At present, the integration of each field of knowledge into a single general scientific space is an indispensable condition. It is safe to say that today there are no disciplines that are closed only in themselves. The connection of pedagogy with other sciences is a topic that will be revealed in this article.
Historical facts
The connection of pedagogy with other sciences is a phenomenon equal in age to this very field of knowledge. From its inception, this discipline has been in close contact with others. This can be confirmed by the following facts. Pedagogy, like many sciences, initially did not have an independent status, but existed within the framework of a general philosophy.
The name of the discipline comes from the Greek "drive children." In the ancient world, teachers were called slaves who looked after the sons and daughters of their masters. The instructions of philosophers regarding pedagogical problems naturally took into account the division of modern society into classes. Thus, even then the connection of pedagogy with other sciences, in this case with sociology, manifested itself.
Further development of pedagogy
In the Middle Ages, this science also had not yet gained independence, its issues were considered, as a rule, in treatises of religious thinkers. As you know, before the first universities appeared, most of the scientific community was concentrated in monasteries. The monks wrote, including instructions on how to educate the younger generation.
As for the Russian state, the most famous work of that time, concerning the problems of pedagogy, was created by the ruler of the country Vladimir Monomakh and was intended for his children.
These teachings are also deeply religious in nature, as each of their positions is supported by quotations from the gospel and the heritage of the Holy Fathers.
Therefore, we can say that the connection of pedagogy with other sciences includes contacts with theology, which were laid down in ancient times.
Good parenting above all
The main connections of pedagogy with other sciences include continuous interaction with such branches of philosophical knowledge as ethics and aesthetics. The occurrence of these contacts can be traced by considering the principles of upbringing in the first schools for peasant children, which were based in Russia under Ivan Vasilievich Grozny.
Despite the fact that the education in such educational institutions was of a pronounced professional character, that is, children from adolescence were prepared for their future work, the main thing in this process was still not the transfer of any knowledge and skills, but the education of a worthy member of society . Usually such training was also based on religious dogmas.
The relationship of pedagogy with other human sciences
The science of training and education belongs to a number of so-called behavioral fields of knowledge, that is, their subject is a person. Therefore, the relationship of these disciplines is obvious. In the first chapters of this article, several sciences were mentioned with which pedagogy has been in contact since ancient times. These ties never broke, but only strengthened over time.
Among other disciplines aimed at the study of man, pedagogy is closely and inextricably linked with psychology. It is important to note that this interaction is carried out at several levels: first of all, it must be said that it uses many terms that it borrowed from psychology. Even in textbooks on the basics of general pedagogy, there are such concepts as the thought process, memory, feelings and so on. For the first time, it was precisely the science of the human mental processes that began to operate with these terms.
In addition, the branch of knowledge about education relies in its practical research on information about the age characteristics of children, the formation and development of their psyche, and so on. Therefore, at this level, the connection between preschool pedagogy with other sciences (in particular, psychology and physiology) and other sections of the discipline about training and education with these areas of knowledge is clearly traced.
Understanding the basics of psychology and physiology is necessary for everyone involved in pedagogical activities. The connection of preschool pedagogy with other sciences follows the same principles. Many comprehensive studies have been carried out at the junction of these areas of knowledge. Most clearly, this relationship is noticeable in works on the education and upbringing of children of different ages. Such problems are dealt with by a special section in the general structure of pedagogy (the connection of pedagogy with other sciences, in particular, with physiology and psychology, is fundamental). Without taking into account knowledge about the structure of the human body, it would be impossible to develop hygienic standards for conducting school classes, that is, to establish the optimal duration of the lesson, the frequency of vacations, and so on. The connection of preschool pedagogy with other sciences, as already mentioned, takes place according to similar principles.
Foundation basis
How is the interaction of various sciences? The main forms of communication between pedagogy and other fields of knowledge will be described in this chapter of the article.
First of all, the interaction takes place at a theoretical level. So, the conceptual apparatus of some branches of knowledge is often used in other sciences. Information about some philosophical issues that are considered, including from the point of view of pedagogy, can also have interdisciplinary significance.
For example, topics such as the relationship between training and education, the priority of one or another of these areas in the pedagogical process, and so on, are general philosophical problems and issues considered by pedagogy.
