HUMANISTIC PEDAGOGY

direction in modern theory and practice of education, which arose in. 50s - early. 60s 20th century in the USA as ped. embodiment of the ideas of humanistic psychology. Philosophical and ideological the orientation of G. p. is close to the ideas of pedocentrism, new education, and “progressivism” (see Pragmatic).

G. p. is in the center of attention - a unique holistic one, striving for the maximum realization of its capabilities (self-actualization), open to the perception of new experience, capable of making a conscious and responsible choice in a variety of life situations. It is the achievement of such a quality by a person that is proclaimed by G. p. Ch. the purpose of education, in contrast to the formalized transfer of knowledge and social norms to the pupil in traditions. pedagogy. G.'s supporters see their task as helping the formation and improvement of the personality; while taking ped. interactions are similar to those to-rye practiced in the humanistic. psychotherapy.

G. p. rejects the tradition. teacher-educator. the process of its impersonal and explicit or veiled regulation, with which the proposed students are not the subject of their own conscious choice. The orientation of education towards the fulfillment of the social order is also criticized, which is expressed in the biased selection of the knowledge communicated by the student and the formed attitudes. The school in G. p. At the same time, the student has the right to make mistakes, to free creative search, which the teacher stimulates not by evaluation or punishment, but by interested support. G. p. requires the teacher to accept the child as he is, to try to put himself in his place, to be imbued with his feelings and experiences, to show sincerity and openness. In such an atmosphere, it becomes possible to attract any form of uch. activities ranging from spontaneous and flexible (eg ) to rigidly constructed (eg ) as long as they are appropriate for the needs and choices of the children.

Uch. the process is built in such a way that the learner discovers the personal significance of knowledge and, on this basis, masters the content of the learning. items. Ped. G.'s searches of the item are conducted along the line of communication of training with the emotionally-required sphere of the personality, creations of the corresponding psychol. climate in the classroom, a kind of psycho-ped. counseling in the context. Organizational method. G.'s recommendations are being developed, in particular, in the concept of “integrated learning” at the beginning. school (J. Brown, USA, etc.), which aims to merge emotional and cognitive. aspects of learning, as well as in the line of "non-directive learning" (K. Rogers), the task of which is to help students realize their own personality, their attitude to the world. Proponents of G. p. widely use decomp. forms and methods of enhancing learning - dramatization, discussions, work in small groups, the use of account. contracts for self-organization. the work of the student, the implementation of group and individual projects (see the Method of projects), etc.

The ideas of G. p. received an international. fame; they have on the selection of content and the construction of otd. uch. courses in elementary, middle and high schools. countries (ch. arr. USA), are reflected in some international. ped. programs (e.g. Education for Peace, etc.).

From Ser. 60s in the US, there is a National consortium for the humanization of education - an organization of teachers-supporters of the G. p., working in different levels of education.

Lit.: G azda G. M., Human relati-ons development: a manual for educators, Boston, 1973; P a t t e r s o n C. H., Humanistic education, Englewood Cliffs (No. J.), 1973; Miller, J. P., Humanizing the classroom, N. Y., 1976; R o g er s C., Freedom to learn for the 80s, Columbus, 1983; G r e e n i n g T. (ed.), Articles on humanistic education, S. F., 1986. M. V. Klarin.

Russian Pedagogical Encyclopedia. - M: "Great Russian Encyclopedia". Ed. V. G. Panova. 1993 .

See what "HUMANISTIC PEDAGOGY" is in other dictionaries:

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Humanistic Pedagogy- direction in the modern theory and practice of education, which arose in the late 50s and early 60s. 20th century in the USA as a pedagogical embodiment of the ideas of humanistic psychology. Philosophical and ideological orientation of G.p. close to the ideas of pedocentrism (see ...

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Characteristics of humanistic pedagogy. Humanistic pedagogy is one of the directions in the theory and practice of education, which arose in the late 1950s and early 1960s in the United States as a pedagogical embodiment of the ideas of humanistic psychology.

The main trends that characterize this direction in pedagogy are giving the educational process a personality-oriented character, overcoming authoritarianism in education and training, attempts to make the process of mastering knowledge, skills and abilities by students emotionally colored.

The very concept of "humanization" is derived from the concepts of "humanism" and "humanity". This concept reflects the constructive aspect of the problem, the solution of which provides activities to achieve a higher and more humanistically oriented system of values. The humanization of upbringing and education, according to scientists-teachers, is the moral and psychological basis for the course of the pedagogical process.

