What role does education play in modern society? Pedagogy as a science

Education in the development of personality is an important factor along with heredity and environment. It ensures the socialization of the individual, programs the parameters of its development, taking into account the versatility of the impact of various factors. Education is a planned, long-term process of a specially organized life of children in the conditions of training and education. It has the following functions:

l diagnostics of natural inclinations, theoretical development and practical creation of conditions for their manifestation and development;

l organization of educational activities of children;

the use of positive factors in the development of personality traits;

ь impact on social conditions, elimination and transformation (if possible) of negative environmental influences;

- the formation of special abilities that ensure the application of forces in various fields of activity: scientific, professional, creative and aesthetic, constructive and technical, etc.

“The integrity of a person who has a single social essence and, along with this, is endowed with natural forces living sensual being, is based on the dialectic of the interaction of the social and the biological. Education cannot change the inherited physical data, the innate type of nervous activity, change the state of the geographical, social, home or other environments. But it can have a formative effect on development through special training and exercises (sports achievements, health promotion, improvement of excitation and inhibition processes, i.e. flexibility and mobility of nervous processes), make a decisive adjustment to the stability of natural hereditary characteristics.

Only under the influence of science-based education and the creation of appropriate conditions, taking into account the characteristics nervous system child, ensuring the development of all his organs, taking into account his potential and including in appropriate activities, individual natural inclinations can develop into abilities.

When organizing education, teachers should remember that different types activities have a different impact on the development of certain abilities of a person in his different age periods. Personal development is dependent on the leading activity.

The true achievements of a person are accumulated not only outside him, in certain objects generated by him, but also in himself. By creating something significant, a person himself grows; in creative, virtuous deeds, the most important source of his growth. "The abilities of a person are equipment that is not forged without his participation." Education and activity create the basis for the manifestation and development of natural inclinations and abilities. Practice has proven that purposeful education ensures the development of special inclinations, initiates spiritual and physical forces. This is confirmed by the success of innovative teachers, the practice of neurolinguistic programming (NLP). Improper upbringing can destructure what has already been developed in a person, and the lack of appropriate conditions can completely stop the development of even especially gifted individuals. Leading the reader to an understanding of the role of upbringing and activity in the development of abilities, we note the need for the formation of such abilities as diligence and high efficiency. Many famous geniuses of mankind claim that they owe all their success to hard work and perseverance in achieving their goals, and only 10% to their abilities and inclinations.

Organizing education, apparently, one should proceed from the ideas of L.S. Vygotsky about two interrelated zones of development: actual and immediate, to take into account their individual capabilities and the adequacy of requirements, the development of the motivational sphere of the educated.

So far, pedagogy has reasonably affirmed the decisive influence of upbringing on the development and formation of personality through the stimulation of internal activity (motor, cognitive activity of communication) and the activity of one's improvement, self-development. In other words, it is the formation of motivation.

S.L. Rubinstein noted that everything in the development of personality is to a certain extent externally conditioned, but does not follow directly from external conditions. In this regard, the position of R.S. Nemova: "A man in his psychological qualities and forms of behavior appears to be a socio-natural being, partly similar, partly different from animals. In life, its natural and social principles coexist, combine, sometimes compete with each other. In understanding the true determination of human behavior, it is probably necessary to take both into account.

The development of the child occurs in conditions of diverse relationships of a positive and negative nature. The system of pedagogically justified educational relations forms the character of the individual, value orientations, ideals, ideas, worldview, sensually emotional sphere. However, the child is not always satisfied with a properly organized system of relations. It is not updated for him into a vital one. Forming a variety of attitudes to reality, it sometimes does not take into account the inner "I" of the individual, mental development and the conditions of physical development, the hidden internal position of the educated person. A high result of development and formation is achieved if the educational system represented by the teacher provides a subtle psychological and pedagogical influence in the context of unanimity with the child, ensures the harmony of the emerging diverse relationships, takes him into the world of spiritual activity and values, initiates his spiritual energy, ensures the development of motives and needs .

But, at the same time, analyzing the laws of upbringing as a general planetary phenomenon, I would like to note that a conscious attitude to one's improvement and purpose on Earth is, perhaps, the main objective condition for the continuation and preservation of life. And in this sense, education is a phenomenon nurtured and preserved in the genetic code of mankind.

The activity of a person's personality is seen in two aspects: purely physical and mental. These two types of activity can manifest themselves in many combinations in an individual: high physical activity and low mental activity; high mental and low physical; the average activity of both; low activity of both, etc.

A person is influenced by a number of factors that determine his activity. The first of these is his heredity, which determines his atomic-physiological and mental organization. The second factor is environmental conditions. And the third factor is education in broad sense words. It can influence the development of physical and mental activity through a system of specially organized training and education itself. For schoolchildren, this is education, development cognitive interest to learning, the formation of learning motivation, the development of mental activity, the development of a system of value orientations, spiritual ideals, spiritual and material needs.

The function of education in this case will be reduced to the development (“launch”) in the child of the mechanisms of self-regulation, self-motion, self-development. In many ways, man is the creator of himself. While a certain program individual development already laid down at the genetic level (including physical and mental predisposition), a person has the right to develop himself.

