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8Humanity space International almanac VOL. 3, No 1, 2014: 62 -72
Humanization of education as the condition of the modern school's development
L.G. Savenkova
Federal State Research Institution of the Russian Academy of Education «Institute of Art Education»
Pogodinskaya str. 8, building 1, Moscow 119121 Russia Федеральное государственное бюджетное научное учреждение «Институт художественного образования» Российской Академии Образования 119121, Москва, ул. Погодинская, д. 8, корп.1; e-mail: [email protected]
Key words: humanization, Art pedagogics, the cultural space, modern school, the educational content, the holistic system.
Ключевые слова: гуманитаризация, педагогика искусства, культурное пространство, современная школа, содержание образования, целостная система.
Abstract: In the contemporary situation restructuring of our country's economic and social life it is changing the attitude to the culture, science, education and human development in general. Under these conditions, humanization of education is considered as real way the traditions of Russian education's resumption , based on the concept of the free, humane, spiritual, creative personality's development, capable of self-determination and self-realization. The author consideres the basic conditions for the educational humanization holistic system.
Резюме: В современной ситуации структурной перестройки всей хозяйственной жизни страны и общества, изменяется отношение к образованию, культуре и науке, воспитанию и развитию человека в целом. В этих условиях гуманитаризация образования рассматривается реальным условием возвращения к традициям российского образования, основанного на представлениях о развитии свободной, гуманной, духовной, творческой личности, способной к самоопределению и самореализации. Автор рассматривает основные условия создания целостной системы гуманитаризации образования.
[Савенкова Л.Г. Гуманитаризация образования - условие развития современной школы]
Before the revealing the identified problem I would like to quote the words of A. Bely that accurately characterize it: "Climbing the ladder of knowledge, we see that it is full of the deepest values. The essence of knowledge, as the essence of creativity, their sense of creativity. Cognition and pull each other from one of the abyss into which, nevertheless, both are immersed."
In the contemporary situation restructuring of our country's
economic and social life it is changing the attitude to the culture, science, education and human development in general. Under these conditions, humanization of education is considered as real way the traditions of Russian education's resumption, based on the concept of the free, humane, spiritual, creative personality's development, capable of self-determination and self-realization. Today education would become special social institution of younger generation respect for true universal values of cognitive functions and develop the necessary social competence and skills to function creatively in different situations.
The origins of the humanization's ideas are based in theoretical works of such great teachers as K. Ushinskiy, L. Tolstoy, S. Frene, V. Sukhomlinsky, philosophers and culturologists as M. Bakhtin, Yu. Lotman. Impetus to revive and create pedagogical model of humanization is striving to overcome formal training, introducing children to the cultural space in the region. Culture in this context is considered as the correction function in the scientific development and based on the interaction of the humanities and natural concepts of knowledge under the dominance of the humanities and the arts.
It is important that into the educational content it should be included everything that leads to understanding and explaining the creation cultural values (spiritual, moral, scientific, aesthetic, material). It means that education should be relevant because only in this case students are attached to science, to independent research as a creative and productive activity.
In actual practice, the content of school subjects such as mathematics, physics, chemistry is often factual. And if it given some material related to the personality of the scientist, the casual, for information. It has no connection with that period of history, when it was created/open the law, students do not investigate its causes (why it arose at a particular period of history and how it relates to a real person who created it, with the country in which he lived and so on). Such isolation from roots, causal logic chains can brings into the students' minds chaos, haphazard, isolation from other school subjects. Unlike natural science subjects in the humanities and arts disciplines (history, literature, music, native and foreign languages, fine arts, etc.) any information, any content has a
"human face", built on a personal relationship to what is going on , on the understanding its meaning, on the own ideas about a particular event . Namely on such activities it is occurred the personality's development, activation and cognitive complexity of students, imagination, desire to learn, explore, create own work can develop. Especially clearly it seen that if the teacher of history, literature, world culture, are working in close co-creation, investigate with the same children (parallel forms) the same problems, associated knowledge, discoveries make transfers from one area to another.
Humanization as the holistic system involves essential change all components: objectives, contents, methods, models, and technologies. The specificity is fundamental reliance on representations about the priority of the humanities, acculturation, development of philosophical ideas through the study and theoretical analysis of a sufficiently large list of scientific and literary texts, immersion in the culture of the region space (it is near, clear, works of art can be seen in the museum and in the artist's studio, to hear in real performance, and not in the record). It encourages teachers to search specific situations based on the problems, the questions that can not be found in textbooks or on the Internet, and requires individual reflection, application of the research approach. The problem lies in the fact that culture and science have to become by students as the actual embodiment of holistic human values.
