The other day in Yekaterinburg, the director of school No. 48 called the police with machine guns and a psychiatric brigade to pacify a 4th grade student. According to witnesses, he reacted very violently to the provocation of his comrade, who ruined his lunch in the school cafeteria. The indignant student grabbed a knife and with threats “I will cut everyone” jumped out without clothes into the bitter frost ...

Let's not deny - today's children are more aggressive than yesterday's. And there are few new Makarenko, who showed everyone that it is quite possible to earn authority even among the most unbridled and hyperactive children. This teacher did not work with home mothers' sons, but with real problem children from the street. Never calling for reinforcements. Of course, looking for an approach to such guys is more difficult than to decent students. But who said that it should be easy with children?

Nobody relieves the responsibility of the boy himself. The headmaster claims that she was "first and foremost afraid for him." But in the text of this incident there is one indicative fact about the 10-year-old aggressor: "The child has already passed the forensic examination: bruises and bruises were recorded on his body." And here is another phrase: "Four teachers tried to pacify the fourth-grader, but they failed."

The words of the Ombudsman for Children's Rights Igor Morokov look strange: “We got acquainted with the situation, looked at all the documents. The situation is not easy, it must be sorted out by both the teachers and the mother of the child. From the point of view of the actions of the school administration, there are no complaints about them. There were problems before, just an acute stage happened. The school administration did everything in accordance with the existing regulations "... But how can children hope for the protection of their rights, even if the ombudsman does not make claims to" forceful methods "?

How could such a thing have happened? Teachers, parents and psychologists express their views on the situation.

Tatiana Mokrenko, school director: All this farce, arranged by the director, speaks about one thing - about unprofessionalism and unwillingness to take responsibility for the children. And, meanwhile, this is precisely the main task of the teacher. Yes, now there are a lot of children's "showdowns" in the school. But when the pedagogical team is not able to control these processes, it turns to another professional for help - a psychologist who works with the child, his parents and teachers, develops a scheme for interaction and transfer of aggression into a peaceful channel. Why did the director instead choose to blame the child and his mother for all the sins? Because it's easier - not to understand anything, to twist and send to a psychiatric hospital. Instead of doing their job every day - to conduct prevention, take an interest in the life of children and their problems.

Maria Petrushevskaya, parent: It's a pity for the boy, with such a weak psyche it will be very difficult to survive such stress. Somehow it was hushed up that this explosion was provoked by another, "normal" child. I poured salt on the aggressor, knowing that he could break loose. Why not talk with the rest of the children about a tolerant attitude towards problem children, and not arrange small dirty tricks for them for the sake of entertainment.

Ivan Kolomiets, psychologist: Aggression is necessary for a person, it is quite natural. And there is nothing wrong if the child does not suppress this feeling, but defends his interests. You just need to teach him not to harm himself and others. An aggressive child can be taught to control himself through a sense of control. Help him see a way out of the situation: "You can express your negativity, but not with fists and shouts, but with words: I am very angry now, I am offended, I am upset." Explain that he has no right to beat the abuser, but he can go up to a parent or teacher to talk about it.

According to polls, 9 out of 10 adults admit that they were sometimes cruel in childhood: they participated in the persecution of a classmate or even a teacher, tortured animals. And let them remember this today with shame, but it was.

Elena Bespalova, teacher: The director's accusations against the child look, to put it mildly, strange. If the boy is really easily aroused and quickly becomes angry, why didn't the teachers look after him? This is their direct responsibility. Why didn't a psychologist work with the boy to help him control his anger? How did it happen that the child had a knife in his hands in the dining room? (as the director claims). How did it happen that the child ran out of school naked into the street? Is there no security at the school? None of the teachers are on duty in the dining room? And what kind of authority does the headmaster have, in whose presence a fourth-grader “threatens to cut everyone up”? All these questions are for the director, not for the boy or his mother. The boy could be anything outside the walls of the school, but within its walls it is the principal's job to control the child's behavior and his safety.

Collecting these comments, I did not at all side with aggressive children and their parents. Moreover, I know from my own experience and the experience of my children what school bullying can be like. However, in fairness, I would like to remind everyone working in the field of education that in translation from Greek "teacher" means "leading child." But this is not the teacher who “takes the child” to the psychiatric hospital, but the one who helps him through the difficulties.

essay

What pedagogy is for me.

