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The subject category is one of the central ones in philosophy, especially in ontology (Aristotle, Descartes, Kant, Hegel). It attracts a lot of attention in modern psychological science(S.L. Rubinshtein, K.A. Abulkhanova-Slavskaya, A.V. Brushlinsky). The analysis of the subjects of educational activity, which includes its two interrelated forms - pedagogical and educational, lies in line with both general philosophical and specifically pedagogical tasks.
The characteristics of the subject, according to S.L. Rubinstein are:
1) the category of the subject is always associated with the category of the object. Because of this, in the cognition of being, in the “opening of being to cognition”, in relation to this “knowable being” to the knowing person, S.L. Rubinstein captures two interrelated aspects: “1) being as an objective reality, as an object of human awareness; 2) man as a subject, as a cognizer, discovering being, realizing its self-consciousness” [p. 326].
2) the cognizing subject, or "subject scientific knowledge- this is a social subject who is aware of the being cognized by him in socio-historically established forms” [p. 326].
3) a social subject can exist and be realized both in the activity and in the being of a particular individual.
4) “I” presupposes some activity and, conversely, “voluntary, controlled, consciously regulated activity necessarily presupposes actor, the subject of this activity is the “I” of the given individual”. This provision acts as one of the main characteristics not only of the subject, but also of the activity itself.
5) the subject is a consciously acting person, whose self-consciousness is “awareness of oneself as a being who is aware of the world and changes it, as a subject, an acting person in the process of his activity - practical and theoretical, including the subject of the activity of awareness” [p. 335].
6) each specific subject is determined through its relation to another.
7) each "I", representing both the individual and the universal, is a collective subject.
8) the subject of activity is itself formed and created in this activity, the deobjectification of which can reveal and determine the subject himself.
9) According to A.N. Leontiev, in cognition, reflection of reality, there is always an active (“biased”) subject, modeling the object and the connections in which it is located. Based on the general psychological thesis of the conditionality of activity by motives, emotions, attitudes of the subject, A.N. Leontiev introduces the concept of “partiality” of reflection as its belonging to the subject of activity [p. 125-126].
J. Piaget also considered activity as one of the leading characteristics of the subject. According to J. Piaget, the subject is in constant interaction with the environment; he is innately inherent in the functional activity of the device, through which he structures the environment affecting him. Activity is revealed in actions, among which various transformations, object transformations (moving, combining, deleting, etc.) and creating structures are leading. J. Piaget emphasizes the idea, important for educational psychology, that between the object and the subject there is always an interaction that takes place in the context of the previous interaction, the previous reaction of the subject. In other words, the subject of action, activity and more broad sense- interaction, correlated with the object, is an active, recreating and transforming beginning. It is always active.
Thus, the main characteristics of the subject are: 1) the subject presupposes the object; 2) the subject is social in the form (means, methods) of its action (cognitive or practical); 3) the social subject also has a specific, individual form of implementation; the collective subject is represented in each individual and vice versa; 4) consciously regulated activity is always subjective, in which the subject itself is formed; 5) the subject of individual activity - a consciously acting person; 6) subjectivity is determined in the system of relations with other people - this is activity, partiality; 7) subjectivity is an indecomposable integrity of communication, activity, self-consciousness and being; 8) subjectivity is a dynamic beginning, becoming and disappearing, not existing outside the interaction itself (interpersonal, social, activity); 9) subjectivity is an interpsychic category. I.A. Winter to these subjective characteristics of a person adds his characteristics and as a person as a subject. It includes, according to E.A. Klimov, orientation, motives; attitude to the environment, to activity, to oneself; self-regulation, expressed in such qualities as composure, organization, patience, self-discipline; creativity, intellectual personality traits; emotionality.
All these characteristics in full or folded form are also inherent in the subjects educational process. Characterizing the subjects of pedagogical and learning activities, it is necessary, first of all, to note that each teacher and student, representing a social subject (pedagogical community or apprenticeship), together are the cumulative subject of the entire educational process. The cumulative subject, representing social values, is represented in each educational system, institution by the administration, teaching staff, student community (at the institute it is the administration, department, dean's office, study groups). The activities of these aggregate entities are directed and regulated by legal and policy documents. Each of the specific subjects included in the aggregate subject has its own, but agreed, united goals. They are presented in the form of certain results, but with a delimitation of functions and roles, due to which the educational process is a complex polymorphic activity. The general goal of the educational process as an activity is the preservation and further development social experience accumulated by civilization, specific people, community. It is carried out by two counter-directed goals of transmission and reception, organization of the development of this experience and its assimilation. In this case, we are talking about the total ideal subject of the entire educational process, the effectiveness of which is determined by the awareness by both sides of a common civilizationally significant goal.
specific feature subjects of the educational process is also their motivational sphere, which consists of two sides. Subject pedagogical activity in an ideal scheme, works towards the achievement of a common goal - "for the students and then for themselves." The subject of educational activity acts as if in reverse direction this scheme: “for oneself for the sake of achieving a common goal” as a distant and not always explicated perspective. The common point for the educational process “for the student” on the part of the teacher and “for himself” on the part of the student determines the pragmatic, “actually acting”, in the terminology of A.N. Leontiev, motive. It is he who characterizes the actions of the total ideal subject represented by the teacher and the student. “Understood” motives lie, as it were, at the basis of the educational process, not always even fully realized not only by the student, but also by the teacher.
