An analysis of the works of philosophers of antiquity, the Middle Ages and modern times on the problem of "educational environment" is presented. As a result of the analysis, the features of the formation of the concept of "educational environment" as a philosophical category are determined. A conceptual review of Russian pedagogical literature of the first half of the 20th century has been carried out. The characteristics of the educational environment as a pedagogical category are highlighted. Approaches to the formation of the concept of "educational environment" in the psychological and pedagogical literature of the late XX - early XXI centuries are considered. A generalized definition of the educational environment is given.
educational environment
philosophy of education.
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HISTORICAL REVIEW OF THE FORMATION OF THE CONCEPT OF "EDUCATIONAL ENVIRONMENT"
Zhuravleva S.V. one1 Orenburg State Pedagogical University
abstract:
The analysis of the works of the philosophers of antiquity, the Middle Ages and modern times on the issue of "educational environment". As a result of analysis, the peculiarities of the concept of "educational environment" as a philosophical category. An overview of the concept of national pedagogical literature of the first half of the XX century. Highlight the characteristics of the educational environment as the educational category. The approaches to the formation of the concept of "educational environment" in psychological and pedagogical literature the end of XX – beginning of XXI century. Given the generalized definition of the educational environment.
keywords:
educational environment
category of environmental
the philosophy of education
In recent years, the term "educational environment" is beginning to occur as often as "training", "development", "education", "innovations in education", etc. However, this does not mean that the concept of "educational environment" has appeared only in recent decades.
The problem of the educational environment and its influence on the quality and effectiveness of education occupies one of the central places in modern pedagogical science and practice.
In general, the concept of environment is defined in pedagogy as a set of conditions that affect the development and formation of abilities, needs, interests, consciousness of the individual.
The concept of "educational environment" acts as a generic concept for concepts such as "school environment", "family environment", etc., which are a number of local educational environments. In addition, it is necessary to take into account the complex structure of the educational process, which includes the processes of training, education and development. This allows us to characterize the elemental composition of the educational environment as a system that includes "learning environment", "educational environment" and "developing environment". At the same time, the organic connection between the processes of education, upbringing and development, the complex nature of pedagogical interaction suggest a high degree of conventionality of the concepts of "learning environment", "educational environment", "developing environment". In this regard, in the future we will mainly use the concept of "educational environment".
It should be noted that this concept has appeared relatively recently in the vocabulary of pedagogical science. However, a historical and pedagogical analysis shows that many outstanding teachers from various countries, starting from the ancient era, called for the use of the educational and educational opportunities of the environment.
In the history of pedagogy, the problem of the formative influence of the environment on human development is reflected in the studies of philosophers and scientific teachers, mainly in the aspect of analyzing the role and significance of the environment in raising a child (F.A. Disterweg, A.F. Lazursky, P.F. Lesgaft, L.N. Tolstoy, K.D. Ushinsky, S.T. Shatsky and others). The theoretical justification for the idea of upbringing by the environment was acquired in Germany, where “integrated”, “neighborhood” schools were developed (E. Nigermeier, J. Zimmer); in the USA - "schools without walls" (R.H. Walter, S. Watson, B. Hosken), "ecosystem" schools (J. Goodlen); in France - "parallel school" (B. Blo, A. Porsche, P. Ferrat). In the history of foreign pedagogy of the XIX-XX centuries. The problems of interaction between the environment and the personality are reflected in the works of J. Adler, T. Brameld, W. Brickman, G. Wieneken, M. Duverger, J. Dewey, E. King, J. Conant, P. Kershensteiner, A.V. Lay, J. Laueris, P. Natorpp, E. Nigermeier, A. Ottoway, H. Rugg, G. Rers, J.-J. Rousseau, O. Rule, G. Spencer, S. Frenet, J. Friedman, J. Zimmer. In Russia, the idea of education by the environment was updated in the 20s of the XX century. Researchers of this period singled out the environment as an essential factor in social education and believed that the environment has a direct impact on the upbringing of children (A.A. Bogdanov, K.N. Wenzel, L.S. Vygotsky, A.K. Gastev, S. .T. Shatsky, F.I. Schmidt). The idea of education by the environment was embodied in the theory of “environment pedagogy” (N.I. Iordansky, A.G. Kalashnikov, M.V. Krupenina, A.S. Makarenko, S.T. Shatsky, V.N. Shulgin). At the beginning of the XXI century. the interest of researchers in the phenomenon of the environment has noticeably increased in connection with the problems of socialization, social adaptation in our country (V.G. Bocharova, Z.A. Galuzova, I.A. Lipsky, L.V. Mardakhaev, A.V. Mudrik, V.D. Semenov and others), ethnopedagogics (D.M. Abdurazakova, G.N. Volkov, G.V. Nezdemkovskaya and others), history, theory and practice of the functioning and development of educational systems (V.A. Karakovsky , L.I. Novikova, N.L. Selivanova, etc.), the development of the environment of the microdistrict (V.G. Bocharova, M.M. Plotkin, etc.), the school environment (G.A. Kovalev, E.A. Klimov, V. I. Slobodchikov, V. A. Yasvin and others), schools of culture (T. V. Tsyrlina). The relationship between the socio-cultural environment and the cultural environment of the school was partially disclosed in the works of E.A. Alexandrova, N.B. Krylova, L.P. Pechko, the environmental approach and the structure and content of the social environment are presented in the works of E.P. Belozertseva, R.A. Kassina, Yu.S. Manuilova, A.I. Pavlenko, I.I. Sulima, L.N. Shilova, etc. All these studies can be united by one concept - "educational environment".
The impact of the educational environment of the school on the processes and results of learning has been of interest for research for quite a long time. However, the very concept of "educational environment" remains unclear. There are different opinions about what is meant by the meaning of the educational environment, what boundaries can or should be in its definition. Although there have been significant advances in the cross-fertilization of the meaning of this concept in various studies of the educational environment, its definitions are still varied and include a wide range of scientific concepts.
The educational possibilities of the environment began to be taken into account even in primitive society, when there was a gradual transition from adaptation to the environment to its transformation for one's own purposes. The constantly accumulated social experience could be assimilated by generations under the condition of a purposefully organized environment for the transfer of this experience.
In ancient times, the Greeks considered the personality of a person as a particle of the microcosm, paid attention to its interaction with the environment and the artificially created environment of beauty (temples, theaters, sculptures, etc.). Coming into contact with the outside world, a person, according to the Greeks, streamlined his consciousness and acquired the ability to think. In all well-known educational institutions (Lyceum, Academy, Epicurus school, etc.), the created environment was permeated with the principle of harmony: a combination of the natural environment with works created by man. Plato was one of the first to ask a question about the factors influencing the formation of personality, and believed that the environment should be "kind to arouse memories of the world of ideas." His student Aristotle continued to study the factors influencing the development of a person, among which he distinguished three groups: external, surrounding and perceived by the senses, the internal forces that develop in a person his inherent inclinations, purposeful education of human abilities. Already during this period, attempts were made to theoretically substantiate the role of the environment in the harmonious development of the individual.
During the Christian Middle Ages, the entire surrounding reality, with its minimalism in everyday life and majesty in temples, was supposed to contribute to the education of an obedient, self-disciplined Christian. In the monastic schools that were created, the environment was built on the basis of strict rules, regulation and a strict system of punishments. The problem of the influence of the environment on human development has been the object of research since the 17th century. English materialists of the 17th century. and French enlighteners of the 18th century. defended the idea of the need to take into account the role of the environment in the development of personality. The term "environment" mainly meant the social environment, and the "influence of the environment" - the role of social factors in the formation of personality (K.A. Helvetius, D. Diderot, J. Locke). At the same time, the philosophers of the past understood the social environment as something unchanging, fatally predetermining the fate of a person, who, in turn, was considered as a passive object of the influence of the environment.
Thus, the English educator J. Locke (1632-1704) in the formation of personality paid much attention to a purposefully organized environment.
