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Section 7. Pedagogy
Biletska Svitlana Anatoliivna, Skovoroda Kharkiv National Pedagogical University, postgraduate student, the Department of History of Pedagogy and Comparative Pedagogy E-mail: [email protected]
Moral education in extracurricular work of general schools of Ukrainian provinces in 1850-1860 years
Abstract: The article raised the actual problem of organization of moral education of pupils in extracurricular work of general schools (historical aspect).It is stated that the purpose of moral education of pupils of general schools in extracurricular work of 1850-1860 years was to create a holistic, perfect humanistic person. Ways of realization of the global purpose are revealed through the prism of inheritance of such known educators as K. Ushinsky, P. Kapterev, I. Kyreyevsky, L. Modzalevsky.
In the article it is especially valuable that the author has shown contradictions and disadvantages of the organization of pedagogical process at that time schools, which are typical in modern educational institutions too. They are estrangement of the school from the family, bureaucracy in relations of a pedagogical collective, inattention to individual characteristics of children, lack of attention to the problem of morality, mental and physical health, early specialization of educational and pedagogic process, excessiveness of intellectual work, mental stress in educational process, inconsistency of subjects’ programs on the level of a class and levels of education, too much additional theoretical material, a small amount of time, required to study folk history, geography, to explore the environment, that deprives school of life and national direction.
It is stated that much attention was paid to organization of extracurricular educational work in zemsky (province) schools. Provincial zemsky (province) school initiated educational activities for adults (evening classes with adults, the public readings).
The church singing as a form of organization of extracurricular educational work was being used in single-class schools, schools of reading and writing widely.
The author noted that in the second half of XIX - early XX century moral education in extracurricular work in general schools, dependent on the Ministry of Public Education, was linked closely to a future professional activity, formation of ideology, moral education that was formed by the main forms of communication and work (art, arts and crafts, religious, social, etc.). Much attention was paid to the use of church forms of education, including missionary-educational, catechetical, charity, church activities (for example, a prayer before a new school year), pilgrimage.
In Mariinsky female schools educational process was being conducted by the specially worked up program for the Educational Society of noble maidens.Special attention was paid to the unity of requirements to moral education in family and at school.
Keywords: morality, education, the school, extracurricular work, united requirements, a mentor.
The relevance of the study. The current state of development of society is characterized by deficiency of moral constants. Technological revolution and development of informational technologies at the beginning of the XXI century have caused the leveling of moral values. The working out of theoretical foundations and the basing ofhistorically drawn experience ofmoral education ofchil-dren in extracurricular work will help to overcome these negative trends. The Constitution of Ukraine, the Concept of the training of children and youth in the national educational system, the Law ofUkraine “On Protection of Public Morality”, the National Strategy of Development of Education in Ukraine in 2012-2021 years, program documents, adopted in the context of the Bologna Process,
stressed the appropriateness of creative use of pedagogically valuable experience of moral education of children and youth in contemporary educational practice.
The level of scientific development of the problem. The analysis of sources showed that pedagogical problems of moral education of children were being worked out actively on scientific-theoretical, methodological and practical levels. There is generalization of some methodological issues of moral education through a prism of pedagogical anthropology in the works of the Ukrainian and Russian scientists (M. Alekseev, V. Barulin, I. Bech, L. Bondar, M. Dvoretska). The proposals about organization of educational process in modern socio-cultural conditions, grounded in the works
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Moral education in extracurricular work of general schools of Ukrainian provinces in 1850-1860 years
of V. Andreev, I. Baby, B. Bim-Bud, B. Bitinas, V. Blinov, V. Dodonov, V. Kremen, O. Sukhomlinska, G. Shevchenko, are important. The studies of L. Beresnev, M. Evtukh, V. Shadrykov, A. Mudryk, N. Pobirchenko include valuable materials about formation of the content of moral education in pedagogical j ournalism of the late XIX - early XX century.
The purpose of the article is historical and pedagogical analysis of organization of moral education of pupils in extracurricular work of general schools of Ukrainian provinces in 1850-1860 years.
The main material. The study showed that the purpose of moral education of pupils in extracurricular work in 1850-1860 years was to create a holistic, perfect humanistic person [7, v. 1]. Such a global aim consisted of the objects:
1) Formation of the understanding of vital importance of morality.
2) Formation of moral consciousness (conscience).
3) Formation of incentives to further moral selfdevelopment.
4) Development of moral firmness, the desire and the ability to resist evil, temptation of self-justification if there is violation ofuniversally recognized moral demands.
5) Motivation to show mercy and active love to people.