This is a socio-pedagogical characteristic of the very process of upbringing and education. It is a process aimed at the development of the individual as an active subject of creative learning activities, cognition and communication. According to its goals, humanization is a condition for the harmonious development of the individual, enrichment of his creative potential, the realization of the creative possibilities and aspirations of the individual, the establishment of harmonious interaction with the world: nature, society and other people.

As E.N. Shiyanov, humanization is a key element of the new pedagogical thinking, in which both teachers and pupils act as subjects of the development of creative individuality. The humanization of upbringing and education presupposes a kind of "humanization" of knowledge, i.e. such an organization of the educational process, in which knowledge has a personal meaning. In the process of development, within the framework of humanistic pedagogy, a number of provisions have been developed that are its hallmarks and must be taken into account when implemented in the process of education and upbringing.

Let us note the following signs of humanistic pedagogy: - in the process of training and education, an emotionally stimulating school environment should be created;  Mandatory encouragement of students' initiative in the educational process;  it is necessary to establish constructive interpersonal relationships in the classroom;  for the full implementation of the educational process, it is necessary to develop such educational programs that will maximize the development of the potential and creative abilities of students;  in the process of education, it is necessary for the teacher and students to jointly discuss the problems of the cognitive process and ways to evaluate it;  one of the necessary, although often difficult to achieve conditions, is the rejection of the use of marks as a form of pressure on students.

Such a construction of the educational process and pedagogical interaction allows the use of various forms of educational work - from flexible and spontaneous at the stage of self-determination of students, to fairly rigid ones that will be based on sustainable motivation and the needs of children. 3. HUMANISTIC PEDAGOGY IN VOCATIONAL EDUCATION Vocational education is usually seen as mastering certain skills in a specific profession and specialty.

However, as practice shows, in the process of vocational education, the trainee receives a much wider range of information and skills, and not just knowledge and qualifications in a particular profession.

At the same time, the acquisition of both knowledge and qualifications is the main goal of vocational education. A characteristic feature of professional education, which distinguishes it from pre-professional, general educational stages of training and education, according to G.E. Zborovsky, is a pronounced line of preparation for professional activity, which has a decisive influence on the entire educational process. However, at the same time, the reduction of all vocational education only to preparing a person for future work is an unjustified judgment of all the possibilities of such education.

The period during which a person studies, receives a profession, specialty and qualification is an important part of his life, which should be filled not only with preparation for future work.

Vocational education, in this regard, has not only a social and economic orientation, but also a deeply personal nature. Being aimed at groups of people, it is mastered individually. No matter how the teaching staff or its individual representatives want to transfer knowledge and experience, this process can be successful only on the basis of a personal desire for a goal, for education and a profession, and such a desire cannot be imagined without the support of the educational process in professional educational institutions. on the basic principles of humanistic pedagogy.

All the basic principles and provisions of humanistic pedagogy should be reflected in the process of vocational education, training and training of qualified specialists. The provisions of humanistic pedagogy should be taken into account when formulating the goals and objectives of vocational education, in the process of developing its content component and searching for means for developing the personality of students.

One of the necessary conditions is the development of a professional education management system on a humanistic basis, i.e. only on the condition of respect for the personality of the student of the vocational school and attention to the development of the creative component.

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The main provisions of humanistic pedagogy

In the current conditions of social and economic transformations in the country, the problems of raising children and youth using the system .. In its ideas, it was close to the pedagogy of pedocentrism, the pedagogy of the new .. In this regard, it seemed necessary for us to consider the philosophical concept of humanism, to analyze the concepts ..

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Humanistic Pedagogy

Humanism- a set of views that express respect for the dignity and human rights to freedom, happiness, all-round development and manifestation of one's abilities

1) Humanistic education- has as its goal the harmonious development of the personality and implies the humane nature of the relationship between the participants in the pedagogical process (V.A. Slastenin)

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

ü unconditional acceptance of the child, a stable positive attitude towards him;

ü showing respect for the individual and maintaining self-esteem in everyone;

ü awareness and recognition of the right of the individual to be different from others;

ü granting the right to free choice;

assessment not of the child's personality, but of his activities, actions;

ü possession of the ability to "feel" (empathy) of each individual child, the ability to look at the problem through his eyes, from his position;

taking into account the individual psychological and personal characteristics of the child

2) Education (in the humanistic paradigm) - this is a purposeful process of interaction between teachers and students, the essence of which is the creation of conditions for the self-realization of its subjects (E.V. Bondarevskaya).

