Science education as a value. Science, education and social values

Despite the prevalence and, it would seem, stability of the concept "education", the meaning attached to it is not unambiguous. Usually, the following aspects of the meaningful interpretation of this concept are distinguished: education as a universal value; education as a sociocultural phenomenon; education as a system; education as a pedagogical process; education as a result.

In the aspect of the category of value, education is understood as a universal value. Since the 60s. In the 20th century, when interest in the problems of man, morality, humanism, and the subjective factor in general increased, this category became the subject of philosophical reflection in Russian science. Studies the nature of values, their place in reality and the structure of the value world of science axiology.

Term "value" used to refer to objects, phenomena, their properties, as well as abstract ideas that embody social ideals and, due to this, act as a standard of due. Distinguish between objective and subjective values. All the variety of products of human activity, social relations and natural phenomena included in their circle acts as subject values. subjective values are those criteria, samples, social standards that act as the basis for assessments. They are fixed and function in the public mind as ideas, principles, ideals, goals of activity and serve as its guidelines. Values include only positively significant events and phenomena associated with social progress.

Each historically specific social formation is characterized by a specific set and hierarchy of values that ensure social regulation. The assimilation of these values is necessary basis formation of personality and maintenance of the accepted order in society.

Core values remain constant at various stages of human development. Values such as life, peace, work, health, love, beauty, creativity, etc., which carry a humanistic principle, have stood the test of time throughout the history of human society. In different historical epochs, only their rethinking and reassessment takes place.

Pedagogical values constitute a special group. Their essence is determined by the specifics of upbringing and educational activities, its social role and creative possibilities.

Pedagogical values are the norms that regulate pedagogical activity and act as a cognitive-acting system that serves as a mediating and connecting link between the established public outlook in the field of education and the activities of the teacher.

Pedagogical, as well as other values, depend on social, political, economic relations in society. They are formed historically, they represent a form of social consciousness in the form of specific images and ideas. With the change in social conditions of life, the development of the needs of the individual and society, pedagogical values also change.

The universal value is education. This fact is confirmed by the human right to education, enshrined in the constitutions of most countries. The realization of such a right is ensured by the existing education systems, which reflect one of the optimal and intensive ways for a person to enter the world of science and culture. The world today joins forces in the field of education, striving to educate a citizen of the world and the entire planet. The global educational space is developing intensively. Therefore, in the world community there are demands for the formation of a global strategy for the education of a person, regardless of the place or country of his residence, the type and level of education, etc.;

Method of socialization of the individual and continuity of generations. In the context of a radical change in ideological views, social ideas, ideals and the life of people in general, education allows you to keep the process of reproduction and transfer of historical and social experience, while at the same time fixing in the minds of the younger generation, new political and economic realities, new guidelines for social and cultural development. It is education that performs a stabilizing function and contributes to the adaptation of a person to new living conditions. Any society exists only on the condition that its members follow the values and norms of behavior accepted in it, that is, they follow the social experience determined by specific natural and cultural-historical conditions. The process and result of the assimilation and active reproduction of social experience by an individual, carried out in communication and activity, is called socialization. It is obvious that the tasks of human socialization are solved both spontaneously, in the course of his life activity in society, and purposefully, by institutions specially created for this. This purposefully organized process of managing socialization is called education;

The mechanism of formation of the social and spiritual life of a person, as well as mass spiritual consciousness.

Educational and training institutions concentrate the highest samples of the socio-cultural activity of a person of a certain era. Therefore, the social value of education is determined by the importance of an educated person in society. The humanistic value of education lies in the possibility of developing the cognitive and spiritual needs of a person. In an integral system of education of all types and levels, the accumulation and development of the intellectual, spiritual and moral potential of the country takes place;

The process of broadcasting culturally shaped patterns of behavior and activity, as well as established forms of social life. In the process of training and education, a person masters socio-cultural norms that have cultural and historical significance for the development of civilization. They master the norms of morality and moral behavior of a person in a social group and at work, in the family and public places, as well as the rules of communication, interpersonal and business contacts.

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MINISTRY OF EDUCATION OF THE REPUBLIC OF BELARUS

EDUCATIONAL INSTITUTION

"BARANOVICHI STATE UNIVERSITY"

in the discipline "LOGIC AND METHODOLOGY OF SCIENCE"

on the topic "SCIENCE IN THE SYSTEM OF SOCIAL VALUES"

Completed by: group student

BAZds-21 distance form of education

specialties Accounting, analysis and audit

Pytlyak Tatyana Vladimirovna

Baranovichi 2015

INTRODUCTION

1. AXIOLOGICAL STATUS OF SCIENCE

2. SCIENTISM AND ANTISCIENTISM

3. SOCIAL VALUES AND NORMS OF SCIENTIFIC ETHNOS

4. FREEDOM AND SOCIAL RESPONSIBILITY OF A SCIENTIST

5. CONCLUSION

INTRODUCTION

Value in general and sociological value in particular have not been adequately studied in Russian sociological science. At the same time, the problem is relevant, socially and epistemologically significant both for sociology and for a number of social sciences and humanities - history, anthropology, social philosophy, social psychology, state studies, philosophical axiology and a number of others.

