Humanization is a key element of modern pedagogical thinking. It requires a reassessment of all components of the pedagogical process in the light of their human-forming function, radically changes the essence and nature of this process, placing the child at its center. The main meaning of the pedagogical process is the development of the student. The measure of this development acts as a measure of the quality of the work of the teacher, the school, and the entire education system.
Humanization of education - this is the orientation of the educational system and the entire educational process: 1) on the development and formation of relations mutual respect students and teachers, based on respect for the rights of each person; 2) preservation and strengthening of the health of pupils; 3) the formation of their self-esteem; 4) development of personal potential.
It is this kind of education that guarantees students the right to choose an individual path of development. In other words, the humanization of education is the placement of a person with his needs, interests, and needs at the center of educational activity.
Humanization requires the establishment of cooperation links in the "teacher-student" system. This refers to respect for the individual, her dignity, mutual trust, the creation of the most favorable conditions for the disclosure and development of the abilities of students, their self-determination. This is the orientation of the school not only to prepare the child for a future life, but also to ensure the full value of his life today at each of the age stages - in childhood, adolescence, youth.
The humanization of education involves taking into account the psychophysiological identity of various age stages, the characteristics of the social and cultural context of a child's life, the complexity and ambiguity of his inner world. It also means an organic combination of collectivist and personal principles, which makes the socially significant personally significant for the child.
Humanization is implemented, in particular, through consistent individualization the whole pedagogical process (taking into account the personal specifics of students) and its personalization(taking into account the individual characteristics of the personality of teachers).
Individualization of the content, methods and forms of education involves their construction in accordance with the experience and level of achievements of schoolchildren, the orientation of their personality, and the structure of interests. Since the warehouse, features and scale of individual abilities and the dark development of students are different, the school is obliged to provide them with multilevel according to the objective complexity and subjective difficulty of assimilation of cultural material.
The personal orientation of the updated pedagogical process also corresponds to the fact that the teacher carries a certain content of education, and it is this cultural, spiritual content that becomes one of the main components of the educational process. The problem is to learn to take into account this personal aspect and realistically coordinate the rest with it, to learn to appreciate the teacher as the main bearer of the culture transmitted at school, to develop his personal potential.
slender building aesthetic education, which is to be built in the school, must be based on the foundation of art. The school will not move forward along the path of humanization until the subjects of the artistic cycle take their rightful place in the educational process.
The humanization of the school is not limited to the sphere of spiritual development. It requires overcoming the residual principle in relation to the physical development of the child. physical education it is necessary to return its rightful place in general education, rid it of a one-sided sports orientation, make it a true physical culture, an integral component of the versatile and harmonious development of the individual. It should be aimed primarily at improving the health of children, which today has become a national problem.
Not to mention the humanization natural science And technological component education. Technology here is understood as all types of applied "techno" - skill, skill: firstly, in craft, secondly, in art and thirdly, in science. Technology in this sense is the ability to create things and provide services.
Technology has been practiced long before the advent of the biophysical or human sciences. Historically, the sciences followed technologies that set cognitive goals for them, and this trend continues to this day.
The tasks of the earliest technologies - providing food, water and shelter - still constitute a significant part of the efforts that modern technology, today's applied sciences, undertake. Actors, artists, musicians, historians, philosophers of three thousand years ago would have found little change in the work of their current counterparts.
Skills and crafts from the arsenal of the productive activity of mankind should be studied in school, taking into account their decisive role in the arts and sciences, economy and private life.
The development of children's cognitive abilities, as a rule, corresponds to the historical sequence of basic concepts, skills, theories and system structures in which they arose in social and industrial communities. At the same time, the most accessible, understandable ideas and processes first appeared, and it is these concepts and skills that beginners most readily assimilate. That is why the introduction of concepts, skills, theories and systems in schools must follow the logic of the historical development of societies and industries.
In their historical development, human communities and the industries they practice have used many ways communication, including kinesthetic, language, graphic, sound and mathematical. All of them, adjusted for modernity (that is, corresponding to those used in society and industries today), should be used when communicating with children in the classroom.
Each of these methods opens different sources of intellectual abilities. Therefore, by using various methods of communication in groups, we increase the likelihood of mastering the concept and skill by each child.
Each child perceives and responds to different methods of communication in their own way. That is why in training it is necessary to apply the whole range of communication practices.
In teaching, an emphasis is needed on the maximum achievable completeness and clarity by students of conceptual structures, values, methods, functions and historical progress in the organization of society and production, their impact on the environment. At the same time, the attention of students is drawn to their training of independence, tracking and control of the part of the environment closest to them.
In order to increase the potential for intelligence in students' understanding, assessments, and actions, teaching needs to balance theory and its application to practice. At the same time, the discovery by children of basic skills to maintain and streamline group life acts as means of humanization of school education.
Introduction……………………………………………………………………2
1. Education and humanization…………………………………………… 4
2. The essence and content of the humanization of education………………….8
3. Problems of humanization of education in Russia……………………… 14
Conclusion………………………………………………………………...17
References……………………………………………………………..19
Introduction.
Humanization is a modern term, but the problem is far from new. With the change of historical epochs, the problem of the image of a person corresponding to the spirit of the times arose every time. In the history of the problem, biblical prohumanism, ancient humanism, humanism of the Renaissance and humanism of the Enlightenment are distinguished. Modern humanism is characterized by multidimensionality, which is associated primarily with the diversity of cultures, the plurality of ideas about the world, the search for a dialogue between the bearers of different moral values.
The humanization of education is more consistent not with the principle of meeting the educational needs of an “abstract” individual, but with the principle of dialogue, taking into account the interests of various social strata and groups, which influences the interests and needs of a particular individual. This does not mean that the student's personality is replaced by a social group; outside the latter, it is unthinkable and can only be understood in a certain socio-historical context. Relations between the participants in the educational process are not limited to the dialogue "personality-state"; they become more complex and mediated. As an intermediate link, one should probably take a social group and society as a whole. This link, connecting the individual with the state, forms both sides. The education reform at the end of the 20th century led to a confusion of the personal principle in pedagogy and educational policy. The humanistic meaning of the first of the principles unreasonably extended to the level of state policy in the field of domestic education. At the same time, the humanization of education is carried out through the achievement of a more complete correspondence of universal values, society and individual social groups that generate educational needs and ideals; a concrete person becomes the bearer and spokesman of the dialogue.
The purpose of this work is to study the humanization of education. The following tasks follow from the goal:
- Give the concepts of "education", "humanization", "humanization of education", "humanism";
Reveal the essence and content of the humanization of education;
Highlight the problems of humanization of education in Russia.
1. Education and humanization.
In order to give a concept of the humanization of education, it is necessary to find out what education is and what humanization is, to compare these concepts and their compatibility, to find out whether there is a need for humanization of education.
Education - according to the legislation of the Russian Federation - a purposeful process of education and training in the interests of a person, society, state, accompanied by a statement of the achievement of a student by a citizen of educational levels established by the state (educational qualifications). The level of general and special education is determined by the requirements of production, the state of science, technology and culture, as well as social relations.
Education is a purposeful cognitive activity of people to obtain knowledge, skills, or to improve them.
In a broad sense, education is the process or product of "... the formation of the mind, character or physical abilities of an individual ... In a technical sense, education is the process by which society, through schools, colleges, universities and other institutions, purposefully transmits its cultural heritage - the accumulated knowledge, values and skills - from one generation to another.
In the ordinary sense, education, among other things, implies and is mainly limited to the teaching of students by a teacher. It may consist of teaching reading, writing, mathematics, history and other sciences. Teachers in narrow specialties such as astrophysics, law or zoology can only teach this subject, usually at universities and other universities. There is also the teaching of vocational skills,
1. Aleksandrova O. A. Education: accessibility or quality - the consequences of choice // Knowledge. Understanding. Skill. - 2005. - No. 2. - S. 83-93.)
2.
for example, driving. In addition to education in special institutions, there is also self-education, for example through the Internet, reading, visiting museums or personal experience.
The right to education is now confirmed by national and international legal acts, for example, the European Convention for the Protection of Human Rights and Fundamental Freedoms and the International Covenant on Economic, Social and Cultural Rights adopted by the UN in 1966.
Humanization is a key element of the new pedagogical thinking, which affirms the semi-subjective essence of the educational process. The main meaning of education in this is the development of the individual. And this means changing the tasks facing the teacher. If earlier he had to transfer knowledge to students, then humanization puts forward another task - to contribute in every possible way to the development of the child. Humanization requires a change in relations in the "teacher-student" system of establishing cooperation links. Such a reorientation entails a change in the methods and techniques of the teacher.
The humanization of education presupposes the unity of the general cultural, social, moral and professional development of the individual. This social pedagogical principle requires a revision of the goals, content and technology of education.
The key concept of the humanistic philosophy of education is "humanism". An attempt to determine its meaning shows that this concept has several meanings. Their change makes it possible to understand various aspects of this problem, although it causes difficulties associated with determining the specific content of the very concept of "humanism".
Humanism (from lat. humanitas - humanity, lat. humanus - humane, lat. homo - man) - a worldview, in the center of which is the idea
3.
en.wikipedia.org/wiki/ Education
man as the highest value; arose as a philosophical trend in the Renaissance (see Renaissance humanism).
Humanism is a progressive life stance that, without the help of belief in the supernatural, affirms our ability and duty to lead an ethical life for the purpose of self-realization and in an effort to bring greater good to humanity..
Y. Cherny's study "Modern Humanism" provides a classification of humanistic views, which in 1949 in his student work was proposed by the future American researcher Warren Allen Smith:
- humanism - a concept meaning interest in a person or in the study of the humanities (study of the humanities);
ancient humanism - a concept related to the belief systems of Aristotle, Democritus, Epicurus, Lucretius, Pericles, Protagoras or Socrates;
classical humanism - the humanism of the Renaissance; a concept referring to ancient humanistic ideas developed during the Renaissance by such thinkers as Bacon, Boccaccio, Erasmus of Rotterdam, Montaigne, Thomas More and Petrarch;
theistic humanism - a concept that includes both Christian existentialists and modern theologians who insist on the ability of a person to work on his salvation together with God;
atheistic humanism - a concept that describes the work of Jean-Paul Sartre and others;
5. Batkin L.M. Ideas of diversity in the treatise of Lorenzo the Magnificent: On the way to the concept of personality // Problems of Italian history. - M., 1987. - S. 161-191.
