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Importance of national pedagogy of Abkhazians in the upbringing function of a family Ankvab M. (Republic of Abkhazia)
Значимость абхазской народной педагогики в воспитательной функции семьи Анкваб М. Ф. (Республика Абхазия)
АнквабМарина Фёдоровна /Ankvab Marina - кандидат педагогических наук, доцент, кафедра иностранных языков,
Абхазский государственный университет, г. Сухум, Республика Абхазия
Abstract: the paper concerns the questions of Abkhazian folk pedagogy. Among them there is one of various aspects of national upbringing represented in the concept of a family which is the first upbringing environment of growth and development of a child. The author reveals the pedagogical functions of a family, claiming that without applying the national traditions of upbringing the spiritual ties between parents and children can be lost. Аннотация: статья посвящена вопросам абхазской народной педагогики. Среди них один из множества аспектов народного воспитания - это семья, являющаяся первой воспитательной средой роста и развития ребенка. Автор обнаруживает педагогические функции семьи, утверждая, что, без применения национальных традиций воспитания духовные связи между родителями и детьми могут быть потеряны.
Keywords: Abkhazian national pedagogy, Abkhazian family, ethnopedagogics of Abkhazians, upbringing function of a family, family upbringing, national upbringing, folk pedagogy, Abkhazians, Abkhazia.
Ключевые слова: абхазская народная педагогика, абхазская семья, этнопедагогика абхазов, семейное воспитание, народное воспитание, воспитательная функция семьи, народная педагогика, абхазы, Абхазия.
УДК 37.013.2
Throughout many centuries family upbringing was the only form of education of children in Abkhazia. In a feudal society children upbringing was carried out mainly in a family. With the advent of schools and other educational establishments, from the middle of the XIX century, the situation changed a little. There were a few schools, and they served mainly for children belonging to the upper classes. The contents and an orientation of family upbringing in different social groups were defined by class character of a society. For centuries the saved-up experience of Abkhazian family upbringing spontaneously developed in certain pedagogical views concerning children’s edification, a family role in their preparation to life, to labour and to certain public relations. Over time these views became traditional to which studying the pedagogy of the Abkhazian people is devoted.
The Abkhazian folk pedagogy embodied moral and upbringing experience of most representatives of the nation, predecessors who transferred traditions of ethnic education to descendants’ heritage with the help of the family institute as one of the means. The need of revival of national upbringing ideas for a modern Abkhazian family is obvious since "shortcomings of family upbringing without national and pedagogical traditions consists that from early age between parents and children the spiritual bond isn't established, and it conducts to mutual estrangement. Parents cannot give wise traditional answers to unexpected questions of children. They put new stones in a wall of discharge which eventually, becomes so strong that a child does not trust parents the intimate feelings and doubts. He does not test a moral catharsis in a family and can finally follow a way of immorality" [3, pp. 127].
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Family upbringing experience was that soil on which the first pedagogical theories grew. In the beginning they did not mark out specifics of upbringing in a family, making use of it for all-pedagogical conclusions. With the advent of schools there was a problem of a ratio of a family and school in the general process of younger generation upbringing.
It is scientifically proven that a family makes an upbringing impact on a child from the first day of its birth as he appears at the ready social environment at once. Ways of living and feeding, a general regime, methods of mother’s treatment of a baby - all this forms initial habits on which also depends his (or her) further behaviour. Along with a mother, all family members become tutors, sometimes even unconsciously. The conduct of each of them constantly draws attention of the small child and influences his development. The subjects surrounding him, a house situation, and all tenor of life of a family also influence a child. The role of these factors is especially amplified when a kid starts to walk and speak. It is the period when possibilities of his active physical and spiritual contact with the world around extend. This new stage in children's life puts forward important pedagogical tasks before a family. The first of them is to establish uniform approach to a child. The disparateness in pedagogical requirements of adults unsettles a child, accustoms him (or her) to achieve his goals, using contradictions between them. But when grownups seem reasonable in everything, as a rule, children submit to their uniform requirements unconditionally.
Early enough their feasible participation in chores becomes an essential element in family upbringing of children. Primary labour experience of a child has both informative and upbringing value. Purposeful physical efforts promote development in a child not only dexterity, accuracy and coordination of movements, but also his thinking, attention, observation, sharpness. With enrichment of experience of a child the circle of its work that allows it to solve more complex problems extends. Thus it promotes to his further intellectual development. Participating in creation of beauty and cosiness in the house, a child in practice learns sense of beauty. That fact that he helps grownups in their work, gives him moral satisfaction. At last, the labour process demanding organization, persistence, patience influences development of a child's strong-willed qualities, habits and character in general.
