The role of humanization in the development of the education system. Russian society is at a turning point in its development. It is characterized by a reassessment of values, criticism and overcoming what hinders further movement forward. The highest humanistic meaning of social development is the affirmation of the attitude towards a person as the highest value of being, the creation of conditions for the free development of each person.
A person as an end in itself of development, as a criterion for assessing social progress, is a humanistic ideal of the transformations taking place in the country. Progressive movement towards this ideal is associated with the humanization of the life of society, in the center of plans and concerns of which should be a person with his needs, interests, needs. Therefore, the humanization of education is considered as the most important socio-pedagogical principle, reflecting modern social trends in building the functioning of the education system.
Humanization is a key element of the new pedagogical thinking, which affirms the polysubject essence of the educational process. The main meaning of education in this case is the development of personality. And this means changing the tasks facing the teacher. If earlier he had to transfer knowledge to the student, then humanization puts forward a different task - to contribute to in every possible way for the development of the child. Humanization requires a change in relations in the "teacher-student" system - the establishment of cooperation links. Such a reorientation entails a change in the methods and techniques of the teacher's work. But that is not all.
The humanization of education presupposes the unity of the general cultural, social, moral and professional development of the individual. This socio-pedagogical principle requires a revision of the goals, content and technology of education.
Patterns of humanization of education. Based on the findings of numerous psychological and pedagogical studies, we formulate the laws of the 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. Mental phenomena, noted S.L. Rubinstein, arise in the process of human interaction with the world. A.N. Leontiev believed that the child does not face the outside world one on one. His attitude to the world is always transmitted through the relations of other people, he is always included in communication (joint activity, verbal or mental communication).
In order to master the achievements of material and spiritual culture, in order to make them his needs, "organs of his individuality", a person enters into certain relations with the phenomena of the surrounding world through other people. This process is in its functions the process of education.
2. Among the humanistic trends in the functioning and development of the education system, one can single out the main one - an orientation towards the development of the individual. The more harmonious the general cultural, social, moral and professional development of the individual, the more free and creative the person will become.
3. Education will satisfy personal needs if it, according to L.S. Vygotsky, focused on the "zone of proximal development", those. on mental functions that have already matured in the child and are ready for further development. This orientation requires the promotion of such educational goals that provide basic qualities, not necessarily universal, but necessarily necessary for the development of a personality in a particular age period.
4. Today there is a real opportunity to give a person to master not only basic professional knowledge, but also a universal 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 human resources of education. The development of a personality in harmony with the universal culture depends on the level of mastery of the basic humanitarian culture. This pattern determines the culturological approach to the selection of the content of education. In this regard, self-determination of the individual in world culture is the core line of the humanization of the content of education.
5. The culturological principle requires raising the status of the humanities, updating them, freeing them from primitive edification and schematism, revealing their spirituality and universal values. Taking into account the cultural and historical traditions of the people, their unity with the universal 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, induces a person to activity. The more diverse and productive the activities that are significant for the individual, the more effective is the mastery of universal and professional culture. The activity of the individual is precisely the mechanism that allows the totality of external influences to be transformed into new formations of the individual as products of development. This determines the particular importance of the implementation of the activity approach as a strategy for the humanization of teaching and upbringing technologies. It allows you to "turn" pedagogical tasks into the "personal meaning" of the activity of the individual.
7. The process of general, socio-moral and professional development of the individual acquires an optimal character when the student acts as the subject of training. This pattern determines the unity of the implementation of activity 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. This is due to their willingness to perceive each person as obviously interesting, to recognize his right to be different from others. The personal approach requires the inclusion of personal experience (feelings, experiences, emotions, corresponding actions and deeds) in the pedagogical process.
8. The principle of the dialogic approach involves the transformation of the position of the teacher and the position of the student into personal equal, in the position of cooperating people. Such a transformation is associated with a change in the roles and functions of the participants in the pedagogical process. The teacher does not educate, does not teach, but activates, stimulates aspirations, forms the student's motives for self-development, studies his activity, creates conditions for self-movement. At the same time, a certain sequence and dynamics must be observed: from the maximum assistance of the teacher to students in solving educational problems at the initial stage of education through the gradual activation of students to complete self-regulation in learning and the emergence of partnership relations between them.
9. At the same time self-development of the individual depends on the degree of creative orientation of the educational process. This regularity forms the basis of the principle of an individual creative approach. It involves the direct motivation of educational and other activities, the organization of self-promotion to the final result. This enables the student to experience the joy of realizing their own growth and development, from achieving their own goals. The main purpose of the individual creative approach is to create conditions for the self-realization of the personality, to identify (diagnose) and develop its creative capabilities. It is this approach that ensures the personal level of mastering the basic humanitarian culture.
10. The humanization of education is largely associated with the implementation of the principle of professional and ethical mutual responsibility. The readiness of the participants in the pedagogical process to take on the concerns of other people is inevitably determined by the degree of formation of the humanistic way of life. This principle requires such a level of internal composure of the individual, in which a person does not follow the circumstances that develop in the pedagogical process. The personality itself can create these circumstances, develop its own strategy, consciously and systematically improve itself.
So, the integration of knowledge about the essence of the humanization of education made it possible to identify its main patterns and a system of principles interconnected with them. The theoretical understanding of the patterns and principles of the humanization of education allows not only to determine the strategic direction of the educational process, but also to outline a tactical program for the implementation of its humanistic goals.