6. Andrushko V. A. Ethical modalities in Lorenzo Valla // Rationality, reasoning, communication. - Kyiv, 1987. - S. 52-58.
- communist humanism - a concept that characterizes the beliefs of some Marxists (for example, Fidel Castro), who believe that Karl Marx was a consistent naturalist and humanist;
naturalistic (or scientific) humanism - an eclectic set of attitudes born in the modern scientific era and focused on the belief in the highest value and self-improvement of the human person.
The humanistic worldview as a generalized system of views, beliefs, ideals is built around one center (a person). assessment of one's place in the surrounding reality.Consequently, in the humanistic worldview, diverse attitudes to a person, to society, to spiritual values, to activity, that is, in fact, to the whole world as a whole, find their expression.
In the psychological dictionary, the concept of "humanity" is defined as "a system of attitudes of the individual to social objects (a person, a group, a living being) determined by moral norms and values, which is represented in the mind by experiences of compassion and rejoicing, is realized in communication and activity in the aspects of assistance, complicity, help».
7. Andrushko V. A. Ethical modalities in Lorenzo Valla // Rationality, reasoning, communication. - Kyiv, 1987. - S. 52-58.
8. Psychology: Dictionary / Ed. A.V. Petrovsky, M.G. Yaroshevsky. (M, 1990. (p. 21.).
Consequently, humanity (this is the quality of a person, which is a combination of moral and psychological properties of a person, expressing a conscious and empathetic attitude towards a person as the highest value. When teaching, they must be taken into account. Therefore, the humanization of education is necessary.
- 2. The essence and content of the humanization of education.
A humanistically oriented education cannot prepare a person only for the performance of any social or professional functions, without taking into account the interests and needs of the person himself. As an objective consequence of the current culturological situation, the humanization of education, being a key element of the new pedagogical thinking, requiring revision, reassessment of all components of the pedagogical process in the light of their human-forming function, involves the organization of special relationships between the educator and the educatee, the teacher and the student. In the context of the subject-subject approach, the goal of modern education is not<воспроизведение>ready-made knowledge, concepts, techniques and skills, and the development of the unique personality of the child, starting from preschool age. The meaning of the pedagogical process is the development of the student, the appeal to his inner world, his individuality. In other words, in the pedagogical aspect, the phenomenon of the formation of the humanization of education means nothing more than the dialogization of the educational process, the content basis of which is, among other things, the cognitive activity of children.
9. Psychology: Dictionary / Ed. A.V. Petrovsky, M.G. Yaroshevsky. M, 1990. (p. 21.).
A humanistically oriented educational process involves new goals of education, in which the priority is universal values and the individuality of the student and, at the same time, ensuring the self-realization of the teacher; new content of education, in which the leading role is played by the universal value aspect, and not impersonal information about the outside world; different in comparison with the traditional nature of communication in the system "teacher-teacher", "teacher-student", "student-student", an atmosphere of mutual trust, creative interaction, dialogue, stimulating the self-realization of the teacher and student; in the procedural and methodological aspect - the choice by teachers and students of forms and methods of teaching, involving the active inclusion of self-development processes in the structure of learning activities.
Undoubtedly, the humanization of education leads to the expansion of sources for setting a pedagogical goal. Traditionally, two sources of goal-setting were considered: society and the child, the needs of its development. In essence, there is no contradiction between them, although their absolutization led to the well-known theories of "free" and "authoritarian" education in pedagogy. Among the sources of the goals of upbringing and education, as a rule, the personality of the teacher is not mentioned. He was traditionally assigned the role of the executor of "projects" and "technologies". However, pedagogical activity is one of the few in which the teacher's personality not only mediates, but also determines the purpose and content of the process.
It should be noted that, in accordance with the humanistic paradigm, the socially determined goals of education should be to create conditions for the most complete mastery of material and spiritual cultures by the individual, ensuring his favorable social adaptation and prosocial activity. The objectively determined goals of education are represented at the level of the subject through the realization of individually determined needs. The subject-related goals of education should be aimed at the most complete satisfaction of the needs of the individual. The needs of the subject are reflected and maximally embodied if he has the opportunity to satisfy them in such forms of activity that correspond to the maximum extent to the styles of his personality: the style of understanding, the style of self-actualization, the style of interpersonal relationships. The lack of opportunities for the manifestation of mental activity in line with the style of individuality characteristic of the subject leads to tension of needs and perceived dissatisfaction.
The humanistically-oriented didactic system includes new goals of education aimed at the self-realization of the student and teacher through the assimilation of the system of universal values; new content of education, correlated with the personal needs of the subjects of the educational process; a system of student-centered methods and forms of education, their choice by students and teachers; democratic style of pedagogical and professional communication; the inclusion of learning activities in the structure of the processes of self-development and life self-determination of the personality of students.
The principles of humanization of the learning process are as follows:
- knowledge and assimilation by the child in the pedagogical process of truly human;
child's knowledge of himself as a person;
coincidence of the interests of the child with the universal interests;
the inadmissibility of using means in the pedagogical process that can provoke a child to antisocial manifestations;
providing the child in the pedagogical process with the necessary social space for the best manifestation of his individuality;
- humanization of circumstances in the pedagogical process;
determining the qualities of the emerging personality of the child, his education and development, depending on the quality of the pedagogical process itself
Sh.A. Amonashvili and others propose to adhere to certain humanistic positions in the learning process, which predetermine the establishment of humane relations between the teacher and students, between the students themselves. This is, first of all, the management of education and the entire school life of the child from the standpoint of his needs and interests. The content of education and upbringing, that is, the basis for organizing the school life of children, is determined mainly regardless of their personal interests and needs. The psychological and didactic task is to ensure that students accept this content, become interested in it, and become interested in educational and cognitive activities. With this approach, goal-setting and selection of means will be built with maximum consideration for the characteristics of the cognitive sphere of students. The teacher must really believe in the capabilities of each child and consider any deviations in his development, first of all, as a result of an undifferentiated methodological approach to him.
To perceive the student's natural failures as his inability and to react to this condemningly is inhumane in relation to the personality of the child.
- Petrovsky A.V. System-activity approach to personality: The concept of personalization // Psychology of a developing personality. M.: Pedagogy, 1987. S. 8-18.
The cooperation of a teacher with schoolchildren in the learning process involves the unification of their interests and efforts in solving cognitive problems, while the student feels himself not an object of pedagogical influences, but an independently and freely acting person. This implies an ethical attitude towards the student, respect for his dignity, support for his point of view and judgments, which creates an atmosphere of mutual respect, unconstrained educational and cognitive activity, forms ethical norms and moral behavior in society among schoolchildren.
A humanistically oriented teacher needs to have a positive attitude towards the student: he accepts the child as he is, understanding the need to correct his individual qualities, taking into account the general positive attitude towards the child's integral personality; the openness of the teacher is opposed to the formal role-playing behavior that does not allow the manifestation of emotions and feelings in addition to this role setting and the functions of the subject teacher performed by him; empathic understanding assumes that the teacher evaluates the student not so much from the standpoint of social and normative requirements, but based on the student's own assessments and values.
With this approach, the goal of the learning process should be the self-education of the child in himself as a person. Scientific knowledge in this case acts as a means to achieve this goal.
The humanistic orientation does not imply a rejection of universal pedagogical technologies, but their variability depending on the individual characteristics of the child. At the same time, it must be borne in mind that, if technologies can and should vary, combine, complement each other within the framework of one educational system, then the learning model,
13. Amonashvili Sh.A. Personal and humane basis of the pedagogical process. Mn.: Universitetskoe, 1990. 560 p.
defining the general concept of the work of an educational institution, should be unified. However, its choice is currently a great difficulty for the heads of educational institutions.
At the same time, it should be taken into account that the humanization of the educational process is possible with the implementation of a whole range of requirements. L.A. Baykova and other researchers distinguish the following:
- unconditional acceptance of the child, a stable positive attitude towards him;
showing respect for the individual and maintaining self-esteem in everyone;
awareness of the right of the individual to be different from others;
granting the right to freedom of choice;
assessment not of the child's personality, but of his activities, actions;
the ability to feel (empathy) for each child, to look at the problem through the eyes of a particular child from his position;
taking into account the individual psychological and personal characteristics of the child (type of the nervous system, temperament, features of thinking, abilities, interests, needs, motives, orientation, formation of a positive self-concept, activity).
14. Baikova L.A. Education in traditional and humanistic pedagogy // Class teacher. 1998. ї 2. S. 2-11.
ensuring the humanization of education (development of curricula, curricula, textbooks); systematization of existing approaches to the development of the problem.
3. Problems of humanization of education in Russia
The modern school of Russia is a social institution of society that transmits knowledge, norms, values and standards of culture to the younger generations to ensure the continuity of culture and the cohesion and stability necessary for Russian society, without which it is impossible to overcome the country's systemic crisis and the formation of market relations.
In the late 70s - early 80s of the twentieth century, education in Russia began to be considered as one of the global problems of our time, since the wealth of modern states, according to M. V. Ushakova, is determined not by natural and technological parameters, but, first of all, human capital, which has a certain price in the labor market.
One of the most significant modern problems of Russian education is its humanization and humanitarization. They are associated with global changes taking place in the modern world, where the main value and property of society is a person capable of self-actualization (the main thesis of humanistic psychology). Most researchers dealing with this problem attribute it to the modern paradigm of the development of Russian education.
Reflecting on the ways of implementing the modern paradigm of the development of Russian education, it should be pointed out, as V. T. Pulyaev emphasizes, that it should be essentially humanitarian, generate in society
15.
Ushakova M. V. Higher School of Modern Russia: Trends and Forecasts // Social Humanitarian Knowledge. 2003. No. 4. S. 166 - 179.
humanism. Technogenic civilization and technocratic thinking are becoming obsolete. The value of human existence in its harmony with the world of nature and society is increasingly coming to the fore. Human relations imperiously include humanitarian problems, universal values that take into account the interests of not only living, but also future generations of people. The humanization of education presupposes the primacy of man over technical systems.
