Ethnopedagogical
orientation of character education
Ibrayeva Kulyan Zhagiparovna, doctor of pedagogical sciences,
professor, member of APS of the Republic of Kazahstan, S.Seifullin KazATU,
Astana
The educational system of
the country feels intrinsic necessity for reorientation of the content of
training and approaches to its organization exactly because the society
understands: deep theoretical training and thorough practical skills are
capable to benefit only in such a case where they have a stable tendency to
structurization of ethnocultural relations. The
condition of ethnocultural identity is reached through the created by the
people sociocultural sphere. Family, preschool institutions, educational
institutions, national-cultural centers, magazines and newspapers, art and
scientific literature, research and administrative organizations, etc. are all
included in it.
The state integration is the
fundamental and strategic target of ethnocultural education. If the specific
people can reach ethnic identity in a rather short time period, achievement of
the state integration is a long process demanding efforts of all ethnoses in
the state. At the end of the day, the statehood is the basic condition allowing
ethnic identification of the Kazakhstan's people.[1,2] Topicality of the
present research is based on the importance of ethnic problems in Kazakhstan and the world community. Historically our country is
the polyethnic state in which numerous people and nationalities live, aspiring
to keep cultural originality, traditions. However modern conditions of
development of mass culture, unification, leveling of ethnocultural
originality, orientation of economy to market relations have significantly
raised tension of social problems, negative phenomena in spiritual life of the
society, have generated alarming tendency to national intolerance and
dissociation. Introduction of the
ethnocultural content, giving ethnopedagogical orientation to education is a
process of long historical development of theory and practice of education when
each subsequent stage assumes not only critical judgment of experience of the
past, but also constructive use of its progressive ideas. With the reference to
the pedagogical heritage of the Middle Ages traditional approaches to
historic-pedagogical materials appear insufficient or nearly unsuitable. .[2,3]
First, historic-pedagogical process yet is not
allocated in an independent branch of historical and cultural process. It goes
in this wide stream, following its laws and simultaneously distinctly painting
it in an educational tone. Education acts as one of leading factors of
development of culture. And on the other hand, the culture has in all its
displays, wide educational and pedagogical character.
Secondly, there are difficulties in exarticulation of
a subject of the historic-pedagogical research aimed at the Middle Ages.
Thirdly,
in selection of sources for this research, study of translations from Old
Turkic language was made. One of the most indicative consequences of such approach
is studying reading and writing, craft etc. instead of studying actually
pedagogics and pedagogical thought of the Middle Ages. The objective reason of
a critical state of historiography of school and pedagogical thought of the
Middle Ages is absence of the collected, systematized and scientifically
published file of historic-pedagogical sources. Urgency
of the given problem is caused by various circumstances, firstly, by the
necessity to restore pages of spiritual culture of the Middle Ages; to examine
evolution of pedagogical views of turkic-speaking sophists. Knowledge of Turkic
spiritual experience evolution can play an important role in formation of
consciousness of the modern Turkic people, becoming one of the main components
of their modern self-identification. Secondly, this research will allow
to reveal the pedagogical basics of turkic-speaking sophists' texts into
uniform historical and cultural process. The Republic of Kazakhstan is a
polyethnic state where people of more than hundred nationalities live, and
research of pedagogical thought of turcik-speaking people will promote mutual
artistic enrichment, true development of pedagogical science. References to
medieval Turkic text, will allow to gather continuity of ideas of Y.Balasaguni
with antique and arabo-Muslim features of education, culture, religion and a
problem of character education - its essence, the relation to the world and
society.
The
pedagogical heritage, containing the approved through centuries means of
harmonious existence of the person in society, the nature, under condition of
methodologically competent and methodically verified inclusion in universal
cultural space, nowadays becomes the way of not only integration of the person
in world, but also a wider revelation of ethnic culture. Necessity for
apprehension of the formation ways of pedagogical heritage for the widest
cultural context is dictated by urgency of character formation of the
teacher-humanist capable of independent thinking, free action, with the developed feeling of
national and human dignity, tolerant and humane, considering creativity as the
highest step of self-expression.