The relevance of the topic is presented in the following main provisions:

Understanding values as a set of ideals, principles, moral norms, which represent priority knowledge in people's lives, have, both for a separate society, say, for Russian society, and for the universal human level, a very specific humanitarian value. Therefore, the problem deserves a comprehensive study.

Values unite people on the basis of their universal significance; knowledge of the patterns of their integrative and consolidating nature is quite justified and productive.

Social values that are included in the subject field of problems of sociology, such as moral values, ideological values, religious values, economic values, national and ethical, etc., are of paramount importance for studying and taking into account also because they act as a measure of social assessments and criterial characteristics.

Elucidation of the role of social values is also significant for us, students, future specialists who will carry out social roles in social reality in the future - in a work collective, city, region, etc.

Sociological value as a concept and category is studied by both domestic and foreign scientists. If we turn to the history of social doctrines, we will find that Plato already considered value as a blessing, in modern times a tradition arose to consider value as a value, which in the middle of the nineteenth century will be rethought by K. Marx, in the twentieth century value in the West was studied by Lotze, Klgen , Scheler, Rickert, Hartmann, Bretano and some other authors. In Russian philosophy and social theory, as well as in sociology, values were studied by V. S. Solovyov, N. A. Berdyaev, P. Florensky, V. P. Tugarinov, O. G. Drobnitsky, I. S. Narsky. Sociological value is almost unambiguous social value. After all, the social value studied by sociology is nothing more than a component of the social system, endowed with a special meaning in the individual or public consciousness. In this sense, any object, primarily socially significant, can have value. This is a social relationship, and a social norm, and social interaction, and the functioning of various spheres of sociality - law, morality, religion, art, science, culture.

Social values are the product of the mode of production of material life, which determines the actual social, political, spiritual process life, they always act as regulators of human society, aspirations of people and their actions. Values certainly line up in a certain hierarchical system, which is always poured concretely - with historical meaning and content. That is why the scale of values and assessments based on them contains a direction not only from minimum to maximum, but also from positive to negative.

This work uses material that relies on domestic, primarily educational and encyclopedic literature, there is no possibility and need to comprehensively explore the problem of sociological values and their format retrospective on world and Russian reality. The paper provides an understanding of the problem and its modern significance.

AXIOLOGICAL STATUS OF SCIENCE

The emergence of science as a specific form cognitive activity and its institutionalization in the new European culture were associated with the substantiation of the special axiological status of scientific knowledge. Science is considered autonomous, impartial and neutral, free from values. At the same time, science is a complex socio-cultural phenomenon, it is in the totality of various relations with society. On the one hand, it depends on various social factors, on the other hand, it itself largely determines social life.

Science as a socio-cultural phenomenon is woven into all spheres of human relations, all forms of activity associated with the production, exchange, distribution and consumption of things, is being introduced into various relations of people themselves. In modern society, science acts as a causal factor of both positive and negative processes taking place within the framework of modern civilization. Thus, in modern culture, science not only acquires the status of a social factor that is formally significant for human life, but also becomes an unconditional value capable of realizing itself both in a positive and negative sense.

Value in a general sense is understood as the quality of the attitude of the subject of activity to the result of his activity.

Speaking about science as a value, there are two main axiological dimensions of it:

1) The worldview value of science - since a certain time, science has been performing the most important functions in shaping the modern worldview. Issues such as the structure and evolution of the Universe, the origin and essence of life, the nature of human thinking, the ability of the biosphere to change, etc., have an unconditional ideological status. As the value of science as an authoritative cultural and ideological instance was justified, the idea of it as a kind of standard of a person's rational attitude to reality was affirmed in the public mind (especially in the Enlightenment - later questions about this).

2) The instrumental value of science lies in the fact that science creates the prerequisites for meeting the growing needs of man, expresses his desire to dominate the objects of nature and social reality. Science, combined with technology, has become a powerful productive force capable of not only satisfying existing human needs, but also generating fundamentally new types of goals and motives for human activity. Science makes a significant contribution to meeting human needs for a safe existence and creating comfortable living conditions for him.

At the same time, fundamental science is focused on this type of cognitive and research activities, which does not contain any external justifications and pursues only one goal - the achievement of true knowledge about the reality under study. In this sense, theoretical knowledge looks self-sufficient and valuable in itself. The instrumental effect of the acquired new knowledge, as a rule, is not the subject of special consideration in the framework of fundamental scientific research. In applied science, this effect is deliberately planned and achieved through the introduction of theoretical knowledge into various spheres of society and the technologies that serve them.

SCIENTISM AND ANTISCIENTISM

The ambiguity of science as a sociocultural phenomenon quite clearly reveals itself in the dual worldview assessment of science itself, as well as its social consequences. There are two types of such assessment: scientism and anti-scientism.

Scientism is a philosophical and ideological position in the assessment of science, proceeding from the absolutization of its positive role in solving urgent problems of cognition and transformation of reality. Scientism is associated with such areas of philosophical thought, which are based on the principles of rationalism, progressivism, substantiate the priority of the values of scientific innovations and social modernization, see only positive sides NTP. The main representatives of scientism in the philosophy of science: G. Spencer, J. Galbraith, D. Bell. As a rule, representatives of scientism consider the natural sciences and technical disciplines as the standard of science and believe that only they are able to provide a person with a successful solution of the most important problems of his individual and social existence. Scientism is characterized by an instrumental interpretation of science as a universal means of solving social problems as opposed to the value forms of culture (philosophy, religion, art, morality). In practice, scientism is usually combined with technocracy.