Revealing the essence of this problem, M.V. Ushakova emphasizes that the majority of students are dominated by the technocratic idea that everything economically efficient is moral, many of them suffer from narrow utilitarian thinking, technicism, misunderstanding of the meaning and role of humanitarian knowledge.
The humanization of education is carried out with the aim of "elevating" a person, the value of which lies in his individuality. At one time, N. A. Berdyaev argued that “the whole real world” depends on the will, thoughts and deeds of an individual. According to N. A. Berdyaev, a person as a thinking, creative being has such qualities as individually special, activity and creativity, freedom and freedom of creativity.
The humanization of education can be carried out in the form of the upbringing of the spiritual ability to evaluate and accept the reality of being, without losing
"I" values. The individualization of education in the context of the humanistic paradigm is based on human freedom. Freedom is the meaning of life, the true essence of man.
Humanization also contributes to the increasing accessibility of higher education in the world, which affects the education of an ever higher level, its transformation from elite to mass.
16 Pulyaev V. T. A new paradigm for the development of education and the main contours of its implementation in Russia // Socio-political journal. 1998. No. 5. S. 3 - 20.
17 Ushakova M. V. Higher School of Modern Russia: Trends and Forecasts // Social Humanitarian Knowledge. 2003. No. 4. S. 166 - 179.
18. Chinaeva V. Student mobility: global trends // Higher education in Russia. 2002. No. 3. P. 93 - 98. Collection of scientific papers
It is the mass nature of higher education, as emphasized by V. Chinaeva, that has become one of its most characteristic features in our time.
Thus, we can conclude that the humanization and humanitarization of education are the most important problems of modern education. They are closely connected with such phenomena as the democratization and globalization of the higher education system, its transformation from an elitist into a mass one. Humanization largely determines the effectiveness of the education system and is one of the modern paradigms of its development.
etc.................
Education as a social phenomenon: models and paradigms of education. Humanization and humanitarization of modern education. Humanization and its influence on changing the content of historical education.
Education as a social phenomenon: models and paradigms of education.
Education - the process and result of the integral formation of the personality (intellectual, physical, spiritual), carried out by introducing it to culture.
Under definition"education" implies not only a systematic and purposeful process, but also the result of the assimilation of personalityknowledge, skills and abilities . And,the formation of cognitive processes, individual worldview, the formation of the mind and sensory sensations .
Therefore, the concept of education includesand the skill and ability to analyze, think, create, compare and evaluate everything that happens from ethical and moral positions around as a constantly ongoing process of communication and human activity. All this can be achieved if a person is involved in various activities of social production.
Thus, under essence of education person means the following: a specially organized process and its result of constant and direct transmission from generation to generation of historically and socially significant experience.
Structure of education , as well as learning, in this case is a triune process, consisting of:
1) learning experience;
2) education of the qualities of behavior;
3) physical and mental development.
In pedagogical practice, three different approaches to the interpretation of the content of education are common:
One interpretation content of education represents education asadapted foundations of various sciences that are studied at school . At the same time, other personality traits remain aside, for example, the ability for independent analysis, creativity, the ability to make an independent decision and freedom of choice. This concept is mainly aimed at introducing the child to science and production, but overlooks the formation of a person as a person and his desire for a full independent life in a democratic society. In this case, a person is presented as a factor of production.
Another approach presents the content of education asa combination of knowledge, skills and abilities, necessarily acquired by schoolchildren . “The content of education should be understood as the system of scientific knowledge, practical skills, as well as philosophical and moral and aesthetic ideas that students need to master in the learning process” (Kharlamov I. F. Pedagogy. M .: Higher School, 1990. C .128).
This definition does not provide an analysis of the content of human culture and does not disclose the content of knowledge and skills. It turns out that it is enough to offer the student so that he knows and can do something, but no more.Then, in this case, the requirements for education are presented: it is necessary to give the child knowledge and skills in certain sciences, for example, in language, mathematics, physics and other subjects, but how the growing person will use the acquired knowledge is not taken into account.
This approach is not effective in the current conditions of the development of a general education school in Russia, since the solution of complex problems associated with certain areas of society requires not only the availability of certain information for students, but also the development of such qualities in them,as willpower, responsibility for one's actions, moral stability . In this case, the factors and conditions for the functioning of public lifeare the development and setting by students of value-oriented goals, desires and intentions, which ultimately leads them to self-education .
Third concept representspedagogically adapted social experience in all its structural completeness . This approach implies the presence of a creative and emotional beginning in the experience of activities and relationships, in addition to existing knowledge, which also implies the presence of experience in performing various types of activities.
All the presented types of social experience are separate special types of educational content, whichgive knowledge about nature, society, production, technology and activities . Mastering this knowledge forms in the mind of the child a true idea of the world around him, offers the right approach to cognitive and practical activities. The younger generation is required to independently apply the acquired knowledge and skills in practice in new situations, as well as to form new activities based on already known ones.
Thus, all the above components of the content of education are quite interconnected and mutually determined. Skills without knowledge are impossible.
Education as a social phenomenon – it is a means of socio-cultural heredity, the transfer of social experience to subsequent generations.
Education as a social phenomenon is a social institution that performs the functions of preparing and including an individual in various spheres of the life of society, introducing him to the culture of this society through the acquisition of certain knowledge, skills, ideological and moral values and norms of behavior, the content of which is ultimately determined by the socio-economic and the political system of a given society and the level of its material and technical development.
Like any social institution, the institution of education takes shape over a long period of historical development and has taken various historical forms.
Early stages of human history education was woven into the system of social production activity. The functions of training and education, the transfer of culture from generation to generation were carried out by the entire adult population directly in the course of introducing children to the performance of labor and social duties.
The expansion of the boundaries of communication, the development of language and common culture has led to increase information and experience to be passed on to the younger generation. However, the opportunities for its development were limited. This contradiction was resolved by creating social structures specializing in the accumulation and dissemination of knowledge - the institution of education. Historians testify that already in the conditions of the primitive communal system in each tribe, special schools were created in which the most knowledgeable people passed on the knowledge and experience of the tribe to the young, introduced them to rituals and traditions, and initiated them into the art of magic and witchcraft.
The emergence of a private , the separation of the family as an economic community of people led to the separation of learning and educational functions and the transition from public education to family education, when not the community, but parents began to act as a teacher.The main goal of education was the upbringing of a good owner, heir, able to preserve and increase the property accumulated by parents as the basis of family well-being.
However, the thinkers of antiquity already realized that the material well-being of individual citizens and families depends on the power of the state. The latter can be achieved not by family, but by public forms of education. Thus, the ancient Greek philosopher Plato, for example, considered it obligatory for the children of the ruling class to receive education in special state institutions.
The main goal of education was to educate strong, hardy, disciplined and skillful warriors capable of selflessly defending the interests of slave owners.
Thus, there was a separation from a single process of reproduction of social life of spiritual reproduction - education, carried out with the help of training and education in institutions adapted for these purposes. . This also meant a transition from non-institutional to institutional socialization.
The complication of public life and the state mechanism required more and more educated people. Their preparation began to be carried out by city schools, which were independent of the church.In the XII-XIII centuries. Universities appeared in Europe, quite autonomous in relation to the feudal lords, the church and city magistrates. They trained doctors, pharmacists, lawyers, notaries, secretaries and government officials.
The increased social needs for educated people led to the rejection of individual learning and the transition to a class-lesson system in schools and a lecture-seminar system in universities. The use of these systems ensured the organizational clarity and orderliness of the educational process, made it possible to transmit information simultaneously to tens and hundreds of people. This has increased the efficiency of education tenfold, it has become much more accessible to the majority of the population.
The development of education in the pre-capitalist era was due to the needs of trade, navigation, industry, but until relatively recently it did not have a significant impact on production and the economy. Many progressive thinkers saw in education only a humanistic, educational value. The situation began to change as the big machine of the industry demanded a change in the old way of production, stereotypes of thinking and value systems.The development of mathematics, natural science, medicine, geography, astronomy and navigation, engineering, the need for the widespread use of scientific knowledge came into conflict with the traditional, predominantly humanitarian, content of education, which was centered on the study of ancient languages. The resolution of this contradiction is connected with the emergence of real technical schools named after them, higher technical educational institutions.
The objective demands of production and the struggle of the working people for the democratization of education already in the 10I10th century They led to the fact that in the most developed countries laws on compulsory primary education were adopted.
Before World War II for the successful mastering of working specialties, a secondary education was already required. This was manifested in the increase in the terms of educational training at school, the expansion of school programs at the expense of natural science disciplines, the abolition of fees for primary and secondary school education in a number of countries.Incomplete, and then complete secondary education becomes the main condition for the reproduction of the labor force.
Second half of the 20th century It is characterized by an unprecedented coverage of children, youth and adults by various forms of education. This period of the so-called educational explosion became possible because the machines, replacing mechanical machines, changed the position of man in the production process. Education has become a necessary condition for the reproduction of the labor force. A person who does not have an educational background is actually deprived of the opportunity to get a modern profession today.
Thus, the allocation of education to a specific branch of spiritual production corresponded to historical conditions and had a progressive significance.
Analysis of the interpretation of the term "education" - see printouts. (additionally)
According to the latest government documents,education concept is identified with the definition of education in the broad sense of the word and is understood as the process of transferring knowledge, experience and cultural values accumulated by generations.
Accordingly, education is a social phenomenon andperforms sociocultural functions:
is a way of socialization of the individual and continuity of generations;
an environment for communication and familiarization with world values, achievements of science and technology;
accelerates the process of development and formation of a person as a personality, subject and individuality;
ensures the formation of spirituality in a person and his worldview, value orientations and moral principles.
Education as a system is a set of institutions of various types and levels (preschool, school, additional, secondary specialized, higher and postgraduate education).
Education as a process reflects the stages and specifics of the development of the education system.
Term"educational process" widely used in practice
Undereducational process we will understand the totality of educational and self-educational processes aimed at solving the problems of education, upbringing and development of the individual in accordance with the state educational standard.
Thus, within the educational process, two components can be distinguished, each of which is a process:training and education.