Control questions and tasks
1. What is the crisis of modern pedagogy?
2. What is the essence of the axiological approach in the study of pedagogical phenomena?
3. Formulate axiological principles.
4. What is the difference between the concepts of "humanism" and "humanity"?
5. What is the core of the humanistic worldview?
6. Name the patterns of humanization of education.
Literature
Berne R. The development of "I-concept" and education / Per. from English. - M., 1986.
Gordin L. Yu. Education and socialization // Soviet Pedagogy. - 1991. -№2.
Davydov V.V. Problems of developing education. - M., 1987.
Kan-Kalik V.A., Nikandrov N.D. Pedagogical creativity. - M., 1990. New pedagogical thinking / Ed. A. V. Petrovsky. - M., 1989.
Pakhomov N. The Crisis of Education in the Context of Global Problems // Higher School Bulletin. - 1990. - No. 9.
Smirnov S. A. Methods of organizing creative cognitive activity - the basis of the humanistic pedagogical system // Innovative activity in education. - 1995. - No. 2.
Philosophical and psychological problems of education development. - M., 1981.
Chapter 3 SOCIALIZATION AND EDUCATION
Ministry of General and Vocational Education
Sverdlovsk region
Revdinsky State Pedagogical College
Department of Psychological and Pedagogical Disciplines
HUMANIZATION OF EDUCATION
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………………………………………………………………………………………………………………………………………………………………
2.1. Basic provisions……………………...……………………….5
2.2. “My pedagogical credo”…..…………..………………………8
3. Humanization of education and the democratic style of the teacher……… ……10
4. List of used literature…………………………………………...11
1
. THE ROLE OF HUMANIZATION. BASIC CONCEPTS
Russian society is at a turning point in its development. It is characterized by a reassessment of values, criticism and overcoming what hinders further movement forward. The highest humanistic meaning of social development is the affirmation of the attitude towards man as the highest value of being.
A person as an end in itself of development, as a criterion for evaluating the social process, is a humanistic ideal of the transformations taking place in the country. Progressive movement towards this ideal is associated with the humanization of the life of society, in the center of plans and concerns of which should be a person with his needs, interests, needs. Therefore, the humanization of education is considered as the most important socio-pedagogical principle, reflecting modern social trends in building the functioning of the education system.
Humanization is a key element of the new pedagogical thinking, which affirms the polysubject essence of the educational process. The main meaning of education in this is the development of the individual. 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 contribute in every possible way to the development of the child. Humanization requires a change in relations in the "teacher-student" system - the establishment of ties of cooperation. Such a reorientation entails a change in the methods and techniques of the teacher.
The humanization of education presupposes the unity of the 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 the humanistic philosophy of education is "humanism". An attempt to determine its meaning shows that this concept has several meanings. Their change 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".
So the concept of "humanism" is used in at least ten meanings:
· the name of the Renaissance in various cultural movements, ideological currents, directions of social thought;
· the name of the area of theoretical knowledge, which 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 a person as the highest value of life;
the name of the practical activity aimed at achieving universal ideals, etc.
A similar situation is observed with regard 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 mankind on a long and contradictory path of its development and called universal; philanthropy, freedom and justice, the dignity of the human person, diligence, equality and fraternity, collectivism and internationalism, etc.
Humanism most often appears as a philosophical and ideological concept, as the name of a philosophical system, and therefore its studies prescribe the competencies of the philosophical sciences. Humanity is considered more often as a psychological concept, which reflects one of the most important features of the orientation of the individual.
The humanistic worldview as a generalized system of views, beliefs, ideals is built around one center - a person. If humanism is a system of certain views on the world, then it is the person who turns out to be the system-forming factor, the core of the humanistic worldview. At the same time, his attitude contains not only an assessment of the world, but also an assessment of his place in the surrounding reality. Consequently, in the humanistic worldview, diverse attitudes 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 the individual to 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 ... is realized in communication and activity in the aspects of assistance, complicity, help." (Psychology: dictionary / Under the editorship of A.V. Petrovsky, M.G. Yaroshevsky.-M, 1990.-p. 21.).
Consequently, humanity is a quality of a person, which is a combination of moral and psychological properties of a person, expressing a conscious and empathetic attitude towards a person as the highest value.
2. REGULARITIES OF THE HUMANIZATION OF EDUCATION.
2.1. Key points
Based on the conclusions 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 due to the interaction of a growing person with adults and the social environment. Psychological phenomena, noted S.L. Rubinshtein, arise in the process of human interaction with the world. A.N.Leontiev believed that the child does not face the outside world one on one. His attitudes to the world are always transmitted through the relationships of other people, he is always included in communication (joint activities, verbal and mental communication).
2. Among the humanistic trends in the functioning and development of the education system, one can single out the main one - an orientation towards the development of the individual. The more harmonious the general cultural, socio-moral and professional development of the individual, 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 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 human resources of education. The development of a personality in harmony with the universal culture depends on the level of mastery of the basic humanitarian culture. This pattern determines the culturological approach to the selection of the content of education. In this regard, self-determination of the individual in world culture is the core line of the humanization of the content of education.
5. The culturological principle requires raising the status of the humanities, updating them, freeing them from primitive edification and schematism, and revealing their spirituality and universal values. Taking into account the cultural and historical traditions of the people, their unity with the universal culture are the most important conditions for designing new curricula and programs.
6. Culture realizes its function of personality development only if it activates, induces a person to activity. The more diverse and productive the activities that are significant for the individual, the more effective is the mastery of universal and professional culture.