This article does not plan to call for an increase the quantity of hours for study the humanities, and attempts to uncover adequate steps to integrate natural science subjects with humanities and art. This in itself suggests the student and teacher's culture, worldview's development oriented at scientific, ethical and artistic side of education.
This is primarily due to change in technology of education management and teaching methods, change not in direction to the accumulation of knowledge (as in the bank where the more the better), and self-training (skills go meaningfully learning), self-expression in the self-realization of individual intellectual qualities (it refers to both the student and the teacher). Hallmark of humanitarian work is the total cognitive activity, individual interpretation, artistic and symbolic expression of information on various subjects. Such technologies in education contribute to the
realization of students' individual qualities provided an enabling socio-cultural learning environment, including: a set of techniques and methods of educational process' pedagogical support; comprehensive integrated development of new forms of knowledge mastering and the school atmosphere, teachers' interest in the each student's individual progress; teachers' goodwill and openness; collegiality in the goals and objectives' achievement; co-creation teachers and students; aesthetic object-spatial environment, communication with the regional culture and history .
Thus, we can say that the humanization implies "conversion into human" the educational process and the role of the humanities, which is realized in the following areas:
• Approximation of all educational methods and technologies to a child who is considered the subject of the educational process.
• Logical and imaginative conceptual basis in the development of any material aimed at cognitive space's increasing.
• Transfer of knowledge through the prism of understanding their significance for spiritual, cultural and global development.
• Integration and complex interaction of all disciplines, cooperation of teachers, examination of the educational process as a holistic phenomenon.
• Building on the principles of pedagogical support, education success, rejection of authoritarian exploitation and reproductive forms of learning.
The main training is (based on B.P. Yusov's ideas) category of "image" and a figurative symbolic thinking that united as the conceptual and psychological foundation for scientific and artistic activities (V.P. Zinchenko) . Provided cultural dialogue (M.M. Bakhtin), regional studies approach to the study of languages (Academician V.G. Kostomarov), scientific understanding of the personal development through the three spheres of human activity (S.V. Solovjov), the theory of developmental education by V.V. Davydov, D.B. Elkonin, theory of the integrated training and polyart education by B.P. Yusov.
The inclusion of these processes in the context of activities aimed at the development of cognitive functions pupil (perception, thinking, memory, etc.) and "highlighting the process of its development as a subject of various types and forms of activity", i.e.
the child "is not seen as an object for teacher's training influences , but as a self-developing subject of teaching - a student that constitutes the essence of the development at school age" (Davydov, 1996: 5).
Database development and assignment of any knowledge and understanding of students are three areas of "human life": 1) the scope of creativity, whose base are feelings and beauty. 2) Sfera of knowledge, based on the thinking and the truth, and 3) the scope of practical life, based on the will and the common good (V. Solov'ev). Such approach to education identifies it with the concept of "culture" as a higher level of quality and education with such positions as: spirituality, morality, methodologies and scientific artistry.
Based on the methodological positions, presented above, in humanization of education there are highlighted some basic directions of development of each person, depending on the age, interests and preferences of students, predominating in a given age :
- Cognitive functioning (mental actions intellectual development, cognitive interest, dialectics and logic thinking) in the humanitarian sphere is associated with the development of logic and dialectical thinking in natural science with the ability to work with different kinds of information's development, the development of researching skills in the artistic and aesthetic unit based on expressive language of Arts (rhythm, dynamics, symmetry, asymmetry, statics, shape, color, etc.) in nature, life and art.
- Attitudes (autonomy, self-management, self-esteem, independence of thinking) in the humanitarian sphere are related to the ideas about reason and analogy's development, in the natural sciences - with the ability to forge the hypotheses and education desire to achieve a result's development, in the artistic and aesthetic block - reliance on the artistic image.
- Aesthetic experience (emotional sensual sphere of artistic and creative thinking, personality, self-expression, the practical significance of created work) in the humanitarian sphere is associated with the concepts of the Symbol and the sign's development, in the natural sciences it is mastered the mechanism of knowledge, in art - aesthetic block allocated art activity in society and art.
- Communication skills (cooperation, ability to listen and hear
each other, creative thinking , the ability to quickly switch from one activity to another) in the humanitarian sphere is associated with the development of the ability to participate in the dialog communication, in the natural science it is connected with project thinking' s development, in artistic and aesthetic unit it relies on co-creation, society, art activities .
