The role of the teacher in modern society. And in our culture, what age children are characterized by ritual as an educational form? This is despite the fact that he lives in the world of commodity-money relations and goes to the store with his mother

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Plan

Introduction

1. Personal and creative component of professional and pedagogical culture

2. Features teaching profession

3. Prospects for the development of the teaching profession

Conclusion

List of used literature

Introduction

The position on the important, defining role of the teacher in the learning process is generally recognized in all pedagogical sciences. The term "pedagogy" has two meanings. The first is the area of scientific knowledge, science, the second is the area of practical activity, craft, art. The literal translation from Greek is “tutor” in the sense of the art of “guiding a child through life”, i.e. to train, educate him, direct his spiritual and bodily development. Often with the names of people who later became famous, the names of the teachers who raised them are also called. .

As P.F. Kapterov emphasized at the beginning of our century, “the personality of the teacher in the learning environment occupies the first place, one or another of his properties will increase or decrease the educational impact of training.” What properties of the teacher were defined by him as the main ones? First of all, “special teaching qualities” were noted, to which P.F. Kapterev attributed the "scientific training of the teacher" and "personal teaching talent".

The first property of an objective nature lies in the degree of knowledge of the taught subject by the teacher, in the degree of scientific training in this specialty, in related subjects, in broad education; then in acquaintance with the methodology of the subject, general didactic principles, and, finally, in the knowledge of the properties of children's nature, with which the teacher has to deal; the second property is subjective and consists in teaching art, in the personal pedagogical talent of creativity. The second includes both pedagogical tact, and pedagogical independence, and pedagogical art. The teacher must be an independent, free creator, who himself is always on the move, in search, in development.

Along with the "special" properties, which were classified as "mental", P.F. Kapterev also noted the necessary personal - "moral-volitional" properties of the teacher. These include: impartiality (objectivity), attentiveness, sensitivity (especially to weak students), conscientiousness, perseverance, endurance, self-criticism, true love for children.

In pedagogical psychology, the most important social role of the teacher, his place, functions in society is emphasized, and the requirements placed on him and the social expectations formed in relation to him are analyzed. Accordingly, professional and pedagogical training and teacher self-training are considered as one of the leading problems of pedagogical psychology.

Analysis of the general situation of pedagogical work at the present time, showing the selfless work of the teacher, his involvement in the improvement of education, unfortunately, does not give grounds for optimism. This, in particular, is due to the fact that many of the required qualities (especially their property) are not possessed by all teachers and, very seriously, with the initial unwillingness of some teachers to work as a “teacher” and the accidental choice of this profession. They remain the same “random” in their professional activities.

Consequently, the question arises of conducting purposeful, professional continuous training and self-training of teachers for teaching activities, primarily in terms of understanding oneself as its subject, the formation of pedagogical self-awareness. Pedagogical self-awareness includes the image - "I": ideal and real, and constant correlation as a process of approaching the ideal object pedagogical activity.

1. Personal and creative component of professional and pedagogical culture

Representing the constantly enriching value potential of society, pedagogical culture does not exist as something given, materially fixed. It functions, being included in the process of creatively active development of pedagogical reality by the personality. The professional and pedagogical culture of a teacher objectively exists for all teachers not as an opportunity, but as a reality. Mastering it is carried out only by those and through those who are capable of creatively de-objectifying the values and technologies of pedagogical activity. Values and technologies are filled with personal meaning only in the process of creative research and practical implementation.

In modern science, creativity is considered by many researchers as an integrative, backbone component of culture. The problem of the relationship between personality, culture and creativity is reflected in the works of N.A. Berdyaev. Considering the global issue of the interaction of civilization and culture, he believed that civilization in in a certain sense older and more primary than culture: civilization denotes a social-collective process, and culture is more individual, it is associated with the personality, with the creative act of man. In the fact that culture is created by the creative act of man, N. A. Berdyaev saw its ingenious nature: "Creativity is fire, culture is the cooling of fire." The creative act is in the space of subjectivity, and the product of culture is in objective reality.

The creative nature of pedagogical activity determines a special style mental activity teacher, associated with the novelty and significance of its results, causing a complex synthesis of all mental spheres (cognitive, emotional, volitional and motivational) of the teacher's personality. Special place it is occupied by a developed need to create, which is embodied in specific abilities and their manifestation. One of these abilities is the integrative and highly differentiated ability to think pedagogically. The ability for pedagogical thinking, which is divergent in nature and content, provides the teacher with an active transformation of pedagogical information, going beyond the boundaries of the temporal parameters of pedagogical reality. The effectiveness of a teacher's professional activity depends not only and not so much on knowledge and skills, but on the ability to use this in pedagogical situation information different ways and at a fast pace. A developed intellect allows the teacher to learn not individual individual pedagogical facts and phenomena, but pedagogical ideas, theories of teaching and educating students. Reflexivity, humanism, future orientation and a clear understanding of the means needed to professional development and development of the student's personality, are characteristic properties intellectual competence of the teacher. Developed pedagogical thinking, which provides a deep semantic understanding of pedagogical information, refracts knowledge and methods of activity through the prism of one's own individual professional and pedagogical experience and helps to acquire personal meaning professional activity.

The personal meaning of professional activity requires from the teacher a sufficient degree of activity, the ability to manage, regulate his behavior in accordance with emerging or specially set pedagogical tasks. Self-regulation as volitional manifestation personality reveals the nature and mechanism of such professional personality traits of a teacher as initiative, independence, responsibility, etc. In psychology, properties as personality traits are understood as stable, recurring in different situations features of the individual's behavior. In this regard, the point of view of L.I. Antsyferova about the inclusion in the structure of personal properties of the ability to organize, control, analyze and evaluate one's own behavior in accordance with the motives that prompt it deserves attention. In her opinion, the more familiar this or that behavior, the more generalized, automated, reduced this skill. Such an understanding of the genesis of properties makes it possible to present integral acts of activity with psychological dominant states arising on their basis as the basis of these formations.

Creative personality characterize such traits as willingness to take risks, independence of judgment, impulsiveness, cognitive "meticulousness", critical judgment, originality, courage of imagination and thought, a sense of humor and a penchant for joking, etc. These qualities, identified by A. N. Luk, reveal the features a truly free, independent and active person.

Pedagogical creativity has a number of features (V.I. Zagvyazinsky, N.D. Nikandrov): it is more regulated in time and space. The stages of the creative process (the emergence of a pedagogical concept, development, implementation of meaning, etc.) are rigidly interconnected in time, require an operative transition from one stage to another; if in the activity of a writer, artist, scientist, pauses between the stages of a creative act are quite acceptable, often even necessary, then in the professional activity of a teacher they are practically excluded; the teacher is limited in time by the number of hours devoted to the study of a particular topic, section, etc. During training session there are supposed and unanticipated problem situations that require a qualified solution, the quality of which, the choice of the best solution may be limited due to this feature, due to the psychological specifics of solving pedagogical problems; delayed results of the teacher's creative searches. In the sphere of material and spiritual activity, its result immediately materializes and can be correlated with the goal; and the results of the teacher's activity are embodied in the knowledge, abilities, skills, forms of activity and behavior of students and are evaluated very partially and relatively. This circumstance significantly complicates the adoption of an informed decision at a new stage of pedagogical activity. Developed analytical, prognostic, reflective and other abilities of the teacher allow, on the basis of partial results, to foresee and predict the result of his professional and pedagogical activity; co-creation of a teacher with students, colleagues in the pedagogical process, based on the unity of purpose in professional activities. Atmosphere creative search in the teaching and student teams is a powerful stimulating factor. The teacher as a specialist in a certain field of knowledge during the educational process demonstrates to his students a creative attitude to professional activities; dependence of manifestation of creative pedagogical potential teachers from the methodological and technical equipment educational process. Standard and non-standard educational and research equipment, technical support, methodological preparedness of the teacher and psychological readiness students to a joint search characterize the specifics of pedagogical creativity; the ability of a teacher to manage a personal emotional and psychological state and cause adequate behavior in the activities of students. The teacher's ability to organize communication with students as a creative process, as a dialogue, without suppressing their initiative and ingenuity, creating conditions for complete creative expression and self-realization. Pedagogical creativity, as a rule, takes place in conditions of openness, publicity of activity; the reaction of the class can stimulate the teacher to improvisation, looseness, but it can also suppress, restrain creative search.

