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For example, one of the options for such a scheme could be as follows:
1) studying the personality of the student and student groups;
2) familiarization with the norms of good manners;
3) impact on sensory feedback;
4) identifying opinions, attitudes, assessments;
5) inclusion in specific actions;
6) behavior education;
7) approval of the position and character [N. I. Azizova].
From the point of view of the content of educational work, the school today has
developed clear, strategically defining documents, which characterize the final goal
of the teacher. But the procedural side of the educational system can vary and depend
on the technology used by the teacher.
Full and accurate use by a teacher of technologies developed by scientists is a
difficult, sometimes impossible thing. What is the reason?
Educators deal with highly complex, constantly changing entities that include
countless connections and influences — children’s personalities and children’s
groups. The uniqueness and unpredictability of these objects does not allow us to act
in relation to them in accordance with any, even the most advanced technology.
Technology presupposes the presence of a result, but the peculiarity of the
education process is that we can obtain and observe the result not only tomorrow or
in a month, but in years.
Pedagogical activity, in addition to the use of technology, includes
relationships / experiences in the form of an emotional component, which makes the
figure of the teacher significant and unique. Each child’s emotional sphere and
methods of personal response are purely individual, and children’s perception of the
teacher and his educational influences is different.
Thus, the technological process in the field of education cannot be considered
universal; it only complements the scientific approaches of pedagogy and
psychology, enriches one’s own vision of the process of education of a particular
teacher and educator, and is prescriptive in nature.
As technologies, we can cite various concepts that were developed and put into
practice by various innovative teachers.
But we must take into account that there are many cases when a teacher has a
legendary, well-known pedagogical system and technology, the techniques of which
cannot be repeated, since they are inseparable from an outstanding personality and
the spiritual atmosphere that he creates.
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Test questions and assignments
1. What is pedagogical technology and educational technology?
2. Why is education technology only prescriptive in nature?
Recommended literature
1. Азизова, Н. И. Гуманистическая функция приемов воспитания: дис. …
канд. пед. наук / Н. И. Азизова. — Махачкала, 2004. — 179 с.
2. Гузеев, В. В. Основы образовательной технологии : дидактический
инструментарий / В. В. Гузеев. — Москва : Сентябрь, 2006. — 191 с.
3. Национальная инициатива «Наша новая школа». — URL: http://nasha-
novaya-shkola.ru/?q=node/4 (дата обращения 15.09.2016).
4. Селевко, Г. К. Воспитательные технологии / Г. К. Селевко. — Москва :
НИИ школьных технологий, 2005. — 320 с.
5.3. MODERN DOMESTIC CONCEPTS OF EDUCATION
When a radical, fundamental change in social relations occurs,
property is redistributed, established economic structures are broken,
political power, legislation and moral orientations become opposed,
painful changes inevitably occur in the public consciousness
and, as a consequence, in ideas about educational values.
B. T. Likhachev
In Russia, starting from the first days of post-revolutionary reality, the new
society was puzzled by the idea of creating universal concepts for educating a new
generation. There were many finds, but also many failures.
In Soviet times, education had a pronounced ideological character; one single
point of view was recognized, which was dictated by the Communist Party and
government bodies. During the period of perestroika in the 90s, de-ideologization of
education and upbringing was announced in Russia. For several decades the state
existed without any doctrine or concept of education. Against the backdrop of
decommunization, teachers and methodologists found themselves “empty-handed,”
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which led to the school’s refusal to consistently introduce children to social life and
to organize the life of a children’s community within the school’s walls.
The problem of education has been particularly relevant for the third decade of
post-Soviet society. A vague idea of the value guidelines of society has been causing
confusion in the theory, methodology and practice of education for quite a long time.
Today the situation has improved, as strategic documents have appeared that
define the state’s requirements for educating the younger generation, characteristics
of the national educational ideal have been developed, and tasks for the development
of children and youth have been defined. This situation is illustrated by the results of
a survey of teachers conducted by a team of researchers led by Professor
I. V. Vachkova. Teachers from various educational institutions named the following
educational tasks as paramount:
1) formation of an individual who knows how to make choices — 37 %;
2) formation of spiritual and moral personality — 11 %;
3) maintaining and improving health — 11 %;
4) education of citizenship and patriotism — 11 %;
5) all of the above — 20 %;
6) not named — 10 %.
