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A humanely personal pedagogy by sha amonashvili. Report on the topic: "The humane and personal technology of Sh.A. Amonashvili." "Without a heart, what

PRESENTATION “The humane and personal technology of Sh.A. Amonashvili ".

Prepared by E.K Shaimuratov


Shalva A. Amonashvili

Amonashvili Shalva Aleksandrovich - Academician of the Russian Academy of Education, a well-known Soviet and Georgian teacher, scientist and practitioner. He developed and implemented in his expert mental school pedagogy of cooperation, a personal approach, original methods of teaching language and mathematics. A kind of result, the ideologist of his pedagogical activity is the technology "School of Life", set forth in his "Treatise on the initial stage of education, built on the principles of humane and personal pedagogy."

Humanely personal

technology

"School of Life"


Ideas of humane and personal pedagogy

  • Humanitarian-personal pedagogy puts the education of the individual at the forefront through the development of his spiritual and moral potential; contributing to the disclosure and creation of traits and qualities of nobility in the child. The upbringing of a noble person is the leading goal of the humanely personal educational process.
  • Humanitarian-personal pedagogy accepts the ideas of classical philosophy and pedagogy that the child is a phenomenon in earthly life, he is the bearer of his life mission and is endowed with the highest energy of the spirit.
  • The humanely personal educational process is based on an understanding of the integrity of the child's nature, its driving forces, revealed and scientifically substantiated by modern psychology and defined by us as spontaneous aspirations, the passions of the child's personality in his desire for development, growing up, and freedom.

6 features of the educational process "School of Life"

First feature consists in the internal continuity of the creative activity of Nature and the human educator.

Second feature educational process in a humane school - its integrity, understood as the integrity of a child's life, aspiring to the future.

Third feature concerns the lesson, which is seen as a battery, as a guiding form of life for children, and not just their teaching.

Fourth feature the pedagogical process consists in the fact that the collaborative relationship between the teacher and the children becomes its natural quality.

Fifth feature The humane pedagogical process is manifested in the development of children’s ability for evaluative activities, while eliminating school marks, which is the key to the success of children in learning.

Sixth feature"Schools of life" - in a special, humane mission of the teacher in it. "Humanizing the environment around each child, humanizing society and the pedagogical process itself is the highest concern of the teacher."


Target orientations

To contribute to the formation, development and education of a noble person in a child by revealing his personal qualities.

Refining the soul and heart of a child.

Development and formation of the cognitive forces of the child.

Providing conditions for an expanded and in-depth amount of knowledge and skills.

The ideal of education is self-education.


Technology classification parameters

By application level: general pedagogical.

On a philosophical basis: humanistic + religious.

By the main factor of development: sociogenic + biogenic.

According to the concept of assimilation: associative-reflex.

By orientation to personality structures: emotional and moral.

By the nature of the content: teaching + educational, secular with elements of religious culture, humanitarian, general education, person-oriented.

By type of control: small group system.

By organizational forms: traditional classroom-lesson with elements of differentiation and individualization.

By approach to the child: humanely personal, pedagogy of cooperation.

By the prevailing method: explanatory and illustrative, playful with elements of problematicity, creativity.


A humane and personal approach to the child

The teacher is optimistic about children

The teacher approaches children as independent subjects of learning

The teacher helps the child to find his personal meaning, the personal significance of teaching

Support of the pedagogical process


The humane-personal model

technologies

Creation of a cultural and educational environment

Free choice by a person of ways of creative self-realization and his cultural self-development

Implementation of social and educational protection, assistance and support for each child

Adaptation in society and life self-determination


Features of the technique

- humanism: the art of love for children, children's happiness, freedom of choice, the joy of learning:

- individual approach: study of personality, development of abilities, deepening into oneself, pedagogy of success;

- communication skills: the law of reciprocity, publicity, his majesty - a question, an atmosphere of romance;

- reserves of family pedagogy;

- educational activities: methods of materializing the processes of reading and writing, literary creativity of children.


Basic attitudes of a teacher of a humane pedagogical process

Supports in the child

Teacher guidelines

  • striving for development,
  • the desire to grow up,
  • striving for freedom.
  • the principle of humanizing the environment around the child,
  • the principle of respect for the personality of the child,
  • the principle of patience in the development of a child.

Personal qualities of a teacher

  • kindness,
  • frankness and sincerity,
  • devotion.

Commandments to the teacher

  • believe in the infinity of the child,
  • believe in your teaching abilities,
  • believe in the power of a humane approach to a child.

Teacher's laws

  • to love a child,
  • understand the child,
  • be replenished with optimism for the child.

Basic rules of the teacher

Show a keen interest in the child's life, in his joys, griefs, aspirations, successes, failures, in his personal experiences; if necessary, assist, help, express "compassion", sympathy for him.

Communicate with your child as with an adult, from whom mutual trust, respect, understanding is expected.

Make every child's birthday a holiday in the classroom, express your wishes, give him lessons, drawings, essays about him as a gift, let him feel how much he is loved, respected by the teacher and comrades, what success they expect from him.

Establish a personal, trusting relationship with each child, induce the child's trust and sincerity towards you with your trust and sincerity towards him.

Love to laugh with your children, have fun, play, play naughty with them.

Talk to children in a calm, endearing voice and expression.

Express your irritability by the child's behavior with a hint that you did not expect this from him, that you have a higher idea of ​​him.

Express a keen interest in the hobbies (hobbies) of individual children (collecting stamps, postcards, compiling albums, etc.), participate in them.


Conclusion:

The humanistic climate of the school is important and the most difficult to realize. It demands from educators and other professionals working with children competence, dedication to children and a goal, dedication and professional harmony.

S. Freinet notes that it is necessary "to understand the child's soul, his psychology. Everyone will choose his own path that meets individual inclinations, tastes and needs."

“... Humane pedagogical thinking, as an eternal truth and as the core of any higher pedagogical teaching and heritage, is fraught with the opportunity for constant renewal of the life of the school, for the multifaceted creative activity of teachers and teaching collectives ... It“ ignites sparks for the birth of different and new pedagogical systems depending on specific historical, social, national and economic conditions ... Humane pedagogical thinking is in constant search of its "moment of truth", in view of which "its boundaries are more expanded than the boundaries of the corresponding practice"

(Amonashvili Sh.A.)




The humane and personal technology of Sh.A. Amonashvili

  • Briefly about the author

  • Classification parameters of technology Sh. A. Amonashvili

  • Target orientations

  • Conceptual provisions

  • Features of the content

  • Features of the technique:

The main cycle of educational courses for primary classes "School of Life"

  • Conclusion

  • Literature



Amonashvili Shalva Aleksandrovich - Academician of the Russian Academy of Education, famous Soviet and Georgian teacher - scientist and practitioner... He developed and implemented in his expert mental school pedagogy of cooperation, a personal approach, original methods of teaching language and mathematics. A kind of result, the ideologist of his pedagogical activity is the technology "School of Life", set forth in his "Treatise on the initial stage of education, built on the principles of humane and personal pedagogy."


Classification parameters of the technology of Sh. A. Amonashvili:

  • By application level: general pedagogical.

  • On a philosophical basis: humanistic + religious.

  • By the main factor of development: sociogenic + biogenic.

  • By the concept of assimilation: associative-reflex.

  • By orientation to personality structures: emotional and moral.


By the nature of the content:

  • By the nature of the content: teaching + educational, secular with elements of religious culture, humanitarian, general education, person-oriented.