The subject of the educational process as an activity of the aggregate subject, that is, what it is aimed at is set of values public consciousness, a system of knowledge, methods of activity, the transfer of which by the teacher meets with a certain way of mastering them by the student. If his method of mastering coincides with the method of action offered by the teacher, then the combined activity brings satisfaction to both parties. If at this point there is a discrepancy, then the very generality of the subject is violated.
According to S.L. Rubinshtein, an important characteristic of the subject of activity - he is both formed and developed in it - refers not only to the development of the student (as is usually assumed), but also to self-development, improvement of the teacher himself. The specificity of the educational process lies in complementarity and interoperability these two events: student development involves constant teacher self-development which is a condition for the development of the student. The ideal aggregate subject of the educational process is represented by P.F. Kapterev as one educational field, the field of learning and development. “The subjects of the educational process are “doomed” to self-development, the inner strength of which serves as a source and impetus for the development of each of them.
The specificity of the subject of the educational process also reflects such an important characteristic as the formation of the subject in the system of his relations with others. The educational process in any pedagogical system represented by the most different people, groups, teams (teaching, teaching, classroom, etc.). That is why the problem of the collective subject becomes an independent educational and industrial problem, the problem of the relationship between students (Ya.L. Kolominsky) and the teaching staff as a special case. social community(A.V. Petrovsky, A.I. Dontsov, E.N. Emelyanov, etc.).
Thus, the subjects of the educational process are characterized by both general properties inherent in the subject of cognition, activity, life in general, and properties specific to them as subjects of the educational process, in which their features are revealed.
§ 2. Specific features of the subjects of the educational process
Aggregate subject of educational activity
Describing the subjects of pedagogical and educational activities, it is necessary first of all to note that each teacher and student, representing a social subject (pedagogical community or apprenticeship), together are the cumulative subject of the entire educational process. The cumulative subject, representing social values, is represented in each educational system, institution by the administration, teaching staff, student community (at the institute it is the administration, department, dean's office, study groups). The activities of these aggregate entities are directed and regulated by legal and policy documents. Each of the specific subjects included in the aggregate subject has its own, but agreed, united goals. They are presented in the form of certain results, but with a delimitation of functions and roles, due to which the educational process is a complex polymorphic activity. The general goal of the educational process as an activity is the preservation and further development of social experience accumulated by civilization, a specific people, a community. It is carried out by two counter-directed goals of transmission and reception, organization of the development of this experience and its assimilation. In this case, we are talking about the total ideal subject of the entire educational process, the effectiveness of which is determined by the awareness by both sides of a common civilizationally significant goal.
Motivational sphere of subjects of educational activity
A specific feature of the subjects of the educational process is also their motivational sphere, which consists of two sides. The subject of pedagogical activity in an ideal scheme works to achieve a common goal - "for students and then for themselves." The subject of educational activity acts, as it were, in the opposite direction of this scheme: “for himself in order to achieve a common goal” as a distant and not always explicable perspective. The common point for the educational process “for the student” on the part of the teacher and “for himself” on the part of the student determines the pragmatic, “actually acting”, in the terminology of A.N. Leontiev, motive. It is he who characterizes the actions of the total ideal subject represented by the teacher and the student. “Understood” motives lie, as it were, at the basis of the educational process, not always even fully realized not only by the student, but also by the teacher.
The subject of the subject's activity in the educational process
The subject of the educational process as the activity of an aggregate subject, i.e. what it is aimed at is a set of values of social consciousness, a system of knowledge, methods of activity, the transfer of which on the part of the teacher meets with a certain way of mastering them by the student. If his method of mastering coincides with the method of action offered by the teacher, then the combined activity brings satisfaction to both parties. If at this point there is a discrepancy, then the very generality of the subject is violated.
Development and self-development of subjects
According to S.L. Rubinshtein, an important characteristic of the subject of activity - he is both formed and developed in it - refers not only to the development of the student (as is usually assumed), but also to self-development, improvement of the teacher himself. The specificity of the educational process lies in the reciprocity (complementarity, mutual fulfillment) of these two phenomena: the development of the student involves the constant self-development of the teacher, which is a condition for the development of the student.
It is significant that the ideal aggregate subject of the educational process is represented by P.F. Kapterev, as if one educational field, a field of learning and development.
“A creative teacher and student are connected by the need for self-education and development. The school teacher, on the other hand, who imagines himself to be a complete sage who has no need to learn more, does not belong to this field, does not occupy any step in the ladder of development, he is alien to educational work. He stands aloof from culture, from work on its assimilation and personal improvement.. The subjects of the educational process are "doomed" to self-development, the inner strength of which serves as a source and impetus for the development of each of them.