What is pedagogy for me? It is a living process. The process of a child's search for himself, an appeal to the inner world, to his feelings, emotions. It is difficult for a modern student who stumbles and gets confused in today's freedom of thought to find himself, his place in society. And only leaning on the shoulder of a teacher who is able to guide him along the fairy-tale road to knowledge, to life principles, drawn, as in a child's drawing, he is able to make the right choice - to become a human being.

Every day, going to the children, I think about what I can give them today. I remember the shots from the film "Irony of Fate": the main character, who works as a teacher, clearly notices that the mistakes of doctors are costly for people, and although the mistakes of teachers are not so noticeable, in the end they are no less expensive. Therefore, I must see in advance the result of my actions, predict the outcome.

And you also need to be yourself - not to wear pretentious "know-it-all" masks, to be an accomplice in the lesson. To be able to be surprised at children's discoveries, to enjoy new things together with the children. Only by being sincere can students receive recognition as a reward, since children, like no one else, feel falsity and indifference.

In order to build a house of knowledge, you need to build it on a solid foundation. And if you teach a child to build walls himself, later he will build a unique city. The ability to analyze, synthesize, listen to other opinions, be flexible, look for possible solutions - this is the foundation that is important to lay at the very beginning. Only by involving children in the educational process, forcing them to painstakingly collect information, while not forgetting to interest them in this search, can we educate an inquiring mind, the need to search for knowledge, in the search for new fulfillment of ourselves. The task of the teacher is not to give the students maximum knowledge, but to instill in them an interest in the independent search for knowledge, to teach them how to acquire knowledge and use it. (Konstantin Kushner)

Sometimes I think about what to take from life and what to give in return. We all want to meet on our way kindness, love, friendship, understanding ... However, in order to receive this, we must present the same gifts in return. The teacher himself must be spiritually generous, he must be able to give gifts to others. After all, teaching to receive is no less important than to give. Improving in virtue, we need those who need it, and only then, having passed this knowledge through himself, the child will be able to share warmth, goodness with others - “Humanity”.

The statement of Doris Knowle perfectly reflects this idea: “If a child is surrounded by criticism, he learns to blame. If a child sees hostility, he learns to fight. If a child is surrounded by tolerance, he learns to be tolerant. When a child is supported, he learns to be confident. If a child is mocked, he learns to be timid. If a child is constantly ashamed, he learns to be guilty. If the child is approved, he learns to please himself. If a child is accepted and treated friendly, he learns to find love in this world. "

For me, first of all, it is important to be a teacher who understands and feels the student walking next to me.

Psychological and pedagogical sciences are inconceivable without relying on knowledge about the psyche and the laws of human mental development. At the same time, psychology to a large extent loses its applied significance without the access to the practical activity of any person, and not just a teacher. The close connection between psychology and pedagogy is natural in its essence. The unification of these sciences, as is done in sports, in pedagogy is quite justified when it comes to the practical use of psychology for pedagogical purposes. Their integration in the applied sense forms a new science - pedagogy of individuality, which is a derivative of psychology and pedagogy. The pedagogy of individuality is the application of the theoretical principles of psychology to the practice of human life. Its task: to reveal how the achievements of psychology can be applied in relation to their mental health and their professional activities. This approach, when by merging the achievements of psychology and pedagogy, the general tasks of pedagogy are solved using the psychological tools of influencing a person, are adhered to by both domestic and foreign researchers.

Is personality pedagogy a science? To answer this question, we will use the algorithmic method of proof: in order to prove something, we need two operations - isolation and comparison, therefore, to prove that pedagogy is a science, we need to isolate the signs of science and the signs of pedagogy, and then compare these signs. It is useful to apply such an algorithm whenever we apply a proof. The encyclopedic dictionary indicates the signs of science: 1) arises from the needs of society; 2) has its own subject of research; 3) the presence of its own categorical apparatus; 4) each science has its own research methods; 5) any science is a result, aggregate, system of reliable and generalized knowledge about the objective laws of the development of nature.

Let's correlate the named signs of science with the signs of pedagogy of individuality.

1. In order for a person to progress as an individual, he must master psychological culture. To do this, you need to pass on such a culture to more and more generations. The actualization of each person's need for psychological and pedagogical knowledge determines the selection of the field of science - pedagogy of individuality as a science of development and self-development (formation) of a person's mental qualities at all age stages of his development. The emergence of personality pedagogy is due to the needs of society and each person.