The
main idea of the texts of these great ancestors of medieval pedagogical thought
is ingeniously simple: for achievement of perfection a person should master
science and achieve development of high moral qualities in himself. Among
especially esteemed qualities there were friendship, fidelity, humanity,
magnanimity, love for the neighbour, sincerity, love for freedom, bravery,
boldness, diligence and decency. Along with it negative qualities were
condemned: hypocrisy, hatred, greed, treachery, jealousy, voluptuousness, etc.
The analysis of the
pedagogical theory and practice development shows that at all stages of multinational
society formation the questions of familiarizing children with national and
universal values, education of international relations culture had an important
place in works of well-known domestic pedagogues. Outstanding masterminds of
the past - K.D.Ushinsky, L.N.Tolstoy, P.F.Kapterev, P.P.Blonsky, S.T.Shatsky
and others - invariably specified the necessity of national school development,
training of children in a native language, education of the highly moral
character. Topicality of the present research is caused by
the growth of public interest to spiritual culture of the Kazakh people. .[3,5] This tendency develops in the tideway of the general
process of revival of a cultural-historical heritage of Kazakhs connected with
formation of Kazakhstan as an independent state, increase of education status.
In the course of social, economic and political changes in society, the problem
of familiarising new generations with centuries-old experience is getting more
and more important in education of modern youth. The pedagogical heritage,
containing the approved through centuries means of harmonious existence of a
person in society, the nature, under condition of methodologically competent
and methodically verified inclusion in universal cultural space nowadays
becomes the way of not only integration of the person in world, but also a
wider revelation of ethnic culture. Necessity for apprehension of the formation
ways of pedagogical heritage for the widest cultural context is dictated by
urgency of character formation of the teacher-humanist capable of independent
thinking, free action, with the
developed feeling of national and human dignity, tolerant and humane,
considering creativity as the highest step of self-expression. Condition for the solution of the stated problem is the careful analysis
and its all-round estimation in historic-pedagogical aspect with orientation
on determination of future prospects
for modern youth, proceeding from a historicism principle in close
interrelation with all methods of historic-pedagogical research. In this situation because the functional principles of life-long education,
as defined in «The National program of professional training» include priority
of education, discovery of gifted youth, creation of conditions for consecutive
reception of fundamental and special knowledge at the highest education level,
formation of cultural values in rising generations gets a special role. The
gold pedagogical fund of our people which have anticipated many modern theories
of education, are the ways of education of the perfect person, proposed
centuries ago by scientists-Encyclopaedists, sophists of the East, such as
Y.Balasaguni, M.Kashkari, Ê.À.Yassawi, R.Horezmi, S.Sarai, A.Yugnaki. .[4,8] The pedagogics as area of humanitarian,
anthropological, philosophical knowledge about training and education of the
person to the greatest degree integrates in himself achievements of world and
national culture. Curricula of pedagogical specialities obligingly include
elective courses of ethnopedagogical, ethnopsychological, ethnocultural
orientation. And at the same time supervision testifies the absence of
purposeful constructive system in ethnoculture use as means of character
formation. Connections of pedagogical experience of medieval
sophists with problems of patriotic, physical, aesthetic,
labour education are insufficiently developed. Possibilities of ethnocultural
character formation for task fulfillment of polyethnic and international
education are not considered. Absence of pedagogical model which would
completely include the potential of ethnocultural science and features of
ethnic, national-religious and ideological consciousness of the Kazakh people;
in which the technique of ethnocultural training and education is described and
results are defined, testifies that in modern conditions all possibilities for
formation of a conscientious attitude in youth
to own ethnicity and understanding of its importance in matters of
character open for dialogue with other
cultures formation are not realised. It is urged today to investigate education as interrelation of
universal, national and individually personal values. Its integral component is
pedagogics which studies and introduces national traditions of education, moral
ideals and values of the people, and makes one of methodological sciences about
education and training. And consequently ethnic apprehension of processes of
rising generation modern education, giving it complete character, is the main
requirement of youth. Necessity
of special studying of ethnopedagogical knowledge, their statement for students
of secondary and higher pedagogical educational institutions has escalated a
long time ago: the traditional culture of education began to lag behind the
requirements of the society.