Within the framework of the scientistic orientation, two types of it are distinguished:

Axiological scientism (science is the highest cultural value, its progress is a necessary prerequisite for the progressive change of society as a whole);

Methodological scientism (the methods of mathematical and natural sciences are universal and can provide rational knowledge of not only natural objects, but also sociocultural phenomena.

Anti-scientism is a philosophical and ideological position in the assessment of science, which downplays (or completely denies) the positive role of science in the development of society and culture. Representatives of anti-scientism emphasize the fact that it is impossible to reduce reality to scientific-rational models and interpretations, insist on the irrationality of true reality and the fundamental limitations of science in matters of understanding the world and man. Main representatives: M. Heidegger, G. Marcuse, E. Fromm, P. Feyerabend.

The main forms of anti-scientism:

1) anthropological anti-scientism: the idea of the fundamental impossibility with the help of science to comprehend the phenomenon of man and express the features of his being in the world by means of scientific and rational knowledge is substantiated. The mystery of human existence can only be the subject of philosophical, artistic reflections.

2) humanistic antiscientism: Progress in the scientific comprehension of the world does not ensure the moral improvement of man. The beginning was laid by J.-J. Rousseau. G. Marcuse: the suppression of the natural and then the individual in man reduces the diversity of all its manifestations to only one technocratic parameter. Those overloads and surges that fall to the lot of modern man speak of the abnormality of society itself. Within the framework of this direction, various projects of "humanized science" are being developed.

3) irrationalistic anti-scientism: complete denial of the defining role of science in the knowledge of the world. Science is opposed to mythological, religious, philosophical systems of a traditionalist nature, romantic utopias as supposedly more adequate ways to comprehend the world.

The current socio-cultural situation, in which the internal inconsistency of science and its consequences has manifested itself, gives rise to the dilemma of scientism and anti-scientism. On the one hand, living standards based on the constant development of science and high technology - without science and technology, it is impossible to ensure a decent quality of life and comfortable living conditions for a person in natural and social reality; on the other hand, the aggravation of global problems, to a large extent associated with the development of science.

SOCIAL VALUES AND NORMS OF SCIENTIFIC ETHNOS

One of the urgent problems of the value dimension of science is the question of the relationship between intra-scientific (cognitive) values shared by the scientific community and social values that set fundamental priorities and goals for the development of society at a particular historical stage of its existence.

Intra-scientific values are a set of normative prescriptions that perform the functions of organizational integration of various scientific communities and regulate their characteristic forms of research activity.

These include: methodological norms and procedures for scientific research; models of explanation and substantiation of scientific knowledge; standards of organization and structural design of scientific knowledge; evaluation of the results of scientific activity and the ideals of scientific research; ethical imperatives of the scientific community. Intra-scientific values act as the basis for the consolidation of scientists in the scientific community.

This or that set of intrascientific values prescribes to the scientist a certain model of professional behavior and professional responsibility for the reliability and quality of scientific results. These values form the basis of the ethos of science. The ethos of science is a set of normative rules and regulations freely accepted by the scientific community as a prerequisite for their joint activities in the field of science. These rules guarantee the stable functioning of science as a social institution, despite the fact that scientists are dispersed in space and time and are included in various sociocultural systems.

For the first time the concept of "ethos of science" was used by the American sociologist R. Merton. In his opinion, the scientific ethos includes four fundamental "institutional imperatives":

Universalism (independence of the results of scientific activity from subjective factors, since science is focused on the formation of objective knowledge);

Collectivism (instructs the scientist to immediately transfer the results of his work to the general public, to acquaint all members of the scientific community with them without any preferences; scientific discoveries form the common property and belong to the research team; the scientist, as the author of the discovery, can only claim the right of priority, but not property which guarantees him only professional recognition and respect);

Disinterestedness (in professional behavior, a scientist should not take into account any interests other than achieving the truth - a ban on any actions aimed at gaining recognition outside the scientific community (success, power, fame, popularity);

Organized skepticism (demanding detailed and comprehensive verification of any new scientific result). According to R. Merton, this combination of norms ensures the functional goal of science - the formation of a new objective and its further development.

This approach organically combines cognitive and communication-activity aspects of scientific creativity. However, it doesn't take much into account. Such motives as the humanistic orientation of the research, its relevance, the acquisition of new knowledge with a focus on its possible practical applications, etc. remain outside its boundaries. objectivity and validity.

However, the influence of those value attitudes and sociocultural factors that determine the attitude towards science outside the scientific community and set the vision and assessment of science from the standpoint of the social values and development priorities that dominate in society are not taken into account here.

