Sociocultural environment of education and modern realities of childhood. Environment of upbringing
Education begins with creation for a growing person educational environment. It is educative, i.e. purposefully positively influencing the process of personality development. From the point of view of the philosophical and pedagogical concept "Wednesday" many-sided. This and natural, geographical environment: different conditions for the development of a small person are created beyond the Arctic Circle and in the southern subtropics, along the banks of large rivers of lakes and in arid mountain villages, in large industrial and cultural centers and in the rural outback, in various national cultures ... This is a wide social environment as a factor in the economic, political, social, cultural development of society as a whole and its individual social groups: families, schools, out-of-school institutions, informal associations (political, cultural and leisure, social initiatives, alternative lifestyles ...). Such institutions of society as the press, radio, television, video, clubs, libraries, theaters, museums, leisure centers, various types and forms of advertising, the external design of streets and cities also make their contribution to the formation of the personality of a growing person ... This is also a direct habitat every child - microenvironment: house, family, street, immediate household environment, friends .., i.e. those factors with which a growing person directly comes into contact, which influence the formation of his personality.
Once a preschooler was asked the question: “What do you need to compose a fairy tale?” He answered, thinking well: "A chair ... You have to sit down and think of it."
Children intuitively understand and appreciate their environment. And the older, the wiser and more aware.
Practice has accumulated a lot of experience: the earlier a person finds himself in conditions conducive to the development of his curiosity, the earlier he experiences a sense of joy and satisfaction from self-development and self-realization, the more chances he has to take place as a self-actualizing personality.
Little Mozart, as you know, lived in an atmosphere of music, he began to play music very early. Leibniz at the age of 8 became interested in pictures of a book on the history of Libya. The book was written in Latin. From the pictures, he guessed the meaning of the words in the inscriptions and then re-read the entire book several times until he mastered all of its contents. Giordano Bruno at the age of 12 became interested in books on theology, logic and dialectics. They say that Ampere, not yet knowing the numbers, came up with his own system of counting with the help of pebbles and acorns. Almost all "accomplished" teachers in childhood played "at school" or "at teacher".
This means that the environment is a powerful factor in the development and upbringing of a growing person. Therefore, the pedagogization of the environment is an urgent task of the school, of every educator.
When we talk about the influence of the environment, we use the concepts of "factor" and "condition". Factor(from lat. factor- doing, producing) - a driving force, a reason, an essential circumstance in any process, phenomenon (Modern Dictionary of Foreign Words. SPb., 1994. P. 645). Condition- a circumstance on which something depends; an environment in which something happens (Ozhegov SI. Dictionary of the Russian language. M., 1987. P. 685).
For the convenience of analyzing the factors of development of a modern student, several groups of conditions can be distinguished:
1) global, world factors (the problem of war and peace, environmental disasters, the costs of civilization, ..);
2) social (political, economic, cultural, medical, educational...) living conditions of society and the state;
3) regional (factors influencing development in specific cities, towns, neighborhoods...);
4) specific-personal (directly with which the person comes into contact: family, school, out-of-school institutions, domestic environment ...);
5) "I myself", i.e. conditions for inner spiritual development. Recently, in the theory of education, in connection with the ideas of humanization of education, recognition of the inherent value of childhood, the term "educational space". We find the most accurate disclosure of it in I.D. Demakova*, who believes that “this is a mastered environment (natural, cultural, social, informational) adapted for solving educational problems.
| EDUCATIONAL SITUATION |
Essential for the methodology of education is the concept "educational situation" According to V.A. Karakovsky, “this is such a set of circumstances that makes it possible to see the relationships that have developed between children, and therefore meaningfully, purposefully influence the process of birth, development and adjustment of these relationships”**. He lists the variants of various situations described in the pedagogical literature: the situation of advancing trust (A.S. Makarenko); free choice (O.S. Bogdanova, L.I. Kataeva); unconstrained compulsion (T.E. Konnikova); emotional infection (A.N. Lutoshkin); correlations (H.J. Liimets); success (V.A. Karakovsky, O.S. Gazman), creativity (V.A. Karakovsky), the situation of conflict (for many teachers).
* Demakova I.D. Humanization of childhood space // Public education. 2001, No. 4. S. 167-172.
** Karakovsky V.A. Upbringing? Education... Education! M., 2000. S. 215.
| EDUCATION AND THE PROCESS OF SOCIAL ADAPTATION |
One of the most important concerns of the teacher in the organized process of education is to help schoolchildren in social adaptation to the phenomena of the surrounding world. The environmental factor itself is quite unpredictable. Completely unexpected influences of the microenvironment may emerge - in the family, in the immediate household environment, in informal youth associations, and in schools and out-of-school educational institutions. All wisdom is that it is useless to fight them. A.S. warned about this. Makarenko: “Do not think at the same time that you should cowardly fence him (the child) off from negative or even hostile influences. Indeed, in life, he will still have to face various temptations, alien harmful people and circumstances. You must develop in him the ability to understand them, to deal with them, to recognize them in a timely manner. In greenhouse education, in isolated planting, this cannot be worked out. Therefore, it is quite natural that you should allow the most varied environment of your children, but never lose sight of them. Children need to be helped in time, to stop them in time, to direct them.
Under social adaptation, modern pedagogy understands the student's ability to social, moral, everyday (physical and communicative) survival, status self-affirmation, cooperation in existing and new, expected and unforeseen circumstances, readiness to choose various ways of life, while maintaining their individuality. Often adaptation is only adaptation, submission to circumstances, loss of oneself, mortal existence. What is needed is stability in life, the desire to achieve the goal, to fulfill oneself culturally, morally, psychologically, and professionally”*.
Vulfov B.Z., Ivanov I.D. Fundamentals of Pedagogy. M., 2000. S. 604-605.
That is why helping children (teenagers, youth) in social adaptation is one of the most important humanistic ideas of education.
Based on this, the idea adaptive school*, which is considered as a school that creates conditions for the self-realization of the student's personality and is built on the basis of systemic, synergistic and dialogic approaches.
An adaptive school adapts to the external environment (geographical and social) and influences it itself. It also adapts to the rational (intellectual), emotional and behavioral spheres of each participant in the pedagogical process. Its defining feature is the development of a person's abilities for self-improvement on the basis of taking into account their age characteristics, internal resources, and potentialities.
aim adaptive school is creating conditions for each individual to independently choose a strategy for his development and behavior, a way of existence, directions for self-realization and self-improvement in the context of human culture.
Appointment, which corresponds to the structure of the educational process of an adaptive school, involves "ensuring the optimal level of intellectual, spiritual, moral, socio-cultural and physical development of the personality of each student on the basis of his natural inclinations and inclinations."
| PEDAGOGIZATION OF THE ENVIRONMENT |
The solution of problems of adaptation of children to social conditions of life contributes to pedagogization of the environment, those. special care for the creation of an educational environment.
Educational environment in contrast to the formative one, it is a set of circumstances surrounding the child, socially valuable, influencing his personal development and facilitating his entry into modern culture. The teacher, using the factors of the natural and social situation of the child's development, gives them a target orientation, thereby creating a positive educational environment.
* Features of the adaptive school are described based on the book: Kapustin N.P. Pedagogical technologies of the adaptive school. M, 1999. S. 7-10.
There are, as it were, two ways in which a teacher can create an educative environment. Firstly, giving a pedagogical interpretation to natural and social factors using various pedagogical techniques: purposefully drawing the attention of children (“Look how ingeniously nature arranged ...”), explaining incomprehensible phenomena and facts (“We can observe this due to the fact that science has achieved a lot. ..”), ethical and aesthetic assessments (“A real man acts differently in this situation ...”), organization of children’s observation of objects and phenomena (“Try to observe the life of an anthill, and you will understand that these tiny insects are not so simple. ..") etc. Secondly, this is the construction by the teacher of special educational situations in the natural and social environment.
The special work of the school and each teacher-educator on construction and development of the educational environment includes several special areas:
Ø creation in the "pedagogical space" of the child (teenager) of the socio-cultural development environment;
Ø pedagogical influence on the family as a factor in education;
Ø creation and development of the student team as a habitat and self-actualization of the child (teenager);
Ø assistance to the children's movement in and out of school, assistance in the creation and functioning of positive organizations and associations for children and youth;
Ø cooperation with multidisciplinary creative associations of children and adults of the club type (at school and outside of school);
Ø interaction with informal youth associations, the formation of an adequate attitude among schoolchildren to positive and negative (asocial
and anti-social) associations;
Ø subject environment of education: the interior of school premises, visual aids, ways of arranging furniture, flowers and decorations, light and colors, objects used in educational work ...
| THE CONCEPT OF THE SOCIO-CULTURAL ENVIRONMENT OF EDUCATION |
The sociocultural environment of education (in the broad sense of the word, which includes the process of education) is a set of interconnected economic, social and cultural relations to education, the presence and content of which ... allows it to operate productively and self-organize, self-develop, renew, change and, in in turn influence social processes. This influence is the higher, the higher the culture of education and upbringing*.