Without denying the paramount role of upbringing in the development of the individual, I would like to note that not all people succumb to the developmental and formative influences tested in society. Simultaneous complex impact on the development of the personality of positive and negative (primarily social origin) factors expands the range of mutations of mental neoplasms that threaten the health of a single person, nation, state, planet. There is a replacement of spiritual values with sensual and material ones, a growing number of drug addicts, sadists and maniacs of various kinds, representatives of sects who are ready to destroy almost all of humanity for the sake of their idea, people with suicidal behavior, psychopaths (people who are not able to make any compromises) , "when the world of things created by people begins to prevail over the world of human values." Apparently, society needs new theories and concepts, a dialectical reassessment of the already existing social and socio-psychological resources that provide modern conditions development and formation of a personality capable of self-development and self-preservation, as a special biological species on Earth.

Not so long ago, our president was pleasantly surprised. At the Valdai International Discussion Forum, Vladimir Vladimirovich was given a very interest Ask about the growing conflict of values between the US and Russia, about the clash of two cultures, and what is the problem in general? To which the president replied that these problems are partly due to the difference in worldviews. That the basis of the Russian worldview is the idea of good and evil, of the Higher powers, of the divine principle. And at the heart of Western thinking is still "INTEREST" and pragmatism. Under the word "interest", the president, in my opinion, meant the words "money" and "benefit".

As one of the founders of pragmatism, the American psychologist and philosopher James William said:

"What is best for us to believe is true"

Unfortunately, there are many pragmatists in Russia, for whom “interest” is the driving factor in the development of the individual.

The whole problem lies in the fact that people, having no idea of their true origin and purpose, are trying to reach some heights and status in society. Not realizing that, first of all, we fulfill the divine destiny and are responsible for our actions, thoughts and choices before God. And here we are trying to prove something to each other.

Some people get several unnecessary educations just to prove to society that they are worth something, that they are smarter than many. Some people just obsess over their appearance and dedicate their lives to looking much better than others. Some devote their lives to the gym and then go half-naked in the summer to show what they have achieved through their narrowly focused willpower. Of course, I’m not talking about all the people without exception, but only about the “bright” representatives of society who saw the meaning of their lives in achieving false goals and ideals imposed by society. Of course, self-affirmation in society is a driving factor in human development, but without a true, spiritual component, this all makes very little sense. You can become an outstanding figure and achieve a high status in society, but be a person with a poor inner world, who lived a worthless life. According to my personal observations, I can say with confidence: the more a person’s appearance is decorated, the poorer his inner world.

Not so long ago, in connection with the development of electronics and the Internet, humanity once again “snipped through”. And an attack called "selfie" was born, and hence mental disorder called selfie. I thought a little and took the liberty of defining this phenomenon:

“Self-mania is a mental addiction that arises from a person’s desire to assert himself in society in the shortest possible period of time.”

That is, teenagers, wanting to achieve recognition in society, but without making great mental and physical efforts, found a short, roundabout, but, as always, the wrong way. They chose the wrong action and the wrong society to evaluate their actions. Why study for many years, write dissertations, think? Why train for many years and compete with stronger opponents? Why help people, engage in altruism, compassion, work for the benefit of people? After all, you can simply and quickly click your face on an electric train car under wires with a voltage of 28,000 volts, post a photo on the network and you are a hero for thousands of fellow minds! "Honor", "praise", "glory" and likes! So easy and most importantly fast! But, unfortunately, it is deadly. So the unfortunate children are dying, subjected to the suggestion of false ideals and standards, roaming in society, and taking the life of the most suggestible category of the population.

A huge role in this is played by parents and the school, turning into negative qualities of character, such as: narcissism, excessive ambition, recklessness, an irresistible desire to be in the center of everyone's attention.

So, the task of parents, in my opinion, is to give the child the correct (true) ideas and knowledge about the existence of man, the soul, the Higher powers and the meaning of life. And so that parents can give this knowledge to a child, they must develop themselves, seek this information themselves, while listening to their inner “I”. Such information will not be given at school and at the institute.

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Topic: "Define the role of education in society"

1st year students, group B

Faculty of PIMNO

(extramural studies)

Baygutdinova Katifa

Temerkhanovna

Yeniseisk

In order to understand what place education takes in the life of society, it is necessary to consider various areas of pedagogy that relate to the structure, features and problems of education in certain areas of society.

Education, purposeful development of a person, including the development of culture, values and norms of society. It is carried out through education, as well as the organization of the life of certain communities. In upbringing, the individual, family, state and public institutions interact; educational institutions, mass media, religious institutions, public organizations and others (BES).

Education is the purposeful formation of a personality in order to prepare it for active participation in social and cultural life in accordance with sociocultural normative models. According to the definition of Academician I. P. Pavlov, education is a mechanism for ensuring the preservation of the historical memory of a population.

The upbringing of a person is, among other things, the subject of pedagogy as a science.

Not a single animal spends so much time and effort on raising its cub as much (about 15 years) it is necessary for a person as a person.

Education is usually built on "three pillars".

Education acquires exceptional significance in human society. It is used to form:

Ш second signaling system (speech);

III behavioral activity aimed at changing the external environment;

III activity mediated through the changed elements of the external environment (tools of production).

Thanks to these modification possibilities, the human population has created specific hereditary structures of a non-genetic nature - culture and ethnic tradition.

Education, its nature and role

The word education itself is used in a very broad sense to designate the totality of those influences that nature or people can exert on our mind or on our will. It means, says Stuart Mill, “everything that we do ourselves, and everything that others do for us, in order to bring us closer to the perfection of our nature. In its broadest sense, education includes even the indirect effects of things on the character and abilities of a person, the purpose of which is completely different, for example: the influence of laws, forms of government, artistic images, up to physical factors that do not depend on the will of a person, such as climate, soil and location.