The problem of the influence of the environment on a person, reflected by J. Locke in the empiric-sensualistic concept, became the subject of discussions between the French enlighteners C.A. Helvetius (1715-1771) and D. Diderot (1713-1784). K.A. Helvetius associated the reason for the difference in mental abilities and views of people solely with the influence of the external environment, denying innate inclinations. D. Diderot in his work "Systematic refutation of the book of Helvetius" Man "" argued with the author about the underestimation of the inclinations laid down by nature. In the pedagogical views of J.-J. Rousseau (1712-1778) considered the environment as a condition for the optimal self-development of the individual. In man, according to J.-J. Rousseau, favorable tendencies of self-development were initially laid down. These tendencies are suppressed by existing education systems, which are based on a social environment that is unnatural for a person and ignores nature. For effective education, Rousseau proposed creating a special environment that would establish a balance between his real capabilities and natural needs. The idea of taking into account the environment in the purposeful education of the younger generation was expressed in the works of both domestic and Western sociologists and teachers already in the 19th century. The study of the problem of the formation of a person's personality through the use of the possibilities of the socio-cultural environment is closely connected with the name of K.N. Wentzel. In 1896, in his article on pedagogy "Environment as a factor in moral education" K.N. Wentzel argued that nothing should be presented to children in finished form, and even more so inspired by them. The task of educators is to minimize the bad influence of the environment, to create conditions and provide material for mental and conscious moral activity, to put children before the need to act for others.
In the history of Russian pedagogy, the idea of creating a special environment for the education of young people arises under the influence of the French Enlightenment as early as the 18th century. I.I. Betskoy, having accepted the ideas of the French enlighteners, tried to implement them on a national basis. He dreamed of opening various educational institutions to create in them a "special breed of people" free from the vices of contemporary society, and thus improve the morals of people. The created closed educational institutions were mainly aimed at limiting adverse environmental influences and strengthening specially created environmental factors: pedagogical activity, organization of time for pupils, organization and design of space, environment of peers.
Later, the problems of the formative influence of the environment on the development of the child's personality occasionally arose in the studies of philosophers and scientific teachers, mainly as an understanding of the role and significance of the environment in the upbringing of a person (P.F. Kapterev, A.F. Lazursky, N.I. Pirogov, K.D. Ushinsky, L.N. Tolstoy, P.F. Lesgaft and others). For example, P.F. Kapterev proposed to create a certain environment for the development of the child in accordance with his inclinations given by nature. He wrote: “It is necessary to create an environment corresponding to pedagogical goals for the development of the child, material and moral. The environment will give the child material and spiritual food, therefore it must be healthy, clean, rich in content, so that physical and spiritual nutrition is plentiful and varied.
The revolutionary transformations that began after 1917 marked a new period in the development of the theory and practice of the educational and educational environment in our country. The ideology of social education in Soviet Russia was developed by the leaders of the People's Commissariat of Education, who attached paramount importance to the organization of the environment. “We need to study the environment in all its features,” wrote A.V. Lunacharsky, - ... as an object of our influence and ... as a force acting nearby. The school must find in the environment and unite around itself all the positive forces, organize them and direct them to the upbringing of children, to the fight against what interferes with this upbringing. Already in the first Declaration on a unified labor school (1918), it was noted that the development of the child would proceed successfully if an appropriate material and civil environment was created in an educational institution. The problem of environmental education within the framework of the concept of social determinism of education was actively developed by S.T. Shatsky. He believed that without taking into account and using the educational potential of the social environment, the teaching staff would not be able to qualitatively solve the problems of education. “Life, environment educate,” noted S.T. Shatsky, - but usually we only state this as a fact, without drawing any serious conclusions from it.
The idea of upbringing by the environment has found practical implementation in the domestic pedagogy of the environment (A.G. Kalashnikov, N.V. Krupenina, V.N. Shulgin) and in the practice of social education. "We need to actively intervene in the pedagogy of the environment - by studying to build it and by building to study," they emphasized. Some representatives of pedagogy identified the environment itself with education in it and turned it into a central concept. “It is not the teacher himself who educates, but the environment,” wrote A.S. Makarenko.
The environment was considered not only as the "main lever of education" in a large pedagogical process (V.N. Shulgin), but also as a condition for the study and formation of personality. According to N.V. Krupenina, you can’t talk about children in general: “They don’t exist. There is a working child and a village child.
“Pedagogy of the environment” also had experimental bases (the First experimental station of the Narkompros of S.T. Shatsky, the school-commune of the Narkompros named after Lepeshinsky, led by M.M. Pistrak, and others), research institutes that set themselves the task of determining indicators and measuring units of the environment.
The problems of the environment and upbringing were widely developed in Soviet pedagogy in the second half of the 1920s and early 1930s. Later, at the end of the 30s, an additional separating formula "environment - heredity - education" appeared (I.M. Shmalgauzen, G.S. Kostyuk). During this period, the concept of "working environment" arises, which receives a deep pedagogical and pedological justification and becomes one of the main theoretical foundations of the "Soviet labor school". According to one of the main theorists of the labor school, P.P. Blonsky, the "working environment" should surround a person throughout his upbringing, which makes it possible to prepare him for a wide social activity. At the same time, as the leading means of training and education, "instead of manual labor, we introduce a broader concept: social labor." Scientist-pedologist and teacher S.S. Molozhavy put a slightly different, narrower content into the concept of "working environment": from his point of view, "working environment" is an educational environment artificially created within a labor school in order to adapt children to life in a "big" social environment through it. It is in such a "working environment" that children can and should feel not only the conditional, but also the vital and labor meaning of such educational moments as maintaining order, accuracy, cultural forms of communication with each other in the process of work, etc.
A peculiar approach, in fact, developed the ideas of P.A. Kropotkin, developed in those years by V.N. Shulgin and M.V. Krupenin. This approach is called “environmental pedagogy”. According to scientists, it was necessary to start the process of creating "school-enterprises", "school-collective farms" and, moreover, creating cities of a new type, where schools and teachers in the traditional sense of the word did not exist. All adult residents of these utopian cities performed teaching and educational functions. As expected, thanks to this, an ideal, pedagogically instrumented environment was created, where the formation of an exemplary personality was carried out. In practice, these ideas were tested in 1928-1929. in the activities organized by M.V. Krupenina "Station of social education" at the Trekhgornaya manufactory, which included 10 schools, 10 kindergartens, kindergartens, a children's library and a club. The main problem that was in the focus of attention of the teaching staff was the study of ways to include students in active work to transform the environment. Perceiving this environment initially as quite conservative and even reactionary, teachers involved students in the implementation of a wide variety of work, which in modern terms can be described as "social projects" and "social actions". It was believed that it was thanks to the active participation of children in specific cases that it would be possible not only to form the necessary moral qualities of children, but also to significantly change the lives of their parents, adults in general.
History shows that interest in the concept of "environment" as one of the leading factors in the education and development of children melted away after the infamous "Resolution of the Central Committee of the All-Union Communist Party of Bolsheviks on pedological perversions in the system of the People's Commissariat of Education of 06/04/1936". A new wave of interest in the educational environment as a factor, a condition for the learning and development of children and, naturally, as a concept of pedagogical and psychological science and practice arose in the 1990s during the so-called perestroika period in the development of our country and the corresponding reform of Russian education. The range of domestic works devoted to the problems of the educational environment is expanding significantly. At the same time, the main part of the research is carried out in the following areas:
General issues of research, design and formation of the educational and educational environment, the nature and conditions of its influence on the younger generation (G.Yu. Belyaev, O.B. Ershova, Yu.N. Kulyutkin and S.V. Tarasov, Yu.S. Manuilov , V.A. Yasvin and others);
Educational and upbringing environment of a general education institution (I.G. Aktamov, T.V. Anikaeva, A.V. Ivanov, L.G. Ineshina, T.G. Ivoshina, N.V. Kamalova, S.M. Lepshokova, S. .V.Tarasov);
Educational and sociocultural environment of a modern university (A.I. Artyukhina, S.L. Atanasyan, E.A. Burdukovskaya, A.A. Verbitsky, A.A. Efremov, E.G. Zueva, N.Yu. Kalashnikova, T N. Klochkova, V. A. Kozyrev, A. V. Mezhuev, M. A. Nedosekina, etc.).