Sociocultural conditions contribute to effective education if they include**:
Ø legal, material, economic support for the functioning, development and constant renewal of educational systems (diverse, variable, multicultural);
Ø the presence in the field of education of initiative groups and communities capable of independent cultural events, projects and creative activities;
Ø the presence of an open educational (educator) polysystem ... and its interaction with the systems of cultural institutions;
Ø implementation of a more or less systemic and conceptually expressed policy in the field of education, coming from society and the state;
Ø recognition by society and government bodies of the right of schools and other educational institutions to autonomy and various cultural and educational initiatives and ensuring support for innovations;
Ø presence of management culture;
Ø the ability of the education sector itself to change and evolve, as well as the ability to influence the dynamics of society;
Ø visible manifestation and development of cultural traditions in the life of children's educational institutions;
Ø Manifestation of a dynamic pedagogical culture capable of self-development in different communities. As examples, we can cite the social and production pedagogical complex "Luzhniki" named after. S.T. Shatsky, many author's schools (for example, the "School of the Dialogue of Cultures" by B.S. Bibler, the model "Russian School" by L.N. Pogodina in Moscow, the school-park of M.A. Balaban, the school of adaptive pedagogy by E.A. Yamburg in Moscow and B. A. Broide in Yaroslavl, etc.). The goal of updating the program of the Artek International Children's Center is defined in the same vein: "Creating a socio-cultural space for the free choice of socio-cultural norms."
The key concepts in characterizing the socio-cultural environment of upbringing as a factor in the development of a child (adolescent) are the concepts of “niche” and “element”*.
* See: Management of the educational system of the school, problems and solutions / Ed. V.A. Karakovsky. M., 1999. S. 47.
Niche- “This is a certain space of opportunities that allows children to satisfy their needs. Conventionally, niches can be divided into natural, social and "cultural". Element- “this is an unorganized, unrestrained force acting in the natural and social environment in the form of one or another social movement, information flow, a wave of interest, a clearly manifested desire for something, mood swings, exciting impulses. The pedagogical meaning of the phenomenon of the elements "is in power over children. The element has a coercive, subordinating force, it determines the choice of opportunities for self-development. In the context of the formation of a child's (teenager's) attitude to cultural values, this can result in the influence of culture, pseudo- (or pop-) culture and lack of culture (lack of cultural norms and values in the children's environment).
Every educator and parent is well aware of the phenomena of recent years: communication in the language of slang, enthusiastic quoting of banal advertising words; "beer bliss"; "hangouts" in nightclubs; early sex; fashion for expensive branded clothes and contempt for those who are "not like all of ours" ...
Hence the strategic task of education arises - the creation at school, class, in the individual development of the child of such a system of education that would allow regulate natural environmental influences and create a niche cultural development of schoolchildren.
| MODERN REALITIES OF CHILDHOOD |
But this cannot be done without taking into account the peculiarities that have developed in the modern socio-cultural environment of education, which is characteristic of our post-perestroika society and the changing culture of education. With pain in their hearts, modern practitioners and scientists who study the problems of education call them contemporary realities of childhood, building a direct relationship: the socio-cultural environment <-> parenting. This is a problem of objective difficulties and contradictions of education.
The saddest thing on earth?
Not silence in the infirmary,
Not memorial sorrow on the forehead -
Sad kids...
No, not a child making a cry
We are concerned -
Child, hushed like an old man,
Human child...
G.Ya. Gorbovs cue
There is such a point of view: “Civilization is a terrible plant that does not grow and bloom until it is watered with tears and blood” (A. Graf). Alas, this is true: sociocultural reality is directly related to children, poses “non-childish” problems for them, and influences the process of their development and self-actualization. As an example - a poem by fourteen-year-old Olga Myalova from the city of Orenburg.
The day ends.
The year ends.
The age is ending.
The era is ending.
Epochs are rushing forward...
They destroyed the mind.
Flight aborted.
We closed our eyes.
Shattered faith.
Time works, killing, injuring,
Destroying, threatening treason.
Let us briefly characterize some of the modern realities that are painfully hitting on modern childhood. There are several groups of them.
1. Economic: property stratification of children as a consequence of the property stratification of society; the substitution of friendly and comradely relations with the relations of sale and purchase and the "wild" market in the children's environment; inflated, hypertrophied needs in the material sphere in the absence of spiritual needs and a culture of consumption; material enslavement and exploitation of some children by others (purchase and sale of everything, bribery, bribes, extortion, even racketeering ... among children); growth of property offenses of children; a kind of "advertising thinking" (children are stuffed with advertising phrases to the detriment of their own thinking and assessments ...); forced work of some children, even harmful to the health and moral development of the individual; begging and begging of some children, falling into the economic dependence of children on the rich”, up to criminal elements ...
2. Political: instability in politics and the unscrupulousness of individual politicians, mistakes and miscalculations of the political course led to the existence of uncertainty in the future among children, the absence of any political and economic guidelines, “obsession with the negative”, depressions and fears, protests as a socio-political protection, leaving a informal youth associations of asocial and antisocial persuasion, increased criticism, self-withdrawal from political and public affairs, restlessness, nationalistic manifestations, the cult of cruelty, showdowns “from positions of strength”, etc.
3. Social: changes in medical care (paid services, the abolition of mandatory medical examinations ...) have led to an increase in the number of diseases, the revival of diseases that once disappeared, increase percentage of infant mortality, etc.; changes in the education system (the appearance of paid schools, alternative education, an increase in the number of specialized schools with the selection of students, the emergence of the right of schools to choose students, etc.) led to negative consequences, such as: the law on universal education is not actually in effect, a large percentage children (until the end of the 9th grade, and especially after the 9th) were left outside the school, giving rise to child neglect and homelessness ... For the time being, the problems of providing poor, large, single-parent families with children in providing material assistance, housing, and recreation are being solved etc.
4. Cultural: the dominance of youth mass pop culture; the high cost of cultural items (books, visits to museums, theaters, cinemas, trips to other cities, etc.); the loss of the priorities of Russian culture in favor of American culture with a cult of cruelty, violence, pornography, extreme individualism; destruction of the system of children's out-of-school institutions, etc. - led to a kutrate value attitude to culture, the emergence of various areas of low-grade youth subculture; unavailability of circles, sections, sports, etc.
5. Moral(there was a reassessment of values): the orientation of young people towards individualism, the emergence of certain moral concepts such as “new Russians”, “masters of life”, the priority of some dubious values such as “sneakers from Torgograd”, “Do whatever you want with Vispa chocolate”, moral “ looseness” up to licentiousness and unbridledness, pseudo-democracy, etiquette as external forms of culture of behavior, Americanization of morals, craze for gambling often of immoral content ...
6. And as a consequence of this - the manifestation of some negative things, related to childhood: child neglect and homelessness tend to expand; the appearance of refugee children, homeless children; an increase in juvenile delinquency; the emergence of child prostitution and misdemeanors associated with sexual promiscuity; new types of offenses of children and adolescents: racketeering, showdowns, etc.; the growing trend of drawing children into smoking, using alcoholic beverages, narcotic and toxic substances; promoting the so-called “safe sex” among children and youth; withdrawal into the virtual sphere via the Internet, where stamped pseudo-values are replicated; ethnic conflicts in children and adolescents; child and youth suicide, etc.
In each of these factors and trends, there are violations of the elementary rights of the child and human rights in need of education.
The trend of our time is children's fears. They are also the result of the influence of the environment around children. Children of the 2nd grade of school No. 45 are afraid of: war, shadows, tigers, darkness, spiders, diseases, getting hit by a car, lying in a hospital, doctors with syringes, ghosts, poisonous snakes, “swearing”, cockroaches, dangerous animals, panthers; those who beat the weak; watch horrors, drown, evil boys, volcanoes, locusts, freeze, vicious dogs, when someone wants to deceive them.
In the responses of high school students, the fear of what is inspired by the peculiarities of our time is already more clearly visible: a nuclear catastrophe, unexpected wars, terrorist attacks, “my rights are limited”, criminal maniacs, death, the murder of someone from relatives and friends, that the father will lose his job and we will not survive, walking down the street late at night, AIDS, drug addiction, bureaucrats, crooks, bad deeds of diseases, a depersonalizing team, etc...
So modern realities bring a significant touch to the characteristics of school childhood. And accordingly, they make adjustments to the organization and methodology of education.
| CREATING A EDUCATIONAL SOCIO-CULTURAL ENVIRONMENT |
That is why the creation of an educative socio-cultural environment is one of the main strategic directions in the organization and methodology of education.
The cultural environment is a specific social space given to each child (teenager), through which he is included in the cultural ties of society, where he gains the first experience of independent cultural activity *. This is a combination of different conditions of education: in the family, at school, in the cultural environment of the region and the city, the country as a whole. A child (teenager) lives, acts and develops in a diverse socio-cultural environment - cultural, but also uncultured or pseudo-cultural, elevating, but also overthrowing the personality, stimulating cultural self-development and self-actualization and not.
| PEDAGOGICAL CULTURE OF THE SCHOOL |
The possibility of implementing programs to create a socio-cultural environment for the implementation of progressive programs is associated with the pedagogical culture of educational institutions and teachers.