The effect of things on men is very different in its ways and results from the effect of men themselves, and the effect of members of the same generation on one another is different from the effect on younger ones. It is the latter that interests us here, and consequently, the word “education” should be attributed to it only.

But what is this sui generis effect? Very different answers have been given to this question, which, however, can be reduced to two main types.

According to Kant, “the goal of education is to develop in each individual all that perfection of which he is capable.” But what is to be understood by the word "perfection"? This, as it was often said, is the harmonious development of human abilities.

Even less satisfactory is the utilitarian definition, according to which the goal of education is supposedly to "make of the individual an instrument for obtaining happiness for himself and his kind" (James Mill); since happiness itself is a highly subjective concept, which everyone evaluates in their own way. Thus, such a formula leaves the goal of education indefinite and, consequently, education itself indeterminate, since it leaves it to individual arbitrariness.

When you want to determine, on the basis of the dialectical method, what education should be, you must begin with the question of what its goals should be. But what allows us to say that education pursues precisely these goals and not others? We do not know a priori what is the function of respiration or circulation in a living organism. On what basis do we believe that we are allegedly better informed about the educational function? It goes without saying that the purpose of this function is to raise children. But to pose a problem in vague terms is not to solve it. It would be necessary to say what this education consists of, what it strives for, what human needs it meets. It is possible to give answers to these questions only by starting to study what education consisted of and what needs it met in the past. Thus, a historical analysis seems necessary, if only in order to form a preliminary concept of education and to define the object named by this word.

education personality social

Goals of education

The goal of education is what education strives for, the future towards which its efforts are directed. Any education - from the smallest acts to large-scale government programs- always purposeful; aimless, aimless education does not exist.

Everything is subject to the goals: content, organization, forms and methods of education.

The general and individual goals of education are distinguished. The purpose of education acts as a general one, when it expresses the qualities that should be formed in all people, and as an individual one, when it is supposed to bring up a certain (individual) person. Progressive pedagogy stands for the unity and combination of common and individual goals.

The goal expresses the general purposefulness of education. In practical implementation, it acts as a system of specific tasks. The goal and objectives are related as a whole and a part, a system and its components. In this regard, the following definition is true: the goal of education is a system of tasks solved by education.

The tasks determined by the purpose of education are usually many - general and specific. But the goal of education within a single educational system is always the same. It cannot be that in the same place, at the same time, education strives for different goals. The goal is the defining characteristic of the educational system. It is the goals and means to achieve them that distinguish one system from another.

The definition of the goal of education is due to a number of important reasons, the complex consideration of which leads to the formulation of the patterns of formation of the goal.

The purpose of education expresses the historically urgent need of society to prepare the younger generation to perform certain social functions. At the same time, it is extremely important to determine whether the need is really brewing or only supposed, apparent. Many educational systems failed precisely because they were ahead of their time, took what they wished for reality, did not take into account the realities of life, hoping to transform people's lives through education. But education deprived of objectivity does not withstand the pressure of reality, its destiny is predetermined.

The needs of society are determined by the mode of production - the level of development of the productive forces and the nature of production relations. Therefore, the goal of education in the end always reflects the achieved level of development of society, it is determined by it and changes with a change in the mode of production. To confirm this important connection, let us analyze the change in the goals of education depending on the type of socio-economic relations.

History has five socio-economic formations, determined by various types industrial relations between people.

Under the primitive communal system, there was no class division. All children received the same labor training: they were taught to hunt, fish, and make clothes. Education was designed to ensure the existence of people, its goal is to equip a person with the experience of survival, i.e. knowledge and skills necessary in a harsh Everyday life. There were no special educational institutions, schools were just emerging. The mode of production and the goal of education are in agreement with each other.

Under the slave system, education became a special function of the state. There were special institutions involved in education. The presence of two classes led to differences in the nature of the purpose of education. The purpose of educating the children of slave owners was to prepare them for the role of masters, enjoying the arts, joining the sciences. They had to wage wars of conquest in order to enslave other peoples and acquire wealth, and be able to defend their states. The upbringing of the children of slaves consisted in preparing them to carry out the orders of the masters. Children were taught to be humble and submissive. Here, too, the level of development of the productive forces, the nature of production relations, is dictated by precisely these and no other goals.

The example of ancient education shows that the class character of society gave rise to a class differentiation of the goals of education. In accordance with various goals, preparation for life was carried out, the worldview was differentiated, and psychology was formed.

Under feudalism, the main classes are feudal lords and serfs. The goals of education remain differentiated: for the children of feudal lords - knightly education, and for the children of peasants - labor education, in an open-air "school". The former enjoy the arts and sciences, master the "knightly virtues", the latter overwhelmingly do not educational institutions do not visit. The nature of production relations does not require either general or special training from the lower strata of the population; therefore, the bifurcation of goals, which is also observed in this society, expresses not only the class orientation of goals in a class society, but also their dependence on the mode of production.

The capitalist system is characterized by the presence of two main classes - the bourgeoisie and the proletariat. The nature of the development of production, which requires more educated workers, compels the ruling class to create a system of educational institutions that provide knowledge to the workers. At the same time, the bourgeoisie gives a good education to their children, so that they are able to manage the state, direct the development of the economy, public processes. A network of private privileged educational institutions is being created. Class differentiation, the dualism of the aims of education, persists, as does the general dependence of the aims on the mode of production.

