Pedagogy is a complex social science that combines, integrates and synthesizes the data of all teachings about children. It defines the canons of formation social relations influencing the development of future generations.

Goals and objectives of pedagogy

Aspects of pedagogical reality affect the child not only during the direct impact, but also subsequently reflected in the events of his life.

The main goal of pedagogy is to contribute in every possible way to the process of self-realization of the individual and the development of society with the help of scientific approach, as well as in the development and implementation of effective ways to improve it.

At the beginning of the third millennium, full important events, there is a growing need for approval in the minds of Russians humanistic ideas. This is possible only if the implementation pedagogical approach in all areas of life. Only then will it be possible to predict the effectiveness of educational and educational activities.

Thus, the tasks and functions of pedagogy are associated with the description, explanation and prediction of events and processes taking place in education. This is what determines the need to divide tasks into theoretical and practical. The tasks and functions of pedagogy are formulated on the basis of scientific principles, and then embodied in actual activity.

1. Identification of the main patterns of the educational process.
2. Analysis and generalization of experience pedagogical activity.
3. Development and updating of the methodological framework; creation of new systems of training and education.
4. Using the results of pedagogical experimentation in teaching practice.
5. Determining the prospects for the development of education in the near and distant future.

The actual embodiment of the theory, that is, the implementation practical tasks takes place directly in educational institutions.

Object of Pedagogy

The tasks and functions of pedagogy as a science are formulated quite clearly. Their content has never caused controversy among specialists and researchers.

As early as the beginning of the 20th century, A. S. Makarenko drew attention to the specificity of the object of pedagogy. He did not agree with most of the researchers of that time. A.S. Makarenko considered their opinion that the object of pedagogy is the child to be erroneous. This science studies aspects of activity aimed at the formation of social significant qualities personality. Therefore, the object pedagogical science is not a person, in the educational process directed at him, the totality of pedagogical measures that determine the development of the individual.

Subject of Pedagogy

The problems of the upbringing and educational process are indirectly connected with many sciences: philosophy, sociology, psychology, economics and others. But, none of them touches upon the essence of the activity that determines the daily processes of growth and development of the child, as well as the interaction between the teacher and schoolchildren. Only pedagogy is engaged in the study of patterns, trends and prospects for the development of the educational process as one of the factors in the formation of a person's personality.

Thus, the subject of this collective social science includes the patterns of formation of the process of education in time, which are closely related to the canons of the development of social relations. Also, the functions of pedagogy reflect a set of features and conditions for the implementation of pedagogical influence.

Pedagogy as a science

The most important functions of pedagogy as a science are associated with the knowledge of the laws governing the upbringing, education and training of the individual and the development of optimal means for solving the main tasks of a person's personal development.

For concretization, experts single out the theoretical and technological functions of pedagogy.

The implementation of each of them assumes the presence of three activity levels.

Levels of theoretical function:

1. descriptive or explanatory, where advanced and innovative pedagogical experience is studied.
2. Diagnostic, within which the state, conditions and causes of phenomena accompanying the interaction of the teacher and the child are revealed.
3. predictive, implying experimental studies, revealing pedagogical reality and finding ways to transform it. This level is associated with the creation of theories and models of interaction between participants. pedagogical relations that are used in practice.

Technology function levels:

1. Projective, including the development of an appropriate list methodological material (educational plans, programs, manuals, etc.) whose content embodies theoretical basis pedagogy.
2. transformative associated with implementation scientific achievements in the educational process in order to improve it.
3. Reflective or corrective, involving an assessment of the impact of pedagogical research on educational and educational practice, the results of which can be adjusted, taking into account the relationship between science and practice.

The main categories of pedagogy

The functions of pedagogy manifest themselves differently depending on the category within which the impact on the child is carried out.

Any should be based on a clear distinction between ordinary ideas and scientific knowledge. The former are reflected in the daily practice of education and training. The second is the generalized results pedagogical experience, which are represented by categories and concepts, patterns, methods and principles of organization pedagogical process. The formation of this science was accompanied by a gradual differentiation of concepts, which became a prerequisite for the formation of three pedagogical categories: this is upbringing, training, education.