In the Federal Law “On Education in the Russian Federation” (dated
29.12.2012 № 273-FZ), education is placed in the first place in relation to learning;
today it is given a leading role in spiritual and moral development. It is acquiring an
independent role in strengthening the unity of Russian society.
The Strategy for the Development of Education in the Russian Federation for
the period until 2025, which is aimed at implementing the Federal Law “On
Education in the Russian Federation,” speaks of the importance of forming a new
generation and education is identified as the key tool for solving this problem.
The state sees the main directions for the development of education:
1) development of social institutions of education: support for family
education, development of education in the education system, expansion of
educational capabilities of information resources, support of public associations in the
field of education;
2) updating the educational process taking into account modern scientific
achievements based on domestic traditions: civic and patriotic education, spiritual
and moral development, introducing children to cultural heritage, physical
development and health culture, labor education and professional self-determination,
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environmental education [Strategy for the development of education in Russian
Federation for the period until 2025].
In the materials and documents of the federal state educational standards
(FSES) for primary and general education, the content of educational work is
presented in several aspects: it is reflected in the content of subject areas, in
extracurricular activities, as well as in special sections where specific areas are
indicated. Thus, in the content of educational tasks in the structure of the main
educational program, the following areas are fixed:
- spiritual and moral development, education of students, the basis of which is
the national values of Russian society;
- creating a culture of a healthy and safe lifestyle that ensures the preservation
and strengthening of the physical, psychological and social health of children
[Federal State Educational Standards of the primary general education, 2015].
The leading provisions of the standards for all levels of education are that:
- education is recognized as a priority in school education and in the process of
socialization of the child’s personality;
- the defining relationships in education are subject-subject relationships;
- raising a child should be guided by national culture.
The federal state educational standard for primary general education contains
one of the leading concepts — the spiritual and moral development of the child,
which provides for his acceptance of moral norms, moral guidelines, and national
values.
The objectives of education in the Federal State Educational Standard of
primary general education are reflected in the personal results of mastering the main
program of primary general education, namely:
1) formation of the foundations of Russian civil identity, the formation of
humanistic and democratic value orientations;
2) the formation of a holistic, socially oriented view of the world in its organic
unity and diversity of nature, peoples, cultures and religions;
3) formation of a respectful attitude towards other opinions, history and culture
of other peoples;
4) mastery of initial adaptation skills in a dynamically changing and
developing world;
5) acceptance and mastery of the social role of the student, development of
motives for educational activities and the formation of personal meaning of learning;
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6) development of independence and personal responsibility for one’s actions,
including in information activities, based on ideas about moral standards, social
justice and freedom;
7) formation of aesthetic needs, values and feelings;
8) development of ethical feelings, goodwill and emotional and moral
responsiveness, understanding and empathy for the feelings of other people;
9) development of skills of cooperation with adults and peers in different social
situations, the ability not to create conflicts and find ways out of controversial
situations;
10) formation of an attitude towards a safe, healthy lifestyle, the presence of
motivation for creative work, work for results, caring for material and spiritual values
[Federal State Educational Standards of primary general education, 2015].
At the same time, the standard includes new mandatory extracurricular
activities aimed specifically at solving educational problems.
In the context of the requirements of the Federal State Educational Standard,
non-curricular activities involve the creation of conditions that ensure the
development of the creative potential of the individual, his social maturation, the
formation of civic responsibility, preparation for life in new conditions by providing
students with a wide range of new educational programs of educational orientation,
maximum integration of the potentials of basic and additional education .
Education at school should take place through the joint activities of adults and
children, children with each other, in which the only way is the appropriation (and
not just recognition) of values by children. At the same time, education
fundamentally cannot be localized or reduced to any one type of educational activity;
it must embrace and permeate all its types: academic (within the boundaries of
different disciplines) and extracurricular.
In the basic curriculum, the following main areas of extracurricular activities
can be distinguished: sports and recreation; artistic-aesthetic, scientific-cognitive;
military-patriotic, socially useful and project-based. Extracurricular activities can be
organized in various forms: excursions, conferences, clubs, round tables, sections,
debates, olympiads, school scientific communities, search and scientific research,
competitions, socially beneficial practices, etc.
