2.2. Driving forces and the logic of the educational process

Personality development in the course of education is a process in which both quantitative and qualitative transformations take place, the driving force of which is resolving the contradictions between various (often multidirectional) influences on the student and the integral formation of his personality. During the educational process there are external and internal contradictions.

External are the contradictions between the requirements of the environment to the person and his ability to satisfy these requirements (the contradictions between "must" and "can"). These include contradictions between: a) the school and the family, expressed in opposition from the family to certain requirements of teachers; b) the content of information (spiritual, moral, cultural, historical, literary, political) disorienting pupil whose views and preferences have not yet been formed; c) in word and deed, which are expressed in the fact that adults do not always do what they demand from pupils; d) the teacher’s requirement to perform any activity and the child’s unwillingness to perform it, caused by a lack of interest in it; e) the teacher’s demand for the person and the child’s lack of education in fulfilling this requirement, improving himself; e) the requirement of the teacher to the person and the lack of the child's necessary skills for self-education and self-development;

Internal are the contradictions between the existing (cash, current at the moment) level of personal development and the new, higher requirements for it (the contradiction between “I can” and “I want”). These include contradictions between: a) the needs of the individual and the possibilities of satisfying them with the means he currently has; b) the internal potential of the individual and the possibility of its optimal realization in the present conditions of the educational process; c) the goals that the person sets himself, and the means to achieve them.

For effective implementation of the educational process, a holistic unity of external and internal contradictions in the consciousness of a person is necessary: ​​external contradictions at the level of its individual consciousness should be perceived as personally significant and cause the pupil to change himself, fulfill the requirements of the teacher, perform socially approved actions. Conversely, the contradiction will not contribute to the development of personality, if the child is not ready to accept positive influences, including from the teacher. Therefore, the teacher needs to study pupils well, skillfully design close, medium and far development prospects and turn them into specific educational tasks.

Education is a complex dynamic process, therefore its effective implementation presupposes the presence of a certain logic, based on a clear phased nature of actions, a gradual ascent from the external (environment) to the internal (individual-personal). In the pedagogical literature there are different points of view on the definition of the logic of the educational process. So, T.N. Malkovsky, focusing on the sequence of tasks solved in the course of educating the individual, suggests the following logic of the educational process: 1) an integral formation of the personality, taking into account the goal of comprehensive, harmonious development; 2) the formation of moral qualities of the individual on the basis of universal values ​​and socially-oriented motivation; 3) the inclusion of schoolchildren in social values ​​in the field of science, culture, art; 4) education of a life position corresponding to democratic transformations of society, rights and duties of an individual; 5) the development of aptitudes, abilities and interests of the individual, taking into account its capabilities and desires, as well as social requirements; 6) the organization of the cognitive activity of schoolchildren, developing individual and social consciousness; 7) the organization of personal and socially valuable activities that stimulate the formation of the personality traits caused by the goal of education; 8) the development of the most important social function of the individual - communication.

The logic of upbringing, based on a gradual transition from managing the processes of upbringing and personal development to the processes of self-upbringing and self-development, is based on the concept of the outstanding Russian psychologist L. S. Vygotsky about two levels of child development, including: 1) the level of “current development” reflecting cash the peculiarities of the child’s mental functions that have evolved to date; 2) the level of “zone of proximal development”, reflecting the possible achievements of the child in terms of cooperation with adults.

In accordance with this, the logic of personality development in the course of the educational process should consist in starting from the level of actual development to correctly plan for each individual (or group of individuals) the zone of proximal development, and then, based on this, transfer the process of managing personality formation in the processes of self-education and self-development. The success of the educational process in this case is determined by the confidence of the caregiver (parent, teacher), and then the child, which can only be achieved if enough persistence and perseverance are shown.

Thus, the logic of the educational process, aimed at personal development, provides that the teacher should clearly represent the future of the child's development: what the pupil can do today with the help of adults, tomorrow he should do it himself. This means that education should occur not only as a change in the level of education of each child, but also as a change in the nature of relations between the participants in the educational process.

The modern educational process is characterized by a unity of goals, cooperation in achieving them.

The upbringing process is a multifactorial, complex process, characterized by duration, as well as variability and uncertainty of the results.

The educational process, like the learning process, has a bilateral character . It goes in two directions: from the teacher to the pupil and from the pupil to the educator. If in the educational process two-sidedness is manifested in the relationship between teaching and learning, then the educational process is the relationship of upbringing and self-education.

Self - education is a process of purposeful formation of the required personality traits, which takes place under the control of the personality itself. Self-education accompanies education and at the same time is its result.

The dialectic of the educational process is expressed in its continuous development, dynamism, mobility, and variability. It is revealed in its contradictions (internal and external).

Fig. 5.3. Contradictions in the educational process

One of the main internal contradictions that appears at all stages of the formation of the personality is the contradiction between the new needs arising from her and the possibilities of satisfying them. The resulting “mismatch” encourages a person to actively replenish, expand experience, acquire new knowledge, assimilate norms and rules, forms of behavior.