7. The process of general, social, moral and professional development of the individual acquires an optimal character when the student acts as the subject of education. 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 dialogical approach involves the transformation of the position of the teacher and the position of the student into personal equal rights, into the position of cooperating people. Such a transformation is associated with a change in the roles and functions of the participants in the pedagogical process. The teacher does not educate, does not teach, but activates, stimulates aspirations, forms the student's motives for self-development, studies his activity, creates conditions for self-movement.
9. Personal self-development depends on the degree of creative orientation of the educational process. This regularity forms the basis of the principle of an individual creative approach. It involves the direct motivation of educational and other activities, the organization of self-promotion to the final result. This enables the student to feel the joy of realizing their own growth and development, from achieving their own goals. The main purpose of the individual creative approach is to create conditions for the self-realization of the personality, to identify and develop its 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 the participants in the pedagogical process to take on the concerns of other people is inevitably determined by the degree of formation of the humanistic way of life. This principle requires such a level of internal composure of the individual, in which a person does not follow the circumstances that develop in the pedagogical process. The personality itself can create these circumstances, develop its own strategy, consciously and systematically improve itself.
Today, when unprecedented changes are taking place in the socio-economic life of the country, when we all think about ways to transform public education, there is a need to solve the new tasks we face. 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. A renewed society must show its face, especially to children. In relation to education, this means humanization (involves strengthening humanity, respect for human dignity; philanthropy in training and education) - orientation towards the child, his needs, opportunities and psychological characteristics.
What is meant by child orientation? What are its capabilities and psychological characteristics, and which of them should we take into account in the first place? Or, perhaps, any systematic pedagogical influence of the child should be completely canceled, relying on the natural course of his development?
Remember the source of mental development is the social environment that 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., otherwise it cannot occur. But the child does not acquire 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 unambiguously: it is necessary, since it serves as one of the main ways of transferring social experience and human culture to the child. Without such transmission, 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 most effective.
So, in order to acquire a truly humanistic character, not in words, but in deeds, education should be carried out mainly through the organization and management of children's activities and provide the best conditions for the development in these activities of psychological qualities that are specific to age and have enduring significance. - primarily figurative forms of knowledge of the world and social emotions.
The actual process of a child's mental development includes a much broader range of mental properties and abilities that must be taken into account when designing education and upbringing. The main thing is that the development of each child follows its own special path, in which general patterns are manifested in an individual form. And if taking into account the age-related characteristics of psychological development is the basis for the development of a general strategy, it requires the identification and consideration of individual characteristics.
2.2. "My Pedagogical Credo"
The humanization of society raised the question of the authority of the teacher. The closeness of authority and authoritarianism as words of the same root and related concepts problematized the idea of teacher's authority and presented ethical criteria for it. Individuality as the basis of education and upbringing returns self-respect to the teacher and the school.
“Teaching 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 it occupies a significant place in a person's life, does not give a tangible, visible, concrete result immediately after its completion. The result of education is all subsequent behavior, activity, lifestyle of a person. Therefore, the influence of the pedagogical impact of any educational institution cannot be directly controlled.
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 a teacher, teacher, educator. The worthy fulfillment of a professionally pedagogical duty requires a person to accept a number of obligations.
Firstly, one should objectively assess one's own capabilities, know one's strengths and weaknesses, qualities that are significant for a given profession (features of self-regulation, self-esteem, emotional manifestations, communicative, didactic abilities, etc.).
Secondly, the teacher must have a general culture of intellectual activity (thinking, memory, perception, representation, 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 activity of a teacher is respect, knowledge and understanding of his student as a “other”. The student must be understood by the teacher and accepted by him, regardless of whether their value systems, behavior patterns and assessments coincide; it also involves knowledge of the psychological mechanisms and patterns of behavior and communication.
Fourthly, the teacher is the organizer of the learning 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 obliges to develop organizational, communication skills to manage the process of assimilation of knowledge by students, including them in active forms of educational interaction that stimulates 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 should be correlated with the following postulates-commandments of his psychological and pedagogical activity:
Respect in a student a person, a person (which is a concretization of the golden rule of antiquity - treat others the way you would like to be treated yourself);
Constantly look for the possibility of self-development and self-improvement (for it is known that one who does not study himself cannot develop a taste for learning, a “mental appetite” in others);
Transfer knowledge to the student in such a way that he wants and can master it, be ready to use it in various situations and in his self-education.
These postulates are the concretization of the well-known thesis: only the personality educates the personality, only the character forms the character. The teacher must be a Personality, this is his professional characteristic.
In order for the development process to be successful, painless for the child, an appropriate atmosphere must be created around him, the so-called "humanistic space" (ID Demakova). In creating such a space, the teacher occupies a certain place, plays one of the main roles. Using WORD, DEED and OBSERVATION (diagnostics), the teacher creates conditions for the child to prove himself. In order to help the child, you can define the basic rule - "Rule 7Y":
- "confidence" - knowledge of their rights and the rights of the child, the ability to protect him. The teacher is the guarantor of the observance of the rights of the child;
- "success" - taking on any business, the teacher must foresee a positive result, that is, be sure that it is within the power of the children and him;
- “amazingness” - one must develop originality in oneself, children do not like “pies with nothing”;
- "persuasiveness" - to be able to ignite children's hearts, to convince them of the importance of the matter;
- "respect" - mutual respect is necessary; Respect your children's opinion, they respect yours. Education without respect is suppression;
- "poise" - in the classroom you need to be ready for anything, not to faint, but to analyze and work;
- “smiling” - it is impossible to live at school without a sense of humor. A smile is both appreciation, and approval, and encouragement.