Education (education in the broad sense of the word) as a function of human society - mastering the totality of social experience
Education - mastery of knowledge, skills, ways of creative activity, worldview and moral and aesthetic ideasUpbringing in the narrow sense of the word - the formation of social, moral, aesthetic relations, feelings, attitudes, beliefs, habits, behavior
The main components of the structure of the educational process are :
target (determination of the goals of education);
meaningful (development of the content of education);
operational and activity (methods, means and forms of education);
stimulating and motivational (creating incentives and motives in education);
evaluative-effective (assessment of the results of education, their correction, if necessary).
Term"paradigm" ( from Greek - example, sample) means a strictly scientific theory, embodied in a system of concepts that express the most essential features of reality. In modern pedagogy, it is used as a conceptual model of education.
In the course of the historical development of society and education, various paradigms of education have developed.The most common are the following:
1) traditionalist-conservative (knowledge paradigm);
2) rationalistic (behavioristic, behavioral);
3) phenomenological (humanistic paradigm);
4) technocratic;
5) non-institutional paradigm;
6) humanitarian paradigm;
7) learning “through discovery”;
8) esoteric paradigm.
These paradigms differ in approaches to choicethe main goal of education, to understanding the role and purpose of education in the system of public institutions, to its vision in the system of preparing a person for life , the formation of a general and professional culture of the younger generations.
Each of these paradigms poses its own questions for education:
about the functions of the school as a social institution;
on the effectiveness of the education system;
about school priorities;
what are the socially significant goals of education;
what knowledge, skills and abilities are valuable and for whom, or what education should be like in the modern world.
Basic pedagogical paradigms .
At the present difficult time, special attention should be paid to our future - the younger generation, its education, for which it is important to understand the principles underlying education. For this, it is necessary to consider pedagogical paradigms (models for posing problems and solving them). In pedagogical science, three pedagogical paradigms have been identified, including the content of education and the meaning of education.
1. Knowledge traditionalist paradigm . the main objective isin the transfer to the younger generation of the most essential elements of the cultural heritage of human civilization and its experience . This transfer is carried out on the basis of a set of knowledge, skills and abilities that have stood the test of time, as well as moral ideals and life values that contribute to both individual development and the preservation of social order, allowing to ensure functional literacy and socialization of students.
This paradigm is based on 3 postulates.
First postulate: education should be based on basic knowledge and relevant skills and methods of learning, skills. To achieve this, trainees must master the fundamental tools of learning, i.e. reading, writing and math literacy.
Second postulate : the content of education should be really important and necessary, and not secondary knowledge, i.e. education must separate the wheat from the chaff. The education system should have an academic character and focus on the basic branches of science. School attention should be directed to what has stood the test of time and is the foundation of education.
Third postulate : humanistic. Much attention should be paid to ethical values. It's about human values. On the wave of innovation in the West, there was even a movement
N. Postman in Teaching as a Saving Activity in the 1980s. claims, that the school should not adapt to the information sphere : television has a destructive effect on the intellect, because - like a school - it has its own program, its own system and methodology. The school must resist such an information environment. This is possible if the school gives children a good knowledge of history, language, arts, religion. Such guidelines are defended as an increased emphasis on the foundations of education, the natural sciences, and especially history, as the heritage of science.
Traditionalist-conservative paradigm education is based on the idea ofthe "saving" role of the school , the purpose of which is to preserve and transmit to the younger generation the cultural heritage, ideals and values that contribute both to individual development and the preservation of social order. Therefore, the content of school programs should be based on basic knowledge, skills and abilities that have stood the test of time, ensuring the functional literacy and socialization of the child. This is an academic direction that does not connect school with life.
2. Behavioral rationalistic paradigm education is primarilyensuring the assimilation of knowledge, skills and practical adaptation of the younger generation to the specific conditions of the existing society . (R. Major). The main term of this paradigm is: “The school is a factory for which the student is the “raw material”. The paradigm is based on the concept of social engineering by B. Skinner, according to which the goal of the school is to form in students an adaptive “behavioral repertoire” that corresponds to social norms, requirements and expectations of Western culture.The main methods of such training are training, test control, individual training, and adjustment.
Behaviorists describe lessinner world , his condition, and more -external incentives . The model considers the school as a way of acquiring knowledge in order to shape the behavior of children, in other words, the school iseducational mechanism of adaptation to the environment .
Related to this concept is the conceptB. Bloom, the essence of which - in a rather optimistic approach to students. He believes that almost all children not only can keep up, but also successfully learn.He identified the following categories of students:
incapable (~5%); they cannot acquire knowledge even with a long period of study;
talented (~5%), learn at a very high pace;
regular students (~90%). Their abilities are determined by the cost of study time.
The disadvantage of both the traditionalist and rationalist models learning is their weak humanistic focus. According to themthe student is considered only as an object of pedagogical influence, and not as a subject of life, a free self-sufficient person capable of self-development and self-improvement. The rationalistic model of education lacks creativity, independence, responsibility, and individuality.
3. Humanistic (phenomenological) paradigm educationconsiders both the teacher and the student as equal subjects of the educational process . Its main goal is the personal nature of learning, taking into account the individual psychological characteristics of students, creating conditions for the development and self-development of the student. o, giving him freedom of choice for the possibility of maximizing the realization of his natural potentials and for self-realization. The humanistic paradigm implies freedom and creative search for both students and teachers. It is focused on the creative, spiritual development of the individual, on interpersonal communication, dialogue, help and support in the self-education of a person and his self-improvement.
So,development and self-development, self-realization, student's creativity, life-creation, subjectivity - that's what is at the heart of this model of education, and not the subject - object relations (as in other models). Herecooperation partnerships .
According to renowned psychologistL.S. Vygotsky , development is determined by the measure of assistance that must be provided to the child in his education .
According to Vygotsky:
actual development zone - the knowledge, skills and abilities that a person has mastered and can use independently;
zone of proximal development - those knowledge, skills and abilities that a person can use only with the help of an adult (senior).
Distinguish development:
general (universal abilities, including physical ones);
special (associated with abilities, giftedness);
cultural development (we turn to culture again).
The highest level of development is self-development.
In the context of the implementation of the humanistic paradigm of education, the main thing isfinding by each person the truth, i.e. ways of knowing . The motto of this paradigm in its inner meaning is"Knowledge is power!" The pedagogical process is based on the principle of dialogue and is rich in improvisation.
4. Technocratic paradigm of education proclaims its main goaltransfer to the younger generations and assimilation by them of the “accurate” scientific knowledge necessary for further improvement of practice . The paradigm is based on the idea of the truth, proven by scientifically based knowledge, proven experience. For teachers of this type, the motto “Knowledge is power” has been relevant for a long time, and only practice serves as a criterion for the truth of knowledge. A person is not valuable in itself, as a unique individuality, but only as a specialist, a carrier of a certain reference (averaged, standardized) knowledge or behavior. Certain elements of this paradigm are, unfortunately, also inherent in our system of engineering education, which is aimed primarily at the professional training of a specialist, and not at his personal formation.
It is based on the proof of the truth by concrete scientifically based experience.
Values are exact knowledge.
Norm is the observance of clear rules.
Motto - "Knowledge is power!"
Binary rating scales: "yes - no", "knows - does not know", "owns - does not own".
The grading system leads to competition and inequality; preference is given to "strong" at the moment.
The basis of pedagogical technology is the teacher's monologue (answers to questions that the student did not ask). As a result, there is inequality in the “student-teacher” system and in general between an adult and a child.
The value of a child is determined by the principle "more - less", "better - worse", "stronger - weaker", which creates an atmosphere of competitiveness in educational institutions. The choice of a teacher, as a rule, is done in favor of the "strong".
The fact is that, although it is built on distrust of the capabilities of the individual, it is to it that we owe many productive pedagogical technologies and interesting forms of work. These include: stenciled writing, computer games, reference notes and much more, which helps to streamline complex pedagogical processes, quantify them, and establish feedback.
Despite all the shortcomings, the technocratic paradigm provides a high level of students' knowledge. It was during the years of its domination that our country was the first in the world to begin to explore outer space.
5. Non-institutional paradigm of education orientedon the organization of education outside traditional social institutions, in particular schools and universities . It involves getting education by a person with the help of the Internet, in the conditions of the so-called "open schools", distance learning. If there are certain advantages of such education (choosing a convenient time, individualization of the training regime and its content), this paradigm, at the same time, deprives the student of the main condition for successful education and personal development - direct contact with a teacher or lecturer. And as quite rightly emphasizes V.G. Kremen, “even if we use the most advanced computer systems, high communication technologies, which, without a doubt, stimulate the dynamics and effectiveness of the educational process, increase the interactivity of the educational environment, no one and nothing can completely displace and replace the art of direct pedagogical dialogue “teacher - student ". Therefore, the training of highly professional pedagogical and scientific-pedagogical workers becomes especially important.”
6. Humanitarian educational paradigm (according to I.A. Koesnikova),the center of which is not the student who assimilates ready-made knowledge, but the person who knows the truth . But since there is no unequivocal truth, it is not the truth itself that is important, but the attitude towards it. At the same time, subject-subject interactions and relations between the participants in the pedagogical process are based on the principles of cooperation, co-creation, dialogue, exchange of opinions and mutual responsibility for the free choice of one's position, knowledge of the world through the exchange of spiritual values.
Its center is finding the truth.
The main thing is the student's involvement in the process of cognition, the search for truth.
Motto - "Knowledge is power!"
The main technique of pedagogical technology is dialogue or polylogue.
Characteristic features are the richness of improvisation, cooperation, co-creation with the student, mutual enrichment.
Installation - the recognition of the equal right of everyone to know the world without restrictions.
It is based on love for the student, faith in his creative abilities.
The scale for evaluating success is based on tracking progress in development relative to one's previous achievements, and not relative to others and not relative to predetermined standards. Success diagnostics is not a means of selecting and promoting the “strong”.
7. Discovery learning paradigm (Jerome Brunner). According to this paradigm,students should learn about the world, acquire knowledge through their own discoveries, requiring the tension of all cognitive forces and at the same time fruitfully influencing the development of productive thinking. Creative learning, according to Brunner, differs both from the assimilation of “ready-made knowledge” and from learning by overcoming difficulties in that students, based on the accumulation and evaluation of data on a specific problem, form appropriate generalizations and even identify patterns that go beyond the scope of the material being studied.
