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Educational goals. Development in pedagogy of the problem of educational goals

1. The concept of the purpose of education

2. Conditions and factors for determining the purpose of education

3. The origin and development of the idea of comprehensive personal development

4. The purpose of education in modern pedagogy

5. Education as the most important link in achieving the goal of education

6. Main trends in the development of education

The concept of the purpose of education

Purposefulness is the most important characteristic of education. As noted, the object of education is a person’s personality, which the educator can change only indirectly, by creating or changing pedagogical conditions in which some processes are stimulated and others are inhibited. In addition, a person’s reaction to educational influence depends on her upbringing; in the process of upbringing, the influence of other factors, some of which may be negative, often remains unknown. In connection with these circumstances, the goal of a particular educational influence is achieved in different ways: it influences some pupils significantly, and barely noticeably affects others; There may also be pupils on whom, in general, educational influence does not work.

So, purposefulness of education means a reasonable sequence of educational goals, constant adjustments of educational actions. The goal determines the nature of not only individual educational influences, but also the entire educational process.

A goal is what one strives for, what one tries to achieve; goal (Dictionary of the Ukrainian language. - T. 11. - P. 235).

Purpose of education - these are predetermined results in the development and formation of personality that they are trying to achieve in the process of educational work. Knowing the purpose of education gives the teacher a clear idea of what kind of person he should form

and, naturally, gives his work the necessary direction and meaning.

What would you say about an architect who, when laying out a new building, could not answer your question about what he wants to build - a temple dedicated to the god of truth, love and righteousness, or just a house..., a hotel. .., a kitchen..., a museum... or, finally, a shed for storing various rubbish that no one needs? You should say the same about a teacher who cannot clearly define to you the purpose of his educational activities. K.D. Ushinsky

Philosophers argue that the goal inevitably determines the method and nature of human activity. In this sense, everything is subject to the purpose of education: content, organization, forms and methods of education.

The goal is the defining characteristic of the educational system. It is the goal and means of achieving it that distinguish one system from another: systems aimed at meeting the needs of the child - her aspirations, desires, interests (Wolfdorf system, Montessori system) through the pedagogical systems of V. A. Sukhomlinsky and A. S. Makarenko to systems which fully ensure the satisfaction of the needs of society, the state or a certain ruling class, etc. In the modern world, there are many educational goals and educational systems corresponding to them. The range of differences between goals is wide - from minor changes in some qualities of a person to dramatic changes in his personality.

The goal determines the overall purposefulness of education. In practical educational work, the teacher sets specific goals, choosing the appropriate content and methods of educational activity, and compares the actual results of education with the general goal.

In pedagogy, it is customary to call specific educational goals tasks. The goal and objectives are compared as a whole and a part, a system and its components. Therefore, it may be fair

definition: the goal of education is a system of tasks that it solves.

Within the framework of a separate educational system, the goal is always the same. Those standing in front of him are identified, mostly many. The task of education, the teacher decides, can be classified and systematized taking into account several bases.

The implementation of the general goal of education requires, first of all, its specification according to the following characteristics: national-regional, environment (city, village), type of school, level of education, gender and age, individual and personal.

The second important basis for the classification of educational tasks arises in connection with the identification of a “unit” of the educational process. Such a structural unit is the educational situation. It is in it that self-realization and self-affirmation of the student’s personality is carried out. Accordingly, the tasks of education are highlighted: analysis of moral, legal and other norms; self-assessment of one's own capabilities; understanding the essence of the discrepancy; moral choice; inclusion in activities; self-realization and self-affirmation.

The third basis for classification may be the analysis of the components of behavior and activity and the identification of moral, labor, and intellectual habits, skills, and abilities for self-regulation of behavior, activities, and positions as tasks of education.

The fourth basis can be the identification of components of moral development of the individual: moral feelings, knowledge, beliefs, relationships.

The fifth is a system-component analysis of personality and the division of tasks of educational influence into individual spheres: the task of forming consciousness, the emotional sphere, and behavior.

In terms of their content, the goals of education are social ideas formulated by society at a certain stage of its development. Each social idea corresponds to a specific component of personality. Hence, the goal of education becomes real if it takes on a psychological form. The goal of education is a social idea that has turned into an internal determinant of a pet’s life.

The subjective goals of the individual play a decisive role in this transformation. Therefore, the teacher creates conditions for the development of a system of personal goals. Among them, the main ones are: understanding the meaning of one’s own life; awareness of oneself as a citizen of the country; the desire to inherit, preserve and increase the spiritual heritage of their people, attempts to develop creative abilities; comprehensively improve and others.