The early (classical) capitalism was replaced by a developed capitalist system, called post-capitalist (market, democratic, etc.). This system is characterized by high level development of industrial and social relations. In line with the historical process, the attempt to build socialism and communism in our country can also be viewed as an unsuccessful way to move towards more perfect social relations. With all the variety of post-capitalist forms and relations that exist in the world, the general dependence of the goals of education on the mode of production remains.

The purpose and nature of education correspond to the level of development of the productive forces and the type of production relations characteristic of each socio-economic formation.

But not only the mode of production determines the goals of education. Other factors also play an important role in their formation. Among them are the pace of scientific, technological and social progress, the economic opportunities of society, the level of development of pedagogical theory and practice, the possibilities of educational institutions, educators, teachers, etc.

Conclusion: the goal of education is determined by the needs of the development of society and depends on the mode of production, the pace of social and scientific and technological progress, the level of development of pedagogical theory and practice achieved, the capabilities of society, educational institutions, teachers and students.

Definition of Parenting

In order to define upbringing, it is necessary to consider the educational systems that exist or have existed, to compare them, to identify common features for them.

Two elements are already indirectly defined. Speaking of education, the presence of a generation of adults and a generation of children is necessary, and the influence of the former on the latter. It remains to determine the nature of this effect.

There is no such society where the system of education does not have a dual nature: education is both single and multiple.

It is many-sided. Indeed, in a sense it can be said that there are as many different educational systems in society as there are different groups. What if society is made up of castes? Education varies from one caste to another. The upbringing of patricians is different from the upbringing of plebeians, the upbringing of a brahmin is different from the upbringing of a kudra. In the Middle Ages, there is a similar gap between the culture of the young page, who was trained in all the arts of chivalry, and the culture of the villan, who received in the school of his parish a few miserable notions about church calendar, singing and grammar! Even today we observe how education changes depending on social classes or even place of residence? Urban education differs from rural education, the education of the bourgeois from the education of the worker. Perhaps it will be said that such an organization is morally unjustified, that one can see in it only a relic that must disappear? This thesis is easy to refute. Obviously, the education of our children should not depend on the occasion of their birth, that is, on the place and from which parents the child was born. But even if the moral conscience of our time receives on this subject, the confirmation that it expects, education will not become more uniform because of this. Even when the career of each child would not have been for the most part determined by blind heredity, the real variety of professions would continue to give rise to a great variety of pedagogical practices and methods. In fact, every profession, taken in its own way, requires special abilities and special knowledge, it is dominated by certain views, certain customs, a certain way of seeing things; and since the child must be prepared for the professional role that he is to fulfill, education, from a certain age, cannot remain the same for all subjects to which it applies. That is why we see that in all civilized countries it is striving for ever greater diversity and specialization, and this specialization is getting earlier every day. This diversity of education is based not only on unfair inequality. To find a perfectly homogeneous and equal education, one would have to turn to prehistoric societies in which there is no differentiation, although such societies represent only a moment in the logical history of mankind.

But whatever the significance of these special systems of education, they do not represent the whole of education.

From these facts it follows that each society creates for itself a certain ideal of a person or a normative ideal, including both intellectual and moral and physical qualities. This ideal, to some extent, is the same for all citizens, but from a certain point it begins to change in accordance with the specific conditions that each society carries within itself. It is this ideal, in its unity and diversity, that is the goal of education. Consequently, the function of education comes down to creating in the child, firstly, a certain set of mental and physical abilities that society considers mandatory for all its members; secondly, certain physical and mental qualities required by a specific social group(caste, class, family, profession) to each of its members. Thus, the ideal realized by education is determined both by society as a whole and by the specific social environment. Society exists only if there is sufficient unity among its constituent members, and it is upbringing that maintains and strengthens this unity, laying in advance in the soul of each child, the basic set of similar qualities that collective life requires. But, on the other hand, without some diversity, any cooperation would be impossible: education, self-differentiating and specializing, ensures the stability of this necessary diversity. If a society has reached that stage of development when the old division into castes and classes can no longer be maintained, it requires a different education, corresponding to its new state. If, at the same time, there is a deeper division of labor in society, then society, based on the commonality of ideas and feelings, will develop in children more diverse professional abilities. If a society is at war with others, it seeks to form consciousness, using, above all, the national model. If international rivalry takes on more peaceful forms, then the type of education that society is trying to implement is more general and more humane.

Consequently, education is for society only a means by which it prepares in the souls of children the basic conditions for its own existence. We shall see later how the individual himself is interested in complying with these demands.

Thus, we come to the following definition: “Education is the impact exerted by older generations on younger generations who are not yet ripe for public life. The purpose of education is to create and develop in the child a certain set of physical, intellectual and moral qualities required of him and political organization society as a whole, and the specific environment in which he, in particular, will have to live.

The role of education in personality development

l diagnostics of natural inclinations, theoretical development and practical creation of conditions for their manifestation and development;

l organization of educational activities of children;

the use of positive factors in the development of personality traits;

ь impact on social conditions, elimination and transformation (if possible) of negative environmental influences;

- the formation of special abilities that ensure the application of forces in various fields of activity: scientific, professional, creative and aesthetic, constructive and technical, etc.

