The message "the goals of education at the present stage of development of society." The goals of education. The variety of goals of education. The purpose of education in a modern school

1. The value of the goals of education for the development of pedagogical theory and methodological foundations of education

As noted in the first chapter, an important problem of pedagogy is development and definition of the goals of education. The goal is what they strive for, what needs to be achieved. In this sense, the goal of upbringing should be understood as those predetermined (predictable) results in preparing the younger generations for life, in their personal development and formation, which they strive to achieve in the process of upbringing work. The largest physiologist and psychologist V.M. Bekhterev (1857-1927) wrote that the decision of the question of the goals of education is a direct matter of pedagogical science. "To clarify the goal of education and to prove the ways to achieve this goal," he stressed, "is in any case a matter of science ..."

Determining the goals and objectives of education is of great theoretical and practical importance. Let us note in this respect only two most important points.

A thorough knowledge of the goals of education directly affects the development of pedagogical theory. A clear idea of ​​what kind of person we want to form affects the interpretation of the essence of upbringing itself. For example, since ancient times in pedagogy, two approaches to the implementation of education have been developed. One of these approaches pursued the goal of forming an obedient, uncomplainingly obedient personality. Education was reduced mainly to forcing children to certain forms of behavior, various measures of external influence, up to physical punishment. As will be shown later, many teachers tried to justify such upbringing theoretically, believing that children by nature supposedly possess unbridledness, which must be suppressed by the power of the teacher's authority, various prohibitions and restrictions. Therefore, such upbringing began to be called authoritarian.

Other teachers, on the other hand, believed that the goal of upbringing should be the formation of a free, spiritually developed person who feels his own dignity. Based on this, they developed humanistic ideas of upbringing, advocated a respectful attitude towards children, the creation of a new pedagogy, imbued with faith in the intellectual and moral-aesthetic improvement of the individual.

From this point of view, it should also be clear that the goals that were and are being set for upbringing cannot but influence the development of theoretical approaches to determining its content and methods of the upbringing process.

The target orientation of upbringing is of no less importance for the practical work of the teacher. Concerning this issue, K.D. Ushinsky in his fundamental work "Man as a subject of education" wrote: "What would you say about an architect who, laying a new building, would not be able to answer the question of what he wants to build - is it a temple dedicated to the god of truth, love and truth? , is it just a house in which one would live comfortably, a beautiful but useless solemn gate that passers-by would look at, a gilded hotel for picking off imprudent travelers, a kitchen for overcooking food supplies, a museum for storing rarities, or, finally, a barn for the fold there of any, no one already in the life of unnecessary rubbish? You must say the same about a teacher who will not be able to clearly and accurately define for you the goals of his educational activity. "

A similar thought was expressed by A.S. Makarenko. He emphasized that the educator must be able to project the personality of the pupil. But in order to design a personality, you need to know well what it should be and what qualities it needs to be formed.

The problem of developing the goals of upbringing is not ignored by foreign researchers. As noted by the English teachers A. Kelly, P. Hirst, D. Pope, interest in her in English pedagogy strengthened in the 70s. If earlier it was believed that the main role in the development of the educational process belongs to the content of education, then since the beginning of the 70s. this role is more and more consistently assigned to the goal. The goal is now considered as a starting point that determines all the main components of the educational process: content, methods, effectiveness. And by the end of the 70s. and English teachers began to recognize (despite the traditionally formed absolutization of the content of education) the need to plan their activities more clearly and purposefully.

2. An abstract-philosophical approach to defining the goals of upbringing in different periods of the development of society

Questions of the goals of upbringing have been developed in one way or another in pedagogy for a long time. But if, as noted in the first chapter, in the slave-owning and feudal eras, the ruling classes openly adapted education and its goals to their interests and used them to strengthen their privileges, then the situation began to take shape in the future. In the struggle against feudalism in society, the questions of freedom, equality and brotherhood among people and the need to educate a person in general, to prepare him for a secure and happy life, gained wide popularity. In addition, for a long time, the development of the goals of education was carried out on an abstract philosophical basis, which did not always require their accurate and scientific substantiation. We find this touch of abstractness and subjectivity in the statements of many teachers of the past. So, at one time the German teacher W. Rein (1847-1929) wrote that "education should develop from a pupil a truly good person who knows how to usefully work for his people, a conscientious and sincere person ..."

The famous American educator and psychologist Edward Thorndike spoke in a similar way. “Education as a whole,” he noted, “should develop benevolence towards people in a human being ... These goals of upbringing in general are a benevolent attitude towards people, the establishment of a useful and happy life, the striving for noble, pure pleasures - this is at the same time in particular the ultimate goals of school education ”.

Some Western educators have tried to deny altogether the need to define the goals of upbringing. The American pragmatist philosopher and educator John Dewey (1859-1952), for example, argued that man is supposedly a slave to his innate instincts and his nature cannot be changed. That is why he qualified all attempts to set social goals before education as a manifestation of primitive magic and suggested that education be carried out wholly relying on the instinctive drives and interests of children.

In the second half of the XIX and at the beginning of the XX century. In Western pedagogy, the theory of "free upbringing" is being formed, which was based on the idea put forward by Rousseau about the allegedly natural mental and moral perfection of the child. Its creators (E. Kay in Sweden, K.N. Wentzel in Russia, M. Montessori in Italy, etc.) also did not recognize the social foundations of the formation of children and considered spontaneous development as the target of upbringing (from the Latin spon-taneus - spontaneous) of the manifested interests and inclinations of children, providing them with complete, unrestricted freedom and non-interference in their formation. This theory was based on the need to place in the center of upbringing following the interests and desires of children, so it was called pedagogical.

Recently, however, Western educators have increasingly set political goals for education. In the United States, the words “loyalty” and “adaptation” have disappeared from the directive documents that set out the tasks of American education in the 1960s and 1970s, in the sections devoted to civic education. They are replaced by the terms "faith", "responsibility", "devotion" to the existing order.

It is not necessary, however, to think that the development of target settings for upbringing entirely depends only on the subjective positions of educational scientists and their socio-political and methodological views and beliefs, as noted above. There are objective underlying factors that ultimately have a decisive influence on the scientific solution to this complex problem. This is clearly seen if we turn to the question of how ideas about the goals of upbringing were gradually formed and formed under the influence of the objective processes of the development of society.

3. Socio-economic conditionality of one-sided upbringing in the era of home production and the emergence of the idea of ​​the all-round development of the personality

Analyzing the nature and goals of upbringing in previous eras, it should be noted that the division of labor and, as a consequence, the emergence of property stratification in society led to the fact that different classes began to develop a different attitude towards physical labor. The aristocratic stratum of society, which possessed political power and economic might, shunned physical work and devoted itself entirely to spiritual life. The lot of the majority of the population was physical labor. This is how the opposition arose between people of mental and physical labor. This process deepened and expanded over time. People who worked in the field of administration, the administration of justice, who were in military service, etc., were breaking away from productive labor. All this, in one way or another, was reflected in the upbringing. It began to be characterized by dualism (duality) and one-sidedness. The essence of dualism was that, as noted in the first chapter, the haves and have-nots received completely different upbringing, and for both those and others it was one-sided. Representatives of the aristocratic elite of society received mainly intellectual, military-gymnastic and aesthetic education, divorced from physical labor. The upbringing of the lower estates and classes was limited mainly to preparation for physical labor, the development of practical skills and abilities, and in fact was not associated with mental and aesthetic education.

In this fact, one should not see only one negative side. The liberation of some people from exhausting and unproductive physical labor gave them the opportunity to engage in art, science and gymnastic exercises. It was slavery that was the basis for the flourishing of ancient science and culture. That is why it is not accidental that many scientific ideas, various types and genres of literature and art, as well as physical culture, originate from Ancient Greece. In ancient Greece, the formula "kalokagatiya" or "kalokagat-chii" (from the Greek words "kalos kai agatos" - beautiful in spiritual and physical terms) was also born, which laid the foundation for the development in pedagogy of the idea of ​​comprehensive and harmonious development of the personality. "Belief in the close unity of goodness, truth, beauty, sanctified by holiness, gave Plato the full opportunity and right ... to demand the all-round harmonious development of man."

