The scientific discipline on the laws in the upbringing of a person, which develops the foundations of the educational and educational process in educational institutions of any type, is general pedagogy. This education helps to gain knowledge of the basic sciences about society, about nature, about man. Through pedagogy as a discipline, a worldview is formed and the capacity for cognition develops, patterns in the processes of the surrounding world become clear, skills, both labor and educational, are needed that everyone needs. General pedagogy is a huge incentive to acquire a variety of practical skills. It is a theoretical system of pedagogical sciences in which pedagogical knowledge, functions and methods, theory and practice are studied. In addition, the place that among other sciences is occupied by general pedagogy is determined. It is so important that many courses start with this topic. First of all, to determine the role, significance and cooperation with other sciences, it is necessary to distinguish between theoretical and applied pedagogy.
Sections and Levels
The subject of general pedagogy is divided into four large sections, each of which has now become an independent branch of knowledge.
- General basics.
- Learning Theory (didactics).
- Theory of education.
- School science.
Each section can be considered at two levels - theoretical and applied. General pedagogy is, first of all, scientific knowledge, which is based on the systematization and classification of necessary facts and on the definition of objective relationships established between them. It is easiest to acquire new knowledge provided that already acquired information is used, which was obtained not only in pedagogical classes, but also in many other subjects. The general fundamentals of pedagogy introduce the student to the essence of science, which is necessary to identify relationships and patterns, which is a prerequisite for systematizing facts that need to be studied. The level of erudition increases significantly if a person masters the system of concepts. Namely, these knowledge and skills convey the general principles of pedagogy.
Part of this discipline is its theoretical component - didactics, revealing the pattern of mastering the material, that is, the theory of general pedagogy. She determined both the volume and structure of each training course, she develops and improves the organizational forms and methods of the entire educational process. The theory of education is a part of general pedagogy that studies the processes of personality development, the formation of beliefs, analysis and prospects for the education of each individual person and interpersonal relationships. The theory of education contains methods of working with people of various intellectual abilities, volitional manifestations, character traits, motives and interests. Education goes in six directions: physical, labor, aesthetic, moral, legal and mental.
Age pedagogy
General and professional pedagogy are significantly different from each other, to a large extent it depends on age qualifications. Vocational education includes training in the field of vocational education: pedagogy can be industrial, vocational education, secondary specialized and university education, with the corresponding name of each branch. Further, each branch has "leaves", that is, pedagogical knowledge is divided into separate components, which depends on the industry of application. From here came military pedagogy, engineering, medical, and so on. By and large, general and professional pedagogy perform the same tasks. Just age studies the specifics of education within each specific age group, covering all ages from birth to full adulthood. The competence of age-related pedagogy includes technologies, means, methods, patterns in the organization of educational and educational processes in all educational institutions - of any type.
- Clear pedagogy.
- General preschool pedagogy.
- Pedagogy of a comprehensive school.
- Pedagogy of high school.
- Androgogy (for adults).
- Pedagogy of the third age (for the elderly).
About the tasks of school pedagogy it is necessary to say a little more in detail, since they are solved with the help of techniques suitable for use in teaching people of any age. Here we study various educational models - civilizations, states, formations, showing the mutual influence of educational processes and social. The problems of education management in the organization of the educational process are examined, the work of individual educational institutions is analyzed, the methods and content of managing school affairs from the side of administrative bodies are examined - from top to bottom, from the director of the educational institution to the Ministry of Education. The tasks of general pedagogy come most often from the demands of the highest level superiors.
Professionals
Production pedagogy is aimed at training people working, orienting them towards advanced training, the introduction of new technologies, and professional retraining. This specificity affects the filling of educational material and its content. The same can be said of military training. This is a general special pedagogy, with the study of the features of education in the field. There are other laws and theoretical justifications, methods and forms in the education and training of military personnel of any rank. The same specific approach is also required by general social pedagogy. She studies the processes of personality formation in the specifics of social conditions, her attention is focused on deviations from the norm and the reasons for their appearance, and she also develops methods for the resocialization of deviants. Social pedagogy is divided into three sections: family, preventive and penal (re-education of criminals). From this we can deduce that the object of general pedagogy can be very different and depends on the specific field of application of knowledge.
