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psychological and medico-biological problems of physical culture and sports), 2017, Vol. 12, No.3, pp. 114-119. DOI 10.14526/03_2017_246
DOI 10.14526/03 2017 247
THE AIM OF EDUCATION: CONTEXT OF COMPLEMENTARITY
Olga M. Zheleznyakova - Doctor of Pedagogical Sciences, Professor Ulyanovsk State Pedagogical University Named after I.N. Ulyanov, 4, Area of 100 th Anniversary of V.I. Lenin's Birth, Ulyanovsk, 432700, Russia
E-mail of zelez.olga@,gmail.com
Annotation: The content of educational aims analysis showed their ambiguity, fuzziness and strict orientation at momentary need, which leads to all educational system change. As social development happens very quickly, educational system, being enough conservative, falls behind this process and the quality of education decreases. In order to solve this problem and in order to give the system of education steady dynamic development, it is necessary, first of all, to realize its main component - the aim. Material. This problem solution is conditioned by innovative processes, one of which is the theory of complementarity phenomenon. The base of this theory is the principle of complementarity and synergetic paradigm, in terms of which this principle gains Trinitarian character. The essence of complementarity phenomenon is the completeness and integrity of everything in different methodological terms (linear, non-linear and post-linear methodologies). The types of complementarity are defined (linear, non-linear and post-linear). Linear types: summative, complementary complementarity and integrative complementarity. Non-linear (transition) types: opposite and hegel. Post-linear types: system-integral (Trinitarian).On the basis of this material theoretical-methodical content research of educational aims was realized. Research methods: post-event analysis, summarizing, content-analysis, comparison, transfer, classification, transformation of general scientific and scientific-pedagogical knowledge. Results. Three types education content aims are revealed. Linear types, which include the unity of host qualities of an inheritor; "social" functions unity; the unity of decency, industry, openness, patriotism; unity of wrestler's qualities for justice and equal rights; unity of physical, mental, labor, moral, aesthetic, ideological-political, economic and ecological components. Non-linear types, which include the following: the unity of body (physical) and spiritual; unity of mental and labor; unity of labor and social duties; unity of the following opposing qualities of a personality: courage- prudence, adherence to principles-tolerance, openness- moderation, concentration-relax and others. Post-linear (Trinitarian) types: the unity of general-special and the definite aims; unity of ideological- political, labor, moral; unity of psychophysical, bioenergetics, moral; unity of developing, didactic and upbringing aims of education.
Keywords: linear methodology, non-linear methodology, post-linear methodology, complementarity phenomenon, synergetics, types of complementarity, harmonic personality.
Urgency. The aim of education is the base for the whole system of education (upbringing and teaching). However, it constantly changes, trying to match the demands of modern life. This is, of course, correct, but only in terms of linear
traditional methodology. In terms of nonlinear or Trinitarian methodology there are more definite and stable guiding lines of its content understanding, which nowadays can be understood on the basis of the
principle of complementarity and synergetics.
The aim of this article is the existing aims of education analysis and their analysis on the basis of the complementarity phenomenon theory as the mechanism and metaprinciple of completeness and integrity (1).
The objectives are the following: complementarity types classification description, post-event content analysis of the education aim, the notion "harmonic personality" revelation in innovative context. In order to solve the set objectives we used the following methods: post-event analysis, summarizing, content-analysis, comparison, transfer, classification, transformation. During the research the following results were received.
Complementarity as the phenomenon is the mechanism of the realized completeness and integrity of the considered objects, processes, phenomena achievement and in general all things on the Earth. Considering the category of complementarity as the metaprinciple, which is, in our opinion, the base of taking into account the whole diversity of reality, helped to define the following types of complementarity: 1) summative complementarity as the sum of series placed «n» elements; 2) integrative complementarity as the synthesis of not series placed, but equal «n» elements; 3) complementary complementarity as the complex of not series placed «n» elements with predominance of one of them; 4) opposite complementarity as the mechanism of two opposites unity on the basis of their mechanical summing; 5) hegel complementarity as the mechanism of two opposites unity (synthesis) on the basis of single points of contact; 6) system complementarity as the synthesis of 3 elements, each pair of elements is in the relation of complementarity and the third element gives the measure of consistency according to the principle of complementarity in synergetic
consideration "ambiguity -
complementarity- distinctness".