Education system as a condition for personality development

Raising a growing person as the formation of a developed personality is one of the main tasks of modern society.

Overcoming a person’s alienation from his true essence and the formation of a spiritually developed personality in the process of historical development of society does not occur automatically. It requires efforts on the part of people, and these efforts are directed both at creating material opportunities, objective social conditions, and at realizing new opportunities that open up at each historical stage for the spiritual and moral improvement of man. In this two-pronged process, the real opportunity for the development of a person as an individual is provided by the entire totality of material and spiritual resources of society.

However, the presence of objective conditions in itself does not solve the problem of forming a developed personality. It is necessary to organize a systematic upbringing process based on knowledge and taking into account the objective laws of personality development, which serves as a necessary and universal form of this development. The goal of the educational process is to make every growing person a fighter for humanity, which requires not only the mental development of children, not only the development of their creative potential, the ability to think independently, update and expand their knowledge, but also the development of a way of thinking, the development of relationships , views, feelings, readiness to participate in economic, social, cultural and political life, personal and social formation, development of diverse abilities, the central place in which is occupied by the ability to be a subject of social relations, the ability and willingness to participate in socially necessary activities.

The child is constantly included in one form or another of social practice; and if its special organization is absent, then the educational influence on the child is exerted by its existing, traditionally developed forms, the result of which may be in conflict with the goals of education.

The historically formed system of education ensures that children acquire a certain range of abilities, moral norms and spiritual guidelines that meet the requirements of a particular society, but gradually the means and methods of organization become unproductive.

And if a given society requires the formation of a new range of abilities and needs in children, then this requires a transformation of the education system, capable of organizing the effective functioning of new forms of reproductive activity. The developing role of the education system appears openly, becoming the object of special discussion, analysis and purposeful organization.

The formation of a person as an individual requires from society a constant and consciously organized improvement of the system of public education, overcoming stagnant, traditional, spontaneously formed forms. Such a practice of transforming existing forms of education is unthinkable without relying on scientific and theoretical psychological knowledge of the patterns of child development in the process of ontogenesis, because without relying on such knowledge there is a danger of the emergence of a voluntaristic, manipulative influence on the development process, distortion of its true human nature, technicalism in the approach to man .

The essence of a truly humanistic attitude to the upbringing of a child is expressed in the thesis of his activity as a full-fledged subject, and not an object of the upbringing process. The child’s own activity is a necessary condition for the educational process, but this activity itself, the forms of its manifestation and, most importantly, the level of implementation that determines its effectiveness, must be formed, created in the child on the basis of historically established models, but not their blind reproduction, but creative use .

Consequently, it is important to structure the pedagogical process in such a way that the teacher directs the child’s activities, organizing his active self-education by performing independent and responsible actions. A teacher-educator can and must help a growing person go through this - always unique and independent - path of moral and social development. Education is not the adaptation of children, adolescents, and youth to existing forms of social existence, nor is it adaptation to a certain standard. As a result of the appropriation of socially developed forms and methods of activity, further development occurs - the formation of children's orientation towards certain values, independence in solving complex moral problems. “The condition for the effectiveness of education is independent choice or conscious acceptance by children of the content and goals of the activity.”

Education is understood as the purposeful development of each growing person as a unique human individuality, ensuring the growth and improvement of the moral and creative powers of this person, through the construction of such social practice, in which what is in the child’s infancy or is still only a possibility, turns into reality. “Educating means directing the development of a person’s subjective world,” on the one hand, acting in accordance with the moral model, the ideal that embodies the requirements of society for a growing person, and on the other hand, pursuing the goal of maximum development of the individual characteristics of each child.

As L.S. Vygotsky pointed out, “from a scientific point of view, a teacher is only an organizer of a social educational environment, a regulator and controller of its interaction with each student.”

This approach to constructing the process of education - as an active, purposeful formation of personality - is consistent with our methodological approach to assessing the role of society and the place of the genotype of a growing person in the formation of his personality.

The achievements of modern science, including the works of domestic philosophers and psychologists, teachers and physiologists, lawyers and geneticists, indicate that only in a social environment in the process of targeted education does the effective development of programs for human social behavior take place and a person is formed as an individual. Moreover, the social conditionality of personality development is of a specific historical nature.

But the socio-historical formation of personality is not a passive reflection of social relations. Acting as both a subject and a result of social relations, a personality is formed through its active social actions, consciously transforming both the environment and itself in the process of purposeful activity. It is in the process of purposefully organized activity that the most important need for the good of another is formed in a person, defining him as a developed personality.