Upbringing

Modern science interprets the concept of "education" as social phenomenon characterized by the transfer of historical and cultural property, subsequently forming the relevant experience, passing it on from generation to generation.

Functions of the educator:

1. Transfer of experience accumulated by mankind.

2. Introduction to the cultural world.

3. Stimulation of self-education and self-development.

4. Rendering pedagogical assistance in difficult life situations.

result educational process is the formation in the child of an individual attitude to understanding the world, other members of society and himself.

The tasks of education always reflect the historical need of society in the preparation of future generations capable of implementing certain public functions and social roles. That is, the totality of systems that determine the content, nature and tasks of this pedagogical category is in accordance with the established ethno-national traditions, the characteristics of the socio-historical formation, a certain value hierarchy, as well as the political and ideological doctrine of the state.

Education

The tasks of the teacher:

1. Teaching, that is, the purposeful transfer of knowledge, life experience, ways of activity, foundations of culture and science.

2. Management of the development of knowledge, the formation of skills and abilities.

3. Creation of conditions for schoolchildren.

Thus, the essence of the dialectical relationship "training-upbringing" is the development of activity and personality traits individual, based on the consideration of his interests, acquired ZUN, abilities.

Education

The third pedagogical category is education. This is a multifaceted process, which includes several areas of activity, in particular, the formation of a value attitude of students towards society and themselves; a set of activities for training and education.

Availability various kinds educational institutions determines the specialization of pedagogical categories. Their classification reflects the steps: Kindergarten, elementary School, high school etc. Accordingly, both the content and methodological side at each stage of education are specific. Categories of Pedagogy preschool age have their own characteristics related to the fact that the main thing for a child of 2-7 years old is the game. Education for this age is the basis of development. And then, when study occupies a dominant place in the life of a student, the ratio of the importance of pedagogical categories changes.

Based on the foregoing, pedagogy should be considered the science of the essential laws and methodological foundations(principles, methods and forms) of training and education of the individual.

Preschool Pedagogy

The object of pedagogy, the impact of which is directed at the child, is specific. Its feature is due to age, and as a result - thinking, attention, memory and the main activities of children under the age of 7 years.

The tasks of the preschool branch of science are formulated taking into account its theoretical and applied role, social and pedagogical significance, reflecting the main functions of pedagogy.

1. Contributing to the process of raising and educating children in accordance with the requirements of modern society.

2. The study of trends and prospects of pedagogical activity in preschool as one of the main forms of child development.

3. Development of new concepts and and education of children.

Functions of preschool pedagogy

1. Descriptive and applied, which is scientific description current programs and technologies, the use of which in educational process serves as a guarantee harmonious development personality.

2. Prognostic, consisting in scientific forecasting and finding ways to improve teaching activities in preschool educational institutions.

3. Creative and transformative, which consists in taking into account the results scientific research and creation of design and constructive technologies.

The subject, tasks, functions of pedagogy are interconnected. Their totality determines the content of educational activities, which is due to the main goal of this science, which is to promote harmonious personal development individual.

TOPIC: PEDAGOGY AS A SCIENCE, ITS SUBJECT, OBJECTIVES, MAIN CATEGORIES.

1. Formation of pedagogy as a science, its essence, object, subject, functions.

2. Tasks of pedagogy as a science.

3. Sources for the development of pedagogy:

4.Characteristics of the main pedagogical concepts.

5. System of pedagogical sciences, connections of pedagogy with other sciences.

6.Pedagogical science and teaching practice.

1. Formation of pedagogy as a science, its essence, object, subject, functions.

The existence of society, its development is possible only because each new generation of people entering into life mastered the social experience of their ancestors, enriched, multiplied and passed it on in a more developed form to their descendants. Over time, the accumulation of knowledge led to the emergence of a special science called pedagogy.

Pedagogy is the science of upbringing, training and education of a person at all stages of his personal and professional development.