A powerful breakthrough in the problem of the educational environment was the work of V.V. Rubtsova with colleagues in the psychology of designing a communicative-oriented learning environment, in which various models for organizing joint activities of children and adults in communicative-oriented learning environments using computer tools were presented. The educational environment is understood by V.V. Rubtsov as such a form of cooperation (communicative interaction) that creates special types of community between students and the teacher and between the students themselves, ensuring the transfer to students of the norms of life necessary for functioning in this community, including methods, knowledge, skills, skills of educational and communicative activities. At the same time, considering the school educational environment as an object of psychological expertise, V.V. Rubtsov defines it as "a more or less established polystructural system of direct and indirect educational and educational influences that implement explicitly or implicitly presented psychological and pedagogical attitudes of teachers that characterize the goals, objectives, methods, means and forms of the educational process in a given school" . In accordance with this definition, his employees N.I. Polivanova and I.V. Ermakova distinguish the following structural components of the educational environment: "... the internal orientation of the school, the psychological climate, the socio-psychological structure of the team, the psychological organization of the transfer of knowledge, the psychological characteristics of students, etc." .
A different approach to understanding the educational environment is offered by V.I. Slobodchikov. As an initial prerequisite for introducing the concept of the educational environment, he considers the principle of development, emphasizing that development in modern human knowledge is considered both as a natural, spontaneous process (“essence of nature”), and as an artificial process, regulated with the help of a specially designed “developmental activity” (“according to the essence of society”), and as self-development, which is not reduced to either procedural or activity characteristics, but expresses the fundamental feature of a person “to become and be a true subject of his own life. And from this point of view, a truly developing education can be considered that, and only that, which implements all three types of development, the central of which (and in this sense, essential) is self-development.
In his approach, V.I. Slobodchikov, like V.V. Rubtsov, also uses the concept of joint activity of the subjects of the educational process, but in a different logic, emphasizing the relativity and mediating nature of the educational environment, its initial unpredictability. At the same time, Slobodchikov relies on two different meanings of the very concept of “environment”:
1) “as a set of conditions, circumstances, the environment surrounding the individual, and, accordingly, the boundary determined by the scale of protection from the environment and its utilization (the ability to assimilate and accommodate)”;
2) as an environment, understood through "another series of ideas, where the environment is the middle = core, connection = mediastinum, means = mediation" .
As parameters (indicators) of the educational environment V.I. Slobodchikov proposes to use: its saturation (that is, resource potential) and structuredness (that is, the way it is organized). At the same time, depending on the type of connections and relationships structuring a given educational environment, he identifies three different principles of its organization:
Uniformity, which is characterized by the dominance of administrative-target ties and relations, determined, as a rule, by one subject - the authorities; in this case, the structuredness indicator tends to a maximum;
Diversity, in which connections and relationships are of a competitive nature, as there is a struggle for various kinds of resources, as a result of which the atomization of educational systems begins and the destruction of a single educational space; in this case, the indicator of the structuredness of the educational environment tends to a minimum;
Variability (as the unity of diversity), when connections and relationships are of a cooperative nature, due to which various kinds of resources are combined within the framework of comprehensive educational programs that provide their development trajectories to different subjects: individuals, communities, educational systems; in this case, the indicator of the structuredness of the educational environment tends to the optimum.
It is significant to note that in the context of his approach, V.I. Slobodchikov correlates and differentiates the concept of the educational environment with such concepts as "place of education" and "educational space". At the same time, the creation of an educational resource, acting as a non-traditional pedagogical task, turns the existing socio-cultural content of a given educational space into a means and content of education, that is, into an educational environment proper.
It is easy to see that the educational environment “according to Slobodchikov” is not “a given of the totality of influences and conditions”, as noted in the approach of V.A. Yasvin and S.D. Deryabo, but dynamic education, which is a systemic product of the interaction of the educational space, education management, the place of education and the student himself.
The work of the employees of the CCFL RAO under the leadership of V.P. Lebedeva, V.A. Orlov and V.I. Panov. Thus, in the work carried out at the TsKFL RAO, V.A. Yasvin "Educational environment: modeling and design" (1997), for the first time, pedagogical ideas about the school (educational) environment, psychological and ecological-psychological ideas about the educational environment were brought into a certain system, which made it possible to define the concept of "educational environment", to define it structure and, accordingly, the parameters of its design, modeling and examination. In methodological terms, V.A. Yasvin relies on the ecological approach to the perception of J. Gibson, which, as already noted, is based on the understanding of the environment as a habitat, that is, the totality of the possibilities of the surrounding world that ensure or hinder the satisfaction of the vital needs of an individual (a person or a representative of any biological species). ) .
The key in this definition is the concept of "possibility", with the help of which J. Gibson connects, on the one hand, the needs of the individual, and on the other hand, the physical (spatial and other) properties and relations of the surrounding world as being in a complementary relationship. Proceeding from this and based on a fairly detailed analysis of the different understanding of the educational environment in the pedagogical and psychological literature, V.A. Yasvin gives a definition according to which the concept of "educational environment (or education environment)" should mean "a system of influences and conditions for the formation of a personality according to a given model, as well as opportunities for its development contained in the social and spatial-objective environment" ,.
As another methodological prerequisite for his approach to the educational environment, V.A. Yasvin uses pedagogical ideas about the student's personality and the influence of the school environment on it, drawn from the works of such famous teachers as J. Korchak, P.F. Lesgaft, Ya.A. Comenius, Zh.Zh. Russo, I.G. Pestalozzi and others. Based on the types of “educational environment” identified by J. Korchak and backing them up with “school types” of the child’s personality according to P.F. Lesgaft, V.A. Yasvin proposed to consider four types of educational environment as basic:
Dogmatic, focused on the educational ideal of a passive and dependent personality (as noted, this type of educational environment is most common in the history of pedagogy of different countries and eras, including the modern period);
Serene, oriented towards the ideal of a relatively independent, autonomous, but at the same time passive personality, living in conditions of the greatest possible comfort;
Career, aimed at the formation of an active and dependent personality, able to easily adapt to the manipulative nature of social relations in a market society;
Creative, guided by the ideal of a free and active personality and ensuring the process of self-development of the student. , .
Considering the educational environment as an object of psychological and pedagogical design, V.A. Yasvin follows his own definition, according to which, in order to have a developing effect, the educational environment must provide a set of opportunities for self-development of all subjects of the educational process (that is, both students and teachers). This complex includes three structural components of the educational environment as a set of conditions and factors that are subject to design, modeling and expertise:
A spatial and subject component (premises for classes and auxiliary services, the building as a whole, the adjacent territory, etc.), which should ensure the heterogeneity of spatial conditions (heterogeneity and complexity), the connectivity of their functional areas, flexibility (the possibility of operational change), controllability , symbolic function, individualization and authenticity (conformity to life manifestations);
The social component, which should ensure mutual understanding and satisfaction of all subjects (teachers, students, parents, administration representatives, etc.) with interpersonal relationships, including role functions and respect for each other, the prevailing positive mood of all subjects, their cohesion and consciousness, authority;
The psychodidactic component, that is, the content and methods of teaching, due to the psychological goals of building the educational process and ensuring that the goals of teaching, its content and methods correspond to the psychological, physiological and age characteristics of the development of children.
Thus, developed by V.A. Yasvin built the model of the educational environment by transferring to the educational space of the school the logic of studying the perception of the natural environment and attitudes towards it, which were developed in the psychology of environmental consciousness and in the pedagogy of personality education. Therefore, on the one hand, the starting point is the concept of the environment as a habitat that provides the ability to meet the vital needs of a living organism, in this case a person. The key concepts are: opportunity, need, complementarity, personality of the student.
Nevertheless, despite a significant number of psychological and pedagogical studies that are devoted to the problems of the educational environment at school, a unified position in the definition of the concept of "educational environment" and its structure, in understanding the functions of the educational environment, methods of its design and examination, and other aspects of this problem is still in the formative stage.
