This is a humocentrically oriented educational activity.

The essence of this approach is that both learning and personal development, and education remain the main components of educational activities. But, unlike previous epochs, their ratio changes. If before the main component of the educational process was knowledge, now – personal development and the formation of a holistic personality. This change of status is manifested primarily in the dynamics of means and ends. Previously, personality development was a means of acquiring knowledge, but now the acquisition of certain knowledge and skills is the main means of forming and developing personality. Knowledge has ceased to be an end in itself, the main goal of the educational process, but they retain the function of the most important tool to achieve the goal – the development of the individual.

It may seem that such a statement is purely theoretical in nature and does not have any significant impact on educational practice. By the way, many teachers believe so, practically without changing the educational process and transferring the entire burden of personal development in the plane of educational work. However, in reality this is not the case. It is impossible to achieve personal development without changes in the technologies of learning – because it is in learning that the essential forces of man develop, education is more about the formation of his system of values ​​and life priorities.

Therefore, modern pedagogy focuses on changes not only in the theoretical and methodological, but also primarily in the practical, operational field of education. The achievements of both world and domestic teachers-innovators testify to the existence of effective teaching methods, the implementation of which in the complex, together with changes in the system of organization of life of the educational institution can really become a way of humanocentric reorientation of the educational process. One of such methods, which is increasingly used for the transition to a person-centered educational process – is developmental learning, focused on the advanced development of the child.

One of the main problems faced by our teachers in the implementation of personal education and upbringing is to find a reliable support for their activities in the child. This is not only a practical but also a significant methodological problem, which provokes great discussions among the supporters of traditional-authoritarian and modern, humanocentric schools in pedagogy. And indeed, without solving this problem on a theoretical level, all practical activities hang in the air and are the object of constant accusations of separation from the real educational process.

By the way, this accusation is the most common even now, during the implementation of humane-centric reforms in domestic education – precisely because the vast majority of critics do not see real grounds for these reforms in our schools.

However, representatives of the humanities in pedagogy, based on modern research and the rich heritage of humanistic pedagogy, have developed a well-argued concept that puts the process of human-centered reorientation of education on a solid foundation of child psychology. The basis of personality-oriented learning is the inherent in children’s desire for their own growth, improvement and development of their own abilities, maturity.

This conclusion is by no means purely theoretical. Many world-renowned psychologists have proven this thesis experimentally. We can, for example, refer to the research of the American scientist M. Donaldson, who with the help of impeccable experiments proved the existence of every child’s desire to learn in the broadest sense of the word, ie to find meaning in phenomena and processes of the world, and do so consciously controlling the process.

Thus, the theoretical basis of the humanocentric reorientation of the educational process in the current conditions is a modern version of the concept of environmental education and upbringing. In addition to a fundamental solution to the question of the presence of children’s natural desire to learn and develop, this concept provides a rationale for developmental learning, especially in the early stages of children’s development. In the domestic psychological science, the greatest authority in this field, of course, is the outstanding scientist D. Uznadze.

Based on his own experiments and generalization of the achievements of world psychological science, he showed that the functions of self-development are awakened in children at a certain time and it is very important to use them to form a holistic and harmonious personality. In such conditions, even if we do not take into account the social context of the educational process, its priority in any case should be not knowledge but personality development. In other words, it is possible to teach children most effectively when the functions of self-development are used, but their adequate use is possible only when the reference point of education and upbringing is not knowledge in itself, but personal development.

Humane-centric reorientation of educational activities at school completely transforms the content of teaching and education. In principle, it is possible to master the knowledge or achievements of culture mechanically, more or less clearly structuring the whole process in accordance with the directions or subjects. The effectiveness of such an educational process will be determined primarily by the organic combination of various components, but even in the case of their purely mechanical combination will compare and contrast essay online 123helpme still be quite high. As for the development of children as a reference point of the educational process, it can not be perceived as a consequence of any mechanical combination of activities.

The most fundamental characteristic of the individual is its integrity, and therefore the prerequisite for its successful development is not just a combination of certain areas of educational activity, but the formation of the most adequate to the needs of this development of the pedagogical environment. Thus, the humanocentrically oriented school subordinates all its activities to the task of forming a material and spatial environment in an educational institution that meets the needs of children’s development and is formed on the basis of knowledge of child psychology and implementation of principles of environmentally friendly learning … It should be emphasized once again that development is a holistic phenomenon that cannot be simply dismembered into certain components. Therefore, when planning changes in an educational institution, it is necessary to focus on the system of these changes, and not just to implement certain “fashionable” innovations.

Considering the humanocentric reorientation of schooling as a practical process, first of all on the basis of the above theoretical provisions it is necessary to determine the practical basis that will ensure the integrity of all innovative changes. In domestic pedagogy there is a fairly unanimous opinion that such a basis, of course, is the child’s personality. However, for practical purposes, this is too general a provision. Teachers-practitioners from their own experience have derived a more specific interpretation of this provision. Based on the activity approach to the child’s personality, the famous Russian pedagogue-humanist Sh. Amonashvili considers the immediate practical basis for creating a personality-oriented pedagogical environment of the child’s life and its inherent development trends, features, priorities.

What is the real meaning of this life? First of all, it is the cognitive activity of the child himself, because in it there are not only potential inclinations, but also the desire to learn. The ultimate goal of this training and education is the process of socialization, ie the transformation of a child into an adult. Thus, the main content in the life of a child is the process of its formation as an adult in the process of development. And it is this child’s life that must become the object of learning and upbringing.

The child himself is the creator of his life, that is, the same subject of the educational process as the teacher. And the task of a truly humanocentric school is that the child performs this function of the creator of his own life not only in response to the natural urge to develop, but also quite consciously, using their own volitional qualities and mechanisms of conscious self-organization …

Thus, the content of the educational process in school – is nothing more than a child’s life in all its forms, organized by teachers and children themselves in order to achieve adequate childish nature and effective development of the child towards becoming an adult. This is a humocentrically oriented educational activity. “A humane and personal approach to the child,” writes Sh. Amonashvili, “is possible only if the pedagogical process is based on the fundamental principles of nature in the child, if it is aimed at helping nature to improve and humanize in the child.”

As we can see, modern humanistic pedagogy has quite creatively solved the age-old dilemma regarding the nature of the pedagogical process, the essence of which was clearly defined almost a century ago by the famous American philosopher and educator J. Dewey. “The history of educational theory,” he wrote, “is marked by a confrontation of ideas, one of which derives the development of education from internal factors and the other from external ones; one is based on human abilities and the other considers education a process of overcoming natural tendencies and replacing them with habits. ” acquired under the pressure of the external environment “.

Modern humanistic pedagogy certainly proceeds from the priority of internal sources of education and development of the child, giving the external mechanisms of education the role of organizing and streamlining the internally motivated process of learning and education. External influence on the child can therefore be recognized as effective and socially appropriate only if it is consistent with the mechanisms of its self-development and contributes to the disclosure of the internal potentials of the child. Any restriction of these potentials for the sake of some external purposes is considered inhumane and does not meet the modern needs of both education and society.

In this context, the problem of methods of organizing the child’s life at school is solved. It goes without saying that the ideal of self-development is best met by the presence of freedom of action in the child in the educational process. The modern understanding of this provision is far from affirming the principle of permissiveness precisely because freedom of behavior is associated with the organization of the educational process as the life of children.