2. Pedagogy of individuality has its own subject: the formation and development of individuality as a special function of society. The subject of individuality pedagogy is the study of the essence of the development and formation of a person's individuality and the definition, on this basis, of the process of his socialization as a specially organized pedagogical process.

3. Pedagogy of individuality has its own categorical apparatus: the basic concepts (categories) include socialization, development, formation, individuality, personality.

Socialization is the development of a person throughout his life in interaction with the environment, presupposing the assimilation and reproduction of social norms and cultural values, as well as the self-development and self-realization of the individual in the society to which he belongs. This process takes place in conditions of spontaneous interaction of a person with the environment, as well as in the course of purposeful, pedagogically organized education. The essence of socialization is that it forms a person as a member of the society to which he belongs. Socialization is a two-way process that includes, on the one hand, the individual's assimilation of social experience by entering the social environment, a system of social ties; on the other hand, the process of active reproduction of the system of social ties by the individual due to his vigorous activity, active inclusion in the social environment. In the process of socialization, a person acts both as its object and as a subject. Moreover, the effectiveness of this process is determined by the ratio of the goals of a person, society and the state.

In pedagogy of individuality, along with socialization, concepts such as "development" and "formation" are widely used. How does the concept of "socialization" relate to these categories?

Development is a change that is a transition of quality from simple to more and more complex, from lower to higher; a process in which the gradual accumulation of quantitative changes leads to the onset of qualitative changes. As a process of renewal, the birth of the new and the withering away of the old, development is the opposite of regression, degradation. The source and internal content of development is the presence of contradictions between the old and the new.

When they talk about development, they assume a change in the biological (organism), mental (individuality) and social (personality) in a person. In the pedagogy of individuality, development is understood, first of all, the development of a person's individuality.

In the pedagogy of individuality, the term "formation" is widely used (the formation of intellectual, motivational and other spheres, the formation of a team, the formation of personal qualities, the formation of character, etc.).

Shaping - giving a certain shape. This is a non-pedagogical (inter-scientific) concept. When it comes to learning, the goal is to change the individual.

The foregoing allows us to correlate the mentioned categories in the following way. Development, according to the dictionary of psychology, is defined as "the process of formation ... as a result of his socialization and education." The concept of "formation" here has a conventional meaning, depending on the mechanism under consideration - upbringing or socialization, which differ in terms of the spontaneity of the impact on a person of various circumstances of life in society (socialization) or the purposefulness of the formation of knowledge (training), personality (education), individuality ( development). This means that training, like upbringing, and formation are factors of development, and as a result of socialization of a person. Therefore, socialization is the broadest concept, including the influence of the spontaneous circumstances of life and the process of purposeful pedagogical formation of the individual (training, upbringing, development).

Thus, the category "socialization" includes the teaching of the student, the development of his individuality and the upbringing of the personality, but is not exhausted by them (in addition to pedagogical, it includes a number of macro-, meso- and micro-factors). Education, development and upbringing affect the same object (individual) with the same goal - its full implementation in society, however, development is directed to what is already inherent in the individual, and upbringing and training - to what he has no, but what is given in culture, in public morality, in the moral norms and moral qualities of people. Personal qualities and individual ones complement each other, therefore, in pedagogy, both the upbringing of the individual, and the development of individuality, and learning as a process of transferring culture (social experience) are investigated. Upbringing, as it were, frames development, gives the qualities of the individual a moral vector. In their unity, training, development and upbringing constitute the essence of the ontogeny of the individual and the result of the purposeful socialization of the individual. The categories "personality" and "personality" will be discussed below.

4. Pedagogy of individuality applies research methods used in psychology and pedagogy - a set of techniques and operations aimed at studying pedagogical phenomena and solving various scientific and pedagogical problems using psychological methods. There are theoretical and empirical research methods, methods of mathematical statistics. Theoretical methods include the analysis of the subject and problems of pedagogy, activity, personal and holistic approaches, systems analysis, modeling, comparative, historical analysis, etc. Consider the features of individual methods.

Activity approach. If a person's personality and individuality are formed and manifested in activity, then pedagogical phenomena and processes must be studied in the logic of a holistic consideration of all the main components of activity: its needs, motives, goals, actions, operations, methods of regulation, control and analysis of the results achieved. The activity approach focuses on the study of the educational activity of a schoolchild, student, the professional activity of a teacher, a university teacher, on the identification of their structures, conditions of formation, types of indicative basis of action, etc. This method allows us to identify the possibilities of the formation of individual abilities and personal qualities of schoolchildren, students, teachers in various activities.

