Test work humanization of education. Humanization of education as a social and pedagogical principle of development of the education system See what “humanization” is in other dictionaries

Irina Yanchishina
Consultation for teachers “Humanization of pedagogy. What it is?"

It is well known that a person is formed by the totality of relationships into which he enters. This could be relationships with the state, its laws, morality, culture, history, relationships with parents, peers and other people.

The nature of these relationships leaves a certain imprint on the growing person. And if in these relationships there is a lot of heartlessness, violence, lies, humiliation, evil, selfishness - then all this will become the child’s property.

Modern society is defined by precisely such relationships. They lead to the death of society and the individual. Humanity needs to change the nature of relationships, otherwise it will lead to a tragic future for humanity. Change must come along the way humanization of relations. There is no other way.

Humanization is a worldview principle based on lie:

Conviction in the limitlessness of human capabilities and his ability to self-improvement;

Demand for freedom and protection of personal dignity;

The idea that a person has a right to happiness and that satisfying his needs and interests (both spiritual and material) should be the ultimate goal of society.

Humanistic worldview is based on three ancient "paradoxes". To a modern person they may seem utopian, but still.

True victory is where no one loses and both sides win; You cannot strive to win over a person. The only way to resolve difficulties between people is agreement (teachings of Buddha).

What you don’t wish for yourself, don’t do to other people; repay good for good and justice for evil; strictly observe and build your relationships in the image of family ones, regulate relationships with wisdom (Confucius).

Treat your neighbor as yourself (teachings of Christ).

Humanization relationship should begin immediately. The main role here belongs to the school and pedagogy.

Firstly, the view of the child must change. This is not a being subject to the nurturer, not an empty vessel that can be filled with anything. He can't "to do somehow". Every child has sufficient potential for successful self-development. A child is always striving for the best, for the good, for success. A child is the subject of his own development, he is self-powerful. He is equal to an adult in many ways: experiences the same feelings as an adult. He is equal to an adult in terms of intellectual capabilities and is only slightly inferior in terms of life experience, but experience is acquired.

Secondly, it is necessary to rethink the essence of the education process and its purpose. Inhumane, authoritarian pedagogy claims that education is the formation of the personality of the person being educated. Hence - mandatory education and training programs, recognition of the child only as an object of activity of the educator, "training" compliance with rules, knowledge and skills. This education never gave positive results. The child was made to be something, but not the way he was born to be. IN like this doing, he lost his human face, became dependent, dependent, capable only of repeating, but not creating, he became like everyone else, despite the fact that he was unique and inimitable from birth.

Based on principles humanism, it would be more reasonable to define education as the creation of conditions for the development of a child and his maximum self-regulation.

Education is designed to help the child establish his own relationships, contacts with society, history, and culture of mankind, in which he will become the subject of his own development, create himself in his own image and likeness. It's supreme humanely, since a person is happy only when he feels personal freedom and uniqueness. The educator is only an assistant to the child in his self-development, he is his wise support, but nothing more. If a child is in many ways equal to an adult, then communication with him should be carried out as cooperation and built taking into account the following professional and ethical requirements.

Requirements for an adult to communicate with child:

1. YOU MUST RESPECT A CHILD AS A PERSON WITH ALL THE GOOD AND BAD THAT IS IN HIM. He is worthy of respect because he is equal to us and he is an unsolved mystery for us; worthy of respect for the difficult path that he has to go through in life. Respect means understanding, supporting, believing.

2. EVERY CHILD IS UNIQUE AND BEAUTIFUL. Only uniqueness will help a child choose his own path in life and follow it. The child has the right to be himself. Take it away "I" or to average it, to impose an idol on a child means to commit a crime against him. We adults don't have the right to do this.

3. YOU DON’T HAVE TO STOP IN PARENTING "ABOVE THE CHILD" AND IF YOU HAVE TO DO THIS, IT IS ONLY TO PROTECT HIM.

4. IT IS NECESSARY TO WORK WITH CHILDREN SO THAT EVERY CHILD LEARNS TO RESPECT AND VALUE THEMSELVES. Self-respect appears in the wake of success. We must provide the child with success and victory. (over a difficult topic of knowledge, a boring task, a dangerous desire) etc. The first victory will give rise to a second, third, awaken in the child powers that were previously unsuspected, and the scope of his capabilities will expand significantly. Everyday life in small victories is the wings of a child, carrying him to the realization of his own importance. But real victory is achieved only in creativity. Creativity, and not repetition, gives the child freedom, self-confidence and strength. Creativity elevates a child. Educator humanist must be a creator and must be able to awaken a thirst for creativity in children

5. WHEN WORKING WITH CHILDREN, ONLY NON-VIOLENT CONTROL AND HUMANE METHODS AND TECHNIQUES OF EDUCATION. It is necessary to ensure that the child participates in activities proposed by the teacher, not out of fear of being punished or receiving disapproval, but out of a desire to achieve personal success and experience pleasure. When selecting methods and techniques of education, it is important to remember following:

Never punish children;

Do not compare children with each other, do not set each other as an example;

Don't expose children to shame (don’t scold in front of everyone, don’t force them to ask for forgiveness);

Do not reproach children;

Don't complain to your parents about them;

Do not stand over the soul, do not supervise them;

Don't insult;

Do not order, do not demand harshly;

Ensure success in all matters and especially in creativity, through a reasonable dose of help;

Praise from the heart;

Believe and trust unconditionally;

Agree, find a common opinion, give in to desires,

Encourage sincerely.