“The integrity of a person, who has a single social essence and, along with this, is endowed with natural forces of a living sensual being, is based on the dialectic of the interaction of social and biological.” Education cannot change the inherited physical data, the innate type of nervous activity, change the state of the geographical, social, home or other environments. But it can have a formative effect on development through special training and exercises (sports achievements, health promotion, improvement of excitation and inhibition processes, i.e. flexibility and mobility of nervous processes), make a decisive adjustment to the stability of natural hereditary characteristics.

Only under the influence of science-based education and the creation of appropriate conditions, taking into account the characteristics of the child's nervous system, ensuring the development of all his organs, taking into account his potential and including in appropriate activities, individual natural inclinations can develop into abilities.

When organizing education, teachers should remember that different types of activities have a different impact on the development of certain abilities of a person in his different age periods. Personal development is dependent on the leading activity.

S.L. Rubinshtein noted that everything in the development of personality is externally conditioned to a certain extent, but does not follow directly from external conditions. In this regard, the position of R.S. Nemova: “A person in his psychological qualities and forms of behavior appears to be a social and natural being, partly similar, partly different from animals. In life, its natural and social principles coexist, combine, sometimes compete with each other. In understanding the true determination of human behavior, it is probably necessary to take both into account.

The development of the child occurs in conditions of diverse relationships of a positive and negative nature. The system of pedagogically justified educational relations forms the character of the individual, value orientations, ideals, ideas, worldview, sensually emotional sphere. However, the child is not always satisfied with a properly organized system of relations. It is not updated for him into a vital one. Forming a variety of attitudes to reality, it sometimes does not take into account the inner "I" of the individual, mental development and the conditions of physical development, the hidden inner position of the educated person. A high result of development and formation is achieved if the educational system represented by the teacher provides a subtle psychological and pedagogical influence in the context of unanimity with the child, ensures the harmony of the emerging diverse relationships, takes him into the world of spiritual activity and values, initiates his spiritual energy, ensures the development of motives and needs .

A person is influenced by a number of factors that determine his activity. The first of these is his heredity, which determines his atomic-physiological and mental organization. The second factor is environmental conditions. And the third factor is education in the broad sense of the word. It can influence the development of physical and mental activity through a system of specially organized training and education itself. For schoolchildren, this is education, the development of a cognitive interest in learning, the formation of learning motivation, the development of mental activity, the development of a system of value orientations, spiritual ideals, spiritual and material needs.

The function of education in this case will be reduced to the development (“launch”) in the child of the mechanisms of self-regulation, self-motion, self-development. In many ways, man is the creator of himself. Despite the fact that a certain program of individual development is already laid down at the genetic level (including physical and mental predisposition), a person retains the right to develop himself.

Without denying the paramount role of upbringing in the development of the individual, I would like to note that not all people succumb to the developmental and formative influences tested in society. Simultaneous complex impact on the development of the personality of positive and negative (primarily social origin) factors expands the range of mutations of mental neoplasms that threaten the health of a single person, nation, state, planet. There is a replacement of spiritual values with sensual and material ones, a growing number of drug addicts, sadists and maniacs of various kinds, representatives of sects who are ready to destroy almost all of humanity for the sake of their idea, people with suicidal behavior, psychopaths (people who are not able to make any compromises) , "when the world of things created by people begins to prevail over the world of human values." Apparently, society needs new theories and concepts, a dialectical reassessment of the already existing social and socio-psychological resources that ensure the development and formation of a personality capable of self-development and self-preservation as a special biological species on Earth in modern conditions.

The social nature of education

Education consists in the purposeful socialization of the younger generation. It can be said that in each of us there are two beings who, while remaining inseparable in abstraction, do not cease to be different. One being consists of all the mental states that pertain only to us and the events of our personal life: this is what might be called an individual being. The other is a system of attitudes, feelings and habits that express in us not our personality, but the group or various groups of which we are a part. Such are religious beliefs, views and moral experience, national and professional traditions, all kinds of collective ideas. Their totality constitutes a social being. To form this being in each of us is the goal of education.

It is in this that the significance of the role of education and the fruitfulness of its impact is best manifested. Indeed, this social being is not only not given to a born person, initially ready in its structure, but also is not the result of spontaneous development.

Spontaneously man was not inclined to subdue himself political power, respect moral principles, sacrifice oneself. From birth, there was nothing in him that would certainly predispose him to become worshipers of deities - the symbolic emblems of society - to bow before them, to honor them. It was society, in the course of its formation and consolidation, that itself gave rise to these powerful moral forces, in front of which a person felt his insignificance. Leaving aside, then, the obscure and vague tendencies which may be due to heredity, the child, entering into life, brings there only his individual nature. Consequently, with each new generation society finds itself almost in front of a "blank slate" on which it will have to write anew. It is necessary that to the newly born egoistic and asocial being, it should add as quickly as possible another capable of leading a moral and social life. This is what the matter of education consists in, and in this we see all its greatness. Education is not limited to the development of the individual organism in the direction indicated by its nature and the revelation of hidden abilities. Education creates a new being in a person.

This creative property is a special privilege of human education. Quite different is the education given to animals, if that can be called the training to which they are subjected by their parents. Such education can, of course, accelerate the development of some of the instincts dormant in the animal, but does not introduce it to a new life. It facilitates the work of natural functions, but creates nothing. Taught by his mother, the chick can fly or build a nest faster, but he will learn almost nothing that he could not discover through his personal experience. The fact is that animals either live outside any social environment, or form fairly simple communities that function due to instinctive mechanisms that each individual is endowed with from the moment of his birth.