The personal approach takes into account that all external pedagogical influences always act indirectly, refracting through the internal conditions of a person's personality and individuality (his mental and personal properties), relying on his activity (self-education, self-development, self-organization, self-education, self-regulation, self-government). The personal approach focuses on the formation of a value attitude towards the child as a person, and this thesis, in turn, requires the study of the conditions for human development in a person, the study of the mechanisms of self-realization, self-development, self-regulation, social self-defense, adaptation of a person to social conditions, his integration into society, with simultaneous autonomy from it.

This method is aimed at identifying the possibilities of the formation of an original personal image, the development of the essential forces of a person, the interaction of an individual with people, nature, culture, civilization. This method provides for the study of the nomenclature of goals of personal self-development, identification of the specific content of education, on the basis of which personal qualities and the main spheres of individuality develop (intellectual, motivational, emotional, strong-willed, subject-practical, existential, self-regulation).

The systems approach (or the method of systems analysis) requires considering all phenomena and processes in their interconnection. This method focuses on the consideration of pedagogical phenomena from the point of view of such categories as "system", "attitude", "connection", "interaction".

A system, as you know, is a set of elements ordered in a certain way, interconnected with each other and forming a certain integral unity. Communication means the establishment of a common, unity. Communication is what brings together the various elements of the system. A connection (dependence, conditionality) is a relationship between objects when a change in one of them corresponds to a change in the other, and in the absence of changes in one, there are no corresponding changes in the other. The categories "relationship" and "relationship" are related to each other, but the concept of "relationship" is much broader than the relationship. Communication is a kind of relationship. To establish connections, it is necessary to have at least two conditions: 1) the ability of an element to establish a connection with other elements - the so-called contact ability; 2) the element has a directional impact on other elements.

The use of a systematic approach (system analysis) allows you to isolate the elements of individuality and determine its composition as a system; determine the way in which the elements are connected with each other - the nature of the connections, that is

identify the structure of the system; its character (static, dynamic); determine the backbone, dominant factors; set the system integrity level; study the interaction of the system with the external environment; identify the functions of the system.

A holistic approach to pedagogical phenomena. The integrity of the phenomenon represents some of its perfection, a high level of development. Integrity is a certain qualitative completeness, the inner unity of the phenomenon under consideration. Integrity is defined by philosophers as the coordination of all elements of the system, its completeness, effectiveness, as the perfection of all its components and the system as a whole, as its qualitative determination, the interdependence of all properties, interconnectedness, a special type of interaction. From these definitions it is clear that the method of a holistic approach to pedagogical phenomena is nothing more than a method of systems analysis used in pedagogical research.

A holistic approach to considering a person's individuality is manifested in the isolation of its main spheres, in the implementation of the conditions for their effective development, in creating conditions for the development of both individual spheres and qualities of the individual and the person as a whole. This method aims at the self-improvement by each person not of individual spheres and personality traits, but at the self-development of the individual in unity with the self-education of the individual.

Empirical methods include methods of pedagogical and psychological measurements (questionnaires, scaling, testing, etc.), observation, conversations and interviews, pedagogical council, experiment.

5. Pedagogy of individuality has its own content: a developed system of pedagogical goals, a system of diagnostic tools, means of personality formation, patterns and principles of development and formation of individual qualities of a person and his individuality as a whole. This is a system of workable, proven in practice, tested by life, psychological and pedagogical provisions, categories and principles that objectively and conclusively reflect the essential processes of the development of a person's individuality.

Thus, pedagogy of individuality is a field of science that is formed at the junction of psychology and pedagogy, including the problems of psychology (patterns and mechanisms of individual development) and pedagogy (management of the development of individuality, means and conditions for its formation). What is its difference from the exact sciences? Let us recall A.A. Feta: "... the night was shining, the garden was full of the moon." How will a physicist, a representative of exact science, try to explain this phenomenon? He will ask: in what phase was the moon, what time of year was, what was the illumination and intensity of light, etc. That is, he will accurately explain the phenomenon, but what will remain of Fet's poetry? The educational psychologist will ask about the feelings that each of us experiences, and will help to understand what A.A. Fet.