The well-known educator, the pedagogue-taxonomist K. Ushynsky [9] considered that the aim of education should be determined by public character and needs of people living in a particular area. The pedagogue P. Kapteryev [1] also emphasized that education of a person had to become the key idea of high-school education. In the context of the problems of the research materials of the works of I. Kyreyevsky “The 19th century" (1832), “About the nature of education of Europe and its relation to education of Russia” (1852) are valuable. The author stated that there was a tradition of Holy Father in the combination of external formal features of education (a system, logic, discipline of the mind) and internal (morality, sincerity) in the second half of the XIX century. The verb “to teach” meant not only to teach but also to bring up, to edify. The first taxonomist of history of pedagogy L. Modzalevsky considered the same way [3].
At the stated historical period there was the urgent need for purposeful organization of extracurricular educational work. This need was determined by a number of drawbacks. Some of them exist in modern school. Here are these drawbacks:
- estrangement of the school from the family, bureaucracy in relations of a pedagogical collective, inattention to individual characteristics of children, lack
of attention to the problem of morality, mental and physical health.
- Unwanted early specialization of educational and pedagogic process that was not based on knowledge of innate abilities of children.
- Excessiveness of intellectual work, mental stress in educational process.
- Inconsistency of subjects’ programs on the level of a class and levels of education, too much additional theoretical material.
- A small amount of time, required to study folk history, geography, to explore the environment that deprives school of life and national direction.
It is established that the purpose of moral education of students at utilitarian-applied level had been identified by the rules of 1848: “Inculcation of rules of decorum and civility, love of work and serious attitude to duties” [7, v. 2, section 2].
We should note that for the second half of the XIX century formation of theoretical foundations of moral education: determination of the purpose of education (to bring up a Christian man who seeks personal inner spiritual development, a man-citizen who has the responsibility to fulfill obligations to the state, the country, the people) was characteristic. The leading pedagogues of that time O. Levytska, M. Manaseyina, M. Pirogov, K. Ushinsky defined the purpose of moral education in the way, noted above.
In the Code of laws of the Russian Empire all educational institutions, that are part of our study, were divided into levels. The lowest educational institutions consisted of uyezd and city colleges, primary public colleges (more than 20 names of types). Schools of the first level included single-class colleges, schools of reading and writing, where church singing as a form of extracurricular educational work was used widely. The second level was formed by two-class colleges (ministerial and parish). The third level included multi-class higher primary colleges (uyezd and city), schools, attached to orphanages, home mentoring, training classes, attached to gymnasiums.
It should be emphasized that much attention to organization of extracurricular educational work was paid in zemsky (province) schools. History of zemsky (province) schools, operated in Ukrainian provinces, shows that one of the requirements for this type of school was “saving humanitarian principles and common to all mankind percepts”. Upbringing children, “clever citizens who consciously relate to reality” was considered the main purpose of zemsky (province) schools. Equipped in accordance
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with local characteristics, zemsky (province) schools were dependent to the Council of Trusteeship (a head, a curator, a teacher, a teacher of law, a monitor). Zemsky schools initiated educational activities for adults (evening classes with adults, the public readings). The prominent figure of zemsky (province) schools M. Korf wrote: “I have always been and I will always be on the side of religious and developing school because I wish the school to prepare people for life ... to teach consciously treat themselves, their neighbors, and God’s world" [2].
Motivation to work traditionally was the most effective mean of moral education in extracurricular work. In the second half of XIX - early XX century moral education in extracurricular work in general schools, dependent on the Ministry of Public Education, was linked closely to a future professional activity, formation of ideology, moral education that was formed by the main forms of communication and work (art, arts and crafts, religious, social, etc.). Much attention was paid to the use of church forms of education, including missionary-educational, catechetical, charity, church activities (for example, a prayer before a new school year), pilgrimage.
It is established that the creating of morally rich environment in which children’s sex, age features (they have influence on the formation of moral conscience of the individual), social policy (has action upon formation of the individual) were taken into account, was also an important means of moral education of pupils in extracurricular work of schools, dependent on the Ministry of Public Education. In this aspect special attention was paid of the unity of requirements for moral upbringing in the family and at school [4]. In Mariinsky female schools educational process was being conducted by the specially worked up program for the Educational Society of noble maidens. The goals and objectives of education of girls, priorities in selecting the basis for the formation of character of pupils attract attention. The general purpose of education was formulated as follows: “education of good wives and mothers of families”. Thus, spiritual and moral constants in the upbringing of boys and girls were the same, the difference was only in the requirements for scientific education. In the early years of education upbringing was directed on the formation of “good manners” — trait that manifested in reasonably well behavior without excessive pride, noble courteous treatment of all people. Much attention was paid to education of girls’ wit. We consider that it is a good advice for today’s teachers to coordinate means and the purpose of education. The instructions of 1857 emphasized such the warnings of false education of girls: the emergence
of insincere relationships between teachers and pupils; lack of attention to individual characteristics of pupils; neglect of moral and physical work [5].