For a long time, however, this idea was limited. It included mainly the intellectual development of the individual and the development of body culture and was carried out only in relation to the children of a wealthy stratum of society. “The glorified ancient Greek ideal of a“ harmonious personality, ”noted the philosopher V.P. Tugarinov, - does not require either spiritual wealth, much less moral purity, but makes great demands on aesthetic and physical perfection. "

During the Middle Ages, the ancient idea of ​​the all-round development of the personality was consigned to oblivion. In accordance with the ideology prevailing in this period, the preaching of religious asceticism, mortification of the flesh and spiritual enslavement of the individual as a means of maintaining divine piety began to come to the fore in education. In the Renaissance (XIV-XVI centuries), the idea of ​​the all-round development of the personality as the goal of upbringing began to be developed again. But it was interpreted only as the liberation of man from the ideological and political shackles of feudalism. Even the best representatives of the Renaissance did not overcome the historical limitations in their approach to the idea of ​​all-round personal development and did not associate this idea with the elimination of the enslaving division of labor. They could not rise to the understanding of the need to reunite mental and physical labor as the basis for the full development of the individual, for in society itself there were no objective conditions for this. Moreover, the opposition of mental and physical labor, as well as the low level of social production, not only did not require the all-round development of the personality, but also conditioned its one-sidedness. The only exceptions in this sense were Thomas More and Tommaso Campanella, as well as their later followers, who, dreaming of creating a new society, raised the question of the need for all-round development of the individual, and linked its implementation with the reunification of education and upbringing with productive labor.

Later this idea was put forward by French enlighteners of the 18th century. - Helvetius, Diderot, Rousseau, etc. But they also thought of it only as mental and moral development and did not associate it with productive labor, since there were no necessary socio-economic prerequisites for this.

Thus, for a long time, the idea of ​​the all-round development of the personality as the goal of upbringing was essentially, the character of general benevolent declarations and was not scientifically substantiated. Let us emphasize: both for the practical implementation of this idea and for its theoretical substantiation, there were still no appropriate socio-economic conditions.

4. Development of machine production and the emergence of objective prerequisites that necessitate the comprehensive and harmonious development of the individual

The emergence of socio-economic prerequisites for the comprehensive formation personality is associated with the formation of a society based on machine production. But how did machine production necessitate the all-round development of the individual?

Already a manufactory, i.e. handicraft production, which preceded machine production, was characterized by the fact that, although artisans worked in the same workshop, each of them was busy and performed only part of the work on the manufacture of one thing or another. That is why the manufactory worker, who did not have the opportunity to do something on his own, developed production activity only as an appendage of the workshop. Manufacturing cultivated only one side in human development and suppressed all other spiritual inclinations and properties, disfiguring him morally and physically. This crippling of man increased to the extent that the division of labor grew, reaching its highest development in manufacture.

This trend is even more inherent in high-tech production, the development of which is accompanied by a further intensive division of labor and improvement of production technology. Machine technology brings the differentiation (division) of workers' production activities to the extreme. Manual and non-manual workers are distributed among numerous independent branches of production. A narrow specialization is expanding, in which a worker with the help of a machine performs only one technological operation. This leads to the fact that labor activity is reduced to the repetition of the same physical movements, which are performed for months and years. Naturally, in this case, only individual organs and systems develop in a person, while other physical and spiritual functions and properties fade away.

The extent to which machine production cripples a person is vividly shown in Ch. Chaplin's film "New Times". This film depicts a worker who has been working at an assembly line for many years and is engaged in only one operation - screwing a nut. This leads to the fact that in an ordinary life situation, he impulsively reproduces all the time actions that imitate screwing nuts ... For another worker, the work is reduced only to pressing a button ... He is so "used" to this operation that in everyday behavior, his hands spontaneously reproduce the movements associated with pressing the button. So, talking with one of his comrades, he now and then strives to press the buttons of his jacket, on the nose of the interlocutor, etc. and gives the impression of a person with mental trauma.

How can this "professional idiocy" be prevented? The English owner of a paper mill Robert Owen (1771-1858) believed that the main means for this should be the simultaneous development of the intellectual and physical powers of the individual, its moral and aesthetic formation. In his opinion, this can be achieved by combining training and education with productive labor. He decided to put this idea into practice. At his factory in New Lanark, he created for the first time in history a kindergarten, an elementary school for workers' children, and a night school for adults. Not everything was successful in these experiments, but the very approach to the all-round development of the personality based on the combination of learning with productive labor was essentially correct, and the idea of ​​the need for the all-round development of the personality was later scientifically substantiated.

Moreover, life has shown that the technical basis of large-scale industry is highly revolutionary. It is not only constantly being improved, but from time to time these improvements are in the nature of real industrial revolutions. Now we ourselves are witnessing how old technology and technology are being replaced by new technology and technology. Some professions disappear and others appear, and ever higher requirements are imposed on the professional training of workers and engineering and technical workers. The more complex and more perfect the technique, the higher the general educational and technical level of the people serving it should be, and the workers should be ready to change professions, to work in new technological conditions.

Thus, the very nature of large-scale industry determines the need for a change in labor, an increase in the worker's capabilities for introducing new technologies, combining professions, sets the task of replacing a partial worker, a simple bearer of a certain partial social function, with a comprehensively developed individual. This feature of large-scale industry, which has a highly developed technical basis, becomes the general law of social production. It follows from this law that the very nature of large-scale industry requires the all-round development not of individuals, but of all people participating in social production.

However, the substantiation of the all-round development of the personality in the era of highly developed machine production must be approached from the other side. In human activity transforming the world, self-realization of the individual, his creative self-creation, takes place. From this point of view, the purpose, the task of each person is to fully develop their own, abilities and creative inclinations.

Thus, both the objective needs of machine production and the interests of the personality itself determine the need for its all-round development. Therefore, a modern school, both here and abroad, one way or another, solves the problem of the comprehensive development of its pupils.

5. Formation of a comprehensively and harmoniously developed personality as the main goal (ideal) of modern education and its components

The development of modern society is characterized by an even more intensive improvement machine production and raising its technical level and, therefore, makes higher demands on the training and development of members of society. New tasks for upbringing are set by the deployment of the computer revolution, information technologies.

All this leads to the fact that the formation of a comprehensively and harmoniously developed personality acts not only as an objective need, but also becomes the main goal, i.e. the ideal of modern education.

What do they mean when they talk about the all-round and harmonious development of the personality? What is the content of this concept?

In the development and formation of the personality, physical education, strengthening its strength and health, developing the correct posture and sanitary and hygienic culture are of great importance. It should be borne in mind that it is not for nothing that the proverb has developed among the people: in a healthy body there is a healthy mind. Without good health and proper physical conditioning, a person loses the necessary working capacity, is not able to show volitional efforts and perseverance in overcoming difficulties, which can prevent him from developing in other areas of personal formation. In this sense, physical education acts as an extremely important condition for the all-round development of students in general.

The key problem in the process of comprehensive and harmonious development of the individual is mental education. It was only thanks to the mind that a person stood out from the animal world as a social being, created all the wealth of material and spiritual culture and ensures continuous socio-economic progress. That is why the development of inquisitiveness, mastery of knowledge, improvement of thinking, memory and intelligence of students should act as the core of the all-round development of the individual. Broadening one's horizons is especially important in the modern era, characterized by world integration processes.

An equally important component of the comprehensive and harmonious development of the individual is technical training, or familiarizing it with the modern achievements of technology, including household technology, mastering the skills and abilities of working on the most common machines, as well as handling various tools and technical devices. This creates the prerequisites for preparing students for work in modern production and vocational guidance, as well as for life in modern society, all spheres of which are permeated by increasingly sophisticated technology.

The role of moral principles in the development and formation of personality is very great. And this is understandable: the progress of society can only be ensured by people with perfect morality, with a conscientious attitude to work and property, which necessitates effective moral education.