The concept of "pedagogical culture" is multifaceted: it is related to pedagogical culture and society as a whole with its education system, and to a particular school, and to the personality of each teacher and parent ... In general terms, "pedagogical culture is a certain set of value attitudes towards education (upbringing - L.M.) and to the child, which are substantively and practically implemented in the educational process”*. Its indicators are the state and quality, the effectiveness of training and education, the culture of their organization in a particular school, the personal and pedagogical culture of each teacher.
The main ideas of the modern culture of the teacher-educator are embedded in the ideas of humanistic pedagogy, which can be expressed by the formula: "cooperation in the adult-children's community + integrated knowledge (general cultural values and attitude towards them) + individual education (personality-oriented education) based on interests, needs of potential opportunities”**. Education is the purposeful creation of conditions for self-actualization of the individual on the basis of its versatile harmonious development in the conditions of personality-oriented collective activity.
* Krylova N.B. Cultural studies of education. M., 2000. S. 191.
**Ibid. pp. 204-214.
old stereotypes(“I educate you - you obey”, “The educator is always right”, “” Infallibility of time-tested methods and techniques that have justified themselves organizational forms of education”, etc.) overcome teaching staff where:
An atmosphere of readiness for pedagogical creativity, openness to new forms of education, tolerance for methodological dissent is being created;
Reflection is cultivated - a constructive dialogue style of pedagogical communication in the process of solving problems;
Respect is developed for the creative self-determination of each teacher, his radical search;
There is a natural variety of methods and technologies of training and education, to which the attitude is cultivated as enrichment, and not as competition;
There is a natural formation of democratic norms of communication, interaction, self-government and self-organization*.
*Krylova N.B. Ibid.S.210.
| CULTURE OF HOME AND FAMILY |
The culture of the home and family involves the care of adults about filling the interior and life of the family with cultural values. What is the library? What are the children reading? V. Lizinsky has an aphorism: "If Pushkin is not read in the house, then children grow up to be dantes." And if they read only adventurous, detective, erotic (and even pornographic) modern one-day novels? How the interior of the house is decorated: furniture, lighting, valuable (materially and spiritually) things and objects, cleanliness and order (for a person or “window dressing”) and much, much more. And animals: what are there and what is the attitude of adults and children towards them? This autumn is important - communication with animals.
When asked about who you like to communicate with, a difficult teenager, with a sigh, replies: “With a guinea pig - she listens to me so well and “smiles” at me just like that and never swears at me.” From an essay about friendship by third-grader Tanya L.: “My best friend is a dog. Her name is Vesta. And Rama the dog. Me with him; fun, good and calm."
What about toys? Developing and educating from the positions of TRUTH, GOOD, BEAUTY? Or wild and bloodthirsty "heroes" of children's action movies, eroticized dolls (one little girl said: "I was given a Barbie doll, but I don't like to play with it, because she's not a daughter, she's an aunt"); or stuffed with electronic obscure creatures and newfangled technology; or a toy weapon, in the apt expression of one boy, “it doesn’t matter for whom - even for a policeman, even for a killer” ...
And communication with household appliances - a tape recorder, TV, computer? Children (from 1st to 11th grade) in various surveys about their favorite, preferred activities, name them as preferred. Let's try to answer the questions: what do they prefer to watch, listen to, what to play? What sites do they surf the Internet? How does all this relate to the concepts of "culture", "pseudo-culture", "lack of culture"?
And communication with adults: its content, saturation with cultural values or surrogates for replacing human communication with communication with a “video”, “computer”, “toys” ... Or even with an asocial and anti-social company outside the home, family.
There is another concept "yard culture" culture of a large (small) city, village. Everything that was said above can be projected onto it, everything is related to it as a factor in education. I would like to add one more emphasis, which was noticed by the journalist S. Kolchik, who published a polemical article “Cultureless “Educators”*.
* Arguments and Facts. 2001. No. 31.
The problem is that in Moscow, where the educational and cultural standard of living is high, such trifles as:
“--- the floor in public places spat with seed husks;
Stepping on the foot of a nearby passenger in public transport without apologizing;
Walk the dog on the lawn and do not clean up after it;
Throw a Coca-Cola can, a banana skin and other garbage in the middle of the street;
Turn on music at full power around the clock in a cafe located next to residential areas and beyond.
In search of a cultural niche from the spontaneous onslaught of lack of culture, children (adolescents, youth) do not always get into culture. They simply do not have the opportunity to learn about real culture, so they often find a way out (calming down, relaxation, bliss, solving problems in chemical addictions, deviant groups, and even suicide. And this is all the socio-cultural environment of the student, which must be made educative.
Questions for self-examination and reflection
1. Is "environmental pedagogy" possible? If yes, what does it consist of? Have you experienced it yourself, or perhaps observed it?
2. What is the essence of the concept of "educating environment"?
3. How to understand the pedagogical phenomenon "sociocultural environment of education"? What does it include? How does it affect the productivity, effectiveness of education?
4. Under what conditions can the socio-cultural environment of education be positive, and under what conditions can it be negative?
5. The concepts of "niche" and "element" in relation to the theory and methodology of education. What should the educator do to make the spontaneous influences of the socio-cultural environment purposeful and create a cultural niche for the child (teenager)? What depends on the level of cultural development of the teacher himself, his personal life position?
6. Modern realities of childhood: positive and negative. How to make them a positive factor in the education of schoolchildren?
7. What does the pedagogical culture of the school mean; home and family; the immediate immediate environment of the child (adolescent)? How to influence it in order to give it an educational meaning?
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The formation of patriotic feelings is more effective if the kindergarten establishes a close relationship with the family. The need to involve the family in the process of familiarizing preschoolers with the social environment is explained by the special pedagogical opportunities that the family has and which cannot be replaced by a preschool institution: love and affection for children, emotional and moral richness of relationships, their social, and not selfish orientation, etc. All this creates favorable conditions for the education of higher moral feelings. The kindergarten in its work with the family should rely on parents not only as assistants to the children's institution, but as equal participants in the formation of the child's personality.
The position of parents is the basis of family education of the child. From an early age, a child can feel involved in the life of his people, feel like a son not only of his parents, but of the entire Fatherland. This feeling should arise even before the child realizes the concepts of "homeland", "state", "society".
It is the parents who, using vivid, accessible examples of life, their work, the attitude of the state towards children, demonstrate to the child that not only relatives, but also the whole society, the whole country have hopes for him. Already at the age of 6-7, a preschooler should know that all his relatives are working, that the state provides assistance to children, the sick and the elderly, that Soviet people do not leave friends in trouble. On this basis, a gradually growing consciousness of reciprocal responsibility to the people, who expect kindness, honesty, and diligence from the future citizen, will take shape.
The family is a fertile environment for raising a patriotic consciousness of feelings and beliefs in children.
The deeper the love and pride of children for their parents, the respect for their military and labor merits, the more significant the role of these feelings in instilling love for the Motherland. According to V. A. Sukhomlinsky, without the education of these moral qualities, which develop on the basis of love for one's parents, it is difficult to cultivate patriotic views, feelings, and convictions.
Often, parents help schoolchildren in organizing and conducting hikes: they assist in choosing a route for hiking, hold conversations-memories of their fighting friends, give sacred relics (letters, diaries, photographs, etc.), and also go with the class where their children study. , along the front and partisan roads.
For the upbringing of children by convinced patriots, purposeful and thoughtful work of parents in the family is needed. Patriotic feelings in children must be aroused (awakened) in a timely manner, one must know at what age and how best to form them.
One of the directions is the development of a moral and psychological attitude and readiness of children to work, strengthen and protect their homeland.
The dynamics of socio-cultural transformations in the Republic of Belarus has actualized the humanistic paradigm of education - the formation of a socially and morally mature person who has the best qualities of a citizen, worker and family man. The increased exactingness of society to the moral character, consciousness and behavior of citizens sets the task of patriotic education of the younger generation for pedagogical science and practice.
For the upbringing of patriotic feelings of preschoolers, it is important that in their life practice children come across more examples and examples of high morality of educators and parents, see evidence of love for the Motherland, the desire to work to strengthen its power, protect it from enemies, strengthen peace on earth.
Family education is a process of conscious formation by parents of the spiritual and physical qualities of children in accordance with the ideals of a socialist society. The interests of society and the family coincide.
In the process of upbringing, the state and the family set a single goal and common tasks and bear equal responsibility for the formation of each child.
The organic combination of public and family education is ensured by the close interaction of the family, preschool institutions, schools, children's and youth organizations, labor collectives and the public.
The modern family is a family of a new, higher type, as it arose on a new socio-economic basis. It is built on new marital relations between a man and a woman, on a feeling of mutual love, mutual respect and trust, on the basis of an equal union, free from material calculations and prejudices, on the basis of moral and legal responsibility to society for the upbringing of their children. A characteristic feature of the family is the connection of its interests with the interests of society, with the labor, creative activity of the people in all fields of knowledge. The work style in family life has a positive educational effect on children. Their feasible participation in the conduct of the family economy instills self-esteem and labor family honor, teaches them to help each other, frugality in everyday life, and the ability to manage.
A new feature of the family at the present stage is the use of the labor traditions of our people in the upbringing of children.
The modern family is also distinguished by the new nature of the relationship between its members. If in a bourgeois family, due to its economic position, the man was dominant and the woman and children dependent on him materially and morally, who were considered as his property, as a thing “with his master”, were debased, then in the family at this stage of the development of society, all members are equal.