The family traditionally was considered the basic environment of moral education of children. “True piety of father and mother, — it is stated in the document — their prayer and their patient submission to God’s will in difficult trials of life, love of work, care for the youngest — all is being passed to a favorable child’s heart in a good Christian family which apostle Paul named “home church”” [5].
After all the school accepts children in the most favorable time of their moral growth, while, on the one hand, their heart remains vulnerable, and, on the other, — pupils’ mental abilities are being developed.
Sometimes the desire ofparents to ensure education oftheir children was caused by certain parochial domestic circumstances. Thus, one ofthe teachers ofpublic school noted that at the confession during the lent a priest had examined parishioners if they knew the most important prayers. Those who did not know the prayers, he sent to school, and only then they were admitted to confession. Therefore villagers, avoiding shame, sent their children to school, where they learned the prayers and could teach other family members [11].
According to that time documents, parishioners most of all enjoyed watching “... their children read and sing in the church and can read something good for the soul or tell an event from Sacred History, or, at least, give short information about the object of faith and Christian morality at home at free time”. Thus, children carried out functions of assistants of a priest in the case of religious education and moral education of parishioners in extracurricular time [6].
The study revealed that for the first phase was characterized by the priority role of parents in moral education of children. A feature of this phase was in determining the functional destination of educational impacts on pupils in institutions of general education. In particular, according to S. Uvarov [8], the interaction of participants of educational process had to ensure the conformity of moral norms, inculcated in pupils, developed spiritual thoughts and considerations, scientific knowledge that corresponded to the specific social, material status of the person, didn’t cause moral inhibition, negative emotions of resentment and doubts, to canons. This understanding of the functional purpose of spiritual and moral education was considered as a basis of preservation of public peace and tranquility in the Circular of the minister of public education in 1851 which had been active to the end of 1863.
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Moral education in extracurricular work of general schools of Ukrainian provinces in 1850-1860 years
The study found that Sunday schools had been spread rapidly due to the active development of social and educational movement in the chronology of the first phase. Their appearance was caused by migration of rural population to the cities, its proletarianization, changing the social infrastructure of society, traditional conditions of life and work, and as a result, changing the industrial infrastructure. This has led to the formation of high educational needs of people.
The educational policy of the government realizing the urgent need to modernize the socio-cultural and economic spheres of life determined support of public initiatives in the field of general education as one of the directions. This has led to the creation of a network of Sunday schools for adults and adolescents. The first Sunday school was opened in Kyiv with the participation of the professor P. Pavlov with the permission of the trustee of the Kiev educational district M. Pirogov. The founders of the school were 17 students of St. Volodymyr Kyiv University and one student ofKiev Theological Academy. The school was intended for “boys from families of artisans and other working class people who have neither the time nor money to attend usual colleges" [10]. The program included teaching God’s Law, reading and writing and arithmetic. During the first week about 50 people came to the Sunday school, then the number of persons wishing to study has increased up to 100 people or more. On October 25, 1859 a second male Novostroyensk Sunday School was opened at the request of students of St. Volodymyr Kyiv University. There were 148 people by March, 1860 [10]. And since 1860 women Sunday schools were being established. During 1860 7 Sunday schools, intended for teaching adults and children, have been founded in Kiev.
Thus, in 1860 the largest number of schools for the first entire period of their existence (from October, 1859 to June, 1862) has been opened [10]. Of course, the opening of such the large number of Sunday schools this fact was explained, in particular, by the fact that there were no barriers from government officials. On the contrary, government agencies not only didn’t prevent the development of public initiative in establishing schools, but stimulated it. In March, 1860 the Minister of Internal Affairs sent the circular to all the governors, in which he approved the creation of Sunday schools and recommended to contribute to their spread: “In some cities it is found useful to establish Sunday schools for pupils from families of artisans and workers to spread the literacy and to develop morality in hack-working class. ... Considering that the opening of Sunday schools in cities should bring significant benefits to local communities
and the opening of schools ... can be done with very low cost, I, according to agreement with the Minister of Public Education, beg Your Excellency to pay attention to this subject ...” [8 cit.].