3. HUMANIZATION OF EDUCATION AND THE DEMOCRATIC STYLE OF THE TEACHER
The desire to live in a certain community, to be protected by it, to assert itself 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 good, so that they find pleasure in good, moral deeds.
This means that the teacher cannot have any other goals, except for the goals of the life of pupils. After all, for children, the idea is not separated from the individual, and what their favorite teacher says to them is perceived quite differently than what a disrespectful and alien person says. The loftiest ideas in the mouth of the latter become hated.
Therefore, it is worth taking the place of children 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 what was done to him; while he is embittered that he was so unfairly treated.
In all this, there is an objective basis for the unity of the educator and pupil, that is, a necessary condition for the emergence of a pedagogy of cooperation known to everyone (but not used by everyone!) which is based on the principles of humanization and democratization of relations with their pupils.
The most important acquisition that a child needs to make during the period of school apprenticeship is self-esteem, faith in himself, faith in what he knows, can and can do.
And this can only be achieved with good, for only good begets good. So bequeathed a wonderful teacher - our contemporary V.A. Sukhomlinsky.
Children are a source of inspiration, and it is my duty as a teacher to give them a childhood, to keep it, to be their friend.
“From birth to three years, the child is your god, from three to ten, he is your slave, from the age of ten, the child is your friend” (ancient Chinese wisdom).
LIST OF USED LITERATURE.
1. Amonashvili Sh.A. Unity of Purpose: A Teacher's Guide. -M.: Enlightenment, 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. Sneaky Pedagogy.
6. Slastenin Pedagogy.
7. Soloveichik S.L. Pedagogy for everyone. - M.: Children's literature, 1989
Ministry of General and Vocational Education
Sverdlovsk region
Revdinsky State Pedagogical College
Department of Psychological and Pedagogical Disciplines
HUMANIZATION OF EDUCATION
Introduction to the teaching profession
Completed by: Vlasova E.V.,
student gr.101
specialty 0319
Checked by: L.V. Bormotova,
teacher
1. The role of humanization. Basic concepts.…………..…………………………3
2. Patterns of humanization of education………………………………………………………………………………………………………………………………………………………………
2.1. Basic provisions……………………...……………………….5
2.2. “My pedagogical credo”…..…………..………………………8
3. Humanization of education and the democratic style of the teacher……… ……10
4. List of used literature…………………………………………...11
1 . THE ROLE OF HUMANIZATION. BASIC CONCEPTS
Russian society is at a turning point in its development. It is characterized by a reassessment of values, criticism and overcoming what hinders further movement forward. The highest humanistic meaning of social development is the affirmation of the attitude towards man as the highest value of being.
A person as an end in itself of development, as a criterion for evaluating the social process, is a humanistic ideal of the transformations taking place in the country. Progressive movement towards this ideal is associated with the humanization of the life of society, in the center of plans and concerns of which should be a person with his needs, interests, needs. Therefore, the humanization of education is considered as the most important socio-pedagogical principle, reflecting modern social trends in building the functioning of the education system.
Humanization is a key element of the new pedagogical thinking, which affirms the polysubject essence of the educational process. The main meaning of education in this is the development of the individual. 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 contribute in every possible way to the development of the child. Humanization requires a change in relations in the "teacher-student" system - the establishment of ties of cooperation. Such a reorientation entails a change in the methods and techniques of the teacher.
The humanization of education presupposes the unity of the 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 the humanistic philosophy of education is "humanism". An attempt to determine its meaning shows that this concept has several meanings. Their change 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".
So the concept of "humanism" is used in at least ten meanings:
· the name of the Renaissance in various cultural movements, ideological currents, directions of social thought;
· the name of the area of theoretical knowledge, which 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 a person as the highest value of life;
the name of the practical activity aimed at achieving universal ideals, etc.
A similar situation is observed with regard 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 mankind on a long and contradictory path of its development and called universal; philanthropy, freedom and justice, the dignity of the human person, diligence, equality and fraternity, collectivism and internationalism, etc.
Humanism most often appears as a philosophical and ideological concept, as the name of a philosophical system, and therefore its studies prescribe the competencies of the philosophical sciences. Humanity is considered more often as a psychological concept, which reflects one of the most important features of the orientation of the individual.
The humanistic worldview as a generalized system of views, beliefs, ideals is built around one center - a person. If humanism is a system of certain views on the world, then it is the person who turns out to be the system-forming factor, the core of the humanistic worldview. At the same time, his attitude contains not only an assessment of the world, but also an assessment of his place in the surrounding reality. Consequently, in the humanistic worldview, diverse attitudes 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 the individual to 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 ... is realized in communication and activity in the aspects of assistance, complicity, help." (Psychology: dictionary / Under the editorship of A.V. Petrovsky, M.G. Yaroshevsky.-M, 1990.-p. 21.).
Consequently, humanity is a quality of a person, which is a combination of moral and psychological properties of a person, expressing a conscious and empathetic attitude towards a person as the highest value.
2. REGULARITIES OF THE HUMANIZATION OF EDUCATION.
2.1. Key points
Based on the conclusions 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 due to the interaction of a growing person with adults and the social environment. Psychological phenomena, noted S.L. Rubinshtein, arise in the process of human interaction with the world. A.N.Leontiev believed that the child does not face the outside world one on one. His attitudes to the world are always transmitted through the relationships of other people, he is always included in communication (joint activities, verbal and mental communication).