6. IT IS NECESSARY TO CONSTANTLY PROVIDE PSYCHOTHERAPEUTIC CARE FOR CHILDREN. This means taking care of each child’s mental balance, his moods, feelings, and experiences. A child should not live in an environment of mental discomfort if we want to see him as a person.

Publications on the topic:

Integration of educational areas: “Social and communicative development”, “Cognitive development”, “Speech development”, “Artistic.

Collaboration is the joint work of several people aimed at achieving common goals. Collaboration creates the conditions for positivity.

Consultation for teachers “What is the Federal State Educational Standard for Preschool Education?” From January 1, 2014, all preschool educational institutions in Russia are switching to the new Federal State Educational Standard.

Consultation for teachers “Use of artistic expression in organizing routine moments for children 2–3 years of age” Watching the kids, I noticed that some children hear not words, but intonation, friendly, inviting, and inspiring trust.

Consultation for teachers “The importance of didactic games in a child’s life”“Every child is a little explorer, discovering the world around him with joy and surprise. The task of adults, parents and educators.

Consultation for teachers “Tutor support for advanced training of young teachers at MBDOU”“A teacher is not the one who gives the right answers, but the one who asks the right questions” Claude Lévi-Strauss. We have heard more than once about the importance of cooperation.

Consultation “Folk games as a traditional means of pedagogy” Let's take a closer look at the place play occupies in a child's life, especially in preschool age. For him, the game is the most serious thing.

Consultation for teachers “So what is tolerance?” Tolerance is mercy; Tolerance is compassion; Tolerance is respect; Tolerance is the kindness of the soul; Tolerance.

Consultation “The role of museum pedagogy in the moral and patriotic education of children”“Museum pedagogy”... Today this phrase is familiar to everyone involved in the upbringing and education of the younger generation. The term "museum"

Training seminar for teachers “What is tolerance?” Goal: increasing the teacher’s sensitivity to the ideas of non-violence and tolerance as a universal human value. Progress of the event: Nobody can.

Image library:

Introduction………………………………………………………………2
1. Education and humanization…………………………………………… 4
2. The essence and content of humanization of education………………….8
3. Problems of humanization of education in Russia……………………… 14
Conclusion……………………………………………………………...17
References……………………………………………………………..19

Introduction.

Humanization is a modern term, but the problem is far from new. With the change of historical eras, the problem of the image of a person corresponding to the spirit of the time always arose. In the history of the problem, biblical pro-humanism, ancient humanism, Renaissance humanism and Enlightenment humanism are distinguished. Modern humanism is multidimensional, which is associated, first of all, with the diversity of cultures, the plurality of ideas about the world, and the search for dialogue between bearers of different moral values.
The humanization of education is more consistent not with the principle of satisfying the educational needs of an “abstract” individual, but with the principle of dialogue, taking into account the interests of various social strata and groups, influencing the interests and needs of a specific individual. This does not mean that the learner's personality is replaced by a social group; outside the latter it is unthinkable and can only be understood in a certain socio-historical context. Relations between participants in the educational process are not reduced to a “person-state” dialogue; they become more complex and indirect. As an intermediate link, one should probably take the social group and society as a whole. This link, connecting the individual with the state, forms both sides. Educational reform at the end of the 20th century led to a confusion of the personal principle in pedagogy and educational policy. The humanistic meaning of the first of the principles unreasonably extended to the level of state policy in the field of domestic education. At the same time, the humanization of education is carried out through achieving a more complete correspondence with universal human values, society and individual social groups that generate educational needs and ideals; a specific person becomes the bearer and spokesman of the dialogue.
The purpose of this work is to study the humanization of education. The following tasks follow from the goal:

Give the concepts of “education”, “humanization”, “humanization of education”, “humanism”;
Reveal the essence and content of the humanization of education;
Highlight the problems of humanization of education in Russia.