The main provisions of the educational doctrine of the younger generation are
also presented in the Concept of Spiritual and Moral Education of Russian
Schoolchildren, which was developed in accordance with the requirements of the
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Law “On Education” (Article 7 “Federal State Educational Standards”, Article 9
“Educational Programs”).
The concept formulates the highest goal of education — “a highly moral,
creative, competent citizen of Russia, accepting the fate of the Fatherland as his
personal, aware of responsibility for the present and future of his country, rooted in
the spiritual and cultural traditions of the Russian people” [A. Ya. Danilyuk,
A. M. Kondakov, V. A. Tishkov].
Citizenship is considered one of the key competencies of a modern person.
From elementary school, the child prepares for a responsible and meaningful life and
activity in a democratic state of law and civil society.
The concept defines basic national values that must be preserved through the
system of traditions of the people and passed on from generation to generation,
ensuring the successful development of the country.
In connection with the introduction of the Federal State Educational Standard,
an educational organization must strive to achieve certain educational results:
personal, meta-subject and subject. In this triad, the results of education are precisely
personal results that reflect the solution of educational tasks, namely:
- formation of the foundations of Russian civic identity;
- formation of a holistic, socially oriented view of the world;
- formation of a respectful attitude towards other opinions, history and culture
of other nations;
- mastering the skills of adaptation to a changing world;
- formation of motivation for learning and self-education;
- development of independence and responsibility;
- development of ethical feelings and character qualities;
- aesthetic, labor and physical education of the individual [FSES PGE, 2015].
The planned personal results of the education of schoolchildren are reflected in
the main educational program of the educational institution, which offers three main
components of a child’s personal growth that determine his everyday behavior in
society: knowledge, relationships, and experience of action. On this basis, an idea of
three levels of educational results is given.
“The first level of results is the acquisition by students of social knowledge
(about the structure of society, social norms, socially approved and disapproved
forms of behavior in society, etc.), a primary understanding of everyday life and
social reality. To achieve this level, the interaction of the student with his teachers (in
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basic and additional education) as significant carriers of everyday experience and
positive social knowledge is important for him.
The second level of results is that students gain experience and a positive
attitude towards the basic values of society, a value-based attitude towards social
reality as a whole. To achieve this level, the interaction of students with each other at
the level of the class, educational institution, that is, in a friendly, protected, prosocial
environment in which the child receives (or does not receive) the first practical
confirmation of acquired social knowledge, begins to appreciate it (or from — verts).
The third level of effectiveness is for students to gain initial experience of
independent social action and to form socially acceptable models of behavior in younger
students. Only in independent social action does a person truly become (and not just
learn how to become) a citizen, a free person, a social activist. To achieve this level, a
special role is played by the student’s interaction with representatives of various social
actors outside the educational institution, in an open public environment” [Approximate
basic educational program of primary general education, 2015].
The appearance of the above-mentioned laws and documents caused a revision
of the attitude towards the problem of raising a child, but it cannot be said that work
on finding methodological and methodical foundations for education in Russia had
not previously been carried out.
All these years, pedagogical practice has not stood aside; a number of new
progressive educational concepts and technologies have been developed, although
some of them have not yet been fully experimentally tested, are only a local idea of
how it should be, and do not contain a comprehensive scientific platform and
methodological support.
Let us present a summary table (table 3) of modern domestic concepts of
education, including brief information about the purpose, content, principles and
mechanisms of education.
Despite the many fundamental differences between the above concepts, it is
possible to identify a number of similar provisions in each of them: firstly, they are
all based on humanistic positions and approaches to raising a child; secondly, the
subjective position of the child’s personality and its inclusion in the psychological
and pedagogical process of education are paramount; thirdly, the result of education
is always determined by many determinants of this process; fourthly, there is an
increasing role of the state in determining the strategic goals of the education system
of the younger generation and, as a consequence, an increase in the number of
subjects of education; fifthly, the modern process of education presupposes the
freedom to self-realize the interests and needs of the individual in all their diversity.