The position of parents in the family differs from the position of children in that the parents lead the family, and the children are brought up in it. Parents are obliged to take care of their children, but at the same time they must raise their children in such a way that children (when necessary) also take care of their loved ones, so that they have strong humane feelings, a need and readiness to provide assistance to those who need it. . Parents must respect the personality and rights of the child as a member of the family team, they must understand that they are not uncontrolled masters in the family, but senior people responsible for upbringing. The upbringing role of the family consists precisely in exerting mutual influence on the behavior of children and all its members and in forming in them a set of feelings, needs, interests, and character traits that correspond to the ideals of the socialist way of life.
The shortcomings of family education are the result of incorrect relationships between parents and children: excessive severity or excessive love for the child, lack or insufficiency of supervision over him, low general culture of parents, a bad example on their part in everyday life, etc.
Involving the family in the moral and patriotic education of children requires the educator to have special tact, attention and sensitivity to each child. Voluntary participation of everyone is a mandatory requirement and condition of this work.
It should be noted that at present people have an interest in their genealogy, in the study of national, estate, professional roots and their kind in different generations. Therefore, a family study of their pedigree will help children begin to comprehend very important and deep postulates:
- - the roots of everyone are in the history and traditions of the family, their people, the past of the region and the country;
- -family - a cell of society, the keeper of national traditions;
- - family happiness - happiness and well-being of the people, society, state.
Family excursions around the region, city or village, visits with parents to individual enterprises and institutions of the region, etc. are of great importance. The results of such excursions can be expressed in a photo exhibition, a joint performance with a child or a film made. It is equally interesting to conduct a "mini-study". Moreover, the educator, together with the parents, must choose and determine the topic of the study, reasonably limiting its "territorial" and "time frames", for example, the study is not the history of the city in general, but the history of the street (on which the kindergarten is located or children live), or the past of the house and the fate of its inhabitants, the history of the sponsoring enterprise, etc.
Irina Klimanova
Methodical development “Educate a patriot. Family as a specific environment for the patriotic upbringing of a child"
Target: Involve parents of students in the common cause of the class - education of patriotic feelings.
Tasks:
Highlight the need for formation in children patriotic competence;
Show role families in the patriotic education of the child;
Involve parents in group work on the topic;
Attract families to participate in a sports festival “Mom, dad, I am a sports a family» dedicated to the Victory in the Great Patriotic War.
Equipment: USB stick, TV, DVD, presentation, questionnaire sheets, labels "theorists", "practices", "analysts"
2.2.1. Explanation for conducting a round table with parents
Organization of the event.
1) Almost all the parents of the class are involved in the preparation and conduct of the meeting
3) Upon entering the classroom, the groups take their places at the tables. Tables for communication are set up for parents. Parents take places at the tables in accordance with the category families: 1) "mom + me - dad", 2) mom + dad + me, 3) mother + many children, 4) "mom + me".
St. George ribbons are distributed to all parents
Preliminary work of the teacher.
An exhibition dedicated to the questions was arranged in the class patriotic education: children's work on the topic "The city where I live", photo exhibition "My favorite city", "Me and my area", designed photo album "My own home", application of children's works; children are provided with fiction on this topic; the symbol of the DPR is placed in the classroom
The song sounds "Where does the Motherland begin?"
2.2.2. Round table progress.
1. Introductory speech of the teacher
Good afternoon dear parents! Today we have gathered to discuss the issues education love for our native land, for our native city and to answer the main question of our work "How raise a patriot in the family?» - Philosophers, economists, psychologists, educators point to the most diverse functions of modern families: production, household, status, leisure, psychological. However a family characterized primarily by the fact that it performs such an important function as upbringing comprehensively developed, harmonious personality. A task families and parents is aimed at forming in children a responsible attitude to work, ideological, moral, spiritual values, among which in the first place are those that reflect the attitude of the child to his Fatherland.
On the eve of the celebration of the Victory in the Great Patriotic War, the meeting will focus on the role families in the education of a patriot of the country who remembers the historical past of his people, sacredly preserving the traditions and historical memory of his families.
2. Message group "theorists" (Speech by Valentina Vladimirovna, Krotova's parent).
A family is fertile environment for the education of patriotic consciousness, feelings and beliefs in children. This is due, firstly, to the fact that it is a kind of socio-psychological micro-collective, which is based on the closest, trusting and warm relations between parents and children. Already in the first period of life preschool child family has great potential for social impact on his consciousness and sensual sphere. These possibilities lie in many: and in the community of requests, aspirations, interests of members families, responsibility, help, and in the deepest feelings of parental love. Secondly, in the family environment as a living embodiment of patriotic feelings for a child are his parents - mother and father. With them, children associate concepts of their home, native places, and homeland. Thirdly, in the family environment the process of intra-family communication between the older and younger generations does not stop for a minute. This communication contributes not only to a simple exchange of information, but also to the transfer to children and grandchildren of the richest spiritual experience and heroics of past years, the formation patriotic consciousness feelings and beliefs, attitudes and behaviors.
Children grow up, and the time comes when they ask how their grandparents, mom and dad lived their lives. It is impossible not to give an answer to this logical and serious question, since it contains a direct path to instilling a sense of patriotism in son and daughter, continuing the affairs of their parents, their pedigree. "Where were you and your father before the war?", "Where were you during the war years?", "How did my grandfather die?". Parents face these and dozens of other questions. Modern children who are interested in books and films about the war already have their ideal of books, television and films, stories, memories of veterans. But they, first of all, want to have such an ideal of their closest people - parents, senior members of the families. That is why they have endless questions about life, military and labor affairs of their families, her pedigree. Children want to compare their generalized ideal with a specific person who should be at least somewhat heroic. They should know about the life and work of their parents and relatives, be proud of them and their deeds, imitate them, continue their deeds, enrich the best family traditions.
Life shows that children, if conducted with them in family purposeful work, inherit the traditions of their families, people- patriot. AT families developed a variety of traditions education in adolescents of patriotic consciousness and feelings. What can do family for the education of patriotic feelings in adolescents?
3. Statement of the problem
Teacher:
Today we must decide: do we need patriots and how to raise a true patriot?
4. Group performance "analysts" (parent Lemeshev Alexander Nikolaevich)
Do all parents talk to their children about the Motherland, the heroic past of our people? Do all parents talk about her wealth and beauty, about devotion and service to her, about protecting her honor and glory? Some parents believe that family talk about it unnecessarily: They talk a lot about it at school. But that is the value of family conversations and conversations that they take place most often in direct and trusting atmosphere. It is in such a relaxed atmosphere that the hearts of the guys are open to patriotic feelings, then the clever and skillful word of the father or mother about the Motherland, duty deeply enters both the consciousness and the heart of the son or daughter.
5. Analysis of the questionnaires of parents of students in grade 4-B.
Today I want to analyze the questionnaires of the parents of the students in our class, which were distributed on the eve of the parent meeting. Let me reiterate the questions you answered.
1) Do you want your the child was a staunch patriot of his country Or is it not important to you?
2) As in your the family is working to educate patriotism in a child?
3) Do you know your family tree families? If so, how do you transfer this knowledge?
4) Are stored in your family military relics of grandfathers and great-grandfathers? Do children know about them?
5) How do you celebrate Victory Day with your children?
6) Do you consider it necessary to conduct purposeful work at school on patriotic education?
7) In what classroom activities to shape patriotic feelings you could take part?
After statistical processing of the questionnaires, I will acquaint you with the results
From the above, one can conclusion:
All respondents want to raise their child patriot of the country;
In most families, purposeful work is carried out to patriotic education of children;
50% of respondents know their family tree families;
25% keep military relics of their grandfathers and great-grandfathers and talk to children about them;
100% of families celebrate Victory Day and involve children in the celebration;
100% of respondents consider it expedient to work on patriotic education at school;
Parents are encouraged to participate in activities such as
"Collective work",
"sports festival dedicated to the celebration of Victory Day",
"participation in patriotic competitions at various levels",
“preparing a presentation about a relative who fought in the Great Patriotic War”,
"organization of an exhibition of drawings on a military theme".
6. Band performance "practitioners" (parent Ovsyannikova Elena Mikhailovna)
A family and the school fulfill their unique functions. They cannot replace each other, but if we strive for full development child as individuals and citizens of their state, school and a family should interact. family an image of the surrounding world is created in which the child will live. He enters adulthood with an already formed consciousness and worldview, life position.
School is a source of knowledge, and a family- a source of human spirituality and a reflection of the entire national spiritual culture, including the Motherland and the state. Understanding Feeling patriotism, love for the motherland comes to child in the family through the relationship between mother and father. It is in the love for one's mother and father that the feeling of family education.
Who do you think plays the leading role in raising a child - family or school? Of course, family! V. A. Sukhomlinsky, spoke: « Raising children is work, and very painstaking". Father and mother are the closest and most convincing examples from which the child leads by example which he imitates, looking at which he builds his behavior.
Folk wisdom says: “Child, that the dough, as you knead, has grown”. How should it be kneaded so that it grows into a real person and citizen, into pride for its parents and its young state?