Now revival of a cultural-historical heritage of the
past which major component is the ethnic pedagogics with its progressive
richest traditions and experience of education of rising generation becomes one
of actual problems of the present. Reunion of traditions and experience of
ethnopedagogics with methodological and theoretical positions of a pedagogical
science in the decision of educational problems put by a society is becoming
topical. .[5,12]
In this connection the most important thing in the
pedagogical science not only at the present stage, but also in the future we
consider the studying and development of creative heritage of sophist's ideas
in educational institutions. The ethnopedagogical
orientation of education is proved by G.N.Volkov's works who has opened
humanistic bases of national pedagogics, has allocated major factors and means
of national education. The ethnopedagogical orientation of preschool education
is examined by us as a valuable vector of development of the preschool
education, caused, on the one hand, in the ideal image of socially-personal
qualities of the pupil in which have found reflection universal and
ethnocultural values, and on the other hand, process on achievement of this
purpose. The ethnopedagogical orientation assumes construction of educational
process with the account of humanistic bases of national pedagogics, the
statement of the basic moral rules of human life; provides consecutive
inclusion of the preschool child in system of ethnic and universal values with
use of national factors of education for the purpose of development in him of
understanding and acceptance of ethnocultural variety, formation of
ethnocultural competence. Giving to educational process of an ethnopedagogical orientation allows
to keep and develop on the one hand ethnocultural originality, to form ethnic
consciousness; with another, - to bring up the valid relation to surrounding
people, to understand and accept strangeness, to strengthen the Russian
society. G.N.Volkova, I.S.Kon, G.D.Grachev, A.E.Izmaylov D.N.Latyshina's and
others researches have shown that in depths of popular wisdom ideas of peaceful
co-existence of the different people, their cooperation and interaction are
put, therefore the national pedagogics can be examined as a basis of a
humanization of formation in modern soical and cultural conditions. In research
of a problem of an ethnopedagogical orientation of education the important
place is occupied by J.V.Bromleya, L.N.Gumilev, V.A.Tishkov's ethnological
concepts allowing deeper comprehension of the maintenance of concepts
"ethnos", «ethnic culture», «culture of interethnic dialogue».
Ethnopedagogical aspects of ethnic socialization, a problem of ethnic
identification have found reflection in G.N.Volkov, Y.V.Ivanova, I.S.Kon,
I.L.Pozdeev, A.A.Stepanyan, T.G.Stefanenko, V.K.Trofimov, Y.V.Filippov,
V.Y.Hotinets's philosophical, sociological, psychological and pedagogical
researches, etc. Signs, functions of culture of interethnic dialogue; problems
and sequence of polycultural, multicultural education are examined in
A.A.Absaljamova, M.I.Bogomolova, T.G.Gasanov, A.N.Dzhurinsky, G.D.Dmitriev,
M.S.Dzhunusov, I.T.Suleimanov, E.K.Suslova's works, etc. As methodological
reference point for us are the works about combination principles of
ethnic-culturological and universal bases in formation (N.A.Berdiaev,
I.A.Ilyin, M.S.Kagan, S.V.Lurie) have acted; the researches connected with
search of essence of national idea, E.P.Belozertsev, N.A.Korovnikova,
B.T.Lihachyov, D.S.Lihachyov, M.V.Ilina A.A.Kazantseva. Determination of interdependence of the individual and
culture of childhood is presented in works of L.S. Vygotsky, V.T.Kudryavtsev,
I.S.Kon, M.Mid, L.A.Paramonova, etc. The problem of interrelation of culture and education, the
account in educational process of values of different level (personal,
national, regional, universal) has found the reflexion in E.V.Bondarevsky,
A.M.Bulynina, B.S.Gershunsky, O.V.Dybina, M.B.Kozhanova, S.A.Kozlova,
L.V.Kolomiychenko, I.F.Kulikovsky, N.N.Nikitina, A.B.Pankin, T.N.Petrova,
R.M.Chumicheva and others's researches. The analysis of works by definition of
a humanistic orientation of wisdom of national education (M.I.Bogomolova,
Z.P.Vasiltsova, G.N.Volkov, G.D.Gachev, A.E.Izmaylov, D.N.Latyshina, G.V.Lunin,
A.A.Corinfsky, Z.G.Nigmatov, H.H.Hadikov, etc.) allows to systematize and
allocate humanistic bases of national pedagogics, among which naturalness,
optimism, continuity of ideas, interrelation ethnic and universal,
purposefulness of education, differentiation of methods and education forms,
the relation to the child as to object and the subject of education,
collectivity of the creative beginnings, syncretism of popular wisdom and at
the same time differentiation of methods, forms and education means according
to age features. .[6,14] The allocated humanistic bases
of popular wisdom are made out in modern practice of education in principles