  • By type of control: small group system.

  • By organizational form: traditional classroom-lesson with elements of differentiation and individualization.

  • By approach to the child: humanely personal, pedagogy of cooperation.

  • By the prevailing method: explanatory and illustrative, playful with elements of problematicity, creativity.

  • By trainee category: massive and advanced based on a personal approach to children


Target orientations:

To contribute to the formation, development and education of a noble person in a child by revealing his personal qualities.

Refining the soul and heart of a child.

Development and formation of the cognitive forces of the child.

Providing conditions for an expanded and in-depth amount of knowledge and skills.

The ideal of education is self-education.


Conceptual provisions:

  • All provisions of the personal collaborative pedagogy approach.

  • Child as a phenomenon carries a life mission that he must serve.

  • The child is the supreme creation Nature and Space and carries their features - power and boundlessness.

  • The holistic psyche of a child includes three passions: passion for development, for growing up and for freedom.


Features of the content:

  • The most important skills and abilities and their corresponding disciplines or lessons:

  • cognitive reading;

  • writing and speech activity;

  • linguistic flair;

  • mathematical imagination;

  • comprehension of high mathematical concepts;

  • comprehension of the beautiful;

  • planning of activities;

  • courage and endurance;

  • communication;

  • foreign language speech;

  • chess;

  • spiritual life;

  • comprehension of high spiritual matters and values;

  • comprehending the beauty of everything around.


Features of the technique:

  • The listed knowledge and skills are formed with the help of a special content of techniques and methodological techniques, including:

  • - humanism: the art of love for children, children's happiness, freedom of choice, the joy of learning;

  • - individual approach: study of personality, development of abilities, deepening into oneself, pedagogy of success;

  • - communication skills: the law of reciprocity, publicity, his majesty - a question, an atmosphere of romance;

  • - family pedagogy reserves: parental Saturdays, gerontology, the cult of parents;

  • - learning activities: quasi reading and quasi writing, methods of materializing the processes of reading and writing, literary creativity of children.


Humanitarian and personal pedagogy, implemented in the "School of Life" Sh.A. Amonashvili, proceeding from the real conditions of Russian reality, does not deny subject teaching, classroom-lesson system, but seeks to enrich educational activities with the "Light of spirituality and knowledge", turn the lesson into "Children's Life" itself. Hence the corresponding accents:


The main cycle of educational courses for primary classes of the "School of Life":

  • 1 ... Lessons cognitive reading.

  • 2 ... Lessons writing and speech activity.

  • 3 ... Lessons native language.

  • 4 ... Lessons mathematical imaginations.

  • 5 ... Lessons spiritual life.

  • 6 ... Lessons comprehending beauty.

  • 7 ... Lessons planning and activities.

  • 8 ... Lessons courage and endurance.

  • 9 ... Lessons about nature.

  • 10 ... Lessons about the world of sciences.

  • 11 ... Lessons communication.

  • 12 ... Lessons foreign speech.

  • 13 ... Lessons chess games.

  • 14 ... Lessons computer literacy.


Conclusion

It is obvious that the humane and personal approach to children in the general educational process, set out as a system by Academician of the Russian Academy of Education Sh.A. Amonashvili in the treatise "School of Life", there is one of the possible options for the implementation of humane pedagogical thinking in the practice of the school of the XXI century.

Academician of the Russian Academy of Education, well-known teacher-scientist and practitioner Sh.A. Amonashvili developed and implemented in his experimental school the pedagogy of cooperation, a personal approach, and original methods of teaching language and mathematics.

A kind of result, the ideology of his pedagogical activity is the technology "School of Life", set forth in his "Treatise on the initial stage of education, built on the principles of humane and personal pedagogy."

Considering the formation of cognitive activity and creative independence of schoolchildren as one of the most acute problems of the modern school, Sh.A. Amonashvili proceeds from the position that active independent activity of a student is possible only when organizing a learning process aimed at personal development.

Amonashvili's concept of humane pedagogy

The essence of experimental teaching Sh.A. Amonashvili is the consistent implementation of the humanistic principle, based on education for the development of the student's personality; strengthening humane, moral relations (towards people, nature, work, life around); careful attention to the inner world of the child, his interests and needs, enrichment of his mental and spiritual potential. Learning is a significant part of a child's life. Therefore, one of the most important pedagogical tasks, according to the scientist, is for this life to be full-blooded, bright, emotionally rich, and the learning itself would be experienced by the child as a learning process that brings joy.

The target orientations of Sh.A. Amonashvili are: the formation, development and education of a noble person in a child by revealing his personal qualities; development and formation of the cognitive abilities of the child; providing conditions for an expanded and in-depth amount of knowledge and skills; the ideal of upbringing is self-upbringing. To realize these goals, according to the author, a primary school teacher must have a number of qualities that he wants to cultivate in his pupils.

A new person can only be brought up by a new person. The teacher himself must be a person, for a person can only be brought up by a person: he himself must be highly humane, because humanity can be instilled in a child only by the kindness of the soul. He must be a well-educated and creative person, because the passion for knowledge can be kindled only by the one who himself burns it. A teacher must be a patriot and an internationalist, because love for the Motherland can only awaken the one who loves his Fatherland. The teacher should not allow false, insincere notes, rudeness, intolerance, anger to sound in his communication with the children. An educator who often raises his voice and loses his composure cannot teach students to be polite and kind.

At primary school age, the highest authority for children is the teacher. Favorite teacher, according to Sh.A. Amonashvili - crystal-transparent, clear glass through which the student looks at life.

What should children discover in their teacher in order to love him, believe him and follow him?

First, the ability to understand them, each and every one. Schoolchildren should feel how interesting and joyful it is to communicate with the teacher, who will always come to the rescue, rejoice at their successes, and cheer them up in case of failure. To understand children means, N.K. Krupskaya, “to get into their skin”, to rejoice and experience with them, to live their life.

Secondly, exceptional generosity, kindness, responsiveness, cordiality. All this does not mean permissiveness: "Do what you want and how you want, everything will be forgiven to you!" No, rather the opposite. The teacher should be demanding that the child in his presence strives to restrain his impulsiveness, unkind impulses, selfish desires. However, at the same time, it is necessary that he, through his own experience, feel how the teacher is able to empathize, yield, forgive, help.

Kindness and compassion presupposes patience, endurance, and an attitude towards student failures as a natural phenomenon in the difficult work of learning. Younger schoolchildren, especially six-year-olds, can often make mistakes, find it difficult to understand the problem, get distracted, etc. At every step, the teacher is given a reason to make a remark, express dissatisfaction, lose his temper, and turn to parents for help.

However, the essence of pedagogical patience is to kindly and tactfully help the student to overcome difficulties, humanely resolve a conflict situation, and maintain self-esteem. Pedagogical patience is not conciliation in relation to disturbances in order, lagging behind, ignorance, but an optimistic approach to the strength, capabilities of the student, reliance on his individual psychological characteristics.

Thirdly, the ability to rejoice in the fact that each of the children grows up, matures, and improves. Only in this case the child will be able to see his progress, to believe in himself and his strength. He is respected, he is trusted, he is listened to, he is needed in the team, he is interesting to the teacher, they trust each other - all this gamut of wholesome experiences should not leave the younger student.

