The history of pedagogy as a science is briefly reviewed in many educational humanitarian programs. You can familiarize yourself with it by studying thematic publications, textbooks, and articles. The topic is quite interesting, because pedagogy originated in ancient times and has since been actively improved, although the path of development is quite uneven. Consider what is at stake and what kind of discipline it is.
How it all began
According to experts on this issue, it is rather difficult to formulate all the important provisions and stages of the history of pedagogy as a science briefly, for too long this direction has existed. And it is too important for human society. Activities dedicated to the upbringing of younger generations are controlled by the conditions of society, improved, and changing. The prenatal community and clan system assumed the transfer of moral and material experience to the younger ones through work and interaction with the elders.
At that time, experience was the key and main way of transmitting information, while being simple. Accordingly, there was no particular need to single out educational work in a specialized field that should be trusted by a professional. There were no special institutions or persons responsible for upbringing at that time.
As can be learned from publications that describe the history of pedagogy and education briefly, official sources have come down to our days reporting the existence of an ancient Egyptian school. This information is believed to have come to us from the depths of centuries: the school existed two and a half millennia before the current era. The responsibility for training at the first educational institution was vested in the priestly class. In most families, however, children were taught by parents or other relatives.
Situation progress
As publications devoted to a brief history of pedagogy and education tell, after moving away from the clan system, upbringing has become a social function that has received full independence. In those days, the need was already formed to generalize the experience accumulated by civilization in the aspects of educating the younger generation. As modern man knows, even Thales in antiquity spoke of educational aspects. Quite curious, and moreover, fabrications are practiced to the present day, the authorship of which, as is believed, belongs to Epicurus, Socrates.
No less significant are the thoughts and works of Plato, Heraclitus. Aristotle, Democritus played a role in the formation of education as a science. The period of development of ancient Greek society is the time when the term “pedagogy” first appeared. Over time, it was he who remained in history as the main word reflecting educational science. At the same time, other terms were formed: gymnasium, school.
In short, the history of the development of pedagogy begins with Socrates. It is this ancient Greek leader who is revered as the founder of science. Information has reached us that he taught dialogue, polemics, and set himself the goal of forming the audience’s ability to think, obeying logic. It is known that during class the philosopher provoked the students to think about the controversial object so that they themselves understood the absurdity of the original formulation. He only directed the audience so that she herself would achieve the correct outcome of reasoning. This method was even named after the ancient Greek thinker, and today it is known as "Socratic". The approach is based on questions and answers through which learning to think is realized, obeying logic.
Antiquity: the development of ideas
If we list the main milestones in the history of the development of pedagogy briefly, after Socrates it is necessary to note Plato and the era of his activity. This philosopher became the founder of a new school, named after him by the Platonic Academy. The main idea of learning was the pursuit of joy derived from knowledge.
Next came the school of Aristotle. The peripatetic education realized through it was aimed at giving students an idea of the culture of a person as a whole. It was Aristotle who was the first to suggest talking about periods and ages to which the education of the listener should obey. He believed that educational work strengthens the political system.
It is known that Aristotle was the first to speak about the need for state control over the educational process. He promoted the idea of the need for equal education by each resident of the state.
Renaissance
This stage, even in the shortest history of pedagogy, is considered in sufficient detail, since it has greatly influenced science and society as a whole, on the perception of the need to educate and educate new generations. During the Renaissance, pedagogical thoughts developed very actively, and the figures and thinkers who existed in Europe at that time created many progressive teachings.
Many new ideas were put forward, quite interesting and promising. Many leaders of that era criticized scholasticism and opposed the memorization so often used in the educational system. At the same time, work was actively carried out in the field of humanization of relations with the child. Figures of pedagogy promoted the idea of liberating the individual from asceticism imposed by religious dogmas.
From the brief history of pedagogy, it is known that this phenomenon became a separate, independent science at the beginning of the 17th century. Previously, the direction was only part of the philosophical scientific block, but the efforts of Bacon gained autonomy. In the Renaissance, Comenius, a well-known teacher from the Czech Republic, worked in the field of pedagogy. His works consolidated the status of independent science.
Through the efforts of Comenius, a specific pedagogical progressive system appeared, relevant both during the period of activity of this scientist and at the present time. The main technique promoted by the activist was to work with children in a way that was interesting and joyful to them. If earlier classes were structured so that they rather averted the younger generation from knowledge, Comenius realized that it would be much more promising to work, initiating joy in children in the learning process.