1. Education and humanization.

In order to give the concept of the humanization of education, it is necessary to find out what education is and what humanization is, to compare these concepts and their compatibility, to find out whether there is a need for humanization of education.
Education - according to the legislation of the Russian Federation - is a purposeful process of upbringing and training in the interests of an individual, society, and the state, accompanied by a statement of the achievement by a student of educational levels established by the state (educational qualifications). The level of general and special education is determined by the requirements of production, the state of science, technology and culture, as well as social relations.
Education is the purposeful cognitive activity of people to acquire knowledge, skills, or improve them.
In the broadest sense of the word, education is the process or product of “... the formation of the mind, character or physical abilities of an individual... In the technical sense, education is the process by which society, through schools, colleges, universities and other institutions, purposefully transmits its cultural heritage - accumulated knowledge, values ​​and skills - from one generation to another.
In the ordinary understanding, education, among other things, implies and is mainly limited to the teaching of students by a teacher. It may consist of teaching reading, writing, mathematics, history and other sciences. Teachers in subspecialties, such as astrophysics, law or zoology, can teach only that subject, usually at universities and other institutions of higher education. There is also the teaching of vocational skills,
1.Alexandrova O. A. Education: accessibility or quality - consequences of choice // Knowledge. Understanding. Skill. - 2005. - No. 2. - P. 83-93.)
2.
for example, driving. In addition to education in special institutions, there is also self-education, for example, through the Internet, reading, visiting museums or personal experience.
The right to education is currently confirmed by national and international legal instruments, for example, the European Convention for the Protection of Human Rights and Fundamental Freedoms and the International Covenant on Economic, Social and Cultural Rights, adopted by the UN in 1966.
Humanization is a key element of new pedagogical thinking, which affirms the semi-subjective essence of the educational process. The main purpose of education in this is the development of personality. And this means changing the tasks facing the teacher. If earlier he had to transfer knowledge to students, then humanization puts forward another task - to promote the development of the child in all possible ways. Humanization requires changing relationships in the “teacher-student” system and establishing cooperative connections. Such a reorientation entails a change in the teacher's methods and techniques.
The humanization of education presupposes the unity of general cultural, social, moral and professional development of the individual. This social pedagogical principle requires a revision of the goals, content and technology of education.
The key concept of humanistic philosophy of education is “humanism”. An attempt to determine its meaning shows that this concept has several meanings. Changing them makes it possible to understand various aspects of this problem, although it causes difficulties associated with determining the specific content of the very concept of “humanism”.
Humanity (from lat. humanitas - humanity, lat. humanus - humane, lat. homo - man) - a worldview in the center of which is an idea
3. ru.wikipedia.org/wiki/ Education
man as the highest value; arose as a philosophical movement during the Renaissance (see Renaissance humanism).
Humanism is a progressive life position that, without the aid of belief in the supernatural, affirms our ability and responsibility to live ethically for the purpose of self-realization and in an effort to bring the greater good to humanity.
Yu. Cherny’s study “Modern Humanism” provides a classification of humanistic views, which was proposed by the future American researcher Warren Allen Smith in his student work in 1949:

humanism is a concept meaning interest in a person or in the study of the humanities;
ancient humanism - a concept related to the belief systems of Aristotle, Democritus, Epicurus, Lucretius, Pericles, Protagoras or Socrates;
classical humanism - Renaissance humanism; a concept relating to ancient humanistic ideas developed during the Renaissance by such thinkers as Bacon, Boccaccio, Erasmus of Rotterdam, Montaigne, Thomas More and Petrarch;
theistic humanism - a concept that includes both Christian existentialists and modern theologians who insist on the ability of man to work towards his salvation together with God;
atheistic humanism is a concept that describes the work of Jean-Paul Sartre and others;

communist humanism is a concept that characterizes the beliefs of some Marxists (for example, Fidel Castro), who believe that Karl Marx was a consistent naturalist and humanist;
naturalistic (or scientific) humanism is an eclectic set of attitudes born in the modern scientific era and focused on belief in the highest value and self-improvement of the human person.

2. The essence and content of the humanization of education.

the child’s knowledge and assimilation in the pedagogical process of what is truly human;
the child’s knowledge of himself as a person;
coincidence of the child’s interests with universal human interests;
the inadmissibility of using in the pedagogical process means that can provoke a child into antisocial manifestations;
providing the child with the necessary social space in the pedagogical process for the best manifestation of his individuality;

humanizing circumstances in the pedagogical process;
determining the qualities of the child’s emerging personality, his education and development, depending on the quality of the pedagogical process itself

Petrovsky A.V. System-activity approach to personality: The concept of personalization // Psychology of a developing personality. M.: Pedagogika, 1987. pp. 8-18.

defining the general concept of the work of an educational institution must be uniform. However, its choice is currently very difficult for heads of educational institutions.
It is necessary to take into account that the humanization of the educational process is possible with the implementation of a whole set of requirements. L.A. Baykova and other researchers highlight the following:

unconditional acceptance of the child, a stable positive attitude towards him;
showing respect for the individual and maintaining self-esteem in everyone;
awareness of the individual’s right to be different from others;
providing the right to freedom of choice;
assessment not of the child’s personality, but of his activities and actions;
the ability to feel (empathy) for each child, to look at the problem through the eyes of a particular child from his position;
taking into account the individual psychological and personal characteristics of the child (type of nervous system, temperament, characteristics of thinking, abilities, interests, needs, motives, orientation, formation of a positive self-concept, activity).

ensuring the humanization of education (development of curricula, curricula, textbooks); systematization of available approaches to problem development.

3. Problems of humanization of education in Russia

The modern school of Russia is a social institution of society that transmits knowledge, norms, values ​​and cultural standards to younger generations, to ensure the continuity of culture and the cohesion and stability necessary for Russian society, without which overcoming the systemic crisis of the country and the establishment of market relations is impossible.
In the late 70s - early 80s of the twentieth century, education in Russia began to be considered as one of the global problems of our time, since the wealth of modern states, according to M. V. Ushakova, is determined not by natural and technological parameters, but primarily by human capital, which has a certain price in the labor market.
One of the most significant modern problems of Russian education is its humanization and humanitarization. They are associated with global changes taking place in the modern world, where the main value and asset of society is an individual capable of self-actualization (the main thesis of humanistic psychology). Most researchers dealing with this problem attribute it to the modern paradigm of the development of Russian education.
Reflecting on ways to implement the modern paradigm for the development of Russian education, it should be pointed out, as V. T. Pulyaev emphasizes, that in its essence it should be humanitarian, generate in society
15. Ushakova M.V. Higher school of modern Russia: trends and forecasts // Social and humanitarian knowledge. 2003. No. 4. P. 166 – 179.