One of the reasons for this situation is the relatively recent identification of the educational environment as an object of pedagogical and psychological research. This is true, but the most likely reason is the difference in the methodological assumptions and empirical foundations that are used by different authors for theoretical and practical research on the problem of the educational environment.
Usually, using the concept of "educational environment", teachers and psychologists want to emphasize that the training, upbringing, development and socialization of the child occur not only under the influence of the teaching and educational actions of the teacher and not only depending on the individual psychological characteristics of the child.
The effectiveness of these actions, as well as the actual education and development of the child, always occur in certain spatial-objective, interpersonal, sociocultural conditions, which can both contribute to and impede the education and development of the child under the influence of pedagogical influences. The educational process always takes place in a certain social and spatial-subject environment, the quality of which undoubtedly affects the development and formation of the participants in this process and the effectiveness of this process as a whole.
The approaches to determining the structure of the educational environment of various researchers differ somewhat from each other. According to all authors, the educational environment has a multicomponent structure, while the following structural components can be distinguished:
Informational, social and technological - O.Yu. Mondonen; - social, spatial-objective and psychodidactic - G.Yu. Belyaev;
Spatial-semantic (architectural and aesthetic organization of living space; symbolic space), content-methodical (content of education; methods and forms of organization of education), communication-organizational (features of the subjects of the educational environment, their social statuses and roles; style of communication and teaching; organizational conditions) - Yu.N. Kulyutkin and S.V. Tarasov;
Behavioral (the style and nature of the interaction of subjects), event-based (a system of educational projects, events and other matters, the subjects of which are students), object-spatial (design of the spatial environment, equipment of educational and other premises, compliance with sanitary and hygienic requirements) and information and cultural (library, media library, set of teaching materials) - I.M. Lebedenko;
Social-contact (socio-cultural features of the territory; personal example of others; institutions and organizations with which the student has to interact; micro-societies in which he is included), informational (regulatory and legal space; the way of the educational institution; means of visibility and advertising; personally targeted impacts) , subject (physical organization of space, objects and equipment used; specific activities in which the student is involved; sanitary and hygienic conditions) - V.A. Yasvin;
Spatial-objective, social and technological (activity), while the content of the last component is the connection between the first two, i.e. pedagogical support of the developing possibilities of the environment - V.A. Karpov and V.A. Yasvin.
In modern mass pedagogical consciousness, in general, a similar approach is used to determine the structural components of the educational environment. Thus, the All-Russian Forums "Educational Environment", held at the All-Russian Exhibition Center in Moscow since the late 90s, currently include three sections ("specialized exhibitions"), corresponding to the structural components of the educational environment: "Modern educational technologies" (technological, or the activity component, and also, in part, the social contact component - within the framework of the subsection "A new teacher for a new school"); “Material and technical equipment of educational institutions” (subject, or subject-spatial component) and “Educational and developing literature” (information, information-cultural or content-methodological component). A comparative analysis of the indicated approaches makes it possible to identify a certain invariant, which includes three main components of the educational environment: first, the material (object-spatial) environment; secondly, the social environment (including informational, cultural, psychological components); thirdly, connecting the two previous ones, the activity component (it is also technological or methodical).
In the system of diverse "opportunities" contained in the educational environment, the activity component occupies a central place. The educational environment, in general, can be defined as the space of the subject's activity. Moreover, in a number of cases, the very concept of activity is defined through the concept of the environment: "Activity is the active interaction of a person with the environment, in the process of which consciously set goals are achieved" .
V.A. Yasvin and V.A. Karpov formulate the following principles for organizing the educational environment: complexity and heterogeneity; personal adequacy; orientation to the actualizing potential of the educational environment . G.Yu. Belyaev, on the basis of his analysis, identified the following general features of the educational environment, identified by most researchers, among which we note the following:
1) the educational environment always exists as a certain social institution in a specific socio-cultural (historical and pedagogical) context;
2) the educational environment always includes a variety of types and kinds of local environments of different, sometimes mutually exclusive quality, specific for each type of educational activity, specific educational institutions, individual educational groups, teachers, etc.;
3) the development of an individual, as a rule, is carried out simultaneously in several educational (sociocultural) environments;
4) the educational environment of the educational institution, and of the child-adult community (communities) is open in nature and acts as an element of a wider socio-cultural environment, correlated with the quality of life, with the quality of the living environment;
5) the educational environment can act not only as a condition, but also as a means of education (as a social phenomenon), learning (as a subject of joint pedagogical activity) and development (understood as a process of transformation of an individual into a personality, a community into a society).
Modern science uses various approaches to the typology of educational environments. Yu.N. Kulyutkin and S.V. Tarasov suggests the following grounds for such a typology: the style of interaction in (competitive - cooperative, humanistic - technocratic, etc.); the nature of the attitude towards social experience and its transfer (traditional - innovative, national - international, etc.); the degree of creative activity (creative - regulated); the nature of interaction with the external environment (open - closed).
Thus, the historical and pedagogical analysis of the development of ideas about the environment shows that at all times the environment was considered by teachers as the most important factor in the development, formation and upbringing of a person who, in terms of his general cultural and professional qualities, meets the requirements of society. Depending on the socio-pedagogical and scientific position of the researcher, one or another facet of its influence on the personality became actual in the environment.
Common in most theoretical approaches to the definition of the pedagogical category "educational environment" is the recognition of the importance of this phenomenon for the quality organization of student support, their personal development.
Summing up the above, we consider the environment as certain objective circumstances, which, given a certain goal, can be more or less successfully controlled. The main characteristics of the educational environment as a pedagogical phenomenon are: purposefulness, special organization of specific pedagogical activity, interaction of all subjects of the educational process, integrativity and variability.
Bibliographic link
Zhuravleva S.V. HISTORICAL REVIEW OF THE FORMATION OF THE CONCEPT "EDUCATIONAL ENVIRONMENT" IN PEDAGOGICAL SCIENCE // Scientific Review. Pedagogical Sciences. - 2016. - No. 3. - P. 48-56;URL: https://science-pedagogy.ru/ru/article/view?id=1497 (date of access: 02.11.2019). We bring to your attention the journals published by the publishing house "Academy of Natural History"
Personal and professional development of an adult in the space of education: theory and practice Egorov Gennady Viktorovich
2.6 Educational environment and its components
2.6 Educational environment and its components
To begin with, let us clarify the concepts of educational space and educational environment. According to the definition of V. I. Slobodchikov, the educational space includes three interrelated subject projections - educational environments, educational institutions, educational processes [see, for example, 103, 104|.
In this case, the educational environment is understood as sociocultural forms of objectivity, which in one form or another represent the content of education, the educational institution is set by a normatively fixed system of activity of the subjects of education, the educational process is the subject content and certain methods of activity of the participants in education. In this model of educational space, each of the mentioned elements is determined by the intersection of the other two: the environment is defined by a set of educational institutions and educational processes; the educational institute normatively determines and organizes the content of the educational environment and educational processes; the nature of the educational process, in turn, is determined by the type of educational institution and the content of the educational environment.
In our case, one of the components of the educational space - an educational institution - is predetermined: an educational institution that implements programs of higher and additional professional education. Thus, to solve the problem, it is necessary to study the educational environment and educational processes. At the same time, the environment and processes are already partly set by the educational institution, which determines, among other things, the regulatory conditions for the joint activity of the subjects of education.
The educational environment is considered as a system of influences, conditions and opportunities for the development of the personality as a whole and its formation in accordance with a certain model (V. A. Yasvin). At the same time, these influences, conditions and opportunities are determined by the social and spatial-objective environment formed by the environment. The social component is a space of interpersonal interaction between the participants in the educational process or a meeting between the formative and the formed, in which they jointly build the educational environment as an object and resource of their educational activity (V. I. Slobodchikov) and can be designated as a way of organizing. The educational environment is the center of the educational space, setting the goals, content and organization of education through the educational resources that it contains. The above-mentioned elements of the social and spatial-subject environment act as educational resources, which, according to V.I. education or the subject of joint activities as part of the educational process.