The first three types are linear and reflect the definite degree of completeness. The last type of complementarity (system complementarity) is a Trinitarian structure, the elements of which are in corresponding relation with each other. The opposite and hegel complementarities are transitional form linear types of complementarity to Trinitarian ones (system complementarity).
Selection criteria of the system complementarity elements (Trinitarian) are the following: conceptual correlation of the considered elements of the main for today semantic formula "ratio-emotio-intuitio"; independency and autonomous character of each element functioning; inconsistency of two of them; the opportunity to correlate the third additional element with each opposition as noncontroversial one; the elements of system complementarity should be essential, basic categories both in content and functional terms concerning the studied sphere of knowledge (1).
The aim of the researchers is to search for Trinitarian structures as the most stable and effective in their development owing to their integrity. The difficulty of this search is in disunity existence, element character of knowledge as the reflection of entity completeness. Taking this into consideration the search for integrity lies in two planes. One provides the search on the way of multiple elementity "curtailing" till the main ones, the unity of which will be integrity. The other underlines autonomous character and independence of some elements, considers them as potential parts of integrity. Let's consider the aims of education (teaching and upbringing) in the given context of complementarity.
Upbringing is an organized activity of educational aims realization and teaching is a specific way of education (11, p. 86). As education is the process and result of teaching and upbringing, modern interpretation of the aims of education includes the aims of upbringing as social-pedagogical phenomenon, the integral part
of which is teaching. Taking this thesis into account we can come to the conclusion, that historically there are two autonomous, not crossing lines of considering the aims of education. The first reflects the whole range of the aims in the history of educational systems. The second studies genesis of the idea of many-sided, harmonious personality development as a general, ideal aim, which, as mentions Pitirim Sorokin, can be never achieved, but at the same time, undoubtedly historical wheel goes in this direction (13, p. 265). Considering the question of understanding the aims of education in terms of the first tendency of the notions of the aim, which reflects the whole spectrum of aims setting, their general humane character should be noted, which is demonstrated in the corresponding characteristics. In primitive society the aim of upbringing was demonstrated in involving children into labor and social duties realization. Social education was replaced by family education, when the role of a teacher was given not to society, but to a family. Private property appearing, family determination as an economic unity changed the aims. The main aim became a good host, inheritor upbringing, who is able to preserve and multiply saved up by parents property, as the base of family well-being. During slave-owning and feudal epoch education was oriented at an effective fulfillment of own "social" functions by each estate (class). Some got ready to manage, others to serve. German educator V. Rein wrote that upbringing should form really good man from a child, who is able to work effectively for the benefit of his nation, a person, who is honest and sincere (10). Edward Lee Thorndike wrote that upbringing in general should develop a person's amiability towards people, provide useful and happy life, develop yearning for noble and pure pleasure. The dynamics analysis of goalsetting proves, first of all, that this notion is constantly expanding and in the end presents an integral complementarity of the
qualities and characteristics, which are necessary for a person (decency-diligence- hospitability- patriotism).
Jean-Jacques Rousseau in forming the aims was guided by the idea of natural development of a child. John Dewey as an educational aim defines following instinctual drives, interests and spontaneously appearing abilities of a person. In the second half of the XIX and the beginning of the XX century "free upbringing" theory is formed (E. Key in Sweden, K.N. Venttsel in Russia, M. Montessori in Italy and others). As the objective mindsets of upbringing was set spontaneously demonstrated interests and inclinations of children development, full freedom of children and non-interference into their formation provision. The aim of upbringing to follow the interests, inclinations and hobbies of children, in our opinion, is a summative complementarity (interests- inclinations -hobbies).