Pedagogy got its name from the Greek words "paidos" - a child and "ago" - to lead. In a literal translation, the word "pedagogy" means "children's guidance". AT Ancient Greece a teacher was a slave who accompanied the child of his master to school, served him in the classroom and outside of them. With the development of society, the role of the teacher has changed significantly, the concept itself has been rethought, it has been used in a more broad sense to designate the art of leading a child - to educate, educate, develop spiritually and physically.

Elements of pedagogy appeared with the emergence of education at an early stage in the development of society. Pedagogical commandments arose as a result of the formalization of pedagogical thought. They have come down to us in the form of proverbs, sayings, aphorisms, popular expressions. With the advent of writing, people's judgments began to take on the character of advice, rules and recommendations. Thus, folk pedagogy was born.

For example: “Learn for a lifetime”, “Repetition is the mother of learning”, “The root of the teaching is bitter, but the fruit is sweet”.

Initially, pedagogical knowledge was an element of philosophy, they were developed by the great ancient Greek thinkers Pythagoras, Socrates, Plato, Aristotle, whose works reflect the ideas and provisions associated with the upbringing of a person, the formation of his personality.

The formation of pedagogy as an independent scientific discipline dates back to the 17th century. and is associated with the name of the Czech teacher Jan Amos Comenius (1592 - 1670). His name is associated with the separation of pedagogy from philosophy and its design as an independent science. In the works of Ya. A. Comenius, for the first time, the subject, tasks and main categories of pedagogy are defined, the idea of ​​universal education for all children is formulated and disclosed, regardless of the social status of parents, gender, religious affiliation. The great merit of Ya. A. Comenius is that he was the first to develop the foundations of the class-lesson system. Many of the ideas expressed by Ya. A. Comenius have not lost their relevance and scientific significance to this day. The principles, methods, forms of education he proposed were included in the golden fund of pedagogical theory.

To define pedagogy as a science, it is important to establish the boundaries of its subject area by answering the question: “What does it study?”. Therefore, it is necessary to comprehend the object and subject of pedagogy.

An object is the area of ​​reality that is being explored given science. The object of pedagogy is the phenomena of reality, which determine the development of a person in the process of purposeful activity of society. Such a phenomenon of reality is education - purposeful process education and training in the interests of the individual, society and the state.

Thing is a way of seeing an object from the standpoint of a given science. The subject of pedagogy is a consciously and purposefully organized pedagogical process.

Functions of pedagogical science .

Pedagogical science performs the same functions as any other scientific discipline: description, explanation and prediction of the phenomena of reality, which she studies.

Functions of pedagogical science: theoretical, prognostic and practical.

theoretical function pedagogical science is theoretical analysis regularities of the pedagogical process. Science describes pedagogical facts, phenomena, processes, explains by what laws, under what conditions, why they occur, draws conclusions. Pedagogical science analyzes, generalizes, interprets and evaluates pedagogical experience.

practical function pedagogy is that on the basis of fundamental knowledge pedagogical practice is improved, new methods, means, forms, systems of training, education, management of educational structures are developed; the results of pedagogical research are being introduced into practice.

predictive function pedagogy consists in a reasonable foresight of the development pedagogical reality(what, for example, will be the school of the future, how the contingent of students will change).

The unity of the functions of pedagogy ensures the management of the functioning and management of the development of the pedagogical process.

In the views of scientists on pedagogy, three points of view were established:

1) pedagogy - an interdisciplinary field of human knowledge. This approach actually denies pedagogy as an independent theoretical science, that is, as an area of ​​reflection pedagogical phenomena. In this case, pedagogy presents a variety of complex objects of reality (space, culture, politics, etc.);

2) pedagogy - applied discipline, the function of which is the indirect use of knowledge borrowed from other sciences (psychology, natural science, sociology, etc.) and adapted to solve problems that arise in the field of education or upbringing. The content of such pedagogy is a set of fragmentary ideas about individual aspects of pedagogical phenomena;

3) pedagogy is a relatively independent discipline that has its own object and subject of study 1 .

The third point of view, according to which pedagogy is considered as an independent scientific discipline, is the most recognized one. Unlike everyday knowledge in the field of education and training, pedagogy as a science generalizes disparate facts, establishes causality

1 Slastenin V. A., Kashirin V. P. Psychology and Pedagogy: Proc. allowance for students. higher textbook establishments. M., 2001.

between phenomena. She answers the questions and why changes occur in human development under the influence of education and upbringing.