It is significant that literature, the reservoir of psychological experience, through the mouths of its most prominent representatives, has repeatedly proclaimed this truth. Thus, L.N. Tolstoy believed that recognizing the right of the “other” to participate in the “struggle for existence”, but to take an event with oneself and, moreover, affirming the existence of this “other” with one’s own life becomes the exercise of understanding in interpersonal relationships and ultimately the only criterion of moral progress. “... Having only allowed the possibility of replacing the desire for one’s own good with the desire for the good of other beings,” he wrote in the treatise “On Life,” “a person cannot help but see that this is the most gradual, greater and greater renunciation of his personality and the transference of the goal of activity from oneself to other beings is the entire forward movement of humanity.”

In fact, the entire pathos of this Tolstoy’s thought was concentrated on the writer’s struggle with the biologization of human life, with an attempt to reduce the essential aspects of his existence, among which one of the most important is his moral and ethical sphere, exclusively to biological existence. Long before the appearance of various varieties of Freudianism and modern sociobiological theories, L.N. Tolstoy, with brilliant insight, saw the danger of distorting the social essence of man.

At the turn of the 20th century, the great Russian writer posed an extremely simple and at the same time extremely complex question to all humanity: what is happening to man in the modern world? Why do the simple and clear foundations of his life (work, caring for his neighbor, love for nature and respect for it, compassion for people, etc.) suddenly begin to lose all their meaning and significance for him? What is this very “civilization” of modern man if, thanks to it, he loses the integrity of his moral consciousness and begins to strive for the most barbaric forms of self-destruction, often without noticing it? At the same time, the writer had a presentiment of what monstrous forms this “emancipated” element of “animality” would take in the “mass” consciousness of the average person in the 20th century.

Trying to understand all this, L.N. Tolstoy revealed the contradictions of the moral existence of a person in modern society, pointing out that the main reason for his loss of faith and meaningfulness of his existence lies in blind egoism, which has distorted the spiritual and value nature of knowledge.
Rejecting the idea of the existence of man solely as a biological being, completely subordinate to the dictates of instincts, the writer did not completely deny the power of “nature” over man, and also did not pin all hopes for improving human existence on the activity of his mind. On the contrary, the writer repeatedly emphasized that excessive rationalization of human existence will in no way bring him closer to comprehending the meaning of life. Only the ability of a person to rise above his nature and, relying on it as a necessary condition of existence, to affirm reasonable, truly human foundations of existence, according to Leo Tolstoy, is the only criterion for the meaningfulness of his life.

The meaninglessness of the idea of life, which occurs as a result of the complete enslavement of a person by “flesh,” serves, according to L.N. Tolstoy, as the most important obstacle to his comprehension of the meaning of his life, while liberation from its power again returns him to himself to oneself as a spiritual and moral, human being - Homo moralis. This discovery of a person in himself of the infinity of his essence, which becomes the only real basis for the infinity of his existence, is, as the writer argued, the highest meaning of life that can become accessible to every person.

While agreeing with the great writer in understanding the goals of education, among which he considered the main one to be the formation of the need to bring benefit to another, however, one may disagree with him in his judgment about possible ways to achieve this goal. L.N. Tolstoy, as you know, assigned the main role to moral education, sharing in this the views of the enlighteners of the 18th century. This position later underwent critical rethinking, when the gap between the actual behavior of an individual and the knowledge he reveals of moral norms and imperatives of action became an obvious fact for philosophers and educators.

The educational orientation in pedagogy gave way to a more realistic one, although no one denied the importance of moral education and knowledge as such in the process of spiritual development of the individual.

However, the moral formation of personality is not the same as moral enlightenment. It has been established that the child’s value-oriented internal position arises not as a result of some “pedagogical influences” or even their system, but as a result of the organization of social practice in which he is included. However, the organization of social practice of educating a child’s personality can be oriented in two ways. One type is aimed at reproducing an already established social character. This type of organization corresponds to the adaptation of the pedagogical process to the already achieved level of mental development of the child. Such an organization of education in no way corresponds to the goals of building a humane society, since it requires solving the problem of transforming human consciousness.

In this regard, domestic scientists and practical teachers proceed from the fact that education (including teaching) cannot trail “in the tail of child development,” focusing on its yesterday, but must correspond to “the tomorrow of child development.” This thesis clearly reflects the principle of approaching the mental development of the individual as a controlled process that is capable of creating new structures of personal values of growing people.

Management of the upbringing process, carried out as the purposeful construction and development of a system of predetermined multifaceted activities of the child, is implemented by teachers who introduce children to the “zone of proximal development.” This means that at a certain stage of development, a child can move forward not independently, but under the guidance of adults and in collaboration with more intelligent “comrades,” and only then completely independently.