Subject in the system of relations
The specificity of the subject of the educational process also reflects such an important characteristic as the formation of the subject in the system of his relations with others. The educational process in any pedagogical system is represented by a variety of people, groups, teams (teaching, teaching, classroom, etc.). “Each individual subject is simultaneously included in different collective subjects. Various systems of cognitive activity, with their own standards and norms, are integrated in the individual into a certain integrity. The existence of the latter is a necessary condition for the unity of the Self.. That is why the problem of the collective subject becomes an independent educational and production problem, the problem of the relationship between students (Ya.L. Kolominsky) and the teaching staff as a special case of a social community (A.V. Petrovsky, A.I. Dontsov, E.N. Emelyanov and etc.).
The subjects of the educational process are characterized by both general properties inherent in the subject of cognition, activity, life in general, and properties specific to them as subjects of the educational process, in which their features are revealed.
Questions for self-examination
1. What does the provision on the juxtaposition of the object and the subject in cognition and activity imply?
2. What characteristics of the subjects of the educational process can be considered as the main ones?
Literature
Abulkhanova K.A. On the subject of mental activity. M., 1973.
Brushlinsky A.V. Problems of psychology of the subject. M., 1994.
Leontiev A.N. Fav. psychological works. T. 1, 2. M., 1983.
Lektorsky V.A. collective subject. Individual subject // Subject, object, cognition. M., 1980.
Teacher and students as subjects of the educational process
The subject of UD is an initiator, an agent capable of not only appropriating the world of objects and ideas, but also producing them, transforming, and creating new ones.
Signs of the subject of the educational process:
· realizes and accepts the goals, objectives, settings of the educational process at the present and future stages of education;
· masters the basic procedures of intellectual work;
organizes a personal time budget for the implementation of educational tasks qualitatively, in sufficient volume within the scheduled time frame;
carries out purposeful self-education and self-education;
achieves high results in educational and cognitive activities;
· is active in performing the functions of a social role and in overcoming difficulties;
· is satisfied with the expanded intellectual and professional opportunities, prospects for growth and self-assertion.
If the student is the subject of the educational process, then his consciousness, goals, activity are aimed at participation in this process, at its improvement.
The student as a subject of UD does not develop in direct proportion to the pedagogical influence on him, but according to the laws inherent in the psyche - the peculiarities of perception, understanding, memorization, the formation of will and character, the formation of general and special abilities, mastering the basics of professional skills; the student is not born a subject of activity, he becomes one under the influence of education.
In pedagogical science, two types of interaction between a teacher and a child are distinguished: subject-object and subject-subject.
1. Subject-object relations. In pedagogical activity, the role of the subject is the teacher, and the role of the object is the pupil (child).
The teacher as a subject of pedagogical activity is characterized by goal-setting, activity, pedagogical self-awareness, the adequacy of self-esteem and the level of claims, etc. In this situation, the child acts as a fulfiller of the requirements and tasks set by the teacher. With reasonable subject-object interaction, they form and consolidate positive traits children: diligence, discipline, responsibility; the child accumulates the experience of acquiring knowledge, masters the system, the orderliness of actions. However, as long as the child is an object pedagogical process, i.e. the motivation for activity will constantly come from the teacher, the cognitive development of the child will not be effective. The situation when the manifestation of initiative is not required, the restriction of independence often forms the negative aspects of the personality. The educator “sees” his pupils in a very one-sided way, mainly from the point of view of compliance / non-compliance with the norms of behavior and the rules of organized activities.
2. Subject-subjective relationships contribute to the development in children of the ability to cooperate, initiative, creativity, the ability to constructively resolve conflicts. The most complex work of thought processes, imagination is activated, knowledge is activated, the right ways testing a variety of skills. All activity acquires personal significance for the child, valuable manifestations of activity and independence are formed, which, with a steady strengthening of the subject position, can become his personal qualities. The teacher in the subject-subject interaction understands his pupils more personally, such interaction is called personality-oriented. A personality-oriented teacher maximally contributes to the development of the child's ability to realize his "I" in relations with other people and the world in its diversity, comprehend his actions, foresee their consequences, both for others and for himself. Pedagogical activity in this kind of interaction is dialogic in nature. M. Bakhtin believes that the child only in dialogue, entering into interaction with another subject, cognizes himself, through comparison with another, through a comparison of his choice and his choice.
Styles of pedagogical activity:
1. When democratic In the style of pedagogical activity, the child is regarded as an equal partner in communication and cognitive activity. The teacher involves children in decision-making, takes into account their opinions, encourages independence of judgment, takes into account not only academic performance, but also personal qualities. Methods of influence are motivation for action, advice, request. Teachers of the democratic style of interaction are characterized by greater professional stability and satisfaction with their profession.
