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21УДК 37.013
ПСИХОЛОГО-ПЕДАГОГИЧЕСКИЙ АНАЛИЗ ИМЕЮЩИХСЯ СОВРЕМЕННЫХ КОНЦЕПЦИЙ И МОДЕЛЕЙ ВОСПИТАНИЯ
Лепешев Д.В., Мукат А., Штибен С., Ишмухаметов А. Кокшетауский университет им. Абая Мырзахметова (г. Кокшетау, Республика Казахстан)
Аннотация. В настоящей статье приводится анализ социокультурного отличия в педагогических, методических, нравственно-психологических аспектах образования разных стран. Для лучшего понимания сущности и специфики различных концепций, в настоящей статье была рассмотрена типологизация концепций воспитания разных стран.
Ключевые слова: концепция воспитания, модель воспитания.
PSYCHOLOGICAL AND PEDAGOGICAL ANALYSIS OF EXISTING MODERN CONCEPTS AND MODELS OF EDUCATION
Lepeshev D., Mukat A, Stieben S, Ishmukhametov Á.
KU named after Abai Myrzakhmetov (Kokshetau, Kazakhstan)
Annotation. This article provides an analysis of socio-cultural differences in the pedagogical, methodological, moral and psychological aspects of education in different countries. For a better understanding of the essence and specifics of various concepts, this article examined the typology of the concepts of education in different countries.
Key words: parenting concept, parenting model.
Modern domestic pedagogy is looking for new paradigms of upbringing, therefore, she is interested in the pedagogical concepts available in the world. Currently, the scientific comparison of pedagogical systems and theories in different countries has two main functions. The first consists in obtaining empirical data and theoretical information that helps international organizations to make decisions on the development of education in different countries, provide assistance, and coordinate scientific activities in different countries. The second task in the study of foreign pedagogy and schools is to ensure the transfer of experience to native soil.
But teachers have doubts about the possibilities of borrowing foreign experience. However, modern science believes that there are many reasons for the mutual enrichment of the pedagogy of different countries, namely: the presence of global world processes in the economy, culture and education of different countries. Scientists talk about the crisis in education, acute problems of socialization of youth.
The recent aggressive, confrontational approach to Western pedagogy and schools separated our country from the world teaching experience and impoverished, hindered the development of domestic education. Now there are conditions for an objective analysis of foreign systems and theories.
Analysis of literature and experience shows that, despite the socio-cultural differences in the pedagogical, methodological, moral and psychological aspects of education, our teachers and teachers often did something close to what arose in Europe and the United States. An example of this is humanistic pedagogy in the United States and the work of Amonashvili, ideas, principles, methods of pedagogy of cooperation between teachers and innovators of the 80s.
The general concepts of education and upbringing in the history of the school were most often developed by philosophers. But even now, when pedagogy is an independent science, philosophy deals with these problems, having singled out even a special branch of philosophical knowledge - the philosophy of education. The main problems of the philosophy of education are reflected in the following categories: upbringing, personality, determinism of education and personality development, socialization, goals and values of upbringing. The analysis of classical and modern foreign concepts of education is of both methodological and theoretical interest and practical.
Historical and world practice shows that the main goal of upbringing is defined as the formation of a comprehensively developed person who is able to realize himself in modern society and increase cultural values in the future. For the purpose of harmonious development of a person, moral, mental, labor, physical, civil, environmental education is carried out.In the philosophical and pedagogical literature, a fairly large number of concepts of upbringing and education are presented, on the basis of which pedagogical programs, training and upbringing systems are being developed, implemented in schools. For a better understanding of the essence and specificity of various concepts, they should be typologized. The names of many of them are born by chance or appear as self-names. Both often do not reflect the essence of the concept and make it difficult to understand.
Analysis of the literature on history and the theory of pedagogy shows that in human society over the centuries one can see two global directions, such as education, upbringing: the first is the authoritarian school, the school of obedience and the second is the humane school, the school of freedom. Direction, type of upbringing means the general nature of education, tasks, methods and forms of upbringing, the relationship between teacher and students, attitudes, goals, principles of educators. The presence of these types of education can be traced in the world history of education and pedagogy and in modern schools. The history of the school shows the coexistence, and in certain periods, the opposition of these models of education.