and laws; they are conformable to modern approaches in formation. Syncretism of
national pedagogics it is possible to examine as a basis of integrative
approach in formation; naturalness of national pedagogics is reflected in
didactic principles: availability, adequacy of efforts, the account of age and
individual abilities. Popular wisdom, refracting in education practice, focused
rising generation on acceptance and observance of valuable norms and life
rules. National values carried out orientational function, defined a target
component of human activity. The education humanization is connected with
development of the valuable relation to the surrounding validity. The
humanistic bases of national education opened by academician G.N.Volkov are the
methodological bases of modern humanistic educational concepts. Result of realization of an ethnopedagogical
orientation of educational process of preschool center will be ethnocultural
competence of the preschool child. The given characteristic is defined by
us as the formed personal quality in which development is carried out
consistently: from knowledge of the national culture, understanding and
acceptance of ethnocultural distinctions - to representation that the
ethnocultural variety is a positive, progressive phenomenon - and then to forming
of positive interaction with other people. To the basic indicators of
ethnocultural competence of preschool children by us are carried: presence of
representations about the polyethnic validity, developing interest to knowledge
of the world of ethnocultures and other people, development of social abilities
and skills of behavior. The ethnopedagogical orientation of education is
defined by the realized activity of the teacher on complex use of pedagogical
wisdom of the people, and at each historical stage it can be analyzed from
positions of introduction of the ethnocultural maintenance in educational
process; uses of national pedagogics (its methods, factors, agents, etc.); creation
of ethnocultural groups or preschool centers; the organization of process of
ethnocultural preparation of experts. At each stage the ethnopedagogical
orientation of education had the specificity, certain terminology for essence
expression, in educational process characteristic methods for the given period,
means and the work form were used. The ethnopedagogical orientation of
education is defined by the realized activity of the teacher on complex use of
pedagogical wisdom of the people, and at each historical stage it can be
analyzed from positions of introduction of the ethnocultural maintenance in
educational process; uses of national pedagogics (its methods, factors, agents,
etc.); creation of ethnocultural groups or preschool centers; organization of
process of ethnocultural preparation of experts. At each stage the ethnopedagogical
orientation of education had the specificity, certain terminology for essence
expression, in educational process characteristic methods for the given period,
means and the work form were used. Defining the person as the complex structural-systematic phenomenon,
domestic philosophers developed the valuable bases of its formation,
developments of its spirituality and morals starting with socio-cultural and
ethnonational environment. Representatives of an anthropological direction
(K.D.Ushinsky, P.F.Kapterev, etc.) in the tideway of the problem examined by us
among the major values allocated values of human existence, education of the
person-patriot; idea of a nationality in education. As a major priority
direction of personal development spiritually-moral was defined which
characterized character and interaction level (knowledge, dialogue) of the
person with surrounding people and the world. As a morals source native speech
was defined, national traditions and love to the people and fatherland. An important methodological principle on which ideas of
Russian religious sophists (I.A.Ilyin, N.A.Berdiaev, V.V.Rozanov,
L.N.Tolstoy) were based was the culturological approach understood by them «as
a ratio of national and universal values of culture»..[6,47]
They
considered as priority problems of education development of spirituality and
morals in the course of familiarizing of children with national values, the
heroic past of Russian people. It is possible to be the moral person only by
«standing on the native ground, on national soil». L.N.Tolstoy considered as a
basis of morals which should be formed in a childhood, religion. Formation of
school system in national republics the same as and in the end of the
nineteenth century, went in counteraction and an antagonism with old way, with
clergy, with idealization of national culture, with ignorance of the Soviet
officials. The period of 20th years was intensive enough in respect of
pedagogical innovation, introduction of foreign experience in education: a method
of projects, use and development of ideas of M.Montessori, including the sphere
of preschool education. All it became impossible after crisis of 30th years