In 60-70-s in the countries of the West the aim of upbringing transferred from loyalty, adjustment, understanding, acceptance, as formed civil qualities, to faith, dedication, responsibility and it was statehood and patriotism strengthening in opposition to the aim of upbringing, demonstrated in fighting spirit formation for the benefit of justice and equality. In both cases the aims are defined by summative complementarity, which reflects one spectrum of qualities and it forms one-sidedness, disharmony.
In this connection from the point of complementarity special interest demands the idea of many-sided harmonious personality development as the aim of education (upbringing and teaching). It should be noted that the term "harmonious" is considered as an optimal combination, unity, integration, which presents sobriety and orderliness of the parts functioning of the whole (7, p. 90) and also proportionality and coherence. In this connection the following questions appear: the combination of what? Which elements need coherency? The most
popular in pedagogics points of view concerning harmonious many-sided person development were activity based, system-role, modular and other approaches, which didn't give clear notion of the essence of human harmony, as they were oriented at outer integration, tried to define some complete character of labor functioning (14, p 77). It is the essence of linear thinking and linear methodology, in terms of which completeness is very often identified with the integrity. At the same time this term in terms of new non-linear methodology has another essential definition, the base of which forms the idea of system-integral individuality. Moreover, in terms of non-linear methodology completeness and integrity are more than different notions, they completely differ. Considering harmony as the category of new non-linear methodology in terms of synergetics, A.A. Koblyakov mentions that "harmony, "unachievable for system analysis" is explained from the positions of a new "metasystemic analysis-synthesis" (5, p. 312).
In order to understand it, let's consider more exact sciences, from the position of which in harmonious phenomena unity of multiple oppositions (forward-back, for-against, analysis-synthesis, differentiation-integration and others) is demonstrated. It means that harmonious is the unity of heteropolar, opposite human characteristics, qualities, abilities, such as courage-discretion, adherence to principles- tolerance, openness -modesty, concentration-relaxation, yearning for broadening and contraction of the field of activity in order to master deeply social and individual essences, localities of the world and globality perception, rationality-figurativeness and etc.. These processes are based on inner need of a person for integrity. Each person will have own individual integrity.
Let's see how developed the idea of educational aims in the history of pedagogics form the position of the
phenomenon of complementarity and its types.
In antique pedagogics the idea of "harmony" formed the unity of somatic (physical) and spiritual, which presents from the point of complementarity the opposite diad, the unity of which is demonstrated in the integrity of a person himself. At the same time, mentioning the harmony of spiritual and physical sources, ancient people preferred spiritual source. Aristotle considers that a person's thinking is the highest felicity, sweetness of life (12, p. 62). Taking this into consideration, this combination reflects, in our opinion, the opposite complementarity, in which one of the basis has dominant character and the other is subordinate.
Many philosophers, teachers and educators of the XVIII the century, for example Helvetius and Diderot, presented the idea of a person's harmonious development, defining, first of all, mental and moral upbringing. This diad is contradictory and presents the opposite complementarity. Socialists- utopianists saw the ideal of many-sided upbringing in teaching combination with labor, it means the unity of mental and labor. This diad can have both contradictory character, as mental intellectual activity was considered as the antipode of physical labor, and not contradictory character, if we consider mental activity as own labor activity (people of mental labor and people of physical labor). At the same time, it was clear that this contradiction conditions their unity, as the dependency of physical labor activity on the level of mental activity was revealed. In this term mental activity has dominating character in reference to physical activity and in this case this diad can be considered as complementary complementarity.