Integrated research
The forms of relations between pedagogy and other sciences can also include interaction in conducting some research. Such cooperation of specialists is most often carried out by representatives of human sciences. One and the same phenomenon can be considered from the point of view of each of these areas in its own way.
For example, a lesson in an ordinary comprehensive school can be analyzed from the point of view of pedagogy as an example of the use of innovative methods, while psychologists can study the same process by conducting research on the behavior of modern adolescents, and sociologists will probably be interested in the difference in the perception of educational material in children from different social strata.
Not only an opportunity, but also a necessity
Many scientists say that the relationship of pedagogy with other sciences is not only possible, but also one of the indicators of the normal development of this branch of knowledge. They argue that if a scientific work devoted to a particular problem of education or training does not rely on data obtained from other disciplines, then this fact indicates the authors' irresponsible attitude to their work.
Different sides of one phenomenon
Man is a subject of pedagogy. The connection of pedagogy with other sciences is primarily based on this fact. Many experts say that for the successful implementation of mutually beneficial activities, representatives of each branch of knowledge should clearly distinguish their research area. Each individual science is obliged to fulfill its inherent only one function in the general process of obtaining knowledge about human life.
Compliance with this condition ensures fruitful interaction between representatives of all fields of knowledge. Also, some experts say that cooperation should take place only at the time of the appearance of any issues that require comprehensive research. Otherwise, such interactions take on the character of work done in order to “tick”. Such experiments, as a rule, do not have any practical value.
The relationship of special pedagogy with other sciences
An important issue is the interaction of the education and training knowledge branch with medicine. Such cooperation has a pronounced practical value, since without it the section of correctional pedagogy would not exist. This branch of science deals with the implementation of the educational process when working with children with developmental disabilities.
This section is relatively young, since the question of training and education of people with special educational needs began to be considered only in the twentieth century. It goes without saying that this branch of pedagogy relies in its research on data provided by various branches of medicine.
Pedagogy in the Information Society
Sociologists argue that currently there is a change in the form of existence of society from an industrial society to an information society. That is, the leading type of activity - production, is replacing a new type of work - the development of information. Statistics say that already in Europe more than 40% of people are involved in this area. Accordingly, technical means such as a computer, smartphone and other devices are becoming increasingly important for humans.
It is no coincidence that, according to the new educational standard, approved several years ago, schoolchildren must learn keyboard skills at the same time as writing letters. From class to class, children acquire new knowledge and skills regarding interaction with the world of technology. So, we can say that the connection of pedagogy with other sciences was replenished with interaction with such branches of knowledge as technology and cybernetics.
The collaboration of pedagogy with psychology today
According to the same Law on Education of the latest edition, as well as the educational standard, in the modern process of education and training it is important not only to give knowledge, but also to instill in the child the ability to independently receive it. The principles of information retrieval in a worldwide computer network are also taught to children as an integral part of educational competence.
Therefore, it can be argued that at present the role of psychology in the development of pedagogical science is as high as ever. New teaching methods and techniques are being developed that take into account data obtained by the science of thought processes.
Important calculations
Along with other sciences, pedagogy also works closely with mathematics. As an example, we can cite the fact that without relying on logical conclusions and statistics, it would be impossible to plan the location of schools, as well as to take into account their necessary capacity and technical equipment, in a modern metropolis. This branch of knowledge gives pedagogy information about how many children live in a particular area, what is their national composition, belonging to one or another social class, and so on. All this, of course, is taken into account when building new educational institutions.
In addition, population data play an important role. Statistics of the so-called demographic holes, that is, a decrease in the birth rate in a given year, is also extremely important for specialists working in the Ministry of Education. Such information can be useful in drawing up plans for the construction of new educational institutions, as well as in other calculations.
Conclusion
This article examined examples of the relationship of pedagogy with other sciences. Several chapters provide information on how this branch of knowledge has collaborated with other sciences throughout its development history. The last part of the article is devoted to the modern interaction of the science of parenting education with other branches of knowledge about a person and the world around him.
It is worth noting also such an important fact: the connection of pedagogy with other sciences is not a static fact, but constantly changing under the influence of various conditions, such as the political and social situation in the country, the emergence of new technical achievements, economic conditions, and so on.
But, as already noted, the cooperation of representatives of different fields of knowledge is an integral part of modern research activities. Without it, the full development of science is impossible.
The material in this article may be useful to students of pedagogical educational institutions in preparing for exams in specialized subjects.