The purposeful formation of a person’s personality involves its design, but not on the basis of a template common to all people, but in accordance with an individual project for each person, taking into account his specific physiological and psychological characteristics. There can be no hesitation, wrote A.S. Makarenko, whether to strive to educate the brave, honest, persistent or the cowardly, cowardly and deceitful.

In this case, taking into account internal motivating forces, human needs, and his conscious aspirations is of particular importance. It is on this basis that it becomes possible to correctly assess a person and build an effective system for his upbringing through specially specified activities. The inclusion of a child in activities organized by adults, during which multifaceted relationships develop, reinforces forms of social behavior and creates the need to act in accordance with moral models, which act as motives that motivate activity and regulate children’s relationships.

“The art of education”, comes to a reasonable conclusion, lies in the use of such an important psychological mechanism as the creation of the correct combination of “understood motives” and “actually operating” motives, and at the same time in the ability to timely attach higher importance to the successful result of activity, so that to ensure a transition to a higher type of real motives that govern the life of the individual. Thus, adolescent children are aware of the important and socially responsible life of an adult member of society. But only inclusion in socially recognized activities transforms these “understood” motives into actually operating ones.

The main goal of personal development is the most complete realization by a person of himself, his abilities and capabilities, the most complete possible self-expression and self-disclosure. But these qualities are impossible without the participation of other people, they are impossible by opposing oneself to people, they are absolutely impossible in isolation and opposing oneself to society, without turning to other people, presupposing their active participation in this process.

Thus, the main psychological qualities that underlie a developed personality are activity, the desire to realize oneself and the conscious acceptance of the ideals of society, turning them into deeply personal values, beliefs, and needs for a given person.

The growth of the range of needs, the law of increasing needs, the development of the need-motivational sphere determine the nature of the formation of specific personality traits and qualities. These specific personality traits that are formed in the process of upbringing include: responsibility and a sense of internal freedom, self-esteem (self-esteem) and respect for others; honesty and conscientiousness; readiness for socially necessary work and desire for it; criticality and conviction; the presence of firm ideals that are not subject to revision; kindness and severity; initiative and discipline; desire and (ability) to understand other people and demands on oneself and others; the ability to reflect, weigh and will; willingness to act, courage, willingness to take some risks and caution, avoidance of unnecessary risks.

It is no coincidence that this series of qualities is grouped in pairs. This emphasizes that there are no “absolute” qualities. The best quality must balance the opposite. Each person usually strives to find a socially acceptable and personally optimal measure of the relationship between these qualities in his personality. Only under such conditions, having found himself, formed and formed as an integral personality, is he able to become a full-fledged and useful member of society.

Psychological qualities are interconnected, integrated into a single personality. The core of personality, which determines all its particular manifestations, is the motivational-need sphere, which is a complex and interconnected system of a person’s aspirations and motivations.

One of the central tasks of education is to form a humanistic personality orientation in a growing person. This means that in the motivational-need sphere of the individual, social motives, motives for socially useful activities should steadily prevail over egoistic motives. Whatever a teenager does, whatever he thinks about, the motive of his activity should include an idea of society, of another person.

GOALS AND OBJECTIVES.

1. To help ensure that the primary level of education becomes the foundation of a child’s personal development.

2. Create conditions for an organic connection between training and education.

3. Contribute to the establishment of a system of school-family education, which is based on search, creativity, care, mercy, friendship between children and adults.

4. Develop mechanisms for creative collaboration between generations.

5. Introduce educational technologies that will be of interest to children and socially responsible adults.

Analyzing the work of researchers on the problem of raising children, we can identify a number of provisions that should be accepted as laws of this process.

The first pattern. The upbringing of a child is carried out only on the basis of the activity of the child himself in his interaction with the surrounding social environment. At the same time, the harmonization of the interests of society and the personal interests of students when determining the goals and objectives of the pedagogical process is of decisive importance. Any educational task must be solved through initiating the child’s activity: physical development - through physical exercises, moral development - through constant focus on the well-being of another person, intellectual development - through mental activity, etc.1.

The second pattern determines the unity of education and upbringing. Education is aimed at creating a general human culture. The development of the individual takes place, acquiring social experience, forming a complex of necessary knowledge and spiritual abilities. Considering education and upbringing as a single process, it is necessary to highlight the specifics of these two socio-pedagogical phenomena.

The third pattern presupposes the integrity of educational influences, which is ensured by the unity of the recited social attitudes and the real actions of the teacher (the absence of such unity is characterized by the fact that he states one thing and does another, calls for activity, but shows passivity, etc.), the consistency of pedagogical requirements requirements for the child by all subjects of education of students.