Childhood is the most important period for the development of all personality traits of a child. Getting to school child absorbs the sprouts of good and evil In the modern world, it’s right bring up child care is a difficult and responsible task that falls entirely on the shoulders of the parents.
To help a child figure out what is evil and what is good, not to leave him indifferent to all living things - this is the goal that should be facing us adults. It depends on you and me how he will grow up - indifferent, or caring and attentive. Feeling patriotism so many-sided in its content that it cannot be defined in a few words. Patriotism manifests itself both in difficult life situations and in the daily life of the country.
Without the help of an adult, it is difficult for a child to single out the most significant and important in the life around him. adult performing mediator between the child and the environment. Our task is to help the child to get acquainted with this world.
Motherland is a city, a settlement in which a person lives, and a street on which his house stands. A playground near the house and birdsong in the city park is also the Motherland.
It is important that the first childhood feelings are inspired by the beauty of the native nature, native land, native country. It's good when children see a white-trunked birch and quivering aspens and understand that it's beautiful and expensive, because it's native. Through upbringing love for nature manifests the highest moral qualities of a person, including love for the Motherland. That is why we are responsible a task: to teach children from early childhood to love nature, to love their homeland. Children are the future of our Motherland - they should protect and protect its expanses, its beauty and wealth.
Our round table will answer many questions. Today we will try to figure out what hinders us and helps us. educate a sincere patriot of their state.
First question.
What patriotism? What does it mean to love the motherland? (parents' comments).
Love is a sphere of feelings, and we should direct all efforts to develop the feelings of a child. Only a person who sincerely loves nature and treats it with care is able to convey these feelings to a baby. Remember that children are very observant and sensitive to the words and actions of adults, they notice everything and imitate us. Let's therefore admire the nature of our city together, tell the children about everything that surrounds us. It can be a building or a street on which we live, monuments and people in whose honor they are erected, a school, a House of Culture, a library.
You need to start with the closest and dearest, with fostering love for loved ones, to family. What do you think this means?
Yes, love for the motherland brought up through love for his father and mother, his comrade, for his native land. It is from the love of the mother that personality is born. Does your child know grandparents and other relatives? What are their names, where do they live, what do they do, where do they work?
Do you review family photos with your children? Memories... every person, big and small, has them. And they accumulate not only in memory, but also in the family album - a symbol of history and time. There is one in every family. It collects photographs of relatives and friends, joyful and solemn family events, and sometimes just funny cases. Therefore, leafing through the album with your child, you can even show him that period of time when you yourself were small, and your parents were like you and your grandmother was just a mother! Do not miss the opportunity to once again communicate with the child. Look at photos from the family album more often.
What holidays and how do you celebrate at home? What place is given to the child? (parents' comments).
What traditions do you have families? Preservation in many families of customs and traditions which are passed down from generation to generation, the originality of family and kinship relationships are good means transfer of life experience to children, contributes to the creation of humane relations in society and, in general, positively affects the personality of the child.
It is very good when parents inspire their child to trust the teacher. So, the first condition of trust is the game.
Dear mothers, fathers, grandparents, now we will play with you. The game "Family box" (conducted by Krotov Evgeny Mikhailovich)
For the game, a fake chest is used, in which there are several items necessary, from the point of view of the conditional grandmother, for a successful raising a child. The teacher takes out the objects one by one and invites the parents to guess the options for using these subjects in child rearing. Parents together decide to leave this item in the chest as a tool education or remove it from my grandmother's arsenal.
In the chest are:
Big beautiful book of Russian folk tales;
Album and paints;
Primer;
A jar of jam, chocolate, sweets;
Kitty;
Old family photographs;
Grandparents' toys;
Postcards of the monuments of the city of Enakievo;
Pictures depicting orders and medals;
Doll dressed in a military uniform;
Cap;
Gingerbread, cheesecakes;
Cookbook;
Sports attributes;
Glove puppets for puppet theater;
Fish fat.
Second question. "What does it show patriotism?»
Show to kid What needs to be loved and cherished, how and why, is the task of both parents and schools. What can you offer?
(Listen to parents' answers)
Their proposals:
1. Excursions around the city, local history museum.
2. Stories about sights.
3. Acquaintance with the street where you live.
4. Reading and looking at books.
5. Visiting a recreation center, schools, libraries.
6. Registration of children in circles at the House of Culture.
7. Attending all events at the school, DKgorod.
8. Active joint participation in the holidays of the city.
9. Watch TV.
10. Learning poems about your hometown, about the young republic of the DPR
Teacher:
Walking around other cities, draw the attention of children to beautiful squares, squares, streets, fountains, magnificent buildings, monuments, etc.
Acquaintance child with hometown, talk about other countries and states, develop his cognitive interest. And it will be good if you have a globe and a map at home, interesting books about the life of animals and plants from different countries.
Third question "How to teach to love the Motherland?"
Reminder for parents (prepared by Chibis Anna Nikolaevna)
"How to teach child love your small homeland?
1. Do everything family walks introducing children to the sights and nature of their native village.
2. Tell us about the sights of our region.
3. Walking through the streets of the village and being in nature, take pictures of the child. Joint viewing of the album and previously experienced impressions bring all members together families.
4. Remember, everything starts small, nurture love in your child kindness, attention and care for all living things.
5. Give children the opportunity to reflect their impressions in drawing, modeling, appliqué.
6. Encourage your child's curiosity.
Questionnaire for parents (conducted by the teacher)
2. Do you have a pet at home?
3. 3. Why did you buy them?
4. Does your child ask for a pet?
5. What prevents you from doing this? (Difficult living conditions, do not like animals, do not want to burden yourself with unnecessary worries).
6. Does your child show interest in animals in the street?
7. If a child brings a homeless animal home, what will you do?
8. If a child acts cruelly to an animal in your presence, what is your reaction?
9. Do you allow your child to watch horror films, what is the reaction of the child to them?
10. What human qualities are the most valuable and important for you in life?
11. What personal qualities would you like to see in your child when he grows up?
Fourth question "What prevents raise a patriot?»
Our children grow up in different families. Difficulties financial, material, instability in society, the negative of recent events affected the microclimate of each families turned life upside down. He set a number of tests that must be endured with dignity not only by adults, but also by children.
(Watching videos from the Internet "Donbass informs")
Parents' statements.
Anonymous survey (conducted by the teacher)
Have you discussed these videos with your children?
They had a conversation on the topic "What is "Good" and what is "poorly"?
How did the children react to your questions?
Have you analyzed their responses?
Have you had to persuade child and what?
Independence Day of the DPR in the light of recent events?
Did you express a negative attitude about the difficulties that arose on the territory of the DPR?
How do you try educate a child the right attitude to everything that happens?
Now many temptations are pushing to crimes, leading to betrayal of the interests of their people, and to the rejection of many universal norms that were laid primarily in the parents of today's students.
Game - training "Warm your heart!"
Exercise: what phrase would you use when talking to child to form a belief "to be patriot important» .
Each speaker at the table holds a paper heart, says a phrase and passes it on to the next participant.
7. Speech by a representative of the DPR militia. Watching videos from the Internet "Donbass reports" with commentary.
"The best means to instill
children love for the fatherland consists
in the fact that this love was with the fathers.
A. Kolchak
8. Performance of children (literary - musical composition)
Educational the process is impossible without children. They are the most important thing in it!
10. Game - training "Continue the proverb" children + parents participate. Winners are determined.
You will not find a homeland, like parents, in a foreign land.
Love for the Motherland is stronger than death.
On the other side, the Motherland is doubly mile.
A man has one mother, and he has one Motherland.
There are no relatives, but on the native side, the heart aches.
Take care of your dear land, like a beloved mother.
Everyone has their own side.
Where to live, so be known.
Over the sea it is warmer, but here it is lighter.
Overseas fun, but someone else's, and we have grief, but our own.
Where someone is born, there it will come in handy.
If the people are united, they are invincible.
Who is a mountain for the Motherland, he is a hero.
Thin is the bird that stains its nest.
Own land and in a handful is sweet.
To visit someone else's house - to see in your rotten log.
Where the pine has grown, there it is red.
To live - to serve the motherland.
Winners are determined
11. Summing up the results of the round table
Some tips for patriotic education.
1. Respect everything that was created by the labor of our ancestors! Tell your children about the great events in the history of our people!
2. Introduce children to their homeland, to their near and far surroundings, and then to the whole country, to the successes and achievements of the people!
3. Don't miss our national holidays! Explain to children their meaning!
4. Help children to love their native language and speak it correctly.
5. Instill in your child a sense of pride in your country, people.
6. Teach your child to sacredly honor the historical past. families, people, country!
12. Final word of the teacher
Today our meeting took place in an unusual form. We heard speeches "theorists", "practitioners", "analysts" representatives of families of different categories and received advice on education in the family of a young patriot. I will ask you to evaluate the work of the meeting with signal cards. If you think that it was fruitful and you learned something new for yourself in terms of education of a young patriot, hold up the blue card. If you think that this issue is not worth paying attention to, raise a red card.
Your vote showed that today among you are not left indifferent to this topic of parents. Creative Group "analysts" prepared "reminders for parents on education of a young patriot» (Appendix No. 7) and give them to you as a keepsake. well and raise a patriot in your children you can only by personal example. Today you have a St. George ribbon on your chest, a symbol of memory of the historical past of our country and your memory of all those who defended and defended peace on our planet.
