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public life; child abuse; sexual promiscuity; increase in the number of divorces;
alcoholism and drug addiction of parents, etc.
The modern family does not effectively resist the negative influence of
spontaneous society, the street, and the aggressive information environment. The role
of the traditional family lifestyle is decreasing compared to the value systems of
previous generations.
Society
The beginning of the 21st century is characterized by global changes in society,
the natural environment, the economy, and culture. It is difficult for a person to adapt
to them. It should be taken into account that in the modern world the process of a
person’s assimilation of values, norms of behavior and the realization of personal
potential is becoming more complicated. The current post-industrial society, which
accelerates all life processes, is characterized by a hyperactive crisis lifestyle, which
often leads to a person’s uncertainty about the future and high stress in various areas
of life, including education.
Among the factors that significantly influence the values of modern children,
many researchers name the field of information technology. Cyberspace is changing
the areas of communication, cognition, and leisure, which are increasingly important
in a high-tech society.
Passive uncontrolled consumption of information by a child increasingly
displaces active forms of leisure, creativity, cognition, forms rigidity of thinking,
deprives children of direct communication with each other, and leads to many
negative forms of behavior — embitterment, aggressiveness, and conflict.
Particularly worrying is the spread of aggressive behavior, extremism, ethnic
intolerance, and intolerance. The situation is aggravated by the fact that children are
under severe pressure from the information space, filled with stories of cruelty,
violence, and sex. This causes enormous harm to the moral development of children,
deforms their psyche and, ultimately, undermines the foundations of education.
Many researchers point out that the modern child’s subjectivity is minimally
encouraged, that is, he is deprived of the opportunity to make independent decisions,
make mistakes, and look for ways out of situations of varying degrees of complexity.
Moreover, the child is deprived of activity in all areas of development: both in the
family and at school.
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Educational organizations
Various government legislative and strategic documents point to education as a
key tool in shaping the new generation. The educational function of educational
organizations is an integral part of education. It is interconnected with education, but
is separated into an independent activity [Strategy for the development of education
in the Russian Federation for the period until 2025].
A modern educational institution faces the task of educating a new generation
of citizens. A global reform has begun in Russian education, which is based on the
formation of a national educational ideal focused on basic national values. Among
them are nature, science, creativity, art, humanity, citizenship, patriotism, social
solidarity.
The modern national educational ideal is the goal of the educational system of
any educational organization, which is presented in the form of the result of
education — a highly moral, creative, competent citizen of Russia.
The activities of an educational institution should be aimed at the formation of
a moral, personal development, socially open way of life, which will effectively
fulfill the social order of three institutions: society, state and family.
Society expects to receive from an educational organization at any level
(preschool, primary, secondary) first of all the safety and education of a healthy
lifestyle for its future citizen, instilling in a child freedom and responsibility, an
understanding of social justice and solidarity.
The state prioritizes the formation of national unity based on the education of a
competent citizen, the development of human potential, the education of a
competitive individual who is willing and able to self-develop and improve
throughout life.
The family expects personal, social and professional success from the child.
In accordance with the requirements of the Federal State Educational Standard
of primary general education, modern education must solve a number of socialization
problems (traditional on the one hand, and innovative on the other), namely:
1) education of citizenship, patriotism, respect for human rights, freedoms and
responsibilities;
2) education of moral feelings and ethical consciousness;
3) cultivating diligence, a creative attitude to learning, work, and life;
4) formation of a value-based attitude towards health and a healthy lifestyle;
5) cultivating a value-based attitude towards nature and the environment;
6) cultivating a value-based attitude towards beauty, forming ideas about
aesthetic ideals and values [Federal State Educational Standards of the primary
general education, 2016].
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In modern Russian society, there is a misunderstanding of the importance of
the role and mutual responsibility in solving these problems, an unwillingness or
inability to interact and build communication between a family and an educational
organization on the principles of cooperation.
Today there is a humanistic “educational” request from education to educational
psychology to develop methodological support for solving such problems as:
1) instilling responsibility rather than obedience (which implies the ability to
choose and be responsible for the consequences of one’s choice);
2) creating conditions for the child to experience success, a sense of victory in
constructive activities;
3) creation of a creative and psychologically safe atmosphere in the team and
educational institution, and many others, etc.
Thus, the state today gives priority to the family in raising a child. The task of
the teacher is to form a positive social experience of the growing person of the third
millennium and promote his civic development. Society and educational institutions
are called upon to provide all possible support and individual psychological and
pedagogical support to the complex educational process.