Continuation of work
In a brief history of pedagogy, Locke is usually mentioned after the name of Comenius. He was the first, as you know, to offer a system of continuing education for the younger generation. He believed that moral improvement is an extremely important educational aspect. To improve work with children, he resorted to visual learning technology, becoming a pioneer in this direction. Theories, ideas put forward and formulated by a Czech specialist are still useful today.
New trends and suggestions did not go unnoticed by the public, and soon the Comenius theories began to be actively developed by other thinkers and teachers, philosophers and psychologists of Western Europe. Especially significant are the Englishman Locke and the Frenchman Rousseau. The studies of Herbert, Pestalozzi, and Dysterweg have reached our days.
Locke in particular spoke of education and its foundations in human psychology. They paid a lot of attention to the moral improvement of the person. Locke believed that a child does not have innate qualities. To some extent, it can be compared to a blank board.
The views were different
Rousseau and his ideas occupy a considerable block in any publication, material devoted to a brief history of pedagogy. This thinker and philosopher did not agree with Locke and considered the child to be perfect by nature. He considered upbringing to be a job in the course of which one must remember the interests of the person and the inclinations of the person. Work should not interfere with the progress of a perfect personality.
The task of an adult, according to Rousseau, is to provide the child with maximum freedom. Such reflections became the basis for the formation of a new approach in pedagogical science. He was called free education. Another term associated with this idea is pedocentrism.
One of the main works of Rousseau, attracting the attention of researchers at the present time, is published under the heading "Emil, or On Education." In this work, Rousseau described in detail his views on pedagogy. Here the book educational approach is criticized, far from the realities of life. If we even study briefly the history of the development of pedagogy as a science, it becomes clear that initially education was far from reality, therefore not effective enough, and it was Rousseau who gave a new impetus, breathed new ideas into this topic, suggesting that the younger generation teach what is interesting and attractively specific personality.
This ensures that the learner is active in the work process and is interested in education. Rousseau offered to trust the rising generation self-education. He was considered one of the key advocates of the idea of independent thinking and the formation of such in children through active education and the most obvious connection between learning and reality. Rousseau spoke about the importance of personal life experience, and hence labor education.
Switzerland: new thoughts
Pestalozzi, a well-known Swiss figure who has devoted himself to the problems of upbringing and education, is also mentioned in any publication and textbook that tells, albeit briefly, the history of pedagogy. Sources of knowledge on this topic describe Pestalozzi as a successor to the ideas of Rousseau, who substantially developed the theory of the great Frenchman. The Swiss believed that education aims at the formation of humanity and a harmonious personality, aimed at developing the abilities of a particular person.
Modern figures believe that Pestalozzi is especially valuable and respected, because he was able to create didactics for primary education, laying the foundations for this area. He formed approaches to learning speech, counting. Through his research, more diverse basic information became available. He included geography, geometry in the educational program, proposed to entertain children with gymnastic practices, teach them to sing and draw.
From the 18th century, based on the experience already accumulated by this time, teachers began to be trained professionally, specializedly, focusing on calculations and sayings, studies made by the mentioned specialists.
And what is in our country?
If we consider briefly the history of Russian pedagogy, we should turn to the ancient period. It is known that the school first appeared in 1030. Such an institution was created to educate three hundred children. The first responsible school appeared in Novgorod. After some time, Simeon of Polotsk, interested in this issue, did an exceptionally great job. In particular, in 1664, a language school appeared in his capital. This existed at the Spassky monastery.
The institution was opened for teaching children Greek language, Slavic speech and Latin. It is known that it was Polotsky who was responsible for the education of the royal children, including Sophia. Peter the Great was also brought up under the vigilant watchful eye of this famous domestic teacher, who believed that one of the key factors in improving a child is a parental example. He also referred to the especially important phenomena as the environment in which the child lives, and the teachers with whom he interacts.
If we look briefly in relation to our country the history of the emergence of pedagogy, you can not ignore the work of Lomonosov. He is revered as a scientist who has made perhaps the most significant contribution to this field of knowledge. It was he who created two basic textbooks - on Russian grammar and devoted to rhetoric. No less significant and important were the work of Novikov, who set himself the goal of creating respect for work in children, friendly behavior and the ability to sympathize with others.
Times and Needs
Publications that briefly review the history of the emergence of pedagogy as a science in relation to Russia necessarily touch upon Tolstoy's unique experiences and experiments carried out in his own estate. Yasnaya Polyana - this name is known to almost any of our compatriots. It was here that the great humanist organized an elementary educational institution to work with the children of peasants.
He created his own unusual educational approach, which he put into practice. The main task that Tolstoy set for himself was the formation and improvement of the independence of children who are able to create. He sought to implement free education. It was Tolstoy who wrote the ABC, which became the main textbook for elementary school education.