All educational work with children, its methods, techniques, forms, “having passed through the teacher’s soul, warmed by love for children and filled with a sense of humanity, become refined, flexible, purposeful and therefore effective,” Sh.A. Amonashvili. From these statements it is definitely clear that the pedagogical and didactic system of Sh.A. Amonashvili is imbued with a humane attitude towards children, based on a sense of respect for them, mutual love between the teacher and the student.

From the same position, he refers to the problem of school grades and grades, separating them. The score is not yet a mark. Evaluation is, as it were, a corresponding commentary on the student's momentary behavior, his academic work at the moment. Evaluation is expressed in verbal form, for example: “Well done”, “You did a good job with the task”, “You did better yesterday than today”, “Take your time, check the completed exercise again, if you made any mistakes”, etc. .NS.

Sometimes it can be a smile, a kind look from a teacher, an expression of surprise, etc. "grade". The mark is a generalized assessment. It is expressed in points and is displayed in notebooks and diaries of schoolchildren, in a class magazine. Then the mark in the journal is, as it were, separated from its carrier (a particular student) and becomes the subject of accounting, statistics, finding out the percentage of progress, etc. But the main feature of the mark is not even this, but in the fact that it acquires the sign of a moral assessment of the bearer of the mark, i.e. the one who received this mark. An excellent student, which means that he is a good person, children think. And if someone does not study well, he is also a bad person and there is no need to be friends with him. This is a serious lack of grades in school, at least in primary grades. Therefore, in the Sh.A. Amonashvili uses estimates to a limited extent, because marks are "crutches of lame pedagogy"; instead of quantitative assessment - qualitative assessment: characteristic, package of results, self-analysis training, self-assessment.

According to Sh.A. Amonashvili, the lesson is the leading form of children's life (and not just the learning process), absorbing the whole, and spontaneous, and organized, life of children. Lesson - the sun, lesson - joy, lesson - friendship, lesson - creativity, lesson - work, lesson - play, lesson - meeting, lesson - life.

A humanistic attitude towards a child is expressed in any method, technique and form of educational work.

Sh.A. Amonashvili is a supporter of the formation of kindness, a sense of camaraderie, friendship and mutual assistance in children, both in school affairs and in everyday life.

He reflected his views in monographs and numerous articles: Teaching. Grade. Mark. M., 1930; Creation of man. M., 1982; Hello children! M., 1983; The upbringing and educational function of assessing the teaching of schoolchildren. M., 1984; To school - from the age of six. M., 1986; Reflection on humane pedagogy. M., 1996, etc.

INTRODUCTION

1. The main ideas of humane and personal pedagogy

2. The historical roots of humane pedagogy

3. Sh.A. Amonashvili - the successor of the ideas of humane pedagogy

4. About the essence of education in the "School of Life"

5. Concepts - the humanity of a teacher, a student. The idea of ​​humanizing schools

CONCLUSION

BIBLIOGRAPHY


Introduction

Currently, modern Russian primary education is acquiring a developmental character. Humanization of education is a long and difficult process. It is characterized by fundamental changes in the priorities of the teacher's pedagogical activity, his orientation towards the development of the child's personality, the creation of conditions for the manifestation of his individual abilities, i.e. properties that allow him to actively adapt to the environment.

Primary school is the starting point of education. That is why the content and methodology of primary education should ensure the significant mental development of each child, the formation of such educational skills that will allow him to continue his education in the middle link without any special difficulties. In modern conditions, with the transition from primary school to a four-year period of study, the requirements for the teacher in the implementation of this transition increase. Without a conscious and competent understanding of this problem, it is impossible to master new values ​​of pedagogical activity, the main one of which is helping the child in the development of his personality: familiarization with the circle of universal values.

To master the humanistic values ​​of personality-oriented education, the teacher needs a deep penetration into the psychological and medico-physiological characteristics of primary school children, which underlie the theories that develop the problems of connecting the learning and development of children.

Familiarization with the main trends in the development of primary education, the problems of continuity of preschool and primary education and the preparation of children for school, with the developed educational and methodological kits for primary school - one of the important tasks in the system of advanced training.

In recent years, the ideas of humane and personal pedagogy have been successfully disseminated in Russia by Academician of the Russian Academy of Education Sh.A. Amonashvili ("Hello children", "How do children live", "Unity of purpose", "Reflections on humane pedagogy", "School of Life", etc.), who is currently the head of the laboratory of Humane pedagogy at the Moscow City Pedagogical University.

According to Sh.A. Amonashvili, humane pedagogical thinking and the humane-personal pedagogical system based on it are the antipode of the authoritarian-imperative pedagogy traditionally established in the Soviet school (and still prevailing in the Russian school).

Let us try to analyze and, if possible, formulate, based on the thoughts of the outstanding humanist teachers of our time and the treasury of the classical pedagogical heritage, a brief idea of ​​the criteria that should be laid down in an "environmentally friendly, humane" secondary school of the 21st century.

The purpose of this work: to consider the humane and personal technology of Sh.A. Amonashvili.

Coursework objectives:

Consider the main ideas of humane and personal pedagogy;

Consider the historical roots of humane pedagogy;

Consider Sh.A. Amonashvili - the successor of the ideas of humane pedagogy;

Consider the essence of education in the "School of Life";

Consider the concepts - the humanity of the teacher, student. The idea of ​​humanizing schools.


1. The main ideas of humane and personal pedagogy

Humanitarian personality pedagogy is based on the following postulates:

1. Humane pedagogical thinking is not a discovery of modern theory and practice. It is based on a classical heritage and is rooted in leading religious, philosophical and pedagogical teachings.

2. Pedagogy is essentially a common human form and culture of thinking, the tendencies of which are inherent in the natural functions of man. It develops not so much by scientific achievements, laws discovered by science, as by the level and quality of common human culture, the sources of spirituality and motivation of activity. This is the blessing of pedagogical thinking, as a constant source of creativity and creation. This is how it differs from science in the strict sense of the word.

3. Humanitarian-personal pedagogy puts the education of the individual at the forefront through the development of his spiritual and moral potential; contributing to the disclosure and creation of traits and qualities of nobility in the child. The upbringing of a noble person is the leading goal of the humanely personal educational process.

4. Humanitarian-personal pedagogy accepts the ideas of classical philosophy and pedagogy that the child is a phenomenon in earthly life, he is the bearer of his life mission and is endowed with the highest energy of the spirit.

5. The humane and personal educational process is based on an understanding of the integrity of the child's nature, its driving forces, revealed and scientifically substantiated by modern psychology and defined by us as spontaneous aspirations, the passions of the child's personality in his desire for development, maturation, freedom.

6. The essence of the humanely personal educational (pedagogical) process, the humanely personal approach to the child is that the teacher, being the creator of this process, bases it on the movement of spontaneous passions in the child; directs him to the full development of the forces and abilities, manifested in the multifaceted activity of the child; aims it at identifying and asserting the personality of the child; saturates him with the highest images of beauty in human relationships, in scientific knowledge, in life (education).

Humanitarian and personal pedagogy, implemented in the "School of Life" Sh.A. Amonashvili, proceeding from the real conditions of Russian reality, does not deny subject teaching, the classroom-lesson system, but seeks to enrich educational activities with the "Light of Spirituality and Knowledge", to turn the lesson into "Children's Life" itself. Hence the corresponding accents:

This is how the main cycle of educational courses for elementary grades of the School of Life looks like:

1. Lessons of cognitive reading.

2. Lessons in writing and speech.

3. Native language lessons.

4. Lessons in mathematical imaginations.

5. Lessons from the spiritual life.

6. Lessons in comprehending beauty.

7. Lessons in planning and activities.

8. Lessons in courage and endurance.

9. Lessons about nature.

10. Lessons about the world of sciences.

11. Lessons in communication.

12. Lessons of foreign speech.

13. Lessons in chess.

14. Lessons in computer literacy.

It is obvious that not only those who believe in the ideas of humane pedagogy, but also a purposefully trained teacher can work in the mode of such a curriculum.