The pedagogy of individuality is a science, but it is not an exact science, but a humanitarian one, unlike, for example, physics. You need to see the various functions of science. The pedagogy of personality is an integral part of pedagogy. By its very essence, pedagogy of individuality is an integrative science. It synthesizes the views of different sciences - pedagogy, psychology, sociology, ethics, aesthetics, etc. It provides knowledge about the essence of pedagogical phenomena and determines the optimal ways to achieve pedagogical goals.

The functions of personality pedagogy are:

Assessment of the role and place of a person's individuality. Thus, modern society is increasingly moving towards the realization that human life is the highest value in the world, and the education system must be adapted not only to the needs of the state, but also to the growing educational, socio-cultural and spiritual needs of every person;

Research of psychological and pedagogical means and conditions for the development and formation of a person's individuality, its main spheres;

Pedagogy of all aspects of human life and society, integration of pedagogy with social, natural and psychological sciences, reflecting the trinity of nature, society and man;

An explanation of the fact that the success of any kind of transformations, reforms and innovations to a decisive extent depends on the individual, on his general development, professional skill, creative attitude to business, individual abilities.

What objects fall within the scope of personality pedagogy? The following main objects can be distinguished:

1. Personality of a person, his essential characteristics in the aspect of educational, self-educational and self-educational activities; the goals of education, taking into account the needs of a person at various stages of his life.

2. The system and process of human socialization; the content, methods, means and organizational forms of educational activities aimed at achieving socially and personally determined goals of education.

3. The teacher (school teacher, university teacher, educator of children's institutions) and psychologist as the main actors in any transformations in the education system.

Hello dear readers! Do you think it is necessary to learn how to raise children correctly?

People answer this question in different ways. Someone says: "Yes, of course!"

And someone says: “No, children cannot be raised! They can be taught something only by their own example! " And we will now dwell on this phrase in more detail.

What is education?

Lev Nikolaevich Tolstoy believed that the most important thing in raising children is to live well yourself, to be a worthy example for your children. His famous phrase: "Pedagogy is the science of how by living badly, you can have a good influence on children."

I totally agree with this phrase. I completely agree with this wise man. However ... there are a few nuances. And the most important of them is this: such a position often leads to the fact that people do nothing.

Lev Nikolaevich Tolstoy was a very serious person. He worked very seriously on himself and studied endlessly. But simple modern people often interpret his phrase as follows: “A child is brought up only through personal example. Studying parenting is useless. Therefore, I will not do anything. "

Or: “I have an excellent personal example: I live honestly, I haven’t killed anyone, I haven’t stolen anything, and I only drink on holidays. So I don't have to worry about raising children! "

Do I need to study pedagogy?

I do not know what books about pedagogy Lev Nikolaevich Tolstoy had. And I don’t know which books you personally read. But I know that the approach to education can be completely different. Now what is not taught!

• somewhere they teach how to manipulate a child so that he behaves well;
• somewhere they teach how to develop a child so that he is an excellent student at school;
• you can read how to build boundaries for the kid (or vice versa, destroy all boundaries);
• you can learn to be more tolerant, wiser, through parenting.

These are the books I choose: which launch internal transformation in parents, and do not provide ready-made schemes and templates. These are the lectures I listen to, this is what they teach at the Parents' University, where I am currently studying.

If a person is very intensively engaged in self-development in isolation from raising children or deeply immersed in spiritual practice - perhaps this will really be enough. However, communication with your child is a very powerful training. And this process itself, if you approach it consciously, makes us cleaner, teaches us to love and accept.

Moreover, if we are talking about a woman who sits at home with a baby ... then it is quite difficult for her to develop somehow separately from the baby. But if she seriously approaches the study of the principles of education, a huge field for self-development opens up before her.

What do you need to learn?

Marina Targakova speaks very well on this score. Here is the video:

Marina Targakova talks about two types of pedagogy: authoritarian and humane. Authoritarian pedagogy does not need to be learned; it is in our blood. This is the carrot and stick method. We praise good behavior and punish bad behavior.

There is also humane pedagogy, in which we are trying to move away from. We try to convey to the child the essence of the rules, why they are so necessary for us. And we focus on building relationships with the baby, on acceptance, respect and love.

Almost no one has learned humane pedagogy from their parents. But we can change our approach to communication with children. We can learn to educate our baby more wisely and consciously. But for this it is necessary to work actively in this direction.

And here humane pedagogy will help us. Studying it, we do two things at once:

• we ourselves become better, we become a worthy example for children;
• we competently convey to our kids the rules of this world, competently introduce them to the world and teach them to communicate.