The identified features of pedagogical creativity allow us to better understand the conditionality of the combination of algorithmic and creative components of pedagogical activity.

The nature of creative pedagogical work is such that it immanently contains certain characteristics normative activity. Pedagogical activity becomes creative in those cases when algorithmic activity does not give the desired results. The algorithms, techniques and methods of normative pedagogical activity mastered by the teacher are included in great amount non-standard, unforeseen situations, the solution of which requires constant anticipation, changes, corrections and regulation, which encourages the teacher to display an innovative style pedagogical thinking.

The question of the possibility of teaching and teaching creativity is quite legitimate. Such opportunities are laid primarily in that part of pedagogical activity that constitutes its normative basis: knowledge of the laws of a holistic pedagogical process, awareness of the goals and objectives of joint activities, readiness and ability for self-study and self-improvement, etc.

Pedagogical creativity as a component of professional pedagogical culture does not arise by itself. For its development, a favorable culture-creative atmosphere, a stimulating environment, objective and subjective conditions are necessary. As one of the most important objective conditions for the development of pedagogical creativity, we consider the influence of socio-cultural, pedagogical reality, a specific cultural and historical context in which a teacher creates and creates in a certain time period. Without recognition and understanding of this circumstance it is impossible to understand the real nature, source and means of realization of pedagogical creativity. Other objective conditions include: a positive emotional psychological climate in the team; the level of development of scientific knowledge in the psychological, pedagogical and special fields; availability of adequate means of education and upbringing; scientific validity guidelines and installations, material and technical equipment of the pedagogical process; availability of socially necessary time.

The subjective conditions for the development of pedagogical creativity are: knowledge of the basic laws and principles of an integral pedagogical process; high level of general cultural training of the teacher; possession modern concepts training and education; analysis of typical situations and the ability to make decisions in such situations; desire for creativity, developed pedagogical thinking and reflection; pedagogical experience and intuition; ability to make operational decisions in atypical situations; problematic vision and possession of pedagogical technology.

The teacher interacts with the pedagogical culture in at least three ways: firstly, when he assimilates the culture of pedagogical activity, acting as an object of socio-pedagogical influence; secondly, he lives and acts in a certain cultural and pedagogical environment as a carrier and translator of pedagogical values; thirdly, it creates and develops a professional and pedagogical culture as a subject of pedagogical creativity.

Personal characteristics and creativity are manifested in various forms and ways of creative self-realization of the teacher. Self-realization acts as a sphere of application of the individual creative capabilities of the individual. The problem of pedagogical creativity has a direct outlet to the problem of teacher's self-realization. Because of this, pedagogical creativity is a process of self-realization of the individual, psychological, intellectual forces and abilities of the teacher's personality.

2. Features of the teaching profession

The main content of the teaching profession is relationships with people. The activities of other representatives of professions of the "man-to-man" type also require interaction with people, but here it is connected with the best understanding and satisfaction of human needs. In the profession of a teacher, the leading task is to understand social goals and direct the efforts of other people towards their achievement.

The peculiarity of training and education as an activity for social management is that it has, as it were, a double object of labor. On the one hand, its main content is relationships with people: if the leader (and the teacher is such) does not develop proper relations with those people whom he leads or whom he convinces, then the most important thing in his activity is missing. On the other hand, professions of this type always require a person to have special knowledge, skills and abilities in any area (depending on who or what he manages). The teacher, like any other leader, must know well and represent the activities of the students, the development process of which he leads. Thus, the teaching profession requires double training - human science and special.

Thus, in the teaching profession, the ability to communicate becomes a professionally necessary quality. Studying the experience of novice teachers allowed researchers, in particular V. A. Kan-Kalik, to identify and describe the most common "barriers" to communication that make it difficult to solve pedagogical problems: mismatch of attitudes, fear of the class, lack of contact, narrowing of the function of communication, negative attitude on the class, fear of pedagogical error, imitation. However, if novice teachers experience psychological "barriers" due to inexperience, then teachers with experience - due to underestimation of the role of communicative support of pedagogical influences, which leads to impoverishment emotional background educational process. As a result, personal contacts with children are also impoverished, without whose emotional richness a productive activity of a person inspired by positive motives is impossible.

The peculiarity of the teaching profession lies in the fact that it, by its nature, has a humanistic, collective and creative nature.

The humanistic function of the teaching profession. Two social functions have historically been assigned to the teaching profession - adaptive and humanistic ("human-forming"). The adaptive function is associated with the adaptation of the student, pupil to the specific requirements of the modern socio-cultural situation, and the humanistic function is associated with the development of his personality, creative individuality.

On the one hand, the teacher prepares his pupils for the needs of the moment, for a certain social situation, for the specific demands of society. But on the other hand, while objectively remaining the guardian and conductor of culture, he carries a timeless factor. Having as a goal the development of personality as a synthesis of all the riches of human culture, the teacher works for the future.

The work of a teacher always contains a humanistic, universal principle. Its conscious promotion to the fore, the desire to serve the future characterized progressive educators of all times. So, a well-known teacher and figure in the field of education of the middle of the XIX century. Friedrich Adolf Wilhelm Diesterweg, who was called the teacher of German teachers, put forward the universal goal of education: serving truth, goodness, beauty. "In every individual, in every nation, a way of thinking called humanity should be brought up: this is the desire for noble universal human goals." In the realization of this goal, he believed, a special role belongs to the teacher, who is a living instructive example for the student. His personality wins him respect, spiritual strength and spiritual influence. The value of the school is equal to the value of the teacher.

The great Russian writer and teacher Leo Tolstoy saw in the teaching profession, first of all, a humanistic principle, which finds its expression in love for children. “If a teacher has only love for work,” Tolstoy wrote, “he will be a good teacher. If a teacher has only love for a student, like a father, mother, he will be better than that teacher who has read all the books, but has no love for work "Nor to the students. If a teacher combines love for both work and students, he is a perfect teacher."

LN Tolstoy considered the freedom of the child to be the leading principle of education and upbringing. In his opinion, a school can be truly humane only when teachers do not regard it as "a disciplined company of soldiers, commanded today by one, tomorrow by another lieutenant." He called for a new type of relationship between teachers and students, excluding coercion, defended the idea of personality development as central to humanistic pedagogy.

In the 50-60s. 20th century The most significant contribution to the theory and practice of humanistic education was made by Vasily Alexandrovich Sukhomlinsky, the director of the Pavlysh secondary school in the Poltava region. His ideas of citizenship and humanity in pedagogy turned out to be consonant with our modernity. "The Age of Mathematics is a good catchphrase, but it does not reflect the whole essence of what is happening today. The world is entering the Age of Man. More than ever, we must now think about what we put into the human soul."

Education in the name of the happiness of the child - such is the humanistic meaning of the pedagogical works of V. A. Sukhomlinsky, and his practical activities - hard evidence the fact that without faith in the capabilities of the child, without trust in him, all pedagogical wisdom, all methods and techniques of training and education are untenable.

The basis of the teacher's success, he believed, is the spiritual wealth and generosity of his soul, the upbringing of feelings and the high level of general emotional culture, the ability to delve deeply into the essence of the pedagogical phenomenon.