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Degtyareva G.N.
GOU VPO "Stavropol State University",
Stavropol
Educational environment as a pedagogical phenomenon
At present, the attention of scientists has been attracted by the problem of studying the pedagogical potential of the educational environment and the possibilities of using it in the process of becoming a child's personality.
The meaning of the concept of "educational environment" is associated with an understanding of the essence and purpose of personality development according to a certain, socially conditioned pattern.
The educational environment is a situation when a child independently creates an image for himself in terms of interaction with others (adults, children) who make up his environment. “The environment is when the child creates a means in which he creates this image himself. In fact, community is the most important characteristic of the environment.
V.B. Kalinin defines the educational environment as an environment that focuses on the student's personality, an environment for building one's own "I", self-actualization abilities, personal growth, it provides the creation of conditions conducive to self-realization of the student, the formation of their self-consciousness, the development of a single picture of the world among students, striving for the fullest possible identification and development of their abilities.
In the work of A.R. Selivanova, the educational environment is defined as an environment that plays the role of a rather amorphous mediator between the personality of the student and the outside world, fully meeting the needs, interests and aspirations of the student, providing him with the opportunity to fully reveal the natural forces and inclinations hidden in him; an environment that indirectly, indirectly affects the development of the student, activating him.
V.A. Kozyrev, I.K. Shalaeva, A.A. Veryaeva understands the educational environment as the functioning of a particular educational institution as a system of social conditions organized by the leadership of the educational institution, the entire teaching staff with the obligatory participation of the students themselves in order to create optimal conditions for the comprehensive development of the personality of students and teachers.
A.V. Khutorskoy reveals the concept of "educational environment" in the context of personality-oriented education as a characteristic of the external content of education, which contains the conditions for the development of the individual. The internal content of education, an attribute of the emerging personality, is the refraction of external conditions through the experience of the child as a result of his activity.
The most theoretically worked out in Russian pedagogy is the approach of V.I. Slobodchikov, who, on the one hand, inscribes the educational environment into the mechanisms of the child's development, thereby determining its purposeful and functional purpose, and on the other hand, highlights its origins in the objectivity of society's culture. "These two poles - the objectivity of culture and the inner world, the essential forces of a person - in their mutual positioning in the educational process just set the boundaries of the content of the educational environment and its composition" .
After analyzing the presented concepts, it can be argued that researchers define the educational environment as a set of social, cultural, as well as specially organized psychological and pedagogical conditions, as a result of the interaction of which with the individual, the formation of the personality, its worldview takes place.
As the analysis of the literature shows, the concept of "educational environment" in the pedagogical vocabulary has appeared recently. In pedagogical research, along with the term "educational environment", such concepts as "environment of an educational institution", "learning environment", "school environment", "intra-school environment", "educational space" are used in parallel (Yu.S. Manuilov, I. Ya. Lerner, L. L. Redko, V. I. Slobodchikov, I. S. Yakimanskaya and others).
As an object of scientific research, the educational environment is an objective reality of an exceptionally high order of complexity, dimension and levels of organization, which, in turn, presuppose a hierarchization of the goals and objectives of the educational policy of the state and the educational tradition of society. As a social construct, the educational environment is a set of factors, components and parameters planned at the level of the system of educational institutions of a given society or country.
In modern research, the educational environment is considered as part of the socio-cultural space, the zone of interaction between educational systems, their elements, educational material and subjects of educational processes.
In a broad sense, the educational environment can be understood as a structure that includes several interrelated levels. The global level includes world trends in the development of culture ("cultural universals"), economics, politics, education, global information networks, etc.; to the regional level (countries, large regions) - educational policy, culture (including pedagogical), lifestyle in accordance with ethnic and social norms, values, customs and traditions, mass media, etc.; to the local level - an educational institution (its microculture and psychological microclimate), the immediate environment of a person, a family.
In the narrow sense of the word, only the immediate immediate environment of the individual can be attributed to the environment. It is the interaction with this environment that can have the strongest influence on the development of the child's personality. In fact, the educational environment is also created by the individual, since each child develops in accordance with his individual characteristics and creates his own space for entering history and culture, his own vision of values and priorities in cognition. And since all knowledge is personal, the educational environment of each is, ultimately, a special - personal - space for cognition and development.
According to V.I. Slobodchikov, the environment, understood as a set of conditions, circumstances, the environment surrounding the individual - “for education, there is no there is, it does not exist for him as something existing and naturally given in advance ... Thus, the educational environment is not something unambiguously and predetermined; meeting generative and formed; where they jointly begin to design and build it - both as a subject and as a resource for their joint activities; and where certain connections and relationships begin to form between individual institutions, programs, subjects of education, and educational activities” .
The educational environment is set through:
educational space and typology of educational resources;
a set of educational activities - basic and additional;
a system of interconnections and relations between educational activities. It is characterized by two indicators: saturation (resource potential of education) and structuring of resources within the boundaries of a given space of education.
The educational environment is a specially modeled place and conditions that provide a variety of options for choosing the optimal trajectory for the development and maturation of the individual. At the same time, the educational environment allows:
For students - to self-determine in a variety of activities and in interaction with different communities;
Teachers - to create conditions for the socialization of children in a broad social and cultural context;
Parents - to participate in the creation of a wide range of educational services;
Organizers and managers - to make management decisions with a focus on a variety of educational processes and conditions.
In turn, the interaction between the subjects of education and the educational environment presupposes the correspondence of the interests of personality development to one or another type of educational environment. S.V. Tarasov identifies the following grounds for typology of the educational environment:
By the style of interaction within the environment (competitive - cooperative, humanistic - technocratic, etc.);
By the level of system organization (educational environment of society, institutions, teams, groups, etc.);
By the method of organization (humanitarian, developing, adaptive);
By the nature of the attitude to social experience and its transfer (traditional-innovative, national-universal, etc.);
According to the degree of creative activity (creative - regulated);
By the nature of interaction with the external environment (open - closed).
Proceeding from this, the educational environment is a multidimensional socio-pedagogical phenomenon that has a direct impact on the development and self-development of the personality, its value orientations, attitudes and behaviors, which are actualized in the processes of their development, consumption and distribution.
Literature:
Belyaev, G.Yu. Pedagogical characteristics of the educational environment in various types of educational institutions: PhD thesis - Moscow, 2000.-157p.
Ivanov, D.A. Educational or developing environment / D.I. Zeer // Library of the journal "Director of the School". - 2007. - No. 6.-P.48-49.
Savenko, A.I. At the cradle of a genius / A.I. Savenko.-M.: Ped. Society of Russia, 2000.-224p.
Slobodchikov, V.I. Educational environment.-M., 1997.-181s.
Tarasov, S.V. Schoolchild in the modern educational environment. - St. Petersburg: "Education-Culture", 2000.-72p.
Khutorskoy, A.V. Pedagogical innovation.-M.: Academy, 2008.-256p.
Educational environment- a concept that in the last decade has been widely used in the discussion and study of education problems.
In the most general sense, "environment" is understood as an environment, as a set of conditions and influences surrounding a person.
Ideas for the development of the educational environment are being elaborated in detail both in the studies of domestic psychologists and teachers (G. A. Kovalev, V. P. Lebedeva, A. B. Orlov, V. I. Panov, A. V. Petrovsky, V. V. Rubtsov, I. M. Ulanovskaya, B. D. Elkonin, V. A. Yasvin, and others), and in foreign psychology (A. Bandura, K. Levin, K. Rogers, and others).
Consider the main approaches to the disclosure of the concept of "educational environment". According to V. A. Yasvin, the educational environment is a system of influences and conditions for the formation of a personality, as well as opportunities for its development, contained in the social and spatial-subject environment. Most often, when we talk about the educational environment, we mean the specific environment of an educational institution.
In the understanding of V. V. Rubtsov, “the educational environment is such a community that, due to the specifics of age, is characterized by: a) the interaction of the child with adults and children; b) processes of mutual understanding, communication, reflection; c) historical and cultural component”.