At the same time, great importance is attached to the spiritual growth of members of society, their introduction to the treasures of literature, art, the formation of high aesthetic feelings and qualities in them. All this, naturally, requires aesthetic education.

There are two more substantial components that are organically part of the comprehensive development of the individual.

The first of these concerns inclinations, creative inclinations and abilities. Every healthy person has them. This is why purposeful work to identify and develop them is an important part of all-round student formation. The school should educate them with individual beauty, personal originality, a creative approach to the performance of any business.

The second component relates to productive work and its role in personality formation. Only it allows one to overcome the one-sidedness of personal development, creates the preconditions for the full-fledged physical formation of a person, stimulates his mental, moral and aesthetic improvement.

All this allows us to draw a conclusion about the main structural components of the all-round development of the personality and point out its most important components. Such components are: mental education, technical (or polytechnical) education, physical education, moral and aesthetic education, which should be combined with the development of creative inclinations, inclinations and abilities of the individual and its inclusion in productive work.

However, it was noted above that upbringing should be not only comprehensive, but also harmonious (from the Greek harmonia - consistency, harmony). This means that all aspects of the personality must be formed, simultaneously and in close relationship with each other.

Recently, the concept of comprehensive and harmonious development of a personality is sometimes interpreted as its versatile development, since, they say, all-round development in modern society is not fully realized. This departure from the well-established concept is not entirely justified. The fact is that the need for all-round development of the individual acts as the ideal of a society with highly developed technical production, as its pedagogical tendency, and therefore the measure and depth of this development depends on the specific socio-economic conditions in which it is carried out. It is important, however, that upbringing promotes mental, technical, moral, aesthetic, and physical formation. The concept of "versatile" development does not have such an expressive terminological meaning, since, for example, it can be carried out without proper aesthetic education, etc. Science must avoid such conceptual ambiguity.

As the ideal of upbringing, to which society strives, the all-round and harmonious development of the individual determines the general direction of educational work. In this sense, it acts as the general goal of education. For school education, however, it is necessary that this ideal be concretized in accordance with the socio-economic conditions in which it is carried out. This requires a more detailed elaboration of its content and methods at each stage of the development of society and schools in order not to get ahead of ourselves and take into account the measure of what is possible in its implementation.

6. Concretization in pedagogy of the content of education of a comprehensively and harmoniously developed personality

As already noted, solving the problems of educating a comprehensively and harmoniously developed personality at school is associated with the implementation of socio-economic requirements for the formation of the younger generations. Which of these requirements are the main ones and determine its content?

The first of them is to fully reveal and realize the creative abilities of the individual, her mental, intellectual and creative potential, to open her ways to full-fledged activity both in the production and in the spiritual spheres. It is clear that in solving this problem, the creation of conditions at school for mastering the basics of modern sciences about nature, society and man, giving educational work a developing character is of paramount importance. It should be borne in mind that without deep knowledge and education, life cannot be transformed, be at the level of modern civilization and successfully advance along the path of socio-economic and political progress.

An equally important task is also the fact that in the conditions of democratization and humanization of society, freedom of opinion and belief, young people assimilate knowledge not mechanically, but deeply process it in their minds and themselves draw the conclusions necessary for modern life and education. Only such an approach to teaching and education makes it possible to educate conscientious members of society who are able to correctly navigate the complex vicissitudes of life and find ways to everything new and advanced, to use the achievements of modern civilization, not to succumb to the influence of erroneous and harmful political movements, to develop correct moral and ideological political convictions.

An integral part of the education and training of the younger generations is their moral upbringing and development. A comprehensively developed person must develop principles of social behavior, mercy, the desire to serve people, take care of their well-being, maintain the established order and discipline. He must overcome egoistic inclinations, above all value a humane attitude towards a person, possess a high culture of behavior.

Civic and national education is of paramount importance in the all-round development of the individual. It includes fostering a sense of patriotism and a culture of interethnic relations, respect for our state symbols, preserving and developing the spiritual wealth and national culture of the people, striving for democracy as a form of participation of all citizens in resolving issues of state importance.

An organic part of the all-round personality formation is the education of environmental awareness and culture.

Finally, an important task of the school is to foster respect for the world order, based on the recognition of the political, economic and social rights of all peoples of the world.

In foreign pedagogy, the term "all-round personality development" is not always used, but this goal itself is defined quite clearly. In England, for example, each school annually publishes a brochure for parents, in which, together with a description of the educational process (the composition of the subjects studied, the schedule of classes, the qualifications of teachers, the conditions of tuition fees, etc.), the goals of education are disclosed in some detail. Here is how they are characterized in one English school:

Our main educational goal is to understand the nature of a small child (his feelings, thoughts, development process). We firmly believe that children develop best by gaining their own experience in life situations. Therefore, we strive to create an environment for them that would facilitate the development of their thinking and would meet their individual needs.

We strive to form in our children the fluency of speech, knowledge and skills in the main areas (literacy, numeracy, physical education, music, arts and crafts, the basics of science), to develop their inquisitiveness and criticality of the mind, aimed at knowing a person and the world around them, to form a feeling responsibility and concern for other people.

In this document, almost all the content elements of the comprehensive development of students are clearly visible.

7. Implementation of targets in the practical work of the school and teacher

It was noted above that the ideal appears as a more or less distant goal. This fully applies to the educational ideal. That is why the implementation of the all-round and harmonious development of the individual cannot be represented in the abstract. It is closely connected with the possibilities of society - material and spiritual, as well as with the level of development of the school itself. For example, we still encounter difficulties in combining learning with the productive work of students. The obstacles here are different: society is not yet able to create an adequate material base for this, and school practice is experiencing insufficient methodological development of its organization. Of course, these are difficulties in the development of society and pedagogical science, but this problem is being solved to the extent possible and scientific and methodological searches are being conducted in this direction. What exactly is and should be done for the implementation of the comprehensive and harmonious development of the individual?

This problem is primarily reflected in the school curriculum, which provides a list of subjects. They provide for the study of subjects that ensure the assimilation of knowledge in the foundations of the most important sciences and the mental development of students, technical training, physical, aesthetic and moral education.

The specific content of teaching and upbringing, as well as the development of personal qualities of students of different ages, is revealed in curricula and textbooks that are developed for each class. Thus, the teacher is provided with and must be guided in his work by a number of normative and methodological documents, which will be discussed in detail in the following chapters of the course.

However, no matter how important these documents are, the development of students, its comprehensiveness and harmony entirely depend on the teacher, his scientific and pedagogical training and the quality of his teaching and educational work. And here a whole series of questions arises before him.

First, it is necessary to have a good idea of ​​what place in the all-round development of students this or that academic subject occupies. As for mathematics, physics, chemistry, biology, native and foreign languages ​​and literature, everyone understands their role in personality formation. Unfortunately, there are times when this or that teacher does not hide his disdain for such subjects as drawing, singing, and especially physical education, and this negativism is often transmitted to students. This harms their all-round development.

Secondly, each teacher should be well aware of the specific role of his subject in the comprehensive development of students. It must be borne in mind that each subject has a wide range of educational and developmental influences. It promotes, first of all, the mental development of the individual, carries a great potential of moral and aesthetic education (moral ideas - in literature, the beauty of symmetry - in mathematics, etc.), to one degree or another makes it possible to get acquainted with technology, productive work of people (technical training). At the same time, the fulfillment of sanitary and hygienic requirements in the process of training sessions helps the physical education of students.

Thirdly, it is necessary to fully use the educational and developmental potential of each lesson and other types of training sessions. This means that the implementation of all-round personality development should determine both the target settings of each lesson and its content, as well as teaching methods, which will be discussed in more detail in the didactics section.

Finally, the solution of this problem should be subordinated to various forms of extracurricular teaching and educational work, which to one degree or another contribute to the mental, technical, moral and aesthetic formation of students, the identification and development of their creative inclinations and abilities.