The primary task of the school, noted V. A. Sukhomlinsky, is to discover the creator in every person, to put him on the path of original creative, intellectually full-blooded work. "Recognizing, revealing, revealing, nurturing, nurturing in each student his unique individual talent means raising the personality to a high level of flourishing human dignity."

The history of the teaching profession shows that the struggle leading teachers for the liberation of its humanistic, social mission from the pressure of class domination, formalism and bureaucracy, the conservative professional way of life adds drama to the fate of the teacher. This struggle becomes more intense as the social role of the teacher in society becomes more complex.

Carl Rogers, one of the founders of the modern humanistic direction in Western pedagogy and psychology, argued that society today is interested in a huge number of conformists (opportunists). This is due to the needs of industry, the army, the inability and, most importantly, the unwillingness of many, from an ordinary teacher to top leaders, to part with their albeit small, but power. “It is not easy to become deeply human, to trust people, to combine freedom with responsibility.

The path presented by us is a challenge. It involves more than simply assuming the circumstances of the democratic ideal."

This does not mean that the teacher should not prepare his students for the specific demands of the life in which they will need to be included in the near future. By educating a student who is not adapted to the current situation, the teacher creates difficulties in his life. By educating a member of society who is too adapted, he does not form in him the need for a purposeful change both in himself and in society.

The purely adaptive orientation of the teacher's activity has an extremely negative effect on the teacher himself, as he gradually loses his independence of thinking, subordinates his abilities to official and unofficial prescriptions, ultimately losing his individuality. The more the teacher subordinates his activity to the formation of the student's personality, adapted to specific needs, the less he acts as a humanist and moral mentor. And vice versa, even in conditions of inhumane class society the desire of advanced teachers to oppose the world of violence and lies with human care and kindness inevitably resonates in the hearts of the pupils. That is why I. G. Pestalozzi, noting the special role of the personality of the educator, his love for children, proclaimed it as the main means of education. "I knew neither the order, nor the method, nor the art of education, which would not be the result of my deep love for children."

The point, in fact, is that the humanist teacher not only believes in democratic ideals and the high purpose of his profession. With his activity, he brings the humanistic future closer. And for this he must be active himself. This does not mean any of his activities. So, teachers are often overactive in their desire to "educate". Acting as the subject of the educational process, the teacher must recognize the right to be subjects of the students as well. This means that he must be able to bring them to the level of self-government in conditions of confidential communication and cooperation.

The collective nature of pedagogical activity. If in other professions of the "person-to-person" group, the result, as a rule, is the product of the activity of one person - a representative of the profession (for example, a salesman, doctor, librarian, etc.), then in the teaching profession it is very difficult to isolate the contribution of each teacher, family and other sources of influences into a qualitative transformation of the subject of activity - the pupil.

With the realization of the natural strengthening of collectivist principles in the teaching profession, the concept of the total subject of pedagogical activity is increasingly coming into use. The collective subject in a broad sense is understood as the teaching staff of a school or other educational institution, and in a narrower sense, the circle of those teachers who are directly related to a group of students or an individual student.

AS Makarenko attached great importance to the formation of the teaching staff. He wrote: "There must be a team of educators, and where educators are not united in a team and the team does not have a single work plan, a single tone, a single precise approach to the child, there can be no educational process."

Certain features of the collective are manifested primarily in the mood of its members, their performance, mental and physical well-being. This phenomenon is called psychological climate team.

A. S. Makarenko revealed a pattern according to which the pedagogical skill of a teacher is determined by the level of formation of the teaching staff. “The unity of the teaching staff,” he considered, “is an absolutely defining thing, and the youngest, most inexperienced teacher in a single, cohesive team headed by a good master leader will do more than any experienced and talented teacher who goes against the teaching staff. There is nothing more dangerous than individualism and squabbling in the teaching staff, there is nothing more disgusting, there is nothing more harmful. " A. S. Makarenko argued that the question of education should not be raised depending on the quality or talent of a single teacher, a good master can only be made in a teaching team.

An invaluable contribution to the development of the theory and practice of the formation of the teaching staff was made by V.A. Sukhomlinsky. Being himself for many years the head of the school, he came to the conclusion about the decisive role of pedagogical cooperation in achieving the goals that the school faces. Exploring the influence of the teaching staff on the team of pupils, V.A. Sukhomlinsky established the following pattern: the richer the spiritual values accumulated and carefully guarded in the teaching staff, the more clearly the team of pupils acts as an active, effective force, as a participant in the educational process, as an educator. V. A. Sukhomlinsky came up with the idea, which, presumably, is still not fully understood by the leaders of schools and educational authorities: if there is no teaching staff, then there is no student team. When asked how and why a pedagogical team is created, V. A. Sukhomlinsky answered unambiguously - it is created by a collective thought, idea, creativity.

The creative nature of the teacher's work. Pedagogical activity, like any other, has not only a quantitative measure, but also qualitative characteristics. The content and organization of the teacher's work can be correctly assessed only by determining the level of his creative attitude to his activities. The level of creativity in the activities of the teacher reflects the extent to which he uses his abilities to achieve the goals. The creative nature of pedagogical activity is therefore its most important feature. But unlike creativity in other areas (science, technology, art), the teacher's creativity does not aim to create a socially valuable new, original, since its product is always the development of the individual. Of course, a creatively working teacher, and even more so an innovative teacher, creates his own pedagogical system, but it is only a means to obtain the best result under given conditions.

The creative potential of a teacher's personality is formed on the basis of his accumulated social experience, psychological, pedagogical and subject knowledge, new ideas, abilities and skills that allow him to find and apply original solutions, innovative forms and methods and thereby improve the performance of his professional functions. Only erudite and having special training the teacher, based on a deep analysis of emerging situations and awareness of the essence of the problem through creative imagination and a thought experiment, is able to find new, original ways and means of solving it. But experience convinces us that creativity comes only then and only to those who have a conscientious attitude to work, constantly striving to improve professional qualifications, replenishment of knowledge and study of experience best schools and teachers.

The area of manifestation of pedagogical creativity is determined by the structure of the main components of pedagogical activity and covers almost all of its aspects: planning, organization, implementation and analysis of results.

In modern scientific literature pedagogical creativity is understood as a process of solving pedagogical problems in changing circumstances. Turning to the solution of an innumerable set of typical and non-standard tasks, the teacher, like any researcher, builds his activity in accordance with the general rules of heuristic search: analysis of the pedagogical situation; designing the result in accordance with the initial data; an analysis of the available means necessary to test the assumption and achieve the desired result; evaluation of the received data; formulation of new tasks.

However, the creative nature of pedagogical activity cannot be reduced only to solving pedagogical problems, because in creative activity in unity, the cognitive, emotional-volitional and motivational-need components of the personality are manifested. Nevertheless, the solution of specially selected tasks aimed at the development of any structural components creative thinking(goal-setting, analysis that requires overcoming barriers, attitudes, stereotypes, enumeration of options, classification and evaluation, etc.) is the main factor and the most important condition for the development of the creative potential of the teacher's personality.

The experience of creative activity does not introduce fundamentally new knowledge and skills into the content vocational training teachers. But this does not mean that creativity cannot be taught. It is possible - while ensuring the constant intellectual activity of future teachers and specific creative cognitive motivation, which acts as a regulatory factor in the processes of solving pedagogical problems. These can be tasks to transfer knowledge and skills to a new situation, to identify new problems in familiar (typical) situations, to identify new functions, methods and techniques, to combine new methods of activity from known ones, etc. Exercises in analysis also contribute to this. pedagogical facts and phenomena, highlighting their components, identifying the rational foundations of certain decisions and recommendations.