Test questions and assignments
1. Name the main strategic government documents in the field of education.
2. What modern problems in the development of family, society and education
actualize the task of raising children?
3. What are the priorities of state policy in the field of education?
4. Fill out the table:
Contents of the main strategic state documents
of the Russian Federation on the development of education
Document
Purpose and
objectives
of the document
The purpose
and objectives
of education
Educational ideal
(image
of a graduate))
Types and forms
of education
Strategy for the
development of
education in the
Russian
Federation for the
period until 2025
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Document
Purpose and
objectives
of the document
The purpose
and objectives
of education
Educational ideal
(image
of a graduate))
Types and forms
of education
The concept of
spiritual and
moral
development and
education of the
personality of a
Russian citizen
Federal State
Educational
Standard for
Primary
Education
Recommended literature
1. Национальная стратегия действий в интересах детей на 2012–2017 годы
[Электронный ресурс]. — URL: http://base.garant.ru/70183566/ (дата обращения:
30.03.2024).
2. Об образовании в Российской Федерации: Федеральный закон от
29.12.2012 № 273-ФЗ: принят Гос. Думой Федер. Собр. 21.12.2012, одобр.
Советом Федерации Федер. Собр. 26.12.2012 // Российская газета. — 2012. —
12 декабря.
3. Стратегия развития воспитания в Российской Федерации на период до
2025 года [Электронный ресурс]. — URL: http://www.council.gov.ru/
media/files/41d536d68ee9fec15756.pdf (Дата обращения: 30.03.2024).
4. Федеральный государственный образовательный стандарт
дошкольного образования. — Москва : Центр педагогического образования,
2014. — 32 с.
5. Федеральный государственный образовательный стандарт начального
образования. — Москва : Просвещение, 2016. — 47 с.
25
CHAPTER 2. METHODOLOGICAL FOUNDATIONS
OF EDUCATIONAL PSYCHOLOGY
2.1. BASIC CONCEPTS OF EDUCATION
Education is a great thing: it decides a person’s fate.
V. G. Belinsky
The concept of “education” is considered by many sciences: psychology,
pedagogy, philosophy, sociology. Today there is no uniformity in understanding the
phenomenon of education. As in any other humanities, in psychology the same
phenomenon has a lot of definitions. The conceptual apparatus of psychology and
pedagogy remains very vague. Education is so multifaceted, diverse and voluminous
that it is unlikely that in the coming years it will be possible to hear a single definition
acceptable to the entire scientific community.
Let us present some of the judgments.
Education is a purposeful pedagogical influence, as a result of which children
form certain attitudes (needs, beliefs, images, emotions) that control their mental
processes, states and, ultimately, the external actions of the pupils [A. K. Kolechenko].
Education is a purposeful influence on the development and formation of
personality qualities [I. Z. Glikman].
Education is the purposeful creation of conditions and stimulation of human
development, the realization of his inclinations and internal reserves; a process aimed
at developing certain personal qualities set by social order and demanded by family,
employers, and society as a whole [V. I. Zagvyazinsky].
It would take a long time to give various definitions; there are more than a
thousand of them. This state of affairs in science leads to objective difficulties in
defining phenomenology, developing technology, and diagnosing the results of
education.
Turning to psychological dictionaries, we rarely find in them an interpretation
of the concept of “upbringing.” Psychology rarely addresses the phenomenon of
education as a problem of psychological science. This approach is based on the point
of view of L. S. Vygotsky, who argued that education is a subject of pedagogy, not
psychology: “The question of the purpose of education in its entirety does not belong
to the subject of educational psychology... The matter of general pedagogy, the
matter of social ethics is to indicate and outline the goals of education,” which “can
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formulate the subject and problem of child psychology,” since, in his opinion, “in its
pure form, the concept of education is applicable only to the child” [L. S. Vygotsky].
But the Soviet psychologist also points out that a child, like an adult, is raised
independently, for this he needs certain social conditions. In particular, the last
statement was later revealed in his works by S. L. Rubinstein.
The practice of education clearly demonstrates that education has its own
psychological essence. It is psychology that can enrich pedagogy with knowledge
about the role of the motivational side of the individual in the mental life of a child
and in his mental development. The role of need-motivational impulses, the need to
take them into account and regulate them, as well as the ineffectiveness of influences
that run counter to the aspirations of children — all this manifests itself in the form of
severe consequences that lead to conflict and suppression of needs and desires.