humanism. Technogenic civilization and technocratic thinking are becoming obsolete. The value of human existence in its harmony with the world of nature and society is increasingly coming to the fore. Human relations are dominated by humanitarian problems and universal values ​​that take into account the interests of not only living, but also future generations of people. The humanization of education presupposes the primacy of humans over technical systems.
Revealing the essence of this problem, M. V. Ushakova emphasizes that the majority of students are dominated by the technocratic idea that everything that is economically effective is moral; many of them suffer from narrow utilitarian thinking, technicalism, and a lack of understanding of the meaning and role of humanitarian knowledge.
The humanization of education is carried out with the goal of “elevating” a person, whose value lies in his individuality. At one time, N.A. Berdyaev argued that “the entire real world” depends on the will, thoughts and deeds of an individual person. According to N.A. Berdyaev, man, as a thinking, creative being, has such qualities as individually special, activity and creativity, freedom and creative freedom.
Humanization of education can be carried out in the form of cultivating the spiritual ability to appreciate and accept the reality of existence, without losing
"I" values. Individualization of education in the context of the humanistic paradigm is based on human freedom. Freedom is the meaning of life, the true essence of man.
Humanization also contributes to the increasing accessibility of higher education in the world, which affects the acquisition of education at an increasingly higher level, its transformation from elite to mass.
16 Pulyaev V. T. A new paradigm for the development of education and the main contours of its implementation in Russia // Socio-political journal. 1998. No. 5. P. 3 – 20.
17 Ushakova M.V. Higher school of modern Russia: trends and forecasts // Social and humanitarian knowledge. 2003. No. 4. P. 166 – 179.
18. Chinaeva V. Student mobility: global trends // Higher education in Russia. 2002. No. 3. P. 93 – 98. Collection of scientific papers

It is precisely the mass nature of higher education, as V. Chinaeva emphasizes, that has become one of its most characteristic features in our time.
Thus, we can conclude that humanization and humanization of education are the most important problems of modern education. They are closely related to such phenomena as democratization and globalization of the higher education system, its transformation from elitist to mass. Humanization largely determines the effectiveness of the education system and is one of the modern paradigms of its development.
etc.................

Humanization is a key element of modern pedagogical thinking. It requires a re-evaluation of all components of the pedagogical process in the light of their human-forming function, radically changes the essence and nature of this process, placing the child at its center. The main purpose of the pedagogical process is the development of the student. The measure of this development acts as a measure of the quality of work of the teacher, the school, and the entire education system.

Humanization of education - this is the orientation of the educational system and the entire educational process: 1) towards the development and establishment of relationships mutual respect students and teachers, based on respect for the rights of every person; 2) maintaining and strengthening the health of pupils; 3) developing their self-esteem; 4) development of personal potential.

It is this kind of education that guarantees students the right to choose their individual development path. In other words, the humanization of education is placing a person with his needs, interests, requirements at the center of educational activity.

Humanization requires the establishment of cooperative connections in the “teacher-student” system. This means respect for the individual, his dignity, mutual trust, the creation of the most favorable conditions for the disclosure and development of students’ abilities, their self-determination. This is the orientation of the school not only to prepare the child for the future life, but also to ensure the fullness of his today's life at each of the age stages - in childhood, adolescence, adolescence.

Humanization of education involves taking into account the psychophysiological identity of various age stages, the characteristics of the social and cultural context of a child’s life, the complexity and ambiguity of his inner world. It also means an organic combination of collectivist and personal principles, making what is socially significant personally significant for the child.

Humanization is realized, in particular, through consistent individualization the entire pedagogical process (taking into account the personal specificity of students) and its personalization(taking into account the individual characteristics of teachers).

Individualization of the content, methods and forms of education presupposes their construction in accordance with the existing experience and level of achievements of schoolchildren, the orientation of their personality, and the structure of interests. Since the composition, characteristics and scale of individual abilities and areas of development of students are different, the school is obliged to provide them multi-level according to the objective complexity and subjective difficulty of assimilating cultural material.

The personal orientation of the updated pedagogical process also corresponds to the fact that the teacher carries within himself a certain content of education, and it is this cultural, spiritual content that becomes one of the main components of the educational process. The problem is to learn to take into account this personal aspect and realistically coordinate the rest with it, to learn to value the teacher as the main carrier of the culture transmitted at school, and to develop his personal potential.

Slender building aesthetic education, which is to be built in the school, must rest on the foundation of art. The school will not move forward along the path of humanization until the subjects of the artistic cycle take their rightful place in the educational process.

The humanization of the school is not limited only to the sphere of spiritual development. It requires overcoming the residual principle in relation to the physical development of the child. Physical education it is necessary to return its rightful place in general education, to rid it of a one-sided sports orientation, to make it a genuine physical culture, an integral component of the versatile and harmonious development of the individual. It should be aimed primarily at improving children's health, which has become a national problem today.

It is impossible not to mention humanization natural science And technological component education. Technology here is understood as all types of applied “techno” - mastery, skill: firstly, in craft, secondly, in art and thirdly, in science. Technology in this sense is the ability to create things and provide services.

The technology was practiced long before the advent of biophysical sciences or the humanities. Historically, sciences followed technologies that set cognitive goals for them, and this trend continues to this day.

The tasks of the earliest technologies - providing food, water and shelter - still constitute a significant part of the efforts undertaken by modern technology, today's applied sciences. The actors, artists, musicians, historians, philosophers of three thousand years ago would have found little change in the work of their present-day colleagues.

The skills and crafts from the arsenal of productive activity of mankind should be studied in school, taking into account their decisive role in the arts and sciences, economics and private life.