Often the sphere of manifestation of creativity of the teacher is involuntarily narrowed down, reducing it to non-standard, original solution pedagogical tasks. Meanwhile, the creativity of the teacher is no less manifested in the decision communication tasks acting as a kind of background and basis of pedagogical activity. V. A. Kan-Kalik, highlighting, along with the logical and pedagogical aspect of the creative activity of the teacher, the subjective-emotional one, specifies in detail the communication skills, especially manifested in solving situational problems. Among these skills, first of all, should be attributed the ability to manage one's mental and emotional state, act in a public setting (assess the situation of communication, attract the attention of an audience or individual students, using a variety of techniques, etc.), etc. A creative person is also distinguished by a special combination of personal and business qualities that characterize her creativity.

E. S. Gromov and V. A. Molyako name seven signs of creativity: originality, heuristic, fantasy, activity, concentration, clarity, sensitivity. The teacher-creator also has such qualities as initiative, independence, the ability to overcome the inertia of thinking, a sense of the truly new and the desire to learn it, purposefulness, the breadth of associations, observation, and developed professional memory.

Each teacher continues the work of his predecessors, but the teacher-creator sees wider and much further. Each teacher in one way or another transforms the pedagogical reality, but only the teacher-creator actively fights for cardinal transformations and is himself a clear example in this matter.

3. Prospects for the development of the teaching profession

In the sphere of education, as well as in other areas of material and spiritual production, there is a tendency towards intraprofessional differentiation. This is natural process division of labor, which manifests itself not only and not so much in fragmentation, but in the development of more and more perfect and effective separate types of activity within the teaching profession. The process of separating the types of pedagogical activity is primarily due to a significant "complication" of the nature of education, which, in turn, is caused by changes in the socio-economic conditions of life, the consequences of scientific, technological and social progress.

Another circumstance leading to the emergence of new pedagogical specialties is the increase in demand for qualified training and education. Yes, in the 70s and 80s. there is a clear trend towards specialization in the main areas educational work, caused by the need for more qualified guidance of artistic, sports, tourism, local history and other activities of schoolchildren.

So, a professional group of specialties is a set of specialties united according to the most stable type of socially useful activity, which differs in the nature of its final product, specific objects and means of labor.

Pedagogical specialty - a type of activity within a given professional group, characterized by a set of knowledge, skills and abilities acquired as a result of education and ensuring the formulation and solution of a certain class of professional and pedagogical tasks in accordance with the qualifications assigned.

Pedagogical specialization - certain kind activities within the pedagogical specialty. She is associated with specific subject labor and the specific function of a specialist.

Pedagogical qualification - the level and type of professional and pedagogical readiness, characterizing the capabilities of a specialist in solving a certain class of problems.

Pedagogical specialties are united in the professional group "Education". The basis for the differentiation of pedagogical specialties is the specificity of the object and goals of the activities of specialists in this group. The generalized object of the professional activity of teachers is a person, his personality. The relationship between the teacher and the object of his activity is formed as a subject-subject ("man-man"). Therefore, the basis for the differentiation of the specialties of this group are various subject areas of knowledge, science, culture, art, which act as a means of interaction (for example, mathematics, chemistry, economics, biology, etc.).

Another basis for the differentiation of specialties is the age periods of personality development, which differ, among other things, in the pronounced specifics of the interaction of a teacher with a developing personality (preschool, primary school, adolescence, youth, maturity and old age).

The next basis for the differentiation of specialties pedagogical profile serve as features of personality development associated with psychophysical and social factors(hearing, visual impairment, mental disability, deviant behavior and etc.).

Specialization within the teaching profession led to the identification of types of pedagogical activity and areas of educational work (labor, aesthetic, etc.). It is obvious that such an approach contradicts the fact of the integrity of the personality and the process of its development and causes the reverse process - the integration of the efforts of individual teachers, the expansion of their functions, areas of activity.

The study of pedagogical practice leads to the conclusion that, just as in the sphere of material production, in the field of education, the effect of the law of the generalized nature of labor is increasingly manifested. Under the conditions of ever more clearly manifested intra-professional differentiation, the activity of teachers of different specialties is nevertheless characterized by common homogeneous elements. More and more, the commonality of the organizational and purely pedagogical tasks being solved is noted. In this regard, awareness of the general and particular in different types of pedagogical activity, as well as the integrity of the pedagogical process, is the most important characteristic of the pedagogical thinking of a modern teacher.

Conclusion

There are many professions on earth. Among them, the profession of a teacher is not quite ordinary. Teachers are busy preparing our future, they are educating those who will replace the current generation tomorrow. They are, so to speak, working with "living material", the deterioration of which is equated almost to a catastrophe, since those years that were spent on training were missed.

Pedagogical excellence in more depends on the personal qualities of the teacher, as well as on his knowledge and skills. Every teacher is a person. The personality of the teacher, its influence on the pupil is enormous, it will never be replaced by pedagogical technology.

All modern researchers note that it is love for children that should be considered the most important personal and professional trait of a teacher, without which effective pedagogical activity is not possible. We also emphasize the importance of self-improvement, self-development, because the teacher lives as long as he is studying, as soon as he stops learning, the teacher dies in him.

The profession of a teacher requires comprehensive knowledge, spiritual boundless generosity, wise love for children. Given the increased level of knowledge of modern students, their diverse interests, the teacher himself must develop comprehensively: not only in the field of his specialty, but also in the field of politics, art, general culture, he must be for his pupils high example morality, the bearer of human virtues and values.

What should be the object of the teacher's awareness in terms of his psychological professional and pedagogical training? Firstly: his professional knowledge and qualities (“properties”) and their correspondence to the functions that the teacher must implement in pedagogical cooperation with students, secondly: his personal qualities, as the subject of this activity, and, thirdly: his own perception of oneself as an adult - a person who understands and loves a child well.

L.N. Tolstoy wrote: “If a teacher has only love for the job, he will be a good teacher. If a teacher has only love for the student, like a father and a mother, he will be better than the teacher who has read all the books, but has no love either for the work or for the students. If a teacher combines love for work and students, he is a perfect teacher.

pedagogy teacher profession

Withlist of used literature

1. Borisova S. G. Young teacher: Work, life, creativity. - M., 1983.

2. Vershlovsky S. G. Teacher about himself and his profession. - L., 1988.

3. Zhiltsov P.A., Velichkina V.M. Village school teacher. - M., 1985.

4. Zagvyazinsky V.I. Pedagogical creativity of the teacher. - M., 1985.

5. Kondratenkov A. V. Work and talent of a teacher: Meetings. Facts of Thought - M., 1989.

6. Kuzmina NV Abilities, giftedness, teacher's talent. - L., 1995.

7. Kotova I. B., Shiyanov E. N. Teacher: profession and personality. - Rostov-on-Don, 1997.

8. Mishchenko AI Introduction to the teaching profession. - Novosibirsk, 1991.

9. Soloveichik S.L. Eternal joy. - M., 1986.

10. Shiyanov E.N. Humanization of education and teacher training. - M.; Stavropol, 1991.

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2. Causes of conflicts and types of teacher's attitude to the conflict.

With all the variety of conflicts, one can distinguish them main reasons:

In recent years, students have changed a lot, while some teachers see them as students were ten or fifteen years ago.

Lack of mutual understanding between teachers and students, caused by ignorance of the age-related psychological characteristics of pupils. Thus, the increased criticality inherent in adolescence is often perceived by teachers as a negative attitude towards their personality.

Tradition and stereotype in the choice of educational methods and means.

The teacher evaluates not a separate act of the student, but his personality. Such an assessment often determines the attitude of other teachers towards the student.

The assessment of a student is often based on the subjective perception of his act and little awareness of his motives, personality traits, living conditions in the family.

The teacher finds it difficult to analyze the situation that has arisen, and is in a hurry to severely punish the student.