8. Esoteric paradigm of education , according to I.A. Kolesnikova, reflects the highest level of human interaction with the outside world. The essence of this paradigm isin relation to truth as eternal and unchanging, which a person cannot understand, but can be joined to it in a state of special insight. The highest meaning of pedagogical activity lies in the release of the natural, essential forces of man for communication with the cosmos, for the development of cognitive abilities, spirituality and moral self-improvement.
The Pedagogy of the Initiates for the Training of the Initiates.
Truth is seen as eternally existing and unchanging. It does not need to be proven, but it needs to be comprehended.
Teaching is the path to truth.
Motto - "Awareness is power!"
The highest meaning of pedagogical activity consists in the release and development of the natural forces of the student for communication with the Cosmos, for entering superknowledge, while the protective function of the Teacher, who carries out the moral, physical, mental preparation and development of the student's essential forces, is especially important.
At present, the scientific-technocratic pedagogical paradigm prevails. But in the current period of social and environmental crises, an urgent transition tohumanistic pedagogical paradigm, focused on the development of student abilities.
The famous Soviet psychologist B.M. Teplov singled outthree characteristics of abilities:
First, abilities are understood individually - psychological characteristics that distinguish one person from another;
secondly, abilities are called only such individual characteristics that are related to the success of any activity;
thirdly, the concept of “ability” is not limited to the knowledge, skills and abilities that a given person has developed, but are, as it were, a favorable prerequisite for their formation.
There are two levels of ability:
reproductive (rapid assimilation of knowledge and mastery of certain activities according to the model);
creative (the ability to create something new, original with the help of independent activity).
It is on the development of the creative level of abilities that the attention of the teacher should be directed.
“The clay from which you are molded has dried up and hardened, and nothing and no one in the world will be able to awaken in you a sleeping musician, or a poet, or an astronomer who, perhaps, once lived in you,” these pain-ridden the words of Antoine de Saint-Exupery seem to be addressed to every teacher. All that is needed for them to show their talents is the skillful guidance of adults.
So the teacher should be:
certainly talented;
capable of experimental, scientific and creative activity;
professionally competent;
intelligent, moral and erudite;
owning advanced pedagogical technologies.
Humanization and humanitarization of modern education.
Humanization school education involves the creation of conditions aimed at the disclosure and development of the student's abilities, his positive self-realization. This focus is based on respect and faith in the child and is expressed in terms of school life, in its content, organization of means, as well as in the nature of the interaction of members of the school team.
Education implements its humanistic mission through two social functions : it prepares a person to fulfill various social roles and at the same time forms the ability to understand himself and his being.
Depending on social reality, one of two trends develops in the field of education:either authoritarian-dogmatic, or humanistic .
The first is focused on the formation of an "adaptive" personality . (A typical rate is on the truths taught, on assessment and control. The source of knowledge is the teacher, the indicator of success is the performance and discipline of the student. The main guideline for the teacher is the amount of knowledge that the student must learn.
The second focuses on the holistic development of the personality, its spiritual and cognitive abilities, self-organization and self-regulation, familiarization with the universal values of culture. The main tool is partnership, close connection with life, the social environment. The humanistic paradigm understands education as a process related to social life and not limited by the narrow confines of the school.
The role of humanization in the development of the education system. The highest humanistic meaning of social development is the affirmation of the attitude towards a person as the highest value of being, the creation of conditions for the free development of each person.
Humanization - a key element of the new pedagogical thinking, which means changing the tasks facing the teacher. If earlier he had to transfer knowledge to the student, then humanization puts forward a different task - to promotein every possible way for the development of the child. Humanization requires a change in relations in the "teacher-student" system - the establishment of cooperation links. Such a reorientation entails a change in the methods and techniques of the teacher's work.
The humanization of education presupposes the unity of the general cultural, social, moral and professional development of the individual. This socio-pedagogical principle requires a revision of the goals, content and technology of education.
Patterns of humanization of education. Based on the findings of numerous psychological and pedagogical studies, we formulate the laws of the humanization of education.
Education as a process of formation of mental properties and functions is determined by the interaction of a growing person with adults and the social environment. Mental phenomena, noted S.L. Rubinshtein, arise in the process of human interaction with the world. A.N.Leontiev believed that the child does not face the outside world one on one. His attitude to the world is always transmitted through the relations of other people, he is always included in communication (joint activity, verbal or mental communication).
In order to master the achievements of material and spiritual culture, in order to make them his needs, "organs of his individuality", a person enters into certain relations with the phenomena of the surrounding world through other people. This process is in its functions the process of education.
2. Among the humanistic trends in the functioning and development of the education system, one can single out the main one - an orientation towards the development of the individual.The more harmonious the general cultural, socio-moral and professional development of the individual, themes a person will become freer and more creative .
3. Education will satisfy personal needs if it according to L.S. Vygotsky, focused on the "zone of proximal development", those . on mental functions that have already matured in the child and are ready for further development. This orientation requires the promotion of such educational goals that provide basic qualities, not necessarily universal, but necessarily necessary for the development of a personality in a particular age period.
4. The development of a personality in harmony with the universal culture depends on the level of mastery of the basic humanitarian culture. This pattern determines the culturological approach to the selection of the content of education. In this regard, self-determination of the individual in world culture is the core line of the humanization of the content of education.
5. The culturological principle requires raising the status of the humanities, updating them, freeing them from primitive edification and schematism, revealing their spirituality and universal values.Accounting for the cultural and historical traditions of the people, their unity with the universal culture - the most important condition for the design of new educational plans and programs .
6. The more diverse and productive the meaningful for personality activity, the more effective is the mastery common human and professional culture. The activity of the individual is precisely the mechanism that allows the totality of external influences to be transformed into new formations of the individual as products of development. This determines the particular importance of the implementation of the activity approach as a strategy for the humanization of teaching and upbringing technologies.
7. The process of general, social, moral and professional development of the individual acquires an optimal character when the student acts as the subject of learning . The personal approach assumes that both teachers and students treat each person as an independent value, and not as a means to achieve their goals. This is due to their willingness to perceive each person as obviously interesting, to recognize his right to be different from others. The personal approach requires the inclusion of personal experience (feelings, experiences, emotions, corresponding actions and deeds) in the pedagogical process.
8. The principle of the dialogic approach involves the transformation of the position of the teacher and the position of the student into personal equal , in the position of cooperating people. Such a transformation is associated with a change in the roles and functions of the participants in the pedagogical process.The teacher does not educate, does not teach, but activates, stimulates aspirations, forms the student's motives for self-development , studies its activity, creates conditions for self-movement. At the same time, they shouldfollow a certain sequence : from the teacher's maximum assistance to students in solving learning problems at the initial stage of education through the gradual activation of students to complete self-regulation in learning.
9. At the same timeself-development of the individual depends on the degree of creative orientation of the educational process . It involves the direct motivation of educational and other activities, the organization of self-promotion to the final result. This enables the student to experience the joy of realizing their own growth and development, from achieving their own goals.The main purpose of an individual creative approach consists in creating conditions for self-realization of the personality, in identifying (diagnosing) and developing its creative capabilities. It is this approach that ensures the personal level of mastering the basic humanitarian culture.
10. The humanization of education is largely associated with the implementation of the principle of professional and ethical mutual responsibility.The readiness of the participants in the pedagogical process to take on the concerns of other people is inevitably determined by the degree of formation of the humanistic way of life. This principle requires such a level of internal composure of the individual, in which a person does not follow the circumstances that develop in the pedagogical process.
So, the integration of knowledge about the essence of the humanization of education made it possible to identify its main patterns and a system of principles interconnected with them. . The theoretical understanding of the patterns and principles of the humanization of education allows not only to determine the strategic direction of the educational process, but also to outline a tactical program for the implementation of its humanistic goals.
The essence of the humanization of education - in the humanization of all the knowledge received by the child, in the importance and necessity of them not only for production, but also for development, for the life of every person
"Prerequisites":
the need for the humanization of education is due to the experience of world wars - the need to educate young people in the spirit of peace, aimed at developing the ability to understand other peoples and cultures, respect for human rights and peoples.
Technocratic progress - technology dominates man and his values. Without concern for man, social progress, scientific and technological progress exhausts its possibilities in the field of technology and production and becomes dangerous.
The collapse of the ideals of law and legality, the growing consumer egoism, nationalistic and political terrorism, the growth of criminal tendencies, the spread of alcoholism and drug addiction - the root cause: the internal lack of spirituality of a person.
Total informatization of society. An illusion is created of the accessibility of culture, the entire wealth of accumulated ideas, etc. Genuine familiarization with culture cannot be ensured by the expansion of information opportunities. It is necessary to form a global, planetary thinking that will help every young person to understand the meaning of different cultures, enrich world culture, and help to comprehend their place in the world.
The objective need to update the school is dictated by the peculiarities of its current existence and the place it occupies in the system of schoolchildren's value orientations. If the school does not change, then it will not be able to retain its leading role in the socialization of the younger generations.
The change in pedagogical paradigms is expressed primarily in the change in the anthropological foundations of pedagogy. An educated person is not only a person who knows how much he is prepared for life, orients himself in the complex problems of modern culture, and is able to comprehend his place in life.
Not to protect the schoolchild from the contradictions of life, but to prepare for life in a society of social changes - this is probably the way to formulate the general direction of humanistic education. It is implemented in all components of the educational system: the content of education and the organization of communication between the teacher and students in educational activities.
Humanization education means orienting both students and teachers to suchuniversal values such as life, health, human dignity, individual freedom, the natural right of a person to be the master of his own destiny, individuality, the system of rights and freedoms of the individual, democracy, law and order .
Humanization of education means the development of relations between the participants in the process, based on peacefulness, mutual understanding, mutual respect, mercy.
GO can only be carried out by covering all the main areas of ped. activities and include the following areas:
Goal setting focused on humanistic values, related to the activities of the entire pedagogical team and each individual teacher
Changing the content of education both through the introduction of new humanitarian subjects, and by increasing the humanitarian component in the content of traditional academic disciplines.
Goal tasks:
Introducing students to the humanistic ideas accumulated by mankind, mastering the cultural heritage of the humanistic direction, which should contribute to the humanistic orientation of the individual.
Providing them with a system of integrated knowledge about a person, which, in combination with the skills developed also in a certain system, would become the basis for self-knowledge, self-development, self-education of the individual, identification and development of its creative potential.