2. When authoritarian style, the child is seen as an object of pedagogical influence, and not an equal partner. The teacher alone makes decisions, establishes strict control over the fulfillment of the requirements presented to them, uses his rights without taking into account the situation and the opinion of the child, does not justify his actions to him. As a result, children lose activity or carry it out only with the leading role of the educator, they show low self-esteem, aggressiveness. The main methods of influence of this style are the order, teaching. The teacher is characterized by low satisfaction with the profession and professional instability.
3. When liberal style, the teacher moves away from decision-making, transferring the initiative to children, colleagues. The organization and control of children's activities is carried out without a system, shows indecision, hesitation.
Each of these styles, revealing the attitude towards the interaction partner, determines its nature: from subordination, following - to partnership and to the absence of directed influence. It is essential that each of these styles presupposes the dominance of either monologic or dialogic forms of communication.
Let's turn to brief description what constitutes education, the educational process and its subjects. In our opinion, this is necessary due to the fact that it is in this plane that interpersonal relations between the subjects of the educational process are realized.
In the very general plan education is specifically organized system external conditions created in society for human development. This system includes educational institutions, institutions additional education, advanced training and retraining of personnel.
Education- "the process and result of a person's assimilation of the experience of generations in the form of a system of knowledge, skills, attitudes" . Educational activities implies the unity of teaching (the activity of the teacher) and learning (the activity of the student). Note that not only teachers and teachers, but also parents can act as teachers, and parents and teachers can act as students. We explain this by the content of the words "teacher", "teacher", "student", given in the dictionary of the Russian language.
Teacher - "a person engaged in teaching and educational work."
A teacher is “a person who teaches something; teacher".
A student is one who learns something from someone.
Based on this, we conclude that teachers, students, and their parents form a space interpersonal relationships educational process, while acting as its subjects.
Traditionally, three semantic planes of understanding education are described: as a process, result and system.
As Yu.K. Babansky, the composition of the system in which the educational process takes place includes the subjects and objects of education in the broad sense, the various connections that appear between them, as well as the conditions in which the process of their interaction takes place.
The educational process is an organic unity of the processes of education, upbringing and development. Its essence lies in the transfer of social experience by the elders and its assimilation by the younger generations through their interaction aimed at meeting the needs modern society in a comprehensive, harmoniously developed personality. We believe that the quality and effectiveness of the educational process largely depends on the nature of the interpersonal relations of its subjects, which are realized in pedagogical interaction.
Educational process“implies the length in time, the difference between the initial and final states of the participants in this process; manufacturability, providing changes, transformations. We believe that such a "difference" is achieved through the relationship between the subjects of the educational process. The nature of the relationship will determine the qualitative changes, both in the field of education and upbringing.
The regularities of the educational process include:
- 1) the regularity of the dynamics of the educational process. The magnitude of all subsequent changes depends on the magnitude of the changes in the previous step. This means that the educational process, as a developing interaction between teachers and students, has a gradual, “step-by-step” character; the higher the intermediate achievements, the more significant the final result;
- 2) the pattern of personality development in the educational process. The pace and the achieved level of personality development depend on heredity, educational and educational environment, inclusion in educational activities, the means and methods of pedagogical influence used;
- 3) regularity in the management of the educational process. The effectiveness of pedagogical influence depends on the intensity of feedback between interacting subjects; the magnitude, nature and validity of corrective actions on students;
- 4) regularity of stimulation. The productivity of the pedagogical process depends on the action of internal incentives (motives) for educational activities; intensity, nature and timeliness of external incentives;
- 5) the regularity of the unity of the sensory, logical and practice in the educational process. The effectiveness of the educational process depends on the intensity and quality of sensory perception, logical comprehension of the perceived, practical application of the meaningful;
- 6) the regularity of the unity of external (pedagogical) and internal (cognitive) activities. The effectiveness of the pedagogical process depends on the quality of pedagogical activity; the quality of the students' own educational and upbringing activities;
- 7) the regularity of the conditionality of the educational process. The course and results of the educational process depend on the needs of society and the individual, opportunities ( logistical, economic, etc.) society, the conditions of the process (moral-psychological, sanitary-hygienic, aesthetic, etc.).
To the above, we add another important pattern. This the regularity of the conditionality of the educational process by the nature of interpersonal relations that develop between its subjects. The bottom line is that the effectiveness of the educational process will be largely determined by the nature of the relationship between interacting subjects in the continuum "harmony - disharmony".
According to scientists, the integrity of the educational process is realized:
- in the unity of training, education and development (the unity of their goals, content, methods, forms, means);
- in the unity of education (upbringing) and self-education (self-education);
- in the unity of the functions of the pedagogical process;
- in the implementation in the content of education of all components of the experience accumulated by mankind (knowledge, skills, experience of creative activity, experience of emotional-value relations to the world around);
- in unity, subordination and at the same time a certain autonomy of processes, stages, acts that form an integral pedagogical process;
- in the unity of the activities of educational institutions, families, individual groups (collectives) of students, public organizations aimed at achieving the general goals of education;
- in the organization of versatile (holistic) activities of pupils that have an impact on all spheres of personality: rational, emotional-volitional, practical (behavioral);
- in the unity of teaching and educational work as an integral pedagogical activity.