According to S. D. Deryabo, the educational environment is the totality of all opportunities for training, education and development of the individual, both positive and negative opportunities.
According to V. I. Slobodchikov, the environment, understood as a set of conditions and circumstances for education, does not exist as something unambiguous and given in advance. The environment begins where the formative and the formed meet, where they jointly begin to design and build it as an object and resource of their joint activity, and where certain connections and relationships begin to build between the subjects of education.
In most foreign studies, the educational environment is assessed in terms of the "efficiency of the school" as a social system - the emotional climate, personal well-being, microcultural characteristics, the quality of the educational process (McLaughlin K., Reid K., Hopkins D.). At the same time, it is stated that there is no predetermined combination of indicators that would define an “effective school”, since each school is unique and at the same time is a “splinter of society”. The quality of the educational environment is determined by the quality of the spatial-objective content of this environment, the quality of social relations in this environment and the quality of the links between the spatial-objective and social components of this environment.
For psychological and pedagogical analysis of the environment Gibson's "theory of possibilities" seems to be promising. According to Gibson, the category "opportunity" - a special unity of the properties of the educational environment and the subject itself, is equally an attribute of the educational environment and the behavior of the subject. With this approach, we are talking about the dialogical interaction of the child and the educational environment as equal subjects of development. Moreover, this development is two-sided: the environment provides opportunities for the formation of the student's personality, in turn, how he perceives the possibilities of the environment and to what extent he can influence it depends on the activity and capabilities of the student. Introducing the category of opportunity, J. Gibson emphasizes the active principle of a person-subject, mastering his living environment. The more and more fully a person uses the possibilities of the environment, the more successfully his free and active self-development takes place. In other words, if we consider the educational environment from the point of view of the educational opportunities it provides, then the criterion for the quality of the educational environment is the ability of this environment to provide all subjects of the educational process with a system of opportunities for effective self-development. We are talking about the situation of the child's interaction with his educational environment. In this case, in order to use the possibilities of the environment, the child shows appropriate activity, that is, he becomes a real subject of his development, the subject of the educational environment, and does not remain an object of influence of the conditions and factors of the educational environment. The provision by the educational environment of one or another opportunity to satisfy a certain need “provokes” the subject to be active. Here, the question of the extent to which the interests of the development of the personality of an individual corresponds to one or another type of educational environment becomes relevant.
It should be noted that any typology of the educational environment is conditional. In one school there can be a combination of different, sometimes very contradictory, conditions.
Analyzing the typology of the educational environment , V. A. Yasvin notes that its characteristic is modality. An indicator of modality is the presence or absence in a particular educational environment of conditions and opportunities for the development of activity (or passivity) of the child and his personal freedom (or dependence). "Activity" is understood in this case as the presence of the following properties: initiative, striving for something, perseverance in this striving, the struggle of the individual for their interests, upholding these interests, etc .; accordingly, "passivity" - as the absence of these properties. "Freedom" is associated here with the independence of judgments and actions, freedom of choice, independence, etc.; "dependence" is understood as opportunism, obedience to someone else's will, personal irresponsibility, etc.
The educational environment can be classified into one of the four main types identified J. Korchak :
S. V. Tarasov identifies the following criteria for typology of the educational environment:
by the style of interaction within the environment (competitive - cooperative, humanitarian - technocratic, etc.);
by the nature of the attitude to social experience and its transfer (traditional - innovative, national - universal, etc.);
according to the degree of creative activity (creative - regulated);
by the nature of interaction with the external environment (open - closed).
Types of the educational environment are implemented in practice through its structure. G.A. Kovalev identifies three main interrelated parameters as structural units: “physical environment” (architecture and design of school premises and school buildings, etc.); "human factor" (social density among the subjects of the educational process, gender and age characteristics of students and teachers, etc.); training program (activity structure, teaching style, etc.).
S. V. Tarasov believes that the educational environment of the school has the following structure:
Spatial and semantic component (architectural and aesthetic organization of the living space of schoolchildren, coat of arms, traditions, etc.).
Communication and organizational component (features of the subjects of the educational environment, communication sphere, features of managerial culture).
V. A. Yasvin in the educational environment distinguishes the following components:
Spatial-architectural (subject environment surrounding the teacher and student).
Social (determined by a special form of child-adult community).
Psychodidactic (content of the educational process, methods of action mastered by the child, organization of training). Considers the structure of the educational environment somewhat differently
E. A. Klimov. They stand out:
The social contact part of the environment (personal example, culture, experience, lifestyle, activities, behavior, relationships; institutions, organizations, groups of their representatives with whom you have to interact; the "arrangement" of your group and other groups with which a person contacts, real place of a person in the structure of his group, his inclusion in other groups and groupings).
The informational part of the environment (internal regulations, charter of the educational institution, traditions, rules of personal and public safety, visual aids, personally targeted influences).
The somatic part of the environment (one's own body and its states).
The subject part of the environment (material, physico-chemical, biological, hygienic conditions). Based on the position of M. R. Bityanova on the process of personal development, two lines of pedagogical assessment can be distinguished within the framework of support:
Evaluation of the results of socialization of preschool children, as the formation of socially approved qualities and behavior patterns in pupils),
Assessment of individuality (Development of independence and autonomy in behavior and making choices among preschoolers).
Security is the absence of any risk, in the event of which, if realized, negative consequences (harm) arise in relation to someone or something.
The safety of an object is the conditions under which actions or inaction in relation to an object do not entail negative consequences.
Security conditions - such conditions under which the action of external and internal factors does not entail actions that are considered negative in relation to a complex system in accordance with the needs, knowledge and ideas existing at this stage.
Security is such a state of a complex system when the action of external and internal factors does not lead to a deterioration of the system or to the impossibility of its functioning and development.
Security is a multi-valued concept that primarily characterizes security and a low level of risk for a person, society or any other subjects, objects or their systems.
Human security is such a state of a person when the action of external and internal factors does not lead to a poor state, deterioration in the functioning and development of the body, consciousness, psyche and the person as a whole and does not prevent the achievement of certain goals desirable for a person.
Sometimes security is formulated using the concept of security, but security is only part of the security of an object, so the use of such definitions is incorrect.
Safety - the state of protection of the rights of citizens, natural objects, the environment and material values from the consequences of accidents, accidents and disasters at industrial facilities.
Security is a state of social relations in which an individual, social group, community, people, country (state) can independently, sovereignly, without outside interference and pressure, freely choose and implement their strategy of international behavior, spiritual, socio-economic and political development.
The definition of safety using the concept of risk is possible only with the use of the term "acceptable safety". It is incorrect to formulate the general definition of security in this way:
Security - the absence of unacceptable risk associated with the possibility of harm and (or) damage. At the same time, risk in technical regulation is understood as a combination of the probability of causing harm and the consequences of this harm to human life or health, property, the environment, life or health of animals and plants.
Security - the state of protection of the vital interests of the individual, society, state from potentially and real threats or the absence of such threats.
A system of measures is an action to protect or ensure a certain level of security.
Security based on freedom - a system of measures aimed at protecting human freedom as the main condition for the realization of his interests. The ultimate goal of security is the achievement by each person of a stable state of awareness of the possibility of satisfying their basic needs and ensuring their own rights in any, even an unfavorable situation.
Security - ensuring safety from threats to human life and health.
The central direction in ensuring national security is the creation of a safe environment for the realization of human and civil rights and freedoms.
The basic principles of security are[edit | edit wiki text]
observance and protection of the rights and freedoms of man and citizen;
legality;
consistency and complexity of application by federal state authorities, state authorities of the constituent entities of the Russian Federation, other state bodies, local government bodies of political, organizational, socio-economic, informational, legal and other security measures;
priority of preventive measures in order to ensure safety;
interaction of federal state authorities, state authorities of the constituent entities of the Russian Federation, other state bodies with public associations, international organizations and citizens in order to ensure security.