K. Marx defined the content of the notion personality's "many-sided development" as the aim of upbringing in the following way: "Upbringing we understand as three things: firstly, mental upbringing. Secondly, physical upbringing,
which is given at gymnastic schools and military establishments. Thirdly, technical teaching, which gets acquainted with the main principles of all processes of industry and simultaneously gives a child or a teenager the skills of using the simplest implement of all industries" (9, p. 198). Thus, mental-physical-technical (labor) upbringing. This driad doesn't have the character of system complementarity, which became clear in terms of non-linear methodology, but is the opposite or hegel, as labor upbringing can be both mental and physical. The analysis shows that the content of the aim of education broadens with the change of society, reacting to social, ecological, economic, political and other events. Thus, at the turn of the century the content of the aim of education included the following: physical, mental, moral, labor, aesthetic, ideological-political, economic, ecological, religious and etc.. It was also mentioned that this was not just a simple sum of objective directions, they are all connected with each other, interpenetrate into each other, form organic (harmonious?? - the question is put by us. - O.Z.) unity. This list also includes world view formation and inclinations, skills development. Moreover, there can be a lot of such kind of directions, depending on the circumstances, urgency of this or that quality of a personality development in the definite historic conditions (for example, computer literacy provision, juridical upbringing and others) (12, p. 64-66). It led to the fact understanding, as mentions I. Kolesnikova, that for a traditional system of education "it is typical to have the yearning for achieving the pedagogical aim splitting it, summing up the separate stage results" (6, p. 231). On the one hand, based on the theses of the theory of management and system approach, teaching and education, in general provide their strict aim orientation, built in a strict accordance with the set standards and criteria. On the other hand, stimulating processes of religious (spiritual - Z.O.) upbringing and
education "rehabilitation", presented as a universal approach to a person's inner world transformation, "his soul upbringing "after the image and likeness of God"", which gives the opportunity of a resonance interaction with the space of the Spirit" (ib., p 230). Such kind of an approach, in the opinion of many scientists, is characterized by the ascension integrity of a man to spiritual Truth. At the same time, in spite of its considerable integrity, such an approach can't follow modern demands, the same as traditional systems of education, which are used for centuries and are carried to extremes in totalitarian systems of social upbringing (ib.). Only not understanding the essence of system complementarity in goal-setting, which can be realized in terms of a new non-linear methodology (in terms of synergetic paradigm), helped in terms of liners methodology unrestrictedly broaden the content of this notion in accordance with the changes in social-economic and cultural development of a country.
Thus, even at the level of goalsetting there is an integral image of a person fragmentation and further interaction with its "separate parts", which, as I. Kolesnikova mentions, are artificially defined from the structure of a personality in a form of qualities, characteristics. The desired at the level of the aim qualities, "isolated" from human integrity and formed out of it, stay alienated from a person mask, if they are tried to be brought back. This mask disappears when it is convenient.
Thus, in an enlarged spectrum of educational aims, demonstrated through different directions, appears sufficient amount of questions. Where is the limit of such kind of diversified enlargement? How far can it be continued? Are there dominating directions? What are these directions conditioned by? How stable are they and are they stable? Who can guarantee that this increase or decrease will lead to completeness and integrity of education of each personality and to
completeness and integrity of the personality itself in education?
Understanding the insufficiency and imperfection of such broadening approach to the aims of education setting, most scientists mention that different directions of upbringing determination as the aims is no more than a speculative procedure (underlined by us - O.Z.), which makes an integral (is it really integral? -O.Z.) process study easier, the functioning of which in parts is impossible.
In the context of complementarity we can speak not about integrity, but about completeness or about completeness as integrity, which is possible only in terms of linear methodology, moreover, completeness is always relative because of constant broadening of its components depending on historical and the definite conditions. This broadening should exist, but at the same time, it is necessary to understand that the defined components are not basic (can't be system complementarity), that is why their number can be great. The problem is in the fact that in order to get integrity it is necessary to be able to define the basic components of an integral personality, which will present system complementarity of the aims of education. If "education is understood as the process of physical and spiritual formation of a personality, the process of socialization, deliberately oriented at some ideal images, at historically conditioned, more or less definitely fixed in social consciousness social standards" (11, p. 78), it becomes clear that these three elements are the following: physical-spiritual-social (in the opinion of the presented authors). Another author, mentioning government documents of that time, thought that three elements were the following: ideological-political-labor-moral directions, which provide spiritual wealth, moral purity, physical perfection. And then it is mentioned that these aims should undergo further concretizing and development (15, p. 56). Taking into consideration the opinions of these
scientists in the sphere of pedagogics, who felt the necessity to define three basic components of integrity, we underline their weak substantiation and argumentation and it leads to imperfection, complication and discrepancy and sometimes to inconsistency in understanding the idea of harmoniously developed personality, improvement of which was based on the ideas orientation, coming from historical context ("body-mind-heart" as one of the possible triads). Moreover, it is necessary to mention that the offered ideas realization at educational establishments had and, unfortunately now has one-sided, restricted character. Modern school is mainly oriented to mental component, more than to physical and spiritual components. It is seen if we compare the number of hours in curriculum and programs given to this or that subject, which provides this or that purposeful component formation.