The deeper into the history of centuries, the more the authoritarian system prevails. In modern times, especially at the turn of the 19th and 20th centuries, many European schools and educators preferred humanistic pedagogy. We can say that humanity in education is moving from a tough, repressive, traditional school to a humane, personalistic upbringing.
The educational systems of Ancient Egypt, India, China, Sparta were authoritarian, as were the medieval schools of Europe. The same can be said about the basic model of upbringing up to our time. Authoritarianism in education is manifested in the following: the unquestioning obedience of students to the teacher is considered a law; the teacher, the state determines what and how to teach, how to organize the lifestyle of the pupils; the methods of upbringing and teaching are based on coercion, mechanical memorization, suppression of the living manifestations of children. "A boy's ears grow on his back" is an Egyptian proverb that illustrates the pedagogy of suppression. [20].
It would be more correct to say that this is pedagogy that focuses on purposeful active influence on the student, more or less strictly controlling the pedagogical system, in contrast to the system that emphasizes the self-development of the individual, its self-government. So, two types of modern pedagogical concepts can be distinguished by the nature of the management of education and student development. And the concepts within the type differ mainly in the philosophical or scientific direction underlying: pragmatism, behaviorism, etc.
Analysis of theoretical approaches and specific teaching and educational systems of schools in Western countries allows us to draw a parallel with the development of the Soviet school and the search for modern Russian pedagogy. You can see the elements that bring the system of A.S. Makarenko closer to the school of S.Frenet, P.Petersen, J.Korchak and other educators-reformers of the 20th century. The non-directive style of the formation of children abroad is comparable to the "soft" pedagogy of V. Sukhomlinsky and with the subsequent experience of educators-innovators. This testifies to the high level
of pedagogical science in Russia and the great global importance of domestic teachers. The search for modern teachers is partly carried out along the paths laid by the great teachers of the first half of the 20th century.
At the same time, pedagogy strives to find harmony between coercion and freedom in upbringing, to substantiate approaches that combine the interests of the child and educational standards. Currently, the majority of domestic theorists of educators, philosophers, sociologists, psychologists find the humanistic pedocentric model with the ideal of an independent, critically thinking, creative and at the same time highly moral, adapted personality very attractive. And in this we can agree with scientists. It is possible that our desire to move away from an authoritarian system to humanistic pedagogy is justified, but the path to the world pedagogical space, rapprochement with the West, the search for new concepts must be carefully weighed. It is important not to repeat the mistakes of a foreign school and to preserve all the best in our science and school, to preserve the national and cultural originality of domestic education and to develop concepts that are adequate to Russian reality.
For future teachers, reflections on the ways of developing pedagogy of the 20th century are relevant when defining their views on education in Russian schools in the 21st century. Thus, we believe that the tasks set in the course work have been completed, the research goal has been achieved.
Bibliographic list
1. Voronov V.V. Technology of education. - M., 2000 4. Gazman OS. Non-classical pedagogy: from authoritarian pedagogy to the pedagogy of freedom. - M .: MIROS, 2002.
2. Gessen S.I. Fundamentals of Pedagogy. - M., 1995.
3. Dzhurinsky A. N. History of education and pedagogical thought.- M., 2003.
4. Isenina EI, Preface in the book: Rogers K. A look at psychotherapy. The Formation of Man. -M., 1994
Лепешев Дмитрий Владимирович, научный руководитель, кандидат педагогических наук, профессор кафедры социально-педагогических дисциплин, Кокшетауский университет им.Абая Мырзахметова (Республика Казахстан, г. Кокшетау).
Мукат Айгерим Мухамедкызы, магистрант по ОП «Педагогика и психология», Кокшетауский университет им.Абая Мырзахметова (Республика Казахстан, г. Кокшетау).
Штибен Сергей Александрович, магистрант по ОП «Педагогика и психология», Кокшетауский университет им.Абая Мырзахметова (Республика Казахстан, г. Кокшетау).
Ишмухаметов Адиль Раисович, магистрант по ОП «Педагогика и психология», Кокшетауский университет им.Абая Мырзахметова (Республика Казахстан, г. Кокшетау).
e-mail: [email protected]
Дата поступления статьи: 10.12.2020
© Д.В. Лепешев, А.М. Мукат, С.А. Штибен, А.Р. Ишмухаметов
