The concept of pedagogical values ​​and their classification. Pedagogy. Pedagogical theories, systems, technologies Definition of pedagogy and its axiological foundations briefly

Course abstract: General fundamentals of pedagogy.

Ministry Russian Federation by education

Murmansk State Pedagogical Institute

Department of Pedagogical Design and Educational Technologies

1. Introduction: disclosure of the concepts of axiology and pedagogical interaction.

Axiology (from the Greek ahia) is a philosophical discipline that studies the category of “value”, characteristics, structures and hierarchies of the value world, ways of knowing it and its ontological status, as well as the nature and specificity of value judgments. Axiology includes the study of the value aspects of other philosophical, as well as individual scientific disciplines, and in more in a broad sense– the entire spectrum of social, artistic and religious practices of human civilization and culture as a whole.

Although axiology has never been among the priority areas of Russian philosophy..., among Russian philosophers one can note N.O. Lossky.

Nontheistic axiological personalism was developed by M.M. Bakhtin, who saw in the diversity of individuals a multitude of “uniquely valuable personal worlds” and at the same time insisted that no contradiction could arise between these “value centers”; values ​​are realized only in actions in which one can see an essential dialogue between “I” and “other”.

It is legitimate to speak about applied axiology primarily in connection with the axiological justifications of ethics. Values, according to (F. von) Kuchera, are the ultimate normative foundations. Based on this, ethics is divided into normative (descriptive) and metaethics - the study of normative judgments.

At present, it seems increasingly difficult to identify those areas of knowledge in which axiological attitudes, or at least terms, would not be most actively used. Axiological publications are experiencing another boom. Many conferences and symposia are held on a wide range of axiological problems.

Pedagogical interaction is a process that occurs between a teacher and a student during educational work and is aimed at developing the child’s personality. Interaction is a philosophical category, reflecting the universal essential connection of all living things. In pedagogical science, pedagogical interaction acts as one of the key concepts and as a scientific principle.

Pedagogical interaction acts as evolving process, contributing to the development of the student’s personality and improving the teacher’s personality with the indispensable leading role of an authoritative educator. The interaction of these parties is present in all types of activity: in cognition, play, work, communication; its influence penetrates into the core of the personal relationships of the participants; it awakens in pupils a readiness to be, according to V.A. Sukhomlinsky, “educated.” Pedagogical interaction is a complex process, consisting of many components, the largest of which are didactic, educational and socio-pedagogical interactions.

The basis of pedagogical interaction is cooperation, which is the beginning of people’s social life.

In modern society, relationships between educators and students are built largely in the intellectual sphere and are emotionally overstrained. Children perceive the demands of adults indirectly and not always as necessary. Therefore, pedagogical interaction requires a special organization.

Pedagogical interaction plays a vital role in human communication, incl. in business relationships, partnerships, observing etiquette, showing mercy, etc.

Interaction becomes pedagogical when an adult (parent, teacher) acts as a mentor. For an adult, participation in pedagogical interaction is associated with moral difficulties, because In relationships with children, there is always a temptation to take advantage of age or professional advantage and reduce communication with a child to authoritarian influence. The teaching profession is sometimes perceived as authoritarian, because... it contains care, guardianship, mentoring, and the desire to pass on one’s experience; there is a very unclear line in it, beyond which moralizing, mentoring, and violence against the individual begins. Children have a response - the child tries to become autonomous from such a teacher, showing resistance, open or hidden, hypocritical. Experienced, talented teachers have a special pedagogical flair and tact and anticipate possible complications in pedagogical interaction. The result of pedagogical interaction corresponds to the goal of education – personal development.

2. Relationships and influences in pedagogical interaction

We see a real mechanism for establishing normal relationships with students in reducing the number and intensity of conflicts by transferring them into a pedagogical situation, when interaction in the pedagogical process is not disrupted, although we are aware of the difficulty of such work for the teacher. A.S. Makarenko noted that resolving conflicts with students “... sometimes requires downright serpentine wisdom and tact.”

