Kalieva K.M.
Ph.D., lecturer
Kazakh University of International Relations and Foreign Languages named
after Abylai Khan, Almaty, Kazakhstan
Aesthetic upbringing of students by means of
folk pedagogics
In recent years, there is increased attention to
the theory and practice of aesthetic education as an important means of forming
relationships to reality, moral and intellectual education, i.e. as a means of
identity formation. the ability to perceive the perfect, show profound aesthetic
sense to reality and the ability to create in art - important components of
man's spiritual life. And feelings and abilities do not exist on their own,
they should be seen in the actions.
Effect of aesthetic education and training is
only achieved if the educatee does not just occasionally come across with
certain phenomena of art, artistic ideas, images, but is immersed in a certain
environment, providing exposure to all areas of its sensory perception of the
world and worldview. Under these conditions it is especially important to use
the rich experience and ideas of aesthetic education available in folk pedagogy.
G. Volkov,
founder of ethnopedagogics emphasizes the importance of human values
in upbringing. He believes that the main components of folk
pedagogy - the eternal spiritual values, and eternity here is
synonymous with long-term functioning but not "unchangeability" [1].
Through these spiritual values it is necessary to get acquainted
with the past epochs, generations and their heritage to comprehend the culture
of other nations, to become morally and aesthetically enriched.
The results show that the
aesthetic education in folk pedagogy is an
organic part of the whole educational process and its roots come from the
distant past.
In folk pedagogy there was formed an emerged aesthetic
ideal that defines the basic content of the aesthetic education of the younger
generation. This ideal is a generalized image that embodies the concept of
beauty and glory. Under glory people
understand life in its continuous development, the movement to progress.
Features of beauty and glory people saw in the phenomena of nature, family and
social life, communication, art crafts, expressive sound (music), organized
movements of the human body (plastic, dancing), artistic expression.
Analysis of the national experience of
upbringing shows that the artistic expression of the ideal of beauty acted as a
historical memory of the people that contributed to the creation of beauty and
exaltation of man as a creator, helping in the fight against evil, immorality,
basic personality traits: vanity, greed, laziness, stupidity. World of beauty
and aesthetic culture in the views of people were not separated from
spirituality and is inextricably linked with life in its most varied forms,
with humane treatment of a person.
The ideal goal of aesthetic education was
achieved due to consistent decision of some educational problems which can be
divided into two groups.
The first task involves familiarizing children
with aesthetic values. Developing the ability to see, feel,
perceive, understand and evaluate the perfect in all its forms in the practice
of education found its expression in the development of aesthetic sense and the
aesthetic concepts. Building a culture of human relations and behavior based on
aesthetic categories such as love, kindness, respect for elders, the humane
attitude to people. Much attention is paid to developing the ability to
appreciate and cherish the beauty of the body and health. People realized that
only a strong and healthy generation can withstand hardships and appreciate
life in all its manifestations. Organization of everyday life in concord and
harmony with nature would have been unthinkable without its aesthetic
development, nurturing love and respect of nature as a source of beauty.
The
development of the aesthetic ideal of the people was greatly influenced by the
great treasure of beautiful surrounding nature: snow-capped mountains and
scenic forests, vast steppes, swift mountains or calm
majestic lowland rivers, variety of colors, clarity and transparency of the
air. Glory of nature was understood as the highest absolute beauty. Nature was
chanted by the people, challenged and inspired to work, good deeds and acts.
Parents, adults showed caring attitude of love for nature.
Subtle perception by people of the beauty in
life and nature, a correct understanding of it can be seen in the oral
folklore. For example, many songs of the Kazakh people have a description of a
beautiful natural phenomena and objects, their vision. And in Kazakh fairy
tales, proverbs and riddles we find acute perception of the people of this
wonderful diversity, relationship to it [2,3]. Children gradually come to
understanding that the good in their relation to nature is the preservation and
augmentation of its wealth, beauty, and damage to nature is evil.
An extensive area of manifestation of beauty was
presented by different types and genres of art, including painting, music,
creative writing. Like other works of folklore, a song carried a huge
educational message. It expressed the consciousness of people, contributed to
the development of youth worldview, attached them to the cultural values
of the people. Original songs and accurate language, depth of
thought, vocal intonation are a means to influence not only on the mind but
also the feelings of children which enhances their educational impact.
The second group of problems of aesthetic
education included the creation of conditions for learning abilities and
skills, which provided the involvement of the younger generation in active,
creative work and other activities according to the laws of beauty, as well as
development of the abilities and talents of children in different areas of the
arts.