To define pedagogy as a science, it is important to establish the boundaries of its subject area by answering the question: “What does it study?” Therefore, it is necessary to comprehend the object and subject of pedagogy.

An object- this is the area of ​​reality that this science explores. The object of pedagogy is the phenomena of reality, which determine the development of the human individual in the process of purposefulsociety's activities. Such a reality is education - purposeful process of education and training in the interests of a person, society and the state.

Thing- this is a way of seeing an object from the standpoint of a given science.

The subject of pedagogy is a consciously and purposefully organized pedagogical process.

Under pedagogical process understand specially organized, developing in time and within a certain educational system interaction of educators and pupils, aimed at achieving the goal and designed to lead to transformation personality traits and qualities of pupils.

Pedagogical science explores the essence, patterns, principles, trends and prospects for the development of the pedagogical process, develops a theory and technology of its organization, improves the content and creates new organizational forms, methods and techniques of pedagogical activity of educators and pupils (children and adults).

Based on this understanding of the object and subject of pedagogy, we can conclude that Pedagogy is the science of raising, teaching and educating children and adults.

What are same functions of pedagogical science, due to its subject matter?

Pedagogical science performs the same functions as any other scientific discipline: description, explanation and prediction of the phenomena of reality, which she studies.

Distinguish following features pedagogical science: general theoretical, prognostic and practical.

general theoretical function pedagogical science consists in a theoretical analysis of the regularities of the pedagogical process. Science describes pedagogical facts, phenomena, processes, explains by what laws, under what conditions, why they occur, draws conclusions.

predictive function Pedagogy consists in a reasonable foresight of the development of pedagogical reality (what, for example, the school of the future will be like, how the contingent of students will change, etc.). Based on scientific reasonable forecast more confident planning becomes possible. In the field of upbringing, the significance of scientific forecasts is exceptionally great, because by its very nature, upbringing is directed towards the future.

Practical (transformative, applied) function pedagogy is based on fundamental knowledge pedagogical practice is being improved, new methods, means, forms, systems of training, education, management of educational structures are being developed. The unity of all the functions of pedagogy allows you to most fully solve the problems of the pedagogical process in various types educational institutions.

The main functions of pedagogy are:

Cognitive - the study of experience, practice;

Diagnostic - the study of the causes of phenomena, processes;

Prognostic - extrapolation of ideas to other phenomena, prospects for their development;

Projective-constructive - development of methods that determine future pedagogical activity;

Transformative - introducing the achievements of best practices into practice;

Integrating - interdisciplinary and intra-subject;

Organizational and methodological - methodology of teaching pedagogy as a guideline in the restructuring of the teaching of other disciplines;

Culturological - formation pedagogical culture teacher.

Realizing these functions, pedagogical science also solves the problem of studying personal qualities people, their upbringing, ability to self-improvement. Primary attention is drawn to the abilities and capabilities of subjects pedagogical work in education and training, vocational training future professionals. Recognition of the personal, subjective factor in pedagogical activity does not detract from the role of pedagogy as a science and does not absolutize its understanding as an art. Both sides are important, since they together give the participants in the pedagogical process effective methods problem solving.

Pedagogy takes into account not only specially organized pedagogical influences, but also the fact that social environment constantly influences a person, educating, teaching and developing him. The main factors of socio-pedagogical influence are:

State, political, economic, legal structure society;

Activities of state and municipal governments, their employees;

The state of law and order, the level of culture and life of the population, its social protection;

Socio-demographic, national-ethnic and socio-psychological characteristics various groups population, activities of their communities;

Activity funds mass communication, culture and art;

Family, life, leisure, life lessons and activities.