As it was said, principles of education- these are general requirements that determine the educational process through norms, rules, recommendations for the development, organization and conduct of educational work. They reflect the idea of the essence of education, since the principles are formulated on the basis of the laws of pedagogical processes.

1. The principle of the connection between education and life, the sociocultural environment. This means that education must be built in accordance with the requirements of society, the prospects for its development, and meet its needs. This is reflected in the fact that education has a goal orientation. The principle requires defining the goals of education taking into account state and personal requirements. It should be remembered that in modern Russia the purpose of education is to help the individual in comprehensive development, professional and life self-determination.

In addition, the principle of connecting school with life presupposes such an organization of education that students do not become isolated in the school environment, which should be ensured in different ways: the development of content, the selection of methods, forms and means of education.

2. The principle of complexity, integrity, unity of all components of the educational process. It means the organization of multilateral pedagogical influence on the individual through a system of goals, content, means of education, taking into account all factors and aspects of the educational process.

3. The principle of pedagogical guidance and independent activity, activity of schoolchildren. This requirement is based on the main law of personality development: a person develops through active independent activity. Therefore, education consists of organizing various types of activities, in which the teacher must stimulate the activity of students, their creative freedom, while maintaining, however, leadership positions.

4. The principle of humanism, respect for the child’s personality, combined with exactingness towards him. It regulates the relationship between teachers and students and assumes that these relationships are built on trust, mutual respect, the authority of the teacher, cooperation, love, and goodwill. The principle requires the teacher to be able to create a favorable psychological climate in the group, a positive emotional background. At the same time, the teacher must remember the priority of educational tasks and be highly demanding of students in order to achieve the desired results.

5. The principle of relying on the positive in the child’s personality. It is connected with the previous one and requires the teacher to believe in the positive results of education, in the student’s desire to be better, to support and develop this desire. For this purpose, there is a system of methods, means of education, the personal qualities of the teacher, and his professional skills.

6. The principle of education in the team and through the team. One of the classic principles of Soviet pedagogy, it involves the organization of educational influences on the individual through collectivist relationships and activities. However, it should be understood more broadly as education in a group, through communication, which requires the teacher’s knowledge of social psychology and the ability to form interpersonal relationships.

7. The principle of taking into account the age and individual characteristics of schoolchildren. Teachers must know the typical age characteristics and individual differences of schoolchildren, study them in accessible ways and, in accordance with them, choose certain means and methods of working with specific students.

8. The principle of unity of actions and demands of the school, family and community. Since education occurs under the influence of many factors, among which the most significant are the student’s family and social institutions, the school, and the teaching staff must ensure uniform and coordinated actions of all participants in the educational process.

Introduction 3

1. Education and personality formation 5

2. Family education 7

3. Religious education 13

4. School education 15

Conclusion 17

References 19

Introduction

One of the complex and key problems of pedagogical theory and practice is the problem of personality and its development in specially organized conditions. It has various aspects, therefore it is considered by different sciences: developmental physiology and anatomy, sociology, child and educational psychology, etc. Pedagogy studies and identifies the most effective conditions for the harmonious development of the individual in the process of teaching and upbringing.

In pedagogy and psychology, there were three main directions on the problem of personality and its development: biological, sociological and biosocial.

Representatives of the biological school, considering personality to be a purely natural being, explain all human behavior by the action of the needs, drives and instincts inherent in him from birth (S. Freud and others). Representatives of the sociological movement believe that although a person is born as a biological being, in the course of his life he is gradually socialized due to the influence on him of those social groups with whom he communicates. Representatives of the biosocial movement believe that mental processes (sensation, perception, thinking, etc.) are of a biological nature, and the orientation, interests, and abilities of the individual are formed as social phenomena. Such a division of personality cannot explain either its behavior or its development.

The problem of the relationship between the processes of development and education of the individual is one of the most important. Our life experience already allows us to see the difference in understanding the processes of “development” and “upbringing”.

Education is a conscious, specially organized activity of a teacher with the aim of forming certain qualities and characteristics of a developing personality. The task of education is to influence the intellectual, emotional-sensual, volitional, behavioral spheres of the individual, to give their development a specific direction.

Indeed, a thorough understanding of this issue is a very difficult matter, because the process that this concept denotes is extremely complex and multifaceted. How can one approach its comprehension?

Trying to more specifically present the essence of education, the American educator and psychologist Edward Thorndike wrote: “The word education is given different meanings, but it always indicates a change... We do not educate someone unless we cause changes in him.” The question arises: how are these changes in personality development made? As noted in philosophy, the development and formation of man as a social being, as an individual, occurs through the “appropriation of human reality.”

