Uzbekistan is not the idea of ​​one nationality. This is the idea of ​​a multinational people, which gives us new strength, strengthens confidence and determination in achieving a lofty goal - the formation of a state with a great future.
I, as the head of the department of social disciplines, have always paid and continue to pay close attention to the formation of the personality of our student in the spirit of national tolerance. This is one of the cornerstone aspects of our teaching staff of social scientists.
Therefore, I am sure that our graduates are well aware that the National Idea of ​​Uzbekistan, which reflects the interests of the whole people, is an effective mechanism for rallying people of different nationalities. And although each nationality retains its identity, supports the development of national languages, cultures and traditions in every possible way, but the principles of the National Idea, which are close in spirit to everyone, form something common that erases interethnic boundaries in solving the problems of the progress of society and the state.

3.1. The essence of pedagogical activity

In the ordinary sense, the word "activity" has synonyms: work, business, occupation. In science, activity is considered in connection with the existence of a person and is studied by many areas of knowledge: philosophy, psychology, history, cultural studies, pedagogy, etc. In activity, one of the essential properties of a person is manifested - to be active. This is what is emphasized in the various definitions of this category. Activity is a specific form of the socio-historical existence of people, their purposeful transformation of natural and social reality. The activity includes the goal, the means, the result and the process itself. (Russian pedagogical encyclopedia. - M., 1993).

Pedagogical activity is a type of social activity aimed at transferring the culture and experience accumulated by mankind from older generations to younger generations, creating conditions for their personal development and preparing them to fulfill certain social roles in society. As psychologist B.F. Lomov, "activity is multidimensional". Therefore, there are numerous classifications of activity, which are based on its various features, reflecting the various aspects of this phenomenon. They distinguish spiritual and practical, reproductive (performing) and creative, individual and collective, etc. There are also various types of pedagogical activity. Pedagogical activity is a type of professional activity, the content of which is training, upbringing, education, development of students.

The system-forming characteristic of pedagogical activity is the goal (A.N. Leontiev). The purpose of pedagogical activity is of a generalized nature. In domestic pedagogy, it is traditionally expressed in the formula "all-round harmonious development of the personality." Having reached an individual teacher, it is transformed into a specific individual setting, which the teacher is trying to implement in his practice. As the main objects of the goal of pedagogical activity, the educational environment, the activities of the pupils, the educational team and the individual characteristics of the pupils are distinguished. The realization of the goal of pedagogical activity is connected with the solution of such social and pedagogical tasks as the formation of an educational environment, the organization of the activities of pupils, the creation of an educational team, and the development of an individual's individuality.

The subject of pedagogical activity is the management of educational, cognitive and educational activities of students. Management activity consists of planning one's own activities and the activities of students, organizing these activities, stimulating activity and consciousness, monitoring, regulating the quality of education and upbringing, analyzing the results of training and education, and predicting further changes in the personal development of students. One of the most important characteristics of pedagogical activity is its joint nature. It necessarily involves a teacher and the one whom he teaches, educates, develops. This activity combines the self-realization of the teacher and his purposeful participation in changing the student (the level of his training, upbringing, development, education).

Characterizing pedagogical activity as an independent social phenomenon, we can indicate the following features of it. First, it has a specific historical character. This means that the goals, content and nature of such activities change in accordance with the change in historical reality. For example, L.N. Tolstoy, criticizing the school of his time with the dogmatic nature of education, bureaucracy, lack of attention and interest in the personality of the student, called for humane relations at school, to take into account the needs and interests of the student, expressed such a development of his personality that would make a growing person harmonious, highly moral, creative. “Educating, educating, developing, ... we must have and unconsciously have one goal: to achieve the greatest harmony in the sense of truth, beauty and goodness,” wrote L.N. Tolstoy (L.N. Tolstoy To whom and from whom to learn to write, peasant children from us or us from peasant children? // Ped. soch., M., 1989. - p. 278). Considering all the shortcomings of the school of his time as a product of the undeveloped problem of the essence of man, the meaning of his life in contemporary psychology and philosophy, L.N. Tolstoy made a successful attempt to realize his own

understanding of this problem in the organization of the Yasnaya Polyana school for peasant children. Secondly, pedagogical activity is a special kind of socially valuable activity of adults. The social value of this work lies in the fact that the spiritual, economic power of any society, state is directly related to the self-improvement of its members as civilized individuals. The spiritual world of man is enriched. Various spheres of his life activity improve, a moral attitude towards himself is formed,

to other people, to nature. Spiritual and material values, and due to this, the progress of society, its progressive development is carried out. Every human society is interested in the positive results of pedagogical activity. If its members degrade, no society will be able to fully develop.