The foregoing shows that both theoretical pedagogy and practical school workers deal with a whole hierarchy (subordination) of the target settings of the educational process. This hierarchy includes primarily the general, or strategic, goals of school education. Then there are the target settings of education by grade and year of study. Then the goals of teaching and upbringing work in individual subjects in each class should be clearly expressed. The teacher, based on the indicated hierarchy of educational goals, is obliged to define in detail the educational goals of each lesson and all educational tasks for students and, comparing the actually achieved results with these goals, continuously improve the educational process.

Literature for independent work

Federal Law of the Russian Federation "On Education". - M., 1996.

Korolev F.F. Comprehensive personality development // Ped. encyclopedia: In 4 volumes - M., 1964. - V.1.

L.V. Kuznetsova Harmonious development of the personality of a younger student. - M., 1988.

Mat'yash O.I. Teaching and educational goals in modern English pedagogy // Sov. pedagogy. - 1989. - No. 5. - P.126-132.

V.P. Parkhomenko The creative person as the goal of education. - Mn., 1994.

Skatkin M.N. School and all-round development of children. - M., 1980.

The development of the best human qualities and skills is impossible without education. There are many definitions and concepts of this concept. And this is not surprising, because the society in which the personality is formed is distinguished by a multi-ethnic character. In addition, the relevance of various social manifestations changes and develops over time.

So what is human upbringing? What is it based on, what components determine its content? Let's try to figure it out in our article.

In modern society, the upbringing of a person not only has not lost its relevance, but also acquired an enduring value and significance.

In any case, the main actor in this process is a person as an object of education.

The main feature of the educational influence is the desire of the educator to exert an appropriate influence on the educated person. Thus, it is possible to change the consciousness and behavior of people. This activity is aimed at transforming worldview views, changing the mental state and creating value orientations of the educated person.

The specificity of this process is due to the definition of appropriate goals and well-chosen methods of influence. When implementing them, the educator must take into account congenital, mental, and genetic characteristics. The level of social development is no less important, as well as the age and conditions in which a person exists.

Education can be carried out in different directions and at multiple levels, with a variety of goals.

So, a person can exert an educational influence on himself independently, choosing the means that are suitable for him for self-development. In this case, we can talk about self-education.

Recently, humanistic pedagogy has been using an axiological approach to education. A person as a subject of education is considered with this approach from two points of view:

• Practical (the daily life of the individual);
• Cognitive (the process of developing and improving personal qualities).

At the same time, their close relationship is taken into account, because the main argument of the axiological approach is social development, which occurs only thanks to the personality.

What is the educational process

To understand and solve the problems of upbringing, you need to clearly understand what the upbringing process is.

It has its own structure, which consists of goals, content, methods and means. It also includes the results that were achieved in the process of educational influence.

Since the work of upbringing involves many factors (life values, professional sphere, public interests, etc.), they must be taken into account when influencing the personality.

We have already covered earlier objective and subjective factors that affect the formation of the human personality. Their impact is indisputable, but it is equally important to clarify the goals and levels of their implementation.

Since a person is the only creature subject to education, then the goals set for the educator should contribute to the entire spectrum of possibilities for this direction of influence.

When formulating the goals of education, it is important to understand the reality of their achievement and humanistic orientation.

Educational tasks are based on the initiation of personality activity. That is, the task of the educator is to show the pupil the importance and necessity of certain actions, to lead him to make an independent decision on their implementation.

The success of educational activities is based on a gradual transition from joint activities to independent ones. In this case, the pupil can always count on the help and support of the educator. The entire educational process is based on the fact that a well-educated person should be "born" under its influence.

What does it mean to be raised? There are many opinions on this matter. We will give only those criteria that, in our opinion, most accurately reveal this concept.

So, educated people develop the following qualities:

• They are able to listen, understand and forgive, as they respect the personality of another person. They are condescending to the weaknesses of other people, as they understand that they themselves are not perfect.
• They are capable of compassion.
• They understand the price of material wealth, therefore they do not encroach on other people's property and are able to repay debts on time.
• They do not tolerate lies in any of its manifestations. They prefer to remain silent if there is nothing to say.
• They will not play on the feelings of others, trying to create pity and compassion for themselves.
• They won't neglect their principles just to meet a celebrity or show their worth.
• They will never sacrifice their talent and capabilities for the sake of everyday pleasures.
• They always try to cultivate a sense of beauty in themselves. It is unpleasant for them to see sloppiness in everything that surrounds them.

Of course, the listed qualities of an educated person can be supplemented or changed. However, they reflect the essence of a person who seeks to develop the best abilities and capabilities in himself.

Education of a citizen through morality

The well-known psychologist L. S. Vygotsky believes that the purpose of education is to create conditions for the development of positive interests and the maximum elimination of negative ones. But B.P. Bitinas argues that upbringing must serve a social order, since a person must serve society.

Modern pedagogy is of the opinion that these goals need to be implemented in an integrated manner. That is, society needs education as a revival of a citizen, a person of culture and morality.

In the modern school, not only changes in education are taking place, but also the actualization of the values ​​of morality and ethics.

The revival of these qualities is associated with a change in the general situation in the country.

On the one hand, among children and adolescents, there is often an indifferent attitude towards studies, a desire for rebellion and anarchy. On the other hand, progressive parents work with their children about survival in a modern society. And these conditions oblige not only to have a good education and a solid knowledge base, but also to be able to communicate, obeying the laws of society.

Such qualities of a business person as decency, the ability to control one's emotions, self-development activities, a general culture of behavior can help to achieve success in any professional field.

The innovative teacher E.V. Bondarevskaya believes that the conceptual basis for educating a citizen should be based on the following provisions:

• The social situation in the country should be analyzed, and through its prism the goals of education should be built;
• The ideological provisions of education must be constantly changed and improved taking into account the situation in the country and the world;
• Education requires the allocation of the basic component of the content;
• Methods and technologies of education must be substantiated from the point of view of civil and moral standards;
• The criteria for the upbringing of children should be based on the social and pedagogical situation in the educational institution.

The main task of the teacher is to direct the entire pedagogical process in the mainstream of culture, folk traditions, moral ideals. That is, it is necessary to introduce education into culture and art.

The upbringing of a value attitude to the beautiful, the foundations of which were laid in childhood, contribute to the harmonious development of the individual, her desire for self-improvement.

Thus, culture and human upbringing are concepts that should be inextricably linked.

Education is designed to help a developing individual become a part of the cultural traditions and history of their people. Citizenship cannot exist without morality.

The ideology of education should be aimed at humanizing the whole process.

Consequently, all relations between a student and a teacher must be natural, "human". The time of totalitarian and dictatorial attitudes towards students is over. In modern schools, the teacher directs his activities towards the development of the child's personality, as well as the recognition of this person's right to choose and his own opinion.

Education in harmony with nature

Fostering a value attitude towards nature and the environment is an important part of personality development, which is in harmony with the world and oneself.

The current ecological situation is a deplorable picture. In this regard, the educational process should pay great attention to working with this direction.

The following tasks of environmental education are distinguished:

• Instilling love for nature;
• Formation of a knowledge base about ecology, its specifics;
• Fostering a respectful attitude to natural resources, the desire not only to use its wealth, but also to increase it.

Awareness of the value of nature and its riches begins in the family. Only a family is able to instill a respectful attitude towards the world around them, to show that thanks to natural resources, life on earth continues.

The issue of environmental education should be solved no less carefully in educational institutions. In special classes, as well as in regular lessons, the teacher promotes a comprehensive consideration of aspects of environmental problems.

Parenting

Upbringing begins in the family. This indisputable fact cannot be refuted. Everything that the baby feels, sees and hears forms his self-awareness, internal needs and desires.

The whole future life of a person depends on what foundations are laid in the family.

As a rule, a person loves his place of birth and upbringing. After all, there his life began, there he was taught the basics of life.

The life of an adult is a reflection of his childhood impressions, rules and attitudes that his parents instilled in him. On the example of adults, the formation of the child's personality takes place.

Communication with parents allows you to develop all the qualities of the child, both negative and positive.