7. Humane pedagogical thinking requires adequate concepts, it is directly related to the beliefs of the person involved in its theoretical enrichment or practical implementation. That is why the reorientation of teachers from traditional authoritarian approaches to humane pedagogical thinking is the most important problem in the development of education in modern conditions.

8. The humane and personal approach to education in the modern Russian school is based on the deep wisdom of the Russian mentality from Sergius of Radonezh to V.I. Vernadsky; it feeds on the vital source of world pedagogical thought from Confucius and Socrates to J. Dewey and M. de Montaigne; it carries in itself the purity of the ideas of modern thinkers from L.S.Vygotsky and D.N. Uznadze to Y. Korchak and V.A. Sukhomlinsky.

Mastering the basics of humane pedagogical thinking is an indispensable part of the formation of a teacher of the third millennium.

2. The historical roots of humane pedagogy

Humane pedagogical thinking is built on the fundamental assumptions that make up the truth for world religions and the subject for many spiritual and philosophical teachings. The essence of these assumptions is in the recognition of the reality of the existence of the human soul in its striving for eternal ascent and improvement.

“The human world is an inextricable link between the rational and the irrational: intuition, instincts, unpredictability or illogical behavior, etc. This spiritual world, the irrational essence of man, is fundamentally inexplicable. We can only talk about what influences its formation. And she - the irrationality of a person - is extremely individual, despite a large number of common features among people, wrote N.N. Moiseev: “But the world of the irrational influences no less a person's actions than his judgments based on the principles of rationalism. And what, perhaps, is the most important thing - the greatest joy to a person, a feeling of the fullness and charm of life, is given precisely by the irrational component of his worldview, his life. And this most important component of human life cannot but be in the center of attention of the educational and upbringing activities of society. And we must learn to influence it in such a way as to save humanity from degradation ”... And from here N.N. Moiseev concludes "... The key that can open the door to a person's future will turn out to be a synthesis of reason and the irrational principle inherent in people."

“Man was and throughout history remains a dual being, involved in two worlds - the higher Divine world, which he reflects in himself, the free world, and the natural world, in which man is immersed, whose destinies he shares and which acts in many ways on man and binds him hand and foot so that his consciousness is eclipsed, the higher origin of him, the involvement of his higher spiritual reality is forgotten ”(Berdyaev N.A.).

In his treatise "School of Life" Sh.A. Amonashvili asserts that from these assumptions follow three postulates of the Teacher's Faith in a child:

1. A child is a phenomenon in our earthly life, not an accident.

2. The child carries a vital task - a mission.

3. The child carries the unlimited Energy of the Spirit.

“You can do anything,” the teacher says, looking into the eyes of the child. Here is a surprisingly clearly formulated position of the teacher: "If the Universe is truly infinite, and nature has no calculus in its work, then the only model of this infinity and these riches is a child."

Happy is the person who managed to realize his mission. Happy is the teacher who contributed to the fulfillment of the mission of his students.

The child is a living organism, he is natural. Before talking about the characteristics of the child, it is necessary to turn to his unity.

The humanely personal process of education is based on an understanding of the integrity of nature in a child.

Internal Cosmic energy - Nature - is realized in a child in three directions in his three aspirations, passions.

1. Passion for development in the process of overcoming difficulties. This is the law of nature. It works relentlessly especially at a young age. That is why the pedagogical organization of the process of the "calendar plan" of the child's development is so important in accordance with his age "now or never."

“The main fact that we encounter when approaching a child is development. The child is a growing and developing being. He is in a continuous process of change. Therefore, the development process is the first thing that you have to understand when you start to study a child. "

2. Passion for growing up. “You are already an adult,” the child wants to hear from us. And he hears: "You are still small"! “To contribute to the growing up of the Child with his developing powers means making his childhood joyful, exciting, emotionally rich. And vice versa: to slow down this movement by giving the child complete freedom with the imaginary logic that childhood cannot be taken away from him means depriving him of the true feeling of experiencing the joy of childhood. "

The art of Humane Education is to make a child feel like he is an adult when he is still a child. “Happiness if on the way of a child meets at least one adult who understands him” (Lesgaft PF).

3. Passion for freedom.

Great statement of the child "I myself". And here it must be borne in mind that if the process of growing up takes place in direct interaction between a child and an adult, then the passion for freedom carries with it a natural distance from the adult. And this must be reckoned with. Remembering that: “Only with the help of freedom can you prepare for freedom, only with the help of cooperation can you prepare for social harmony and cooperation, only with the help of democracy can you prepare for democracy” (S. Frene).

The passion for freedom has its own unique property, which often remains without pedagogical comprehension. The fact is that freedom for a child is not thought of as chaotic permissiveness. The very spiritual and natural substances in the child strive for “free unfreedom”. This can be seen in the example of a role-playing game: - You are free to choose your role, but by choosing - play by the rules.

The passion for freedom inherent in the child is the foundation of the whole life of society. “The real and radical liberation of mankind, society, people, adult individual personality can be carried out only through the complete and universal liberation of the child or, in general, the younger generation. A child or a young generation is the path to the future freedom of all. This is the natural germ and seed of all freedoms ”(KN Wentzel).

The ideas of free education by K.N. For the first time in Russia, Wentzel tried to realize it in 1905 by creating family "Schools of Life". “A child should receive knowledge in such quantity as he wishes, and when he feels the need for it,” the humanist teacher stated.

In the article "The Revolution and the Demand of Morality" he wrote about the liberation from the slavery of the soul "People all their lives are a tool in someone else's hands, they think with someone else's thoughts, feel with someone else's feelings, obedient to someone's will."

On September 25, 1917, the "Declaration of the Rights of the Child" and its slogan were sounded: "Parents of all countries, unite for the good of your children." From the "Declaration of the Rights of the Child" proclaimed by K.N. Wentzel on September 25, 1917:

"eight. A child at all ages of his life in his freedom and rights is equal with an adult adult.

11. All children should be given the right to participate in the drafting of the rules that govern their life and work. Whatever these rules are, they should be the same for everyone, both children and related adults ...

A child or a young generation is the path to the future freedom of all. This is the natural germ and seed of all freedoms. "

After the October Revolution, some of the ideas of K.N. Ventzel, noting, however, “the presence of elements of idealization and individualism in his pedagogical system, on the one hand, and the lack of understanding of K.N. Wentzel of the class nature of all pedagogy, on the other. " This "nature" of K.N. Wentzel never admitted.

When did the iron postulate of A.V. Lunacharsky "school is a political institution that establishes the state for its own purposes", about K.N. Wentzele tried to forget. The last cry of his soul will sound in 1936 - during the discussion of the draft Constitution, the passionate humanist proposed "Separate the school from the state."

Thinking about the school of the XXI century, about the school of the third millennium, one cannot but feel the thoughts of this most interesting humanist teacher. His ideas can serve us in the formation of a true free society. They will warn against hasty compromise with the "powerful of this world."