Subject(lat. subjectus - underlying, underlying) - "the carrier of substantial properties and characteristics that determine the qualitative features of the object" .
I.A. Winter gives the main characteristics of the subject.
- 1. The subject presupposes the object.
- 2. The subject is social in the form (means, methods) of its action (cognitive or practical).
- 3. The social subject also has a specific, individual form of implementation; the collective subject is represented in each individual, and vice versa.
- 4. Consciously regulated activity is always subjective, in which he is formed himself.
- 5. The subject of individual activity is a consciously acting person.
- 6. Subjectivity is determined in the system of relations with other people, this is activity, this is partiality.
- 7. Subjectivity is an indecomposable integrity of communication, activity, self-consciousness and being.
- 8. Subjectivity is a dynamic beginning, becoming and disappearing, not existing outside the interaction itself (interpersonal, social, activity).
- 9. Subjectivity is an interpsychological category.
As I.A. Winter, "the above characteristics of the subject of activity can be attributed to the subjects of pedagogical and educational activities" .
We believe that with this approach to understanding the subjects of the educational process, "psychology" disappears. The subject is a "set" of abstract, absolutely "non-psychological" characteristics.
Let's take a few questions as examples. Is it possible to treat another person as an object? We believe that no, since even an indifferent attitude towards a person will be an attitude towards someone. The expression "subjectivity as a beginning and disappearing beginning ..." also raises a number of questions. First of all, subjectivity - the beginning of what? Can we also assume, based on this, that for some time a person was a subject, and then for some reason he lost his subjectivity?!
In this regard, let us cite a textbook phrase attributed to the historian V.O. Klyuchevsky: “Earlier, psychology was the science of the soul, but now it has become the science of its absence.”
S.A. Minyurov, developing the idea of professionalization, describes three aspects of the analysis of the category "subjectivity" in domestic psychology.
Subjectivity as a meaningful and effective characteristic of activity. Subjectivity implies activity (“amateur activity” - in the terminology of V.M. Bekhterev) of a teacher in search of what makes sense for his activity: with what and with whom to interact, what to transform in his own interests.
Subjectivity as a new emerging at a certain level of development system quality personality, which defines the behavior of a person. “As a result of internal quantitative changes, a new ability arises to consciously produce changes in the surrounding reality and change depending on them yourself. From this point of view, in subjectivity, the emphasis is placed on the actively transforming function of the personality, the originality of a particular person, his difference from others, the strength and generalization of the manifestations of his transformative potential are revealed.
Subjectivity as a person's attitude towards himself as a doer.“Subjectivity as an active attitude towards oneself, other people and the world presupposes an understanding of the primary causality of one’s own actions, a feeling of being the source, the beginning of transformations... This feeling of the internal causality of activity is closely connected with the formation of a sense of competence, and it is these two basic sensations that determine the direction of transformative human activity".
As S.A. Minyurov, the existence of a person (professional) as a subject of life is revealed through two basic features: activity and integrity.
Activity. It involves the coordination of the teacher's own abilities and inclinations as a professional with the requirements of the environment. This, in turn, allows the teacher to independently direct events, regulate the course of his life, and also carry out transformations of the surrounding reality.
Integrity. This characteristic, acquired in the process individual development, acts as an objective basis for the systemic nature of all mental processes, states and personality traits of a teacher.
Based on the above, we are faced with the need for an alternative view of the problem of the subject of the educational process. Here are the main provisions of this aspect.
The subject(s) is specific people having their own unique, individual and typical psychological characteristics. This assumes that the subject:
- there is no "right" and "wrong" perception of reality;
- his perception of reality and reality itself are not the same;
- he cannot objectively evaluate reality, since he is by nature subjective;
- complete mutual understanding is impossible, and loneliness is always inevitable;
- what kind of subject (man) is he in such situations;
- the way he sees the world speaks not of the world, but of himself. The main qualities of the subject of the educational process
are:
- 1) the ability to set goals. “Without a specific goal, you can get a “happy idiot”, but not an enlightened person” (V.A. Ananiev);
- 2) personal strength (confidence, self-sufficiency);
- 3) touch sensitivity. The ability to see what state the partner is in, observing his non-verbal behavior;
- 4) the ability to be in a state of "uptime" (working trance), this is the ability to "live" in the process, the activity that a person performs. This allows you to act more efficiently and with less psychological costs;
- 5) flexibility (emotional, cognitive, behavioral). Eastern masters said: “I met a high one - bend down, I met a low one - step over”;
- 6) sense of humor;
- 7) the ability to maintain the “spirit of a beginner”. The bottom line is that you can learn
at least someone, if there is anything.