when "the Iron Curtain" which for a long time separated
"correct" Marxist-Leninist science of education and training from
«erroneous and reactionary bourgeois pedagogics» had fallen. The Soviet
pedagogics based on the class approach became monistic in the basis. Instead of
set of concepts the Soviet pedagogical theory proclaiming values and norms which
define behavior of the Soviet person, its personal characteristics as the
builder of the bright future affirmed. The outlined tendency of politicization
of educational process has led to revision of its content. In 20-30th years the
term «national education» was not used, as it was considered as display of
chauvinism, nationalism. The concept «moral education» too has been forced out
from the use, it was replaced with political education. According to
L.M.Kazarian's research, this concept included also education of the ideology,
certain moral qualities and skills of behavior, the beginnings of a
collectivism, internationalism, atheism and public activity. At the level of
goal-setting problems of education of
original internationalists, the present fighters for the bright future were put
forward. The substantial aspect of an ethnopedagogical orientation of education
in 20-30th years was transformed into ideological and political,
internationalist orientation of the content. Knowledge which was given to children,
had been in a greater degree politized, the cultural aspect was presented
slightly, selectively, basically with reference to the most as was considered
at that time, oppressed people. During
this period it is more correct to talk about international education of
schoolboys and development of «political culture». The knowledge of the
nationality was examined as a vestige of nationalist tendencies. Throughout
20-30th principles of selection of education content were affirmed in
which the ethnopedagogical orientation of educational process is seen: Native
language use in preschool centers, creation of kindergartens in national areas,
communication of educational work with the surrounding reality, studying of a
social environment of the child, expansion of children's representations in the
course of acquaintance with creativity of the people, with cultural
achievements of all mankind. The ethnocultural aspect of international
education was realized at the expense of musical, dancing, oral national
creativity which was used not only on holidays, but also in everyday life, a
kindergarten life, the tendency of investment of the ethnocultural content in
organizational frameworks of pedagogical process was observed. Representatives
of pedagogics in development of approaches to definition of the maintenance of
education and methods of work with children were based on theoretical positions
of domestic pedagogics classics of the XIX-th century in the field of national
education of children. It is the period of «active methods» use in training,
use of projects in educational work, including with preschool children. The
analysis of educational activity of modern preschool centers from positions of
an ethnopedagogical orientation of preschool education allows to ascertain
positive tendencies in practical realization of cultural conformity principles
and ethinicism of education; in creation of national kindergartens; in active
introduction in educational process of elements of national culture; in the
organization of work in the field of dialogue of cultures. In the majority of
schools the organization of pedagogical process is carried out on some partial
program with use of a complex of means, methods and forms of national
pedagogics. At the same time we have pointed out one-sidedness in nationality
choice (use of culture elements of only one people); in choice of a kind of
activity (only graphic activity, speech development); in use of only one kind
of games (primary use of outdoor games), absence of methodical provision; unpreparedness
of pedagogical staff. It is very important to observe the main principles of
work of national kindergartens, avoiding advances in "nationalism" by
ignoring Russian language and culture and at the same time leveling of
ethnocultural distinctions. The given lacks have been considered by us in
development of the concept of ethnopedagogical orientation of education. The concept of ethnopedagogical orientation of preschool
education reveals through integrity of general scientific approaches: axiological,
pragmatist, existential; main principles (cultural conformity, natural
conformity, competence) and leading ideas (continuity; representativeness in
educational process of universal, ethnic values; integrated approach in
construction and realisation of ethnopedagogical orientation of school
education). As a substantiation of the methodological bases of ethnopedagogical
orientation of the school education content axiologic approach was chosen by
us. The reference is caused by several factors: requirement for the new