The fulfilled content analysis of education aims from the point of the idea of cyclic character of the analysis-synthesis shows, that it had several stages of its development. The first stage is syncretic unity of the aims of education (integral education as involvement of children into direct social life-primitive society). The second is emphasizing the main for this stage of society development component (managerial, economic, as with the private property appearance there appeared the necessity to be the host and the inheritor of the private property) from an integral social content of the aims of education. The third stage is in content broadening of this notion (physical upbringing, mental, moral, labor, aesthetic, ideological-political, economic, ecological and others). The 4th stage is the stage of narrowing, the main components finding, which reflect the essence of the content of the aims of education in accordance with an integral character of a man.
We consider that a successful realization of the 4th stage is based on the phenomenon of complementarity, in
particular on its highest type - system complementarity as the mechanism of searching for the main components of the content of the aims of education. System complementarity can answer the following question: what is the criterion of the content selection of the notion "thoroughly developed person" or more specifically "completely developed individuality"?
Further, we should note, that the aims of education, the content of which was presented above through the prism of the phenomenon of complementarity and its types, have horizontal character. Moreover, as further analysis shows, there is the opportunity to define vertical complementarity of the aims content.
In our opinion, vertical system complementarity of the aims is based on the classification offered by T.A. Ilina (2, p. 52-53), according to which three kinds of aims are traditionally defined: general, or common aim; special, or pedagogical aim; the definite, or situational aim. Each of these aims corresponds with the similar, individual aim, the degree of their correspondence shows consistency of educational process subjects (cooperation, co-authorship, community). General aim defines social absolute ideal of a personality (common). Special aim is necessary for education realization at the definite stage of personality formation, for example, taking into account age-related peculiarities of students (typical). Definite aim is set during the separate educational fragment realization, for example, a lesson (the particular). All these levels form the unity and are interompletable and interconditioning, form system complementarity, as general-particular, being contradictory, can gain unity if there is the third component - typical or special. This kind of complementarity of the aims characterizes the forming educational process, which eliminates personality as one of its main subjects.
In terms of linear methodology the attempts are made in order to understand educational process, to fulfill aspectual
broadening of the aims of education. V.S. Selivanov offers the system of the aims with the definite hierarchic structure: general aim of upbringing; the aim of bringing up children of the definite age; the aim of upbringing activity of an educational-upbringing establishment; the aim of the separate subject study, the definite orientation of upbringing work realization; upbringing aims of the separate lessons or events (12, p. 60). The list of the elements of this system can be added. We can define the aim of an individual conversation with a student or the aim of the convincing influence, or the aim in a definite pedagogical situation, or the aim of family upbringing and others. According to the theory of complementarity, this hierarchy of the aims, being an integrative complementarity, can be broadened as much as desired. Thus, this system of the aims is not an integrity, but only the definite degree of completeness, which is relative from the point of view of diapason or the multilevel set of aims taking into account.