The next important name to remember when speaking about the history of pedagogy and education is Ushinsky. His efforts formed a unique unified system of didactics, whose hallmark was a comprehensive approach to the issue. The heart of the theory was the democratization of education and the need for public education. He urged to consider the creative power of the people and recognize the right of everyone to education.
The main goal that Ushinsky formulated in relation to the educational process was to create a full-fledged and able to create an active person, ready for work. The latter was considered as the highest format of human activity.
Soviet period
Publications devoted to a brief description of the history of modern pedagogy, in general terms, consider the period of Soviet power. In the last century, pedagogical ideas were distinguished by specific dynamic development, due to the unusual nature of the social system. Schools of that period focused on information education. The task of this was to develop useful skills in the audience, to give listeners meaningful skills and to present important knowledge in real life.
Education in an allied power was a means of solving social difficulties. The authorities set themselves the goal of providing everyone and everyone with access to literacy and teaching all residents the bases. One of the state tasks was to increase the level of education of the general population. The society needed highly qualified specialists, and equally in the field of culture and industrial activity.
To solve this problem, numerous schools were organized aimed at fulfilling the social order. Institutions were responsible for creating a specific type. Training and education clearly obeyed ideology.
Latest time
In short, the history of the newest school and pedagogy is divided into four major periods:
- the beginning of the last century;
- stage between wars;
- second half of the twentieth century;
- the turn of the millennium.
The countries of Europe have become leaders and beacons of development for the whole world. In Asian countries, the importance of the educational movement is only growing. Each stage was characterized by specific developmental features.
In our country, one of the special incentives was the increasing global volume of information, as well as the skills and knowledge that people need in order to be successful in society. At the same time, childhood and the experience of various educational institutions are being studied more actively, and this creates an additional burden. A distinctive feature of the education of our days is the abundance of pedagogical centers.
The development of pedagogy is largely due to the complex social situation and the tense atmosphere, and this is especially noticeable if we turn to publications that briefly cover the history of special pedagogy. Revolutions, local and global wars - all this affected the sphere of education. The problems of pedagogy are closely linked to politics, and school reform is taking place with the participation of political entities.
Features
As you know, in our country, pedagogy is developing in close cooperation with Western institutions. In recent years, international organizations and systems, associations, and educational communities have been particularly relevant. Now there are the latest libraries and magazines designed to combine the experience of teachers from different parts of the world. The problems they face are addressed by philosophers and psychologists. They are engaged in sociology and the natural sciences.
As can be seen from the materials devoted to the shortest possible history of the formation of correctional and special pedagogy, the nature of the educational process has changed in recent years, and current educational systems are actively criticized.Schools seem outdated and do not correspond to the realities of our lives. Many believe that they do not meet the needs of children. Moreover, the preparation should be qualitatively completely different.
Social aspects
Quite curious are the materials devoted to a brief description of the history of the emergence of social pedagogy. The foundation of this phenomenon is the traditional perception of education and upbringing as a means of relaying the culture of the past, while young people receive information about previous generations and learn universal cultural elements. Persons who choose social pedagogy as their occupation area are interested in the systematic updating of academic studies, without violating the established boundaries of the standard program.
Social improvement is the concept of considering society as the main condition for personal development and growth. Education allows you to absorb cultural values, which means that students can fit into society. Social and biological factors mutually influence each other and each student, and the external influence of the environment helps to somewhat smooth out the effect of heredity.
In short, the history of correctional pedagogy began with the idea that the school is an educational social condition, a model of the environment and society in which the teacher is the main bearer of values. To familiarize in more detail with the provisions of this approach, one should turn to the works of world famous thinkers.
The most important is the French school, represented by Bourdieu, Capel, Maggot, Croet. These scholars honor the determinism of society as an axiom, and it is with it that they explain the significance of changing the current educational system. In work, you need to focus on economic changes, remember the structure of a busy society and the ratio of time that a person spends on himself and work.
About social pedagogy in more detail
There is nothing surprising in the fact that this direction is especially strong in France, and mainly bright minds that develop the topic come from here. The ideas of social pedagogy are well combined with the public commitment of this power to intellectual education, which is considered as the basis of human culture.
Adherence to intellectualism in many respects influences the formation of the local school, determining the interconnections between the environment and education. Traditional social education leads to abuse in the management of the work process, and this is highly condemned by French thinkers.
Social pedagogy has found numerous adherents in the Asian powers. This is especially noticeable when analyzing Indian and Japanese schools.