Thus, a passion for development, a passion for growing up, a passion for freedom are the scientific, philosophical, psychological and pedagogical foundations of humane pedagogical thinking. This is the teacher's hope, his compass on the way to the implementation of humane and personal pedagogy. The basis of his search for ways to the personality of a child, an attempt to help him realize his Mission.

Anyone who has already devoted his life to children receives a clear program of action, achieved through suffering through the search for the great humanists J. Korczak and V.A. Sukhomlinsky, consecrated by the Wisdom of the Ancients.

From deep antiquity bequeathed to the modern teacher hard work at this highest stage of man's spiritual ascent. You cannot know a child without loving him.

In his work "I give my heart to children" V.A. Sukhomlinsky says:

“For love for a child in our specialty is the flesh and blood of an educator as a force capable of influencing the spiritual world of another person. A teacher without love for a child is like a singer without a voice, a musician without hearing, a painter without a sense of color. "

All outstanding teachers of the past became beacons of pedagogical culture and humanity, primarily because they loved children. Jan Amos Comenius, Ushinsky, Disterweg, Jean-Jacques Rousseau, Leo Tolstoy, Krupskaya, Shatsky, Makarenko - these names will always shine to us like the eternal fire of wise human love. “If a teacher has only love for his work, he will be a good teacher,” wrote L. Tolstoy. - If the teacher has only love for the student, like a father, mother, he will be better than the teacher who has read all the books, but has no love either for the work or for the students. If a teacher combines love for work and for students, he is a perfect teacher. "

This “perfect teacher” is an expression of the “School of Life”, the motto of which is the words of V.A. Sukhomlinsky: "The school must love the child, then he will love the school." And this means that the whole way of school life should be saturated with Faith, Hope, Love.

As immutable - the formula of classical pedagogy: education should be ahead of learning.

“Whoever wants to raise a child must awaken and strengthen the spirituality of his instinct in him. If the spirit in the depths of the unconscious is awakened and if the instinct is delighted and blessed with this awakening, then the most important event will take place in the child's life and the child will cope with all the difficulties and temptations of the coming life: for the "angel" will be awake in his soul and the person will never become " a wolf "(Ilyin I.A.).

It is no coincidence that outstanding teachers of our time assert:

“The most important feature of pedagogical culture should be a feeling of the spiritual world of each child, the ability to give each as much attention and spiritual strength as necessary in order for the child to feel that he is not forgotten, his grief, his resentment and suffering are shared” (Sukhomlinsky V. .A.).

"The pedagogical process is only good when upbringing in it goes ahead of learning, for the spiritual forces caused by it to act will absorb knowledge as food necessary for the further growth and formation of the student's personality."

Knowledge is power, but this power can be good, and it can be evil. And the teacher is obliged to think about it. What does the axis of upbringing eat? Humane pedagogy answers this question unambiguously: images.

Education is the nourishment of the soul and heart of a child with all the best, highest spiritualizing fruits of human culture and civilization.

N.N. Moiseev, reflecting on the difficult role of the teacher in spiritual education, says: “A teacher cannot convey his spiritual world to his students - this is not arithmetic! People are very different, and the fact that for one person can make up the meaning of life, become a goal for which a person wants to live, costs nothing for another! But the teacher is obliged to show children, and not only children, but everyone whom he teaches in one way or another, such facets of life, the existence of which they do not even know. "

How can you help a teacher fill a student's life with life? How to turn his attention from the mark entered in the student's diary to his personality? One of the most difficult questions that Humane Pedagogy seeks to answer.

The reorientation of teachers from traditional authoritarian approaches to humane pedagogical thinking is the most important problem for the development of education in modern conditions, the pivotal issue of the new - humane-personal pedagogy, designed to fertilize the Russian school of the 21st century. For now, more than ever, the role of the teacher is becoming decisive in what will happen to Russia in the new century.

Let us recall the words of a man whose wisdom it is difficult to doubt: “No conqueror can change the essence of the masses, no statesman can raise world affairs above the ideas and abilities of the generation of adults with whom he deals. But a teacher - I use this word in the broadest sense - can accomplish more than a conqueror and heads of state. They, the teachers, can create new imaginations and release the latent forces of humanity ”(G. Wells).

It is all the more important to understand this because it is the teacher who is called upon to contribute to the formation of the school of the 21st century: the upbringing of a noble person in a child by revealing his personal qualities. And the Classics gives the teacher invaluable advice on this path.


3. Sh.A. Amonashvili - the successor of the ideas of humane pedagogy

Soviet pedagogy determined the possibility and necessity of external influence in the formation of beliefs and value orientations.

At the beginning of the 20th century, the ideal of a humane democratic school oriented towards a personality took shape in Russian pedagogy. The image of such a school was drawn by I.I. Gorbunov-Posadov. “In our school,” he wrote, “there will be no place for any violence. No compulsion over a child's soul, in the name of whatever they are produced. There, everything will be based on love and such a deep respect for the personality of the child, as well as for the personality of every adult. There, the teachers will not be rapists, but the older comrades of the students, not the pedagogical cooks who stuff the students' brains with minced textbooks, but their employees in the search for truth and knowledge, helping them with love with their experience and knowledge. Such teachers will see in each child a separate personality, a living human soul with all the infinite spiritual world hidden in it, and not Sidorov, Petrov, Ivanov's class list, an impersonal part of the school flock. They will value above all the manifestation of the child's spirit, the independent work of his mind.

They will devote most of their time and care to studying the needs, strengths, abilities of their students, so that they know what they, teachers, should do and what not to do. But the main thing for them will be to establish spiritual unity, mutual trust, sincere equality between them and their fellow students, without which there can be no true mutual assistance in the work of upbringing and education. "

Such centers of humanistic pedagogical culture have always existed in Russian education, even during the period of its total ideologization and unification.

The image of the "ideal school" was drawn by K.N. Wentzel in the form of a "House of a Free Child", V.A. Sukhomlinsky - in the form of the "School of Joy", Sh.A. Amonashvili - in the form of the "School of Life".

In the development of children's individuality, V.A. Sukhomlinsky attached great importance to knowledge and social experience. In this we find confirmation of the thesis that it is impossible to underestimate knowledge as a system of social values, but they must be inscribed in the context of the real life of students, to ensure with their help the full-fledged individual and personal development of each child.

How to solve this problem was shown in the 80s by experimental teachers Sh.A. Amonashvili, I.P. Volkov, V.A. Karakovsky, S.N. Lysenkova, M.P. Shchetinin, V.F. Shatalov. In a report on their creative meeting, they wrote: “What the outstanding humanist educators repeated for centuries, what was previously a dream, has become an everyday necessity for us: we must give our children new stimuli that lie in the teaching itself. If there are almost no external motivations for learning, if there are no ways of coercion at all, if we cannot count on a general interest in the subject and if we are realists, do not want to hide from reality, then we have only one way: we must involve children in the common work of learning, evoke in them a joyful feeling of success, movement forward, development ”.

In the wider environment of the pedagogical and parental community, the means that these teachers used to induce children to learn without coercion are well known: setting a difficult goal, cooperation of the teacher with children in achieving it, using reference signals, refusing to practice bad grades, qualitative assessment of work results, providing children with the opportunity to make free choices, anticipatory learning, large-block presentation of educational material, attitude to the lesson as a joint "work" of the teacher and children, collective creativity, development of students' abilities for introspection and self-esteem, protection of each child as a person ... These provisions became the starting point for justification Sh.A. Amonashvili of a humane and personal approach to education and ways of its practical implementation in the "School of Life".