Such an upbringing cannot add anything essential to nature, since it contains everything necessary for the life of both the group and the individual. In man, on the contrary, all sorts of faculties conditioned by social life are too complex to be embodied in any way in our tissues and materialize in the form of organic predispositions. It follows that they cannot be transmitted from one generation to another by heredity. This transmission is carried out through education.

However, if we really recognize that the purely moral qualities that limit the individual and constrain him in natural manifestations can only be caused by external influences, are there not other qualities that every person is interested in acquiring and which he unconsciously seeks? These are the various properties of the intellect that allow it to better adapt to the world. These are also physical qualities and everything that contributes to the strength and health of the body. It only seems that education, developing such qualities, forces one to go towards nature, and does not lead the individual to a state of relative perfection, to which he himself strives.

But since there are societies where these qualities either did not develop at all, or, in any case, were understood differently, it becomes clear that everywhere, despite various external manifestations, education meets primarily social needs. This means that the benefits of a fundamental intellectual culture have not been recognized by all nations. Science, critical intelligence, which we value so highly now, has long been under suspicion. Do we not know the great doctrine that proclaims the dull-witted to be happy? In no case should one think that this indifference to knowledge was artificially imposed on people contrary to their nature. They themselves initially lack this instinctive attraction to science, which has been so often and arbitrarily attributed to them. They strive for it only to the extent that their own experience compels them to do so. However, as far as the organization of their individual life is concerned, they do not know what to do with it. As Rousseau has already said, sensations, experiences and instincts are sufficient to meet the vital needs of both humans and animals. If a person did not know other needs, except for very simple ones, which have their roots in his physical nature, he would not engage in science, especially since scientific knowledge was acquired in a difficult and painful way. He felt the thirst for knowledge only when society awakened this thirst in him, and society awakened it only when it itself felt the need for it. This moment came when social life in all its forms became too complex to function without resorting to to reflective thought, that is, scientific thought. Then scientific culture has become necessary, and therefore the society demands it from its members and charges it to them as a duty. But first, while social organization was very simple, monotonous and the same, blind tradition was enough, as instinct is enough for an animal. At this stage, thought and freedom of conscience are useless, even dangerous, because they can only break tradition. That's why they are expelled.

The same is true of physical qualities. If the state of the social environment orients the public consciousness towards asceticism, physical education will be relegated to the background. This is approximately what happened in the schools of the Middle Ages: such asceticism was necessary, since the only way to adapt to the severity of those difficult times was to love it. So, in accordance with public consciousness, the same upbringing will be understood in different ways. In Sparta the object of physical education was chiefly to harden the limbs to exhaustion; in Athens it was a way of sculpting bodies pleasing to the eye; in the days of chivalry, he was required to train dexterous and flexible warriors; today the task of education is nothing more than hygienic: it is necessary to restrain the dangerous effects of an overly intense intellectual culture. Thus, even those qualities that at first glance seem extremely desirable, the individual acquires when society invites him to do this, and in the manner in which it prescribes it to him.

One might get the impression from reasoning that a society that shapes individuals according to its needs subjects them to an unbearable tyranny. But in reality, individuals themselves are interested in such subordination, since the collective influence in a similar way creates in each of us a new being, which represents the best that is inherent in us, that which, in essence, makes us human. Indeed, a person is a person insofar as he lives in society. It is difficult in one article to give a rigorous proof of such a general and so important statement summarizing the work of modern sociology. In any case, to begin with, we can say that it is less and less contested. Moreover, we can briefly recall the main facts confirming it.

First of all, today it is a historically established fact that morality is closely related to the nature of society, because, as we have shown above, it changes as society changes. So it comes from living together. Indeed, it is society that distracts us from ourselves and forces us to consider not only our own interests, but also the interests of others; it was society that taught us to keep our feelings and instincts in check, to command them, to limit ourselves, to deny ourselves anything, to sacrifice ourselves, to subordinate personal goals to higher goals. It is society that has ingrained in our minds this entire system of beliefs that sustains in us the concept and sense of exemplar and discipline, both internal and external. It is in this way that we have acquired this power to resist ourselves, this power over our inclinations, which is one of distinguishing features human and which is the more developed, the more we feel like people.

No less obliged to society and intellectually. It is science that develops the basic concepts that govern our mental activity: the concepts of causality, patterns, space, numbers, concepts of bodies, life, consciousness, society, and so on. All these basic concepts are constantly evolving, because they represent the sum total of the whole scientific work, and not its starting point, as Pestalozzi believed. We imagine man, nature, causality, space itself not in the way they were imagined in the Middle Ages, because our knowledge and scientific methods have changed. So, science is a collective creativity, since it involves the broad cooperation of all scientists, not only of one era, but of all historical eras. Prior to education, this duty lay with religion, since any mythology contains an already sufficiently developed idea of \u200b\u200bman and the universe. However, science was the successor of religion. Therefore, religion is a social institution.

Studying the language, we study (learn) a whole system of concepts and inherit the centuries-old experience contained in these classifications. Moreover, without language, we would not have, so to speak, basic concepts, since it is the word, fixing them, that gives these concepts a stability sufficient for them to be easily used by the mind. Therefore, it is language that has allowed us to rise above pure sensation, and there is no need to prove that language is primarily a social phenomenon.