Therefore, education and its psychological foundations can provide the most valuable
data for the development of the theory and practice of education [L. I. Bozhovich].
It should be noted that, starting from 1995, definitions of education begin to
appear in most psychological dictionaries. For example:
- “Education is the activity of transmitting socio-historical experience to new
generations; systematic and purposeful influence on a person’s consciousness and
behavior in order to form specific attitudes, concepts, principles, value orientations
that provide conditions for his development, preparation for social life and work”
[Словарь практического психолога, 1998];
- “Education is the purposeful creation of conditions (material, spiritual,
organizational) for human development” [Российская педагогическая
энциклопедия];
- “Education (psychological aspect) — the acquisition by an individual of
social values, moral and legal norms, personality traits and patterns of behavior in the
process of education that are socially recognized and approved by a given
community” [Краткий психологический словарь, 1998];
- “Education in the broad sense of the word is the activity of transmitting
socio-historical experience to new generations. In a narrow sense — a systematic and
purposeful influence on a person’s consciousness and behavior in order to form
certain attitudes, concepts, principles, value orientations that provide the necessary
conditions for his development, preparation for life and work" [M. I. Dyachenko,
L. A. Kandybovich];
- “Education is the process of forming the physical, mental and socially
adaptive abilities of an individual, cultivating in an individual universal forms of life
activity, transferring to him the socio-historical experience of humanity and national
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culture, the process of personality formation in accordance with the social standards
of a given society” [M. I. Enikeev].
Despite minor textual differences, there is a commonality in the judgments —
the desire to define the concept of “education” as something external (“transmission”,
“impact”, etc.) without attempting to identify its internal essence, to consider it as a
process, movement, change, occurring in the mental activity of the person being
educated. All these definitions are more philosophical, pedagogical or sociological
than psychological. The view of education as an interaction, the sphere of subjectsubject relations is the psychological structure of this concept.
Summarizing the above, we can conclude that education is the promotion of
personality development, the purposeful creation of conditions for the correct
formation of socially approved personality qualities.
The concept of “personal quality” is based on certain relationships.
Relationships are the element and nature of interaction between people, as well as
the peculiarity of communication with surrounding objects and phenomena
[I. Z. Glikman]. The resulting attitude, when repeated for a long time, becomes a
character quality. To raise a child means to help him acquire correct, socially
important relationships to the world, other people, himself, etc.
When we talk about relationships, we mean the semantic sphere of the
individual — personal meanings and the semantic attitudes that express them in
behavior. It is personal meaning that is a person’s attitude towards those objects for
the sake of which activity and communication are carried out [N. A. Pasternak]. Lev
Semenovich Vygotsky called personal meanings dynamic semantic systems that
carried a special reflection of reality, as well as an emotional, personal, affective
attitude towards it, that is, that fusion of affect and intellect, without which a person’s
life loses its subjective meaning.
Awareness of personal meanings and formations of one’s own existence
indicates the presence of individual values. It is personal meanings and values that are
the main components of personality units that directly determine the main and
relatively permanent relationships of a person to the main spheres of life [B. S. Bratus].
Let's consider the common and different in the main categories of educational
psychology.
Education and socialization
Education is often correlated with the concepts of “socialization” and
“psychosocial development”. In a broad sense, it is the socialization of an individual
throughout his life during his own activity and under the influence of the social
environment.
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“Socialization is the assimilation by a person of values, norms, attitudes,
patterns of behavior inherent in a given society, social community, group, and the
reproduction of social connections and experience” [Российская педагогическая
энциклопедия].
“Socialization is a person’s assimilation of social experience in the process of
education and life through entering the social environment, establishing social
connections, accepting the values of various social groups and society as a whole,
active reproduction of the system of social relations” [A. Ya. Danilyuk].
Education is part of the socialization process. Unlike education, socialization
can be voluntary and involuntary, spontaneous and purposeful. Education always has
a goal and is an arbitrary process of influencing a person, that is, it is purposeful and
organized. Socialization is a general concept, and education is a particular one.
Unlike socialization (a continuous process), education is discrete
(discontinuous), because, being systematic, it is carried out in certain organizations
(family, school), that is, limited by place and time.
The main forms of socialization are education and training.
Education and training
Educational psychology studies two main concepts: teaching and upbringing.
They have both common features and significant differences.