The subjectivity of a person implies the ability to “be on the border”. IN In this regard, we present a rather interesting position described by Yu.M. Lotman, which he called "a fool and a madman". Let's make one important remark: "fool" and "crazy" are a figurative expression of human behavior.
Fool- “Deprived of a flexible reaction to the surrounding situation. His behavior is completely predictable. The only form of activity available to him is a violation of the correct relationship between situation and action. His actions are stereotyped, but he applies them out of place. He can't come up with anything new. Therefore, his actions are ridiculous, but completely predictable.
An intermediate position between "fool" and "crazy" is occupied by "smart", whose behavior is defined as "normal".
Normal person- “thinks what should be thought according to custom, the rules of the mind or practical experience. Thus, his behavior is also predictable, it is described as a norm and corresponds to the formulations of laws and rules of custom.
Crazy.“His behavior is different in that its bearer gets additional freedom in violating prohibitions, he can do things that are forbidden for a “normal” person. This makes his actions unpredictable. The last quality, destructive as always operating system behavior unexpectedly turns out to be effective in moments of acute conflict situations.
Thus, the subjects of the educational process can behave "according to the rules", implementing traditional norms. In this case, the resolution of interpersonal contradictions between the subjects of the educational process can be achieved by the art of fulfilling the rules.
But there is another way. This the "smart-crazy" way. Here the resolution of the contradiction will be determined by ingenuity, wit, cunning and deceit, and ultimately by immorality. Smart- “this is the one who performs unexpected, unpredictable actions for his enemies. Mind carried out as a trick. The unpredictability of actions in difficult situations that arise between the subjects of the educational process can be effective, because it knocks the opponent out of his usual situations, thus creating an environment in which stereotypical behavior turns out to be meaningless and ineffective.
Next, we turn to the description of the social and situational attitudes of the teacher as a subject of the educational process. As R.V. Ovcharova, "the level of social attitudes of a teacher, educator can be divided into two sublevels: basic social attitudes, manifested in professional activities, and situational attitudes, manifested in direct interaction with children" .
An attitude is “stablely formed as a result of experiencing the surrounding reality and on the basis of suffering about it, it acts as a fundamental orientation of behavior, which implies a readiness for certain actions and reactions” .
Attitude is the predisposition (inclination) of the subject to commit a certain social behavior. Attitude has a complex structure and includes a number of components: a predisposition to perceive, evaluate, realize and, as a result, act in relation to a given social object(phenomena). Sometimes an attitude is understood as an emotionally rich idea (opinion) about something. A stereotype (generalized representation) usually acts as a representation in an attitude, and a generalized feeling is an emotional component.
A social stereotype is “a stable, categorical and extremely simplified idea (opinion, judgment) about a phenomenon, group, historical personality, common in a given social environment» .
The basic social attitudes of the teacher include:
- 1) the teacher's focus on himself, his feelings, thoughts about how he looks in the eyes of the pupils (I-centering). “For some teachers, this desire for self-affirmation, recognition on the part of children is exaggerated and remains for a long time”;
- 2) "centered on administration" educational institution. Of particular importance is the opinion and assessment of the principal of the school, the rector of the university, the dean, etc.;
- 3) orientation is not an opinion, assessment of colleagues;
- 4) "parental focus" as an orientation to the opinions and assessments of the pupils' parents;
- 5) "centering on the methodology" as a focus on the content and methods of their activities. As R.V. Ovcharova, “methodological educators can be creative, famous. But at the core of their creativity is not a pupil, but a means”;
- 6) "centering on the pupil, or humanistic centering." Special attention the teacher pays to the development of the pupil, to his problems, aspirations, thoughts, experiences. “Teachers with such a centering are most consistent with the essence of the teaching profession”;
- 7) "centering on the team", which implies a dominant interest in the team, group, sincere enthusiasm for working with everyone together without attention to a particular individual.
According to R.V. Ovcharova, “the motives that encourage a teacher to work are very different, their hierarchy and subordination must have a certain dynamics associated with professional development: the desire for recognition, self-affirmation -? emphasis on the content of education, training -*? increased interest in the methods of pedagogical work -? the predominance of interest in the understanding and development of the child.
Situational installations are implemented in the direct interaction of the teacher with other subjects of the educational (educational) process. “Settings of this level are aimed at the child, at himself as an educator, at the content and method of interaction with pupils” . In the situational attitudes of the teacher, according to R.V. Ovcharova, implemented:
- personal (biased) attitude to the subjects of the educational process (for example, to students, their parents, students, undergraduates, etc.);
- the importance of one's own personal manifestations for the success of pedagogical activity;
- striving for developing, personally significant and attractive to other subjects of the educational process (for example, students, their parents, students, undergraduates, etc.) content that is also important and interesting for oneself;
- setting for cooperation in joint activities and dialogue in communication with other subjects of the educational process (students, colleagues, etc.).