From these examples it is clear what a person would turn into if everything that he owes to society were taken away from him: he would fall into the category of animals. If he was able to overcome the stage at which the animals stopped, it was because he did not limit himself to the fruits of his own efforts, but regularly collaborated with his own kind, which, in turn, increased the return on everyone's activities. He passed this stage primarily because the fruits of one generation's labor were not lost to the next generation. Of what the animal was able to learn during its individual existence, almost nothing will survive. On the contrary, the results of human experience are preserved almost completely and in detail thanks to books, fine arts, tools, all kinds of tools that are passed down from generation to generation, thanks to oral tradition, etc. The soil of nature is thus covered with rich alluvium, which is constantly accumulating. Instead of disappearing each time one generation dies and is replaced by another, human wisdom is constantly accumulating, and it is this endless accumulation that elevates man above the animal and above himself. But like the cooperation mentioned at the beginning, this accumulation is possible only in society and with its help. Just as in order that the bequeathed property of each generation may be preserved and transferred to others, it is necessary to have entity, which is preserved in all generations and unites them with each other. This entity is society. Thus the antagonism which is too often tolerated between the society and the individual corresponds to nothing in fact. These two limits, which, instead of developing in opposite directions, actually include each other. The individual, joining society, joins himself. The action that society has on the individual, in particular, through education, does not at all have as its goal and consequence to suppress him, belittle him, dehumanize him, but, on the contrary, elevate him and make him a truly human being. It is probable that a man can rise so high only by making an effort. But precisely this ability to make a conscious effort is one of the main characteristics of a person.

The role of the state in education

The rights of the state are opposed to the rights of the family. In doing so, they argue as follows. The child, they say, belongs primarily to the parents. Therefore, it is up to them to direct his intellectual and moral development at their own discretion. In this case, education is understood as a purely private and domestic matter. When they take such a point of view, they naturally try to minimize state intervention in this area. It, they say, should be limited to an auxiliary role that compensates for family education. If the family is not able to cope with their duties, of course, they are taken over by the state. It is also natural that it makes this task easier for parents by placing at their disposal schools where they can, if they wish, send their children. But the state must strictly adhere to these boundaries and forbid itself any activity aimed at forming a certain orientation in the minds of young people.

But it does not at all follow from this that the role of the state should be limited to this. If education, as we have tried to establish, is primarily a collective affair, if it is aimed at adapting the child to the social environment in which he will live, then it is impossible that society should not be interested in such an activity. How could it not take part in it if it is itself a guide according to which education should direct its activity? Therefore, it is society that should constantly remind the teacher what views and feelings should be instilled in the child so that he is in harmony with the environment in which he must live. If society did not constantly and vigilantly monitor pedagogical activity and did not force it to be carried out in a social direction, then the latter would inevitably come into the service of private views, and the great soul of the motherland would be divided and disintegrated into an incoherent multitude of small fragmentary souls in conflict with each other. And this carries a clear threat. fundamental goal any upbringing. Thus, it must be determined. If we attach any importance to the existence of society, and we have shown above what it is for us, it is necessary that education provide among citizens a sufficient community of views_and_feelings, without which any society is impossible, and in order for it to produce such a result, it is necessary at least so that it is not left to the arbitrariness of individuals.

From the moment education begins to perform, in fact, a social function, the state cannot remain indifferent to it. And vice versa, everything that is education must, to one degree or another, be subordinate to the state. This does not mean at all that the state is obliged to monopolize education. This issue is too complex to be discussed in passing. However, we are not going to leave it. One might think that school success is achieved more easily and quickly where a certain freedom is given to personal initiative, since the individual is more innovator than the state. But it does not follow from the fact that the state, in the public interest, should allow other schools to be opened other than those for which it is directly responsible, that it should remain indifferent to what happens there. On the contrary, the education that is given there should stay under his control. It is even more unacceptable that the function of education could be carried out by someone who does not carry special obligations which only the state can judge. Apparently, it is very difficult to determine once and for all the boundaries within which the intervention of the state should be, but in principle the possibility of this intervention cannot be disputed either. There can be no school that demands the right to freely carry out anti-social education. However, it must be recognized that the state of split in which the minds of our country currently dwell makes this duty of the state especially delicate and at the same time more important. Indeed, it is not for the state to create this community of views and feelings, without which there is no society; such a community should form on its own, and the state can only sanctify it, support it, make it more conscious for its citizens. However, it is indisputable that in our country this moral unity on all questions, unfortunately, is not what it should be. We are divided by different and sometimes even opposite understandings. There is one point in these discrepancies that cannot be denied and must be reckoned with. Apparently, there can be no question of recognizing the right of the majority to impose their ideas on the children of the minority. The school, apparently, cannot be a place for preaching private views; and the teacher neglects his duties when he uses his authority to lead his pupils into the path of his personal preconceived notions, however justified they may seem to him. But despite all differences, already today, on the basis of our culture, there is a certain set of principles that are explicitly or implicitly common to all, and which, in any case, very few dare to openly deny, namely: the principles of respect for reason, science, views and feelings that lie in basis of democratic morality. The role of the state is to highlight these main principles, to teach them in their schools, to ensure that children everywhere know about them and everywhere they are spoken about with due respect.

In accordance with this, work should be carried out, which, perhaps, will be the more effective, the less aggressive and violent it is and can keep itself within reasonable limits.