Growth of a family culture , broad penetration into a family life of internet, television, books, newspapers, magazines, etc. favour to earlier intellectual development of children. They have a set of questions with which they, naturally, ask adults. Answering these questions in an available form, directing children's attention to independent searches of the answer, using for development of children's inquisitiveness reading aloud, walks, etc., parents thereby have essential impact on the spiritual growth of children. Experience shows that in the conditions of a family, using entertaining game receptions, it is possible to teach easily children to literacy and to initial count.
Physical, labour and mental upbringing, especially in the conditions of a family, naturally intertwines with the esthetic. The need of a child in movement carries not only physical, but also esthetic character. The movement is connected with plasticity, rhythmics. It easily merges with perception of music, dance. Walks give to a child not only useful physical activity and broaden his horizons, opening before him the wonders of the nature, they develop sense of beauty. A cinema and a television, a theater and the Internet allow enriching a child with various esthetic impressions. But, using means of art for esthetic education, it is possible to overload him or her with impressions. When music continuously sounds in the house or a child for hours sits at the TV or the computer, he (or she) gets used to superficial perception of works of art. The correct esthetic education is possible only under a condition if parents thoughtfully choose what a child should look and listen, prepare him or her for perception of works of art, and then help a child to comprehend the impressions. It is especially important to give the chance to children to express their own feelings and thoughts in independent creativity: in drawing, a molding, the song, dance, dramatization, etc.
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The responsibility for moral upbringing of children also lies on a family. Such qualities as honesty and kindness, responsiveness, love for the country, respect for people of any nationality and so on, are brought up already in the early childhood. Thus the real vital relations, both in own family, and with other children, adults, with the world around are very important.
In this regard pertinently to remember the main functions of a family. The family carries out various functions, but the main of them is a physical and social reproduction of new people. The reproduction isn't reduced only to the birth and care of a child. It includes also social upbringing, i.e. formation of a child into a socially independent person, capable to carry out labour, public work, social roles. Upbringing function of a family is expressed in conscious impacts of parents on children according to the level of their understanding, aspirations and hopes.
Throughout all history strong families were the guarantee of stability in society. A family circle is an environment that gives all possibilities for growing mature people up. L. Feuerbach considered a family a form of realization of the person: "only the husband and the wife together form the valid person" without that everyone represents only "a partial being".
The main spiritual force connecting a family is the feeling of relationship, the blood unification. This idea introduced by many scientists is reflected in views of the peoples of the North Caucasus and Abkhazia. The Russian scientist I.A. Ilyin (1882-1954) showed that a human family, unlike "family" of animals, have "the whole island of spiritual life". And if the family doesn't correspond to it, it is doomed to decomposition and disintegration. The history demonstrated and confirmed that great crashes and disappearances of the peoples arise from spiritual religious crises which are expressed first of all in decomposition of a family" [4, pp. 142]. Characterizing a family as "the first, natural and at the same time Holy Alliance in which the person enters under the force of the need ", I.A. Ilyin emphasized that the person "is urged to build this union on love, on belief and on freedom, to learn in it to the first movements of heart and to rise from it to further forms of a human spiritual unification, that is to the homeland and the state" [4, pp. 164].
One of the major values of all people is children. In a family are directly combined individual and collective beginnings, individual (personal) life of people contacts with the public one. Activity of a family is inherent material and spiritual processes. A family, according to I.A. Ilyin, is "primary base of human culture", "an initial cell of spirituality".
Abkhazians always estimated a family, parents, first of all according to how they raised the children, in what direction they brought them up; as far as the father and mother coped with the educational tasks, and the main objective of a family was considered the birth and upbringing of children.
However the problem of a family of the national views of Abkhazians consists not only in having children, but also to grow and bring them up , to pass on to children the social experience (knowledge, belief, the vital purposes, rules of conduct in society) which has been collected up till their birth. This experience can be passed on to the next generation only by systematic traditional upbringing. The main objective of upbringing on representations of the Abkhazian people consists in preparation of comprehensively and harmoniously developed people capable to overcome any vital difficulties.
The senior generations of Abkhazians always took very much care about destiny of the nation, about its younger generation, understanding that the future of the folk depends on quality of upbringing of youth. Counting on the young people as on successors of the nation’s life, on defenders of the Homeland, they carefully brought them up, preparing for life.
Abkhazian people were aware that the success of upbringing of children only then is possible when adults know well that they achieve, clearly set for themselves certain socially significant pedagogical tasks, have concrete "program of upbringing". The born individual has to manage for a very short time to develop into a personality. That means to be the carrier of the social relations, the member of the society capable to interact with people. The individual in itself does not possess ability to such transformations, he does not obtain
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biological guarantees of personal development. It is necessary to become the personality in the course of social and active life, at the level of modern culture. But, for a child could take active part in public events and the relations, he has to be brought up, i.e. acquire this level of spiritual and material culture.