Separating completeness and integrity, we should quote V.I. Lenin, who said about the objective mindsets of upbringing: "Let's INTEGRAL (underlined by us - O.Z.), really many-sided, perfect, educated person be our ideal" (8, p. 56). In other words, we should speak not about comprehensiveness or manysidedness and a harmonious development of a personality, but about the integrity development and formation of each definite person (individual integrity), based on many-sided development. The problem is in the following: What should we consider integral or holistic? V.I. Lenin, answering this question, said that we should "transfer to the upbringing, teaching and training thoroughly developed and thoroughly trained people, who can do everything" (the same, p. 33). Naturally the following question appears: "Is "doing everything" the same as "integrity""? The answer, in our opinion, is
not uniquely defined: "Yes" and "No". "No", first of all, because of the fact that a person can't do everything, owing to the broadening information and activity spheres. On the other hand, a person can do more, than life gives him, including education.
Nowadays we are close to understanding such kind of integrity of a person's essence, which is demonstrated, first of all, in system complementarity of psychophysical, bioenergetic and moral potential. This triad is mentioned in many research works, including the research works of I.A. Kolesnikova (6, p 230). She writes the following: "On the way to Truth realization during an individual Work a person gains the opportunity to get integral information. Actually he is involved into a gradual and difficult mastering and realization of own psychophysical, bioenergetic and moral potentials, directed to the state of harmony achievement, resonance in the system "Man-Nature", "Man-Space" ". Taking this thesis into account and the theses offered by us concerning the mechanism of complementarity as completeness and integrity, we can say that system complementarity of psychophysical-bioenergetic- moral, reflecting the integrity of a person's nature, tunes it like an instrument of an integral World perception in system complementarity nature-spaceman.
At the same time, we shouldn't think that the limit of a person's integrity lies only on the way of system complementarity. An optimal for every definite person "limit of integrity" can be found on the ways of complementarity of all its types, but especially effective it will be on the ways of system complementarity. The problem is in correlation of outer aims of education with the persona aims. Complementarity of the outer aims of education with the personal aims, conditioned by the notions of own education integrity, from the position of
own "Self' integrity - is the way of individual-integral personality formation.
Thus, analyzing different aims of educational process through the prism of mechanisms of complementarity, we can define their role and essence, reveal essential, stable components, which are the guiding lines, the same as not main elements of the aim, which more often have technological character, than strategic one.
This conclusion can be proved by long ago accepted in education (teaching) triune system of teaching aims, which includes didactic aims, developing aims and upbringing aims, which are formed from the corresponding functions of education. The main problem of didactics: teach or develop historically had different solutions. Nowadays it is clear that domination of one of the sides is impossible and will not realize the main aim. It is clear that the unity of the opposite (didactical and developing) aims is provided with the third part - upbringing aim. At the same time, modern school, being oriented at the consumer's priority of knowledge based (didactic) component (conditioned most of all by the desire to enter some higher educational establishment), destroys system balance of these aims and it leads to gradual degradation of morality, general development. It also happens because teachers very often don't realize clearly what can be brought up and developed while teaching, but the most important thing, is that they don't have a clear notion of the mechanism of aims setting and coming out of them objectives of the lesson, extracurricular activity (event), pedagogical situation. An epoch-making discovery in the sphere of goal setting was made by the American psychologist B. Bloom, whose works were described and analyzed by M.V. Klarin (3,4). At the same time, these works are about the aims, when any pedagogical process provides also objectives setting. Practice shows that teachers don't differentiate, synthesize and
literature aims of education (upbringing and teaching) interpreted from the position of complementarity phenomenon.
identify these notions, which leads to ambiguity. However, it is clear that judiciously set aim and a clear concrete definition of the objectives form the base and success of the whole educational process and its components.
As a result we present the table of the existing in scientific-pedagogical
Different types of content complementarity of the aims of upbringing and teaching
(Retrospective - analytical aspect)_
Linear types of complementarity (summative, integrative complementary)
Non-linear (transition) types of complementarity (opposite and hegel)
Post-linear types of complementarity (systemintegral)
The unity of host qualities as an inheritor;
"Social" functions unity; The unity of decency, industry, openness, patriotism;
The unity of wrestler's qualities for justice and equal rights;
Taking into account the unity of a child's interests, inclinations, hobbies.