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Table 3
Domestic concepts of education
Author
of the concept
Concept name
Target
The concept
of “education”
Principles
of education
Contents of the
educational process
Educational
mechanisms
Amonashvili
Shalva
Alexandrovich
The concept of
person-centered
education
Formation,
development and
education of a noble
person in a child by
revealing his
personal qualities
(soul and heart,
cognitive powers)
Education is the
creation of the
opportunity to choose
ways of creative selfrealization of the
individual and his
cultural selfdevelopment, the
implementation of
socio-pedagogical
protection, assistance
and support for each
child in his adaptation
to society and selfdetermination in life
Systematic principle.
The principle of
humanizing the
environment around
the child, respect for
his personality,
patience in the
process of his
formation. The
principle of
cooperation.
Rejection of the
rating system
Understanding
childhood as the
most important stage
of life, with its own
complex problems
and experiences,
which must be
recognized and
accepted by the
teacher. Denial of
authoritarian,
imperative
(command)
pedagogy
The mechanism of
education is offered
to the child and the
teacher through
sympathy, help, and
empathy. A
respectful attitude
towards the child, his
opinion, kindness
and understanding is
mandatory. Much
attention is paid to
the methodological
culture of the
teacher, the
possibility of
heuristic pedagogical
thinking
Bodalev
Alexey
Alexandrovich;
The concept of
youth education
in the modern
world
Comprehensive
personality
development
Education is
supporting a growing
person in the process
of interaction, co-
Personal approach.
Natural conformity.
Cultural conformity.
Humanization of
Introducing students
to the value system;
identifying the
creative potential of
The mechanism of
education is to create
conditions for
maximum disclosure
119
Author
of the concept
Concept name
Target
The concept
of “education”
Principles
of education
Contents of the
educational process
Educational
mechanisms
Malkova
Zoya
Alekseevna;
Novikova
Lidiya
Ivanovna
creation and
cooperation between
a child and a teacher
interpersonal
relationships.
Relying on the
feelings of students
children; formation of
a sense of freedom,
the ability to objective
self-esteem;
respect for the rules
and norms of living
together; fostering a
positive attitude
towards work
of the potential
capabilities of each
individual
Bondarevskaya
Evgenia
Vasilievna
Personalityoriented cultural
concept
Formation of a
person as a bearer
of culture, who
contributes to its
preservation and
strengthening, who
himself becomes a
creator of culture,
capable of cultural
self-development
Education is the
process of
pedagogical
assistance to a child
in the development of
his subjectivity,
cultural identification,
socialization, and
self-determination in
life
Natural conformity.
Cultural conformity.
Individual and
personal approach.
Value-semantic
approach.
Cooperation
Life creativity.
Socialization.
Formation of
experience of civil
behavior;
accumulation of
experience in living
emotionally intense
situations of humane
behavior; children's
mastery of situations
of real responsibility
and independence:
decision-making,
free choice of
actions, methods of
The mechanism of
education is based on
the subjective
experience of the
individual with his
values and meanings,
skills and abilities,
social skills and
modes of behavior
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Author
of the concept
Concept name
Target
The concept
of “education”
Principles
of education
Contents of the
educational process
Educational
mechanisms
self-regulation of
behavior in all
spheres of life
Grebenyuk
Oleg
Semenovich
Concept of
pedagogy of
individuality
Providing each
child with the
opportunity to
develop individual
personal qualities
Education is
individualization,
which is considered
within socialization
Anthropological
principle. The
principle of
individualism. The
principle of reality of
human existence.
The principle of
freedom of
independent human
development. The
principle of
motivation. The
principle of selfrealization. Principle
of integrity
Fostering three types
of values: respect for
cultural heritage, the
value of social
integration and the
value of individual
development.
Formation of
motivational,
volitional,
emotional,
existential spheres
of personality,
spheres of selfregulation and
subject-practical
activity
The mechanism of
education consists of
relying on the
psychological, social,
moral and physical
bases of the
individual, on the
versatile activities of
the child, expanding
the scope of his
emotional and
intellectual abilities,
forming a holistic
individuality and a
healthy personality
Gazman
Oleg
Semenovich
Pedagogical
support concept
Formation of a
harmonious,
comprehensively
developed
personality
Education is a
specially organized
process of presenting
socially approved
values, normative
Humanistic
principles
Education of basic
culture involves the
formation of a
culture of life selfdetermination of the
The mechanism of
education is
expressed in the
organization of
pedagogical support
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