The nature of the relationship that has developed between the teacher and individual students; personal qualities and non-standard behavior of these students are the cause of constant conflicts with them.

Personal qualities of the teacher (irritability, rudeness, vindictiveness, complacency, helplessness); the mood of the teacher when interacting with students; the life of the teacher.

General climate and organization of work in the teaching staff. There are four types of teacher's attitude to a conflict situation.

1. The desire to avoid suffering, trouble. The elder acts as if nothing happened. He does not notice the conflict, avoids resolving the issue, lets things take their course, without complicating his own life. Unresolved disputes destroy the team, provoke students to violate discipline.

2. Realistic attitude to reality. The teacher is patient, sober about what is happening. He adapts to the requirements of those in conflict, that is, he follows their lead, trying to mitigate conflict relations with persuasion and exhortation. He behaves in such a way that, on the one hand, he does not disturb the teaching staff and administration, and, on the other hand, does not spoil relations with students. But persuasion, concessions lead to the fact that the elder is no longer respected and even laughed at.

3. Active attitude to what happened. The teacher recognizes the existence of a critical situation and does not hide the conflict from colleagues and supervisors. He does not ignore what happened, does not try to please everyone, but acts in accordance with his own moral principles and beliefs, not taking into account the individual characteristics of the conflicting pupils, the situation in the team, the causes of the conflict. As a result, there is a situation of external well-being, cessation of quarrels, violations of discipline, but this does not always mean that the conflict has been settled.

4. Creative attitude to the conflict. The senior behaves in accordance with the situation and resolves the conflict with the least losses. In this case, he consciously and purposefully, taking into account all the accompanying phenomena, finds a way out of the conflict situation. He takes into account the objective and subjective causes of the conflict, does not take a hasty decision.

Ticket number 5

S.A. Alyoshin

Pedagogical activity in the historical process has always been perceived as a special cultural practice. “Paideia” meant that path (leadership of this path, its organization) that a person had to go through, changing himself in striving for the ideal of spiritual and physical perfection. In almost all cultures, the importance of the “second birth” of a person and the role of the teacher in this act are emphasized. The meeting of a student with a teacher is an extraordinary act. The teacher, according to the ideas of the Talmudists, is placed higher in relation to respect and reverence for his person than the father and mother. A person owes his physical, earthly existence to his parents, i.e. temporal life, and to the mentor spiritual and eternal life. According to Maimonides, a teacher who leaves children and goes away, or does other work with them, not teaching, or generally slovenly, negligently deals with them, belongs to the category of those about whom it is said: “Cursed is he who does God's work with deceit » . The teacher shares his knowledge, gives, and does not broadcast it. Above the entrance to Plato's Academy was inscribed the famous formula "Let no geometer enter." In the modern world, there are no mechanisms that protect the educational space from people who are not knowledgeable, who are not attached to the depths of professional and pedagogical knowledge. According to the figurative expression of I. A. Kolesnikova, the opposition of "sacred and profane" in the pedagogical field disappears as society democratizes and liberalizes. This, in particular, applies to the current socio-cultural and educational situation in Russia.

One of the signs of a total crisis in education was the loss of the cultural foundations of pedagogical activity and the feeling of belonging to a certain educational culture. Training and education in mass practice begins to be carried out intuitively, spontaneously, or even outside the cultural field of the profession, which is served by examples of teacher ignorance, cruelty, pedagogical helplessness, not only in our country. The era dominated by the design principle is characterized by "the loss of historicity as a dimension human being» . Shakespeare's metaphor "the chain of times has broken" is fully applicable to the current state of education, in innovative aspirations, paradoxically, not noticing the danger of destroying the usual cultural and pedagogical ties.

In response to the increasingly complex challenges of the time, the cultural and pedagogical foundations of teacher work are rapidly being simplified. Disappear, lose their inner meaning educational traditions, symbols, attributes. The human principle of pedagogical activity is depreciated in the competitive conditions of a market economy. Tested for centuries, detailed in historical sources methods of training and education are already unknown to many teachers. As a result, a conversation with a pupil turns into one of the most difficult pedagogical genres, the development of student self-government becomes a problem, and orientation towards the personality of the child and respect for him are regarded by some participants in pedagogical skill competitions as an innovation.

We believe the study pedagogical heritage necessary for everyone involved in the educational field. Students preparing to become teachers and educators, educators-practitioners, researchers and managers of education, government officials, on whom the formation of educational policy and strategy depends. The history of pedagogical culture as a field of knowledge is multifunctional in its potential impact on the quality of professional activity. In addition to the educational function lying on the surface, it performs the function of humanitarianization. The latter lies in the opposition (ambivalence) of culture as an integral repository of pedagogical experience, in the existence of a range, at the poles of which secular and confessional education, free and totalitarian education, "human" and machine learning are placed. The cultural context of the consideration of educational phenomena and processes always correlates with the uniqueness of one or another subject of pedagogical activity, is value-oriented, defined in time and space, polyphonic, which fully corresponds to the characteristics of the humanitarian type of thinking.

The history of pedagogical culture plays the role of an intermediary between the volume of universal human experience and a single teacher (educator) in his professional development thus fulfilling a professional development function. The formation of mental processes is culturally mediated by historically becoming more complex activities (L. S. Vygotsky). If, by analogy with the zone of proximal development, we speak of the zone of proximal professional development the personality of the teacher, inclusion in the dialogue with culture is perceived as a universal developmental mechanism. Mastering a profession turns into a movement from a culturally conditioned vision of the world to a culturally conditioned action. Historically, this resonates with the understanding of culture as “a purposeful activity to awaken dormant forces in an object and how degree development of this activity. This meaning, as officially recorded in Russia for the first time, is given in the Pocket Dictionary foreign words» N. Kirillov (1846) [cit. by: 9, p. 12].

Understanding historical meaning and cultural contexts educational processes contributes to the formation of an internally consistent pedagogical picture of the world, provides additional cultural grounds for choosing a professional position, understanding the limits of one's competence, i.e. for professional self-determination. The property of culture to be a “sphere of works” and a sphere of “addressed being” allows the teacher not only to build an appeal to students (pupils) as an author's essay, but also to enter into a spaced, delayed in time communication with the world. AT this case the communicative function of pedagogical culture comes to the fore. Moreover, cultural dialogue can take place at the most different levels(epochs, national cultures, individuals).

In the course of the space-time dialogue of cultures, the function of continuity is actualized. The cultural-historical discourse combines three temporal dimensions: the pedagogical experience of the past, the pedagogical "present" and the educational future presented in innovative models. Accumulation and integration in the field of culture pedagogical achievements belonging to different eras, peoples, states, provides an increase in the educational potential of mankind as a whole.

The axiological function of historical and pedagogical knowledge is due to its ability to serve value orientation selection of cultural bases and criteria for evaluation pedagogical phenomena. Elementary ignorance of history sometimes does not allow one to adequately assess this or that experience from a cultural standpoint, to decide whether it is worth borrowing. Contributing European dimension into the Russian education system, it is necessary to evaluate the proposed innovations according to the criterion of cultural conformity. As indicators for this criterion, the author proposes modernity (correspondence to the challenges of the time), relevance (multi-level compliance with the cultural context), continuity (the ability to retain and develop the cultural potential of domestic education). In a situation of an innovation boom, “cultural-historical knowledge is able to perform an expert-evaluative function, preventing the “invention of the wheel” and the introduction of pseudo-innovation, confirming the expediency of retro-innovative activity” [ibid.].

The presence of the fact of innovation in education is found only in comparison with the context of world and national pedagogical culture, since in all areas of activity the indicator of authorship and fundamental novelty is the absence of historical and cultural prototypes and analogues. In turn, the discovery historical parallels makes it possible to foresee possible consequences introduction of certain innovations and alternatives.