scientifically-proved educational technologies of ethnocultural orientation;
transition to a new educational paradigm. Axiological approach in education
consists in the statement of a priority of universal values and the humanistic
beginnings in the cultural environment. For definition of methodological bases
of ethnopedagogical orientation of preschool education axiological approach is basic,
it has allowed to consider some positions:
- With such approach as a supreme
value values of human existence without dependence from its social, ethnic and
racial accessory are defined;
- Axiological approach is connected
with a recognition of system of humanistic values, among which family, cultural
values, values of peaceful existence of the people. It states equality of
philosophical views in frames of humanistic system of values, equivalence of
traditions and creativity (V.A.Slastyonin);
- The present stage of development
of pedagogical science is characterized by a demand of historical experience of
last generations. The reference to history on a basis of axiological approach
has allowed to reveal socially-pedagogical conditions of origin of
ethnopedagogical orientation of education problem, a tendency, logic and laws
of its development. The given approach defines validity of considerations of
the philosophical bases of educational concepts in the history of domestic
pedagogics. Pragmatist approach is connected with development of subjectness of
the child that will allow him to become in the future the strategist of his own
activity, to put and correct the purposes, to realize motives, independently to
build actions and to estimate them. The given problem dares through process of
accumulation of means and ways of interaction with the world, the ethnocultural
validity, thanks to what possibilities of the child to actively and creatively
to participate in this interaction extend. The existential approach defines
responsibility of the person for the existence, for existence of mankind and
its development; in the conditions of instability of a society in a choice of
peace ways of realization of such choice.
Use of elements of synergetic
approach in designing ethnopedagogical orientation of school education allows
to examine education from dual positions: as purposeful operated process and as
spontaneously proceeding.
The principle
of cultural conformity is connected with a view on education as on the cultural
process carried out in cultural conforming educational environment and
promoting cultural self-development and self-determination. The principle
of natural conformity focuses school
teachers on the account of specificity of schoolchild outlook which is
characterized by mythological nature; features of development of informative
sphere; skills of social interaction. The nationality principle is connected
with use in pedagogical process of popular wisdom of education, its primary
factors, methods and means and is a basis for development of patriotism basics
at school age.
Ethnocultural competence of a preschool
child as developing quality is characterized by presence of representations
about the polyethnic validity, interest to knowledge of the world of
ethnocultures of own and other people, the emotionally-positive relation to
people of different ethnic groups, development of social abilities and skills
of behavior.
Leading ideas of the concept
are the ideas of continuity; establishment in educational process of universal,
ethnic values; integrated approach in construction and realization of
ethnopedagogical orientation of school education. The continuity of
traditions and progressive experience of the past is traced in the maintenance,
used means, approaches, principles and forms of education of children. It is
presented in preservation of a priority of moral education; a recognition of
self-value of the childhood; establishment of humane relations between
participants of educational process; harmonization of national and universal
values. In modern conditions ideas of spiritual and moral education revive and
become stronger, significant there is a reference to religious values, national
traditions; the design method, elements of museum pedagogics are used.
Prognostic vision of ethnopedagogical orientation of modern school education
assumes accumulation of progressive experience of the past and its use in new
social and cultural conditions according to modern problems of education:
development of ethnocultural competence, education of the active person,
development of skills of interaction in a polycultural society, education of
interest to national culture. The idea of establishment in educational
process of universal, national, ethnic, regional values assumes consecutive
inclusion of preschool child in system of ethnic and universal values with use
of national factors of education for the purpose of development in it of
understanding and acceptance of ethnocultural variety, formation of
ethnocultural competence.