Considering the teacher as a personality, as a subject of the educational process, it is necessary to turn to the description of the problem of his identity as a professional. The next paragraph will be devoted to this issue.
1. The concept of the subject of the pedagogical process.
2. The role of the subject in the pedagogical process.
3. Requirements for the subject.
4. Characteristics of individual subjects of the pedagogical process.
The pedagogical process is spontaneous and organized. An organized pedagogical process, as the name implies, is organized. The person who organizes it is called the subject. These include: teacher, class teacher, head teacher, rector, dean, educator, warden and other officials of the educational institution. However, the list of subjects is not limited to this. After all, the pedagogical process is organized in many places. Therefore, parents, and team leaders, representatives of law enforcement agencies, vigilantes, educators, lecturers, mentors, consultants, advertisers, ministers, etc. can be listed as subjects. There are a great many subjects of the pedagogical process.
For a complete representation of the subject, we give one example. During the communication of two people, a pedagogical process may arise. Suppose one of them asks the other: "What time is it?" Which one is the subject? The one asking the question? After all, he was the initiator of the dialogue or the one who answered his question? Many can answer: of course, the one who asks, without his question, the pedagogical process would not take place. However, this answer would be incorrect. The subject is the person who answered the question. Why? The pedagogical process is considered to be completed only if its result is available. IN this case only the action of the defendant produces a result. It is by its action that the pedagogical process arises. The action of the person who asked the question does not cause a pedagogical process. After all, the defendant could pass without answering his question. Therefore, the subject of this pedagogical process is the person who answered the question. It is he who supplies that person with knowledge.
The subject plays an important role in the pedagogical process. The quality of the pedagogical process largely depends on his skill and upbringing.
It, as a component of the pedagogical process, has a number of specific features. First, it may be missing. This is observed during the spontaneous pedagogical process. In this case, the pedagogical process is not organized by someone, but takes place. The person is affected Environment, events, facts, processes, because of which he has some knowledge, emotions, skills, relationships, character traits, etc. That is why people different regions, miscellaneous social environment differ from each other. Negative Traits, bad habits, properties, usually arise due to a spontaneous pedagogical process. Some people, for example, cannot explain where they got the habits of smoking and stealing from.
The second feature is that the subject of the pedagogical process is able to turn into an object. The teacher, if during communication with his student receives new information, becomes an object. And then, when he watches TV, reads a newspaper, he turns into an object. The ability of the subject to turn into an object helps him to constantly improve as a person and as an organizer of the pedagogical process.
Thirdly, the subject and object can be simultaneously in one person. This is observed during the so-called "self-education". In this case, a person teaches himself, develops, i.e. independently acquires knowledge, abilities, skills, character traits, emotions, relationships. This position of the subject can be considered as an indicator high level organization. This allows a person to outside help, as well as without special material costs to engage in the pedagogical process.
Unfortunately, among scientists and teachers there are theoretical errors in explaining the subject of the pedagogical process. This is even reflected in the definition of education: In the textbook "Pedagogy", published under the editorship of Yu.K. Babansky, for example, states that "education is the process of transferring socio-historical experience by older generations to new generations in order to prepare them for life." (The same idea is repeated in the textbook by I.P. Podlasy). This definition states that only an older person can be the subject of the pedagogical process. But also at young man you can learn something. So he can be a subject too.
Reassessment of the position "subject and object rolled into one" is allowed. Having put forward a false "idea of an activity approach", its authors urge not to give students "ready-made" knowledge, but to involve them in activities - on the independent acquisition of knowledge, skills and abilities. We, without denying the role and significance of "self-education", at the same time do not allow underestimation of equipping students with "ready-made" knowledge. If you give them complete independence in this matter, then the pace of learning slows down. On the other hand, why then teachers, schools?!
There is a reassessment of the role and capabilities of the subject. In this case, it is argued that everything depends on teachers and parents. Thus, the role of the object of the pedagogical process itself is belittled. This mistake, for example, manifests itself in the excessive guardianship of the pupil, in the unreasonable deliverance of him from feasible tasks, assignments, in distrust, etc. Sometimes students justify their poor performance in exams with the words: “We didn’t pass this.” This approach hinders the formation of independence and responsibility in students.
For a complete picture of the subject of the pedagogical process, let's consider the activity of some subject. Let's take class teacher. Its functions, goals, content of activities are legislatively reflected in " federal law“On Education in the Russian Federation”, “Model Regulations on a General Educational Institution”, “Charter of a Municipal General Educational Institution of a Secondary General Education School”, “Qualification Characteristics of a Class Teacher” (“Due Instruction of a Class Teacher”), and other documents. Here, for example, is what is written in " job description class teacher": « The main activities of the class teacher are:
1. Organization of the activities of the class team.
2. Organization of educational work of the class team and individual students.
3. Organization of extracurricular life of the class.
4. The study of personality and correction in the education of schoolchildren.
5. Social protection schoolchildren.
6. Working with parents.
The functions and responsibilities of parents as subjects of the pedagogical process are also defined by law. They are mentioned in almost all the fundamental documents that determine the activities of general education schools. Article 38 of the Constitution Russian Federation It says that "care for children, their upbringing is an equal right and duty of parents." Article 63 of the Family Code of the Russian Federation specifies the rights and obligations of parents in the upbringing and education of children:
1. Parents have the right and duty to raise their children.
2. Parents are obliged to ensure that their children receive a general education.”
There are also local documents that define the activities of parents as educators. These, for example, include the “Regulations on the parent committee of the school (class)”, “Regulations on the meeting of parents”, etc.