The development of children's cognitive abilities, as a rule, corresponds to the historical sequence of basic concepts, skills, theories and system structures in which they arose in social and industrial communities. At the same time, the most accessible, understandable ideas and processes appeared first, and it is these concepts and skills that are most readily acquired by beginners. That is why the introduction of concepts, skills, theories and systems in school should follow the logic of the historical development of societies and industries.

In their historical development, human communities and the industries they practiced used many ways communication, including kinesthetic, language, graphic, sound and mathematical. All of them, adjusted to modern times (i.e., corresponding to those used in society and industry today), should be used when children communicate in the classroom.

Each of these methods opens up different sources of intellectual abilities. Therefore, by using different methods of communication in groups, we increase the likelihood of each child mastering the concept and skill.

Each child perceives and responds to different communication methods differently. This is why it is necessary to apply the full range of communication practices in teaching.

The teaching requires an emphasis on the maximum achievable completeness and clarity by students of conceptual structures, values, methods, functions and historical progress in the structure of society and production, and their impact on the environment. At the same time, students' attention is drawn to their training in independence, monitoring and control of the part of the environment closest to them.

To increase the potential for intelligence in students' understanding, assessment, and action, teaching must balance theory with its application to practice. At the same time, children’s discovery of basic skills to support and organize group life functions as a means of humanizing school education.

The main direction of development of modern science is its focus on ideological origins, that is, “a return to the significance of man.”

The main trends in the humanization of education are associated with the development of a harmoniously developed personality.

Leading idea

The priority direction of the humanities is the development of child independence and the revival of humanistic traditions. This approach is caused by the realities of life.

The meaning of school education is to discover and develop the spiritual potential of children, to educate patriots and active citizens of their country.

What are the main trends in the development of education?

Humanization at this stage has acquired paramount importance, since such an approach contributes to the formation of individual personality traits:

• intellectuality;
• communication;
• independence;
• responsibility;
• creativity;
• self-esteem.

Current problems of our time

The most pressing issues at present are related to the psychological health of the younger generation. The humanization of modern education contributes to the restoration of personal development and culture-forming functions.

This approach contributed to changing ideas about the purpose of education and training. The humanization of education involves the transmission of the values ​​of national and universal culture to the younger generation. This involves revising the technologies and content of education and training, changing the structures of various educational institutions: kindergartens, schools, universities.

Goals and objectives of the approach

Humanization of education is a system that recognizes man as the highest value. I. Kant believed that such an approach contributes to the formation of a person who will be able to independently develop and improve his creative and mental abilities.

What do modern researchers mean by this method? They believe that the humanization of education is the creation of certain conditions that are aimed at revealing and improving the child’s abilities. They help build positive self-realization. The approach is based on respect for a person, faith in him, relationships with other people, and comfortable existence in a social environment.

Expert opinions

L. S. Vygotsky called the process of humanization of education an evolutionary method of transforming the younger generation, aimed at self-determination and self-development.

A. V. Brushlinsky believes that with a humanistic interpretation of man as a subject, he ceases to be a passive being and is included in the process of development of society.

Features of the approach

Humanization and humanitarization of education require taking into account the age and psychological characteristics of students. The specificity of the methodology and main content is the use of a person-oriented approach. This allows the teacher to identify talented and gifted children at an early age and create optimal conditions for their development.

Humanization of education is a system that is based on ethical principles. This approach involves interaction between schoolchildren and teachers in order to form a positive attitude towards themselves, the world around them, and people.

Important aspects

Humanization of education is a system, the implementation of which requires the preparation of educational programs, selection of books, and manuals. It involves formalizing planning for each area of ​​scientific knowledge.

Humanization of education is an approach that involves changing the attitude towards professional activities among teachers. They cease to be authoritarian individuals and become mentors for their students.

Currently, in Russian school education, the teacher has the right to use the variability of the content of the material when drawing up the program. This allows teachers to provide children with the right to choose at different stages of educational activity and the opportunity for personal growth.

A special type of humanistic learning is the creation of a communication situation. It means the joint activity of the mentor and the student. Such a psychological and pedagogical environment contributes to the development of personality.

Dialogue is a variant of verbal communication, which results in self-development and self-actualization of the child.

Training is structured in such a way that an atmosphere of creative exploration is created, students have the “right to make mistakes,” exchange experiences, and find the optimal solution to a problem.

Performance criteria

With a humanistic approach, the effectiveness of training is not reduced only to the assessment of skills and knowledge, which are revealed by control sections and test papers. The main element of the effectiveness of educational activities is the child’s use of the acquired skills and knowledge in practical activities.

The teacher must create a “success situation” for his students at all stages of educational (extracurricular) classes, find an individual approach to each child. To effectively solve this problem, the teacher uses the following factors:

• carries out joint activities with students in the process of educational and extracurricular activities;
• demonstrates his approving attitude towards students who strive to independently acquire skills and abilities;
• offers schoolchildren exciting, interesting work.

Distinctive features of humanization

Personality-oriented technologies involve placing the child’s personality at the center of the educational system, creating conflict-free, favorable and safe conditions for him to realize and develop his natural potential.

The technology of cooperation is based on equality, democracy, partnership between teacher and student. Together they think through an action plan, select literature for work, and analyze the results obtained. The humanization of modern education has contributed to the introduction of research and design activities into educational institutions.

Project methodology has become a mandatory element in any academic discipline. What is its significance in the humanization of education? As part of the project, the child learns to independently set goals and objectives, put forward a hypothesis (assumption), and select scientific literature. In this process, the teacher is a mentor; he corrects the work of his student.