2. Among the humanistic trends in the functioning and development of the education system, one can single out the main one - an orientation towards the development of the individual. The more harmonious the general cultural, socio-moral and professional development of the individual, 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 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 human resources of education. The development of a personality in harmony with the universal culture depends on the level of mastery of the basic humanitarian culture. This pattern determines the culturological approach to the selection of the content of education. In this regard, self-determination of the individual in world culture is the core line of the humanization of the content of education.
5. The culturological principle requires raising the status of the humanities, updating them, freeing them from primitive edification and schematism, and revealing their spirituality and universal values. Taking into account the cultural and historical traditions of the people, their unity with the universal culture are the most important conditions for designing new curricula and programs.
6. Culture realizes its function of personality development only if it activates, induces a person to activity. The more diverse and productive the activities that are significant for the individual, the more effective is the mastery of universal and professional culture.
7. The process of general, social, moral and professional development of the individual acquires an optimal character when the student acts as the subject of education. 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 dialogical approach involves the transformation of the position of the teacher and the position of the student into personal equal rights, into the position of cooperating people. Such a transformation is associated with a change in the roles and functions of the participants in the pedagogical process. The teacher does not educate, does not teach, but activates, stimulates aspirations, forms the student's motives for self-development, studies his activity, creates conditions for self-movement.
9. Personal self-development depends on the degree of creative orientation of the educational process. This regularity forms the basis of the principle of an individual creative approach. It involves the direct motivation of educational and other activities, the organization of self-promotion to the final result. This enables the student to feel the joy of realizing their own growth and development, from achieving their own goals. The main purpose of the individual creative approach is to create conditions for the self-realization of the personality, to identify and develop its 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 the participants in the pedagogical process to take on the concerns of other people is inevitably determined by the degree of formation of the humanistic way of life. This principle requires such a level of internal composure of the individual, in which a person does not follow the circumstances that develop in the pedagogical process. The personality itself can create these circumstances, develop its own strategy, consciously and systematically improve itself.
Today, when unprecedented changes are taking place in the socio-economic life of the country, when we all think about ways to transform public education, there is a need to solve the new tasks we face. 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. A renewed society must show its face, especially to children. In relation to education, this means humanization (involves strengthening humanity, respect for human dignity; philanthropy in training and education) - orientation towards the child, his needs, opportunities and psychological characteristics.
What is meant by child orientation? What are its capabilities and psychological characteristics, and which of them should we take into account in the first place? Or, perhaps, any systematic pedagogical influence of the child should be completely canceled, relying on the natural course of his development?
Remember the source of mental development is the social environment that 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., otherwise it cannot occur. But the child does not acquire 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 unambiguously: it is necessary, since it serves as one of the main ways of transferring social experience and human culture to the child. Without such transmission, 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 most effective.
So, in order to acquire a truly humanistic character, not in words, but in deeds, education should be carried out mainly through the organization and management of children's activities and provide the best conditions for the development in these activities of psychological qualities that are specific to age and have enduring significance. - primarily figurative forms of knowledge of the world and social emotions.
The actual process of a child's mental development includes a much broader range of mental properties and abilities that must be taken into account when designing education and upbringing. The main thing is that the development of each child follows its own special path, in which general patterns are manifested in an individual form. And if taking into account the age-related characteristics of psychological development is the basis for the development of a general strategy, it requires the identification and consideration of individual characteristics.
2.2. "My Pedagogical Credo"
The humanization of society raised the question of the authority of the teacher. The closeness of authority and authoritarianism as words of the same root and related concepts problematized the idea of teacher's authority and presented ethical criteria for it. Individuality as the basis of education and upbringing returns self-respect to the teacher and the school.
“Teaching 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 it occupies a significant place in a person's life, does not give a tangible, visible, concrete result immediately after its completion. The result of education is all subsequent behavior, activity, lifestyle of a person. Therefore, the influence of the pedagogical impact of any educational institution cannot be directly controlled.
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 a teacher, teacher, educator. The worthy fulfillment of a professionally pedagogical duty requires a person to accept a number of obligations.
Firstly, one should objectively assess one's own capabilities, know one's strengths and weaknesses, qualities that are significant for a given profession (features of self-regulation, self-esteem, emotional manifestations, communicative, didactic abilities, etc.).
Secondly, the teacher must have a general culture of intellectual activity (thinking, memory, perception, representation, 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 activity of a teacher is respect, knowledge and understanding of his student as a “other”. The student must be understood by the teacher and accepted by him, regardless of whether their value systems, behavior patterns and assessments coincide; it also involves knowledge of the psychological mechanisms and patterns of behavior and communication.
Fourthly, the teacher is the organizer of the learning 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 obliges to develop organizational, communication skills to manage the process of assimilation of knowledge by students, including them in active forms of educational interaction that stimulates 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 should be correlated with the following postulates-commandments of his psychological and pedagogical activity:
Respect in a student a person, a person (which is a concretization of the golden rule of antiquity - treat others the way you would like to be treated yourself);
Constantly look for the possibility of self-development and self-improvement (for it is known that one who does not study himself cannot develop a taste for learning, a “mental appetite” in others);
Transfer knowledge to the student in such a way that he wants and can master it, be ready to use it in various situations and in his self-education.
These postulates are the concretization of the well-known thesis: only the personality educates the personality, only the character forms the character. The teacher must be a Personality, this is his professional characteristic.