Currently, pedagogical science takes into account the defining trends in education, upbringing, training and development: continuity, integrativity, standardization and democratization. Continuity means creating conditions for the upbringing and development of a person, his creativity throughout life and activity. Integrity involves strengthening the connection between various influences to improve quality pedagogical formation person's personality. Standardization requires taking into account the purpose and objectives of a certain level of education. State standard establishes a basic level of, which provides the necessary minimum level of qualification of a specialist, streamlines regulatory aspects training of personnel, expands their professional profile, increases the effectiveness of control over the activities educational institutions. Democratization claims equal right citizens to receive education, participation in self-government, as well as humane relations between people. The main tasks of pedagogy are:

Development of philosophical and methodological problems, social and specific pedagogical goals, patterns and technologies of education, training, education and development;

Study and generalization of practice, experience of activity, forecasting of socio-economic and pedagogical aspects of working with people;

Definition of prospects diversified development personality in the pedagogical process;

Substantiation of ways and means of differentiation and individualization of pedagogical work on the basis of the unity of training, education and development of a person, preparing him for socially useful activities;

Development of methodological problems and methods of pedagogical research;

Search for optimal ways of developing a scientific worldview, spiritual culture, civil maturity of a person;

Development fundamental basis general and vocational education, its content, new thematic plans and curricula, textbooks, didactic materials, methods, forms and means of education and training;

Study of the effectiveness of methods for activating and optimizing the pedagogical process, preserving and strengthening the health of its participants;

Substantiation of the conditions for increasing the efficiency of self-improvement: development of social and pedagogical problems of this process;

System building continuing education a person at various stages of his life and activity;

Study promising directions training and advanced training of subjects of pedagogical work, various officials, managers, parents whose activities are related to pedagogical influences on people: generalization and dissemination of pedagogical experience and innovation processes in order to meet the needs pedagogical theory and practices, training social educators to work outside educational institutions, in the midst of public life;

Study of historical path development of pedagogy, identification of valuable and instructive today: analysis of ideas, content and the best experience in education systems abroad, especially in developed countries, participation in international pedagogical projects which can help improve the training of specialists in Russia.

The solution to all these problems is subject to common purpose: to improve the quality of training of students8 and professionals in various departments, the country as a whole, people who are pedagogically competent, able to use pedagogy data in their activities.

Systematic surveys of students, officials who increase their professional qualification in universities, showed pronounced growth trends of their interest in the study of pedagogical science.

On average, up to 70% of respondents assess pedagogy as a professional, vital discipline that needs to be “know, understand and be able to apply in practical work". The situation is worse where the systematic course of pedagogy is not capacious enough and specialists are content, in essence, with episodic (often on household level) information of a pedagogical nature.

As experience shows professional activity specialists, pedagogical readiness is one of the indispensable conditions for the effectiveness of working with people. Therefore, a thorough study of pedagogy is one of the critical tasks which requires a priority solution in all types of educational institutions, as well as in the process of self-improvement of each subject of pedagogical activity.

1.2. The history of pedagogy and its scientific schools

The history of the development of pedagogy in European countries and USA

In the history of pedagogical thought there are many ideas that retain great scientific value to this day. For this reason, it is very important to study and take into account the work experience various levels schools of the past in order to rely on it to avoid "significant miscalculations in the development modern system education, select and implement the most rational way its improvement.

The term "pedagogy" comes from the Greek "paidagogy", which in literal translation means childbirth. This function in ancient Greece was performed by slaves assigned to young people from aristocratic families. Later, the term in question was assigned to everyone who is associated with the upbringing and education of people, and then began to denote pedagogical science itself.

Pedagogy of the 17th century Researchers in the history of pedagogy and education, pedagogical ideas (A.N. Dzhurinsky, A.I. Piskunov and others)9 believe that for the first time pedagogy stood out in independent industry knowledge in early XVII in. after publication English philosopher Francis Bacon (1561-1626) treatise On the Dignity and Increase of the Sciences. In this work, he classified the sciences and singled out pedagogy among them, which he defined as “reading guidance”. However, pedagogy itself began to be considered a science thanks to the works of the great Czech humanist thinker, teacher Jan Amos Comenius (1592-1670)10 - and, above all, his fundamental work "Great Didactics", in which he developed key issues in the theory and practice of working with children: the idea universal education in the system of interconnected levels (maternal, elementary school, gymnasium and academy), class-lesson system; the leading principles of didactics (consciousness, visibility, gradualness, consistency, strength and feasibility); requirements for educational literature and personality traits of the teacher.