Turning to the history of pedagogical culture becomes an additional chance to introduce cultural and historical meanings into the minds of the key agents of education modernization. The vector of its changes cannot be built only on the basis of challenges today. First, you need to understand the historical roots of what is happening in the educational space. Reading some modern projects and concepts of education brings to mind the lines of L. N. Modzalevsky, written in the 19th century: which sometimes, with all the nobility of their aspirations, only harm proper development Pedagogical Affairs in Our Fatherland".

To historical volume professional culture sprouted into teachers' everyday life, the relevant content should be included as a normative part in multilevel system higher professional education at all its stages. We agree with the opinion of I. A. Kolesnikova, who negatively assesses the fact that today the list of educational profiles does not include the history of pedagogy as a separate area of training. In the text of the Federal State Educational Standard of Higher Professional Education (050100), there is an indirect mention of it only at the undergraduate level. In the column "Projected result of mastering" it is said that the bachelor must know "the trends in the development of the world historical and pedagogical process, the features modern stage development of education in the world. At the same time, the requirement of “general cultural” (general cultural competence, general cultural level) is substantively insufficiently supported precisely by cultural grounds. It is not clear what educational culture in question in pedagogical standards. What is its spatio-temporal "dimension"? Surprising breeding in the content of the standards of the actual "professional" (PC, SPK) and "cultural" (OK) measurements. It is indicative that in the course of the discussion of the new generation of standards, cultural and historical arguments practically did not sound. One gets the impression that one of the fundamental pedagogical principles- the principle of cultural conformity. Perhaps because it conflicts with international trends of standardization and unification professional competencies.

Mercy and Charity as Cultural and Historical Traditions of Social and Pedagogical Activities. Stages of development of charity in Russia. Introduction to profession" social teacher" in Russia.

Mercy and Charity as Cultural and Historical Traditions of Social and Pedagogical Activities.

The theory and practice of social pedagogy are associated with historical, cultural, ethnographic traditions and characteristics of the people, depend on the socio-economic development of the state, rely on religious and moral and ethical ideas about man and human values.

If we talk about social pedagogy as a field of practical activity, then it is necessary to clearly distinguish between social and pedagogical activity as an officially recognized type of professional activity, on the one hand, and as a specific, real activity of organizations, institutions, individuals, citizens to help people in need, with another.

Socio-pedagogical activity as a profession that involves special training of people who are able to provide qualified assistance to children in need of social, pedagogical and moral and psychological support, until recently, was not in our country. As for the real activity of the society in helping disadvantaged children, it has deep historical roots in Russia.

I must say that throughout the development of human civilization, any society in one way or another faced the problem of attitude towards those of its members who cannot independently ensure their full existence: children, the elderly, patients with deviations in physical or mental development, and others. The attitude towards such people in different societies and states at different stages of their development was different - from the physical destruction of weak and handicapped people to their complete integration into society, which was determined by the axiological (value) position characteristic of this society, i.e., the system of stable preferred, significant, valuable ideas for members of society. The axiological position, in turn, is always determined by the ideological, socio-economic, moral views of society.

The history of the Russian people shows that in its culture, even in the period of tribal relations, traditions of a humane, compassionate attitude towards the weak and disadvantaged people, and especially children, as the most defenseless and vulnerable among them, began to be laid. With the adoption of Christianity in Russia, these traditions were consolidated in various forms of mercy and charity that existed at all stages of the development of Russian society and the state.

Despite the fact that the words "charity" and "mercy", at first glance, are very close in meaning, they are not synonymous. Mercy is a readiness to help someone out of philanthropy, compassion, or, according to V. Dahl's definition, "love in deed, readiness to do good to everyone." The Russian Orthodox Church, from its very foundation, has proclaimed mercy as one of the the most important ways fulfillment of the basic Christian commandment "Love your neighbor as yourself." Moreover, mercy as an active love for one’s neighbor, through which love for God was affirmed, should have been expressed not simply in compassion, sympathy for the suffering, but in real help them. In ancient Russian society, the practical implementation of this commandment, as a rule, was reduced to the requirement to give alms to those in need. In the future, other forms of manifestation of mercy were developed, the most significant of which is charity. Charity involves the provision by individuals or organizations of gratuitous and, as a rule, regular assistance to people in need. Having arisen as a manifestation of a merciful attitude towards one's neighbor, charity has become today one of the most important components of the social life of almost every modern state, which has its own legal framework and various organizational forms. However, in each country the development of charity has its own historical features.

Stages of development of charity in Russia

Many researchers distinguish several stages in the development of charity in Russia, stage 1 - IX-XVI centuries. During this period, charity began with the activities of individuals and the church and was not included in the duties of the state.

Grand Duke Vladimir, who was popularly called the "Red Sun", became famous for his good deeds, merciful attitude towards those in need. Being by nature a man of a broad soul, he urged others to take care of their neighbor, to be merciful and patient, to do good deeds. Vladimir laid the foundation and carried out a number of measures to familiarize Russians with education and culture. He established schools for the education of noble, middle-class and poor children, seeing in the education of children one of the main conditions for the development of the state and the spiritual development of society.

Prince Yaroslav Vladimirovich, who assumed the throne in 1016, established an orphan school, in which he taught 300 young men at his own expense,

AT difficult period civil strife and wars, when a huge number of people appeared in need of material and moral assistance, it was the church that undertook this noble mission. It inspired the Russian people to fight for national revival and was extremely important for preserving the people's inherent spirituality, faith in goodness, and did not allow them to become embittered and lose their moral guidelines and values. The Church created a system of monasteries, where the poor and the suffering, the destitute, the broken physically and morally found shelter. Unlike the Western Church, which saw its main charitable task in looking after the poor and the weak, that is, in giving them shelter and food, the Russian Church took upon itself the fulfillment of three most important functions: education, treatment, charity. In Russia, among the monasteries and large churches, there were none that did not contain hospitals, almshouses, or shelters. Among the priests we find many clear examples when their lives and deeds were dedicated to helping people. So, cause deep respect and admiration Reverend Seraphim Sarovsky, Elder Ambrose, who served people with faith and truth in the Optina Hermitage, Sergius of Radonezh and many others, They taught in word and deed to observe moral commandments, develop worthy patterns of behavior, treat people with respect, take care of children, perform acts of mercy and love for your neighbor.

But the traditions of charity among the Russian people were not limited to the activities of the church and individual princes. Ordinary people often supported each other, and first of all - to children. The fact is that during this period, children were not recognized by the state and the church as a value for society. Bishops of the pre-Mongol period, according to historians, did not mark themselves in any way in helping children, especially those abandoned by their mothers, while the people did not remain indifferent to the fate of orphans.

The tradition established in the pre-state period to take care of the child throughout tribal community was transformed into caring for abandoned children with poor women. Skudelnitsa is a common grave in which people who died during epidemics, froze in winter, etc. were buried. They were cared for and educated by skudelniks - old men and old women, who were specially selected and performed the role of a watchman and educator.

Orphans were kept in skudelnitsa at the expense of alms from the population of the surrounding villages and villages. People brought clothes, shoes, food, toys. It was then that such proverbs were formed as "With the world - on a thread, and a poor orphan - a shirt", "Alive - not without a place, and dead - not without a grave." In skudelnitsa, both unfortunate death and unfortunate birth were covered with people's mercy.

For all their primitiveness, houses for poor children were an expression of people's concern for orphans, a manifestation of a human duty to children. Skudelniki monitored their physical development, with the help of fairy tales they conveyed to them the moral rules of human society, and collective relations smoothed out the acuteness of children's experiences.