In the family, the foundations for the upbringing of a value attitude towards nature and the environment, moral norms and moral ideals, attitude towards work and physical culture are laid.

Renowned psychologist John Bowlby, in his book Attachment Theory and Raising Happy People, talks about how relationships with adults affect the development and behavior of a child. He describes in detail the methods by which this theory helps to make children happy and successful.

Attachment Theory and Raising Happy People is a guide to the world of parent-child relationships.

The author gives advice on how to correctly distinguish between the personal space of the baby and family traditions, how to part, for how long to do it, how this separation can be useful. Teaches a painless transition from one stage of a child's development to another.

The theory of the German psychologist makes it possible to use parental love to the maximum benefit for the child. Helps to learn to feel happiness every day, finding it in ordinary everyday things.

"Double" education

Humanity has always looked for ways to educate a perfect person. It is hardly possible. However, everyone needs to strive for the ideal. This can be achieved through an independent striving for perfection.

The fact is that every person has two upbringings. The first is provided by his parents, teachers and society. The second he gives himself.

2 upbringing is not inferior in importance to what adults gave in childhood. Moreover, it is with its help that a person can approach the ideal to which all humanity aspires.

Only with the help of self-development will the work carried out by teachers be able to bear fruit.

What is the essence of educating yourself?

Let us present the basic rules for working on oneself, with the help of which it is possible to get closer to the ideal:

• Remember that you are an individual. You build your life, you are personally responsible for your actions.
• Learn, develop, read. But remember that any information requires careful selection. Don't let someone or something rule your life.
• Think carefully about your decisions, and after making them do not doubt their correctness.
• Do not shift responsibility for your actions to other people. Look for the answer in the troubles that happened only in yourself.
• The material should serve you, not you. Money and goods should not control your mind.
• Communicate only with people you like. Remember that each person is a person, and you can learn something from him.
• End relationships that are uncomfortable in your life.
• Think critically. From the abundance of information, choose the main thing, what you need to achieve your goal. Nothing extra.
• Don't be afraid to be different from others. This ability is not given to everyone. Enjoy being unique.
• Believe in yourself. You have enough strength, time and opportunity to achieve everything you want.
• Set goals and achieve them. Every day is a new goal.
• Remember, there are no perfect people. It depends only on your efforts how close you can get to the ideal.

Conscious personality development will help you find your niche in this difficult world and not lose your individuality.

Historical and pedagogical science proclaimed the idea of ​​all-round development and harmonization of the personality as the goal of upbringing together with its birth. This idea is understood as the proportionality and consistency of all aspects of personality development. The teacher deals with the development of a person not only physically, but also mentally and morally, and in this area, in addition to physicochemical methods, one must also use psychological observations and self-observations; what feelings, efforts of will, desires manifests itself, and maybe triggers the process of development within a person, in the area of ​​his consciousness and feelings, as well as a vague area standing on the border of the unaccountable, where consciousness only slightly dawns. The concept of development is the best unifying principle to be guided by in educational activities. A sign of personality development is the acquisition of more and more new qualities, their improvement.

Factors, driving forces and basic patterns of personality development

The driving forces of personality development are the contradictions inherent in this process. Contradictions are opposing principles that collided in a conflict.

Allocate internal and external, general and individual contradictions.

Internal contradictions arise on the basis of disagreement with oneself and are expressed in the individual motives of a person. For example, the contradiction between the increasing demands of a person for himself, his body and the potential that a person has.

External contradictions stimulated by forces from the outside, human relations with other people, society, nature. For example, the contradiction between the requirement of the educational institution and the desire of the student.

General (universal) contradictions determine the development of every person and all people. For example, the contradictions between material and spiritual needs and the real possibilities of their satisfaction, arising as a result of the impact of objective factors.

The formation of the human personality is influenced by external and internal, biological and social factors. Factor(from Latin factor - doing, producing) - the driving force, the cause of any process, phenomenon (S. I. Ozhegov).

TO internal factors refers to the individual's own activity, generated by contradictions, interests and other motives, realized in self-education, as well as in activities and communication.

To external factors include the macroenvironment, meso- and microenvironment, natural and social, education in a broad and narrow social and pedagogical sense.

patterns:

Human development is determined by internal and external conditions;

The development of a person is conditioned by the measure of his own activity aimed at self-improvement, participation in activities and communication;

Human development is determined by the type of leading activity;

Human development depends on the content and motives of the activity in which he participates;

Human development is due to the interaction of many factors:

heredity, environment (social, biogenic, abiogenic), education (many types of directed influence of society on the formation of personality), a person's own practical activity. These factors do not act separately, but together on the complex structure of personality development (B. G. Ananiev).

The role of activities in personal development

All personality traits are not only manifested, but also formed in vigorous activity, in those various forms of it that make up the life of the individual, his social being. Depending on what a person does (that is, what is the content of his activity), how he does (methods of activity), on the organization and conditions of this activity and on the attitude that this activity evokes in a person, they exercise certain inclinations, abilities and character traits are formed, knowledge is consolidated. Personality is formed in activity.
In the various types of his activities, a person enters into numerous and varied relationships with other people. In production, he can be both a boss and a subordinate; in the family he is husband and father, son and brother; he is also a neighbor and comrade, a member of a sports team and a secretary of the Komsomol organization ...
The more diverse types of activity a person is engaged in, the more diverse relationships he enters into with other people, the more versatile his interests, motives, feelings, and abilities become.
Through the activity carried out by a person together with other people, a person cognizes himself. Only in the process of labor, this first socially useful activity, could a person evaluate his strengths, his limited and at the same time enormous opportunities, his weaknesses. Comparing himself with other people, looking “into another person, like in a mirror” (K. Marx), a person recognized himself.
And in the process of a child's development, his consciousness is formed in joint activities with peers. He learns to understand others and himself, manage himself and evaluate his actions.
The laws of the child's mental development can be revealed only by studying the various types of activities of children at all stages of the transition from infancy to adolescence and youth.

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NIZHNYGOROD INSTITUTE OF BUSINESS MANAGEMENT

Department of Social Psychology and Pedagogy

in psychology and pedagogy

topic: The goals of education

Nizhny Novgorod

Introduction

1. The goals of education

2. The goals of education in a modern school

3. The goals of education in foreign pedagogy

Conclusion

Bibliography

Introduction

parenting school dewey moral

Relevance of the topic

Today, one of the most pressing problems of pedagogy is the problem of setting the goal of education. Determining the goals of education is of great theoretical and practical importance, since it directly affects the development of pedagogical theory. The problem is solved extremely poorly, poorly, or not at all, which leads to the fact that the productivity of professional activity is extremely low.

A significant contribution to the development of this problem was made by: Dubrovina I.V., Ovcharova R.V., Gutkina N.I., Podlasy I.P., Bobansky Yu.K., Kuzmina N.V., Ilyenkov E.V., Karakovsky V. A., Makarenko A.S., Bozhovich L.I., Davydov V.V., Platonov K.K., Feldstein D.I., Fridman A.M., Kulagina I.Yu., Ushinsky K.D, Sukhomlinsky V.L., Shatalin V.F., Vygotsky L.L., Elkonin D.B., Sapogova E.E., Mukhina V.S.

The reasons for such close attention to this problem is the question of the development of the future generation, on which all further development of society depends. In the modern world, all the practice of previous generations is rapidly adapting and modernizing to the actual needs of a person. The goal of education reflects the achieved level of development of society.

The foregoing expresses the contradiction between the setting of educational goals and the inaccessibility of this goal in practice.

Purpose of the study: studying the goals of education

Research objectives:

1. Study the goals of education.

2. Consider the goals of education in modern schools.

3. Analyze the goals of education in foreign pedagogy.

When solving the set tasks, we used traditional for pedagogy research methods : theoretical analysis of international and domestic information and recommendation documents on higher education and analysis of scientific sources and literature, generalization of scientific knowledge.

Basic working concepts of research:

Education (by I.P. Pavlova) is a mechanism to ensure the preservation of the historical memory of the population.