Social values are rooted in the culture of society and define the most important imperatives social life. They implement their normative and regulatory functions in the form of political, religious, legal, moral views and beliefs, including members of the scientific community. Social institutions provide support to those types of activities that are based on values acceptable to a given structure. Social values claim to be universally valid, they provide stereotyped behavior. The system of social values is enshrined in law, traditions, norms of the hostel and business communication. Often science, included in the social process, is forced to respond to the ideological demands of society. It appears as an instrument of politics.

Correlation of intrascientific and social values.

The question arises: why does a scientist act in this way, what is the reason for his compliance with the indicated norms of professional behavior? R. Merton believes that the fundamental motivation in this case is the scientist's desire for professional recognition in the scientific community. Consequently, the effectiveness of the norms of scientific ethos is based on the assumption of the complete rationality of the scientist's behavior. However, later R. Merton himself abandoned this idealized idea of real practice scientific research. He analyzes such phenomena in the life of science as competition, suspicion, envy, hidden plagiarism, etc. As a result, the conclusion about the inconsistency of the motives and professional behavior of scientists is substantiated.

FREEDOM AND SOCIAL RESPONSIBILITY OF A SCIENTIST

Science, which exists as a basic component in the structure of technogenic civilization, has been evaluated differently over the past four centuries. In the Age of Enlightenment, it was seen as an unconditional good, a guarantor of progress and social justice. Later, the idea of the value neutrality of science as a purely academic sphere of activity, pursuing only the goal of comprehending the truth, becomes more and more popular. From the second half of the twentieth century. two main principles stand out in the framework of the social evaluation of science:

Freedom of scientific research as an unconditional guarantor of the constructive and creative possibilities of science and a condition for the formation by it of intellectual and technological innovations necessary for the development of society;

The social responsibility of the scientific community is not only for the direct result of the research search, but also for its practical use in various spheres of society.

The focus on assessing science in accordance with the principle of its social responsibility becomes especially noticeable when it takes on the form of Big Science. In such a period, science not only has a significant impact on the development of the means of human activity, but also determines its most relevant and priority goals. At that time, a number of representatives of the scientific community declared the need for effective social control over science in order to reduce the risks initiated by scientific and technological progress and adjust the fundamental goals of social development, focusing it, first of all, on a harmonious dialogue between man and nature, on ensuring the prospects for the survival of mankind in conditions of constant growth of knowledge.

Interest in the problems of the social responsibility of science stimulated the development of the ethics of science. An extensive class of ethical problems is due to the fact that modern technology sets the need for new forms of adaptation to the surrounding reality. A significant expansion of the technical capabilities of society is accompanied by the fact that in a number of studies the person himself becomes the object of influence, which creates a certain threat to his life and health (this was initially faced by physicists, then by doctors, geneticists).

Ethical problems of an intrascientific nature. Among the problems of the ethics of science, the problems of authorship are important. scientific discoveries, plagiarism, competence and falsification of scientific discoveries. The ethos of science is also aimed at protecting it from para-, pseudo-, pseudo-, anti- and quasi-science. The scientific community has set quite severe sanctions for falsification and plagiarism (severance of scientific contacts, boycott). For studies claiming scientific status, the institution of references is obligatory, thanks to which the authorship of certain ideas is fixed. The problem of the scientist's obsession. The problem of scientists exaggerating their personal contribution in comparison with the activities of their colleagues.

Ethical problems of a social nature. The problem of using military developments.

Ecological problem. Cloning problem. Problems of genetic engineering. The question of the possibilities of manipulation of the human psyche.

Special problems: connection between science and business, science and government.

The need for prohibition and restrictions on certain scientific research. This requires social control over science. First of all, democratic control is required over the forces and institutions that determine the development of science and guide the processes of use and application of scientific knowledge. It became obvious that the goal of science is not just truth, but truth, consistent with certain moral requirements. Ethical review of planned scientific research.

The ratio of freedom and social responsibility of a scientist.

science value social ideological

CONCLUSION

Thus, we considered issues related to social values, their format projection on social reality. modern world. The concept of the essence of sociological values, their structure, the interaction between various values and assessments, the role of certain values in specific historical conditions, both in the past and in the present, are defined. We also considered moral values. It was found that among these the most significant are: the life and dignity of a person, his moral qualities, the moral characteristics of a person’s activities and actions, the content of various forms of moral consciousness - norms, principles, ideals, ethical concepts (good, evil, justice, happiness), moral characteristics of social institutions, groups, collectives, classes, social movements and similar social segments.

Among the sociological consideration of values, an important place also belongs to religious values. Faith in God, striving for the absolute, discipline as integrity, high spiritual qualities cultivated by religions are so sociologically significant that these provisions are not disputed by any sociological doctrine.

The considered ideas and values (humanism, human rights and freedoms, the ecological idea, the idea of social progress and the unity of human civilization) act as guidelines in the formation of the state ideology, which becomes an integral part of the post-industrial society. The synthesis of traditional values, the heritage of the Soviet system and the values of the post-industrial society is a real prerequisite for the formation of a kind of matrix of the country's integrative state ideology.