The technology of free education contributes to the creative, diversified development of the student. When documenting the results of the research, the child acquires information competencies. Children present their finished project to their peers at research conferences and competitions, while forming and developing communication skills.

Conclusion

The humanization of modern education contributes to the formation of a respectful attitude towards the personality of each child, faith in his creative powers and capabilities. Humanization is the main element of innovative pedagogical thinking, which is aimed at the development of a psychologically healthy personality.

If in the traditional education system the teacher acted as an authoritarian person, and children learned all the information by heart, now the teacher is a mentor, whose opinion children listen to, but development is carried out according to individual educational and developmental trajectories.

After the introduction of new federal educational standards in Russian schools, a differentiated approach became one of the main methods of humanizing the educational process.

Ministry of General and Vocational Education

Sverdlovsk region

Revda State Pedagogical College

Department of Psychological and Pedagogical Disciplines

HUMANIZATION OF EDUCATION

Abstract on introduction to the teaching profession

Completed by: Vlasova E.V.,

student gr.101

specialty 0319

Checked by: L.V. Bormotova,

teacher

PLAN

1. The role of humanization. Basic concepts…………..…………………………3

2. Patterns of humanization of education…………………………………5

2.1. Basic provisions………………………...……………………….5

2.2. “My pedagogical credo”…..…………..………………………8

3. Humanization of education and democratic style of the teacher……… ……10

4. List of references………………………………………………………...11

1 . ROLE OF HUMANIZATION. BASIC CONCEPTS

Russian society is at a turning point in its development. It is characterized by reassessment of values, criticism and overcoming what prevents further movement forward. The highest humanistic meaning of social development is the affirmation of the attitude towards man as the highest value of existence.

Man, as an end in itself for development, as a criterion for assessing the social process, represents the humanistic ideal of the transformations taking place in the country. The progressive movement towards this ideal is associated with the humanization of the life of society, in the center of whose plans and concerns should be a person with his needs, interests, requirements. Therefore, the humanization of education is considered as the most important social and pedagogical principle, reflecting modern social trends in building the functioning of the education system.

Humanization is a key element of new pedagogical thinking, which affirms the multi-subjective essence of the educational process. The main purpose of education in this is the development of personality. And this means changing the tasks facing the teacher. If earlier he had to transfer knowledge to students, then humanization puts forward another task - to promote the development of the child in all possible ways. Humanization requires a change in relationships in the “teacher-student” system - the establishment of cooperative links. Such a reorientation entails a change in the teacher's methods and techniques.

The humanization of education presupposes the unity of general cultural, social, moral and professional development of the individual. This social pedagogical principle requires a revision of the goals, content and technology of education.

The key concept of humanistic philosophy of education is “humanism”. An attempt to determine its meaning shows that this concept has several meanings. Changing them makes it possible to understand various aspects of this problem, although it causes difficulties associated with determining the specific content of the very concept of “humanism”.

Thus, the concept of “humanism” is used in at least ten meanings:

· the name of the Renaissance in various cultural movements, ideological movements, directions of social thought;

· the name of the field of theoretical knowledge that gives preference to the humanities;

· characteristics of the Marxist worldview, proletarian ideology, socialist way of life;

· designation of the moral qualities of a person - humanity, kindness and respect;

· determination of the most important factor in the comprehensive development of the individual;

· expression of a special attitude towards man as the highest value of life;

· name of practical activity aimed at achieving universal human ideals, etc.

A similar situation is observed in relation to the concept of “humanity”, which is often identified with the concept of “humanism”.

Humanism as an ideological value complex includes all the highest values ​​developed by humanity along the long and contradictory path of its development and called universal values; love of humanity, freedom and justice, dignity of the human person, hard work, equality and brotherhood, collectivism and internationalism, etc.

Humanism most often acts as a philosophical-ideological concept, as the name of a philosophical system, and therefore its research prescribes the competence of the philosophical sciences. Humanity is more often considered as a psychological concept, which reflects one of the most important features of a person’s orientation.

The humanistic worldview as a generalized system of views, beliefs, and ideals is built around one center - man. If humanism is a system of certain views on the world, then it is man who turns out to be the system-forming factor, the core of the humanistic worldview. Moreover, his attitude contains not only an assessment of the world, but also an assessment of his place in the surrounding reality. Consequently, it is in the humanistic worldview that diverse relationships to man, to society, to spiritual values, to activity, that is, in fact, to the whole world as a whole, find their expression.

In the psychological dictionary, the concept of “humanity” is defined as “a system of attitudes of an individual towards social objects (a person, a group, a living being) determined by moral norms and values, which is represented in the mind by experiences of compassion and rejoicing... realized in communication and activity in the aspects of assistance, participation, help." (Psychology: dictionary / Ed. A.V. Petrovsky, M.G. Yaroshevsky.-M, 1990.-p. 21.).

Consequently, humanity is a quality of personality, which is a set of moral and psychological properties of the individual, expressing a conscious and empathetic attitude towards man as the highest value.

2. REGULARITIES OF HUMANIZATION OF EDUCATION.

2.1. Basic provisions

Based on the findings of numerous psychological and pedagogical studies, it is possible to formulate patterns of humanization of education.