Education system (according to A.S. Makarenko) -- a stable socio-pedagogical mechanism with the properties of integrity, with a sufficient degree of probability realizing the set goals of education in experience, in practice.

The purpose of education (by J.J. Rousseau)- to make a pupil a person, to educate in him, first of all, such traits that are necessary for any person, regardless of his social status and position.

Types of targets (according to N.I. Ilyinskaya)- general (general), which correspond to the idea of ​​society about the ideal of the individual; Pedagogical, which at a certain stage form the goals of the individual; Operational, which are set when conducting a separate lesson or a separate event.

Work structure: the abstract consists of an introduction, a main part, a conclusion, a list of references, including ___ 7 ___ titles and appendices.

1. Parenting goals

The goal of upbringing is what upbringing aspires to, the future, towards which its efforts are directed. Any education - from the smallest acts to large-scale government programs - is always purposeful; there is no aimless upbringing that does not strive for anything. Everything is subject to the goals: content, organization, forms and methods of education. Therefore, the problem of the goals of education is one of the most important in pedagogy. Questions - what schools and educators should strive for in their practical activities, what results to achieve - can be called key.

Stand out general and individual goals education. The goal of upbringing appears as a common goal when it expresses the qualities that must be formed in all people, and as an individual goal when the upbringing of a certain (individual) person is supposed. Progressive pedagogy stands for the unity and combination of general and individual goals.

The tasks determined by the goal of education are usually many general and specific. But the goal of education within the confines of a separate educational system is always the same. It cannot be that in the same place, at the same time, upbringing strives for different goals. The goal is a defining characteristic of the educational system. It is the goals and the means to achieve them that distinguish some systems from others.

In the modern world, there is a variety of educational goals and the corresponding educational systems. Each of these systems is characterized by its own goal, just as each goal requires certain conditions and means for the implementation. The range of differences between goals is wide - from minor changes in individual qualities of a person to cardinal changes in his personality. The variety of goals once again underlines the enormous complexity of upbringing.

How do the goals of education come about? Many objective reasons are reflected in their formation. The regularities of the physiological maturation of the organism, the mental development of people, the achievements of philosophical and pedagogical thought, the level of social culture set the general direction of the goals. But the determining factor is always the ideology, the policy of the state. Therefore, the goals of upbringing always have a pronounced class orientation. There are often cases when the goals of upbringing are masked, covered with a general vague phraseology in order to hide from people their true essence and orientation. But there is not a single state, even the most democratic one, where the goals of upbringing in school would not be aimed at strengthening the existing social relations, were cut off from the politics and ideology of the ruling class. Pedagogy. Volume 1: Theoretical Pedagogy. - M. Yurayt. 2013.350-401 s.

The history of pedagogy is a long chain of origin, realization and withering away of the goals of upbringing, as well as the pedagogical systems that implement them. It follows from this that the goals of upbringing are not once and for all set, there are no formal abstract goals equally suitable for all times and peoples. The goals of upbringing are mobile, changeable, and have a concrete historical character. O. Efremov, Pedagogy. 1st edition, 2010

It has been established that the definition of the goal of education is due to a number of important reasons, the complex consideration of which leads to the formulation of the patterns of formation of the goal. What factors determine her choice? In addition to the already known factor of politics, ideology of the state, the needs of society are of great importance. The goal of upbringing expresses the historically urgent need of society to prepare the younger generation for the performance of certain social functions. At the same time, it is extremely important to determine whether the need is really urgent or only supposed, apparent.

The needs of society are determined by the mode of production, the level of development of the productive forces and the nature of production relations. Therefore, the goal of upbringing ultimately always reflects the achieved level of development of society, it determines and changes with a change in the mode of production. To confirm this important connection, let us analyze the change in the goals of education depending on the type of socio-economic relations.

History has five socio-economic formations, determined by various types of production relations between people: primitive communal, slave-owning, feudal, capitalist, post-capitalist.

There was no class division under the primitive communal system. All children received the same work training: they were taught hunting, fishing, and making clothes. Education was designed to ensure the existence of people, its goal is to equip a person with the experience of survival, that is, the knowledge and skills necessary in the harsh everyday life. There were no special educational institutions, schools were just emerging. As you can see, the mode of production and the goal of education are in agreement with each other.

Under the slave system, education has already become a special function of the state. Special educational institutions appeared. The presence of two classes led to the emergence of differences in the nature of the goal of education. It becomes dualistic. The purpose of raising the children of slave owners was to prepare them for the role of masters, enjoying the arts, learning about the sciences. They had to wage wars of conquest in order to enslave other peoples and acquire wealth, and be able to defend their states. The upbringing (if it can be called that) of the children of slaves consisted in preparing them to carry out the orders of their masters. Children were taught to be humble and submissive. And here the level of development of the productive forces, the nature of production relations dictate precisely these, and not other goals. Podlasy I.P. Pedagogy. Volume 1: Theoretical Pedagogy. - M. Yurayt. 2013.350-401 s.

On the example of ancient education, we also see that the class nature of society gave rise to the class differentiation of the goals of education. In accordance with various goals, preparation for life was carried out, the worldview was differentiated, and psychology was formed.

Under feudalism, the main classes are feudal lords and serfs. The goals of education remain differentiated: for the children of feudal lords - chivalrous education, and for the children of peasants - labor, in an open-air "school". The former enjoy the arts and sciences, master the "knightly virtues", the latter, in the overwhelming majority, do not attend any educational institutions. The nature of production relations does not require either general or special training from the lower strata of the population, therefore the bifurcation of goals, which we observe in this society, expresses not only the class orientation of goals in a class society, but also their dependence on the mode of production. Podlasy I.P. Pedagogy. Volume 1: Theoretical Pedagogy. - M. Yurayt. 2013.350-401 s

The capitalist system is characterized by the presence of two main classes of the bourgeoisie and the proletariat. The nature of the development of production, which requires already more educated workers, forces the ruling class to create a system of educational institutions that provide knowledge to workers. At the same time, the bourgeoisie gives its children a good upbringing so that they are able to manage the state, direct the development of the economy and social processes. A network of private privileged educational institutions is being created. Class differentiation, the dualism of the goals of upbringing are preserved, as is the general dependence of goals on the mode of production. Podlasy I.P. Pedagogy. Volume 1: Theoretical Pedagogy. - M. Yurayt. 2013.350-401 s

The purpose and nature of education correspond to the level of development of the productive forces and the type of production relations inherent in each socio-economic formation.

Thus, we can conclude: the goal of upbringing is determined by the needs of the development of society and depends on the mode of production, the rate of social and scientific and technological progress, the achieved level of development of pedagogical theory and practice, the capabilities of society, educational institutions, teachers and students.

2. The goals of education in a modern school

Among the enduring goals of upbringing, there is one, similar to a dream, expressing the highest purpose of upbringing - to provide every person, born comprehensive and harmonious development. We already meet its distinct formulation among the philosophers and humanist educators of the Renaissance, but this goal is rooted in ancient philosophical teachings. At different times, different meanings are put into the concept of all-round harmonious development.

The humanist educators of the Renaissance F. Rabelais and M. Montaigne included the cult of bodily beauty, enjoyment of art, music, and literature in the content of all-round development. Such upbringing was no longer conceived for a select few, but for a wider circle of people. Among the utopian socialists T. Mora, T. Companella, R. Owen, Saint-Simon, C. Fourier, the idea of ​​all-round harmonious development takes on a different direction. They put forward the ideal of personality formation under conditions of liberation from private ownership of the means of production, for the first time demanded inclusion in the process of all-round harmonious development of labor, the combination of upbringing with labor. French enlighteners of the 18th century K. Helvetius, D. Diderot, developing this idea, included mental and moral perfection in the understanding of all-round development. Russian revolutionary democrats A.I. Herzen, V.G. Belinsky and N.G. Chernyshevsky believed that the problem of the comprehensive education of the people can be completely solved only by revolution, after the elimination of economic and political oppression.