We know from history that before, when there were no schools, individuals spread knowledge among the population free of charge or for a small fee, traveling through settlements. Such people were called enlighteners. The people loved them. bright representative such enlighteners is Miftakhetdin Akmulla (1831-1895). He traveled all over Bashkortostan, Tatarstan, Kazakhstan, taught children. It cannot be considered that such enlightenment has become obsolete. It is. It is especially evident before the elections. Thousands of people - agitators begin to educate voters, teaching them who to vote for, analyze the pros and cons of the country's socio-economic life, and explain the prospects for development.
The activities of theaters, clubs, editorial offices of newspapers and magazines, public organizations also relate to educational activities. Directors, artists, writers, composers, journalists and many others also act as subjects of the pedagogical process.
Heads of collectives, heads of administrations of settlements, presidents, ministers are the subjects of the pedagogical process. The quality of work depends on the upbringing of subordinates, their preparedness, professionalism, and qualifications. Therefore, the manager is engaged in educating employees, trying to form in them a conscientious attitude to business, honesty, frugality and other qualities.
Representatives of law enforcement agencies are also subjects of the pedagogical process. They control the observance of the law, and, if necessary, hold people accountable by correcting their behavior. In a word, they are re-educating.
The question arises, what should be the subject of the pedagogical process?
Let's name the main requirements for it. First, he should be an example for the pupil. Such a person is respected. “And whoever is respected, then they listen,” says the proverb. Secondly, he must be prepared for the organization of the pedagogical process.
Unfortunately, not all subjects meet these requirements. The famous scientist-teacher V.A. Slastenin wrote several years ago: “The level of psychological and pedagogical culture of a “typical” teacher today far from satisfies the needs of modern society, does not meet the needs and hopes of real people, schoolchildren, their parents, and teachers themselves. The situation is essentially critical and critical, since the psychological and pedagogical incompetence of the mentor is projected, increasing many times over on the minds, souls and destinies of students, as well as the people around them. This destructive and uncontrollable process is strongly opposed to education in its classical sense and socially necessary functioning.
These words, unfortunately, still retain their relevance.
Among such subjects of the pedagogical process as heads of administrations of settlements, law enforcement officers, there are facts of bribery, corruption, abuse of official position, etc.
Self-withdrawal from the upbringing of their own children, the use of violence, violation of moral standards, laws, drunkenness, alcoholism are quite widespread phenomena among today's parents. Even some quite normal parents are not prepared for the organization of educational work.
The growth of crime, corruption, the crisis of the family, the backwardness of the economy, poverty, increased conflict among the population, local wars indicate a low level of the country's leaders as subjects of the pedagogical process. Another fact that testifies to the weakness of the subjects of the pedagogical process is careless attitude population to their health. After all, health is the most precious thing for a person himself. And we, teaching him for 16-20 years, cannot instill in him the taste of life.
What is the reason for this result?
One of the main reasons is the lack of effective system preparation of the population for the performance of pedagogical duties. Even future teachers in higher education institutions do not receive appropriate training. The content of the pedagogical disciplines studying in it is unscientific.
The second reason is the lack of an effective system for evaluating pedagogical work in the country. This does not take into account the level of development of pupils. In order to be considered a good teacher, it is enough: a) to accurately pass the program of academic disciplines; b) have a good relationship with guidance; c) teach well. With the help of biased criteria, the winners of the competition "Teacher of the Year" are determined. This creates false ideals to emulate.
Existing system advanced training could eliminate shortcomings in the preparedness of teaching staff, but she herself is sick with the same diseases. After all, the same yesterday's university graduates who received poor training work in it.
There is no one to help managers and parents in mastering the basics of pedagogy and psychology, without which it is difficult to manage production and family teams. In this regard, the task of pedagogical universal education, which can be carried out under the slogan "Down with pedagogical illiteracy!", becomes relevant.
Every citizen must go through the "educator's school". To do this, you need to enter educational plans all educational institutions, including general education schools, subject "Fundamentals of Pedagogy".
Questions and tasks for independent work
1. What is the subject of the pedagogical process?
2. What role does the subject play in the pedagogical process?
3. What are the requirements for the subject?
4. Give a description of the individual subjects of the pedagogical process.
5. How do you assess the level of professional training of teaching staff?
6. How do parents make mistakes as subjects of the pedagogical process?
7. What does the expression "object and subject rolled into one" mean?