Didactic ideas of Comenius were progressive (they are still alive), and therefore fruitful in a number of European countries, but they could not immediately overcome the traditions medieval school, its authoritarianism, detachment from life, dogmatism, passivity of the trainees. However, the development of capitalist industrial relations necessitated the creation of new concepts of education and training of the younger generation. The fundamental issues were: the connection of learning with life, the eradication of dogmatism and despotism in education, the development of children's activity.

Pedagogy of the 18th century An active figure in the struggle for the enlightenment of the people, free development each person went down in history French philosopher and educator Jean-Jacques Rousseau (1712-1778). He developed the concept of Comenius, which included ideas about the connection between upbringing and education and the life of a child, about studying the nature of children and developing them. creative forces about preparation for work as the natural destiny of every person. Although Rousseau did not develop a coherent theory of education and training, his ideas had a strong influence on his contemporaries.

The English educator John Locke (1632-1704) in his work Thoughts on Education, paying attention psychological foundations upbringing, denied the innate qualities of the child’s personality, likened him to a “blank slate”, on which you can write anything, thereby emphasizing great power education.

Pedagogy of the 19th century Further development and practical implementation pedagogical ideas received in the writings of the Swiss democrat educator Johann Heinrich Pestalozzi (1746-1827)11. higher purpose he saw upbringing in the awakening of the dormant forces of the people, in the development of confidence in them. To solve this problem, three means were proposed: the culture of the heart, the development of the mind, which consists in expanding the circle of observations and their analysis, moral development. The purpose of education and training is to develop all the strengths and abilities of a person, to cultivate diligence, taking into account the psychology of the student. Pestalozzi considered visibility to be the basis of all knowledge, defining it supreme principle learning.

The subject of pedagogy.

General Basics Pedagogy Pedagogy as a science

Pedagogy is one of social sciences, which explores the process of educating a person, that is, its subject is education: how a person is formed (educated) from a child in the course of his communication and interaction with social groups (family, educational, educational, industrial, street communities, etc.) social, consciously and responsibly relating to the surrounding world, transforming this world (starting primarily with oneself and one's own example). This process proceeds according to its own laws, that is, stable, inevitable connections between separate parts, certain changes entail corresponding results. These regularities are revealed and studied by pedagogy. One of practical directions modern pedagogy - non-formal education.

Methodology pedagogy - system knowledge about the foundations and structure of pedagogical theory, about the principles of approach and methods of obtaining knowledge that reflect pedagogical reality, as well as a system of activities to obtain such knowledge and substantiate programs, logic and methods, and assess the quality of research work.

Pedagogical science, like other sciences, has the following functions (tasks): explanatory, transformative, prognostic.

explanatory function It consists in the fact that science describes pedagogical facts, phenomena, processes, explains according to what laws, under what conditions, why the processes of education proceed in one way or another. In other words, the main task of pedagogy is to discover new, previously unknown knowledge. The result of the study are the laws and principles of pedagogy, theories, concepts - all this is provided by fundamental pedagogical research.

Converter function , applied, practical: pedagogical practice is improved on the basis of fundamental knowledge. Scientists believe that the result of research should be pedagogical systems, technologies, that is, operational descriptions of the processes of education / training, designed to obtain a given result. As in physics the discovery of a law leads to the invention of a machine, so in pedagogy the explanation of a phenomenon, theory leads to the creation of pedagogical systems, methods, teaching technologies, teaching aids, textbooks. In fulfilling these tasks, pedagogy has a normative, regulative character.

predictive function Pedagogy lies in a reasonable foresight of the development of pedagogical reality. The discovery of programmed learning, the creation of computers and complex means of communication led scientists to the idea that the school of the future will be different or will die out altogether: students will study using telecommunications at home or in special centers. There was even a branch of science about the foresight of the development of PS - pedagogical futurology.

results pedagogical research are theories, pedagogical systems and technologies, pedagogical forecasts. They are presented in different forms: reports, articles, books, teaching aids, training programs, etc.