Security activities include[edit | edit wiki text]
forecasting, identification, analysis and assessment of security threats;
determination of the main directions of state policy and strategic planning in the field of security;
legal regulation in the field of security;
development and application of a set of operational and long-term measures to identify, prevent and eliminate security threats, localize and neutralize the consequences of their manifestation;
application of special economic measures to ensure security;
development, production and introduction of modern types of weapons, military and special equipment, as well as dual-use and civilian equipment in order to ensure security;
organization of scientific activities in the field of security;
coordination of activities of federal state authorities, state authorities of the constituent entities of the Russian Federation, local governments in the field of security;
financing of expenses for ensuring security, control over the targeted spending of allocated funds;
international cooperation for security purposes;
implementation of other measures in the field of security in accordance with the legislation of the Russian Federation.
Security methods[edit | edit wiki text]
prevention of an attack (gap distance, deviations, disguise, conclusion of a non-aggression pact);
increasing resistance to destructive influences (development and strengthening of immunity);
Psychological safety of the educational environment
It is a good environment that is one of the primary factors of self-actualization and health for the average organism. Having given the organism the possibility of self-actualization, it, like a good mentor, retreats into the shadows to allow it to make its own choices in accordance with its own desires and requirements (reserving the right to ensure that it takes into account the desires and requirements of other people).
A. Maslow
1.1.1. The main approaches to the disclosure of the concept of "educational environment", the typology and structure of the educational environment
Basic concepts: educational environment, types of educational environment, psychological safety of the educational environment, K-concept of psychological safety of the educational environment. danger, risk, threat, conditions of psychological safety of the educational environment, psychologically safe interpersonal relationships, psychological violence, psychological prevention, psychological counseling, psychological rehabilitation, socio-psychological training.
The educational environment is a concept that has been widely used in the discussion and study of education problems in the last decade. In modern pedagogical psychology, the conditions in which training and education are carried out are defined as the educational environment.
Consideration of the phenomenon of the educational environment is carried out from positions related to the modern understanding of education as a sphere of social life, and the environment as a factor in education. In the most general sense, "environment" is understood as an environment, as a set of conditions and influences surrounding a person. Ideas for the development of the educational environment are being elaborated in detail both in the studies of domestic psychologists and teachers (G. A. Kovalev, V. P. Lebedeva, A. B. Orlov, V. I. Panov, A. V. Petrovsky, V. V. Rubtsov, I. M. Ulanovskaya, B. D. Elkonin, V. A. Yasvin, and others), and in foreign psychology (A. Bandura, K. Levin, K. Rogers, and others).
The educational environment can be considered as a subsystem of the socio-cultural environment, as a set of historically established factors, circumstances, situations, and as the integrity of specially organized pedagogical conditions for the development of a student's personality. In modern studies, the educational environment is considered as a category that characterizes the development of the child, which determines its purpose and functional purpose.
Consider the main approaches to the disclosure of the concept of "educational environment". According to V. A. Yasvin, the educational environment is a system of influences and conditions for the formation of a personality, as well as opportunities for its development, contained in the social and spatial-subject environment. Most often, when we talk about the educational environment, we mean the specific environment of an educational institution. In the understanding of V.V. Rubtsov, “the educational environment is such a community that, due to the specifics of age, is characterized by: a) the interaction of the child with adults and children; b) processes of mutual understanding, communication, reflection; c) historical and cultural component”. According to S. D. Deryabo, the educational environment is the totality of all opportunities for training, education and development of the individual, both positive and negative opportunities. According to V. I. Slobodchikov, the environment, understood as a set of conditions and circumstances for education, does not exist as something unambiguous and given in advance. The environment begins where the formative and the formed meet, where they jointly begin to design and build it as an object and resource of their joint activity, and where certain connections and relationships begin to build between the subjects of education.
In most foreign studies, the educational environment is assessed from the point of view of the "efficiency of the school" as a social system - the emotional climate, personal well-being, microcultural characteristics, the quality of the educational process (McLaughlin K., Reid K., Hopkins D.). At the same time, it is stated that there is no predetermined combination of indicators that would define an “effective school”, since each school is unique and at the same time is a “splinter of society”. The quality of the educational environment is determined by the quality of the spatial-objective content of this environment, the quality of social relations in this environment and the quality of the links between the spatial-objective and social components of this environment.
For the psychological and pedagogical analysis of the environment, the "theory of possibilities" by J. Gibson seems promising. According to Gibson, the category "opportunity" - a special unity of the properties of the educational environment and the subject itself, is equally an attribute of the educational environment and the behavior of the subject. With this approach, we are talking about the dialogical interaction of the child and the educational environment as equal subjects of development. Moreover, this development is two-sided: the environment provides opportunities for the formation of the student's personality, in turn, how he perceives the possibilities of the environment and to what extent he can influence it depends on the activity and capabilities of the student. Introducing the category of opportunity, J. Gibson emphasizes the active principle of a person-subject, mastering his living environment. The more and more fully a person uses the possibilities of the environment, the more successful is its free and active self-development.
In other words, if we consider the educational environment from the point of view of the educational opportunities it provides, then the criterion for the quality of the educational environment is the ability of this environment to provide all subjects of the educational process with a system of opportunities for effective self-development. We are talking about the situation of the child's interaction with his educational environment. In this case, in order to use the possibilities of the environment, the child shows appropriate activity, that is, he becomes a real subject of his development, the subject of the educational environment, and does not remain an object of influence of the conditions and factors of the educational environment. The provision by the educational environment of one or another opportunity to satisfy a certain need “provokes” the subject to be active. Here, the question of the extent to which the interests of the development of the personality of an individual corresponds to one or another type of educational environment becomes relevant.
It should be noted that any typology of the educational environment is conditional. In one school there can be a combination of different, sometimes very contradictory, conditions. Analyzing the typology of the educational environment, V. A. Yasvin notes that its characteristic is modality. An indicator of modality is the presence or absence in a particular educational environment of conditions and opportunities for the development of activity (or passivity) of the child and his personal freedom (or dependence). "Activity" is understood in this case as the presence of the following properties: initiative, striving for something, perseverance in this striving, the struggle of the individual for their interests, upholding these interests, etc.; accordingly, "passivity" - as the absence of these properties. "Freedom" is associated here with the independence of judgments and actions, freedom of choice, independence, etc.; "dependence" is understood as opportunism, obedience to someone else's will, personal irresponsibility, etc.
The educational environment can be attributed to one of the four main types identified by J. Korczak:
"dogmatic educational environment" that promotes the development of passivity and dependence of the child;
"career educational environment" that promotes the development of activity, but also dependence of the child;
"serene educational environment" that promotes free development, but also causes the formation of the child's passivity;
"creative educational environment" that promotes the free development of an active child.
S. V. Tarasov identifies the following criteria for the typology of the educational environment:
By the style of interaction within the environment (competitive - cooperative, humanitarian - technocratic, etc.);
By the nature of the attitude to social experience and its transfer (traditional - innovative, national - universal, etc.);
According to the degree of creative activity (creative - regulated);
By the nature of interaction with the external environment (open - closed).
Types of the educational environment are implemented in practice through its structure. G. A. Kovalev identifies three main interrelated parameters as structural units: “physical environment” (architecture and design of school premises and school buildings, etc.); "human factor" (social density among the subjects of the educational process, gender and age characteristics of students and teachers, etc.); training program (activity structure, teaching style, etc.).
S. V. Tarasov believes that the educational environment of the school has the following structure:
1. Spatial and semantic component (architectural and aesthetic organization of the living space of schoolchildren, coat of arms, traditions, etc.).
3. Communication and organizational component (features of the subjects of the educational environment, communication sphere, features of managerial culture).
V. A. Yasvin distinguishes the following components in the educational environment:
1. Spatial-architectural (subject environment surrounding the teacher and student).
2. Social (determined by a special form of child-adult community).
3. Psychodidactic (content of the educational process, methods of action mastered by the child, organization of education). Considers the structure of the educational environment somewhat differently
E. A. Klimov. They stand out:
1. Social-contact part of the environment (personal example, culture, experience, lifestyle, activities, behavior, relationships; institutions, organizations, groups of their representatives with whom you have to interact; "arrangement" of your group and other groups with which a person contacts , the real place of a person in the structure of his group, his inclusion in other groups and groupings).