External contradictions are manifested between the requirements of the surrounding world and the personality's abilities to meet them. External contradictions also strongly affect the direction and results of the educational process. For example, the contradictions between the school and the family, the opposition on the part of the family to certain requirements of teachers, are very unfavorable. The contradiction between word and deed often becomes the cause of many difficulties and shortcomings in education; as well as the predominance of verbal methods of education and their relative isolation from the practical behavior of the individual. Teachers should be especially attentive to the contradiction between external influences and internal aspirations of students.

Any contradiction can become the driving force of the educational process under the following basic conditions:

- the contradiction should be interpreted as something important, and its overcoming - as a vital necessity;

- overcoming the contradiction should be feasible for those participants in the educational process who have encountered it;

- contradictions must be overcome gradually, step by step, based on previous experience.

The logic of the educational process is subordinate to the laws of the formation and development of personality. It is determined by the fact that the formation of the required qualities in a person is possible only with a certain sequence of stages, actions, operations, with a certain combination of methods of pedagogical impact and interaction of the person with other people, etc.

The presence of a certain logic in the educational process makes it possible to single out some systems in it that have such a structure that corresponds to this logic. In other words, the logic of the educational process is reflected in one or another of its systems and structures .

The following figure shows such examples of the manifestation of the logic of the educational process in its various structures.

Fig. 5.4. Examples of manifestation of the logic of the educational process in its various structures

Let's comment on some examples.

According to the target criterion, the structure of the educational process consists of tasks. This structure has several hierarchical levels, since general and long-term tasks are concretized in more particular ones. In this case, the tasks of education are set based on the requirements of society, from local conditions, taking into account the age and level of personal development of students.

The logic of mastering moral norms by the pupil is reflected in the main stages of the educational process, which form the following structure: 1) the pupils realize the required norms and rules of behavior; 2) knowledge must turn into beliefs; 3) education of feelings; 4) activities and behavior that meet the requirements of society and cultural norms.

The logic of communication and dependence between components is determined by the structure, which includes: 1) design; 2) organization of activities; 3) regulation of interpersonal communication and its correction; 4) control and debriefing.

The logic of the activity of the educator lies in the sequence of pedagogical actions: 1) familiarization with general norms and requirements; 2) the formation of relations; 3) the formation of views and beliefs; 4) the formation of the general orientation of the personality.

The purpose and content of education

Society imposes certain requirements on the education system related to preparing a child for adulthood. The system of these requirements is called a social order. In the most general terms, social order can be defined as the upbringing of a person who is needed and useful to society . Thus, social order expresses the social ideal of the historical era. However, in different eras, the concept of “a person who is needed and useful to society” is filled with concrete historical meaning (Fig. 5.2.).

Fig. 5.2. The ideal of education in different eras

In modern pedagogy, the dominant goal is the formation of a civilized personality, combining diverse development with the ability to socially adapt. According to N.E. Shchurkova, “schooling, having determined as“ a person capable of building a life worthy of Man, ”should prepare children for the choice of a life path within the boundaries of culture, and not at the level of the savage to construct an individual version of life.” Thus, in the process of upbringing, the development of the pupil’s individuality is inextricable with the socialization of the personality, and the main goal of upbringing, common to all schools and teachers, determined by the social order is to create a personality that is useful to society and capable of achieving success.

Man and society as a whole can exist only in conditions suitable for his life. The preservation of such conditions on Earth in recent decades has been threatened, so maintaining the ecological balance is a socially significant task. Consequently, social adaptation, combining social utility with the personal success of a person in society, today is supplemented by the obligatory requirement of a careful attitude to nature. Based on the foregoing, the most common goal of education today is a person who is needed and useful for society, capable of personal success, whose personality develops and realizes in harmony with himself, nature and society .

Under the content of education is understood a system of knowledge, beliefs, skills, qualities and personality traits, stable habits of behavior that students must master in accordance with the goals and objectives. Mental, physical, labor, moral, aesthetic education provides the complexity of the educational influences on the child and allows the formation of a comprehensively developed personality.

Currently, there are several approaches to the content of education. Let's consider some of them.

E.V. Bondarevskaya, considering the education of schoolchildren as a process of forming a citizen, a person of culture and morality, offers the following components of the content of education of a person as a carrier of culture [1] (table 5.1).

Table 5.1

The main components of the content of education by E.V. Bondarevskaya

NOT. Schurkova identifies the following components of the content of education of a student:

- value attitude to nature as a common home of mankind;

- value relations to the norms of cultural life (to physical and hygienic culture, to the culture of movements and behavior, to the culture of environmental, spiritual, legal and economic, to the culture of mental and physical labor);

- ideas about a person as a subject of life and the highest value on earth;

- value attitude to the social structure of human life;

- a way of life worthy of Man (attitudes to material and spiritual values ​​based on ideas about Good, Truth and Beauty as the main characteristics of a life worthy of Man);

- life position, the ability to individually choose a life path.