With this approach purpose of the educational process- creation of conditions for self-development and self-realization of the individual in harmony with himself and society (V.A. Slastenin).

The structure of the upbringing process

The process of education is a complex dynamic system that has its own structure.

I.P. sneaky

Subject's own actions

Return-evaluation actions of the environment

********************************************************************************

According to the direction educational influences, its means can be divided into emotional, cognitive and behavioral.

Cognitive educational influences aimed at the human knowledge system, at its transformation. Since most modern scientists are inclined to think that a person's knowledge of the world not only determines him as a person, but also has a decisive influence on his behavior, the importance of this area of ​​educational influences increases significantly, and in modern conditions it becomes the main one.

Emotional educational influences are designed to cause and maintain certain affective states in the pupil, facilitating or making it difficult for him to accept other psychological influences. Positive emotions make the pupil open in relation to the subject of educational influences, negative emotions, on the contrary, fence off the educator from the pupil, block the educational impact on him.

Behavioral educational influences directly related to human behavior. Forcing him to act in a certain way and providing appropriate, positive or negative reinforcements for his actions, such influences indirectly affect the personality. In this case, the pupil first performs a certain act and only then realizes its usefulness or harmfulness, while in all previous cases, changes first occur in the inner world of the personality, and only then are projected onto behavior.

List of ineffective communications (see appendix)

W. Levy formulated wishes for educational influence :

1. Give yourself time... we will learn to withstand pauses: orientation, and then reaction ... Children do not respect fussiness.

2. Give him time... Approximately one in two of the children cannot cope with the pace required by adults, and one in ten is slower than the others.

3. Don't suggest negative.“You’ll catch a cold, you’ll get sick”, “I’ll give you to my uncle”, “The car will crush” ... It’s hard to get rid of the destructive influence later
such "caring" warnings...

4. Instill positive... Everyone wants confirmation that they are good kids no matter what. And in spite of everything, you can live, and live well ... Let's adopt the law: "Every day with a child, start with joy, end with peace."

5. Do not suggest the unreal. Fairy tales are needed... but knowledge of life is even more necessary. The deepest pessimists come from children raised extremely optimistically. Do not suppress the child's doubts and questions...

6. Rest assured. Life is unimaginably complex; yes, I know that I don’t know for sure, I’m sure that I’m not sure of anything. And you can't be without certainty. One cannot live a day without self-confidence. And not to educate... Everything should be done and said confidently.

7. To give rest from suggestions, in any case, from monotonous suggestions. Imagine what will happen to us if 37 times a day we are addressed in an imperative tone, 42 in an admonitory tone, and 50 in an accusatory tone (the numbers refer to parents whose children are most likely to become neurotic and psychopathic).

8. An example is questionable. The main thing is not the impeccability of the model, but the spirit of the relationship. If the relationship is trusting and sincere, the child will take the best, and the most serious mistakes, vices will be rejected or neutralized.

9. Respect the secret. Suggestion requires some mystery. It is criminal not to respect the secret of a child. There is no forgiveness for an adult who climbs without asking into a children's diary, opens letters, intercepts a note, peeps at the intimate. More terrible than beating, maiming.

10.Take into account the state.

Humanistic pedagogy is one of the directions in the theory and practice of education, which arose in the late 1950s and early 1960s in the United States as a pedagogical embodiment of the ideas of humanistic psychology. The main trends that characterize this direction in pedagogy are giving the educational process a personality-oriented character, overcoming authoritarianism in education and training, attempts to make the process of mastering knowledge, skills and abilities by students emotionally colored.

The very concept of "humanization" is derived from the concepts of "humanism" and "humanity". This concept reflects the constructive aspect of the problem, the solution of which provides activities to achieve a higher and more humanistically oriented system of values.

The humanization of upbringing and education, according to scientists-teachers, is the moral and psychological basis for the course of the pedagogical process. This is a socio-pedagogical characteristic of the very process of upbringing and education. It is a process aimed at the development of the individual as an active subject of creative learning activities, cognition and communication. According to its goals, humanization is a condition for the harmonious development of the individual, enrichment of his creative potential, the realization of the creative possibilities and aspirations of the individual, the establishment of harmonious interaction with the world: nature, society and other people. As E.N. Shiyanov, humanization is a key element of the new pedagogical thinking, in which both teachers and pupils act as subjects of the development of creative individuality.