13. Decision:
1. Continue to work on education in the family of a patriot countries through conversations, reading books, visiting historical sites
2. Take part in a sports festival “Mom, dad, I am a sports a family» dedicated to the celebration of the Victory
3. Take part in an exhibition of drawings on a military theme
4. Maintain close contact with the teacher in question patriotic education take timely measures to eliminate negative phenomena.
3. Conclusion
This development was implemented at a class meeting that was held in October. All participants of the round table took an active part with interest. The preparation of parents and children, their indifference showed THAT THE TOPIC PROPOSED BY THEM IS CLOSE AND UNDERSTOOD. Game tasks and children's performances created an emotional background. Nobody remained indifferent. Everyone decided that in his family has a place for patriotism, which will be expressed not in lofty phrases, but in the actions of everyday life. Children understand that their main work is studying - this is a small brick in the construction of a strong state.
Parents understand that family is the place, where child should always find help, support; this is "guiding hand", a role model. Proverb says: "Better to see once than hear a hundred times".
I, as a teacher, understand my task in teaching - educational process and intends to work closely with parents to educate a true patriot of their homeland!
What is the modern environment of education from a general scientific point of view, which should be the basis for considering the environment of education in a pedagogical context? The peculiarity of the modern environment as a factor of education is the structure of the "new reality", consisting of the technosphere and the information environment; this feature is associated with interdependent phenomena of informatization and globalization of the modern world. Globalization, according to experts, causes processes in the value system of the information society that lead to both universalization and individualization of values.
According to scientists, since the beginning of our era, it took 1750 years to double knowledge, the second doubling occurred in 1900, and the third - by 1950, that is, already in 50 years, with an increase in the amount of information over these half a century by 8-10 times. This trend is increasing, the amount of knowledge in the world by the end of the twentieth century has doubled, and the amount of information has increased more than 30 times. This phenomenon, dubbed the "information explosion", is listed among the symptoms of the beginning of the information age, including:
rapid reduction in the doubling time of the amount of accumulated scientific knowledge;
excess of material costs for storage, transmission and processing of information of similar costs for energy.
The concept of a post-industrial society as a general sociological theory of development has been developed quite deeply by Western researchers: D. Bell, J. Galbraith, J. Martin, I. Masuda, F. Polak, O. Toffler, J. Fourastier and others.
The number of people employed in the field of information services dominates in the information society. The next after the information - noospheric society will be dominated by the number of people employed in the field of intellectual activity.
The observed informatization of the environment is defined by experts as "a system-activity process of mastering information as a resource for management and development with the help of informatics tools in order to create an information society and, on this basis, further continue the progress of civilization" (A.D. Ursul).
mediatization - the process of improving the means of collecting, storing and disseminating information;
computerization - the process of improving the means of searching and processing information;
intellectualization - the process of developing the ability to perceive and generate information, i.e. increasing the intellectual potential of society, including the use of artificial intelligence.
According to A.I. Rakitova, a society is considered informational if:
- - any individual, group of persons, enterprise or organization anywhere in the country and at any time can receive, for an appropriate fee or free of charge, on the basis of automated access and communication systems, any information and knowledge necessary for their life and solving personal and socially significant tasks;
- - modern information technology is produced, functions and is available to any individual, group or organization in society;
- - there are developed infrastructures that ensure the creation of national information resources in the amount necessary to maintain the constantly accelerating scientific, technological and socio-historical progress;
- - there is a process of accelerated automation and robotization of all spheres and branches of production and management;
- - there are radical changes in social structures, the result of which is the expansion of the scope of information activities and services.
There are two main theoretical and methodological approaches to the informatization of society:
technocratic, when information technologies are considered a means of increasing labor productivity and their use is limited mainly to the areas of production and management;
humanitarian, when information technology is considered as an important part of human life, which is important not only for production, but also for the social sphere.
A new scientific branch has appeared - social informatics - a science that studies a complex of problems related to information processes in society.
Experts in this science argue that in the conditions of the information society, not just material and spiritual benefits, but organizational and informational factors - "orders" begin to play a particularly important role. The level and way of life begin to depend not so much on the amount of bread, meat, clothes, books received, but on the level of services, culture, education, etc. Although in Russia informatization has not yet become the property of a large layer of society. Even scientists in Russia, studies show, are 100 times less informed than their American counterparts.
One of the main features of the modern information society is the predominance of knowledge as a system-forming value among other values of society: “Knowledge, information, education act in the information society as system-forming values, without which the very existence of this society is impossible ... The image acquires power over a person, forms and largely determines the style of his life ... The existence of a person in the information society turns into an existence in a super-symbolic reality. The information society begins to realize its symbolic, constructed nature, and this gives a person many opportunities, provided that he possesses certain skills, which can be combined together with the concept of information culture.
In the current social practice, the preservation or destruction of the personality as a whole can serve as a criterion for the value of information: the value of information is the greater, the more information contributes to the preservation of the personality as a whole, actualizes its desire for self-development, self-knowledge, etc. And vice versa, the value of information is the lower, the more negatively it affects a person, leads him to destruction as a whole.
Modern sociological research shows the ever-increasing role of the media in the lives of children and adolescents. The researchers note that the media play an even greater role in their lives than in the lives of adults. A.A. Zhurin gives a rating of sources of information among adolescents according to the results of various researchers from 1992 to 1999. The data suggests that television naturally moved to the first position. V. G. Korolko cites data that, for example, an American child sees 20 thousand advertising clips on television per year, 12 thousand magazines and 2000 newspapers and 50 thousand books a year, 1200 television stations and about 1000 radio stations are available to him broadcast their signals.
The popularity and effectiveness of the impact of television information on children, as studies show, is associated with the colorfulness and imagery of the presentation, the combination of auditory perception of text with a picture and musical and sound effects, causing emotional and evaluative factors of assimilation, as well as the absence of psychological pressure of evaluation observed in educational process. All this makes television information memorable for a child and often personally significant. Therefore, television plays such a big role in shaping the child's ideas about the world and life. Moreover, A.A. Zhurin, in a study of schoolchildren's attitudes towards the media, obtained results indicating that children believe the media, they believe that journalists do not need to distort information. Under these conditions, the role of the media is the most effective tool for shaping the consciousness of the younger generation, which can be used both for good and for evil. According to A.A. Zhurin, solving the problems of information protection of the personality of a growing person, including from the negative impact of the media, should fall on the shoulders of a modern teacher. And this is a great difficulty for him, since "neither the Soviet nor the modern Russian school set themselves the task of teaching the schoolchild the necessary selection of incoming information."
Worldwide computer networks have become a new reality of the modern environment, the huge advantage of which is the quick selection of any necessary information: "The Internet allows teenagers to get exactly the information they want to receive." This is also a source of known danger to the consciousness of the child. A. Nikitin identifies two types of virtual reality carriers: pragmatists and romantics. The former consume only useful information, which they practically use, the latter hide in virtual reality, seek refuge from the "terrible reality".
L.I. Zaitseva, as a result of studying human problems in the value system of the information society, came to the conclusion that in the information society the following approaches to human self-identification are observed:
- - an approach based on the relativistic perception of values, then irony is the only possible mechanism of self-identification 2 ;
- - the dissolution of a person in the system of multicultural 3 values, which means the death of individuality;
- - "man-proteus" - an approach that consists in changing its form according to circumstances;
- - value-based approach: knowledge and education.
Ways of self-realization of a person in the information society, arising from possible approaches:
- - self-realization through creative activity;
- - self-realization through the creation of one's own image;
- - self-realization in the world of simulacra (virtual reality).
Despite the complexity of the current situation, specifically in Russia, at the state level, the task of a general strategy of education in lifelong education has not been solved (although in the works of B.T. Likhachev, V.D. Putilin, V.M. Korotov, V.S. Mukhina, some principles are formed related to the whole process).
The modern socio-cultural environment of upbringing, therefore, is characterized by richness and intensity, multi-channel influences on a person and upbringing, the diversity and polarity of transmitted values creates both rich opportunities and problems with the orientation of a growing person, the danger of choosing the "wrong" path. These data, obviously, form the space of the goal of modern education: to prevent the choice and following of the individual along the second and third paths, to create conditions for the implementation of the first. A necessary condition for this in the information society is the purposeful development of the information culture of the individual, which will provide both the conditions for the creative development of the individual in the current environment and the protection of the individual from information manipulation. The main hope and responsibility for solving this problem lies, as always, with school education, which, in comparison with other educational institutions, has the most real opportunities for solving it.
However, it would be expedient to more actively and thoughtfully use modern information channels - television, radio, the Internet, maybe even telephone companies - for educational impact directly on the child, the developing personality and - necessarily - on the family, traditions, habits and views of parents in both informative and explanatory, and unobtrusively reminiscent.