There is no doubt that the course of life of the person begins in a family. Existence and wellbeing of children depends on parents. Through parents, a family a child learns the world in all its variety. The family, along with the state and society, defines essence and the main directions of spiritual, physical and emotional development of the personality.
From the first day of life of a child parents start fulfilling the main parental duty - they become tutors. Through pleasures and tests they conduct the growing person on the way of development of his spiritual and physical forces, by a spiritual and physical maturity.
Life continually puts forward various questions before parents, which they are obliged to solve as tutors constantly, hourly. Their parental love, life experience and intuition help to resolve all these pedagogical issues.
The attitude of parents towards children and children towards parents, a situation in a family add and fix life experience of younger generation, present this experience as a peculiar model of the relations forming the personality. Initial impressions and experiences have impact on character and relationship of people.
In modern conditions of Abkhazia the family role especially increases in formation of the personality. Development of pedagogical science and educational practice is impossible without the creative development of the theory and experience of family upbringing which have passed the test of a time.
Proceeding from the developed system approach to society the family is characterized by the following main indications:
- interdependence and interconditionality of family members;
- a family is rather complete association based on solidarity of its members;
- a family as a part of a society maintains balance with the social environment;
- in a family the needs of its members are satisfied, and individual aspirations submit to the family needs [1, pp. 18].
It is necessary to consider types of the relations through which the family realizes the vital processes: social and biological, economic, legal, moral, psychological, esthetic.
The social and biological relations include sexual ties, feelings of closeness, birth rate problems. Family number considerably causes its sustainability and stability, defines character of the relations between spouses, parents and children, influences establishment of healthy psychological climate in the parental house. According to modern researchers B.S. Pavlov, T.P. Bessonova "on the one hand, the family mediates influence of society on the individual (in the course of his ontologic development and functioning), on the other hand, the vast majority of individuals cooperate with society through a family in the course of realization of its requirements and interests. It is possible to claim that character of a course of all social and demographic processes in society in the majority is caused directly or indirectly by a condition of the family and marriage relations, level of stability of a family as social institute, extent of coincidence of interests of a family, an orientation of its activity with the dominating vector of social development. Therefore traditional appeal of demographers to a family, as to social factor of reproduction of the population, is rather reasonable" [6, pp. 33]. In other words the family is the base of all public formation, the main place of social reproduction. "Tell me, what kind of a family you have, and I will tell what kind of a society you will get".
The economic and household relations (housekeeping, self-service, material security of family members, observance of the family budget, accumulation of material values, etc.) make material resources of a family. These relations create the labour atmosphere in a family. "Without effort, efficient serious work, the family happiness is nothing than a romantic chimera", - the great Russian teacher K.D.Ushinsky wrote [7, pp. 340].
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The major aspect of the family happiness, for all members of the Abkhazian family and a source of material well-being was the labour. The economic relations in a family were directed on development of young generation's ability to work for the benefit of a family and society, for the sake of personal advantage, on a private property strengthening by a family. Material function of the Abkhazian family consisted also in the organization of consumption of its members that was reached by means of traditional division of duties between men and women. This fact explains the position of the Abkhazian woman in the society and a family which was caused to a certain extent by economic function. It is necessary to agree with F. Engels claiming that "division of labour between both sexes is caused not by position of the woman in a society, but absolutely other reasons. The peoples the women of which work more than in other nations, respect them more, than our Europeans" [8, pp. 204]. The woman labour for a family benefit, its caring hands and diligence, warm-heartedness promoted that she was and remains the heart of a family.
The economic relations in a family are based on justice, mutual aid and cooperation, that serve interests of upbringing of younger generation. This thought is emphasized in pedagogical views of Abkhazians.
The legal relations in a family cover legal rationing of the property and personal rights and duties of spouses in relation to a family, society, property. Human rights represent a complex of the concepts characterizing recognition for each individual of the right on life, on a freedom of worship, on possession of property, etc. A concrete form of expression and action of the right is the law. "People are born free and equal". As modern sociologists fairly claim, the human right is expressed in this formula, which isn't the law of the nature and this right, as well as any another , doesn't make sense differently as being recognized as all community of people" [7, pp. 218].
A family as a school of upbringing of a freedom-loving, independent person was considered in national pedagogy of Abkhazians. The family relations based on spirituality and precepts of law are an indispensable condition of progress of an Abkhazian family and improvement of family upbringing.