1. Education as a process of formation of mental properties and functions is determined by the interaction of a growing person with adults and the social environment. Psychological phenomena, noted S.L. Rubinstein, arise in the process of human interaction with the world. A.N. Leontyev believed that a child does not face the world around him alone. His relationship to the world is always conveyed through the relationships of other people, he is always included in communication (joint activity, verbal and mental communication).

2. Among the humanistic tendencies in the functioning and development of the education system, the main one can be identified - an orientation towards personal development. The more harmonious the general cultural, social, moral and professional development of the individual is, the more free and creative a person will become.

3. Education will satisfy personal needs if, according to L.S. Vygotsky, it is focused on the “zone of proximal development,” that is, on mental functions that have already matured in the child and are ready for further development.

4. Today there is a real opportunity to give a person to master not only basic professional knowledge, but also a universal human culture, on the basis of which it is possible to develop all aspects of the personality, taking into account its subjective needs and objective conditions related to the material base and personnel potential of education. Personal development in harmony with universal human culture depends on the level of mastery of basic humanitarian culture. This pattern determines the cultural approach to the selection of educational content. In this regard, self-determination of the individual in world culture is the core line of humanitarization of the content of education.

5. The culturological principle requires raising the status of the humanities, their renewal, liberation from primitive edification and schematism, identifying their spirituality and universal values. Taking into account the cultural and historical traditions of the people, their unity with universal human culture, is the most important condition for the design of new curricula and programs.

6. Culture realizes its function of personality development only if it activates and encourages a person to act. The more diverse and productive the activities that are significant for the individual, the more effective the mastery of universal and professional culture.

7. The process of general, social, moral and professional development of the individual takes on an optimal character when the student acts as a subject of learning. This pattern determines the unity of the implementation of active and personal approaches

The personal approach assumes that both teachers and students treat each person as an independent value, and not as a means to achieve their goals.

8. The principle of the dialogic approach involves transforming the position of the teacher and the position of the student into personally equal ones, into the positions of collaborating people. This transformation is associated with a change in the roles and functions of participants in the pedagogical process. The teacher does not educate or teach, but activates, stimulates aspirations, forms the student’s motives for self-development, studies his activity, and creates conditions for self-movement.

9. Personal self-development depends on the degree of creative orientation of the educational process. This pattern forms the basis of the principle of an individual creative approach. It involves direct motivation of educational and other types of activities, organization of self-movement towards the final result. This allows the student to feel the joy of realizing his own growth and development, of achieving his own goals. The main purpose of the individual creative approach is to create conditions for the self-realization of the individual, to identify and develop his creative capabilities.

10. The humanization of education is largely associated with the implementation of the principle of professional and ethical mutual responsibility. The readiness of participants in the pedagogical process to take on the concerns of other people is inevitably determined by the degree of formation of a humanistic way of life. This principle requires such a level of internal composure of the individual, at which a person does not follow the circumstances that arise in the pedagogical process. The individual himself can create these circumstances, develop his own strategy, and consciously and systematically improve himself.

Today, when unprecedented changes are taking place in the socio-economic life of the country, when we are all thinking about ways to transform public education, there is a need to solve the new problems facing us. One of them is the same one that faces society as a whole: the transition from a command-bureaucratic to a democratic organization of life. The renewed society must show its face, first of all to children. In relation to education, this means humanization (implies strengthening of humanity, respect for human dignity; philanthropy in teaching and upbringing) - focus on the child, his needs, capabilities and psychological characteristics.

What do you mean by child-centeredness? What are its capabilities and psychological characteristics and which of them should we take into account first? Or, maybe, all systematic pedagogical influence on the child should be completely abolished, and rely on the natural course of his development?

Remember, the source of mental development is the social environment, which embodies the characteristics of the human race, which the child must learn.

Mental development occurs in the process of mastering human culture - tools, language, works of science and art, etc., it cannot happen otherwise. But a child does not master culture on his own, but with the help of adults, in the process of communicating with people around him. Education and training are the most important forms of such communication, in which it occurs systematically and systematically.

Thus, the question of the need for systematic pedagogical influence on the child is resolved quite clearly: it is necessary because it serves as one of the main ways of transmitting social experience and human culture to the child. Without such a transfer, mental development is generally impossible. Another thing is how, in what ways, in what forms this influence is carried out in order to focus on the child, take into account his interests and capabilities and at the same time be the most effective.

So, in order to acquire a truly humanistic character, not in words, but in deeds, education must be carried out mainly through the organization and management of children's activities and provide the best conditions for the development in these types of activities of psychological qualities that are specific to age and of lasting importance, - primarily figurative forms of knowledge of the world and social emotions.

The real process of a child’s mental development includes a much wider range of mental properties and abilities that must be taken into account when constructing training and upbringing. The main thing is that the development of each child follows its own special path, in which general patterns manifest themselves in an individual form. And if taking into account age-related characteristics of psychological development is the basis for developing a general strategy, it requires identifying and taking into account individual characteristics.

2.2. "My pedagogical credo"

The humanization of society raised the question of the authority of the teacher. The proximity of authority and authoritarianism as cognate words and related concepts problematized the idea of ​​teacher authority and presented ethical criteria for it. Individuality as the basis of teaching and upbringing returns self-respect to the teacher and school.

“Teachers and students are, first of all, employees,” wrote N.K. Roerich. Thus, democratization and humanization in education opened the way to the development of initiative and independence of the student and teacher.