Numerous publications about the problem of modern school often note that its main problem is the teacher’s lack of interest in the child’s personality, unwillingness and inability to understand his inner world, and hence conflicts between teachers and students, school and family. I would like to emphasize that this primarily shows not the desire of teachers, but rather their inability and helplessness in resolving many conflicts, especially those that manifest themselves among novice teachers.

These situations and conflicts to a certain extent reflect the level of teachers’ preparation for pedagogical interaction with children; some of them may confuse readers with the unpreparedness of teachers for such interaction, a gross violation of the norms of pedagogical ethics in their actions, but this real life schools, and we should not be indignant, but try to find difficult ways to specifically help teachers: after all, they are not only the culprits of such “wild” conflicts, but also the suffering party.

Introduction

A person is constantly in a situation of ideological (political, moral, aesthetic, etc.) assessment of current events, setting tasks, searching for and making decisions and their implementation. At the same time, his attitude to the surrounding world (society, nature, himself) is associated with two different, although interdependent, approaches - practical and abstract-theoretical (cognitive). The first is caused by a person’s adaptation to rapidly changing phenomena in time and space, and the second pursues the goal of understanding the laws of reality.
However, as is known, scientific knowledge, including pedagogical knowledge, is carried out not only out of love for truth, but also with the aim of fully satisfying social needs. In this regard, the content of the evaluative-target and effective aspects of human life is determined by the focus of the individual’s activity on comprehension, recognition, actualization and creation of material and spiritual values ​​that make up the culture of mankind. The role of the mechanism of connection between practical and cognitive approaches is played by the axiological, or value-based approach, which acts as a kind of “bridge” between theory and practice. It allows, on the one hand, to study phenomena from the point of view of the possibilities inherent in them to meet people's needs, and on the other hand, to solve the problems of humanizing society.
The purpose of the work is to consider the axiological foundations of pedagogy.
Job objectives:

define the essence of the concepts “axiology”, “pedagogical values”;
reveal features various types pedagogical values.

The essence of the axiological approach

Axiology (from the Greek axia - value and logos - teaching) is a philosophical doctrine about the nature of values ​​​​and the structure of the value world.
The meaning of the axiological approach can be revealed through a system of axiological principles, which include:

equality of philosophical views within the framework of a single humanistic value system while maintaining the diversity of their cultural and ethnic characteristics;
the equivalence of traditions and creativity, recognition of the need to study and use the teachings of the past and the possibility of spiritual discovery in the present and future, mutually enriching dialogue between traditionalists and innovators;
existential equality of people, sociocultural pragmatism instead of demagogic debates about the foundations of values; dialogue and asceticism instead of messianism and indifference.

Classification of pedagogical values

A wide range of pedagogical values ​​requires their classification and ordering, which will make it possible to present their status in the general system of pedagogical knowledge. However, their classification, like the problem of values ​​in general, has not yet been developed in pedagogy. True, there are attempts to define a set of general and professional pedagogical values. Among the latter, there are such as the content of pedagogical activity and the opportunities for personal self-development determined by it; the social significance of pedagogical work and its humanistic essence, etc.
However, as already noted in the fourth chapter, pedagogical values ​​differ in the level of their existence, which can become the basis for their classification. On this basis, personal, group and social pedagogical values ​​are distinguished.
The axiological Self as a system of value orientations contains not only cognitive, but also emotional-volitional components that play the role of its internal reference point. It assimilates both socio-pedagogical and professional-group values, which serve as the basis for an individual-personal system of pedagogical values. This system includes:

values ​​associated with an individual’s affirmation of his role in the social and professional environment (the social significance of a teacher’s work, the prestige of teaching activity, recognition of the profession by his closest personal environment, etc.);
values ​​that satisfy the need for communication and expand its circle (communication with children, colleagues, reference people, experiencing childhood love and affection, exchange of spiritual values, etc.);
values ​​oriented towards the self-development of creative individuality (opportunities for the development of professional and creative abilities, familiarization with world culture, studying a favorite subject, constant self-improvement, etc.);
values ​​that allow for self-realization (the creative, variable nature of a teacher’s work, the romance and excitement of the teaching profession, the opportunity to help socially disadvantaged children, etc.);
values ​​that make it possible to satisfy pragmatic needs (opportunities for obtaining a guaranteed public service, wages and vacation duration, career growth, etc.).