Since this experience is generated by the labor and creative efforts of many generations of people, this means that the results of their diverse labor, cognitive, spiritual activities and life together. But a person only through the mechanisms of his own activity, his own creative efforts and relationships masters social experience and its various structural components.

1. Education and personality formation

The processes and results of socialization are internally contradictory, since ideally a socialized person must meet social requirements and at the same time resist negative trends in the development of society and life circumstances that inhibit the development of his individuality. Thus, we often encounter people who are so socialized, virtually dissolved in society, that they turn out to be unprepared and incapable of personal participation in the affirmation of life principles. This largely depends on the type of upbringing.

Education, in contrast to socialization, which occurs in conditions of spontaneous interaction between a person and the environment, is considered as a process of purposeful and consciously controlled socialization (family, religious, school education). Both socializations have a number of differences at different periods of personality development. One of the most significant differences that occurs in all periods of age-related personal development is that education acts as a unique mechanism for managing socialization processes.

Because of this, education has two main functions: streamlining the entire spectrum of influences (physical, social, psychological, etc.) on the individual and creating conditions for accelerating the processes of socialization with the aim of developing the individual. In accordance with these functions, education allows one to overcome or weaken the negative consequences of socialization, give it a humanistic orientation, and demand scientific potential for forecasting and designing pedagogical strategies and tactics.

Types (models) of education are determined by the level of development of societies, social stratification (the ratio of social groups and strata) and socio-political orientations. Therefore, education is carried out differently in totalitarian and democratic societies. Each of them reproduces its own type of personality, its own system of dependencies and interactions, the degree of freedom and responsibility of the individual.

In all approaches to education, the teacher acts as an active principle along with the active child. In this regard, the question arises about the tasks that purposeful socialization, the organizer of which is the teacher, is designed to solve.

A.V. Mudrik conditionally identified three groups of problems solved at each stage of socialization: natural-cultural, socio-cultural and socio-psychological.

Solving these problems in the process of education is caused by the need for personality development. If any group of tasks or the most significant of them remain unresolved at one or another stage of socialization, then this either delays the development of the individual or makes him inferior.

2. Family education

The goal of family education is the formation of such qualities and personality traits that will help to adequately overcome the difficulties and obstacles encountered on the path of life. After all, life is full of surprises. The development of intelligence and creative abilities, cognitive powers and primary work experience, moral and aesthetic principles, emotional culture and physical health of children - all this depends on the family, on the parents, and all this constitutes the main goal of family education.

Family education is a process of interaction between parents and children, which must certainly bring pleasure to both sides.

Everyone has some teaching experience because... The experience learned from childhood from their parents and grandparents is transferred to the upbringing of their own children. All the most important processes of primary education occur in the family - it all starts in early childhood

Family education begins first of all with love for the child. Pedagogically appropriate parental love is love for a child for the sake of his future, as opposed to love in the name of satisfying one’s own momentary parental feelings, the desire of parents to “buy” a child’s love or affection by giving gifts, generous subsidies for “ice cream”, “Pepsi”, “ chewing gum." Blind, unreasonable parental love displaces the system of moral values in the minds of children and gives rise to consumerism. Children develop disdain for work, and the feeling of gratitude and selfless love for parents and other relatives becomes dulled.

The educational process in the family has no boundaries, beginning or end. Parents for children are a life ideal, not protected in any way from the child’s gaze. The family coordinates the efforts of all participants in the educational process: school, teachers, friends. The family creates for the child the model of life into which he is included. There are many good families who are aware of this high parental mission. The influence of parents on their own children should ensure their physical perfection and moral purity. Every child unwittingly and unconsciously repeats his parents, imitates his fathers and mothers, grandparents. It is children who carry the charge of the social environment in which the family lives.

In modern conditions, when there is a rapid restructuring of the political and socio-economic ways of life of society and the state, the system of family education is undergoing significant changes. It has not yet received a deep scientific analysis, but at the level of facts it is already necessary to note that the destruction of the family in the traditional sense continues to increase. And there are many reasons for this.

Firstly, families with one child or few children have been around for many generations, especially over the past fifty years. This means that, growing up in such conditions, children do not receive practical skills in caring for and raising their brothers and sisters, which was typical in a large family. By raising younger sisters and brothers, future parents received practical skills that could then be used when their own children appeared.

Secondly, a young family has the opportunity to share from their parents, from the older generation, it would seem that there is a certain benefit in this. But living apart from the older generation deprives young families of the opportunity to benefit from the knowledge and wisdom of a head start in raising children. The influence of the older generation on children is decreasing; their on wisdom accumulated over many years of life and life experience, rich in observations. In addition, children are deprived of affection, fairy tales, and the attention of grandparents. At the same time, the older generation also suffers without the naive spontaneity of their grandchildren, without communication with them.