LIST OF USED SOURCES

1. Gadzhinsky, A.M. Logistics: Textbook for higher and secondary specialized institutions / A.M. Gadzhinsky. - M., 1999.

2. Gadzhinsky, A.M. Workshop on logistics / A. M. Gadzhinsky. - M., 1999.

3. Gadzhinsky, A.M. Fundamentals of logistics / A.M. Gadzhinsky. - M., 1995.

4. Zalmanova, M. E. Logistics: Proc. allowance for students. economy specialist. universities / M.E. Zalmanova. - Saratov, 1995.

5. Logistics: workshop for students of economic specialties / ed. - comp. O.V. Pavlovskaya. - Baranovichi: UO BarGU, 2006.

Logistics: Textbook / Ed. B.A. Anikina. - M., 2004.

6. Nerush, Yu.M. Commercial logistics / Yu.M. Nerush. - M., 1997.

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Bibliographic link

Kuznetsova A.Ya. VALUES OF SCIENCE AND VALUES OF EDUCATION // International Journal of Experimental Education. - 2014. - No. 5-1. - P. 132-132;
URL: http://expeducation.ru/ru/article/view?id=5644 (date of access: 06/19/2019). We bring to your attention the journals published by the publishing house "Academy of Natural History"

To knowledge about the world, values, experience accumulated by previous generations.

Education, like science, can be considered in tex aspects:

it's a holistic knowledge system a person about the world, supported by relevant skills in various fields of activity;
it's purposeful education personality, the formation of certain knowledge and skills;
it's a system social institutions providing pre-vocational and vocational training.

aim education is to introduce a person to the beliefs, ideals and values of the dominant part of society.

Functions education are as follows:

upbringing;
socialization;
training of qualified specialists;
familiarization with modern technologies and other cultural products.

Criteria of education

Education is the result.

Educated person- a person who has mastered a certain amount of systematized knowledge and, in addition, is used to thinking logically, highlighting causes and effects.

The main criterion for education- systematic knowledge and systematic thinking, manifested in the fact that a person is able to independently restore the missing links in the knowledge system with the help of logical reasoning.

Depending on the amount of knowledge gained and achieved level of independent thinking distinguish between primary, secondary and higher education. By nature and direction education is divided into general, vocational and polytechnic.

General education gives knowledge of the foundations of the sciences of nature, society, man, forms a dialectical-materialistic worldview, develops cognitive abilities. General education provides an understanding of the basic patterns of development in the world around a person, the training and labor skills necessary for each person, and a variety of practical skills.

Polytechnic education introduces the basic principles of modern production, develops skills in handling the simplest tools that are used in everyday life.

The role of education in human life

Through education, transmission occurs from one generation to another.

On the one hand, education is influenced by the economic and political spheres of public life, as well as the socio-cultural environment - national, regional, religious traditions (therefore, models and forms of education differ significantly from each other: one can speak of Russian, American, French education systems).

On the other hand, education is a relatively independent subsystem of social life, which can influence all spheres of society. Thus, the modernization of education in the country makes it possible to further improve the quality of labor resources and, consequently, contribute to the development of the economy. Civic education contributes to the democratization of the political sphere of society, legal - to the strengthening of legal culture. In general, high-quality education forms a harmonious personality both in general cultural terms and professionally.

Education is of great importance not only for society, but also for the individual. In modern society, education is the main "social lift" that allows a talented person to rise from the very bottom of social life and achieve a high social status.

Education system

Education is one of the most important spheres of social life, on the functioning of which the intellectual, cultural, and moral state depends. The end result comes down to the education of the individual, i.e. its new quality, expressed in the totality of acquired knowledge, skills and abilities.

Education retains its potential as a determining factor in the socio-economic development of Russia.

Education system includes:

preschool educational institutions;
educational institutions;
educational institutions of higher professional education (higher educational institution);
educational institutions of secondary specialized education (secondary specialized educational institution);
non-state educational institutions;
additional education.

Educational institutions are a massive and extensive system. Their network affects the socio-economic situation, both in the country and in the regions. In educational institutions, the transfer of knowledge, moral principles and customs of society is carried out.

The most important social institution in the education system is the school.

Problems facing education management:

low salaries of teachers;
insufficient material and technical support of educational institutions;
lack of personnel;
insufficient professional level of education;
insufficient level of general culture.

Structure of education

Education, like any social subsystem, has its own structure. Thus, in the structure of education, one can single out educational institutions(schools, colleges, universities), social groups(teachers, students, pupils), studying proccess(the process of transferring and assimilation of knowledge, skills, abilities, values).

The table shows the structure of education on the example Russian Federation. Basic general education in the Russian Federation until the age of 15 is compulsory.

Educational levels

Education
preschool	General			Professional
preschool	Primary	Main		Primary			Postgraduate
Nursery, Kindergarten	1st-4th grades of school	5th-9th grades of the school	10-11th grade school	PTU. professional lyceum	Technical school, college	Undergraduate Specialty Master's degree	PhD Doctorate

In addition to preschool, general and vocational education, sometimes there are:

additional education that takes place in parallel with the main one - circles, sections, Sunday schools, courses;
self-education — independent work to acquire knowledge about the world, experience, cultural values. Self-education is a free and active way of cultural self-improvement, which allows to achieve the best success in educational activities.

By forms of education when structuring, full-time, part-time, external, according to an individual plan, distance forms are distinguished.