Thirdly, pedagogical activity is carried out by specially trained and trained specialists on the basis of professional knowledge. Such knowledge is a system of humanitarian, natural, socio-economic and other sciences that contribute to the knowledge of man as a historically established and constantly developing phenomenon. They allow us to understand the various forms of its social life, relationships with nature. In addition to professional knowledge, professional skills also play an important role. The teacher is constantly improving in the practical application of knowledge. Conversely, he draws them from activity. “I became a real master only when I learned to say “come here” with fifteen or twenty shades,” admitted A.S. Makarenko. Fourthly, pedagogical activity is creative. It is impossible to program and predict all possible variants of its course, just as it is impossible to find two identical people, two identical families, two identical classes, etc.

3.2. Main types of pedagogical activity

The main types of pedagogical activity traditionally include educational work, teaching, scientific and methodological cultural, educational and managerial activities.

Educational work- pedagogical activity aimed at organizing the educational environment, and organized, purposeful management of the education of schoolchildren in accordance with the goals set by society. Educational work is carried out within the framework of any organizational form, does not pursue the direct achievement of the goal, because its results are not so clearly tangible and do not reveal themselves as quickly as, for example, in the learning process. But since pedagogical activity has certain chronological boundaries, on which the levels and qualities of personality development are fixed, one can also talk about the relatively final results of upbringing, manifested in positive changes in the minds of pupils - emotional reactions, behavior and activities.

teaching- management of cognitive activity in the learning process, carried out within the framework of any organizational form (lesson, excursion, individual training, elective, etc.), has strict time limits, a strictly defined goal and options for achieving it. The most important criterion for the effectiveness of teaching is the achievement of the learning goal. Modern domestic pedagogical theory considers training and education in unity. This does not imply a denial of the specifics of training and education, but a deep knowledge of the essence of the organization's functions, means, forms and methods of training and education. In the didactic aspect, the unity of education and upbringing is manifested in the common goal of personality development, in the real relationship between teaching, developing and educational functions.

Scientific and methodological activity. The teacher combines a scientist and a practitioner: a scientist in the sense that he must be a competent researcher and contribute to the acquisition of new knowledge about the child, the pedagogical process, and practice in the sense that he applies this knowledge. The teacher is often faced with the fact that he does not find an explanation in the scientific literature and ways to solve specific cases from his practice, with the need to generalize the results of his work. The scientific approach to work, therefore, is the basis of the teacher's own methodological activity. The scientific work of the teacher is expressed in the study of children and children's groups, the formation of their own "bank" of various methods, the generalization of the results of their work, and the methodological work - in the selection and development of a methodological topic leading to the improvement of skills in a particular area, in fixing the results of pedagogical activity, actually in the development and improvement of skills.

Cultural and educational activities- an integral part of the teacher's activity. It introduces parents to various branches of pedagogy and psychology, students to the basics of self-education, popularizes and explains the results of the latest psychological and pedagogical research, forms the need for psychological and pedagogical knowledge and the desire to use it both in parents and children. Any specialist dealing with a group of people (students) is, to a greater or lesser extent, involved in organizing its activities, setting and achieving the goals of joint work, i.e. performs functions in relation to this group management. It is the setting of a goal, the use of certain methods of achieving it and measures of influence on the team that are the main signs of the presence of control in the activities of a teacher-educator.

By managing a group of children, the teacher performs several functions: planning, organization - ensuring the implementation of the plan, motivation or stimulation - this is the teacher's motivation to work to achieve the goal, control.