Adaptation of the individual to the world around both by communicating the necessary information about the modern world, and by developing the skills and abilities to communicate on a humanistic basis with other people, receive and transmit information, including the acquisition of foreign languages, organization of one's activities, work in a team.
Criteria for the humanization of education:
Humanization of education - a multifaceted phenomenon, which is carried out simultaneously at several levels: within the framework of the public system of education and training, in the field of various pedagogical processes and systems, in the practical activities of specific employees of educational institutions.
The direction of development of value orientations, professional attitudes among practitioners of educational institutions, administrators in charge of the structure of education management, etc.
The logic of this movement should be directed towards working with the Human. Openness to people, attention to a particular student, pupil, active interest in the problems of a person, the desire to penetrate deeper into the patterns by which the development of the individuality of a child, an adult is going on - these are qualitative indicators of the teacher's personal and humane.
The idea of value-semantic equality of an adult and a child , in its innate human right of unlimited knowledge of the world, and in those forms that are organic and comfortable at the individual-personal level.
Formation of the need and opportunity to put forward and adjust the goals of education and training with the active participation of children and adults included in this pedagogical system. This allows the teacher to create an individually-personally oriented model of his activity, as well as to build subjective content aimed at the vital and cognitive interests of students.
Professional language in which goals are formulated. The goals should be based on the dynamics of the development of personality, individuality, interpersonal relationships.
The priority of educational goals over learning goals. The desire of the teacher to contribute to the flourishing of the student's individuality, the disclosure of his truly human essence.
Opportunity for students and teachers to self-actualize in the field of education. For a student, this is such a construction of a learning system when he himself gets the opportunity to determine a socio-pedagogical niche in which he will be comfortable and where there are incentives that ensure the development of his creative potential. For the teacher, this is providing a situation of choice: involving the free implementation of their own conceptual approaches and innovative ideas, as well as free possession of the entire range of methodological tools, techniques, forms, positions in the process of education and training.
The teacher has a complex of scientific and practical knowledge about a person in general, about a child of a particular age, about himself and the ability to use them in his activities. Without knowing the underlying processes that determine the formation of a person at the individual-personal level, it is impossible to competently, professionally organize such familiar pedagogical processes as training and education, it is impossible to implement such fundamental principles as natural conformity and cultural conformity. The student is also called upon to acquire information concerning his own development.
Humanitarization of thinking of teachers and pupils. Humanitarianism is associated with dialectics, problems, dialogue, tolerance, the availability of knowledge of the modern level, focused on a person, the ability to apply this knowledge in variability, and readiness for their critical revision. Consciousness of the humanitarian type is always focused on considering a person as a carrier of an individual-personal, subjective-activity principle. A sign of the humanization of thinking is the ability to reflect on the individual, group, collective levels.
Possibility of movement of teachers from the "recipe model" of professional behavior to the conceptual one. The subjectivity of the teacher's position is an unconditional indicator that humanistic tendencies are sufficiently developed in the educational system. Subjectivity is manifested in the ability to independently comprehend and interpret processes that have a pedagogical nature; in the expediency and purposefulness, the validity of actions in various situations of upbringing and training, in the originality of the choice and combination of forms, positions, methods of one's activity, in the ability to influence a change in the situation in which this activity is carried out. A humanistically oriented educational process is organized in such a way as to promote the development of subjective manifestations on the side of students, first of all, this concerns cognitive activity.
The quality of relations that develop in the educational system. In a humanistically oriented system, the improvement of the individual is a priority, so a person can only be an end for another, never a means. Constantly implemented installation on the development of subject-subject relationships, value-semantic interaction.
(Kosolapova I.A. On the criteria for the humanization of education / Humanization of education. Theory. Practice. St. Petersburg, 1994)
Criteria for the effectiveness of the humanization of education :
(intended results)
The presence of a school graduate of scientific knowledge about a person andthe ability to operate with them for the purpose of self-knowledge, self-education,self-improvement; this knowledge should become the basis of mutual understanding in relations with other people.
Assimilation by schoolchildren of a system of knowledge about universalhumanistic values, their perception of these values asthe most important life guidelines and, as a result of this, the gumnistic orientation of the personality, humanistic worldviewknowledge and worldview, humanistic, moral needssti.
Acquisition of communication experience based on humanistic principles over the years of schooling, the formation of feelingsdignity, peacefulness, tolerance, willingnesscome to the aid of other people.
Identification of the possibilities and abilities of cognitiveinterests of students and their development, the formation of such propertiespersonality, as self-confidence, independence of thoughtniya, readiness for creativity and the need for it.
The presence of the school graduate of the necessary "reserve firmlysti" for adaptation to the surrounding life in the form of versatileknowledge about the modern world, various intellectual andpractical skills that allow you to successfully continue your educationprofessional orientation and engage in self-educationknowledge, as well as skills of a social nature as “the ability to liveamong the people, to act within the framework of legal norms.
Humanitarianization of education is not only a process of obtaining new knowledge and skills, but also the education of the younger generation. It is outside the lessons that the children should learn to live in a modern society, develop a sense of pride in their country.The main trends in the humanization of education imply a close relationship between the school and various sections, allowing to educate a harmoniously developed personality of the future citizen of the country. Many teachers of additional education, school teachers are in favor of increasing the number of hours outside of regular lessons. A variety of school clubs and sections created in various areas are a prerequisite for the new GEF. Such creative associations help the younger generation to find a way for their own development, to acquire the necessary skills and practical skills. No one says that it is necessary to replace regular lessons with hobby classes. We are talking about increasing the role of extracurricular activities, it is aimed at thishumanization of education.
The need for humanization . In education, the importance of such a process is characterized by a number of factors. Mankind has a consumerist attitude to nature, ceases to appreciate and pass on cultural traditions and customs to new generations.The main characteristics of the humanization of education are associated with a return to their historical origins, the formation of a careful attitude towards nature among the younger generation. The situation that has arisen in the country implies not only a certain political instability, but also the formation of a market economy, which is accompanied by a serious crisis of worldview. Russia, which experienced “disintegration” at the end of the last century, is looking for ways to restore the connection of times, including common cultural values. Arguing over what humanitarization is, the leading educators of the country single out the search for the meaning of existence for future generations. The new system should return to schoolchildren the desire to learn, help them set life goals and prioritize.
Humanization and its influence on changing the content of historical education
The path to the humanization of the content of education lies not through the division of the world of knowledge into dozens of different subjects and not through a simple increase in the number of hours devoted to the study of traditional and new humanitarian subjects, but in the acquisition by students of a holistic semantic picture of the modern world.It can be achieved through the integration of the content of school education.
One of the possible options for such integration is related towith the rejection of the "autonomy" of academic disciplines and the unification of heterogeneous knowledge to solve global problems. (The project "Global Thinking" is the study of global problems of our time and the search for a solution to this problem).-Example.
Integration is based on a real, life problem, the solution of which requires various knowledge obtained from life experience, academic disciplines, and communication.
Specific pedagogical activity is a communication activity that hastwo interrelated aspects : communication, i.e. information transfer, and interaction, i.e. the interaction of subjects. THAT.the teacher becomes part of the group and encourages interaction between students. In the process of cooperation, interpersonal communication skills are developed.
(S.G. Vershlovsky Problems of humanization of school education / Humanization of education. Theory. Practice. St. Petersburg, 1994)
School history education should give the graduate:
The amount of knowledge on the subject, necessary and sufficient for the integration of the individual into the system of world and national culture
A stable humanistic position, a system of humanistic value orientations
The fundamentals of historical thinking, which makes it possible to isolate trends, analyze processes, their internal cause-and-effect relationships, determine the characteristic features of each historical era, see its originality, represent the historical process in “human form” - as the life of successive generations of people in their continuity.
A set of practical skills necessary for mastering historical material in the process of working with various historical sources, which would allow them to continue their historical education after graduation, incl. and independently
Sustained interest in the history of their country and other countries and peoples
Social science as a cycle of school courses should give students integrated knowledge about a person and his place in society, promote self-determination of the individual, the formation of a person-citizen; give a generalized picture of modern society, contributing to the adaptation of young people to the environment.
(Eliasberg N. Humanization of education and problems of teaching historical and social science disciplines / Humanization of education. Theory. Practice. St. Petersburg, 1994)
During the 1990s Russian historical science postpenno began to overcome the usual approaches in researchman on the field of national history. As a result of an active dialogue with world historical science, new mechanisms for studying society, culture and personality have been discovered.
And now the school got the opportunity to usenew instrumentation. The obvious result of changingexisting approaches to one's own historical practice arestands inactualization of the humanitarian potential of history.
Obviously, in the foreground in the historicaleducation youstepsman as the main character of Russian history.Hiscreativity and its values can and do lead (or notlead) to the creation of a value-semantic field of activityty in real historical practice. It seems that this is the most promising direction in the content of historical education and the criterion on the basis of whichwalk the selection of educational literature for the school historyeducation.
Actualization of this direction in historical educationscientific research is caused by the need to understand the peculiarities of the Russianmentality, the specifics of the picture of the world and the system of valuesof one or another historical epoch, on the basis of whichfeatures of the economic, political and socialsocial practice of both the individual and societygenerally. This is very useful knowledge in the conditions of what is happening.modernization process, since the dynamism of society in the endultimately depends on the degree of tolerance of its citizens, theirability for constructive dialogue and meaningful creationdative activity. Formation of tolerant consciousnessbecomes one of the conditions that will help overcome the situation of social instability, avoid the threat of constant confrontation.
In the new historical conditions, the intellect is activatedreal work on the concept of the world and man's place in it. Bythis inevitably appeals to the cultural and historical experience of mankind, the human dimension of social practice, in the space of large and small, local history. These circumstances actualize that part of historical education, which is designated as a "regional component".
A fertile ground for activating the humanitarian potential of school history education is created by its regional component.
(see Gosstandart for history)
(N.P. Berlyakova Humanitarian potential of school historical education / Historical education in modern school / Almanac No. 3, 2004)
Irina Yanchishina
Consultation for teachers “Humanization of Pedagogy. What it is?"
It is well known that a person is shaped by the totality of relationships he enters into. It can be relations with the state, its laws, morality, culture, history, relations with parents, peers and other people.