Conclusion

With changes in social conditions of life, the development of the needs of society and the individual, pedagogical values ​​are also transformed. Thus, in the history of pedagogy, changes can be traced that are associated with the replacement of scholastic teaching theories with explanatory-illustrative ones and, later, with problem-based and developmental theories. The strengthening of democratic tendencies led to the development of non-traditional forms and methods of teaching. The subjective perception and assignment of pedagogical values ​​is determined by the richness of the teacher’s personality, the direction of his professional activity, reflecting the indicators of his personal growth.
Pedagogical values ​​have a humanistic nature and essence, since the meaning and purpose of the teaching profession are determined by humanistic principles and ideals.
Humanistic parameters of pedagogical activity make it possible to record the level of discrepancy between what is and what should be, reality and ideal, stimulate creative overcoming of these gaps, evoke a desire for self-improvement and determine the teacher’s meaningful self-determination. His value orientations find their generalized expression in the motivational and value-based attitude towards pedagogical activity, which is an indicator of the humanistic orientation of the individual.
etc.............

A comparison of successes in education in different countries shows that they are a consequence of the development of the philosophy of education in these countries, as well as the degree of its “ingrowth” into pedagogical theory and practice. Modern European school and education in its main features have developed under the influence of philosophical and pedagogical ideas that were formulated by J. A. Komensky, I. G. Pestalozzi, F. Frebel, I. F. Herbart, A. Disterweg, J. Dewey and other classics of pedagogy. Their ideas formed the basis of the classical model of education, which during the 19th-20th centuries. evolved and developed, nevertheless remaining unchanged in its main characteristics: the goals and content of education, forms and methods of teaching, methods of organization pedagogical process and school life.

Since the 1960s. domestic pedagogical culture has been enriched with the ideas of dialogue, cooperation, joint action, the need to understand someone else’s point of view, and respect for the individual. The reorientation of modern pedagogy towards man and his development, the revival of the humanistic tradition are the most important tasks set by life itself. Their solution requires, first of all, the development of a humanistic philosophy of education, which acts as a methodology of pedagogy.

Based on this, the methodology of pedagogy should be considered as a set of theoretical provisions about pedagogical knowledge and the transformation of reality, reflecting the humanistic essence of the philosophy of education.

However, as is known, scientific knowledge, including pedagogical knowledge, is carried out not only out of love for truth, but also with the aim of fully satisfying social needs. In this regard, the content of the evaluative-target and effective aspects of human life is determined by the focus of the individual’s activity on comprehension, recognition, actualization and creation of material and spiritual values ​​that make up the culture of mankind. The role of the mechanism of connection between practical and cognitive approaches is played by axiological, or a value-based approach that acts as a kind of “bridge” between theory and practice. It allows, on the one hand, to study phenomena from the point of view of the possibilities inherent in them to meet people's needs, and on the other hand, to solve the problems of humanizing society.

The meaning of the axiological approach can be revealed through a system of axiological principles, which include:

• - equality of philosophical views within the framework of a single humanistic value system while maintaining the diversity of their cultural and ethnic characteristics;
• - the equivalence of traditions and creativity, recognition of the need to study and use the teachings of the past and the possibility of spiritual discovery in the present and future, mutually enriching dialogue between traditionalists and innovators;
• - existential equality of people, sociocultural pragmatism instead of demagogic disputes about the foundations of values, dialogue and asceticism instead of messianism and indifference.

According to this methodology, one of the primary tasks is to identify the humanistic essence of science, including pedagogy, its relationship to man as a subject of knowledge, communication and creativity. Education as a component of culture in this regard acquires special significance, since it is the main means of developing the humanistic essence of a person.