In May, 1860 the Ministry of Public Education has published the rules about Sunday schools “to prevent the possibility of evasion of so useful for public education institutions, mentioned above by their purpose, from the straight path” [7, v. 3, 400]. The teaching programs of Sunday schools were compared to parochial colleges, dependent on the Ministry of Public Education. There only those books and manuals that had been found to be useful for parochial colleges could be used (that meant ignoring the needs and the interests of adult pupils of Sunday schools). Persons of different age were being accepted to Sunday schools, men and women had to learn separately.
Distinctive features of this type of schools were: free and voluntary teachers’ work, free classrooms and new pedagogical tasks to give pupils not only elements of the literacy and mathematics, but also general development. There were free public libraries at Sunday schools. Sunday schools and free libraries were closed by the order of the Government in 1861 [13].
Sunday school focused on teaching, based on free communication between teachers and students without narrow formal frameworks. Students had the right to learn one or all the subjects that were taught at school; visiting lessons was not mandatory. There were no marks, exams and diplomas at school. Humanization of relationship between a teacher and a student, drawing attention to a pupil — these ideas were new for pedagogical thought of the second half of the XIX century. The main principle of the educational process in Sunday schools was equability. Sunday schools teachers introduced a new, uncharacteristic for that time traditional pedagogy style of communication with students. All the students of Sunday schools were being called with respect «you». Encouragement and punishments as means of stimulating behavior were found ineffective. In case of breach of discipline (which, it should be noted, was extremely rare in Sunday schools) personal observations were not used because were considered offensive. A teacher addressed comments to the entire group of students believing that the group itself would act as a regulator ofbehav-ior in this case. Teachers tended to consider children’s antics (along with adults children were often taught in Sunday schools) more like an activity, inherent to child’s nature, than like the violation of subordination between a teacher and a student [12].
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From historical studies we learn that the organization of extracurricular educational work in Sunday school of H. Alchevska was exemplary. There was a spacious hall for walks during breaks at the entrance on the ground floor of the special building. The second floor housed a large hall for individual talks with pupils, school holidays and so on. There also was a pupils’ library and a museum of visual aids.
On December 30, 1860 the Ministry of Public Education published the Circular for trustees of educational districts which had explained that Sunday schools should serve only as appendages to parochial colleges, and school districts trustees should “control Sunday schools in order they do not protrude from specified range actions, i. e. education should be limited by God’s law, reading, writing and arithmetic" [7, v. 3]. The Circular offered to provide control over schools from the direction of uyezd schools supervisors, directors ofschools and other people. InJanu-ary 1861 Alexander II approved the Circular and ordered trustees of educational districts to provide unrelenting observation of Sunday schools and governors to provide every assistance to this educational department. The diocesan heads were proposed to assign a priest to each Sunday school that would not only teach God’s law, but observe to “the school wouldn’t allow anything contrary to the rules of Orthodox faith and principles of morality” [7, v. 3, 25].
Due to the growing of public and political activity of society, radical sentiments, autocracy position was being extended more and more. Containment measures to Sunday schools, applied by the government, had conservative nature.
The result of government’s actions was abrupt decline in the number of schools, opened during 1861-1862 years, compared to 1860. The number of teachers was being also decreased. Public enthusiasm that characterized the beginning of the movement was being disappeared.
Teaching literacy was directed to the implementation of the purpose and objectives of moral education of pupils throughout the study period. Teaching writing was carried out by the examples of texts, the most frequently used during worship. Extracurricular work in schools of the literacy was organized through joint reading passages from the Scripture; instructive parables; prayer and explanation of commandments, virtues, moral duties of a man to itself and family; catechism in questions and answers; edification of the saints; dictionary of words of the Scripture; elements of Old Slavonic and Church Slavonic languages; rules of politeness; proverbs and sayings on moral theme; historical narratives [7, 642].
References:
1. Каптерев П. Ф. Об общественно-нравственном развитии и воспитании./^. Ф. Каптерев/ЭСв. - СПб.: О. Богданова, 1908. - Вып. 56. - 38 с.
2. Корф Н. А. Наше школьное дело: Сб. статей по училищеведению./Корф H. A. - М.: Б. и, 1873. - 430 с.
3. Модзалевский Л. Н. Очерк истории воспитания и обучения с древних времен до наших дней: В 2 т./Науч. ред., М. В. Захарченко/С 30 РАО. - Спб: Алетейя, 2000. - Т. 2. - 920 с.
4. Пругавин А. С. Законы и справочные сведения по начальному народному образованию/А. С. Пругавин; 2-е изд., значит. доп. - С-Пб.: Изд-во Т-ва «Общественная Польза”, 1904. - 1096 столб.