The development of the best human qualities and skills is impossible without education. There are many definitions and concepts of this concept. And this is not surprising, because the society in which a person is formed is distinguished by its multi-ethnic character. In addition, the relevance of various social manifestations changes and develops over time.

So what is human upbringing? What is it based on, what components determine its content? We will try to figure this out in our article.

In modern society, human education not only has not lost its relevance, but has also acquired enduring value and significance.

In any case, the main active subject of this process is the person as the subject of education.

The main feature of educational influence is the desire of the educator to exert an appropriate influence on the student. Thus, it is possible to change people's consciousness and behavior. This activity is aimed at transforming worldviews, changing the mental state and creating value guidelines for the person being educated.

The specificity of this process is due to the definition of appropriate goals and well-chosen methods of influence. When implementing them, the teacher must take into account congenital, mental, and genetic characteristics. No less important is the level of social development, as well as the age and conditions in which the individual exists.

Education can be carried out in various directions and multiple levels, having various goals.

Thus, a person can exert an educational influence on himself independently, choosing the means that are suitable for him for self-development. In this case, we can talk about self-education.

Recently, humanistic pedagogy has been using an axiological approach to education. In this approach, a person as a subject of education is considered from two points of view:

Practical (everyday life of an individual);
Cognitive (the process of development and improvement of personal qualities).

At the same time, their close relationship is taken into account, because the main argument of the axiological approach is social development, which occurs only thanks to the individual.

What is the educational process

To understand and resolve the problems of education, you need to clearly understand what the educational process is.

It has its own structure, which consists of goals, content, methods and means. It also includes the results that were achieved in the process of educational influence.

Since the work of education involves many factors (life values, professional sphere, public interests, etc.), they must be taken into account when influencing the individual.

We have already covered previously the objective and subjective factors that influence the formation of the human personality. Their impact is undeniable, but it is no less important to clarify the goals and levels of their implementation.

Since man is the only creature subject to education, the goals set for the educator should contribute to the full range of possibilities of this direction of influence.

When formulating educational goals, it is important to understand the reality of their achievement and humanistic orientation.

Educational tasks are based on initiating the activity of the individual. That is, the teacher’s task is to show the student the importance and necessity of certain actions, to lead him to make an independent decision on their implementation.

The success of educational activities is based on a gradual transition from joint activities to independent ones. At the same time, the student can always count on the help and support of the teacher. The entire educational process is based on the fact that under its influence an educated person should be “born”.

What does it mean to be educated? There are many opinions on this matter. We will present only those criteria that, in our opinion, most accurately reveal this concept.

So, educated people develop the following qualities:

They are able to listen, understand and forgive, as they respect the personality of the other person. They are lenient towards the weaknesses of other people, because they understand that they themselves are not perfect.
They are capable of compassion.
They understand the value of material wealth, so they do not encroach on other people’s property and are able to repay debts on time.
They do not tolerate lies in any of its manifestations. They prefer to remain silent if they have nothing to say.
They will not play on the feelings of others, trying to evoke pity and compassion for themselves.
They won't compromise their principles just to meet a celebrity or show off their importance.
They will never sacrifice their talent and capabilities for the sake of everyday pleasures.
They always try to cultivate a sense of beauty in themselves. It is unpleasant for them to see sloppiness in everything that surrounds them.

Of course, the listed qualities of a well-mannered person can be supplemented or changed. However, they reflect the essence of a person who strives to develop better abilities and capabilities.

Education of a citizen through morality

The famous psychologist L. S. Vygotsky believes that the purpose of education is to create conditions for the development of positive interests and the maximum elimination of negative ones. But B.P. Bitinas argues that education must serve the social order, since the individual must serve society.

Modern pedagogy is of the opinion that these goals need to be achieved comprehensively. That is, society needs education as a rebirth of a citizen, a person of culture and morality.

In a modern school, not only changes are taking place in education, but also the actualization of moral values.

The revival of these qualities is associated with a change in the general situation in the country.

On the one hand, among children and adolescents there is often an indifferent attitude towards learning, a desire for rebellion and anarchy. On the other hand, progressive parents work with children about survival in modern society. And these conditions oblige not only to have a good education and a solid knowledge base, but also to be able to communicate, obeying the laws of society.

Such qualities of a business person as decency, the ability to control one’s emotions, self-development, and a general culture of behavior can help one achieve success in any professional field.