Exceptional value in aesthetic education of the
younger generation had folk games, the most affordable means of pedagogical
influence. By means of games kids could reproduce the adult world, prepare
themselves for the independent creation by the laws of beauty, accustomed to
observe generally accepted ethical standards. Games did not only physically
develop a child, but also helped to enrich the knowledge of reality, formed the
moral qualities brought aesthetic sensibilities and tastes, ideas and concepts.
Prominent place in the folk pedagogy is allocated to a communication as a means
of aesthetic education of children. Focused communication, development of
speech, emotionality and expressiveness of speech, the ability to take into
account the state of mind of children, inadmissibility of idle, and the most
important, warmth and openness of communication style, a sense of feeling
someone else's soul too close identified the importance of educating people
understanding the culture of communication in connection with solving problems
of aesthetic education.
Spiritual values, reflected in the oral and
written monuments of folk art suggest that people revealed the content of
aesthetic education in the spirit of humanism. It acted as a concrete program
for the formation of aesthetic culture of the younger generation, reflecting
national characteristics of being.
Humane-democratic views of the people on the
essence of aesthetic education vividly manifested in the fact that the people
considered the labor as a driving means of pedagogical influence, as a source
of spirituality, development of aesthetic feelings, tastes, concepts, ideas,
beliefs. It taught young people to find their own happiness in labor. Relevance
to modern pedagogy and school is that people could not imagine the existence of
glory without the ability to create things according to the laws of beauty.
The glory of labor people saw in the high
culture of work, the ability to perform it quickly, accurately, in a truly
human relationships necessary for collective action. Based on beauty of the
results of labor people judged the beauty of the human: show me what you did,
and I'll tell you who you are. Honest,
voluntary and free labor, illumined by inquisitive thought, which had a moral
basis was considered as a glorious labor.
Work of the artist and folk art got a right to
exist as a specific, distinct from the productive work. From one century to
another, the people through art expressed their attitude to all the phenomena
of life. It was not just the knowledge of what is perfect and what is not; the
process of mastering the perfect went through the ideas of kindness, the ugly
through evil.
The creator of art was entirely all the people. The researchers found that
both adults and children participated in the creative process [4]. The desire
to try themselves in art was promoted and respective. But only for special
services, individual and unique style of public opinion the title of a
craftsman was given. At the same time the main feature of folk art was its practical
purpose: the concept of use and beauty in it are inseparable. [5] The people
believed that familiarizing children to folk art (folklore, music,
architecture, arts and crafts, etc.) contributed to the moral, intellectual and
physical development of man.
That's why teachers and parents have the task of
teaching children to the correct understanding of beauty in life and in
everyday life, particularly the behavior of people and committing moral and
noble deeds. Storytellers, singers, craftsmen taught children to distinguish
the beautiful from the ugly, ugly from the bad in behavior of people and in the
environment, the tragic from the comic: to enjoy it, to sympathize in sorrow,
to do good.
Pedagogical wisdom of the people manifested in
the fact that the process of education was inextricably linked with the
integration of the individual in society and built in accordance with such
principles as integrity of life and education, congruity with the nature,
culture awareness. These principles formed the basis for establishing a system
of tools, methods and techniques of aesthetic education of children.
Comprehending the priceless heritage of the
past, deeply delving into the essence of pedagogical views of people it is
surely supposed that aesthetic education must be based on people's educational
tradition.
Summary
The paper
analyzed and systematized the accumulated experience of aesthetic education of
the people, disclosed the meaning of aesthetic education as a manifestation of
pedagogical wisdom of the people, identified and characterized the basic folk
means and methods of pedagogical influence on children and young people for
their aesthetic education which were reflected in such sources folk pedagogy as songs and legends, proverbs, songs,
riddles and tales. The given article shows the relevance of the traditions of folk pedagogy in aesthetic education of students.
Literature:
1.Volkov G.N. Ethnopedagogy. ACADEMA, 2000,
p.5.
2.Kazah folk tales. Almaty.
"Oner" 2012.
3.Қazaқ maқal-mәtelder³.
Almaty, "Ana tili", 2003.
4.Izmailov A.E. Folk pedagogy: pedagogical views of the peoples of Central Asia and Kazakhstan,
Moscow "Pedagogy", 1991, p.58.
5.Zharyқbaev Қ., Қaliev
S. Kazak tәl³m-tәrbies³.Almaty, "Sanat", 1995, p.75.