List of used literature

1. Michel Borba No to bad behavior: 38 patterns of problematic behavior of a child and how to deal with them = No More Misbehavin ": 38 Difficult Behaviors and How to Stop Them. - M .: "Dialectics", 2006. - P. 320. -- ISBN 0-7879-6617-7

2. Sandra Hardin Gookin, Dan Gookin Parenting for Dummies = PARENTING FOR DUMMIES. - M.: Dialectics, 2004. - S. 384. - ISBN 0-7645-5418-2

3. Romashina E.Yu. Pedagogy. Tula, 2003.

4. Pavlov IP Brain and psyche: Selected psychological works. M., ed. IPSI, 2004. ISBN 5-89502-621-4

5. Gumilyov LN Ethnogenesis and biosphere of the Earth. St. Petersburg: Crystal, 2001. ISBN 5-306-00157-2

6. Ushinsky KD Man as a subject of education. Experience of pedagogical anthropology. T. 1-2, M., 1868-69.

7. Zhuravlev V. I. Pedagogy in the system of human sciences. M., 1990.

8. Malikova L. I. Education in modern school. M., 1999.

9. Pedagogical dictionary. Edited by Kozhdaspirova G. M., M., "Academy" - 2005. ISBN 5-7695-0445-5

10. Shevchenko LL Ethical alternatives. M., "Aleteyya", 2002.

11. Kraevsky VV Pedagogy between philosophy and psychology. // Journal "Pedagogy" - 1994.- No. 6.

12. Lukov Val. A. Parenting paradigms // Knowledge. Understanding. Skill. - 2005. - No. 3. - S. 139-151.

13. Zimnyaya I. A. Education strategy: opportunities and reality // Knowledge. Understanding. Skill. - 2006. - No. 1. - S. 67-74.

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What is upbringing?

There are many definitions of this concept. However, the essence of each of them boils down to the fact that education is a certain, necessarily purposeful and systematic impact on a person. With its help, society influences a person, using the entire arsenal of means available to him: literature, works of art, means mass media, educational institutions and public organizations.

Education should provide the knowledge, skills and abilities that are necessary in life, are approved by society and help to interact with other people.

The main goal of education is to help form and develop the best natural inclinations of a person, to show individuality and independence of judgment, to instill labor skills necessary for a full-fledged life.

Undoubtedly, the influence of the social environment on the process of education is great. The social environment in which a person is located significantly affects his worldview and development.

It is impossible to deny the influence of heredity on the formation of personality. Education can develop only those qualities that are inherent in nature. It is impossible to change the genetic predisposition, you can only try to correct it.

So, education should take into account the peculiarities of the social environment and hereditary factors, eliminating or weakening their negative influence if possible.

An important feature of education is that it is carried out by people who have a special vocational training in this area (educators, teachers) or authorized by society (family).

The influence of education on personality

The role of education in the formation of personality by modern society is perceived ambiguously. Many deny the impact of education, prescribing the development of personal qualities exclusively to society and natural inclinations. However, one cannot agree with this statement.

As pedagogical practice has shown, with the help of educational methods, even temperamental features can be corrected. Of course, this can be done only if the person himself wants it, is engaged in self-development and self-improvement.

Features of the nervous system of the individual are decisive in the choice of methods and means of educational influence. After all, the speed of mental processes affects the behavior of a person and his abilities.

Speaking about the impact of upbringing on the personality, one cannot fail to note the influence of the family on human development.

Family education lays the foundations of behavior, perception and worldview. Educational impact will determine in further fate child, because parents, based on their understanding of the correctness of certain concepts, instill them in their child.

The education of personal qualities will be possible only if a person is involved in a certain field of activity. So, for example, if the family is fond of music, then classes in this direction will be able to develop an ear for music, vocal cords.

Striving for a healthy lifestyle will bring all family members closer to regular exercise. They, in turn, will contribute to the development of muscles and overall mobility of the joints, strengthening the body's defenses.

The attitude of adults to the upbringing of children should be based on their own development, the desire to develop their best qualities to on good example demonstrate young generation correctness of attitudes.

You can talk for a long time about the benefits of reading, but if the parents last picked up a book before the birth of the child, then the offspring is unlikely to understand why he needs such a boring pastime.

The enthusiasm of adults for any type of activity will be passed on to children. It is important that kids feel their parents' interest in what they are teaching them.

Collective Impact

A family that grows and develops Small child, is the first team that influences the formation of the personality of the baby. Moreover, constantly interacting with each other, members of the "family clan" complement and deepen the educational processes. Therefore, we can say with confidence that a well-organized educational process always has a two-way focus: parents raise children, and children raise parents.

As the child grows older, the influence of the educational impact of other groups increases: friends on the playground, groups in kindergarten, class at school.

The role of the team in the education of the individual is difficult to overestimate, since the social environment dictates the laws that are accepted in society. And their observance is prerequisite for the fulfillment of human life.

However, the defining moment is the impact that the team has on the formation of the individual. We must not forget that it can be negative. In this case, purposeful education will be designed to correct or eliminate this negative influence. True, this is not so easy to do.

A small child does not yet have the correct life guidelines, so everything that surrounds him becomes an object of imitation.

A teenager, trying to assert himself and prove his right to independent decisions, often finds himself under the strong influence of "bad companies". It falls under the influence of the team, from which it will not be so easy for him to leave later.

Adults lead a habitual way of life in an established team. Even if something does not suit them, it is difficult for them to find the spiritual strength to get out of the influence of public opinion.

Consequently, the collective impact on the development of the individual, both the child and the parents, is very large. Therefore, both a child and an adult need to cultivate a desire to improve themselves, set certain educational goals for themselves, in order to, if necessary, have the desire and ability to counteract the negative influence of public opinion.

What role does education play in modern society? Pedagogy as a science

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