Innovative teacher E. V. Bondarevskaya believes that the conceptual basis for educating a citizen should be based on the following provisions:

The social situation in the country must be analyzed, and educational goals must be built through its prism;
The ideological principles of education need to be constantly changed and improved taking into account the situation in the country and the world;
Education requires highlighting the basic component of content;
Methods and technologies of education must be justified from the point of view of civil and moral norms;
The criteria for children's upbringing should be based on the socio-pedagogical situation in the educational institution.

The main task of the teacher is to direct the entire pedagogical process into the mainstream of culture, folk traditions, and moral ideals. That is, it is necessary to introduce education into culture and art.

Cultivating a value attitude toward beauty, the foundations of which were laid in childhood, contributes to the harmonious development of the individual and her desire for self-improvement.

Thus, culture and human upbringing are concepts that must be inextricably linked.

Education is designed to help a developing individual become part of the cultural traditions and history of his people. Citizenship cannot exist without morality.

The ideology of education should be aimed at humanizing the entire process.

Consequently, all relationships between the student and the teacher should be natural, “humane.” The time for a totalitarian and dictatorial attitude towards students has passed. In modern schools, the teacher directs his activities to the development of the child’s personality, as well as to the recognition of this person’s right to choose and own opinion.

Education in harmony with nature

Fostering a valued attitude towards nature and the environment is an important part of the development of a person who is in harmony with the world and himself.

The current environmental situation presents a deplorable picture. In this regard, the educational process should pay great attention to working in this area.

The following tasks of environmental education are identified:

Instilling a love for nature;
Formation of a knowledge base about ecology and its specifics;
Fostering a caring attitude towards natural resources, a desire not only to use its wealth, but also to increase it.

Awareness of the value of nature and its riches begins in the family. Only a family can instill a caring attitude towards the environment and show that thanks to natural resources, life on earth continues.

The issue of environmental education should be addressed no less carefully in educational institutions. In special classes, as well as in regular lessons, the teacher promotes a comprehensive consideration of aspects of environmental problems.

Family education

Education begins in the family. This indisputable fact cannot be refuted. Everything that the baby feels, sees and hears shapes his self-awareness, internal needs and desires.

The entire future life of a person depends on what foundations are laid in the family.

As a rule, a person loves the place of his birth and upbringing. After all, his life’s journey began there, where he was taught the basics of life.

The life of an adult is a reflection of his childhood impressions, rules and guidelines that his parents instilled in him. The child’s personality is formed through the example of adults.

Communication with parents allows all the child’s qualities, both negative and positive, to develop.

The family lays the foundations for instilling a value attitude towards nature and the environment, moral norms and moral ideals, and an attitude towards work and physical education.

The famous psychologist John Bowlby, in his book “Attachment Theory and Raising Happy People,” talks about how relationships with adults influence a child’s development and behavior. He details the methods by which this theory helps make children happy and successful.

“Attachment Theory and Raising Happy People” is a guide to the world of parent-child relationships.

The author gives advice on how to properly distinguish between a child’s personal space and family traditions, how to separate, for how long to do this, and how this separation can be useful. Teaches a painless transition from one stage of a child’s development to another.

The theory of the German psychologist allows you to use parental love with maximum benefit for the child. Helps you learn to feel happiness every day, finding it in ordinary everyday things.

"Double" education

Humanity has always sought ways to educate a perfect person. It is hardly possible. However, everyone needs to strive for the ideal. This can be achieved through independent striving for excellence.

The fact is that every person has two upbringings. The first is provided to him by his parents, teachers and society. The second he gives himself.

2 education is not inferior in importance to what adults gave in childhood. Moreover, it is with its help that a person can get closer to the ideal to which all humanity strives.

Only with the help of self-development will the work carried out by teachers be able to bear fruit.

What is the essence of educating yourself?

Let’s present the basic rules for working on yourself, with the help of which you can get closer to the ideal:

Remember that you are an individual. You build your life and are personally responsible for your actions.
Learn, develop, read. But remember that any information requires careful selection. Don't let anyone or anything rule your life.
Think carefully about your decisions, and after making them, do not doubt their correctness.
Don't shift responsibility for your actions to other people. Look for the answer to the troubles that have happened only in yourself.
Material things should serve you, not you. Money and benefits should not control your consciousness.
Communicate only with those people who are pleasant to you. Remember that every person is an individual and you can learn something from him.
End relationships that bring discomfort into your life.
Think critically. From the abundance of information, choose the main thing, what you need to achieve your goal. Nothing extra.
Don't be afraid to be different from others. This ability is not given to everyone. Enjoy being unique.
Believe in yourself. You have enough strength, time and opportunity to achieve everything you want.
Set goals for yourself and achieve them. Every day is a new goal.
Remember that no people are perfect. How close you can come to the ideal depends only on your efforts.