The selected information is transmitted to students with the help of certain teaching aids, sources of information (the word of the teacher, teaching aid, visual and technical means).

Basic principles of formation of the content of school education:

humanism that ensures the priority of universal human values and human health, free development;
Scientific, which manifests itself in accordance with the knowledge offered for study at school with the latest achievements of scientific, social and cultural progress;
Subsequence, which consists in planning the content that develops in an ascending line, where each new knowledge relies on the previous one and follows from it;
historicism, meaning the reproduction in school courses of the history of the development of a particular branch of science, human practice, coverage of the activities of outstanding scientists in connection with the problems under study;
Systematic, involving the consideration of the knowledge being studied and the skills being formed in the system, the construction of all training courses and the entire content of school education as systems that are included in each other and in the general system of human culture;
Connection with life as a way to test the validity of the knowledge being studied and the skills being formed, and as a universal means of reinforcing school education with real practice;
Age Compliance and the level of preparedness of schoolchildren who are offered this or that system of knowledge and skills for mastering;
Availability, determined by the structure of curricula and programs, the way scientific knowledge is presented in educational books, as well as the order of introduction and the optimal number of scientific concepts and terms studied.

Two subsystems of education: training and education

Thus, the concepts of "education" and "education" are the most important pedagogical categories that allow one to separate the interconnected, but not reducible to each other, subsystems of education as a purposeful, organized process of human socialization.

And here we are talking about understanding the term "education" in narrow pedagogical sense of the word, as a subsystem of education, which is on the same level with training, at the same level, and not “under it” or “above it”, which can be schematically expressed as follows (Fig. 21).

Rice. 21. Two subsystems of education

This distinction in the education system has already been highlighted by Plato, who in the dialogue "Sophist" called to distinguish "from the art of teaching the art of educating", and in the "Laws" argued that "we recognize the most important thing in training is proper education." Moreover, by upbringing, he understood the formation of a person’s positive attitude towards what he is taught, introducing not only knowledge, but also methods of activity.

Since then, many attempts have been made to define training and education, to separate these processes. In recent decades, very promising approaches to solving this problem have been proposed in domestic pedagogical science, primarily by such researchers as AND I. Lerner, V.V. Kraevsky, B.M. Bim-Bad and etc.

Moreover, their concepts were not mutually exclusive, but complemented each other and, from the point of view of their main content, boiled down to the following:

training and education are subsystems of a single process of education;
education and upbringing are sides of the expediently organized process of human socialization;
the difference between training and upbringing is that the first is mainly addressed to the intellectual side of a person, while upbringing is directed to his emotional-practical, value side;
training and education are not only interconnected processes, but also mutually supporting, complementing each other.

As noted Hegel, one cannot teach carpentry and not teach carpentry, just as one cannot teach philosophy and not teach philosophy.

From this follows the general conclusion that education will be educational only when, along with educational goals, the goals of education are set and implemented. But still, in this two-pronged process there is a main link, and such is precisely training, which provides knowledge as the most solid foundation for education.

By expression K.D. Ushinsky, education is construction, during which a building is erected, and knowledge is its foundation. This building has many floors: skills, abilities, abilities of trainees, but their strength depends primarily on the quality factor of the foundation laid in the form of knowledge.

The unity of training and education is determined by the very nature of the pedagogical process, which includes purposeful training and education as subsystems of education.

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From point of view humanistic concept

Modern pedagogical theories and concepts of education and development of a preschool child

Pedagogical theory is a system of knowledge that describes and explains a strictly defined range of pedagogical phenomena, the structural elements of which are ideas (starting positions), concepts; laws and patterns, principles, rules, recommendations.

The pedagogical concept is a system of ideas, conclusions about the patterns and essence of the pedagogical process, the principles of its organization and methods of implementation.

The following concepts of childhood are distinguished as methodological guidelines in modern preschool pedagogy.

The concept of the nature of childhood is seen in context

D. B. Elkonin specific historical conditions that determine

development, patterns, originality and nature of changes in human childhood.

Childhood is considered as a socio-psychological phenomenon in human life, as necessary condition for the acquisition by a person of human ways of satisfying organic, social, spiritual needs, mastering human culture.

The role of an adult is to assist the child in mastering his native language, practical actions, and culture.

The concept of D. I. Feldstein	Childhood is a special phenomenon of the social world. Functionally, childhood is a necessary state in the system of development of society, the state of the process of maturation of the younger generation, preparation for the reproduction of the future society. Meaningfully, childhood is a process of constant physical growth, the accumulation of mental neoplasms, the definition of oneself in the world around, one's own self-organization in constantly expanding and becoming more complex contacts and interactions with adults and other children. Essentially, childhood is a special state of social development, when the biological patterns associated with age-related changes child, significantly manifest their effect, "obeying" to an ever greater extent the regulating and determining action of the social.
Sh. A. Amonashvili's concept	Childhood is defined as infinity and uniqueness, as a special mission for oneself and for people. The child is endowed by nature with a unique individual combination of abilities and abilities. An adult must help him grow up, create conditions of benevolence and care, and then the child, becoming an adult, will bring joy to the people around him. “A person needs a person, and people are born for each other. Life itself, seething according to its own laws, calls for the birth of the right person. So he is born with his mission.”
The concept of V. T. Kudryavtsev	Childhood determines the existence of a cultural whole and the fate of an individual. The value of childhood lies in the mutual determination of culture and childhood as a sphere of culture itself. There are two leading complementary tasks that the child solves - cultural development and cultural creation. The same tasks are solved by an adult who supports and enriches the child's experience of interaction with culture. The result of their decision for children and for the teacher will be the subculture of childhood.
The concept of childhood by V. V. Zenkovsky	The special role of play in childhood is emphasized. In the game, the child is active, he fantasizes, imagines, creates, experiences, creating images that emerge in the mind and which serve as a means of expressing the emotional sphere, and the game itself serves the purposes of bodily and mental expression of the child's feelings.