For example, messages that come from time to time to a person whose children are growing up: “Check if your child is sitting at the monitor screen for too long. How many times did he pull himself up on the horizontal bar today?”. Or: "Did you remind your kid to meet his mother from work with the dishes washed and homework done?", "What did you advise your children to read today?", "Shouldn't you please your family with a camping trip?", "Find out how your child is doing Maybe he needs your call now? Another idea on how to sow reasonable, kind, eternal in the modern environment with its own tools is to send to users over the network in small "portions" works of classics of literature, reproductions and information about works of art and their authors, the best films of Russian and foreign cinema, musical fragments - with comments, aphorisms, poems, etc.
Young people and teenagers can also be reminded of many things (it would not be useless to receive information about how to remember to protect yourself from infections and unwanted pregnancies, avoid casual relationships, nicotine and excessive alcohol, and also be thoughtful about what is happening around and think about about their development and about the future): "What have you achieved this day?", or "The world has become better today because of your deeds?". Such or other similar "pins and needles" may possibly be of benefit to the development of the personality. Perhaps this approach is one of the most amateurish proposals, since modern psychological science has in its arsenal standard rules and technologies for "delivering information" to a potential audience, without which, apparently, a broad educational campaign in modern conditions is impossible.
V.G. Korolko gives the following rules: in order to "break through" to the listener, to win his attention in a message-cluttered environment, it is necessary -
to draw attention;
stimulate interest;
to develop a desire to act in accordance with the messages;
direct the actions of those who respond to messages.
Obviously, this scheme can be used by any information source for educational and educational work, and not just to increase profits, be it television, radio, telephone or computer network.
Wider attention to education, human development at all levels can become a solution to many problems of modern civilization and become a progressive attribute of the modern environment itself.
Without God, a nation is a crowd,
united by vice:
Or blind, or deaf, or,
what's even scarier
And let anyone ascend the throne,
speaking
high-pitched,
The crowd will remain the crowd
until you turn
Hieromonk Roman
The lessons of the period 1917-2017 show us, on the one hand, the importance of the educational process at school, and on the other hand, the impossibility of effectively building this work without relying on the commandments of God, the spiritual values of the family, society, and traditions inherent in the Orthodox worldview. Historically, upbringing and education in Russia until 1917 was religious, which was then lost and became secular. The lessons of the history of the last century confirm the need to build education and upbringing in the spirit of Orthodox traditions.
On the threshold of the third millennium of the Christian era, there is an urgent need to survey and use all the richness of the accumulated pedagogical experience: religious and secular, modern and past, Russian and foreign. We must seek and strive for an organic synthesis of everything valuable that exists in pedagogy, comprehending this heritage from Orthodox positions and approaches based, first of all, on dogmatics and anthropology. This is necessary in order to outline the direction and landmarks of the future path.
At the same time, past experience alone in pedagogy is clearly not enough; it is necessary to enrich and supplement it with the most “hot”, modern, own, best experience. Just as the fertility of the soil is important for the successful growth of plants, the quality of the water for fish, and the quality of the air for everything that breathes, so children need a favorable environment conducive to their upbringing and development. The quality of the living environment of education can be defined as its pedagogy.
Pedagogics is a dynamic category and can be of a high-positive degree, medium and low: fertile, moderate and meager.
Literally everything in the life around us is pedagogical: people - their words, deeds, manners, habits; way of life, way of life, customs, traditions, songs, books, paintings, etc. Therefore, it is not indifferent who and what surrounds the child, what impressions the young soul receives, what spirit it imbues, what it lives on. Due to the openness, sensitivity, impressionability and high imitativeness of the child's soul, unable to distinguish between the useful and the harmful, a true pedagogical ideal, living examples embodying this ideal, and a fertile pedagogical environment of life are important.
Is it possible to separate the concepts of Orthodox education/upbringing in the family and Orthodox education/upbringing at school? Taking into account the historical experience of the last century, we understand that it is impossible.
Family and school are environment, tandem! Family and school in matters of Orthodox upbringing and education can and should complement each other, because it is the tandem of family and school in matters of upbringing and education that determines how a child will enter adulthood.
Using the example of MBOU "Secondary School No. 13 with Aesthetic Cycle UIP" we will prove that fruitful cooperation between a secular (not with an Orthodox bias) school and an Orthodox family is possible in order to form (educate) a spiritual and moral personality.
First of all, upbringing and education must have a Christian basis. To improve the pedagogical work of St. Theophan the Recluse proposed to rebuild all education - home and school - on true Christian principles. “Every science taught to a Christian must be saturated with Christian principles, and, moreover, Orthodox ones.” “Education, first of all, should be Christian,” wrote K.D. Ushinsky. “For us, non-Christian pedagogy is an unthinkable thing, an enterprise without motives behind and without results ahead. Everything that a person as a person can and should be is fully expressed in the Divine teaching, and it only remains for education, first of all, and to put the eternal truths of Christianity at the basis of everything. It serves as the source of all light and all truth and indicates the highest goal of all education. Nikolai Ivanovich Pirogov also spoke about this: “We are Christians, and, therefore, Revelation should serve as the basis of our upbringing.”
Based on the experience of our institution, we believe that it is necessary to return to the origins of the Orthodox education system so that children's stay at school is based on 3 main pillars: discipline, traditions, love and respect.
The meaning of the word Discipline in the New Dictionary of the Russian Language according to Efremova T.F. - this is obedience to firmly established rules, mandatory for all members of this team. The meaning of the word Discipline according to Ozhegov S.I. - this is obligatory for all members of a collective obedience to the established order, rules.
In our educational organization, these are the internal regulations, the Charter of the school, the Regulations on the requirements for the appearance of participants in educational relations, the schedule of lessons, additional education and extracurricular activities.
These and other documents constitute the educational component of the MBOU "Secondary School No. 13 with Aesthetic Cycle UIP". Fulfillment of official duties, including wearing a school uniform, neat appearance, compliance with the rules and norms of cultural behavior, respect for elders and kids, control and raids by the Council of High School Students, the Governing Council, the Council of Fathers, teachers on duty, classes on duty, class teachers , educational and socio-psychological services, an individual approach to everyone - all this contributes to the education of a student, a responsible, disciplined and cultured personality. The results of diagnostics according to Kapustina “Level of upbringing” demonstrate the correct path chosen by the school in matters of education:
Comparative analysis of the level of upbringing of students in grades 1-4,
2015-2016 academic year year
The level of formation of indicators of upbringing
students in grades 5-11
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Attitude towards nature |
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adaptability |
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autonomy |
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Social activity |
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Moral |
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social tolerance |
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upbringing |
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For a child to successfully pass the adaptation period at school with such requirements, regardless of which class he entered, it would be right for this to be already laid down and accepted in the family. Let us turn to the experience of the Orthodox family, where discipline is equal to obedience.
My children study at this school. In our Orthodox large family, it is obligatory to observe the daily routine, hygiene rules, special attention and parental control is paid to appearance, clothing, and neatness. Honoring parents, respect for elders is the key to Orthodox upbringing in our family. Bearing in mind the folk wisdom that obedience is more than fasting and prayer, I am very reverent and serious about the issue of compliance with the requirements of a parent.
Conclusion: For a school, which traditionally has a clear implementation and observance of the norms and rules of all members of the team, the Orthodox family is a good helper, help in the formation of spirituality, moral principles of the individual.
In turn, the Orthodox family is comfortable in a school where there is no place for permissiveness, indifference and indifference, where order, discipline and hierarchy in relationships are observed.
School - this is the state, this is the world in which our students live for eleven whole years. School traditions are the link that unites teachers, students, graduates and parents. The presence of established traditions is a sign of a close-knit, friendly, caring team. We feel the influence of traditions both on holidays and in everyday school life. A school is not a building, not classrooms. School is a lofty spirit, a dream, an idea that captivates three people at once: a teacher, a student, a parent” (L.A. Kassil).
Traditions, traditional… How often do we pronounce these words, not really thinking about their meaning and meaning. What exactly is "tradition"?
Dictionary V. Dahl says: "The rooted order in something ... elements of the social and cultural heritage, transmitted from generation to generation ...". Explanatory dictionary of Ozhegov S.I. says: tradition is what has passed from one generation to another, what has been inherited from previous generations (eg ideas, attitudes, tastes, ways of acting, customs). From time immemorial, a society in which traditions were preserved was stronger and more stable.
Today, when ideological foundations are blurred in our society, when many traditions are lost or forgotten, the problem of school traditions becomes relevant.
The school is part of society. A school without traditions is a dead building in which children and teenagers serve their tedious hours of study. A school with traditions is both a club and a family, it is a place where children receive not just scientific knowledge, but also knowledge about themselves, about the world, about society, about the possibilities of self-realization. Traditions allow you to establish emotional contact between students, students and teachers, teachers and parents, and even teachers with teachers. School traditions should be considered as customs, procedures, rules, which we talked about earlier, firmly established in the school, protected by the team, transmitted from one generation of students and teachers to other generations. What becomes a tradition is what has received the support of the collective, what is accepted not by order from above, but at will; what is repeated. It is no coincidence that the great teacher A.S. Makarenko said: “To educate traditions, to preserve them is an extremely important task of educational work. A school that has no traditions cannot be a good school, and the best schools I have observed are schools that have accumulated traditions.”
Some school traditions will leave, others will come, but their compliance with the spirit of the school and help in educating the younger generation will remain unchanged. School traditions carry a huge educational potential, and as K.D. Ushinsky: "Education that is not imbued with tradition cannot bring up strong characters."