- Integrated thinking (synthesis and synthesis, transfer of information, co-creation, polyart education, design thinking) in the humanitarian sphere is associated with the development skills to compile and transfer information from one area of knowledge to another, in the natural sciences it is connected with the concepts of "category "'s development, in artistic and aesthetic unit it relies on the concept of "polyart" education.
THE OBJECTIVES of the innovative educational activity:
* Overcoming interdepartmental barriers to the socialization and cultural and educational activities in the region.
* Developing, testing and implementation of models of artistic and creative learning of the environmental conducive to the development of subject, students' personal competencies based on integrative interaction technologies and supplementary humanities and aesthetic and science education .
* Developing, testing and implementation of methods and techniques of art pedagogy (holistically - shaped residence content; Playwright and Director of the lesson , etc.) in the teaching of general subjects.
* Developing, testing and implementation of interaction between educational institutions, cultural and science, industrial complexes to implement humanization of education .
One of the main conditions of modern education's humanization is integrated teaching, percepted as an traditional structure organization and education. Integration allows to enable teachers and students in active joint creative process in which it is important to consider the overall ability of the student, the personal potential, mental activity, the propensity for self-learning. Integrated research approach to learning at school is justified by the following positions: society's need for cultural and aesthetic education of the younger generation, the importance of the culture and art's development from the standpoint of the region and the global
commons time requirement in the education of creatively active and communicative personalities; isolation studied at school of art objects and aesthetic cycle from real life, from society and culture (museums, theaters, houses of creativity, art schools , etc.).
On the one hand, integration is a unified view of the whole knowledge, general awareness of this unity, which can be understood through a set of methods, combined in a system, a certain consistency and communicate with each other. On the other hand, integration in education is elaborately built process of training students to consider any effects in the dynamics of their development from different perspectives, the development of skills to apply knowledge from different areas in the solution of a specific creative task, the students' ability's development to independently conduct creative research and create their own projects, the development of their desire to actively express themselves in any work.
Integrated approach mentions rethinking the overall structure facilitates the organization of training students to the process of perception, understanding and comprehension of information (from the standpoint of science, history of culture, the characteristics of different arts, the natural environment), the development of the students' concepts and ideas about the interaction of all processes in the world as a single whole .
Pedagogical idea of the integrated learning is that it involves planning a series of classes on the same subject (chosen by agreement), common to several teachers working in co-creation with the same students. The main feature of this training is the creation of the comprehensive educational blocks when all the classes have single goal, the entire course areplanned by different teachers, working with the same students.
As the long-term studies of the Institute of Art Education, whose staff has more than 20 years engaged in the study and implementation in the actual practice of integrated education, confirmed, entering the teaching staff in the integrated teaching can be opened as follows:
1-st stage of integration is seen as the integrity of a look at other items from one point (a ) of the object (chaining own concept of the teacher).
Stage 2 is the relationship, the interaction of subjects with the
surrounding life, nature, society, culture and art (correlation , which corresponds with the real people in the team, with the features and specifics of the school, its teachers and children ) .
Stage 3 is a systematic educational work in this direction of the creative thinking , mastering activities through the symbol (sign) - relies on syncretization.
From this perspective, the levels of educational integration, due to the specific age, disclosed as follows: Level 1 - ecological approach to perception and personal development activities developing personality, 2nd level - integrated approach to general education, the integrity of thinking, a wide view of the world, person and art, 3-rd level - individual artistic creative thinking, formation of the system of (philosophical, research ) creative thinking in terms of space exploration and the visual environment .
Pedagogical conditions are:
1) Going beyond the "one-piece" suggests the variety of integrated forms and methods of work with students.
2) An ecological approach to learning - reliance on interests and preferences; link learning the history and development of culture (thought, science, moral, spiritual, human values).
3) Appeal to the regional component of education and the allocation of its local traditions of artistic culture as a productive moment in the citizenship's development.
4) Transfer of pedagogical focus from exploring the creative manifestation of the students (children's creativity), the development of fantasy and imagination.
5) Subject- spatial basis of development of any subject.
6) Reliance on age: mental and personal development of each student.
7 ) System -structured learning.
Integrated approach to the process of organizing and conducting activities with student can assume: the creation of emotional, imaginative, intellectual, cultural, national, natural world of the child with the help of different art forms and their interactions with different knowledge of the fields of science, evaluation, meaningful relationship to the art's development; development of interest to research, creative work, the ideas about the interrelation as the basis of world's development, art, science and human
development of philosophical thought in understanding of art, life, nature based on the implementation of research, understanding of art as a product of understanding the artist's person (writer, composer, poet ), and the artist's ideas about the world.