For more than 70 years our Russian school has been developing under the influence of the ideas of the prominent philosophers and economists K. Marx and F. Engels; This period cannot be deleted from its history. The goal of education in the future communist society K. Marx and F. Engels deduced from economic laws and the type of social relations. They believed that under communism, when class differences are eliminated, and in all areas of technology, social production, humanity reaches a high level of development, when there are no significant differences between mental and physical labor, it is possible to set the goal of the all-round and harmonious development of people.

K. Marx and F. Engels proceeded from the premise that the future of mankind largely depends on how the upbringing of the younger generations is directed; they set the most important task for the revolutionary proletariat - to fight for new demands in the field of upbringing and education, for a new system of public education. “Communists do not invent the influence of society on education; they only change the character of upbringing, pull it out of the influence of the ruling class, "wrote K. Marx.

Difficulties and mistakes in realizing the goal of upbringing - the formation of a comprehensively and harmoniously developed personality - required a partial narrowing of the goal, a revision of the icon-specificization of the tasks of a general education school, but by no means led to the cancellation of the goal itself. There is no reasonable alternative to comprehensive and harmonious education. It still remains an ideal that the new Russian school will strive to achieve, taking into account the mistakes it has made. This is not a distant ideal, but a goal that is quite achievable with reasonable organization and support of the entire society.

Today, the main goal of the secondary school is contributemental, moral, emotional and physical development of the personality, in every possible way to reveal itcreative opportunities, to form humanistic relations, to provide a variety of conditions for the flourishing of a child's individuality, taking into account his age characteristics. The attitude towards the development of the personality of a growing person gives a "human dimension" to such goals of the school as the development of a conscious civic position in young people, readiness for human civilization.

The purpose of education is a key category of pedagogy. Pedagogical activity is always purposeful, subordinated to the goal as a deliberately presented planned result.

The goal of upbringing acts as a certain perspective, the ideal of the individual, determining the tendencies for the development and improvement of the upbringing process. In each society, concretely, the historical ideal of a person is formed. It is determined both by society as a whole and by the specific environment in which the child will live. This ideal meets the social needs of society in certain human qualities, to some extent it is the same for most citizens of a particular period of social development and manifests itself in a certain set of ideas, feelings, experience, views, value orientations of the ethnic group, which education is designed to instill in all children, without exception. , whatever social group they belong to.

The development of the individual, along with representatives of philosophical science, contributed to the theory of the formation of the image of the ideal citizen and to substantiate the methods of his education and upbringing by the utopian writers Campanella, More, Locke, Russo, Owen, Disterverg, Ushinsky, Lunacharsky, Makarenko, Shatsky, Sukhomlinsky. For centuries, the evolving, constantly developing dream of improving the physical, moral, intellectual, aesthetic appearance of a person in the history of earthly civilization speaks of the eternal human striving for perfection, which, as a rule, is understood as the harmonious development of the individual. L.I. Novikova, Pedagogy of education: selected pedagogical works. - Moscow: Per Se, 2010 .-- 336s.

Ushinsky wrote that pedagogy "strives for an ideal that is eternally attainable and never attainable: the ideal of a modern person."

In modern society, there are still no opportunities for everyone, without exception, to master all the riches of material and spiritual culture (and not just get to know them); to fully develop his mental, artistic abilities, technical talents, to work precisely in that area of ​​application of his forces, where he could freely and with maximum efficiency to show his creative potential.

The concept of humanistic education approaches the idea of ​​comprehensiveness and harmony specifically - historically, taking into account the socio - economic capabilities of the country, the pragmatic tasks of democratizing society and schools, and what is especially important, according to O.S. Gazman, is the realization of individual rights and freedoms in education. The idea of ​​all-round human development acts today as a perspective, a universal human ideal of upbringing; is a guideline for the possible development of the student's personality in the direction of self-actualization, self-realization of his creative personal potential. But at the same time with the ideal goal, it is necessary to determine the real goals and objectives of education, since the lack of precisely set goals delays the success of school work.

The goals of education in the modern Russian school

1. Education of a comprehensive and harmoniously developed personality, combining spiritual wealth, moral purity and physical perfection

2. Upbringing of an autonomous personality capable of positive change and improvement of oneself and the surrounding reality

3. Introduction of a person to culture, the development of his creative individuality

4. Formation of the relationship of the individual to the world and with the world, to himself and to himself.

5 nurturing a socially competent person

6.Free personal development

7. Development of self-awareness of the individual, helping her in self-determination, in society, in self-realization and self-affirmation

8. Formation of a person - citizen, family man, parent, specialist - professional (intellect, morality, creativity) A. Gretsov, Development trainings with adolescents: Creativity, communication, self-knowledge. 1st edition, 2012

With a reasonable approach, the continuity of goals must be preserved. Russia has its own, historically formed, national education system. Changing it to something else is pointless. The correct conclusion can be drawn only by developing the system in accordance with those new goals and values ​​that face the individual and society.

3. The goals of education in foreign pedagogy

Unlike domestic pedagogy, which has always been characterized by a certain monism and globalism of goals, Western pedagogy adheres to the course of moderation, practicality, and attainability.

What are the goals put forward in modern pedagogy in developed countries? Each pedagogical concept offers its own solution to this issue.

Pragmatic pedagogy defends goals derived from life. The American school followed D. Dewey, who was able to prove the need for pragmatic education and propose the goals of education that are consonant with the progress and interests of broad strata of the population. D. Dewey does not invent them, he takes them ready from life. Education, in his opinion, cannot be a means of preparing a person for life, it is self-life. Okolelov O.P., Constructive pedagogy. M .: Direct-Media, 2013.- 98 p.

Dewey's upbringing system appears as a decisive means of improving the social environment, changing the type of society without revolutionary transformations. “The school can create in the project the type of society that we would like to implement. By influencing minds in this direction, we would gradually change the character of adult society. "

Do not these provisions contradict Dewey's basic methodological setting about the natural, genetic uniqueness of the personality with its innate abilities, which can only be manifested to a greater or lesser extent? No. This attitude is the starting point in pragmatic pedagogy. "True upbringing is not something imposed from the outside, but growth, development of properties and abilities with which a person is born."

Having combined the initial premises about the uniqueness of a person and the main goal of his upbringing - preparation for life, Dewey comes to the conclusion that upbringing should ensure the growth of a person in the practical sphere, the growth of his experience, the development of a practical mind. He sees the essence of education in the reconstruction of experience, which determines the direction for the further development of experience. “Upbringing is growth,” writes D. Dewey, “it is not subject to any external goal. It is the goal itself. "

As one of the most important D. Dewey puts forward the task of awakening and development of a person's inner activity, aimed at achieving his life goals. This attitude is combined in Dewey's understanding with the development of individual qualities of personality behavior. A good goal is one that comes from the educated themselves, but at the same time coincides with the requirements from the outside and contains the prerequisites for constructing those behavioral attitudes that correspond to a democratic society.

Dewey's methodological guidelines on educational goals are shared by contemporary American theorists A. Maslow, A. Combs, E. Kelly, K. Rogers, T. Brummeld, S. Hook and other prominent educators. They agree that the value of upbringing depends on the extent to which it contributes to the growth of the individual, helps her find answers to everyday problems that arise, and, most importantly, indicates how best to adapt to this situation, to survive in it. An idea of ​​how goals are formed in modern scientific language is provided by excerpts from the works of Western specialists. "The maximum development of a rational autonomous personality, its understanding of what is reasonable under certain conditions, is our main task" (P. Hirst). “The fundamental goal of upbringing is to develop a personality with a certain structure of cognition and motivation, that is, a person who is able to serve the establishment of a more just society ”(L. Kohlberg). "Upbringing and education mean not only to give knowledge, but also to change, regulate the positions, emotions, desires, actions of people ... upbringing teaches a person how to live." “Education should prepare people for a good life in which they can fulfill a certain role, do useful things” (M. Warnock). Okolelov O.P., Constructive pedagogy. M .: Direct-Media, 2013.- 98 p.