In order for the development process to be successful, painless for the child, an appropriate atmosphere must be created around him, the so-called "humanistic space" (ID Demakova). In creating such a space, the teacher occupies a certain place, plays one of the main roles. Using WORD, DEED and OBSERVATION (diagnostics), the teacher creates conditions for the child to prove himself. In order to help the child, you can define the basic rule - "Rule 7Y":
- "confidence" - knowledge of their rights and the rights of the child, the ability to protect him. The teacher is the guarantor of the observance of the rights of the child;
- "success" - taking on any business, the teacher must foresee a positive result, that is, be sure that it is within the power of the children and him;
- “amazingness” - one must develop originality in oneself, children do not like “pies with nothing”;
- "persuasiveness" - to be able to ignite children's hearts, to convince them of the importance of the matter;
- "respect" - mutual respect is necessary; Respect your children's opinion, they respect yours. Education without respect is suppression;
- "poise" - in the classroom you need to be ready for anything, not to faint, but to analyze and work;
- “smiling” - it is impossible to live at school without a sense of humor. A smile is both appreciation, and approval, and encouragement.
3. HUMANIZATION OF EDUCATION AND THE DEMOCRATIC STYLE OF THE TEACHER
The desire to live in a certain community, to be protected by it, to assert itself 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 good, so that they find pleasure in good, moral deeds.
This means that the teacher cannot have any other goals, except for the goals of the life of pupils. After all, for children, the idea is not separated from the individual, and what their favorite teacher says to them is perceived quite differently than what a disrespectful and alien person says. The loftiest ideas in the mouth of the latter become hated.
Therefore, it is worth taking the place of children 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 what was done to him; while he is embittered that he was so unfairly treated.
In all this, there is an objective basis for the unity of the educator and pupil, that is, a necessary condition for the emergence of a pedagogy of cooperation known to everyone (but not used by everyone!) which is based on the principles of humanization and democratization of relations with their pupils.
To solve all pedagogical problems, there are two approaches. One is imperative, when the teacher himself solves the problem, forcing his pupils to do what is necessary for their future. The other is humane, that is, when the teacher seeks to involve children in solving pedagogical problems, when he cooperates with them, makes them his assistants in education, teaches what he himself can do.
The most important acquisition that a child needs to make during the period of school apprenticeship is self-esteem, faith in himself, faith in what he knows, can and can do.
And this can only be achieved with good, for only good begets good. So bequeathed a wonderful teacher - our contemporary V.A. Sukhomlinsky.
Children are a source of inspiration, and it is my duty as a teacher to give them a childhood, to keep it, to be their friend.
“From birth to three years, the child is your god, from three to ten, he is your slave, from the age of ten, the child is your friend” (ancient Chinese wisdom).
LIST OF USED LITERATURE.
1. Amonashvili Sh.A. Unity of Purpose: A Teacher's Guide. -M.: Enlightenment, 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. Sneaky Pedagogy.
6. Slastenin Pedagogy.
7. Soloveichik S.L. Pedagogy for everyone. - M.: Children's literature, 1989
Pedagogy
PEDAGOGY
HUMANIZATION OF EDUCATION: PROBLEMS AND PROSPECTS
Yu.P. Basharimov, V.A. Egorov
The humanization of education, as a scientific problem, is conditioned by the urgent needs of teaching practice. Increasingly, experts emphasize that the modern crisis of education has internal causes due to the imperfection of the existing program, associated with the loss of conceptual meanings for human education. This article discusses the problems and prospects for their solution of the humanization of education.
Key words: education, humanization, upbringing, pedagogical process.
The modern trend in the development of education is its humanization. The traditional paradigm is being replaced by a humanistic one.
Humanization is a key element of modern pedagogical thinking, which affirms the polysubject essence of the educational process. The main meaning of education is the development of personality. In this regard, the tasks facing the teacher are changing. Among the humanistic trends in the functioning and development of the education system, one can single out the main one - an orientation towards the development of the individual. The more harmonious the general cultural, socio-moral and professional development of the individual, the more free and creative a person will become.
Humanization makes adjustments to the relationship in the "teacher-student" system, establishes cooperation links. Priority for the teacher is knowledge about the relationship between the teacher and the student and the implementation of this knowledge in the process of interaction with students in the classroom.
The humanization of education is manifested in the creation of a relationship of trust between the teacher and students. In the construction of humanistic education, the personal attitudes of the teacher play an important role. The following are distinguished as the main ones by the American scientist-educator C. Rogers:
The openness of the teacher to his own thoughts, feelings, experiences, as well as the ability to openly express them in interpersonal communication with students;
Expression of the inner confidence of the teacher in the capabilities and abilities of each student (pedagogical optimism);
The teacher's vision of the student's behavior, assessment of his reactions, actions, deeds from the point of view of the student himself; this is the so-called "empathic understanding", which, while communicating with students, allows the teacher, in the words of K. Rogers, "to stand in other people's shoes", to look at everything around and at oneself, including through the eyes of children.
Thus, in situations in which the teacher understands and accepts the inner world of his pupils, behaves naturally and, in accordance with his inner experiences, treats students kindly, he creates all the necessary conditions for humanistic education.