By the beginning of the 16th century, along with the personal participation of any person in charitable activities, in helping those in need, there has been a new trend associated with the charitable activities of the state. In particular, at the Stoglav Cathedral in 1551, Ivan Vasilievich the Terrible expressed the idea that in every city it was necessary to identify all those in need of help - the poor and the poor, to build special almshouses and hospitals, where they would be provided with shelter and care.

Stage 2 - from the beginning of the XVII century. before the reform of 1861. During this period, state forms of charity were born, the first social institutions were opened. The history of childhood charity in Russia is associated with the name of Tsar Fyodor Alekseevich, or rather, with his decree (1682), which spoke of the need to teach children to read and write and crafts.

But most of all history knows the name of the great reformer - Peter I, who during his reign created state system charity for the needy, singled out the categories of the needy, introduced preventive measures to combat social vices, regulated private charity, and legislated its innovations.

For the first time under Peter I, childhood and orphanhood become the object of state care. In 1706, shelters for "shameful babies" were opened, where it was ordered to take illegitimate children with observance of anonymity of origin, and for the "destruction of shameful babies" the death penalty was inevitable. Infants were provided by the state, and funds were provided in the treasury for the maintenance of children and people serving them. When the children grew up, they were given to almshouses for food or foster parents, children over 10 years old - to sailors, foundlings or illegitimate - to art schools.

Catherine the Great realized the plan of Peter I by building first in Moscow (1763), and then in St. Petersburg (1772) imperial educational homes for "shameful babies".

The charitable activity of the Russian Imperial Court, especially its female half, takes on the form of a stable tradition during this period. So, Maria Fedorovna, the wife of Paul I and the first minister of charity, showed great concern for orphans. In 1797, she wrote to the emperor a report on the work of orphanages and orphanages, in which, in particular, it was proposed "... to give babies (orphans) for education in the sovereign's villages to the peasants of" good behavior ". But only when the kids in the orphanages get stronger , and most importantly - after smallpox vaccination. Boys can live in foster families up to 18 years old, girls - up to 15 ". As a rule, these children were married in the village, and their future was managed by the public charity. This was the beginning of the system of educating orphans in families, and in order for the educators to be "skillful and skillful", Maria Fedorovna, at her own expense, opened teaching classes at educational homes and pepinier (pepinier - a girl who graduated from a secondary closed educational institution and left with him for teaching practice) classes - in women's gymnasiums and institutes that trained teachers and governesses. In 1798, she founded the Guardianship of Deaf and Dumb Children.

In the same period, public organizations began to be created, independently choosing the object of assistance and working in that social niche that the state did not cover with its attention. So, under Catherine II ( mid-eighteenth c.) A state-philanthropic "Educational Society" opens in Moscow. In 1842, also in Moscow, a board of trustees of orphanages was created, headed by Princess N.S. Trubetskaya. Initially, the activity of the council was focused on organizing free time for poor children who are left without parental supervision during the day. Later, under the council, departments for orphans began to open, and in 1895, a hospital for the children of the Moscow poor.

Alexander I turns his attention to children with visual impairments. By his order, the famous French teacher Valentin Gayuy was invited to St. Petersburg, who developed an original method of teaching blind children. Since that time, institutions for this category of children began to be built, and in 1807. the first institute for the blind was opened, where only 15 blind children studied (it was expected to accept 25), since already at that time the thesis "there are no blind people in Russia" was tenacious. During this period, a certain social policy and legislation began to develop in Russia, a system of charity for people, and in particular for children in need of help, was being formed. The church is gradually moving away from the affairs of charity, performing other functions, and the state creates special institutions that begin to carry out public policy in providing social support and protection.

Stage III - from the 60s. nineteenth century until the beginning of the 20th century. During this period of time, there is a transition from public charitable activities to private philanthropy. Public philanthropic organizations are emerging. One of them is the "Imperial Philanthropic Society", in which monetary charitable donations from private individuals, including those of the imperial family, were concentrated.

As in Western Europe, a network of charitable institutions and institutions gradually formed in Russia, mechanisms for charitable assistance were established and improved, which covered an ever wider range of children with various social problems: illness or developmental defect, orphanhood, vagrancy, homelessness, prostitution, alcoholism and etc.

Public philanthropic acts extended to children with physical disabilities. Shelters for the deaf, blind, and disabled children were organized, where they were educated and taught various crafts in accordance with their disability.

The Trusteeship for Deaf and Dumb Children, founded by Empress Maria Fedorovna, maintained schools, educational workshops, shelters and shelters for children at her own expense, and provided benefits to families with deaf and dumb dependents. Poor pupils were given state support.

No less significant was the Guardianship of Maria Alexandrovna for blind children. The main source of income for the Guardianship was the mug collection - a material donation from all churches and monasteries, which was collected on the fifth week after Easter. Children from 7 to 11 years old were admitted to the schools for full state support in case of emergency.

In 1882, the Blue Cross Society for the Care of Poor and Sick Children was opened, led by the Great: Princess Elizaveta Mavriklevna. Already in 1893, within the framework of this society, a department for the protection of children from abuse, including shelters and hostels with workshops.

At the same time, the first shelter for crippled and paralyzed children was created at the expense of the private entrepreneur A.S. Balitskaya. At the end of the XIX century. it becomes necessary to open shelters for idiot children and epileptics, who also require special care and attention. Such a noble mission was undertaken by the Charity Society for Underage Cripples and Idiots, which opened an orphanage for idiot children in St. Petersburg. In the same place, a psychotherapist I. V. Malyarevsky opens a medical and educational institution for mentally retarded children, with the aim of helping children with problems mental health in teaching them an honest working life.

Thus, the system of public and state care for children in Russia at the end of the 19th century was an extensive network of charitable societies and institutions, whose activities significantly outstripped the development of professional social work and social pedagogy in Europe.

During this period, charity takes on a secular character. Personal participation in it is perceived by society as a moral act. Charity is associated with the nobility of the soul and is considered an inalienable affair of everyone.

A notable feature of this period is the emergence of professional help and the emergence of professional specialists. Various courses began to be organized, which became the beginning of the professional training of personnel for social services. The "Social School" was formed at the Faculty of Law of the Psychoneurological Institute, where one of the departments was the "Department of Public Charity" (October 1911). In the same year, the first enrollment of students in the specialty "public charity" was made. In 1910 and 1914 the first and second congresses of social workers took place. One of major areas The activity of scientists and practitioners during this period was to provide assistance and build a system of educational and correctional institutions, where the poor and homeless children ended up.

In Moscow, the City Duma had a Charitable Council and a special Children's Commission formed by it, which carried out statistical collection of data on children expelled from school or expelled from orphanages for bad behavior; supervised the conditions of detention of juvenile delinquents; assisted in the opening of orphanages. The congresses of representatives of Russian correctional institutions for juveniles were devoted to the issues of correcting juvenile delinquents through mental influence on the basis of love for one's neighbor (from 1881 to 1911, 8 congresses were held). Lectures were given, conversations were held on the active participation of each citizen in the fate of a child who committed an offense. Charitable societies were opened, which, with their own money, created institutions to help children who embarked on the path of crime.

At the beginning of the XX century. Russia has successfully developed a system of social services. In 1902 there were 11,400 charitable institutions, 19,108 boards of trustees. Only in St. Petersburg their income amounted to 7200 rubles, at that time a huge amount. The money went to the creation of educational institutions, the maintenance of houses for poor children, night shelters for vagrants, canteens, outpatient clinics and hospitals. The society maintained and strengthened sustainable positive attitude to charity.

Stage IV - from 1917 to the mid-80s. 20th century The turning point in the development of philanthropy in Russia was the October Revolution of 1917. The Bolsheviks condemned philanthropy as a bourgeois relic, and therefore any charitable activity was prohibited. The liquidation of private property closed off possible sources of private charity. The separation of the church from the state and, in fact, its repression closed the way for church charity.