Since the second half of the 20th century, a new methodological approach has confidently gained its position in pedagogical science - the axiological (value) approach in its humanitarian version. A retrospective look at values ​​allows us to identify two other options for considering them: religious and technocratic. In the technocratic version, technology is considered as the greatest value of society, which dictates a person’s way of thinking and acting. This depersonalizes the personality, forms a performer and an intellectual consumer. This social position of a person during social development gave birth to a mass global problems, the decision of which depends on the person himself, his spiritual and moral health. Therefore, in the study of pedagogical phenomena, an axiological approach is important, which is organically inherent in humanistic pedagogy. In it, a person is considered as the highest value of society and an end in itself for social development. This necessitated the development of a new education system in the light of the humanistic paradigm. Its formation is accompanied by significant changes in the pedagogical theory and practice of the educational process: different content, different approaches, relationships, and a different pedagogical mentality are proposed. Important role is given to the formation of the student’s value sphere, which is a regulator social behavior personality.

When studying this topic, it is important to understand the content of a number of value concepts: value, assessment, value attitude, value orientation. The category “value” is one of the general scientific concepts; in science there is no unambiguity in its definition. It is applied to a specific person, society, natural and social phenomena. Values ​​include only positively significant events, objects and their properties, the usefulness, significance and necessity of which a person is aware of, showing a positive attitude towards them. The perception and assimilation of the objective-substantive side of an object, the assessment of its properties from the point of view of their necessity, usefulness, pleasantness, etc. to satisfy the needs and interests of the individual is carried out in the course of the individual’s evaluative activity. If the value is objective and positive, then the assessment expresses subjective attitude to a value, therefore it can be true (corresponds to a value) or false (does not correspond to a value), positive or negative. Evaluation as a process aimed at realizing (accepting or not accepting) a value by an individual leads to the formation of a value attitude. A person’s attitude to various values ​​is determined by his value orientation, which is an important component of the highest substructural in the personality structure according to K.K. Platonov.

In social psychology, it has been established that values ​​in the consciousness of an individual are structured in a certain way, and some hierarchical dependence is observed. At the top of the hierarchy there may be one or several basic life-defining values. In the value system of the individual, there is a certain core, a limited number of fairly stable values ​​of the individual that are important for him. There is also a periphery that has values ​​of a lesser degree of generality and is a value reserve. Each person has their own, unique, individual value system, but throughout life it does not remain unchanged. By choosing a specific area of ​​activity, a person also chooses the values ​​associated with it. A change in activity makes it necessary to abandon old values ​​and find new ones. Therefore, it is necessary to include only a limited number of basic enduring values ​​in the content of education.1

Pedagogical activity has its own axiological characteristics, which reflect its humanistic meaning and influence the development of pedagogy and educational practice. The authors of the theory of the holistic pedagogical process identify three groups of pedagogical values: personal, group, social.

Axiology– philosophical doctrine about the material, cultural, spiritual, moral and psychological values ​​of the individual, collective, society, their relationship with the world of reality, changes in the value-normative system in the process of historical development. In modern pedagogy it acts as its methodological basis, defining the pedagogical system. views based on understanding and affirmation of the value of human life, education and training, ped. activities and education (1, p.7).

Pedagogical values– norms that regulate pedagogical activity and act as a cognitive-acting system that serves as a mediating and connecting link between the established worldview in the field of education and the activities of the teacher (2, p. 116).

Value orientations– 1) a person’s selective attitude towards material and spiritual values, the system of his attitudes, beliefs, preferences, expressed in consciousness and behavior; 2) a way for a person to differentiate objects according to their significance (1, pp. 163-164).

Since the mid-80s. A new education reform has begun in the country. On the one hand, it allowed the opening of a number of new, both public and private schools, and gave public schools the right to operate on individual and alternative programs; to a certain extent, it made it possible to free the teacher from formal aspects of work, etc.

Unfortunately, a number of negative aspects, which threaten the very existence of domestic education: the state’s refusal of universal free secondary education, loss of public interest in school, decline in the public prestige of education, reduction in spending on education, etc. The worst thing is that the collapse of the state, many social institutions, moral decay and economic crisis have led to uncertainty in the very existence of education, even its meaninglessness for society and every person.

Thus, the Russian school has gone through a number of stages of its development. The most important of them are: the 11th century, when the formation of Russian education began with the adoption of Christianity; second half of the 14th century - the rise of education, the establishment of its spiritual and moral basis; XVIII century - formation of a modern national school; mid-19th century - creation of a modern educational organization; beginning of the 20th century (after October Revolution) – construction of a unified secondary school.