3.3. The structure of pedagogical activity

In psychology, the following structure of pedagogical activity has been established: motive, goal, activity planning, processing of current information, operational image and conceptual model, decision making, actions, verification of results and correction of actions. Determining the structure of professional pedagogical activity, the researchers note that its main originality lies in the specifics of the object and tools of labor. N. V. Kuzmina singled out three interrelated components in the structure of pedagogical activity; constructive, organizational and communicative. Constructive activity is associated with the development of technology for each form of student activity, the solution of each pedagogical problem that has arisen.

Organizational activities are aimed at creating a team and organizing joint activities. Communicative activity involves establishing communication and relationships between the teacher and students, their parents, and their colleagues. A detailed description of the structure of pedagogical activity is given by A.I. Shcherbakov. Based on the analysis of the teacher's professional functions, he identifies 8 main interrelated components-functions of pedagogical activity: information, development, orientation, mobilization, constructive, communicative, organizational and research. A.I. Shcherbakov classifies the constructive, organizational and research components as general labor components. Concretizing the teacher's function at the stage of implementation of the pedagogical process, he presented the organizational component of pedagogical activity as a unity of information, development, orientation and mobilization functions.

I.F. Kharlamov among the many types of activities identifies the following interrelated activities: diagnostic, orientational and prognostic, constructive and design, organizational, informational and explanatory, communicative and stimulating, analytical and evaluative, research and creative.

Diagnostic activity is associated with the study of students and the establishment of their level of development, education. To do this, the teacher must be able to observe, master the methods of diagnosis. Prognostic activity is expressed in the constant setting of real goals and objectives of the pedagogical process at a certain stage, taking into account real possibilities, in other words, in predicting the final result. Constructive activity consists in the ability to design educational and educational work, to select content that corresponds to the cognitive abilities of students, to make it accessible and interesting. It is connected with such quality of the teacher as his creative imagination. The organizational activity of the teacher lies in his ability to influence students, lead them along, mobilize them for one or another type of activity, inspire them. In information activities, the main social purpose of the teacher is realized: the transfer of the generalized experience of older generations to young people. It is in the process of this activity that schoolchildren acquire knowledge, worldview and moral and aesthetic ideas. In this case, the teacher acts not only as a source of information, but also as a person who forms the beliefs of young people. The success of pedagogical activity is largely determined by the ability of a professional to establish and maintain contact with children, build interaction with them at the level of cooperation. To understand them, if necessary - to forgive, in fact, all the activities of the teacher are communicative in nature. Analytical and evaluation activity consists in receiving feedback, i.e. confirmation of the effectiveness of the pedagogical process and the achievement of the goal. This information makes it possible to make adjustments to the pedagogical process. Research and creative activity is determined by the creative nature of pedagogical work, by the fact that pedagogy is both a science and an art. Based on the principles, rules, recommendations of pedagogical science, the teacher uses them creatively every time. For the successful implementation of this type of activity, he must master the methods of pedagogical research. All components of pedagogical activity are manifested in the work of a teacher of any specialty.

3.4. The creative nature of pedagogical activity

Many teachers drew attention to the fact that the creative, research nature is immanent in pedagogical activity: Ya.A. Comenius, I.G. Pestalozzi, A. Diesterweg, K.D. Ushinsky, P.P. Blonsky, S.T. Shatsky, A.S. Makarenko, V.A. Sukhomlinsky and others. To characterize the creative nature of pedagogical activity, the concept of "creation" is most applicable. The teacher-educator, with the help of creative efforts and labor, brings to life the potential abilities of the student, pupil, creates conditions for the development and improvement of a unique personality. In modern scientific literature, pedagogical creativity is understood as a process of solving pedagogical problems in changing circumstances.

The following criteria for pedagogical creativity can be distinguished:

The presence of deep and comprehensive knowledge and their critical processing and comprehension;

Ability to translate theoretical and methodological provisions into pedagogical actions;

Ability to self-improvement and self-education;

Development of new methods, forms, techniques and means and their original combination;

Dialecticity, variability, variability of the system of activity;

Effective application of existing experience in new conditions;

The ability to reflectively assess one's own activities

and its results;

Formation of an individual style of professional activity based on the combination and development of reference and individually unique personality traits of a teacher;

Ability to improvise based on knowledge and intuition;

The ability to see the "fan of options."