"The main goal of education," writes the famous American educator R. Finley, "is to prepare a mature, integral personality." Summarizing these thoughts, we come to the conclusion that pragmatic pedagogy sees the general goal of upbringing in the self-affirmation of the individual. L. Surzhenko, How to Raise a Personality. 1st edition, 2013

New humanistic pedagogy, developing on the basis of neopositivism, sees the goal of education in the formation of an intellectual personality. The work of the famous West German educator and psychologist L. Kohlberg, who led the direction of the development of the cognitive-value orientation of the individual, had a great influence on the modern interpretation of goals. Much influenced by the ideas of Dewey and Piaget, Kohlberg argues that education should be aimed at developing a conscious organizational structure of the individual, which allows him to analyze, explain and make decisions on important moral and social problems. Thus, the upbringing system is directed against conformism, because its task is to develop in everyone the ability to make independent judgments and decisions.

Labor training of young people is not included in the list of educational tasks put forward by neo-humanists. It interferes with the development of intelligence, taking away the strength and time of the trainees. Not everyone, however, agrees with this formulation of the question. For example, the American philosopher R. Denneki believes that in this case education is divorced from upbringing, the approach to education acquires a relativistic character, that is, the role of truth is diminished, and all education is subject to momentary, purely practical interests.

The pedagogy of existentialism, as noted above, aims to equip a person with the experience of existence. "Upbringing is various types of formation, formation, choice, the struggle of a person to become someone ... The goal of the entire upbringing process is to teach a person to create himself as a person." The priority in education, according to existentialist teachers, belongs to self-education. “Upbringing and education is a process of self-development or self-upbringing in the same way as the process of acquiring knowledge about the world by a person is at the same time a process of forming himself,” writes K. Coal, one of the representatives of the existentialist concept of upbringing.

In the 50s and 60s, the views of the German philosopher and teacher O.F. Bolnova. The core of his teaching is the concept of moral education. Bolnov sees the basis for moral, truly human behavior in simple moral norms. It is the revival of simple moral norms that should be the main goal of education today. "One of the first and necessary tasks that the current situation has set before us is to recognize the simple virtues that, in all ethical and political systems, constitute the necessary foundation of human life." Three fundamental virtues - trust, hope, gratitude - embedded in human nature, constitute, according to Bolnov, the core of the system of virtues that should be formed by upbringing. L.I. Novikova, Pedagogy of education: selected pedagogical works. - Moscow: Per Se, 2010 .-- 336 p.

The main moral quality formed in young people should be a sense of responsibility as an important condition for the viability of the social system. Particular importance is attached to responsibility and discipline in the labor process.

Conclusion

After analyzing all the goals of education, I came to the conclusion that:

The goal expresses the general purposefulness of upbringing. In practical implementation, it acts as a system of specific tasks. The goal and objectives are related as a whole and a part, a system and its components. Therefore, the following definition is also true: the goal of upbringing is a system of tasks solved by upbringing.

The goals of education in a modern school are: the development of a conscious civic position in young people, readiness for life, work and social creativity, participation in democratic self-government and responsibility for the fate of the country and human civilization.

The goal of upbringing in foreign pedagogy should be aimed at developing a conscious organizational structure of the individual, which makes it possible to analyze, explain and make decisions on important moral and social problems. Thus, the upbringing system is directed against conformism, because its task is to develop in everyone the ability to make independent judgments and decisions.

Bibliography

Podlasy I.P. Pedagogy. Volume 1: Theoretical Pedagogy. - M. Yurayt. 2013.350-401 s.

Andreeva M., 100 secrets of raising children. // "Trigon", 2009

L. Surzhenko, How to Raise a Personality. 1st edition, 2013

O. Efremov, Pedagogy. 1st edition, 2010

A. Gretsov, Development trainings with adolescents: Creativity, communication, self-knowledge. 1st edition, 2012

L.I. Novikova, Pedagogy of education: selected pedagogical works. - Moscow: Per Se, 2010 .-- 336 p.

Okolelov O.P., Constructive pedagogy. M .: Direct-Media, 2013.- 98 p.

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The main goal of modern education is the formation of a comprehensively and harmoniously developed personality.

Personality a person is formed and develops as a result of the influence of numerous factors, objective and subjective, natural and social, internal and external, independent and dependent on the will and consciousness of people, acting spontaneously or according to certain goals. At the same time, the person himself is not thought of as a passive being that photographically reflects an external influence. He acts as a subject of his own formation and development.

The group of objective factors includes:
- genetic inheritance and human health;
- the social and cultural affiliation of the family, which influences its immediate environment;
- circumstances of the biography;
- cultural tradition, social and professional status;
- features of the country and the historical era.

The group of subjective factors consists of:
- mental characteristics, worldview, value orientations, internal needs and interests of both the educator and the pupil;
- a system of relations with society;
- organized educational influences, both on the part of individual groups, associations, and on the part of the entire community.

If the biological line of human development is genetically programmed and inherited, then the social line characterizes the personal formation and development of a person, determined by the qualities and properties that he acquired in the process.

Interaction and environment in human development takes place throughout his life. Heredity determines what an organism can become, but it is formed under the simultaneous influence of both factors, both heredity and. Today it is becoming more and more generally accepted that a person is carried out under the influence of two inheritance programs - biological and social. All signs and properties of any individual are thus the result of the interaction of his genotype and environment. Therefore, each person is both a part of nature and a product of social development.

The environment is a powerful factor in the development of personality, as an object of education for a growing person. Environmental factors are quite unpredictable and very numerous. Absolutely unexpected influences of the environment on a person are possible. Environmental factors can be divided into several groups.

Upbringing there is an integral pedagogical process of the formation and development of a personality. The upbringing of any of the personal qualities is due to the formation of its content-structural psychological components.

A person becomes a person only in the process of communication, interaction with other people. Outside of human society, spiritual, social and mental development cannot take place. This fact is confirmed by the examples of "Mowgli children".

The process of an individual's entry into the social environment, assimilation and reproduction of social experience by him is called socialization. This process includes several stages:
- adaptation - adaptation. From birth to adolescence, the child assimilates social experience uncritically, adapts, imitates;
- individualization - there is a desire to distinguish oneself from others, a critical attitude to social norms of behavior. In adolescence, the stage of self-determination “the world and I” is characterized as intermediate socialization, because everything in the worldview and character of the adolescent is still unstable;
- integration - there is a desire to find their place in society. It goes well if the personality traits are accepted by the group and society, otherwise the following are possible:
- preservation of their dissimilarity and the emergence of aggressive relationships with people and society;
- changing oneself (“becoming like everyone else”);
- conformism (external agreement, adaptation).

For ages up to about three years, the dominance of the adaptation process is characteristic. For adolescence (ten - fourteen years old) - individualization. For adolescence (fifteen - eighteen years old) - integration. Therefore, socialization can be viewed only as one of two lines of development: the appropriation of social experience (socialization) and the acquisition of independence, autonomy (individualization).

The development process is complicated by the fact that the social environment and social groups are unstable, you need your own participation in groups in order to adapt to life in them.

However, the socialization process has its costs. The following costs of socialization in modern conditions can be distinguished.

Economic:
- property stratification in society;
- substitution of friendly and comradely relations with the relationship of purchase and sale;
- hypertrophied needs in the material sphere in the absence of spiritual needs and a culture of consumption;
- the growth of property offenses in children;
- forced work of children, harmful to their health and moral development of the individual, etc.

Political: mistakes and miscalculations of the political course led to the emergence among young people of uncertainty about the future, "negativism", nihilism, and fears, leaving for informal, nationalist associations, the cult of cruelty, etc.

Social:
- as a result of changes in the education system (paid and alternative schools), unequal conditions have been created for children, which has led to the elitism of education;
- the problems of providing for the poor, large families, single-parent families, etc are poorly resolved;

Cultural - the dominance of mass culture led to the loss of the priorities of the national culture, value attitudes towards it, the emergence of various directions of low-grade youth subculture, etc .;
Moral - there has been a reassessment of values, i.e. reorientation of youth towards individualism, moral "relaxedness".
These costs make adjustments to the organization and methods of education.