True pedagogy makes us:

1. Be patient. Without this, education is impossible without punishment!
2. Consciously. We ourselves learn to see the nature of things, the meaning of generally accepted rules.
3. Teaches you to reveal your creative nature. How else to teach kids to see creativity in everything?
4. Teaches you to accept and love, no matter what.
5. Develops in us a passion for learning, curiosity. How else to answer the endless questions of your child?
6. Destroys our ego. And he conducts other amazing metamorphoses with us.

conclusions

I believe that you need to work on yourself in different directions. To develop spiritually, to work on our universal human qualities, to learn to fulfill the duties of a good wife ... And at the same time to study upbringing.

You can study it in different ways. Manipulating children will not lead to anything good. But, humane pedagogy affects the personality of parents, changes them from the inside. And it helps to establish good contact with the baby.

When women say that it is impossible to raise children, that only personal example is important, then I want to ask: "What do you personally do to become such a good example?"

If a woman is really seriously working on herself, really actively growing, this is a different situation. But more often than not, such words simply serve as an excuse not to do anything.

Video with Shalva Amonashvili:

I wish you a happy motherhood! Repost this article on social media and subscribe to blog updates. Until next time!

WHAT IS THE DIFFERENCE OF FOLK PEDAGOGY FROM SCIENTIFIC

The most important condition for the progressive development of human civilization is the transfer of the accumulated experience of knowledge of the world and the means of self-knowledge. An important part of general social progress is the development of methods and forms of transferring sociocultural experience.

At the initial stages of social formation, people tried to pass on knowledge about the surrounding nature to their children in the form of empirically discovered connections between objects and phenomena. This laid the foundations of the everyday (everyday) pedagogy that still exists today, the knowledge of which is crystallized in the so-called folk pedagogy and is transmitted "from mouth to mouth" in the form of fairy tales, proverbs, sayings, legends, etc.

At further stages of the development of civilization, primarily in connection with the emergence of writing, it became possible to record and preserve the most valuable experience, to transmit cultural messages not only to the next generation, but also to distant descendants.

And finally, in connection with technological progress (primarily the emergence of the mass media), the possibility of rapid large-scale information exchange not only within a single cultural space, but also between different cultures has emerged. The rapidly growing volume of information, which includes world civilizational values ​​and achievements, can no longer be fully assimilated by the modern generation. In the transfer of sociocultural experience, the emphasis shifts from information to ways of working with information. The process of education and training today urgently requires professionalism, and the creation of effective models of education requires a scientific approach.

Folk pedagogy (ethnopedagogy) and scientific pedagogy exist in parallel. They have different tasks and ensure the fulfillment of different social roles: society and professional teacher.

Many researchers try to define folk pedagogy: G.N. Volkov, Ya.M. Khanbikov, A. Sh. Gashimov, G.N. Filonov and others. After analyzing the judgments of various researchers, A.E. Izmailov and the following definition of this concept: "Folk pedagogy is a set of empirical knowledge accumulated and tested by practice, passed down from generation to generation, mainly orally, as a product of the historical and social experience of the masses."

A similar definition is also given by Ya.I., Khanbikov: “Folk pedagogy is the area of ​​empirical pedagogical knowledge and experience of the masses, expressed in the prevailing views of the people on the goals and objectives of upbringing, in the aggregate of folk means, skills and abilities of upbringing and training.”

In these and other definitions of folk pedagogy, a number of general provisions are revealed. This is empirical knowledge, the experience of the masses, a set of tools, abilities and skills of educational practice that exist among the people. Thus, folk pedagogy describes experience and refers to the means and ideas of folk education. The concept of “folk pedagogy” was first introduced into Russian and Russian pedagogy by KD. Ushinsky.

Folk pedagogy has the peculiarity that it does not have strictly formulated laws of upbringing, systematized knowledge, exact scientific terms and definitions. This is a treasure of collective creativity of different people of many generations, folk wisdom that has been accumulating over the centuries. The popular mind, like the educational experience, is the fruit of observing the development of children, the relationship between children, and also children and adults. This is formulated in short sayings, commandments, instructive wishes. These sayings and wishes act, as it were, as the postulates and axioms of folk pedagogy. Such are, for example, sayings: what are the parents - such are the children; teach the child while it lies across the bench; learn to live and many others. Such sayings can be brief reminders and instructions on how to act in some educational situations: punish children with shame, not a whip; examples are more useful than instructions; the severity of the teacher is better than the caress of the father and others.