Pedagogical theories are divided into global and private, generated by the demands of real educational reality.

The concept of education.

In the period from 1917 to the 1990s. in our country, the system of public preschool education that was associated with social, socio-political changes. There was a correction of the real goal and concepts of educating the younger generation.

In the 1920s - early 1930s. the leading concept was N. K. Krupskaya. The main directions of the concept: education of the ideological orientation; collectivism, taking into account individual and age features child.

During this period, the first policy documents appeared - the Draft Program of the Kindergarten (1932) and the Program and Internal Regulations of the Kindergarten (1934). In the late 1930s the concept introduces the requirement of patriotic and international education.

1950s characterized by attention to the mental development of children, compulsory education of children was introduced into the program (A.P. Usova).

The 1959 decree on the merger of the nursery and kindergarten into a single preschool institution called into being the Program for the Education and Education of Children in kindergarten(1962). In the future, this program was reprinted and refined until 1989. All programs were aimed at subordinating one ideal goal - the education of a comprehensively developed harmonious personality - and were uniform and mandatory for the entire system of preschool education.

In 1989, a new concept of a student-centered model for constructing the pedagogical process and the interaction between an adult and a child in kindergarten appeared. The leading idea is the development of personality. In the new concept there were no requirements for the education of ideology, patriotism, collectivism.

important event during this period was the adoption by the peoples of the world of the Declaration of the Rights of the Child and the Convention on the Rights of the Child. The documents state that the child has the right to protection, to social Security, getting an education, for the love of parents, for shelter, for respect for his personality, etc.

In the 1990s new variable programs have appeared based on the concept of a personality-oriented approach to education: "Childhood" (St. Petersburg, 1996), "Rainbow" (M., 1996), "Development" (M., 1994), "Origins" (M. ., 1997), etc.

At present, the pedagogical concept of the holistic development of a preschool child as a subject of children's activity is widespread (M. V. Krulekht, 2003). The holistic development of the child is the unity of individual characteristics, personal qualities, the child's mastering the position of the subject in children's activities and individuality.

At preschool age, the child is aware of his own "I", acquires the components of "I-end pci i" (my gender, my interests, achievements, values, relationships with adults and peers), strives for independence ("I myself"), establishes relationships with the people around him, the world of things, nature. The child develops in activity, in it he self-actualizes, asserts himself. The intellectual, emotional and personal development of the child, his social status and well-being are associated with mastering the position of the subject of children's activity. Mastering the position of the subject by the child requires special pedagogical technologies and programs to develop his personality.

The traditional approach includes the physical, mental, moral, aesthetic, labor education. The question is raised about the need to expand the content of education at the expense of sexual, legal, environmental, ethno-cultural, etc.

Modern pedagogical theories implement the principle of integration, which is at the stage of scientific comprehension (G. M. Kiseleva, Yu. N. Ryumina, S. M. Zyryanova, V. S. Bezrukova, etc.). V. S. Bezrukova considers pedagogical integration in three aspects:

✓ as a principle (foundation) of the current state of pedagogical theory (for example, "Problems of moral and labor education of preschoolers", "Psychophysical well-being of children", "Cognitive and speech development of children"). With such integration, higher results are achieved in scientific and pedagogical activities, the relationship between various aspects of the development and upbringing of children is revealed;

✓ as a process of directly establishing links between objects and creating a new integral system (for example, a combination of different types of art in one lesson), combining forms and methods of cognitive activity (observation + story + experimentation + model);

✓ as a result (the form acquired by objects that interact with each other) - integrated classes, modular training, etc.).

In the theory and practice of preschool education, the most indicative is the integration of teaching aids, for example, the synthesis of the arts. Integration forces us to look for new forms of education. There is a search for ways to integrate activities (“play-work”, “design-play”, etc.).

THEME 4.

HUMANIZATION OF THE CONTENT OF PRESCHOOL EDUCATION

Criteria for selecting the content of education (Yu. K. Babansky, I. Ya. Lerner, M. N. Skatkin):

1. A holistic reflection in the content of education of all components of social experience.

2. High scientific and practical significance of the content to be mastered.

3. Correspondence of the complexity of the content with the real possibilities of this age.

4. Correspondence of the volume of content with the available time to study this volume.

5. Compliance of the content with the existing educational, methodological and material base of the educational institution.

The structure of the content of preschool education.

