Pedagogical sciences / 6. Social Pedagogy

Candidate of Philological Sciences Kungurova O. G., Candidate of Pedagogical Sciences Kudritskaya M.I.

Kostanay State University, Kostanay State Teacher Training Institute, Kazakhstan

Tolerance as significant priority of the education system of the Republic of Kazakhstan

Inclusion of higher educational institutions of the Republic of Kazakhstan in Bologna Process will inevitably lead to an intensification of interethnic contacts, and, therefore, formation of tolerant state of mind is a highly relevant task at the higher education stage of personality development.

How to train modern youth to be tolerant? Is it possible to teach to be tolerant in general? These are the questions which are quite hotly discussed by experts today. However the indisputable fact is that natural tolerance is put in each of us since our birth. It means inquisitiveness and trustfulness are peculiar of and initially inherent in a child. These qualities do not define the essence its "I" as the process of personality formation has not yet led to personalization through splitting of individual and social experience, to the existence of the isolated plans of behavior and experience. Existence of natural tolerance allows the kid to accept tolerantly his parents, even despite possible cruel acts on their part in his address.

In a broad sense tolerance expresses ability to establish and keep a community with the people different from us in any sense. Certainly, it must be kept in mind that there are tolerance borders, that is there exist certain moral limits, allowing not to mix the tolerant relations with permissiveness and indifference to the values feeding belief.

Respectively, we, teachers, can impart tolerance only if we patiently conduct teaching in the spirit of tolerance. The tolerant pedagogy means orientation to "passive tolerance" and the principles accompanying it. By the way, the idea of "tolerance training by tolerant teaching" was created thanks to ideas and various techniques developed by an outstanding Brazilian thinker and psychologist Paulo Freire, whose works formed a basis of the so-called critical pedagogy. [ 1 ] Freire considered that the main goal of education is the world humanization, that is investment of pupils with skills and the means that are necessary to constantly recreate the world, in which there should be less oppression and more and more human freedom and equality. The critical pedagogy demands from the teacher not only extensive knowledge and understanding of the main existential, political, cultural and social problems of the present, but it also requires permanent work at recognition of these problems and search of ways of their successful solution. Moreover, it is meant that teachers also have to share their critical views of the world with trainees, conducting a continuous dynamic discussion. By transfer of a training material in achievement of its successful understanding an important role is played by the teachers’ manner and dialogue peculiarities which they carry on with the audience. The teachers gain authority as how they convey the knowledge, has nothing in common with its accelerated and aggressive imposing. Strangely enough, the strong position, prestige and a pro-active role of the teacher, characteristic for critical pedagogy, do not result in anti-democratic character or inequality in educational processes. How does critical pedagogy manage not to come down to dictatorship, authoritarianism and totalitarianism? Differently, what factors or views serve as pledge of the democratic education based on dialogue? First of all, Freire and his associates insist on manifestation of unconditional respect for all pupils and in each of them they see an equal personality. They seriously, deeply, sincerely treat strengths and weaknesses of their trainees. Before starting teaching, the critical teacher has to conduct research of cultural, verbal and social "world" and "forces". At preparatory and early stages of educational process are formulated and discussed (or, speaking by Freire’s words "problematized") the major dilemmas which the mankind faces today, discussion is conducted by the clear language directly connected with the current life of pupils, their previous experience and narrations. Throughout educational process pupils interchange their positions with teachers and state their own opinion of the discussed problem. Listening to the trainees, teachers in their turn study from them and can introduce amendments in their own developed social, practical and theoretical ideas of various subjects and the phenomena. Freire had two main demands to teachers: first, that they should achieve respect of pupils thanks to their knowledge, abilities and expertise; secondly, that teachers should actively use their capabilities to carry on a non - authoritative dialogue with pupils, gaining informal authority. And the most important quality of pedagogy according to Freire, in our opinion, is tolerant training of tolerance to the stranger on the basis of mutual tolerance technology. There are no doubt that if we show sincere human and teaching respect for those whom we train, and we will see in each of them a whole personality; if we show sincere interest to their "worlds" and "forces" and, having rejected falseness and political correctness, honestly we recognize that there is something worth learning from our pupils; if we arm with the critical pedagogy based on constantly developing democratic dialogue between us and our students, concentrated on constantly extending problem of the world humanization, both us and them will get more chances to become tolerant people who have seized a secret how "to endure" disagreements in the course of their discussion and overcoming.

Speaking at the 15th session of The People of Kazakhstan Assembly, the President of the Republic of Kazakhstan Nursultan Nazarbayev accented: "It is necessary to develop civil identity, tolerance in the Kazakhstani society through an education system…". That once again confirmed the importance of tolerance formation at an early stage of formation of the identity of the Kazakhstani citizen.

References:

1. International Project for Critical Pedagogy//www.freireproject.com