G. Skabayeva, A.Abdigapbarova
KazNAU, Almaty,
Kazakhstan
METHODOLOGICAL
PRINCIPLES OF DEVELOPMENT OF THE HIGHER EDUCATION
The system methodological principle − is synthesis of system and
at the same time multidimensional approach to research of problems of the
higher education, problems of pedagogics of the higher school. Due to the
development and realization of this principle in research of problems of
pedagogics of the higher school it apply as: system and target, system and
structural, systemic-functional, system and cluster.
The analysis of a problem of values in philosophical, psychology and
pedagogical and sociological literature. The concept "axiology" is
introduced into scientific circulation in 1902 by the French philosopher P.
Lapi, and in 1908 it was used actively in the works by the German scientist E.
Gartman. Further the problem of the values which has gained the active
development in the second half 50th – the middle of the 60th of the XX century,
admitted actual the Soviet scientists (O.G. Drobnitsky, T.V. Lyubimova, V.T.
Tugarinov and others) and there is that till today.
The scientists considering axiological questions within pedagogical
science (V.V. Krayevsky, Z.I. Ravkin, etc.), don't see any contradiction in a
combination of axiological and structural and system approaches. According to a number of scientists (Z.I.
Ravkin, V.A. Slastenin, V.P. Tugarinov), valuable approach "represents
necessary "bridge" from the theory to practice, a link between
them".
The concept value is the main category of a pedagogical axiology.
Directed by a question of education and education of student's youth it is a
question first of all of axiological level, the spiritual and moral maintenance
of the arts education, urged to form valuable consciousness of the personality.
Cultural wealth directs educational, professional and social self-determination
of the identity of the pupil, his internal motivation, a choice to them the
image "I", trajectories of a course of life. About a role of
pedagogical values in formation of personal qualities of future expert.
It is possible to distinguish the following from pedagogical values:
professional thinking, pedagogical creativity, independence and courage in
upholding of the style and the position in pedagogics, education,
self-checking, tolerance, responsibility, active pedagogical life. Many
pedagogical values will be indissolubly connected with values of universal
value, spiritual: honesty, keenness, breadth of views, self-confidence,
cheerfulness. The teacher of higher education institution is the carrier of
cultural and pedagogical wealth, the last in turn make a basis of
professionalism of his personality.
Pedagogical values can be considered as variables which change value
depending on formation of personal style of activity, professionalism,
formation of professional culture and his outlook, technology educational
educational process, and also from political, national and economic
transformations. But, having approved,
values represent rather independent sizes. Problem of classification of pedagogical
values.
The effective solution of many
actual problems of education and education is impossible without deep
understanding of the cult urological principle in pedagogics. It is important to carry out the substantial
analysis of the concept "culture".
The ethno pedagogics developed universal mechanisms of familiarizing of
the person to work, to cultural andmoral wealth, to comprehension of harmony
and beauty of the nature surrounding us.
Strengthening of a dialogue of training, education and self-development
in pedagogical process of higher education institution. Ability of the teacher to carry on dialogue
with students at high creative level. Culture bases, elements of culture have
to be the center of the updated maintenance of the higher education and develop
culture of activity, culture of thinking, culture of communication, ethical
culture, esthetics -art culture, political, psychological and physical culture
at students. Anthropology as science
about an origin and evolution of the person. K.Ushinsky as founder of
pedagogical anthropology and his work "Person as education subject. Experience of pedagogical
anthropology". The pedagogical
anthropology represents the base, the pedagogics basis. It studies the nature of the child, children,
their groups, and also Wednesday in which children mature. In it issues of essence of the person as and the tutor are resolved. It investigates essence of education,
training, the education taken in their interaction with the world surrounding
them.
Subject of pedagogical anthropology is the object of pedagogics – people
developing. Having deep historical roots, anthropology, according to a number
of modern scientists in modern conditions of global reforms can give a new impulse
for development of the person on the basis of improvement of educational
educational systems. The pedagogical anthropology is necessary to supply the
theory and practice of education by reference points for the accounting of a
natural variety of personal properties. Besides, this science is necessary as a
basis of the vitaltypology of
pedagogical situations, for development of methodical options of training and
education. Develops the doctrine about pedagogical "diseases", about
their signs, their external and internal reasons and development, about their
therapy and prevention. Among diseases of soul and spirit malignant sincere
educations like anthropophobia, existential emptiness and love of power are
especially dangerous. The pedagogical anthropology can rely thus on this
psychology and psychoanalysis, psychiatry.
Anthropological approach in pedagogics − is such philosophical the
methodological principle according to which research is carried out taking into
account achievements of a complex of sciences about the person for the purpose
of receiving complete knowledge of the person in the conditions of development
and self-development of pedagogical systems.
Within this approach it is possible to allocate a number of rather
independent approaches: personal and
complete, spiritual moral, biologist -genetic and experimental, social.
Recommended scope of researches
We suggest to
execute some micro researches and to write papers on one of the following
subjects:
1 . Dialogue of
national cultures – fundamentals of the Kazakh ethno pedagogics.
2 . Wise
precepts of national pedagogics.
3 . National
pedagogics about preparation for life and work.
4 . Educational
value of national traditions, ceremonies, holidays.
5 . Ethno
pedagogics about moral, labor, intellectual, physical and esthetic training of
the person.
6 . Formation of
a universal ideal in the history of culture.
7 . Concept of
spiritual development. Ideal of the social order in the history
domestic
pedagogics of modern times.
Creative tasks
1 . Try to
develop the program of researches of one of modern pedagogical problems (on
your discretion), implement one or several all-methodological principles:
axiological, cult urological, anthropological, synergetic.
2 . Carry out
discussion and discuss one of the following problems:
– How to
modernize the higher education in Kazakhstan? What to be to the modern high school textbook?
How professionally to realize itself in
the conditions of pedagogical innovations? Thus break into five teams. Each of
teams has to use one of the all-methodological principles actively:
axiological, cult urological, anthropological, synergetic, hermeneutic.
Their modern judgment.Personally focused pedagogics brings to the forefront of the person, its
value, his personal freedom, his ability to predict and plan itself. Within
this direction the humanistic principle is considered. Processes of formation
of synergetic outlook. The sense of the concept "synergetism" (unity)
reveals in a context of the analysis of self-organization and self-development
of big systems. Scientific approaches to the self-organization concept.
Synergetism for pedagogical systems − is process of interaction of two
interfaced, interconnected subsystems (teaching and the doctrine, education and
self-education), bringing to new growths, increase of creative potential of
spontaneous subsystems and transition providing them from development to
self-development. The synergetic allows to carry out integration from the
positions many basic philosophical and pedagogical methodological principles,
such as axiological, anthropological, hermeneutic. The last approach is most
characteristic for the humanities. The hermeneutics is considered both as the
theory, and as art of interpretation of texts, the translation of their
cultural contents from sign abstract forms in real and time, cultural forms and
meanings. In relation topedagogics of the higher school thehermeneutic principle allows to comprehend and rethink
philosophically as earlier acquired pedagogical experience, and to attach young
generation of teachers to intelligent mastering different types and forms of
pedagogical innovations.
Literature for independent work
1. Akmeology: the textbook / under a general edition. A.
A. Derkacha. – Ì: RAGS publishing house, 2004. – 688 pages.
2. Andreyev V. I. Pedagogics of creative
self-development: Innovative course. Book 1. – Kazan: Publishing house Kazan.
un-that, 1996. – 568 pages.
3. Andreyev V. I. Pedagogics of creative
self-development: Innovative course. Book 2. – Kazan: Publishing house Kazan.
un-that, 1998. 319 pages.