"School of Life" Sh.A. Amonashvili is based on the principles of humane and personal pedagogy. The author identifies 6 features of the educational process.

The first consists in the internal continuity of the creative activity of Nature and the human educator. Nature, according to Sh.A. Amonashvili, lays in the child the possibilities of unlimited development. The school assumes the responsibility to continue the work of nature and create a noble person out of it.

The second feature of the educational process in a humane school is its integrity, understood as the integrity of a child's life, aspiring to the future.

The third feature concerns the lesson, which is seen as an accumulator, as a leading form of life for children, and not just their teachings.

The well-being of the child's life in the classroom is ensured through cooperation with the teacher and other children. The fourth feature of the pedagogical process is that the collaborative relationship between the teacher and the children becomes his natural quality.

The fifth feature of the humane pedagogical process is manifested in the development in children of the ability for evaluative activities, while the abolition of school marks, which is the key to the success of children in learning.

The sixth feature of the "School of Life" is the special, humane mission of the teacher in it. "Humanizing the environment around each child, humanizing society and the pedagogical process itself is the highest concern of the teacher."

The humane teacher does not leave “love and devotion to every child, a sense of deep responsibility before the fate of every child; striving to understand each child. "

A personal and humane approach to a child is a fundamental achievement of the theory and practice of humanistic pedagogy. Many years of experience in teaching led Sh.A. Amonashvili to the conviction that there are two approaches to solving educational problems - imperative and humane.

Education acquires an imperative character if it is built without taking into account the personality characteristics and needs of the child. The teacher who carries out such training is sure that the child will definitely resist him, and therefore he must be forced to study with strict requirements and imperatives. The humane approach is that the educator thinks optimistically about children, approaches them as independent subjects of learning, capable of learning not under compulsion, but voluntarily, of their own free will and free choice. In other words, the teacher proceeds from the fact that every child has his own personal meaning, there is a personal significance of teaching, which must be relied upon in the pedagogical process. And if there is no such personal meaning, then you need to help the child find it.

“To instruct teaching as an activity freely chosen by the student,” writes Sh.A. Amonashvili means:

First, to create the best conditions for its purposeful, social and pedagogically significant development, education, enrichment with knowledge and experience;

Secondly, to manage this process in accordance with the needs of his growing internal forces, that is, from the position of the child himself (emphasis added by the author), his interests. "

The appeal to cultural samples of pedagogical practice allows us to draw some conclusions about the most essential features of the humanistic paradigm of education. The first of them consists in a special value attitude towards the child and childhood as a unique period of a person's life. Then - the recognition of personality development (mental, physical, moral, aesthetic) as the main task of the school, and the formation of a child's unique individuality - its main result. The content of education includes cognitive, creative and ethical (moral) components in their unity and interaction.

As for the pedagogical means, methods and forms of organizing the pedagogical process, each educational system conducts a creative search and finds its own content, methods, means of education and training. The humanistic direction assumes the freedom and creativity of both students and teachers.

The general requirements for all humanistic models are the creation of a cultural and educational environment in which a person freely chooses ways of creative self-realization and his cultural self-development, and the implementation of social and pedagogical protection, assistance and support for each child in her adaptation to society and life self-determination.

It is obvious that humanistic pedagogy is directed towards the future of a person, arguing that everything depends on his own efforts and activity, relies on the power of reason, and not on the social sphere, external to a person. Thus, humanistic pedagogy affirms the priority of consciousness over being. In this regard, the humanization of education, as an alternative, excludes a static, impersonal approach to a person.

The humanistic direction is centered on the person (the main value), culture and society as interrelated determinants of education aimed at supporting the processes of individual self-development and self-determination of the child. These features of the humanistic paradigm created the prerequisites for the emergence of personality-oriented strategies and models of education in its context.

4. About the essence of education in the "School of Life"

To determine the goals of education of the "School of Life", it is necessary to clarify the content of the basic concepts - Upbringing and Education, since careful upbringing opens the way to correct education. In the theory of a humane-personal approach to children, the content of these concepts is subject to renewal: their historical semantic meanings are restored in them, which more fully reflect the theoretical aspects of humane-personal pedagogy than their current semantic content. The initial meaning of the word Education, in all likelihood, lies in the syncretization of its components. The components are "axis" and "food": in-os-food; that is, "education" syncretizes in itself a holistic idea about the nutrition of the axis. What axis are we talking about? If we proceed from the fact that the school is a rocky staircase for the ascent (again: in-walking) of the soul and spirituality of a person, then the most fundamental concept of pedagogy - Education - should mean: nourishment of the spiritual axis, nourishment of the soul. That is, in school, through the nutrition of the axis, an ascent takes place, the formation of the very main thing in a person, which is the whole essence of his personality - soul and spirituality. Thus, upbringing is not a concept of narrow material content about the formation of individual external qualities of morality; it is the essence of the manifestation, development, ascent of the inner, spiritual and mental state of the individual, the state that is the source and guiding force of the entire integral life of a person. It should be regretted that this deep meaning of upbringing is not properly reflected either in the current interpretation of the concept of “upbringing” or in pedagogical practice itself. Upbringing, this main part of the educational process, has been supplanted by learning. In fact, the entire educational process is reduced to learning and caring about it, and is aimed at a narrow goal - to equip students with solid knowledge, skills, skills, to give them mastery of the basics of science. The matter is aggravated by the fact that these "foundations of sciences" contain mainly narrow materialistic, partly politicized knowledge, and their perception by the soul and heart, the light of spirit and spirituality is ignored. Moreover, it is mistakenly believed that knowledge in itself constitutes a person's spirituality. Due to this upbringing, the significance of the knowledge itself is diminished, and the result of upbringing is distorted. One should clearly imagine how dangerous it can be for society to give higher knowledge about the laws of the universe, about the laws of nature, about the composition of substances for a spiritually underdeveloped and unenlightened person, a person with a distorted soul and an embittered, coarse heart. All these are the qualities of the established authoritarian educational (pedagogical) process, which in reality has been turned into a learning process. Knowledge, especially the higher knowledge about the structure of the universe, about the laws of nature and substances, about the power of the psyche, can ennoble a person only if he accepts, appropriates it through an already ennobled heart, this house of spirit. The mind, comprehending knowledge through the heart and spirituality, reaches the level of enlightenment for which it was ready. The mind that has accepted knowledge directly, bypassing the paths of the heart and spirituality, and even more so, having under it a coarse, hardened, embittered heart and soul, is able to direct a person to create evil against people, society, state, humanity, against the past, present and future, against myself.

Thus, w-o-nourishment, nourishment of the spiritual axis of a person on the path of formation, should outstrip the teaching of knowledge, it, as it were, prepares the enzymes for humanizing and ennobling knowledge and thereby enlightens the mind. Knowledge is indeed power, but good or evil - this will depend on the quality of the heart and spirituality of a person.

How can you comprehend the concept of Education? Education, as the process of nourishing the spiritual axis, requires its own nutritional enzymes. Naturally, for the nourishment of the spiritual axis, not ordinary, say, biological substances, but spiritual enzymes, will be needed. These can be:

Samples of love, beauty, aspiration, kindness, devotion, creativity, courage, skill, creativity, compassion, compassion, empathy, prudence, morality;

Knowledge illuminated by heart and spirit;

Striving for the good with the help of knowledge, striving for deepening in knowledge;

Knowledge in the form of the higher laws of nature, the Universe, substances, Harmony;

Higher creations of various arts;

Images of human communication;

Images of good thinking, clear thinking, prudence, responsibility for one's thoughts;

Images of literature and speech;

Images of expanded consciousness, images of purposeful activity;

Images born in the process of self-development, self-knowledge, self-improvement;

Images of the material and spiritual plane; images born of worldview and faith.