Defectology - correctional pedagogy that studies management trends in the development process of people with physical or mental disabilities. There are several distinct areas within this field that general pedagogy represents. The history of pedagogy and education calls the first of the arisen offshoots pedagogy, typhlopedagogy and oligophrenopedagogy. Subsequently, defectology was engaged not only in students with impaired hearing, vision and intelligence, but also with diagnosed speech disorders, mental retardation, with motor impairments and autism. In addition to these purely practical branches, there is also theoretical one - comparative pedagogy, where the subject of general pedagogy studies the development trends and patterns of practice and theory of different regions and countries, national specifics, correlation of trends, looks for forms and ways of enriching educational systems using foreign experience.
Laws and patterns
Any science consists of systems of laws and their laws. What is the law, if not the relationship and conditionality is steadily repeating and substantial. Knowledge of the law helps to reveal not all relationships and connections in a row, but only those that fully and completely reflect the phenomenon itself. Laws are objective, because they contain only reality. One of the social subsystems is the pedagogical one, and its components are connected in the same way by relationships.
Therefore, there is a pedagogical law as a category or concept. General pedagogy interprets it as a category denoting objective, substantial, necessary, general and steadily repeating phenomena under certain pedagogical conditions, as well as the interconnection of the components of the entire system, which reflect the mechanisms of self-realization, self-development and the functioning of the pedagogical system in its integrity. Regularity is a particular manifestation of the law, that is, a certain part of the concept of "pedagogical law", therefore it is used in the study of individual elements of the system and certain aspects of the pedagogical process.
Principles
The principles of general pedagogy are based precisely on the basis of laws and laws, reflecting the phenomenon as it should ideally be, and give an indication of how it is advisable to act to solve the corresponding pedagogical problems. The principles act as normative requirements and serve as a criterion in increasing the effectiveness of practical solutions. They can also be the main point and system-forming factor for the development of theoretical pedagogy.
There are a lot of principles in pedagogical science: nature conformity and cultural conformity, consistency and consistency, problematic and optimality, accessibility of education, and many others. The pedagogical category, denoting the main normative position, based on pedagogical laws and characterized by a common strategy for solving pedagogical problems (tasks) - these are pedagogical principles. Each of them is implemented according to certain rules.
rules
Regulatory requirements, regulations and applied recommendations for the implementation of the principles of education and training are pedagogical rules. For example, the principle of feasibility and accessibility in training should be implemented using the following rules: taking into account preparedness and the real level in the development of students, the use of didactic tools, including visibility, establishing the connection of previously studied material with new, observing the measure of complexity of the material, and so on.
The principles determine the strategy of pedagogical activity, and the rules determine its tactics, that is, they have practical, applied value, since they are created to solve particular problems and reflect individual causal relationships, and not a general pedagogical regularity. Therefore, in practical pedagogical activity it is necessary to rely on the whole system of rules and principles, in all its integrity and the interconnectedness of individual elements. It is precisely this approach that general pedagogy requires with the entire set of its rules. Training should be effective - this is its main principle, which is based on the top of a harmonious system of pedagogical laws and rules.
Terminology
The term denoting two different sciences sounds like “pedagogical psychology”, where the first word is basic science, but it is the main branch of psychology, designed to study patterns in the process of education and training. General psychology and pedagogy is a too long and somewhat disjointed name for such a discipline. And pedagogical psychology lives and develops as an applied science in order to improve pedagogical practice, using the achievements of all branches of psychology.
This term did not appear in its modern form right away. Border disciplines between psychology and pedagogy have long searched for this phrase and were called either pedology or experimental pedagogy, and only in the first third of the twentieth century all these meanings were ordered and differentiated. Experimental pedagogy, by the way, exists as a field of research of pedagogical reality, and pedagogical psychology has become a field of knowledge and a psychological basis for practical and theoretical pedagogy.
Items and objects
Since pedagogical psychology studies the laws of development during the training and education of a person, it is closely connected with other disciplines: with differential and child psychology, psychophysiology and, of course, with pedagogy - theoretical and practical. Before moving on to the essence of this discipline, we must remember that any branch of science contains the concepts of subject and object. The latter denotes the very, concrete area of reality that this science has chosen to study. Most often, the object is fixed in the name itself. What is the object of general pedagogy? General pedagogy, of course.