The humanization of upbringing and education presupposes a kind of "humanization" of knowledge, i.e. such an organization of the educational process, in which knowledge has a personal meaning.

In the process of development, within the framework of humanistic pedagogy, a number of provisions have been developed that are its hallmarks and must be taken into account when implemented in the process of education and upbringing. We note the following features of humanistic pedagogy:

In the process of education and upbringing, an emotionally stimulating school environment should be created;

Mandatory encouragement of students' initiative in the educational process;

It is necessary to establish constructive interpersonal relationships in the classroom;

For the full implementation of the educational process, it is necessary to develop such educational programs that will maximize the potential and creative abilities of students;

In the process of education, it is necessary for the teacher and students to jointly discuss the problems of the cognitive process and ways to evaluate it;

One of the necessary, although often difficult to achieve, conditions is to stop using grades as a form of pressure on students.

Such a construction of the educational process and pedagogical interaction allows the use of various forms of educational work - from flexible and spontaneous at the stage of self-determination of students, to fairly rigid ones that will be based on sustainable motivation and the needs of children.

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(humanistic education and upbringing)

Humanism - it is a historically determined system of views that recognizes the value of a person, his right to freedom, happiness, development and manifestation of his abilities, which is considered the good of a person and a criterion for assessing justice by society.

The main provision of this concept is the protection of the dignity of the individual, the recognition of her rights to freedom, happiness, the manifestation and development of her abilities, the creation of appropriate favorable conditions for this (life, work, education, etc.)

Humanistic pedagogy is a system of scientific theories that affirms the pupil as an active, conscious, equal participant in the educational process, developing according to his abilities.

The humanistic educational process implies the rejection of authoritarian pedagogy with its pedagogical pressure on the individual, which denies the possibility of establishing normal human relations between the teacher and the student.

To humanize this process means to create such conditions in which the student cannot help but study, cannot study below his or her abilities, cannot remain an indifferent participant in educational affairs or an outside observer of a stormy current life. Humanistic pedagogy requires school adaptation to students, providing an atmosphere of comfort and psychological safety.

Metaprinciples of humanistic education

The principle of equality - the world of childhood and the world of adulthood - are completely equal parts of the human world, their "merits" and "disadvantages" harmoniously complement each other.

The principle of dialogism is that the world of childhood, just like the world of adulthood, has its own content..., the interaction of these two worlds should be built as a dialogic and holistic "educational process"...

The principle of coexistence - the world of childhood and the world of adulthood should maintain mutual sovereignty: children should not suffer from the actions of adults, no matter what motives these actions are motivated.

The principle of Freedom - the world of adulthood must exclude all types of control over the world of childhood (except for the protection of life and health), give the world of childhood the opportunity to choose its own path.

The principle of co-development - the development of the world of childhood - is a process parallel to the development of the world of adulthood, the goal of human development is the harmonization of the external and internal "I" - the goal of development.

The principle of unity - the world of childhood and the world of adulthood do not form two delimited (having borders of transition) worlds, they constitute a single world of people.

Acceptance principle - a person should be accepted by other people as he is, regardless of the norms, assessments of adulthood and childishness.

Carl Rogers (born in the USA in 1902) is called a teacher of humanism. He created a circle of humanistic orientation, which eventually turned into the largest research center.

K. Rogers proposed a new model of education - the cash concentration model. Allocated 9 main. provisions:

1. The main condition: the facilitator has enough respect for himself and the student to understand that they, like the "beers,"
think of themselves, learn for themselves.

2. The facilitator shares with others the responsibility for training and education, guided by his own experience.

4. The student builds and develops his own program on his own or with others. He
chooses the direction of his own education with full awareness of responsibility for the consequences of his choice.

5. A climate is created in the classroom that facilitates learning.

6. Everything is aimed at supporting the educational process. The content, although important, recedes
second plan. Outcome is measured by whether the learner has taken a noticeable step forward.

7. Self-discipline replaces external discipline.

8. The student himself assesses the level of education and upbringing, collects information from other members of the group
and a teacher.

9. In such favorable conditions, the educational process tends to deepen,
promotion and connection with life. This is because the direction of study is a personal choice, study is
own initiative, and the personality (with its feelings, inclinations, intellect) is completely focused on
self-development.

Humanistic pedagogy is aimed at creating such forms, content and teaching methods that ensure the effective disclosure of the child's individuality - his cognitive processes, personal qualities, the creation of such conditions under which he wants to learn, will be personally interested in perceiving, and not repulsing educators. impact.