The nature of these relationships leaves a certain imprint on a growing person. And if there is a lot of heartlessness, violence, lies, humiliation, evil, selfishness in these relations, then all this will become the child's property.
Modern society is defined precisely by such relations. They lead to the death of society and the individual. Mankind needs to change the nature of relations otherwise it will lead to the tragic future of mankind. Change must come along the way humanization of relations. There is no other way.
Humanization is the principle of the worldview, which is based on lie:
Conviction in the limitlessness of human capabilities and his ability to self-improvement;
The demand for freedom and protection of the dignity of the individual;
The idea of a person's right to happiness and that the satisfaction of his needs and interests (both spiritual and material) should be the ultimate goal of society.
humanistic worldview is based on three ancient "paradoxes". To a modern person, they may seem utopian, but still.
True victory is where no one loses, but both sides win; you can not strive to win over a person. The only way to resolve difficulties between people is consent (Buddha's teaching).
What you do not wish for yourself, do not do to other people; repay good for good and justice for evil; observe strictly and build your relationships in the image of family ones, regulate relationships with wisdom (Confucius).
Treat your neighbor as yourself (Teachings of Christ).
Humanization relationship should start immediately. The main role here belongs to the school and pedagogy.
First, the view of the child must change. This is not a being subject to the educator, not an empty vessel that can be filled with anything. It can't be "do something". Every child has sufficient potential for successful self-development. The child is always striving for the best, for the good, for success. The child is the subject of his own development, he is self-sufficient. He is equal to an adult many: experiencing the same feelings as an adult. He is equal to an adult in terms of intellectual capabilities and is only slightly inferior in having life experience, but experience is a gain.
Secondly, it is necessary to rethink the essence of the upbringing process and its purpose. inhumane, authoritarian pedagogy claims that education is the formation of the personality of the educated. Hence - the mandatory programs of education and training, the recognition of the child only as an object of activity of the educator, "coaching" compliance with the rules, knowledge and skills. Such upbringing never gave positive results. The child was made somehow, but not the way he was born to be. IN such doing, he lost his human face, became dependent, dependent, able only to repeat, but not to create, he became like everyone else, despite the fact that he is unique and unrepeatable from birth.
Based on the principles humanism, upbringing would be more reasonable to define as the creation of conditions for the development of the child and his maximum self-regulation.
Education is designed to help the child establish his own relationships, contacts with society, history, culture of mankind, in which he will become the subject of his own development, create himself in his own image and likeness. This is supreme humanely, since a person is happy only with a sense of personal freedom and uniqueness. The educator is only an assistant to the child in his self-development, this is his wise support, but no more. If a child is in many respects equal to an adult, then communication with him should be carried out as cooperation and be built taking into account the following requirements of a professional and ethical nature.
Requirements for adult communication with child:
1. WE SHOULD RESPECT THE PERSON IN THE CHILD WITH EVERYTHING GOOD AND BAD THAT IS IN IT. He is worthy of respect for being equal to us and for us he is an unsolved mystery; worthy of respect for the difficult path that he has to go through in life. Respect means to understand, support, believe.
2. EVERY CHILD IS UNIQUE AND THEREFORE PERFECT. Only originality will help the child choose his life path and go through it. The child has the right to be himself. Take it away "I" or to average it, to impose an idol on a child, means to commit a crime against him. We adults do not have this right.
3. IN EDUCATION DO NOT STAND "OVER THE CHILD" AND IF YOU HAVE TO DO IT, IT'S ONLY TO PROTECT HIM.
4. IT IS NECESSARY TO WORK WITH CHILDREN SO THAT EVERY CHILD LEARNS TO RESPECT AND VALUE HIMSELF. Self-respect comes from the wave of success. It is necessary to ensure the child success, victory (on the difficult topic of knowledge, boring business, dangerous desire) etc. The first victory will give birth to the second, the third, will awaken in the child forces that were not suspected before, and the boundaries of his possibilities will expand significantly. Everyday life in small victories is the wings of a child, carrying him to the realization of his own significance. But the real victory is achieved only in creativity. Creativity, not repetition, gives the child freedom, self-confidence, and their own strengths. Creativity elevates the child. caregiver humanist must be a creator and must be able to awaken the thirst for creativity in children
5. IN WORK WITH CHILDREN, ONLY NON-VIOLENT MANAGEMENT AND HUMANE METHODS AND RECEPTIONS OF EDUCATION. It is necessary to make sure that the child participates in the activities offered by the teacher, not because of fear of being punished, to receive disapproval, but because of the desire to achieve personal success, to experience pleasure. When choosing methods and techniques of education, it is important to remember following:
Never punish children;
Do not compare children with each other, do not set each other as an example;
Don't expose children to shame (do not scold in front of everyone, do not force to ask for forgiveness);
Do not reproach children;
Do not complain about them to parents;
Do not stand over the soul, do not oversee them;
Do not offend;
Do not order, do not demand rigidly;
Ensure success in all matters, and especially in creativity, through a reasonable dose of help;
Praise from the heart;
Believe and trust unconditionally;
Negotiate, find a common opinion, give in to desires,
Encourage sincerely.
6. CONSTANT PSYCHOTHERAPEUTIC CARE FOR CHILDREN IS NECESSARY. This means taking care of the mental balance of each child, about his moods, feelings, experiences. A child should not live in an atmosphere of spiritual discomfort if we want to see him as a person.
Related publications:
Integration of educational areas: “Social and communicative development”, “Cognitive development”, “Speech development”, “Artistically.
Collaboration is the joint work of several people aimed at achieving common goals. Collaboration creates the conditions for the positive.
Consultation for teachers "What is the GEF of preschool education?" From January 1, 2014, all preschool educational institutions in Russia are switching to the new Federal State Educational Standard.
Consultation for teachers "The use of the artistic word in the organization of sensitive moments of children 2-3 years of age" Watching the kids, I noticed that some children do not hear words, but intonation, benevolent, disposing, inspiring confidence.
Consultation for teachers "The importance of didactic play in a child's life"“Each child is a little explorer, discovering the world around him with joy and surprise. The task of adults, parents and educators.
Consultation for teachers "Tutor support for advanced training of young teachers in MBDOU"“The teacher is not the one who gives the right answers, but the one who asks the right questions” Claude Levi-Strauss. We have heard more than once about the importance of cooperation.
Consultation "Folk games as a traditional means of pedagogy" Let us take a closer look at the place played in the life of a child, especially at preschool age. For him, the game is the most serious thing.
Consultation for teachers “So what is tolerance?” Tolerance is mercy; Tolerance is compassion; Tolerance is respect; Tolerance is the kindness of the soul; Tolerance.
Consultation "The role of museum pedagogy in the moral and patriotic education of children"“Museum Pedagogy”… Today, this phrase is familiar to everyone who is involved in the upbringing and education of the younger generation. The term "museum.
Seminar-training for teachers "What is tolerance?" Purpose: increasing the sensitivity of the teacher to the ideas of non-violence, tolerance as a universal value. Course of the event: No one can.
Image Library:
Today, Russia faces the dual task of overcoming the raw-material orientation of the economy and transitioning to an economy based on scientific knowledge. Its solution is impossible without revising the factorial approach to the main productive force - man, which is dominant in economic and managerial sciences and practice.
The experience of developing an economy based on scientific knowledge in developed countries shows that this process is associated, on the one hand, with the atomization of a person, and on the other hand, with an increase in his need for harmonious interpersonal relationships, self-realization and self-development in the process of work and beyond. outside of it. Under the conditions of this contradiction, an objective basis is created for understanding a person as an end in itself for the development of an enterprise, and not just as a factor of production. Because of this, humanization in personnel management is becoming relevant - an objective process of overcoming the underdevelopment of a person in production.
Paradoxical as it may seem, but the growing understanding of the need for a deep humanization of the life of our society is combined with the lack of a clear idea of the specific content of this concept. In the specialized literature today there is a clear discordance in the interpretation of the very term “humanization”. Therefore, before proceeding to the study of humanization in production, it seems necessary to consider the concept of humanization, conduct its meaningful and etymological (origin of the word) analysis, and identify links with other close and intersecting concepts.
Humanism is one of the most fundamental characteristics of social being and consciousness, the essence of which is the relation of a person to other people as the highest value. It manifests itself in altruism, the desire to sow good, in mercy, compassion, the desire to help others. The definition of humanism as a “set” of views that express the dignity and value of a person, his right to free development, affirming humanity in relations between people, reflects only one thing - the subjective side.
The most important thing is practical humanism - the provision of real, worthy of a person material, technical, economic, political and cultural conditions for his life, as well as appropriate objective social relations. Therefore, the essence of humanism can be defined as a set of objective and subjective attitudes towards each person as the highest independent value. Its main manifestation, real being, is socially useful activity, free labor, consciously given for the benefit of other people. Humanism, of course, is not only a useful activity, its essence is in any manifestations of one person's concern for the welfare of another. Being anti-humanistic may not necessarily be an evil person, but, for example, a fully able-bodied young man full of good feelings towards others, but living at the expense of others. It is by no means humanistic to call a builder who mindlessly builds dams that threaten the well-being of nature and man, an owner or manager of an enterprise who cares about increasing profits, but does not think about the welfare of his employees and the social utility of the product, or a businessman who takes advantage of market conditions to inflate prices exorbitantly. , as well as a scientist who is indifferent to how his scientific results will be used - in the name of good and creation or in the name of evil and destruction.
What do we mean by humanization? Humanization is the dissemination and approval in the sphere of public life of ideas, views and beliefs imbued with humanism.
There are many definitions of "humanism". Let's consider just a few of them:
* from lat. humanus - a human, humane, historically changing system of views, recognizing a person as a person, his right to freedom, happiness, development and manifestation of his abilities, considering the good of a person as a criterion for evaluating social institutions, and the principles of equality, justice, humanity as the desired norm of relations between people ;
ѕ humanity, humanity in social activities, in relation to people;
- the principle of a worldview based on the affirmation of human dignity, recognizing the highest goal of society as the all-round development of man, the ever more complete satisfaction of his needs;
- a set of views that recognize the value of a person as a person, his right to free development and the manifestation of his abilities, regardless of social status.