What they have in common is that:
- education, like teaching, is a two-way process in which two subjects
participate — the child and the teacher. The participation of the teacher is not limited
to directive influence on the child; it also involves knowing him as an individual,
designing his development, organizing his behavior and activities, choosing forms,
means and methods of education. In turn, the child’s behavior does not boil down to
submission, compliance with the instructions and demands of the teacher, but
presupposes the implementation of actions that are as independent and motivated for
him as possible;
- teaching knowledge and ways of implementing value-based activities, like
education, develops feelings (volitional, moral and aesthetic);
- in teaching and upbringing, the same methods of influencing the child are
used. Training almost always contains an element of education, while education
cannot do without teaching methods. The formation of moral value orientations,
attitudes, worldviews, moral norms, first of all, sets the task of mastering knowledge
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about the world, humanity, social norms and forms a respectful attitude towards
them, teaches the child the ability to use this knowledge in his life;
- training and education solve the same main task — the transmission of social
experience, the composition of which is the same.
The differences in the concepts of “education” and “training” are that:
- learning is the acquisition of knowledge, skills and abilities. It is aimed at the
formation of cognitive processes, mental abilities, that is, at intellectual and cognitive
development. Education is, first of all, the formation of a person as an individual, his
attitude towards himself, people, society, and the world. Therefore, the result of
training is knowledge, abilities, skills. The result of education is the internalization of
social values, the formation of a personal attitude towards them, they are expressed in
the properties and qualities of the individual, the forms of his social behavior;
- education almost never gives an immediate effect. You can learn to do
something or acquire some knowledge the first time, while the results of education
are often delayed in time;
- education as a process is implemented primarily through interpersonal
communication, learning — through various types of practical and substantive
activities. Teaching methods are based on a person’s perception and understanding of
material culture and the objective world; methods of education — on the perception
and understanding of man by man, spiritual culture and public morality.
The connection between training and upbringing is two-way: training, under
certain conditions, affects upbringing, just as the level of upbringing plays a role in
the effectiveness of training and affects its quality. Education is based on the child’s
motivational sphere and at the same time deepens and develops it.
S. L. Rubinstein argued: “... a child develops by being raised and trained, but
does not develop, and raises, and traines. This means that upbringing and learning are
contained in the very process of child development, and are not built on top of it; the
child’s personal mental properties, his abilities, character traits, etc. not only appear,
but are also formed in the course of his own activities” [S. L. Rubinshtein].
In accordance with this, developing a harmonious personality means teaching
knowledge, developing skills and abilities, cultivating an emotional and evaluative
attitude towards the world through the organization of various types of activities
(educational, aesthetic, labor).
However, teaching methods today are much better developed than educational
methods. Teaching and upbringing cannot exist separately from each other; they form
a single basis for such a concept as the “teaching and educational process.”
30
Types of education
There are a large number of classifications of types of education. The most
generalized one, based on the content of education, includes such types as mental,
moral, physical, labor, aesthetic, etc.
Depending on the institution of education family, school, extracurricular,
religious, social and dissocial, etc. are distinguished.
Based on the style of relationships and the dominant principles of the teacher
and students free, authoritarian, and democratic education are distinguished.
The identification of parenting styles is of practical importance for organizing
the educational process. There is a distinction between “an understanding
parenting style, that is, one in which an adult demonstrates a positive model of
behavior based on understanding and recognition of the child’s right to his
uniqueness, self-worth and development in accordance with his inherent inclinations”
and “a prescriptive parenting style, that is, a style in which an adult demonstrates a
model of behavior based on control over the child’s internal states and the adult’s
desire to shape the child’s personality traits and behavior in accordance with his own
ideas” [V. M. Postavnev, I. V. Postavneva]. The authors note that the style of
upbringing in the family guides parents towards choosing a teacher as a bearer of
certain values and pedagogical worldview.
You can also highlight the types of influence that contribute to the
implementation of all types of education:
1) non-directional influence:
- individually specific (the teacher transmits to students models of personal
activity that they have not yet mastered, in which the exceptional personal
characteristics of the teacher are manifested, for example, kindness, sociability,
responsiveness);
- functional role (transmission of methods of acceptable behavior);
2) directional influence:
- direct impact (open demonstration by the teacher of his personal position and
the associated requirements for the child);
- indirect impact (the teacher’s impact on the surrounding social environment,
and not on an individual; concealing the educational goal and pedagogical position
from the child).
At the same time, the view on the motivational nature of educational influence
by V. M. Postavnev and I. V. Postavneva is interesting. The authors believe that
“educational influence should be called only that influence that, firstly, pursues an
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