Having destroyed charity, which was a real form of assistance to needy children, the state took care of the socially disadvantaged, whose number increased sharply as a result of the most acute social cataclysms (World War I, several revolutions, civil war). Orphanhood, homelessness, delinquency among teenagers, prostitution of minors were the most acute social and pedagogical problems of that period that needed to be addressed.

Soviet Russia set the task of combating child homelessness and its causes. These issues were dealt with by the so-called social education departments - departments of social education under government bodies at all levels. After the creation of institutions for the social and legal protection of minors, the universities of Moscow and Leningrad began training specialists for the system of social education.

During this period, pedology began to actively develop, which set itself the task, on the basis of synthesized knowledge about the child and the environment, to ensure the most successful upbringing: to help children learn, protecting the child's psyche from overload, painlessly master social and professional roles, etc.

20s had the emergence of a galaxy of talented teachers and psychologists - both scientists and practitioners, including A. S. Makarenko, P. P. Blonsky, S. T. Shatsky, L.S. Vygotsky and many others. Their scientific works, impressive achievements in practical work on the social rehabilitation of "difficult" children and adolescents (the First Experimental Station of the People's Commissariat of Education, the labor colony named after M. Gorky, etc.)

received well-deserved international recognition. However, the system of social education and pedology did not develop for long; in fact, they ceased to exist after the infamous decree of 1936 "On pedological perversions in the system of the People's Commissariat of Education." Pedology was charged with the role of the "anti-Leninist theory of the withering away of the school", as if dissolving the latter in the environment. Many representatives of this theory were repressed, and social education and the concept of the environment were discredited and removed from the professional consciousness of teachers for long years. Since the 30s, called in our history the "great turning point", has fallen " iron curtain", which separated Soviet scientists and practitioners from foreign colleagues for a long time. In the established totalitarian state, universal human values were replaced with class values. The proclamation of the utopian idea of building the most perfect and just society, eliminating all remnants of the past, including social ills, made the topic of social problems closed and system social assistance needy children. New social upheavals associated with the Great Patriotic War(1941-1945), again aggravated the situation of children. "Now that thousands of Soviet children have lost their relatives and are left homeless," wrote the Pravda newspaper, "their needs must be equated with the needs of the front." The attitude of the public towards socially disadvantaged children is changing - they began to be treated as victims of the war. The state is trying to solve their problems by creating boarding schools for evacuated children, expanding the network of orphanages for the children of soldiers and partisans. But along with this, charity is actually being revived (although this word is not used), which manifests itself in the opening of special accounts and funds, in the transfer of money by soldiers and officers for children, in the transfer of personal savings of the population for their needs. in pedagogical science and practice, there has been a clear turn towards social pedagogy, the creation and development of its organizational forms and institutions, the resumption of theoretical research in the field of pedagogy of the environment associated with the development of a systematic approach to teaching and education.

Introduction of the profession "social teacher" in Russia

The deep social upheavals that have taken place in our society in recent years, the crisis state of the economy, culture, and education catastrophically worsen the conditions for living and raising children. As a result of this, crime among adolescents and young people is growing, the number of homeless and neglected children is increasing, social problem child alcoholism, child prostitution, child drug addiction, the number of children with deviations in physical and mental development is increasing, etc.

In the conditions of reforming society, the social policy of the state is also changing. In 1990, the Supreme Soviet of the USSR ratified the UN Convention on the Rights of the Child, which entered into force for the Russian Federation as the successor of the USSR on September 15, 1990. Article 7 of the new Constitution of Russia states that the Russian Federation "ensures governmental support family, motherhood, fatherhood and childhood, a system of social services is being developed, state pensions and other guarantees of social protection are being established. Numerous regulations; Law on Education, Decree of the President on social support large families, Government Decree on urgent measures for the social protection of orphans and children left without parental care, etc.

In the early 90s, three large social programs were adopted and began to be implemented: "Social and psychological support, education and upbringing of children with developmental anomalies", "Creative development of the individual" and "Social services for helping children and youth"; At the same time, such state social programs as "Children of Russia", "Children of Chernobyl" and others were developed and are still operating.

Various ministries and departments are currently dealing with issues of social protection and support for children: the Ministry of General and Vocational Education; Ministry of Labor and social development; Ministry of Health; Ministry of Justice.

Everywhere in the country institutions of a new type are being created: centers for the social health of the family and children, social rehabilitation of difficult teenagers; shelters are opened for runaway children; there are social hotels and helplines and many other services that provide social, medical, psychological, pedagogical and other types of assistance.

Charity is returning to our society, and on a new legally fixed basis. The Law of the Russian Federation "On charitable activities and charitable organizations" has caused a process of rapid development of charitable foundations, associations, unions, associations. At present, the Charity and Health Fund, the Children's Fund, charitable foundation"White Crane" and many others that provide social protection and assistance to orphans and children left without parental care, orphanages. Professional associations of social educators and social workers, a volunteer movement is gaining momentum that provides assistance and support to needy children. In 1991, the institute of social pedagogy was officially introduced in Russia. In the system of vocational education, a new specialty "social pedagogy" was approved, a qualification characteristic of a social teacher was developed, and appropriate additions were made to the qualification directory of positions of managers, specialists and employees. Thus, legally and practically, the foundations of a new profession were laid. The concept of "social educator" has become familiar and has become part of the theoretical research of scientists and teaching practice. The official opening of the new social institution gave a huge impetus to methodological, theoretical and scientific and practical research both in the field of activity of new personnel and in their training. Recent years are characterized by the fact that after a 70-year break, Russia is returning to the global educational space. Foreign experience is being studied, translated literature is being published, and there is an active exchange of specialists.

We are standing at the origins of a new period - the period of professional socio-pedagogical activity. It's just starting, but it doesn't start from scratch. Mankind has accumulated vast experience in working with children who require special protection and care, it owns methods and techniques for resolving their problems, and creates new technologies. And the development of Russian culture long ago paved the way for this profession in various fields of social activity.

Social Pedagogy in modern conditions political, social, economic transformation countries, Russia's entry into global community, the adoption by Russia of the Convention on the Rights of the Child is becoming a symbol of changes aimed at creating effective system care, protection and support for children.

Questions for self-control

1. What are the cultural and historical traditions of charity and mercy in Russia?
2. What main directions and forms of social assistance to childhood existed in the Old Russian state in the 9th - 16th centuries?
3. How the system of state child care was formed in Russia in the period from the 17th century. until the first half of the 19th century. ?
4. Tell us about the formation of the system of public care for childhood in Russia: its advantages and disadvantages.
5. Expand the content of working with children in social sphere during the Soviet period.
6. What is the essence of modern approaches to the development of state and non-state structures of social assistance to childhood in Russia?

Literature:

1. Alexandrovsky Yu.A. Know and overcome yourself: Alone with everyone.
2. Anthology of pedagogical thought of Ancient Russia and the Russian state of the XIV-XVII centuries. - M 1985.

"3. Anthology of social work. T. 1. History of social assistance in Russia / Compiled by M.V. Firsov. - M, 1994.

4. Vodya L. V. Charity and patronage in Russia: Krat. history feature article. - M., 1993.
5. Charitable organizations of social orientation. - M., 1998.
6. Egoshina VN, Efimova NV From the history of charity and social welfare of children in Russia. - M., 1993.
7. Klyuchevsky V. O. Sobr. cit.: In 9 vols. T. 1. Kure of Russian history. Part 1, - M., 1987.
8. Neshcheretny PI Historical roots and traditions of the development of charity in Russia. - M, 1993.
9. Russian encyclopedia of social work: In 2 volumes. / Ed. A. M. Panova, E. I. Kholostova. - M., 1997.

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