The idea of integrated approach in
realization of ethnopedagogical orientation of preschool education allows to
examine all circle of the interconnected processes: complex use of traditional
(national) and modern means of education; the complex approach in creation of
the developing ethnocultural environment which components are educational spaces
of preschool center, historical and ethnographic museums, libraries; the
complex solution of problems of children education and educational problems of
the future teachers of preschool centers.
The given
concept has formed the theoretical basis for designing the model of
ethnopedagogical orientation of school education at regional level and at
preschool center level. The conceptual component of the model reflects
the basic ideas of the concept; defines basic approaches to education of a
person on the basis of traditional moral standards and moral ideals. The target
component of the model at level of regional system of school education is
focused on designing conditions for development of ethnocultural competence of
the child, for vocational training of the future teachers. The target component
at school level assumes formation in children of representations about the
ethnocultural validity, development of skills of interaction in a polyethnic
society. The organizational-substantial component of model is realized
through continuity principles, regionality, integrated approach. At level of
regional system of school education it is presented by programs of
ethnocultural content, different forms of school establishments, cooperation
with national cultural autonomies, interaction with controls. The
organizational-substantial component of the model of ethnopedagogical
orientation in school realisation is
examined through the developed and introduced programs, the organisation of
circles on studying of native ethnoculture, work of scientific-methodical
council. Distinctive feature of the programs of ethnocultural orientation
developed by us is synthesis of progressive ideas and past experience: a
priority of moral education, establishment in educational process of universal
and national values, participation of the senior generation in educational
process, the account of modern problems of education. The component of
pedagogical support of the model is presented by direct factors (creation
of the developing environment, use of means, forms and the methods adequate to
age possibilities, diagnostic toolkit) and mediated (preparation of the future
teachers in sphere of school education). Ethnocultural environment of a
preschool center is a basis for display and development of all kinds of
activity of a child (game, labour), assumes variability, multifunctionality.
Cultural-educational space of a school can be variative, be created by
combining educational space of preschool centers, national autonomies and
educational fields of culture institutions (museums, theatres etc.). Actualization of the problem of ethnocultural
education in new socio-cultural conditions of development of
the Kazakhstan society assumes the demand in
pedagogical process of schools and preschool centres of those means and methods of work with children of preschool age which
were used by teachers of the past. Didactic games of the ethnocultural content
are demanded and significant in education of children, which were actively used
in work with children in ÕIÕ-ÕÕ centuries. In article the description
of the system of didactic games of ethnocultural orientation developed by
us in educational practice of preschool centers is presented. It
is constructed with the account of features of development of children and
developments of national consciousness. Society reforming assumes use of such
methods and means of educational influence which in a greater degree promote
development active and creative person. Such methods include design, actively
introduced in work of kindergartens of 20-30th years of the twentieth century.
In the tideway of the culturological approach by us are proved and introduced
in educational practice of knowledge of historical character, elements of
museum pedagogics, learning of foreign language, national dances, holidays. The
productive component of the model is characterised by a level of
development of ethnocultural competence of children of preschool age. In the further research the results of experimental
activity characterising positive tendencies in development in children of
components of ethnocultural competence will be presented. In the research the work system on preparation
of the future experts in the field of school education with the account
competence-based, culturological and integrative and variative approaches and
results of their introduction are described. The first stage of preparation is
connected with process of ethnic socialization of the future teachers,
ethnocultural values, the positive relation to traditions, values of other
people are formed with them, there is a process of ethnocultural identification
of the person in the course of knowledge of ethnocultural specificity of
society. There is a process of formation of the general competencies, students
develop the competence of axiological-semantic orientation of the world
(I.A.Zimnyaya), personal competencies, the competency of knowledge and
observance of traditions. It is in many respects promoted by developed by us
and introduced in educational process "Ethnopedagogics" course.
The purpose of the second stage of preparation of the future teachers to
professional work in the conditions of ethnopedagogical orientation of school
education is connected with judgment of the given problem in the history of
pedagogical thought of Russia, with studying of experience of the past for the
purpose of harmonious inclusion of its constructive moments in functioning of
modern educational process. The decision of tasks in view is promoted by the
special course developed by us «Education the schoolchildren's culture of
international dialogue». The final stage of preparation of the future
teachers to education of schoolchildren in the conditions of the polyethnic
reality is research activity during performance of final qualifying works.