5. Рождественский С. В. Исторический обзор деятельности Министерства народного просвещения: 1802-1902 гг. /Рождественский С. В. - СПб: Гос. тип., 1902. - 785 с.// [Электронный ресурс]. -Режим доступа: http://www.google.ru/url?source=transpromo&rs=rssf&q=//translate.google.com/commu-nity?source=all
6. Рыбников Н. А. Деревенский школьник и его идеалы. Очерки психологии школьного возраста./Рыбни-ков Н. А. - М.: 3адруга, 1916. - 123 с.
7. Сборникъ постановлен^ по Министерству Народнаго Просвкщешя в XIX ст. - С-Пб.: Тип. Императорской Академш наукъ, 1864-1897. Т. 1. - 1864. - 1806 ст.; Т. 2. - 1864. - Отд. 1. (1825-1839). - 1839 ст.; Т. 2. -1864. - Отд. 2. (1840-1855). - 1622 ст.; Т. 3 (1855-1864). - 1865. - 1435 ст.
8. Уваров С. С. Десятилетие Министерства народного просвещения (1833-1843)./Уваров С. С. - СПб., 1864. - 240 с.
9. Ушинский К. Д. Главнейшие черты человеческого организма в приложении к искусству воспитания// К. Д. Ушинский//Педагогический сборник. - 1865. - № 8 (май). - С. 629-649.
10. Хронологический список высших и средних учебных заведений ведомства Министерства народного просвещения, основанных или преобразованных с 1855 по 1880 гг. - СПб: Б. и., 1880. - 1564 ст.
11. ЦД1АК Укра'ши, ф. 707, оп. 18, спр. 15, 1852 р., арк. 1-13.
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Theoretical guestions of feedback in teaching of students in the works of national scientists (70 th - 80 th of the twentieth century)
12. ЦД1АК Укра'ши, ф. 707, оп. 19, сил 1, спр. 45, 1854 р., арк. 8.
13. Шмид Г. К. История средних учебных заведений в России: [Пер. с нем. А. Ф. Нейлисова]/Шмид Г. К. -СПб.: Типография В. С. Балашева, 1878. - 684 с.
Onasko Christina Alexandrovna, H. S. Skovoroda Kharkiv National Pedagogical University, postgraduate (student) Department of the theory and methodology of professional education E-mail: [email protected]
Theoretical guestions of feedback in teaching of students in the works of national scientists (70th - 80 th of the twentieth century)
Abstract: The article analyzes the views of local teachers’ 70s - 80s of the twentieth century. The problem of control in the training of students. Allocated to them are considered entity types and the feedback function in the process. Keywords: control training, feedback, management training, didactic requirements.
Онасько Кристина Александровна, Харьковский национальный педагогический университет имени Г. С. Сковороды, аспирантка, кафедра теории и методики профессионального образования E-mail: [email protected]
Теоретические вопросы обратной связи в обучении студентов в работах отечественных ученых (70-е - 80-е гг. ХХ в.)
Аннотация: В статье анализируются взгляды отечественных педагогов 70-х - 80-х гг. ХХ в. На проблему контроля в обучении студентов. Рассматриваются выделяемые ними сущность, виды и функции обратной связи в этом процессе.
Ключевые слова: контроль в обучении, обратная связь, управление обучением, дидактические требования.
Одной из важных проблем современной педагогической теории и практики высшей школы есть организация обратной связи в обучении студентов. Использование оптимальных путей ее решения способствует активизации учебного процесса, существенным образом повышает его эффективность, позволяет определить степень усвоения учебного материала и качество знаний, умений и навыков, которые приобретаются студентами в процессе обучения, осуществить их коррекцию, оценить в целом ход учебно-познавательной деятельности, наметить направления ее усовершенствования.
Особый интерес в направлении изучения теоретических основ обратной связи в обучении студентов представляют собой 70-е - 80-е года ХХ в. Этот период характеризовался внедрением системного подхода к организации учебного процесса и, соответственно, рассмотрением обратной связи в обучении через его призму; постепенным вытеснением
программированного обучения; развитием отечественной психологической науки, диагностики, разработкой психологических основ контроля; распространением идей автоматизированных систем и их использования в контроле за обучением; созданием технических контролирующих устройств; использованием форм и методов контроля учебно-познавательной деятельности студентов, предусмотренных проблемными, исследовательскими, игровыми, ситуативными и других методами обучения; организацией групповых форм работы и проверки ее результатов, которые позднее трансформировались в интерактивные технологии.
Рассматривая контроль в обучении студентов через призму системного подхода, ученые отмечали, что он предусматривает одновременное осуществление контроля за ходом решения поставленных задач со стороны преподавателя и самоконтроля студентов за правильностью выполнения учебных операций,
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