The moral relations regulate everyday life of a family, behaviour of its members. These relations include deep intimacy, mutual interest, a parental duty, male and female honour, special credibility, responsibility of spouses for children upbringing. The basis of cultural continuity of generations, the socialization which is carried out in a family is concluded in the moral relations. The healthy moral relations are aimed at the development in children of need for pure love, sincerity, self-discipline, humanity.
The esthetic relations are a basis of development in members of the family of the sense of beauty which is shown in all spheres of life: in the attitudes towards people, in life, work, the nature, art.
It should be especially noted that the statement of esthetic values in the sphere of the family and marriage relations, to upbringing of respect for the woman was promoted by a natural factor: Abkhazian women, as well as many other representatives of the people of the Caucasus, differed by exclusive feminity, external and internal beauty.
Spousal relations include psychological compatibility, their spiritual community. A husband and a wife can perceive correctly each other only when they are uniform spirit, trust to each other and in each other. It is the most precious quality of any marriage: the full mutual confidence. Both mutual respect and ability to form new vitally strong spiritual family is connected with it. Only such a formation can resolve the main task of marriage and a family - to carry out spiritual upbringing of children [2, pp. 120].
The organization of daily activity of a family, performance of educational function by it, requires creation in it healthy psychological climate. The relations of adult family members to each other, adults - to children, children - to the grandmother and the grandfather influence health of all family members. The psychological relations demand the main thing: to respect each other, to avoid the unjustified conflicts. Outstanding thinkers, progressive teachers of all times fairly emphasized that the very grave evil in relation to children is
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rough invasion into the intimate world of the growing-up person. Roughness in relation to a child is inadmissible and disgusting. "It kills love sprouts, cultivates biliousness, envy, flattery, falsity, depression - the word, psychology of the slave or footman, sadist or callous person, indifferent both to a grief, and to pleasure - notes the psychologist A.G. Kovalyov" [5, pp. 31].
The process of socialization of a personality is promoted by intensive sociability, communicative skills of younger generation in the conditions of a family. The psychological relations in a family are to a certain extent caused by national features of parents. The nation psychology, national character an intrinsic expression of which is a temperament, emotionality of reactions, behaviour, a way of life of people of this nation, customs and traditions, specific culture, national prejudices. All this influences way of family life and family upbringing. Different confirmations of the facts above, it is possible to find in pedagogical views of Abkhazians.
References
1. Azarov Yu.P. Family pedagogy. Pedagogy of love and freedom. M.: Arguments and facts, 1993. 608 pp.
2. Dmitruk Yu.Yu. To a question of cultural and historical conditionality of types of identification processes in a married couple in modern Russian society//the KRAUNTs Bulletin. Humanities. 2004. No. 2. Pp. 116-125.
3. Harrasova R.Kh. Revival of ideas of national upbringing in a family//the Bulletin of University of the Russian Academy of Education. 2008. No. 5.
4. Ilyin I.A. About a family. Complete works. V.1. - M.: Russian book, 1993.
5. KovalyovA.G. Psychology of family upbringing. - Minsk, 1980. - 256 pp.
6. Pavlov B.S., Bessonova T.P. Family economy and a maternity capital as factors of reproductive behaviour of the population in the Urals // Region Economy. 2009. No. 2. Pp. 33-44.
7. Ushinsky K.D. Work in its mental and upbringing value / Complete works. - M.-L., prod. NPA of RSFSR, 1948, v.2.
8. Zavyalova S. V. Woman, religion, society in works of the Russian philosophers in the end of the XIX-XX centuries // State, religion, church in Russia and abroad. 2011. No. 3-4. Pp. 203-205.
Step by step to success - or how to teach juniors to solve a non-standard math problems Bezukladnikova N. , Sheremet G. (Russian Federation)
Шаг за шагом к успеху - или как научить решать нестандартные задачи младших школьников Безукладникова Н. И.1, Шеремет Г. Г.2 (Российская Федерация)
1 Безукладникова Нина Ивановна / Bezukladnikova Nina - заместитель директора, Муниципальное бюджетное общеобразовательное учреждение Гимназия № 17;
2Шеремет Галина Геннадьевна /Sheremet Galina - кандидат педагогических наук, доцент, кафедра фундаментальной математики,
Пермский государственный научно-исследовательский университет, г. Пермь
Аннотация: в статье рассматривается вопрос обеспечения каждого ученика развивающей интеллектуальной деятельностью на доступном уровне. Предлагается систематизированный подход к решению нестандартных математических задач, основанный на концепции Д. Пойа. Предлагаемый подход рассматривается на примере решения математической задачи.
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