Integrated learning's problem naturally associated with the creation of an educational institution competently organized the socio-cultural educational environment, built on the interaction of educational institutions and cultural institutions. Since the initiation of the child to the culture, universal artistic values are impossible without such an important learning environment, as an educational, cultural, natural and social environment of the region. The only socio-cultural environment reflects the specific of the place where the school is located, which means the maximum active involvement in the general education students uniqueness of the landscape "accommodating landscape" (Gumilev, 1990), the cultural history of the region, ethnicity, traditions and art of local handicrafts, language features of folklore. The process of cultural development in educational institutions is seen through: the visual environment, the scope object space activities through the living space and the development of action in it. All this moments are focused on the cognitive abilities' development, the ability to analyze, synthesize, to find an analogy, investigate the causes of the phenomenon, to build the logic of reasoning based on the reality of society from the standpoint of an individual vision of the world. This fact is aimed at the gradual development of students' perceptions the process of artistic creation, for example, topics such as: "The evolution of color, shape, space in the history of mankind", "Space of the world and object space of human space", "Space and Time in Science and art", "development of human universe in different periods of the life on Earth", etc. The highest criterion of such integrated learning is the development of multilateral activities on the basis of the different types of creative work's interrelation with the social culture and human history and this region. The connection is allocated: region -cultural values - human values. On this connection the new ideas of modern education are shown:
• conditions' creation of students' natural and joyful existence in the educational activity, "the removal of internal clamps", feelings of fear, uncertainty;
• emotional and sensual education personal sphere;
• harmonious development of intellectual and logical and creative thinking;
• development of a productive and constructive and logical thinking;
• an integrated approach to the development, assignment and practical application of self- knowledge and understanding of scientific different areas;
• systematic and purposeful independent thinking development;
• instilling practices of collective intelligence and the "co-thinking"
It is axiomatic truth that art has a huge impact on the development of cognitive abilities and creative activity of the child, creative child's attitude to reality. "The emotions are higher and the thoughts play a major role, they easier excite the mind" (P.P. Blonsky). Research in the field of psychology and physiology of continuity and correlation of two layers of thinking: figurative speech and showed that its disruption results in the loss of human cognitive capabilities. In the fullness of time I.P. Pavlov showed that verbal and symbolic learning required constant reinforcement from the figurative, and imaginative activity required active reinforcement's senses through their direct contact with the environment. Consequently, in the modern way of thinking and preserve the health of children an important role plays not separately taken any type of activity, and the active interaction of different types of creative activities, i.e, multicultural education and general education, which involves the development of the quality level of knowledge, where the sensual elements constitute the basic framework of its substantive human thinking:
- Possession of a wide field of diverse information;
- Inclusion in the process of solving problems the different kinds of creative thinking;
- Ability to quickly switch from one activity to another;
- The ability to not only pose the problem, but also to assume the final result;
- Development of creative thinking and leading competences (communicative, social , linguistic, informational, scientific , etc.).
The most productive forms of integrated health - areas of work are: collective creative tasks, work in small groups; socio and game technologies, theater technology in teaching; exercise cycle of educational kinesiology, integrated studies, the series of classes, united by cross-cutting theme, the interaction of basic and supplementary education, art and other events. As real solutions to the identified problems we propose the creation school science-based system of interaction basic component of education and the system of additional humanitarian and aesthetic education. Implementation of these goals is expected in terms of creative communication environment of the school community through the arts, the environment of creative search, co-creation environment of students and teachers in the process of organizational and educational work based on the aesthetic classes and humanities.
REFERENCES
Bakushinsky A.V. 1925. Khudozhestvennoe tvorchestvo i vospitanie. Moscow:
Novaya Moskva. Vygotsky L.S. 1998. Psikhologiya iskusstva. Rostov. Gachev G.D. 1995. Natsionalnye obrazy mira. Moscow. Gumilev L.N., 1990. Gegrafiya etnosa v isorichesky period. Leningrad: Nauka. Davydov V.V. 1996. Teoriya razvivayushchego obucheniya. Moscow: Intor. Yusov B.P. 2004. Vzaimosvyaz kulturogennykh faktorov v formirovanii sovremennogo khudozhestvennogo myshleniya uchitelya obrazovatelnoy oblasti «Iskusstvo». Moscow: Sputnik+.
Получена /Received: 25.09.2013 Принята/Accepted: 20.01.2014