1. The main component of the content of education is knowledge:

basic concepts and terms that create the basis for learning at school; facts, the accumulation of which is carried out through observation of the environment, actions with objects, different types activities, generalization; laws, theories, concepts (laws of nature, mastered by children during observation);

knowledge about the methods of activity and cognition (about the methods of implementing the main types of activity - motor, artistic, labor, gaming, speech, communicative); knowledge about the norms of relations in society;

o evaluative knowledge (methods of evaluating oneself, one's own activities and behavior, actions and deeds of other people).

2. Experience in the implementation of methods of activity - skills and abilities of a practical and intellectual nature, are divided into general (speech skills, moral behavior skills, the ability to ask questions, the ability to walk, run, etc.) and special (skills in specific types of activities: musical, visual , constructive, etc.).

3. The experience of creative activity is the transfer of known methods of activity to new conditions of activity and their transformation.

4. The experience of the child's emotional-valuable attitude towards himself and the environment. Personality is characterized emotions, values, worldview, system of motives. The carriers of the system of attitudes towards the environment and oneself for the child, first of all, are parents, a teacher and other adults; peers play a significant role in middle and senior preschool age.

Thus, the content of preschool education consists of four interrelated elements.

federal state requirements for the structure of the main educational program of preschool education;

programs for the upbringing and education of children of early and preschool age;

educational and methodical materials, recommendations, manuals, manuals.

Principles of building the content of preschool education.

1) Developing, aimed at unlocking the potential of the child.

2) System, i.e., ensuring the relationship of those objects and phenomena that the child learns.

3) Integrative, providing for the integration of sensory and rational knowledge in the learning process.

4) Multicultural, which consists in introducing children both to their own culture and traditions, and to the culture of other peoples, the education of tolerance.

5) Activity, providing various types of activities, the subjectivity of the development of socio-cultural content by children.

6) Health saving, aimed at forming healthy lifestyle life, hygienic skills, the need for systematic physical education, providing a health-saving environment.

Methodological foundations of preschool pedagogy.

The methodology of pedagogy is a system of knowledge about the starting points of pedagogical theory, about the principles for considering pedagogical phenomena and methods for their study, about ways to introduce the acquired knowledge into the practice of upbringing, training and education.

The methodological foundations of preschool pedagogy reflect modern level of philosophy of education. _______________________________________________

AXIOLOGICAL APPROACH

Determination of the totality of acquired values in education, upbringing and self-development of a person. With regard to the development of preschoolers, these are the values of health, culture (communicative, psychosexual, ethnic, legal), the values of knowledge, the joy of communication, play, work. These are enduring values in raising children.

CULTURAL APPROACH

It was substantiated in the works of A. Diesterweg and developed in the works of K. D. Ushinsky. Accounting for the conditions of the place and time in which a person was born and lives, the specifics of his immediate environment and the historical past of the country, city, region, the main value orientations of the people. The dialogue of cultures is the basis for introducing children to the traditions, customs, norms and rules of communication of their place of residence.

SYSTEMS APPROACH	A system is an ordered set of interrelated elements and relationships between them that create a single whole. The pedagogical system (PES) is considered as a combination of the goal of education, the subjects of the pedagogical process (educators, children, parents), the content of education (the system of knowledge, skills, experience of creative activity and the experience of emotional-volitional attitude), methods and forms of organization of the pedagogical process, material base (funds).
ACTIVITY APPROACH	Determines a special place for leading activities that provide the opportunity to realize the various needs of the child, awareness of himself as a subject (S. L. Rubinshtein, L. S. Vygotsky, A. N. Leontiev, A. V. Zaporozhets, D. B. Elkonin, etc.) . Of great importance in the development of the child is the game as a leading activity, creative in nature, independent in organization and emotionally attractive for manifesting oneself “here and now”. The Federal State Educational Standard for the PEP of preschool education lists children's activities: motor, communicative, productive, cognitive research, labor, musical and artistic, reading fiction.
ACTIVITY CREATIVE APPROACH	Disclosure of the potential of each child, his ability to activity, creativity, initiative.
PERSONAL APPROACH	Development of requests, desires, interests, inclinations of the child. Preference is given to a humane, democratic (helpful) style of education. The meaning of the pedagogical position is support: an adult helps only what is already available, but has not yet reached the proper level, i.e. development of the child's independence.
SYNERGIC APPROACH	Consideration of each participant in the educational process (pupils, teachers, parents) as subjects of a self-developing subsystem. Each subject has the potential to move from development to self-development, self-improvement. The child is capable of self-organization and constant

feedback from the teacher (for example, in the classroom, the teacher with the helpshchyu questions finds out how much the previous material is learned, and the subsequent explanationdepends on learning outcomes).

Methodological approaches of preschool pedagogy determine the positionitiyu teacher, his attitude to the personality of the child, understanding his own role in the upbringing and education of children.

From point of view humanistic concept a person is considered as a personality, individuality, having freedom, responsibility, the need for creative transformation of oneself and the environment. These ideas are directly reflected in the field of preschool education. The child is considered as a subject, i.e. carrier of subject-practical activity and cognition.

Thus, education is not just the transfer of the previous generation to the next social experience of activities and relationships, but also formation of subjective properties, which allow each subsequent generation to enrich and build on this experience.