From the standpoint of humanism, the ultimate goal of education is that each pupil can become an authorized subject of activity, cognition and communication, a free, amateur person. The degree of humanization of the educational process is determined by the extent to which this process creates the prerequisites for the self-realization of the personality, the disclosure of all the natural inclinations inherent in it, its abilities for freedom, responsibility and creativity.

In pedagogical practice, the ideas of humanistic pedagogy are implemented in the creation and development of original pedagogical projects within such areas as developmental education, pedagogical support, non-violence pedagogy, multicultural education, the school of dialogue of cultures, TRIZ, creative pedagogy, art pedagogy, family pedagogy.

For example, Pedagogy of cooperation is a direction in domestic pedagogy of the 2nd half of the 20th century, which is a system of methods and techniques of education and training based on the principles of humanism and a creative approach to personal development. Among the authors of this trend are well-known innovative teachers: Sh.A. Amonashvili, L.A. and B.P. Nikitin, V.F. Shatalov and others.

BUSINESS GAME

Business game - a method of simulating decision-making in various situations, carried out by

given rules by a group of people or by an individual.

Currently, they are used in the educational process as a pedagogical technology, or one

from active learning methods, when conducting socio-psychological trainings and for solving

social and psychological tasks. In all cases, there is a “two-dimensionality of the business game” and

not only gaming or professional tasks are solved, but at the same time training and

education of the participants.

Principles of organizing a business game

The principle of game modeling. The implementation of this principle is essential

a condition of the educational game, since it has educational functions;

The principle of joint activity. In a business game, this principle requires implementation

through the involvement of several participants in the cognitive activity. He demands from

the developer of the choice and characteristics of roles, determining their powers, interests and means

activities. At the same time, the most characteristic types of interaction are identified and modeled.

"officials;

The principle of dialogical communication. Only dialogue, discussion with the maximum participation of all

playing is capable of generating creative work. Comprehensive collective discussion of the educational

material by students allows them to achieve a comprehensive presentation by them professionally

significant processes and activities.

The principle of duality; The principle of duality reflects the process of development of real

personal characteristics of a specialist in "imaginary", gaming conditions. The teacher puts before

students of two kinds of goals, reflecting the real and game contexts in learning activities.

The principle of problematic content implies the process of deploying a problem

in play activities.

Formation of cognitive and professional motives and interests;

Education of systems thinking, including a holistic understanding of not only nature and

society, but also themselves, their place in the world;

Teaching collective mental and practical work, the formation of skills and

social interaction and communication skills, individual and shared acceptance skills

Raising a responsible attitude to business, respect for social values ​​and

attitudes of the team and society as a whole;

Training in modeling methods, including mathematical, engineering and

social design.

Signs of a business game

1. Modeling the situation for making decisions.

2. Implementation of the "chain of decisions" process. Since in the business game the simulated system

considered as dynamic, this leads to the fact that the game is not limited to solving one

tasks, but requires a "chain of solutions". The decision made by the participants in the game at the first stage,

affects the model and changes its initial state. The state change goes to the game

complex, and based on the information received, the game participants develop a solution at the second stage

games, on the third, etc.

3. The distribution of roles between the participants in the game.

4. The difference in role goals in developing solutions that contribute to the emergence

contradictions between participants, conflicts of interest.

5. The presence of controlled emotional stress.

6. Interaction of participants performing certain roles.

7. The presence of a common game goal for the entire game team.

8. Collective development of decisions by the participants of the game.

9. Multi-alternative solutions.

10. Availability of a system of individual or group evaluation of participants' activities

STAGES AND LEVELS OF CHILDREN'S TEAM DEVELOPMENT
A team is a specially organized association of children (people), which is not formed immediately, but goes through the following stages
1) The sole requirement of the teacher should act as a means of uniting the children's team
2) the teacher must renounce the abuse of direct demands directed directly to each pupil. The main conductor is an asset. No asset - no team
3) Indicators that the group has grown into a collective is the major style and tone in the group.
Levels:
1) Group-conglomerate
Low level. Relationships are superficial. This group needs to define the goals and type of their activities.
2) Association group
A single life activity begins.
3) Group - cooperation
It has a high level of group cohesion, readiness and cooperation. Interpersonal relationships are purely business in nature, which is aimed at achieving a high result.
4) group - autonomy
High internal unity.
-group-corporation
-group team

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