It is difficult to enumerate all the possible sources that give rise to spiritualized images, all the more impossible to enumerate the images themselves.

Education is the process of education because it is completely saturated with sublime and refined images that feed the soul and heart of a child. Education is not the molding of a person with certain qualities without the participation of the person himself, striving along the path of development, maturation and freedom. Education is the process of nourishing the soul and heart of a child with all the best, highest, uplifting, spiritualizing fruits of civilization. The educational process is saturated with these images, just as the earthly space is saturated with air, they are just as necessary for the formation of a noble personality in a child, as air is necessary for the life of the same child.

For a complete understanding of the essence of the concept of Education, which the theory of human-personal pedagogy puts into it, one should use one more stroke from the concept of Enlightenment. This concept also entirely belongs to the formation of the spiritual sphere of a person, to help a person perceive (in-os-accept!) The world with a wider spectrum, to rejoice and admire (in-os-steal!) The phenomena of life. The concepts of Education and Enlightenment in the current conditions serve more nomenclature content, indicating the administrative and managerial system (ministry of education, ministry of education, education system, education system, etc.). However, with their deep meaning, they help to reveal the theory of humane and personal pedagogy, to determine the fundamental orientation of the educational process, the fundamental content of education.

Education is a broader and more multifaceted phenomenon than Education, Enlightenment, Teaching, Teaching. Although each of them can function to a greater or lesser extent independently from each other, nevertheless, they are all, in essence, constituent parts of the educational process (educational process). Within the process of education, their content seems to dissolve, autonomy disappears, and a qualitatively different pedagogical phenomenon arises.

The educational process existing in scientific terminology can be compared with the educational process. The educational process and the Pedagogical process practically carry the same content. However, the impersonality and abstractness of the formulation "Pedagogical process" is overcome by the formulation "Education process", or "Educational process".

Based on the rules of stylistics, in the text of this Treatise, along with the prevailing use of the term "Educational process" ("Educational process"), the term "Pedagogical process" is used as an equivalent.

“School of Life” is a space saturated with the process of education. It is as transparent as air, but just as necessary for its residents, striving for development, maturation and freedom, like air.

5. Concepts - the humanity of a teacher, a student. The idea of ​​humanizing schools

First, the humanity of the teacher is a position that is expressed in the ability to see behind any external manifestations of a child the features of a living, but complex person who has the right to individuality, in the ability not to suppress the human professional, to show and understand the mood of children, children, colleagues, parents, and also correlate your state of mind with specific circumstances.

Secondly, the humanity of the student is an internal attitude towards a good beginning, mainly expressed, depending on the age of the child, first in the ability to regret, empathize, help, in adolescents - in a variegated mixture of sometimes contradictory, like the guys themselves, values ​​in the desire to communicate with elders, in the design of personal interests and occupations, for elders - in respect for the judgments and lifestyle of peers, in decency, respect for the inner world - one’s and others, the independence of decisions made, feelings of dignity and dignity of others, in life self-determination (choice of decisions).

At the same time, it is known: all progressive educational systems of the past and present have invariably been built and are being built on the recognition of the student's rights to be a person and to develop, first of all, spiritually. Spiritually means humane. After all, humanization itself is nothing more than an increase in the teacher's faith in the potentials of the individual and the possibility of their disclosure, enrichment.

The humanistic concept sees the main reserve of influence on personality development not in improvement, in the increase of external influences on it, but in the search and implementation of internal potentials given by nature and acquired during socialization in the process of training and education. At the same time, it should be noted: no one, of course, can deny the best that the previous school has accumulated, often contrary to the dominant ideological schemes, just as no one can deny that this best has become the golden fund of our pedagogy and school.

The ideas of humanization affected schools, causing significant changes in it, which can be assessed as trends that can give the school a new look. They are united by common features: respect for the child and his own "I", recognition of the student's right to be an active subject of the educational and educational process.

Along with this, the principle of openness gives the school a new look and, often, a new structure. In this case, the rigidity of the school structure disappears, the program becomes more flexible, diversified and adapted to the needs of children.

One of the most authoritative leaders of free education was M. Montessori, who believed that a child has the potential for self-development, and this potential is immeasurable and everyone can achieve any goal in life and carry out any life project.

The humanistic climate of the school is important and the most difficult to realize. It demands from educators and other professionals working with children competence, dedication to children and a goal, dedication and professional harmony. S. Frene notes that it is necessary “to understand the soul of the child, his psychology. Everyone will choose their own path, meeting their individual inclinations, tastes and requests. ”


Conclusion

It is obvious that the humane and personal approach to children in the general educational process, set out as a system by Academician of the Russian Academy of Education Sh.A. Amonashvili in the treatise "School of Life", there is one of the possible options for the implementation of humane pedagogical thinking in the practice of the school of the XXI century.

“... Humane pedagogical thinking, as an eternal truth and as the core of any higher pedagogical teaching and heritage, is fraught with the possibility of constant renewal of the life of the school, for the multifaceted creative activity of the teacher and teaching staff ... It“ ignites sparks for the birth of different and new pedagogical systems in depending on specific historical, social, national and economic conditions ... Humane pedagogical thinking is in constant search for its “moment of truth”, which is why its boundaries are more expanded than the boundaries of the corresponding practice ”(Amonashvili Sh.A.).

It was on the verge of millennia that these historical conditions set in in Russia, the "Moment of Truth" came. And right now the time has come for the truly Great didactics, the time for the triumph of the wisdom of the classics.

Of course, there are many teachers who realize today that this is the only way to preserve the main asset of Russia - its growing generations.

The concepts of Education and Enlightenment in the current conditions serve more nomenclature content, indicating the administrative and managerial system (ministry of education, ministry of education, education system, education system, etc.). However, with their deep meaning, they help to reveal the theory of humane and personal pedagogy, to determine the fundamental orientation of the educational process, the fundamental content of education.


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"The school must love the child, then he will love the school"

V.A. Sukhomlinsky


1. Introduction.

2. The main part.

2.1 Biography of Sh.A. Amonashvili.

2.2. What is humane pedagogy?

3. Practical results.

4. Conclusion.

5. List of literature.


Humanitarian Personality Technology

Amonashvili Sh. A.


Give yourself to children!

From the "Commandments" Amonashvili Sh. A.

Amonashvili Shalva Alexandrovich - a famous Soviet and Georgian teacher - scientist and practitioner. He developed and implemented in his expert mental school pedagogy of cooperation, a personal approach, original methods of teaching language and mathematics. A kind of result, the ideologist of his pedagogical activity is technology "School of Life", set forth in his "Treatise on the initial stage of education, built on the principles of humane and personal pedagogy."


What is humane pedagogy?

“This pedagogy accepts a child as he is, agrees with his nature. She sees in the child his infinity , realizes its cosmic character and leads, prepares him to serve humanity throughout life. She asserts the identity in the child by revealing his free will and builds pedagogical systems, the procedurality of which is predetermined teacher love, optimism, high spiritual morality ... She encourages pedagogical creativity and calls for the art of teaching. Humane pedagogical thinking strives to embrace the immensity, and this is the strength of educational systems and processes born in its depths. "

Amonashvili Sh. A.