N.D. Nikandrov and V.A. Kan-Kalik identifies three areas of teacher's creative activity: methodical creativity, communicative creativity, creative self-education.

Methodological creativity is associated with the ability to comprehend and analyze emerging pedagogical situations, choose and build an adequate methodological model, design content and methods of influence.

Communicative creativity is realized in the construction of pedagogically expedient and effective communication, interaction with pupils, in the ability to know children, to carry out psychological self-regulation. Creative self-education involves the teacher's awareness of himself as a specific creative individuality, the definition of his professional and personal qualities that require further improvement and adjustment, as well as the development of a long-term program of self-improvement in the system of continuous self-education. V. I. Zagvyazinsky names the following specific features of pedagogical creativity: a hard time limit. The teacher makes a decision in situations of immediate response: lessons daily, unforeseen situations momentarily, hourly; constant contact with children. The ability to compare the idea with its implementation only in episodic, momentary situations, and not with the final result because of its remoteness and focus on the future. In pedagogical creativity, the stake is only on a positive result. Such methods of testing a hypothesis, such as proof by contradiction, bringing an idea to the point of absurdity, are contraindicated in the activities of a teacher.

Pedagogical creativity is always co-creation with children and colleagues. A significant part of pedagogical creativity is carried out in public, in a public setting. This requires the teacher to be able to manage their mental states, promptly evoke creative inspiration in themselves and students. Specific are the subject of pedagogical creativity - the emerging personality, the "tool" - the personality of the teacher, the process itself - complex, multifactorial, multi-level, based on the mutual creativity of partners; the result is a certain level of development of the personality of the pupils (Zagvyazinsky V.I. "Pedagogical creativity of the teacher." - M., 1987).

Problem questions and practical tasks:

1. What is the essence of pedagogical activity?

2. What are the goals of pedagogical activity?

3. What is the structure of pedagogical activity?

4. What is the collective nature of pedagogical activity?

5. Why is pedagogical activity classified as creative?

6. Write a creative paper on one of the suggested topics:

"A teacher in my life", "My pedagogical ideal".

"Tuter support" - Psychological readiness. Active teaching methods. Development results. Formation of positive educational motivation. The main difficulties of teachers. readiness issues. The main tasks of the tutor-methodologist. Scheme of tutor support for primary school teachers. On education in the Russian Federation.

"Pedagogical experiment" - Teaching experiment. Diagram of the relationship between ascertaining and search experiments. Formative (creative, transforming, teaching) experiment. Features of the pedagogical experiment. Search for funds and conditions. The problem of finding causes. Conditions for conducting a formative experiment. Method of setting up the experiment.

"The History of Pedagogical Thought" - Abu Rayhan Beruni. The influence of the enlightenment ideas of the Koran. Contribution of Zahiriddin Babur. Components. The history of the development of enlightenment thoughts. pedagogical ideas. Jadids. Koran. Concepts about history. History of Pedagogy. Avesta. Education and school in Central Asia. History of pedagogical thought in Central Asia.

"Pedagogical work" - Hygiene and psychophysiological foundations of the student's educational work. NOT in the classroom and at home. Criteria for the implementation of the principle. Task in pedagogical activity. Organizational activity. Interpretation. Scientific organization of labor. The essence of science. NOT in the social work of the student. Things to do. The purpose of pedagogical work.

"Pedagogy" - Correctional Pedagogy. Principles for the establishment of the European Higher Education Area. Pedagogy as a science. Categorical-conceptual apparatus of pedagogy of higher education. Higher educational institutions. The totality of theoretical and applied sciences. Definition of higher education. branches of pedagogy. The structure of the education system.

"Pedagogical mentoring" - Scientific and methodological activities. Project performance monitoring. Information and methodological support and consulting activities. Training. Regulatory activity. Municipality level: organizational activity. implementation level. Objective of the project. Pedagogical mentoring.

In total there are 14 presentations in the topic