1.2. FORMATION AND DEVELOPMENT OF PEDAGOGY AS A SCIENCE

1. The origin of pedagogical ideas in line with the philosophies.

2. Formation of pedagogical views and theories in the framework of philosophical and pedagogical works.

3. The transition from hypothetical and utopian theories to concepts based on pedagogical practice and experiment.

The first thoughts about upbringing and education can be found in the writings and epos of ancient Greek, Roman, Byzantine, Eastern philosophers and

wise men (Plato, Aristotle, Quintillian, Avicenna, Confucius). Democritus wrote: “Good people become more from exercise than from nature ... education rebuilds man and creates nature.” These thoughts were formalized in the works of Quintillian “Oratory,” Plutarch “On education”, Confucius “Conversations and Judgments”.

In the Renaissance, the ideals of upbringing and education are presented in the novels of Rabelais Gargantua and Pantagruel, in the treatises of Erasmus of Rotterdam On the Primary Parenting of Children, T. Mora Utopia, J. -J. Rousseau "Emil, or about education." The peculiarity of these views on education was that they arose as a result of humanistic arguments of philosophers and enlighteners.

Only since the 17th century, pedagogy has been built on the basis of data from advanced pedagogical experience. Thus, the German teacher Wolfgang Ratke (1571-1635) developed the content of the concept “education” and the corresponding methodology, established the criteria for pedagogical research. Simultaneous. A. Komensky, a Czech teacher (1592-1670), brought into the system and substantiated the basic laws of education and training, based on his own experience and advanced teaching experience in different countries. The results of this activity were described by him in the work “Great didactics”. Kamensky is considered the ancestor of pedagogical science, since the system of universal education created by him, a class-less educational method, is still used in many countries of the world.

In the period from the 17th to the 18th century, the enrichment of pedagogical science with the new ideas from the experimental schools IG Pestalozzi, I. Herbarta, F. Frebel, A. Disterwega was actively pursued.

From the beginning of the 20th century, two directions can be traced in the development of pedagogy: the traditional and the alternative. At that time, social pedagogy, religious and pedagogy focused on the philosophical understanding of the process of upbringing and education (works by V. V. Zenkovsky, etc.) were referred to the traditional trend. The alternative direction included new ideas and concepts: free education (K. N. Wentzel), experimental (A. F. Lazursky), and pragmatic (P. P. Blonsky) pedagogy.

The current stage in the development of pedagogical knowledge (starting from the second half of the 20th century) is based on the self-development of the scientific industry, combining two processes - integration and differentiation. In this regard, new branches of knowledge appear in pedagogy (comparative pedagogy, social pedagogy, etc.). The pedagogy methodology is being actively developed (Yu. K. Babansky, B. S. Gershunsky, V. I. Zagvyazinsky, V. V. Kraevsky. M. N. Skatkin). Scientific research in the field of pedagogy ensures its continuous development.

In terms of content, there is currently a revival of the humanistic tradition in pedagogy. This is ensured by the orientation of modern society on man and his development. A special place in the implementation of the humanistic paradigm of pedagogical knowledge is given to the axiological (value) approach, which acts as a kind of “bridge” between pedagogical theory and real educational practice. According to this approach, education, being a component of the culture of society, becomes the main means of personal development, acquires a value character for the individual, society and the state.