The main ideas of humane-personal pedagogy

1. Education of a personality through the development of its spiritual and moral potential, contributing to the disclosure and creation of traits and qualities of nobility in a child. The upbringing of a noble person is the leading goal of the humanely personal educational process.

2. Ideas of classical philosophy and pedagogy that a child is a phenomenon in earthly life, he is the bearer of his life mission and is endowed with the highest energy of the spirit.

3. The educational process is based on understanding the integrity of the child's nature, its driving forces, revealed and scientifically substantiated by modern psychology and defined by us as spontaneous aspirations, the passions of the child's personality in his desire for development, maturation, freedom.


Classification parameters of technology Sh. A. Amonashvili

By application level:

general pedagogical

On a philosophical basis:

humanistic + religious

By the main factor of development:

sociogenic + biogenic

According to the concept of assimilation:

associative-reflex

By orientation to personality structures:

emotional and moral

teaching + educational, secular with elements of religious culture, humanitarian, general education, person-oriented

By the nature of the content:

By type of control:

small group system

By organizational forms:

traditional classroom with elements of differentiation and individualization

By approach to the child:

humanely personal, pedagogy of cooperation.

By the prevailing method:

explanatory and illustrative, playful with elements of problematicity, creativity

massive and advanced based on a personal approach to children


Target orientations

Contributing to the formation, development and upbringing of a noble person in a child by revealing his personal qualities

Refining the soul and heart of a child

The ideal of upbringing is self-education

Development and formation of the cognitive forces of the child

Providing conditions for an expanded and in-depth amount of knowledge and skills


Basic principles of technology

To love a child

Humanize the environment in which the child lives

The teacher must radiate human kindness and love, without which it is impossible to educate a humane soul in a person.

Not a single sphere of communication should irritate the child, give birth to fear, insecurity, despondency, humiliation in him. The teacher must clarify all these areas, transform them in the interests of raising a child.

Lives his childhood in a child

A deep study of the child's life, the movements of his soul is possible only when the teacher gets to know the child in himself.


Basic conceptual provisions of technology

All the provisions of the personal approach of cooperation pedagogy.

The child as a phenomenon carries a life line, which he must serve.

The child is the highest creation of Nature and Space and carries their features - power and boundlessness .

The integral psyche of a child includes three passions: a passion for development, for growing up, for freedom.


Features of the content of technology

Lesson- the leading form of children's life (and not just the learning process), which absorbs the entire spontaneous and organized life of children.

Lesson-creativity

Labor lesson

Lesson-joy

Lesson game

Friendship lesson

Lesson-meeting

Sun lesson

Lesson-life


Critical Skills and Abilities and Related Lessons

Chess

Cognitive reading

Comprehension of the beautiful

Spiritual life

Writing and speech activity

Lessons about nature

Activity planning

Comprehension of high spiritual matters and values

Linguistic flair

Courage and endurance

Spirit, Soul, Heart, Benefit, Love, Life, Death, etc.

Native language lessons

Communication

Mathematical imagination

Comprehending the beauty of everything around

Foreign language speech

Music, visual arts, ballet, theater, etc.

Comprehension of high mathematical concepts

Infinity, eternity, universe, diversity, etc.


Features of the technique

Humanism

Individual approach

Family teachers reserves

Educational activities

Communication skill


Assessment of children's activities

The use of marks is very limited, because marks are "crutches of lame pedagogy."

Qualitative assessment

Characteristic

Results package

Self-esteem

Introspection training


Basic attitudes of a teacher of a humane pedagogical process

Supports in the child

Teacher guidelines

  • Striving for development;
  • the desire to grow up;
  • striving for freedom
  • The principle of humanizing the environment around the child;
  • the principle of respect for the personality of the child;
  • the principle of patience in the formation of a child

Personal qualities of a teacher

Teacher's commandments

Kindness, frankness and sincerity, dedication

  • Believe in the infinity of the child;
  • believe in your teaching abilities;
  • believe in the power of a humane approach to a child

Teacher's laws

To love the child, to understand the child, to be replenished with optimism for the child

Basic rules of the teacher

1. Show a keen interest to the child's life, to his joys, griefs, aspirations, successes, failures, to his personal experiences; if necessary, assist, help, express "compassion", sympathy for him.

2. Communicate with your child like an adult, from which they expect mutual trust, respect, understanding.

3. Make every child's birthday a celebration in the classroom , express your wishes to him, let him feel how much he is loved, respected by the teacher and comrades, what success they expect from him.

4. Build a personal, trusting relationship with each child , inspire the child's trust and sincerity towards you with your trust and sincerity towards him.

5. Love to laugh with your children , have fun, play, be naughty with them .

6. Talk to children in a calm, supportive voice.

7. Express your irritability by the child's behavior with a hint. that you did not expect this from him, that you have a higher idea of ​​him.

8. Express a keen interest in the hobbies (hobbies) of individual children , participate in them.



Methods and techniques for stimulating children's initiatives

1.Techniques to support and help children(gestures, choral responses, prompting permission, approving touch to children).

2. Reception "Secrets", the disclosure of which still needs to wait.

3.Individual preliminary work with children known to be unsuccessful.

4. Start each lesson with the "sacrament of communication", with "meditation" teachers and students, to praise the sun, day, nature.

5. Reception "Whispering answers in the ear."

6. Reception "Lower your heads!". Purpose: to develop students' thinking without reliance on visualization.

8. "Words are gifts", words that call for something good, kind, moral, humane, spiritual, smart, wise.

7. Accepting a deliberate mistake, when the teacher gives the students the opportunity to reprimand him, help the teacher, sympathize and regret.


Methods and techniques for stimulating independent (creative) manifestation of initiative

1. "Lessons - dramatization." The best "performances" are recommended by the "audience" for showing on "tour", that is, in other classes.

3. Independent creative drawing up of assignments(come up with difficult tasks yourself).

4.Micro Teaching(the teacher gives the children the opportunity to independently conduct part of the lesson - "Who should be a teacher today").

5. Transferring the content of the lesson to all extracurricular forms of work with children, including home discussion with parents.

7. Methods of advance learning.


The federal component of the state standard of primary general education is aimed at the implementation of a personality-oriented developing model of a mass primary school and is designed to ensure, among other main goals, the fulfillment of such a goal as the orientation of education not only on the assimilation of a certain amount of knowledge by students, but on development of his personality, cognitive and creative abilities. The philosophical system of Sh.A. Amonashvili "Humanitarian - personal approach to children in the educational process" School of Life.


Bibliography

1. Amonashvili Sh.A. The upbringing and educational functions of assessing the teaching of a student. -M., 1984.

2. Amonashvili Sh.A. Unity of purpose. - M., 1988.

3. Amonashvili Sh.A. Hello children! - M., 1988.

4. Amonashvili Sh.A. How are you, children? - M., 1988.

5. Amonashvili Sh.A. The personal and humane basis of the pedagogical process. - Minsk, 1990.

6. Amonashvili Sh.A. Education. Grade. Mark. - M .: Knowledge, 1980.

7. Amonashvili Sh.A. Reflections on humane pedagogy. - M., 1996

8. Amonashvili Sh.A. Creating a person. - M., 1982.

9. Amonashvili Sh.A. School of Life // Teachers' newspaper. -1996. - No. 15 - 23.

10. Pedagogical search / Comp. I.N.Bazhenov. - M., 1987.

11. Lessons of Shalva Amonashvili // Soviet Union. -1987. - No. 7.