Ispandiyarova AT, Art.
Lecturer, Department of Linguistics practical Kostanai State
University.A.Baitursynov
Concept of humanism in the
modern theory of education
Development
of the principle of humanization : its essence, content , ways to implement in
the changing socio-economic conditions , is the ideological foundation of the
modern theory of education. In this connection the question of education
deideologization absolutely void.. In contrast, teachers both theoreticians and practices
necessary to understand the scientific and philosophical foundations of
educational activities. Abandoning outdated ideological dogmas and tenets of a
totalitarian society , which were essentially hostile to the educational
process and prevented approval it valuable relation to the child, caregivers
must take up the ideas of humanistic pedagogy.
In recent years carried out a number of studies on various aspects of the humanization of care and education . Of particular value are historical and pedagogical research genesis concepts of humane pedagogics. Obvious currently approved principles of humanistic pedagogy in science, pedagogy and teaching practice hard. Difficult pedagogical evolved fate and the fate of the authors of the theories themselves . In the field of pedagogical knowledge , one after another, there are the "theory of elementary education " Pestolotstsi , "theory of personality development "Ushinsky , "the theory of bringing up training " Herbart , " theory of education staff " Makarenko associated with the pressing needs of improving teaching practice.
Of particular importance for the humanization of education became study
pedagogical conditions of the organization of joint activities that provide
students with personal experience of the relationship , not just those that
have formed in the society, but to a large extent focused on the prospect of
social improvement of society . Identifying pedagogical conditions under which
develops joint activity and communication, the relevant norms of humanism and
democracy , showed that the rights and duties of subjects contribute to school
life goal formation , that is, it becomes possible to harmonize individual
goals and the formation of the total , which is required for the organization of
joint activities [ 1] . A study of the theory and history of pedagogy and
psychology of humanism , and experimental verification of this principle in
school life formulated the following concept of pedagogical humanism based on
the determination of its essential features :
- The subject of education -
teachers, students, parents have specific
responsibilities in
interaction between themselves and
conditions for the implementation of
their rights;
- The intersection of rights and duties of subjects provides a process of education
development of responsible dependence
relations;
- Performance of the duties and rights provides social
situation to child protection in
the school of life.
-Performance of the duties and rights provides social situation
protection of children's rights in
school life.
The theoretical development of the
concepts of " pedagogical humanism ", " humanization of school
life " got in the dissertation research Sh.S.Ahimbekovoy (1993 ) . The
study of educational opportunities in the Council as a collective entity of
school life showed that syncretism rights and duties of all leads to their
mutual reinforcement , ensures personal experience humane relationships ,
reduces risk , excessive errors in their collaboration [2]. In contemporary
research problems pedagogical humanism continues to study its nature and
characteristics of derivatives concepts. For example, in this thesis
V.P.Karibzhanovoy conducted a detailed analysis of psycho-pedagogical concepts
humanistic convictions person discloses the essence of humanistic convictions
students justified pedagogical conditions of pupils by means of Kazakh
literature in the Russian school [3].
In the humanization of education we see a real , concrete steps supported by
the desire of teachers to actively assist the student in the construction of
"living space " , comfortable for him , learning activities , which
in the future will replace professional activities . And it is not enough for
today humanistic pedagogy student only instill good manners and attitudes
towards other people, the natural environment , not forming his skills basic
protection from social peer pressure , street crowd , neighbors, relatives and
even parents. If these skills are not formed, we condemn the student to chronic
, functional overload of the nervous system , autonomic functions of the body,
a deep moral and psychological crisis or leveling own "I" . And this
is far from the real, effective humanism.
Humanistic pedagogy takes any
child for what he is. Impossible without this direct dialogue with them and,
therefore, effective assistance to his intellectual and moral development.
Teacher's personality , his thoughts and feelings do not hide behind the facade
of its social role and openly imposed children. Such openness teacher generates
openness and credibility of the guys. The results of our study allowed us to
identify the following values, necessary to realize the teacher was able to
practice humanistic ideas in his work :
attitude to teaching as a vocation , motivational orientation of the teacher is
not only teaching subject , but primarily on the child;
• pedagogical humanism, which is impossible without making yourself and
students. It is trust and respect for children , confidence in their own
abilities and possibilities ;
• sympathy, that is, the desire and the ability to feel another as himself up
to his position , to understand the inner world of a child , to feel and to
take his problems , experiences ;
• dialogism as the desire and ability to listen and hear your baby 's ability
to present course material in the " question-answer " and " do
not go with the subject to the student and with the student to subject "( EN
Ilyin ) conduct interpersonal dialogue based on equality positions, mutual
respect and trust ;
- Cooperation like setting on the interaction with the student ( and not impact
on him ) in the course of joint activity and communication , desire and ability
to provide children with the position of " co-authors of the educational
process " , which together with the teacher involved in the formulation of
the lesson , the choice of means to achieve them, reviewing progress results.
From which we proceed with construction of
the concept of humanistic education ?
To answer this question, use Kuhn introduced the notion of a scientific
paradigm . Paradigm , on presentation of an American scientist - is
"recognized
all scientific achievements that for a certain time give the scientific
community model posing problems and solutions " . [4] Using recognized
scientific achievement of humanistic psychology was expressed in the further
development of modern humanistic ideas in pedagogy associated with a new look
at the relation of the subject of rights and duties , which is expressing freedom
and necessity.
Thus, there comes a point in
the development of society , when settled,
It would seem that only works fine educational system can not meet the new
challenges . Becomes obvious need for its transformation. However , canonizing
outdated educational system , the content of education , education, training ,
their forms and methods of pedagogy at odds with life. Way to resolve this
contradiction is the main teacher to keeping all valuable , enduring in the
pedagogical process , treat it as moving and changing in their existing
systems. And all the theory and practice of humanistic pedagogy teachers
humanists is, in fact , the contradictions between outdated educational system
and modern
requirements of the humanization of the pedagogical process , the entire system
of social
education.
REFERENCES
1. Bapserkeev LA Moral and legal education of students. Almaty , 1997 .
2 . Akhimbekova SS Activities School Board to humanize school life. Kand.diss .
Alma -Aia, 1993 .
3 . Karibzhanova VP Parenting humanistic beliefs of students in the study of
Kazakh literature in schools with Russian language of instruction. Candidate .
diss . Almaty , 1995 . - .
4 . T. Kuhn, The Structure of Scientific Revolutions . M , 1999 .