The humanization of education, as a scientific problem, is conditioned by the urgent needs of teaching practice. Increasingly, experts emphasize that the modern crisis of education has internal causes due to the imperfection of the existing program, associated with the loss of conceptual meanings for human education. Various studies record the phenomenon of a decrease in the quality of a person, a decrease in his moral stability, ability to survive, creativity, and cultural arrangement. Therefore, the main task facing a teacher working within the framework of the humanistic paradigm is teaching children and adolescents the ability to live, not this or that highly specialized activity, but, in principle, life itself, i.e. the process of deployment and implementation of all human potentialities. The humanization of education as a process and result of its reorientation to the personality and as a means of its sustainability and social protection in market conditions should be focused on the following aspects: a) humanization of education and upbringing, which would include aesthetic, ethical, including professional and communicative, economic, environmental and legal components; b) creating a "humanitarian environment" in educational institutions, an educational space favorable for students, a healthy moral and psychological climate; c) fundamentalization, i.e. strengthening the general educational component, transition to the training of generalists, the allocation of basic training, strengthening the scientific potential and methodological training; socially-oriented and personality-activity nature of education and used pedagogical technologies.
The humanization of education as an element of the restructuring of the educational system at the federal, regional, municipal levels and at the level of an educational institution can be viable, taking into account socio-economic components, such as an acute shortage of financial resources at all levels; inconsistency of the education system of the region with its economic and economic potential, which leads to a sharp reduction in educational institutions, or their re-profiling, or the massive introduction of paid education; the destruction of the traditional structure of the economy of the regions, the reorientation of enterprises of the military-industrial complex to civilian products, the increase in the need for personnel in the social and economic sphere; the need for national and regional adaptation of state standards; the need to reproduce the professional elite at all levels.
Raising the question of the formation of a unified educational space (where there are more open questions than specific answers), it should be noted that the regional perspective of this process has its own specifics, which must be taken into account. The integration of the educational space (world, regions) is facilitated not only by the internal logic of the development of education and the identification of its fundamental goals and ideals, but also by the prevailing trends in culture.
The problem of humanization of education and upbringing has a broad philosophical and anthropological, social, and political significance. The level of theoretical development of this problem and the degree of its practical solution affect social development in connection with the approval of the priority of universal values, with the formation of a healthy lifestyle, the responsibility of each participant in the educational and upbringing processes for their own destiny, as well as for the destiny of the country, society as a whole. Humanization as a phenomenon of pedagogical science can be realized if the goals of the educational process are aimed at the personal development of the student, his democratic freedoms and coincide
Bulletin of the Bryansk State University. 2015(3)
with his life plans; the content of education and upbringing will contribute to the formation of a self-determined harmonious personality capable of making decisions and taking responsibility; forms and methods of educational activities will be aimed at the formation of patriotism, tolerance, the ability for continuous education and self-improvement. It is possible to speak about the humanization of education and upbringing only in the case when the student becomes an autonomous subject of his own development and participates in responsibility for the result of the formation of his individuality. At the same time, he himself is interested in working on his own education, develops comprehensively in the intellectual and emotional spheres of personality development, assimilates the socio-cultural values of education and upbringing, which are closely related to life and the prospects for the development of society.
The study of the problem of humanization of education and upbringing in the history of pedagogy makes it possible to see in humanization an effective means that contributes to the formation of a personality as an active subject of creative work, cognition and communication, a factor in its harmonious development, the growth of essential forces and abilities. Summarizing the different views of scientists on the humanization of education and upbringing, we can conclude that humanization is a multifaceted social and moral phenomenon of the spiritual life of society. In pedagogy, it is a socio-pedagogical phenomenon that acts both as a pedagogical phenomenon, and as a pedagogical process, and as a pedagogical principle, and as a pedagogical practice, and as a pedagogical problem, and as a direction in the study of pedagogical reality.
The most important condition for the humanization of learning is the creation of a situation of success at all stages of learning activities. It is obvious that students have different self-esteem, one or another attitude towards themselves: self-confidence, conviction in the correctness of their actions or, conversely, fear of presenting the work done, fear of failure, expectation of criticism and condemnation of their actions. The task of a teacher is to find an individual approach to everyone, to make them believe in themselves, to change their view of their actions and opinions as knowingly wrong, to be able to evoke a sense of expectation of success.
The effectiveness of solving the above problem is determined by the following factors:
Joint activities with people who respect each other, who are interested in each other's views and opinions;
Respect and trust in the teacher;
Approval of good results from the teacher and comrades;
The opportunity to see the results of your work and improve work if necessary;
Performing tasks that require intellectual effort, the use of existing skills and abilities;
Confidence of the teacher and comrades in the possibility of independent work;
Possession of information about job prospects, joint or independent search for ways to study, solve problems;
Interesting, exciting work.
The student receives incentives for learning with the help of skillful motivation, awareness of their own needs and interests, assistance in choosing ways to solve their own goals and objectives.
In conclusion, let us summarize - under what pedagogical conditions is it possible to humanize learning:
Accounting for the psychological and age characteristics of students;
Subject-subject relations between the participants of the educational process;
Changing the role of the teacher, who creates a favorable atmosphere for the development of the personality of students;
Differentiation of learning;
The variability of the content and technologies of education and the provision of students with the right to choose;
Creation of a learning situation as a special communicative environment, a dialogical mode of communication;
Organization of group forms of work that promote dialogical communication;
The focus of the learning process on the productive and procedural aspects of the educational activities of students; assessment of its two components: the assimilation of knowledge and mastery of the methods of educational work;
Creating a situation of success.
Humanization of education, as a scientific problem, caused by the urgent needs of the practice of teaching. Increasingly, experts stress that the contemporary crisis of education has internal causes due to imperfections in the existing program that is associated with the loss of conceptual meanings for human education. This article discusses the problems and prospects of their solution for the humanization of education. Keywords: education, humanization, upbringing and educational process.