3.Axiological foundations of pedagogical science

A person is constantly in a situation of ideological (political, moral, aesthetic, etc.) assessment of current events, setting tasks, searching for and making decisions and their implementation. At the same time, his attitude to the world around him is associated with two different, although interdependent, approaches: practical and abstract-theoretical (cognitive). The first is caused by a person’s adaptation to rapidly changing phenomena in time and space, and the second pursues the goal of understanding the laws of reality.

However, scientific knowledge, including pedagogical knowledge, is carried out not only out of love for truth, but also with. with the goal of fully satisfying social needs. The role of the mechanism of connection between practical and cognitive approaches is played by the axiological (or value) approach, which acts as a kind of “bridge” between theory and practice.

It allows, on the one hand, to study a phenomenon from the point of view of the possibilities inherent in them to meet people's needs, on the other hand, to solve the problems of humanizing society. The axiological approach is organically inherent in humanistic pedagogy, since it considers man as the highest value of society and an end in itself for social development. In this regard, axiology can be considered as the basis of a new philosophy of education and, accordingly, the methodology of modern pedagogy.

The category of value is applicable to the human world and society. Outside of man and without man, the concept of value cannot exist, since it represents a special human type of significance of objects and phenomena. Values ​​are not primary, they are derived from the relationship between the world and man, confirming the significance of what man has created in the process of history. In society, any events are significant in one way or another. However, values ​​include only positively significant phenomena associated with social progress.

Values ​​themselves remain constant at various stages of development of human society. Values ​​such as life, health, love, education, work, peace, beauty, etc. have attracted people at all times. These values, which carry a humanistic orientation, have stood the test in the practice of world history. In the conditions of the democratic transformation of Russian society, we should not talk about the invention of new values, but, first of all, about their rethinking and revaluation.

At the center of the axiological approach is the concept of an interdependent interacting world. Our world is the world of an integral person, so it is important to learn to see what is common that not only unites humanity, but also characterizes each individual person. To consider social development outside of man means to deny the humanistic foundation. Humanization represents the global trend of modern social development, and the affirmation of universal human values ​​provides its content.

Success in the field of education is largely ensured by the synthesis of scientific knowledge in the field of human studies. Sciences related to pedagogy, recognizing the need to expand their boundaries, strive to establish a dialogue with pedagogy. However, in order for the dialogue mode of interaction between various sciences and approaches not to remain a declaration, it is necessary to introduce axiological principles into practice.

Axiological principles include:

1 equality of all philosophical views within the framework of a single humanistic value system (while maintaining the diversity of their cultural and ethnic characteristics);

2 the equivalence of tradition and creativity, recognition of the need to study and use the teachings of the past and the possibility of discovery in the present and future;

3 equality of people, pragmatism instead of disputes about the foundations of values, dialogue instead of indifference or denial of each other.

These principles allow various sciences and movements to engage in dialogue and work together, to search for optimal solutions. One of the primary tasks is to unite the sciences on a humanistic basis. It is the humanistic orientation that creates a solid foundation for the future of humanity. Education as a component of culture in this regard acquires special significance, since it is the main means of developing the humanistic essence of a person.

The understanding of the value characteristics of pedagogical phenomena has developed under the influence of general axiology. The basis of pedagogical axiology is the understanding and affirmation of the value of human life, upbringing and training, pedagogical activity and education in general. The idea of ​​harmoniously developed personality, associated with the idea of ​​a just society that is able to realize the conditions for the opportunities inherent in every person. This idea serves as the basis of a value-worldview system of a humanistic type. It determines the value orientations of culture and orients the individual in history, society, and activity.

Axiological characteristics of pedagogical activity reflect its humanistic meaning. Pedagogical values ​​are those features that make it possible to satisfy not only the needs of the teacher, but also serve as guidelines for his social and professional activity aimed at achieving humanistic goals.

Pedagogical values, like any other values, are not established spontaneously in life. They depend on social, political, economic relations in society, which largely influence the development of pedagogy and educational practice.

With changes in social conditions of life, the development of the needs of society and the individual, pedagogical values ​​are also transformed.