A similar situation is observed with regard to the concept of "humanity", which is often identified with the concept of "humanism". Humanism is defined as "a system of attitudes of the individual to social objects (a person, a group, a living being) determined by moral norms and values, which is represented in the mind by experiences of compassion and rejoicing, is realized in communication and activity in the aspects of assistance, complicity, help" .
Having considered the concept of "humanism", we will give the concept of humanization. Humanization is the strengthening of humanistic principles in society, the assertion of universal human values, the highest cultural and moral development of human abilities into an aesthetically complete form, combined with softness and humanity.
The last few years have brought many innovations to organizations and businesses. New management methods appeared, such as "humanization of labor", "group decisions", "education of employees"; the predominance of individual remuneration by group (collective), economic - socio-psychological (favorable moral and psychological climate, increased job satisfaction, the use of a democratic style manuals), etc.
Unfortunately, against the background of this turbulent activity, the main thing has not changed - the attitude: the boss - the subordinate. The labor system, which was originally not intended for a humane attitude towards personnel, has not changed at all.
Therefore, in the context of labor activity, the word "humanization" can mean a human attitude towards a business partner, performer, employee, or even a competitor. And here we begin to feel the limits of the concept of humanization in relation to labor activity. If you humanely, that is, humanly, treat your employees, listen to all their needs, then things can slow down significantly, and if you humanely take into account the needs of your competitors, you can simply become bankrupt. Therefore, in practice, there is a significant limitation or complete absence of humanization in business: deception of partners, use of people for their own purposes, etc. for himself.
We propose to expand the understanding of the term "humanization". It means not only a humane attitude towards people directly around (partners, colleagues, competitors, etc.), but also towards oneself. One can thus speak of levels of humanization: (1) the subjective level (relation to oneself) and (2) the object level (relation to others). The last level can, in turn, be divided into a micro level (attitude towards others) and a macro level (attitude towards society). If necessary, at the micro level, one can single out the personal level (attitude towards one's relatives) and the business level (attitude towards business partners). This division into levels is shown in Figure 1.
Rice. 1
Assessing the limits and prospects of humanization at these levels, one can see that they are different. We will meet the greatest "resistance" to humanization at the object level, especially at its "far" sublevels. On the contrary, the humane attitude towards oneself and one's loved ones is most often beyond doubt. Nevertheless, in some “neglected cases”, even at the “closest levels”, we can meet an inhumane attitude: an inattentive attitude towards ourselves and related problems (with physical and psychological health) and towards others.
Such an attitude towards others will provoke all sorts of conflicts, both interpersonal and intrapersonal (for example, the struggle with one's own guilt). Both those and others require a lot of strength and resources, both material and moral, which adversely affects health.
We will consider humanization as a transition from an attitude to a person as an object to a person, and in the process of personnel management it should be based on:
1. Respect;
2. Acmeological or axiological approach in relation to personality.
Humanization is also manifested in the fact that all personnel, regardless of status, rank, position, were given the opportunity to communicate with management, in other words, feedback. The employee has the right to ask for help not only from the manager, but also from any other specialist.
We believe that humanization should consist in the fact that the employee has the opportunity to choose an individual pace of life at work (rate of work, level of difficulty, work schedule), taking into account his biosocial essence, contributing to his comprehensive development in causing job satisfaction.
So that for the entire period of labor activity the employee has the opportunity to develop his abilities to the limits allowed by nature.
From the above definitions, we define the concept of "humanization" as a process of strengthening philanthropy, both in relation to others and in relation to oneself; justice in the economic, social life, recognizing the value of a person as a person.
Humanization as the main function of personnel management reflects the social nature of management and the role of the human factor as the subject and object of management. A person in the management system is not only a factor of production and a means to an end, but also the goal of management. Therefore, the function of humanization of managerial relations and the entire system of social relations in the context of the reorientation of the personnel of the Russian economy to market thinking becomes an important function of management. First of all, the humanization of relations concerns the ethics of activity, the nature and mechanisms of the influence of morality as one of the aspects of human social activity, a special form of social relations and consciousness. Ethics as a system of knowledge generalizes and systematizes the principles of morality formed in the process of development of society, and is the basis of moral education, the formation of an active life position. Management ethics is manifested in the activities of firms, enterprises, organizations, as well as managers, specialists and all personnel of the system. Ethics as a branch of knowledge considers human relations and human behavior in terms of their compliance with generally accepted reasonable norms. Most often, ethical requirements mean the rules of conduct for a manager, entrepreneur, imposed by society on his style, activity, nature of communication with people, social appearance.
By humanization we will understand one of the areas of personnel management based on respect and an acmeological approach; building relationships, which involves the creation of conditions that take into account the biosocial essence of a person as much as possible, contributing to its comprehensive development and causing job satisfaction.
The humanization of production means: constantly improving the conditions and safety of workers, strengthening their health, creating a favorable socio-psychological climate in the work team and doing everything that elevates a person and reveals his abilities. After all, a person is a value of any sphere of production, and not just a factor contributing to high productivity. For this, the achievements of ergonomics are being widely introduced - a scientific discipline that comprehensively studies a person (a group of people) in the specific conditions of his labor activity. Ergonomics finds ways and methods to adapt the working environment to the characteristics and capabilities of the human body. It facilitates its adaptation to the increasingly complex conditions of modern technology, optimizes all components of the "man - technology - production environment" system. This takes into account how physical working conditions affect the physiology and psyche of people (temperature, lighting, noise, vibration, ventilation, etc.) and how the working time regime affects the biological rhythms of the body. Ergonomics analyzes the pace, severity, rationing and content of individual and group activities, studies the nature and characteristics of equipment, the organization of the workplace and labor control systems. As a result, labor productivity increases while improving people's health.
It is rightly noted in the literature that along with the concept of "social management", the concept of "social technologies" is gaining more and more recognition in the social sciences. There is a need to technologize the very process of social management, where the subjective impact is translated into objective content, into a change in the quality of the object.
Thus, scientific knowledge and scientific management reach such heights when it is possible not only to understand the general laws and trends of social development, but also to describe them in detail, down to each practical operation, individual stage, form, means and method of people's practical activity. It becomes possible not only to forecast, but also to implement forecast data through the phased solution of a number of social problems. A.N. Leontiev, considering the concept of an operation as a mode of action, with the help of which practical or cognitive goals are realized, emphasized that "an action as an element of activity is correlated with the goal, while an operation is correlated with the conditions of action, with tools of labor; it is a form of action." The purpose of the action, therefore, is determined not only by the presence of conditions, but also by the activity itself, which in turn is determined by the methods, methods of its phased formation.
The scientific organization of all types of activity receives its "vital rights" as an opportunity. However, in order to turn the possibility into reality, an innovative technology of social activity is needed, which involves:
1) creation of a scientifically based socio-technological model that reflects the process of purposeful transformation of a certain social phenomenon or its formation, taking into account the requirements of a strategic decision, specific and necessary properties, connections, relations of this phenomenon with others, its phased formation, development of fixed assets, methods, techniques , forms;
2) the allocation of intermediate goals, strictly interconnected; consideration of the spatial and temporal location of operations; technical and material equipment, etc.
Thus, the socio-technological theoretical model embodies the fusion of social science, natural science and technical knowledge. The latter are refracted in socio-technological knowledge in a specific form - through the use of cybernetics, mathematical logic, game theory, decision theory, social informatics, etc.
However, this is not about the mechanical transfer of production technologies to social life, but about the design and implementation of specific technologies in the organization of human activity, correlated with the laws of social development.
Society is far from being indifferent to what is the managerial orientation of the technology of social activity: humanistic or rigoristic (instrumental).
Only the "humanization" of norms, means, and methods orients the worker towards the conscious, creative fulfillment of the task, thereby forming the desire for the final result - to do better, more, faster.
"Instrumentalization" of the norm, focusing on submission only to volitional pressure, can "obscure" the main goal. Therefore, it is very important to combine managerial, socio-technological solutions with the deepening of democracy, the expansion of self-government, as a result of which self-realization of the creative potential of the individual is possible. The socio-technological approach to management in no way eliminates the initiatives of managerial activity and people's creativity. Its task is to give the organization of all activities a conscious, scientifically substantiated character.
So, we can state that social technologies are a kind of mechanism for combining knowledge with the conditions for their implementation in management.
It is necessary to point out the difference between the concepts of "realization of knowledge" and "technologization of knowledge". Realization of knowledge is a generic concept of technologization, the process of materialization, objectification of any knowledge. Technologization of knowledge is associated with the implementation of not any knowledge, but only those that are objectified in the organizational and technological side of human activity, primarily in management. Along with the concept of "technologization of knowledge", we use the concept of "intellectualization of social activity and the management process", thereby emphasizing the development of all social relations on a scientific basis, the exclusion of bureaucratic administration, voluntarism and subjectivism, the use of automated control systems, information and logic technology that increases the reliability of management relations limiting the influence of undesirable destabilizing factors.
At the same time, it would be wrong to believe that, relying only on social technologies, it is possible to immediately solve all economic, social, political, spiritual and moral problems. For the development and implementation of social technologies, first of all, appropriate objective conditions (including material and technical means) and a sufficiently mature subjective factor (not only in terms of the possibilities of knowing the mechanism of action of the laws of social development) are required. We are talking about a high level of economic, moral and political consciousness of people; labor and performance activity of the population, discipline, perseverance and initiative, a creative approach to business, will, the desire to change the situation for the better, awareness of the perniciousness of destructive technologies and the need to move to technologies of creation. Of particular importance is the science intensity of technology associated with the intellectualization of labor, the growth of intellectual property.
Therefore, considering the changes taking place in modern society, many scientists (E.A. Arab-Ogly, G.N. Volkov, V.P. Marakhov, etc.) pay great attention to the analysis of the process of turning science into one of the leading factors in changing labor functions. man, into the direct, productive force of society. Indeed, science appears as an independent type of labor, acquiring an increasingly mass character. In its most general form, this trend can be characterized as the growing technologization of knowledge and the intellectualization of social labor. The production and application of constantly updated knowledge is becoming the most important factor in the sustainable development of all spheres of public life.
Thus, new production-economic, socio-political conditions are needed to ensure the harmonious development of technological relations. Therefore, the strengthening of the role of man as a subject of development of scientifically based technologies of social activity is inevitable.
