The effectiveness of the professional activity of a modern teacher is associated with his possession of the main types of training, understanding of their shortcomings and advantages, methodological and theoretical conditions, the basics of use.
Shape Features
Dogmatic education in pedagogy is the first type of collective organization of cognitive work of schoolchildren. It appeared in the Middle Ages. The forms and nature of instruction in that historical period were determined by the foundations of the Christian religion, its influence on cultural social life.
History reference
The dogmatic teaching method involved conducting all subjects in Latin in schools. After all, then the main content was the study of religious scriptures. Such an option in history is known as the "dogmatic type of training." With his organization, the information given by the teacher was perceived as an indisputable truth. The child, reading in Latin questions and answers, memorized them. A variant of the conversation, which suggested dogmatic training is a catechetical conversation.
The main activity of the teacher was commenting on the texts of religious teachings. Students listened to the teacher, mechanically memorized these texts.
The disadvantages of dogmatic teaching were that the main position taken by the student was the result of the teacher’s pedagogical intentions.
Pedagogical assessment of dogmatic learning
In the scientific literature, this type of education and training is evaluated according to several parameters. Dogmatic learning is the possibility of the formation of formal logical thinking in schoolchildren. Knowledge was considered the main result of such training. In classical didactics, they were called verbal or verbal, and now they are called formal.
Dogmatic education is an educational option that has been used in European schools for several centuries. It was also used in educational institutions of Russia intended for the education of children of the nobility.
Character traits
What is dogmatic training? A characteristic of the method of teaching and upbringing created in the Middle Ages is considered a variant of church-religious education. It involves the mechanical memorization of the heard text, its literal reproduction.
Dogmatic learning is the assimilation of knowledge without their awareness and understanding; it does not imply the use of acquired knowledge in practice. This type of training to some extent contributes to the development of mechanical memory, but it does not imply the development of the intellectual potential of an individual, does not prepare the child for life in society.
Such an educational system did not contribute to the identification of talented and creative children; therefore, it needed to be reworked and modernized. This type of learning allows to some extent the development of mechanical memory, but it does not contribute to the creation of conditions for the intellectual development of a person’s potential, does not guarantee the preparation of a child for practical life on the basis of his acquired skills and knowledge.
Socratic conversation
The most well-known type of systematic training is teaching through the formulation of leading questions during the dialogue that help to find the truth. This option of training and education was used by the ancient Greek philosopher Socrates, and therefore was called the method of Socratic conversation.
Such education and training is the opposite of a dogmatic approach.
Socrates considered the main task of the mentor to awaken the global mental strength of his students. His conversations were aimed at helping “spontaneous generation” in the minds of the pupils of truth.
The conversation-dialogue consisted of two parts. At the first stage of the educational process, Socrates encouraged his students to find the truth through a series of questions. The student should have seen and realized the problem where everything before him seemed clear and simple.
When disclosing the contradictions, imaginary knowledge was eliminated, and the anxiety into which the mind was introduced caused the thought of searching for the real truth.
The second part of the conversation began to be called "Mayevtika." This word literally means “midwife art”. The student with the help of correctly formulated questions led to the realization of the provisions that are true.
In the process of searching for truth, the mentor and the student are in the same conditions. One of the virtues of Socrates as a teacher was his repulsion from the fact that the student understood his limitations, which contributed to inducing him to an independent thought process.
At present, Socratic conversation is actively used as part of the formulation and solution of problems in many accounting disciplines, as well as, if necessary, the choice of specific solutions.
Explanatory Illustrative Learning
Considering dogmatic training, let us dwell on the explanatory and illustrative version of the training. Its main goal is the transfer and assimilation of knowledge, their practical application. Often this method is called a passive-contemplative method of learning. The teacher tries to present the educational material using illustrative and visual materials, to ensure its assimilation on the basis of reproduction and use to solve practical problems.
The explanatory and illustrative version of the training has the following features:
- the teacher tells his students some information, explains the essence of processes, phenomena, rules, laws using illustrative material;
- students consciously assimilate this share of knowledge, reproduce it at a conscious level, apply them in different forms in real life situations.
Conclusion
Dogmatic education for a long time remained the only option for the formation of knowledge among schoolchildren. This form of training did not allow teachers to identify talented and gifted children, to select effective ways of their education and development. To solve a similar problem in domestic pedagogy, significant reforms have been carried out. Dogmatic education has been replaced by a personality-oriented approach and problem-based learning.
The basis of the latter teaching method is the idea of the psychologist S. L. Rubinstein about the development of human consciousness by solving cognitive problems that contain contradictions. The essence of problem education is the statement by the teacher and the student solving the problem, question, situation.
The specificity of the technique is that, in contrast to the dogmatic form, with a problematic approach, knowledge is not provided ready-made, they are formed by the students themselves.