Thus, ethnopedagogical orientation
of education is examined by us as developing concept of pedagogics because its
content as forms of organization of scientific knowledge is supplemented and
extends. Its introduction in the conceptual framework of pedagogics by
G.N.Volkov, K.B.Zharikbaev, S.K.Kaliev
assumed studying of culture of the native people, first of all a native
language; construction of pedagogical process with the account of national
traditions. The modern treatment of concept of ethnopedagogical orientation
extends for the account of application of innovative forms of ethnocultural
education, use of traditional didactic means with ethnocultural filling.
In the conclusion general
results of the research are brought and conclusions are made.
- The basic result of the research
is development of the concept and model of ethnopedagogical orientation of
school education in which structure conceptual, target,
organizational-substantial, productive components are allocated; a component of
pedagogical support;
- Preconditions (sociopolitical,
legal, socio-cultural, and pedagogical) of its formation and development in the
Kazakh pedagogics are
characterised;
- Influence of socio-cultural
situation is shown in the country during the different historical periods on
character and specificity of ethnopedagogical orientation of school education
at level of selection of content, the organization of national groups and
kindergartens, a choice of methods and education means;
- Tendencies of development of
ethnopedagogical orientation of preschool education at various historical
stages of development of the Kazakhstan society are revealed and defined: the ambivalence defined by external
factors (influence of the western culture, its acceptance or counteraction to
it) and internal (unification and isolation counteraction); development in the
tideway of progressive pedagogical concepts, in a context of the basic problems
of school pedagogics; constructive use of progressive previous experience;
conditionality, the direct and mediated factors;
- Possibility of use is proved of
experience of the past in modern educational practice not by simple adoption of
ideas and practical experience, and through their further development in a
context of modern lines of education: humanization, activity of training
process, spiritual, moral and personal development, development of patriotic
feelings, developing culture of international dialogue;
- The concept and model of
ethnopedagogical orientation of school education at the present stage are
developed and scientifically proved;
- Pedagogical support of a child in
the conditions of ethnopedagogical orientation of school education is proved
which is provided with development and approbation of system of actions with
preschool children, the organization of the ethnocultural developing
environment, use of pedagogical diagnostic toolkit, and preparation of the
future teachers for ethnocultural education of children of preschool age. Research has confirmed the thought that retrospective
analysis of the problem connected with giving to educational process of
ethnopedagogical orientation at different historical stages of development of the Kazakhstan society, is of great
importance for the modern theory and educational practice of children of preschool
age. It allows improving the pedagogical activity in sphere of ethnocultural,
patriotic education and teaching the culture of international dialogue. Thus,
ethnopedagogical orientation of education is examined by us as developing
concept of pedagogics because its content as forms of organization of
scientific knowledge is supplemented and extends. Its introduction in the
conceptual framework of pedagogics by G.N.Volkov,
K.B.Zharikbaev, S.K.Kaliev assumed studying of
culture of the native people, first of all a native language; construction of
pedagogical process with the account of national traditions. The modern
treatment of concept of ethnopedagogical orientation extends for the account of
application of innovative forms of ethnocultural education, use of traditional
didactic means with ethnocultural filling. Thus, the present research can be used as a theoretical base for
studying of historic-pedagogical aspects of national, patriotic education, for
developing tool and technological provision of the process directed on
education of philanthropy, friendliness in rising generation.
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1. Nursultan
Nasarbayev.Programmatic articie”Twenti Steps to the Universal Society of
Labour”
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M.,Cosistentli high performance:
Lessons from the world s top
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S. Seifullins.2005. 266 p.
4. Pedagogy of the
medieval Kazakhstan. Ust-Kamenogorsk.
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pedagogical views in Kazakhstan in the X-XIV centuries. Tutorial. Ust-Kamenogorsk. Publishing VKGU. 2003. -143 p
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