The unity of mental and labor, if we consider intellectual activity as own labor one (People of mental labor-people of physical labor)
The unity (in terms of traditional linear methodology) of physical, mental, labor, moral,
As equal contradictory categories:
-the unity of body (physical) and spirit,
-the unity of mental and
labor,
-the unity of labor and social duties.
The unity of the following opposing qualities of a personality: courage-prudence, adherence to principles-tolerance, openness- moderation, concentration- relaxation, yearning for broadening and contraction of the field of activity in order to master deeply social and individual essences, localities of the world and globality perception, rationality-figurativeness and etc..
The unity of outer aim and the inner aims, which are determined by the personality.
The unity of generalspecial and the definite aims (vertical system complementarity of the aims on the basis of triunity of general-typical-specific or the definite);
The unity of "mind-body-heart" development and improvement
The unity of physical, spiritual, social
The unity of ideological- political, labor, moral, the unity of spiritual wealth, moral purity, physical ideal.
An integral personality development, reflected in the unity of its psychophysical,
aesthetic, ideological- bioenergetics and moral
political, economic and potential.
ecological components.
The unity of
developing, didactic and
upbringing aims of education.
Conclusion. It should be noted that only in terms of post-linear methodology the content of goal-setting in education will have stable-developing character, will help to take into consideration all earlier created material , correlate it with the present and move further without cataclysm, revolutions and structural readjustments. Trinitarity, conditioned by system-integral complementarity, is that synthesis of three equal and main basis of any identity, which helps it to be integral, steady and effective. It is nowadays proved by a modern science synergetics, in terms of which the principle of complementarity from diad (non-linear methdology) transforms into triad (trinitarian, postlinear methodology), is the mechanism of integrity creation, which can be understood, realized and used in any scientific sphere, including pedagogics. The object of pedagogics is the process of teaching, the main component of which is the aim, as our notion of the final result. The theory of complementarity helps to study goal-setting with the help of different methodological approaches, which helps to estimate it from the position of effectiveness, which is determined by the definite degree of completeness and integrity. The objective of scientists and practicians, while the aim of education setting, is to be guided by the main components of the aim content, the unity of which will provide a steady dynamic development. We are only at the beginning of this way.
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Submitted: 02.09.2017 Received: 05.09.2017
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Authors information
Olga M. Zheleznyakova - Doctor of Pedagogical Sciences, Professor Ulyanovsk State Pedagogical University Named after I.N. Ulyanov, 4, Area of 100 th Anniversary of V.I. Lenin's Birth, Ulyanovsk, 432700, Russia, E-mail of zelez.olga@,gmail.com
For citations: Zheleznyakova O.M. The aim of education: context of complementarity, The Russian journal of physical education and sport (pedagogico-psychological and medico-biological problems of physical culture and sports), 2017, Vol. 12, No.3, pp. 120-130. DOI 10.14526/03 2017 247
DOI 10.14526/03_2017_248
EFFECTIVENESS ESTIMATION OF PHYSICAL CULTURE TEACHERS'
PROFESSIONAL COMPETENCE
Elvira I. Mikhailova - Candidate of Pedagogics, Professor Nikolay G. Mikhailov - Candidate of Pedagogics, Associate Professor, Elena B. Derevleva - Candidate of Pedagogics, Associate Professor Pedagogical Institute of Physical Culture and Short, "Moscow City Pedagogical University", Balaklavskiy Avenue, House 32, Block 4, Moscow, 117303, Russia
E-mail: elvira.i.mikhailova@gmail.com
Annotation. The article is about the questions of professional competence formation and estimation among physical culture teachers. Material. The indices of physical culture teachers' professional competence are considered in terms of training teams for health improving aerobics competitions. Research materials: physical culture teachers' professional competence analysis, pedagogical experiment. Results: "Physical culture teacher's competence profile " is created, which is used for effectiveness of his work estimation in terms of training teams for health improving aerobics