2. The information part of the environment (internal regulations, charter of the educational institution, traditions, rules of personal and public safety, visual aids, personally targeted influences).
3. Somatic part of the environment (one's own body and its states).
4. The subject part of the environment (material, physico-chemical, biological, hygienic conditions).
Thus, the educational environment is a combination of material factors of the educational process, interpersonal relationships that are established by the subjects of education and specially organized psychological and pedagogical conditions for the formation and development of personality.
People organize, create the educational environment, have a constant impact on it in the process of functioning, but the educational environment as a whole and with its individual elements affects each subject of the educational process.
Psychological safety and educational environment
The concept of "security" is defined as the state of protection of the vital interests of the individual, society and the state from internal and external threats. Limitation of the need for security (as a state of safety) and security (as a system of measures to prevent threats) is one of the factors of stress and human stay in a combat situation.
The concept of "security" includes psychological and physical components.
Psychological safety today can be defined as:
1) the state of preservation of the human psyche;
2) maintaining the integrity of the individual, the adaptability of the functioning of a person, social groups, society;
3) sustainable development and normal functioning of a person in interaction with the environment (the ability to protect oneself from threats and the ability to create psychologically safe relationships);
4) the capabilities of the environment and the individual to prevent and eliminate threats;
5) the state of the environment that creates security or is free from manifestations of psychological violence in interaction, contributes to meeting the needs for personal-confidential communication, creates referential significance / involvement in the environment and ensures the mental health of the participants included in it.
Thus, the psychological security of the individual and the environment are inseparable from each other.
The educational environment is part of the life, social environment of a person. Educational institutions as a social institution of society are subjects of security, and the importance of studying the psychological security of an individual in the educational environment is determined by the fact that educational institutions, including the younger generation, adults and families, are able to build their own local (private) security system both through training and education and through the solution of development problems.
Crowded classrooms where it can be difficult to keep a focus on learning and the teacher does not have time to pay attention to the maximum number of students; lack of care of teachers in the presence of strict discipline; rejection of other cultures; alienation and prejudice against the student by peers and / or teachers; tension in interpersonal relationships and non-compliance with requirements are characteristics that reduce the ability of the educational environment (educational institutions in particular) to be safe.
Same characteristics as friendly atmosphere; high expectations from student work without bias, the same ways of assessing students; a high level of involvement in the educational environment and the learning process, as well as the involvement of parents; training in social skills of interaction - increase the safety of the educational environment and its protective function.
The basic concepts of the field of study of psychological safety in the educational environment are "danger", "risk", "threat".
Risk factors in the educational environment can be: insufficient provision of teaching staff, material and technical base, low activity of students and teachers, lack of formation of social and practical skills, abilities and experience, level of education and culture, personal and psychological characteristics of participants in the educational process, lack of formation representations and prevention of mental and physical health. The combination of these factors poses a threat to the educational environment and the development of the personality of its participants.
One of the significant psychological dangers in the educational environment is the dissatisfaction of an important basic need for personal-confidential communication, and as a result, a tendency to destructive behavior, a negative attitude towards educational institutions and mental and physical health disorders (Baeva I. A., 2002, I. V. Dubrovina, 2000). Potentially dangerous in the development process of a student are: the transition from preschool childhood to school life, the beginning of education in a basic school and the transition from basic to high school. The danger is that under unfavorable conditions, the stage of adaptation to a new learning situation is painful and can be delayed.
Among the dangers and threats to the health of students in the educational environment, L. A. Regush (2003) refers to the discrepancy between the level of requirements of the educational subject and the abilities of the student, the difficulty of contact between the student and the teacher in educational activities, the passive position of students in the learning process, the lack of integration between various subjects and difficulties students to successfully complete their homework assignments. All this can be the result of training focused not on the individual as a priority of training, education and development, but on the transfer of knowledge. The lack of psychological security in interpersonal relationships between teachers and students ultimately leads students to reluctance to ask for help and to isolation.
The concept of "threat" in domestic encyclopedias is defined as a type of psychological violence against a person and the intention to cause physical, material or other harm. Ages 12-24 are most likely to be victims of violence, so it is important to prevent violence among children and young people.
Psychological violence is the initial form of any kind of violence, it is most difficult to formalize and has no clear boundaries. Our perception of psychological violence in interpersonal relationships is influenced by ideas about it - for some people, disrespect, ignoring, insults, etc. may be violence, but not for others.
Among the causes of psychological violence are biological, family, environmental and interpersonal. If, for biological and family reasons of psychological violence, educational institutions can only put them under social and medical control and indirectly create conditions for safety and development for children and young people who show signs of violence in interaction, then at the level of environmental conditions and interpersonal relations they are able to control and correct them. .
Psychological violence in interpersonal interaction can be expressed in rejection and criticism, public insults and humiliation, accusations, threats manifested in verbal form without physical violence, ignorance (physical or social isolation), making excessive demands and forcing to do something against desire ( Baeva I. A., 2002; Likhtarnikov A. L., Chesnokova E. N., 2004).
In order to abandon psychological violence and create a safe environment, a person must have an idea not only about what violence is, but also how to create conditions for internal security and the safety of the reference environment, must be able to manage feelings and identify what is happening in the group, determine ways through which dangerous behavior can become violent.
The most important conditions of the educational environment that create and ensure psychological safety are:
1) friendly relationships (include trust in each other, attention and respect, psychological support, concern for the safety of each member of the team, etc.);
2) discipline.
If an educational institution adheres to strict discipline, it begins to be viewed by students as a prison, and teachers as guards and bosses. Students begin to behave like prisoners, and violence is a way for them to express themselves and attract attention. Discipline by teachers and administration is often equated with punishment. However, the discipline consists of preventive and preventive measures and is aimed at organizing the behavior of students, and not just about management and punishment.
The leading goals of students' behavior - to feel their involvement in the life of the school and take a place in this community - are embodied in three particular goals: to feel their worth in learning activities (intellectual solvency), to build and maintain acceptable relationships with the teacher and students (communicative solvency), to contribute their contribution to the life of the class and educational institution (consistency in activities) (Krivtsova S. V., 2000). The interest of children and youth in learning (the desire to attend classes and learn, listen to teachers) arises in the presence of student-centered learning and friendly relationships (individual approach and informal communication with teachers, classmates, mutual assistance and support), as well as loads corresponding to age and intellectual the possibilities of the students.
The modern educational environment can play the role of the "third teacher" (after parents and teachers), allowing to significantly improve educational results. And the development of practices in this direction is possible only if there are a large number of participants in the general discussion.
This is stated in a study prepared by the Russian Textbook corporation and the Moscow City Pedagogical University (MGPU) with analytical support from the World Bank. The presentation of the study took place within the framework of the international conference EDCrunch, which was held in Moscow on October 1-2.
The researchers set themselves the task of defining the concept of a "modern educational environment" in the international and Russian context, describing the criteria for its assessment and fixing the best practices that exist in this area.
Experts identify the main components of the modern educational environment:
- physical space,
- interaction of participants
- digital environment,
- the structure of the educational program.
The modern educational environment combines all elements of the education system and allows you to combine various mechanisms and tools of the learning process. Thus, she becomes the “third teacher” after her parents and teachers themselves.
The participants of the study gave different definitions to the concept of "modern educational environment", highlighting transformability, multifunctionality, meaningfulness, consistency, accessibility, openness and mobility among the criteria. And among the characteristics - the architecture of the building (not only for classrooms), subject-spatial organization, digital technologies, equipment, navigation, methodological equipment, teacher training and socio-cultural resources of the region, city, country, world. Among the barriers regulations, conservatism and closeness of community members.
According to Maxim Lozovsky, vice-president of the Russian Textbook corporation, it is necessary to train teachers to work in a new environment, since the infrastructure becomes an educational environment only if there are subjects of the educational process. World Bank Analyst Maria Ustinova added that by the age of 15, the average student from OECD countries spends 7,538 hours inside school knowledge; and this kind of research is essential to ensure the long-term impact of all investment in education.