Bibliography
1. Ball G.A. Psychology in a rational humanistic perspective: selected works. K.: Osnova, 2013. 408 p.
2. Berberyan A.S., Doroshin B.A., Doroshina I.G. (ed.) Problems of modern education. Materials of the international scientific-practical conference. September 10-11, 2014. Penza-Yerevan-Prague: LLC Scientific and Publishing Center "Sociosphere", 2014. - 248 p.
3. Gavrilovets K.V. Humanistic education at school. Minsk: Polymya, 2000. - 128 p.
4. Zborovsky G.E. Education: from the 20th to the 21st century. Yekaterinburg: Publishing House Ural. state ped. un-ta, 2000. 301 p.
5. Kabush V.T. The system of humanistic education of schoolchildren. Minsk: Polymya, 2000. 208 p.
6. Rogers K., Freiberg J. Freedom to learn / per. from English. A.B. Orlova, S.S. Stepanova, E.Yu. Patyaeva. M.: Meaning, 2002. 527 p.
7. Smantser A.P. Humanization of the pedagogical process in the modern school: history and modernity. Minsk: Best-print, 2001. 302 p.
Basharimov Yu.P. - Candidate of Historical Sciences, Associate Professor of the Financial University under the Government of the Russian Federation (Lipetsk branch), [email protected]
Egorov V.A. - Candidate of Pedagogical Sciences, Associate Professor of the Financial University under the Government of the Russian Federation (Lipetsk branch), [email protected]
Content of education
Definition
Their acquisition contributes to the comprehensive development of the individual and ensures the preparation of a person for work in public life.
The main element of the content of education is knowledge, expressing the accumulated experience of mankind. It includes knowledge of the phenomena and objects of the surrounding world, as well as the laws of development of society and nature. Knowledge does not stand still, it is dynamic, constantly improved and supplemented.
Another element of the content of education is skills, which are a certain set of actions carried out on the basis of acquired knowledge. A distinctive indicator that a person has certain skills is that with the help of specific actions he can complete the task, in other words, apply his knowledge in practice.
Skills, together with knowledge and skills, are also among the constituent elements of the content of education. A person acquires them through repeated repetition of the studied material and its automatic application in practical activities.
All these elements are closely interconnected with each other. Skills are formed on the basis of knowledge, subsequently they develop into skills, which, in turn, are based on knowledge.
The main purpose of the content of education is that it reflects the most diverse needs of both society as a whole and individuals in particular. Depending on the specific needs, the process of selecting the content of education for educational institutions operates.
On the one hand, the content of education contributes not only to the transfer of social experience from the older generation to the younger, but also to the development of this experience in the future, and on the other hand, it provides an opportunity for personal self-realization.
Principles for selecting the content of education
There are many criteria for selecting the content of education, but for the most part the following principles apply:
- the principle of compliance with the public order (the content of education should not only include modern knowledge, skills and abilities, but also should provide for the individual abilities of students, thanks to which a person achieves comprehensive development and personal growth).
- the principle of ensuring the scientific and practical significance of educational material (the knowledge included in the content of training must correspond to the new achievements of one or another science and be in demand in practice).
- the principle of taking into account the real possibilities of a particular educational process (at the time of choosing the content of education, attention is focused on methods, means, forms, technologies and levels of education).
- the principle of ensuring the unity of the content of education from the standpoint of all academic subjects (the components of the content of education must be closely interconnected, balanced and proportional).
- the principle of humanization (the content of education is aimed at educating a person in a humane culture, productive creative activity, independent choice of profession in accordance with one's own interests and abilities).
Humanization of the content of education
Humanization is a key element of progressive pedagogical thinking, which affirms the multifaceted essence of the educational process. In the center of education is the development of the individual, in accordance with which the main tasks are determined. If earlier the teacher only passed on knowledge to students, then from the standpoint of humanization, he must in every possible way contribute to the comprehensive development of each child. Humanization requires a change in the relationship in the "teacher-student" system, it involves the establishment of ties of cooperation.
The humanization of education implies a combination of general cultural, social, moral and professional development of the individual.
This pedagogical principle requires a revision of the goals, content and technology of education.
Humanism as a whole as an ideological and value complex includes all the high values developed by mankind on a long and contradictory path of its development: philanthropy, freedom and justice, the dignity of the human person, hard work, equality and brotherhood, collectivism and others.
For the complete humanization of the content of education, it is necessary to eliminate the disproportion in the educational process that makes the secondary educational institution technocratic. It is necessary to harmonize the curriculum - to ensure rational proportions of mental, moral, labor, physical and aesthetic education.
The part of the curriculum that involves the specific education of humanism, morality and aesthetics should be strengthened. These are classical subjects of the social cycle, and new disciplines, such as ethics, human studies, family studies. It is justified to include religion in the educational process as a concentration of universal moral values.
Particular attention should be paid to the subjects of the artistic and aesthetic cycle: music, fine arts, fiction, choreography, world artistic culture.
Undoubtedly, labor and physical education, restructured on a humanistic basis, must be carried out. Great opportunities lie in the differentiation of the curriculum: in-depth study of individual subjects, elective courses, electives, specialized subjects. This makes it possible to satisfy the diverse interests and inclinations of children, to ensure the right path of self-determination.
You can teach a child a lot, but at the same time not cultivate in him a sense of kindness, humanity, beauty. As a result, the restructuring of education must include the humanization of its content.