But the subject of science is a separate side or several sides of the studied object, namely that or precisely those sides by which the subject is presented in science. What is the subject of general pedagogy? A lot of them. Well, for example, defectology. Or pedagogy of a comprehensive school. The subject does not show all sides of the object, but may include what is generally absent in the object. And because the development of any science involves the development of its subject. Any object can be the subject of study for many sciences. For example, a person. Almost everyone is studying it: sociology, physiology, anthropology, biology and further on the list. But in this object, each science has its own subject - that which it studies in this object.
Science pedagogy
Apart from others, no science develops, the same thing happens with the pedagogical branch of human knowledge. The history of pedagogy suggests that initially pedagogical thought developed in a general philosophical manner. The first ideas regarding upbringing and education were reflected in religious dogmas, literature and legislative codes of the past. Scientific knowledge expanded, it was time to differentiate sciences, pedagogy also took shape in a separate industry. Then came the moment of internal scientific delimitation, the formation of a system of many branches in pedagogical science. Already after this, according to the evidence of science of science, the period of synthesis of sciences has begun. But the definition remained the same: the study of patterns in the transfer of social experience to the younger generation by the older generation and its active assimilation.
General pedagogy considers reality phenomena that contribute to the development and formation of the individual in a focused process of activity of the educator and society as its object. Under the phenomenon of reality here is meant, for example, education as education and training in the interests of the individual himself, as well as society and the state. Pedagogy sees the subject of study all the same purposefully and consciously organized pedagogical process. Pedagogy as a science explores not only the essence, but also the patterns, trends, prospects and principles in the development of the pedagogical process, it is engaged in the development of theory and technology, improving the content, creating new organizational forms, methods, and methods of pedagogical activity. Such a definition of a subject and an object leads to the definition that pedagogy is the science of teaching, educating, educating people. Its goals are the identification of patterns and the search for optimal methods of formation, training, education and human education.
Functions and Tasks
General pedagogy has two functions: theoretical and technological, and each of them can be implemented at three levels. The first is a description or explanation, diagnosis and prognosis, the second is projection, transformation, reflex. The tasks of general pedagogy are numerous, the main ones are four.
- To identify patterns in the processes of education, upbringing, training, management of education systems.
- To study and summarize the practice and experience of pedagogical activity.
- Pedagogical futurology (forecast).
- Introduce the results of the study into practice.
Pedagogical science, like any other, poses certain questions regarding its activities. There are many, but the main ones are three. Goal setting - why and for what to teach and educate? The content of training and education - what to teach, in what way to educate? Methods and technologies - how to teach and how to educate? These and many other issues of pedagogical science are solved daily.
Basic concepts (categories)
Parenting is a purposeful and lasting influence with the aim of accumulating by the pupil the necessary social experience to form his system of values accepted in society.
Education is a specially organized and purposefully managed process of joint work of a teacher and a student, which is aimed at the assimilation of knowledge, skills, abilities and methods of cognition, as well as the development of abilities and interest in cognition.
Education is the result of the process of mastering the system of knowledge, skills, and abilities in order to form on this basis the worldview of a moral personality and develop creative abilities.
Formation - under the influence of many factors - ideological, economic, social, psychological, and so on - the formation of man in society. It should be noted here that upbringing is far from the only factor through which a personality is formed.
Development is the realization of a person’s properties, intrinsic to him, inclinations and abilities.
Socialization - self-realization throughout life with the constant assimilation and reproduction of social culture.
Pedagogical activity is the professional activity of a teacher, where various means of influence on the wards and interaction with them are used to solve the problems of upbringing, training and education.
Pedagogical interaction - purposeful and deliberate contacts with the pupil to change his behavior, activity or relationship.
In the system of sciences related to the formation and development of personality, pedagogy is considered the most important, because all this is practically impossible without training and education - this purposeful process, when the teacher and student interact for the sake of transferring and assimilating social experience. Pedagogy is based on the achievements of literally all human sciences, therefore it is rapidly developing, developing methods and technologies for finding the most optimal ways of becoming an individual pupil, his education and upbringing.