The complexity of the educational process lies in the fact that, although it occupies a significant place in a person’s life, it does not give a tangible, visible, concrete result immediately upon its completion. The result of education is all subsequent behavior, activities, and lifestyle of a person. Therefore, the influence of the pedagogical influence of any educational institution cannot be controlled directly.

Everyone who chooses the profession of a teacher takes responsibility for those whom he will teach and educate, at the same time he is responsible for himself, his professional training, his right to be an educator, a teacher, an educator. Worthy fulfillment of professional pedagogical duty requires a person to accept a number of obligations.

Firstly, you should objectively assess your own capabilities, know your strengths and weaknesses, qualities that are significant for a given profession (features of self-regulation, self-esteem, emotional manifestations, communication, didactic abilities, etc.).

Secondly, the teacher must have a general culture of intellectual activity (thinking, memory, perception, presentation, attention), a culture of behavior, communication and pedagogical communication in particular. A teacher is a model that students consciously, and most often unconsciously, imitate, adopting what the teacher does.

Thirdly, an obligatory prerequisite and basis for the successful work of a teacher is respect, knowledge and understanding of his student as an “other”. The student must be understood and accepted by the teacher, regardless of whether their value systems, behavior patterns and assessments coincide; it also presupposes knowledge of psychological mechanisms and patterns of behavior and communication.

Fourthly, the teacher is the organizer of the educational activities of students, their cooperation and at the same time acts as a partner and a person who facilitates pedagogical communication, that is, a “facilitator”, according to K. Rogers. This requires the development of organizational and communication skills to manage the process of students’ assimilation of knowledge, including them in active forms of educational interaction that stimulate the cognitive activity of its participants. The development of such professional skills requires not only deep psychological and pedagogical knowledge, but also constant, systematic professional training.

Thus, the professional qualities of a teacher must be correlated with the following postulates and commandments of his psychological and pedagogical activity:

Respect the person, the personality in the student (which is a concretization of the golden rule of antiquity - treat others the way you would like to be treated);

Constantly look for opportunities for self-development and self-improvement (for it is known that those who do not study themselves cannot develop a taste for learning, a “mental appetite” in others);

Transfer knowledge to the student so that he wants and can master it, and is ready to use it in various situations and in his self-education.

These postulates are a concretization of the well-known thesis: only personality educates personality, only character shapes character. A teacher must be a Personality; this is his professional characteristic.

In order for the development process to proceed successfully and painlessly for the child, an appropriate atmosphere must be created around him, the so-called “humanistic space” (I.D. Demakova). In the creation of such a space, the teacher takes a certain place and plays one of the main roles. Using WORD, DEED and OBSERVATION (diagnostics), the teacher creates conditions for the child to express himself. In order to help a child, you can define the basic rule - “Rule 7U”:

- “confidence” - knowledge of one’s rights and the rights of the child, the ability to protect him. The teacher is the guarantor of respect for the rights of the child;

- “success” - when taking on any task, the teacher must foresee a positive result, that is, be sure that the children and he can do it;

- “amazing” - you need to develop originality in yourself, children do not like “pies with nothing”;

- “persuasiveness” - to be able to ignite children’s hearts, convince them of the importance of the matter;

- “respect” - mutual respect is necessary; If you respect your children's opinion, they will respect yours. Parenting without respect is suppression;

- “balance” - in the classroom you need to be ready for anything, not faint, but analyze and work;

- “smiling” - it is impossible to live at school without a sense of humor. A smile is an assessment, approval, and encouragement.

3. HUMANIZATION OF EDUCATION AND DEMOCRATIC TEACHER STYLE

The desire to live in a certain community, to be protected by it, to assert oneself in its environment is common to everyone. Therefore, if a teacher wants children to be good, it is necessary to do everything so that the pupils want to be such, so that they find pleasure in good, moral actions.

This means that the teacher cannot have any other goals other than the goals of the students’ lives. After all, for children, the idea is not separated from the personality, and what their favorite teacher tells them is perceived completely differently than what a disrespected and alien person says. The highest ideas in the mouth of the latter become hateful.

Therefore, it is worth putting yourself in the children’s shoes more often in order to understand what interests them, what pleases them, what tires them, what offends them. After all, the educational process stops from that moment until the child understands why they did this to him; until he agrees with how he was treated; while he is embittered that he was treated so unfairly.

In all this, there is an objective basis for the unity of the teacher and the student, that is, a necessary condition for the emergence of a pedagogy of cooperation known to everyone (but not used by everyone!), which is built on the principles of humanization and democratization of relations with one’s students.

The most important acquisition that a child needs to make during school is self-esteem, self-confidence, faith in what he knows, knows and can.

And this can only be achieved through goodness, for only goodness generates goodness. This is what the wonderful teacher, our contemporary V.A., bequeathed. Sukhomlinsky.

Children are a source of inspiration, and it is my duty as a teacher to give them childhood, preserve it, and be their friend.

“From birth to three years old, the child is your god, from three to ten years old, he is your slave, from ten years old, the child is your friend” (ancient Chinese wisdom).

LIST OF REFERENCES USED.

1. Amonashvili Sh.A. Unity of Purpose: A Teacher's Guide. -M.: Education, 1987.

2. Preschool education No. 8.-M., 1990

3. Zimnyaya I.A. Pedagogical psychology. - M.: Logos, 1999

4. Class teacher No. 4.-M., 2001

5. Podlasy Pedagogy.

6. Slastenin Pedagogy.

7. Soloveichik S.L. Pedagogy for everyone. - M.: Children's literature, 1989