The traditions of our school are rich and every time they have an increasing response in the hearts of parents and students. In the traditions of Orthodox education there is a place for celebration, joy, and patriotism. There are traditions that have developed in the education system over the course of a century, and we observe them: Knowledge Day, Initiation into first graders, Farewell to the ABC, New Year, Last bell, school-wide rulers, etc.
Initiation into artists, Christmas gatherings, Festival of the peoples of Russia and the world, “Grandfathers ate in the old days”, Watch of Memory dedicated to Victory Day, Selection round of a staged song and concert dedicated to Victory Day, Adventure Festival, Maslenitsa, Mother’s Day, “From all souls”, “Climbing Olympus”, “Excellent class”, “Health Day”, Dedication of teachers who came to our work team, Teacher's Day (meeting and festive concert), Lessons of history and memory, maintaining a photo chronicle of the school, etc. These are the traditions that are firmly rooted in the life of our school.
In the spirit of Orthodox education, the school pays great attention to the organization and holding of charity events, and the participation of children in them. These are such various good actions "Veteran lives nearby", "Dear goodness", "Care", "Social shop", "20 good deeds", "Help your neighbor!". All this contributes to the upbringing and formation of a caring, compassionate and humane personality of the child.
According to our observations, the family in the above traditional events is active and enterprising.
Activity and initiative are due to the fact that the observance of traditions in the Orthodox family is historically laid down. The meaning and importance of family traditions is not disputed, they are observed and passed down from generation to generation, because family traditions are the basis of Orthodox upbringing and education. In our family, the day begins with the wishes of good morning and blessings, a joint meal.
Joint meals at a large family table are held every day, regardless of the circumstances. At the same time, there is no place for a TV in the kitchen. A family feast is conducive to communication, the younger learn from the elders how to conduct a conversation, there is an exchange of views, a culture of family communication is being formed.
Visiting the Temple, preparing for confession and the sacrament of Communion is most often carried out by the whole family. Communion of all household members is always, so to speak, a quiet holiday in our large family. Much attention in the family is paid to preparing for Orthodox holidays: Shrovetide, Easter, Trinity, Christmas. These days, the apartment is necessarily thematically decorated, which helps to create a quivering feeling of anticipation of joy. The New Year, in terms of significance and brightness of the celebration, gradually began to push the feast of the Nativity of Christ into the background. Therefore, over time, a second Christmas tree appeared in our family - a Christmas tree, with the Star of Bethlehem, with themed toys in the form of angels, handmade balls, painted in Russian folk style. It is on Christmas, honoring Orthodox traditions, that we go with children dressed up to congratulate friends and acquaintances, glorifying the Nativity of Christ.
Family relics and a photo archive are cherished in the family; children know a lot of interesting things about the history of their ancestors. On May 9, we participate in the Immortal Regiment campaign, and one of the rooms is decorated in the appropriate style.
This has become our new tradition, which makes us remember and not forget one of the lessons of the last century.
When Maslenitsa festivities and a festive fair are held at the school, the Festival of the Peoples of Russia, of course, our family is one of the first to respond to assistance in preparing and holding such events, understanding the importance and significance of preserving Orthodox traditions. I was entrusted with the topic “Family Orthodox Traditions” to speak at a number of school-wide parent meetings.
Conclusion: children brought up on family traditions are easily involved in school events, charity events and are an example for other children.
In a school that is strong in traditions, children are very interested in learning, developing, growing, and enriching themselves.
Education through work is the basic principle of biblical pedagogy. In the order of the Government of the Russian Federation dated May 29, 2015 No. 996-r “On approval of the Strategy for the development of education in the Russian Federation for the period up to 2025”, great attention is also paid.
Labor is, perhaps, one of the main means of developing the psyche and moral attitudes of the individual. It is impossible to talk about the comprehensive development of the personality if the child is freed from labor. Labor education has a substantive basis, which includes two types of labor - educational labor and socially useful. Educational work involves mental and physical. Mental work requires great willpower, patience, perseverance, purposefulness. If the child is accustomed to mental work, this will also be reflected in the positive experience of physical labor.
Physical labor in the school curriculum is presented in the work of students in educational workshops.
Socially useful work is organized in the interests of each student and the entire school staff. This includes self-service work at school and at home, household work at home, care of school plantings, and volunteer work.
Labor education in our school is a tradition, this type of education is carried out in agreement with the family. Every year in September, at parent-teacher meetings, parents sign an agreement on the involvement of children in labor activities. Traditional are labor landings, cleaning the school territory, duty in the classroom, canteen and school, environmental campaigns "Plant a tree", "Let's save the forest together" (5 tons of waste paper - 2014, 6 tons of 300 kilograms - 2015, 14 tons of 500 kilograms - 2016) .
The activity of participants in educational relations is growing. The school project "Social project from each class" forms an indifferent attitude towards each other and others. A practice-oriented art project aimed at working with children with disabilities "From Heart to Heart" was awarded a grant from the President of the Russian Federation as part of the support for talented and capable youth.
Work in our family is always a joint effort. As they say, a busy bee has no time for idleness, so each child has his own obedience in the household: washing dishes, cleaning the apartment, buying food and household goods, taking out the trash, everyone knows how to iron their things, cook food, etc. In our free time we do needlework. After working together, whether it is digging up potatoes, repairing a house or cleaning an apartment, an interesting family vacation is always provided, etc.
Conclusion: Today, labor education should be one of the priority areas of the school, and the approach to it should be as serious as it is interesting. The family, in which love for work has been instilled since childhood, is a key link in organizing such events.
Our family is happy to take part in social events (subbotniks, collection of waste paper), in charity events, because helping our neighbor has always been in the traditions of the Russian Orthodox people .
All educational work and the educational process is built on love and respect and on the commandments of God: do not kill, do not steal, do not bear false witness, honor your father and mother. The main vital element of growth and development in pedagogy is love, which is most of all pedagogical, because it endures for a long time, is merciful, does not envy, is not exalted, is not proud, does not act outrageously, does not seek its own, does not rejoice in iniquity, but rejoices in the truth ... Love is the most gracious, pedagogical and most excellent property of the human soul.
In my opinion, only together can the family, the school and the Church instill in a very young child the initial concepts of love for the Motherland, i.e. lay the foundations for patriotic education.
In such a school and in such a family there is no place for the use of alcoholic beverages, smoking, drug use, obscene language, the celebration of Halloween, Valentine's Day.
The city we live in is growing every year. Together with him, our school is also growing, increasing in the number of students coming to us from different microdistricts, from families of different status. However, tradition, order, discipline and work help to have a positive influence on them. As they say, they don’t go to a foreign monastery with their charter. And the guys, even if not immediately, get used to our traditions and become patriots of our large school family. And this is the merit of not only the teaching staff, but also the parents who are always with us, who are interested in a worthy, spiritual and moral upbringing of their children.
In 2014, the school was included in the national register of the best educational institutions in Russia, was awarded the 1st degree diploma of the All-Russian competition "Elite of Russian Education" in the nomination "The Best Educational Organization for Spiritual and Moral Education", is the Laureate of the All-Russian competition in patriotic education.
The lessons of the history of the last century have shown us that the secular school must build upbringing and educational systems on Orthodox principles, and together with the Orthodox family, be a tandem in creating a favorable environment in which everyone is comfortable and there is no room for indifference!
Save me, God! Thanks for reading!
Bibliography:
1. Bazarov I., priest. On Christian Education // Journal of the Ministry of Public Education. Ch.HSSH. - January. - St. Petersburg: Type. Imp. Academy of Sciences, 1857. - p.165.
2. Dal V.I. Explanatory dictionary of the living Great Russian language.
3. Efremova T.F. New dictionary of the Russian language.
4. priest Zelenenko Alexander term paper of a student of SPbDA St. Petersburg, 1997.
5. Makarenko A.S. pedagogical poem.
6. Ozhegov S.I. Explanatory dictionary of the Russian language. Ed. 4th, corrected and added. - M.: State. ed. foreign and national dictionaries, 1961.
7. Podlasy I.P. Pedagogy: 100 questions - 100 answers: textbook. allowance for universities / I.P. Sneaky. - Pedagogy - M .: VLADOS-press, 2004.
8. Decree of the Government of the Russian Federation of May 29, 2015 No. 996-r “On approval of the Strategy for the development of education in the Russian Federation for the period up to 2025”.
9. Rozhkov M.I., Baiborodova L.V. Organization of the educational process at school. - M., 2000
10. Ushinsky K.D. - In: Thoughts on Orthodox Pedagogy. Issue 1. - M.: Vysokopetrovsky monastery, 1994. - p. 21.
11. Ushinsky K.D. Collection of ped. essays. - St. Petersburg, 1875.
12 . Ushinsky K.D. - Quote. according to the book: Pirogov N.I. Selected pedagogical works. - M.: Ed. APN RSFSR, 1952. - p. 59.
13. Ushinsky K.D. Collected Works: In 11 volumes / Ed. A.M. Egolin. - V.4.: Children's World and Reader. - M.-L.: Ed. APN RSFSR, 1948. - p.16,17.
14. Feofan, ep. The path to salvation. - M., 1899. - p. 44, 45 .
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