The subject of research of folk pedagogy is the pedagogical culture of the masses, developed by the centuries-old experience of mankind and prevailing among the people to this day.

Along with the concept and term "folk pedagogy", another term has been established - "ethnopedagogy", first proposed by G.N. Volkov in the 60s of the twentieth century. The new term has become widespread. G.N. Volkov explains the need for its introduction by the fact that the term "ethnopedagogy" reflects the wide use of ethnographic material in research and it better defines the essence of this science. "Ethnopedagogy is the science of the empirical experience of ethnic groups in the upbringing and education of children, of moral, ethical and aesthetic views on the primordial values ​​of the family, clan, tribe, nationality, nation." Ethnic pedagogy examines the features of the national character that have developed under the influence of historical conditions. Folk pedagogy refers to experience and its description, the means and ideas of folk education, and ethnopedagogy is the sphere of theoretical thought, the sphere of science (I.T. Ogorodnikov).

Thus, folk pedagogy exists among the masses, practically manifests itself at the everyday level, reflects the empirical experience of education. It is not comprehended as a theory, not systematized. And ethnopedagogy is already a generalized, theoretical understanding of folk pedagogy of different nationalities and peoples of many centuries. With regard to a specific people, it is specified: ethnopedagogy of the Russian, Polish, Belarusian and other peoples.

Scientific pedagogy sets itself the following tasks:

1. The upbringing of a person, i.e. the development of stable behavioral habits in him, such as honesty, decency, hard work, etc. Not knowing what honesty is, but the habit of being honest. This task is of primary importance and it is advisable to give preference to it. K. D. Ushinsky wrote that with a bad upbringing, additional knowledge would make such a person only more dangerous for society (and cited Chichikov as an example).

2. Revealing the composition and magnitude of natural (that is, not amenable to change by pedagogical means) talents (abilities) and the needs of a given person closely related to them, to a large extent determining the possibilities for his training in one direction or another.

3. Revealing the composition and magnitude of social needs for training and education in a given place and at a given time. At the same time, the concept of place and time also has a rather complex (hierarchical) character.

4. Creation of conditions and implementation of harmonious satisfaction of personal and social needs in education and training, taking into account the needs and capabilities (abilities) of both the hierarchy of social groups (from the family to the state as a whole and even at the international level) and the student.

Folk pedagogy (ethnopedagogy) and scientific pedagogy can be compared in three main parameters: ways of acquiring knowledge; the nature and structure of knowledge; ways of transferring knowledge.

Ways to gain knowledge

The method of obtaining folk pedagogical knowledge is the experience of trial and error, in the process of which the causal nature of certain phenomena may not be realized. The method of acquiring scientific pedagogical knowledge is the advancement of verbally formulated hypotheses and the verification of the consequences logically following from them. The methods of acquiring knowledge in folk pedagogy are limited to observations and reasoning; in scientific pedagogy, experiment is added to these methods. The experimenter's activity significantly exceeds that of the observer. It consists in creating special conditions that cause the phenomenon of interest and reveal the possibility of its transformation.

The nature and structure of knowledge

Popular pedagogical knowledge is specific and situational; it is intuitive and often emotionally charged. Scientific pedagogical knowledge is of a generalized nature, it is rational and conscious, it reflects the most essential properties of objects and phenomena, general connections and relationships. Popular and scientific concepts often coincide in appearance (expressed in the same words). However, the content of these concepts is different. In addition, in scientific pedagogy it is more accurate and less contextual than in folk pedagogy (a particular scientific school acts as a context in scientific pedagogy, the life experience of a particular person is the context of folk concepts). In scientific pedagogy, a vast and varied factual material has been accumulated, which is differentiated by individual branches of pedagogy, which makes it possible to systematically cognize pedagogical reality. In folk pedagogy, there is no sectoral structure of pedagogical knowledge.

Knowledge transfer methods

The methods of transferring knowledge of folk pedagogy are very limited. Each individual person learns primarily from his own experience, partly focusing on the fragmented perception of the experience of the people around him, “folk wisdom” (proverbs, sayings, fairy tales) and educational values ​​declared in society. In scientific pedagogy, knowledge is crystallized in concepts and laws, transmitted using verbal means and is the basis for the formation of the professional position and research orientation of the teacher-scientist.