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Файл:Psychology and pedagogy. Study aid
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MINISTRY OF EDUCATION AND SCIENCE RUSSIAN FEDERATION STATE
EDUCATIONAL INSTITUTION OF HIGHER EDUCATION NIZHNY NOVGOROD STATE
TECHNICAL UNIVERSITY named after R.E. ALEXEEV
A.S. Kalyuzhny
PSYCHOLOGY AND PEDAGOGY
Study aid
Translation from the Russian
Moscow
IPR Media
2024
А.С. Калюжный
ПСИХОЛОГИЯ И ПЕДАГОГИКА
Учебное пособие
Москва
Ай Пи Ар Медиа
UDC 159.9
BBK 88.3
К 17
Author:
Kalyuzhny A.S. — Holder of an Advanced Doctorate
(Doctor of Science) in Pedagogic Sciences,
Professor of the Department of Management
of Nizhny Novgorod State University named after R.E. Alekseev
Reviewers:
Shestakova L.A. — Holder of an Advanced Doctorate (Doctor of Science)
in Pedagogic Sciences, Professor;
Dunaeva N.I. — Ph.D. of Pedagogic Sciences, Associate Professor
Kalyuzhny, Anatolii Stepanovich.
K 17 Psychology and pedagogy : study aid / A.S. Kalyuzhny. — Moscow : IPR Media, 2024. —
348 p. — Text: digital.
ISBN 978-5-4497-2619-3
The study aid examines the main psychological and pedagogical aspects implemented in the
professional activities of a graduate in the field of industrial production: structure of the human psyche, structure of a person’s personal sphere, the concept of a group, organizational and pedagogical
components of the learning process.
Aimed to students, teaching staff and other categories of employees of higher and secondary
vocational education institutions.
Educational digital edition
ISBN 978-5-4497-2619-3 (en) © Калюжный А.С., 2017
ISBN 978-5-4486-0138-5 (rus) © ООО «Ай Пи Эр Медиа», 2017
© English edition, translation, design. LLC “IPR Media”, 2024
Educational publication
Kalyuzhny Anatolii Stepanovich
Editor Yu.B. Zakharova
Technical editor A.V. Neverova, М.V. Polovnikova
Proofreaders A.S. Poleva, Yu.V. Semenova
Cover by Ya.A. Kirsanov, S.S. Siziumova
Signed for use on 20.12.2023. Data volume 8 Mb
LLC Company “IPR Media”
8 800 555 22 35 (toll-free within Russia)
E-mail: sale@iprmedia.ru
5
TABLE OF CONTENTS
PREFACE .............................................................................................................. 7
INTRODUCTION ............................................................................................... 12
I1. Evolution and current state of psychology and pedagogy ........................... 12
I2. Scientific positions of domestic psychology and pedagogy ........................ 25
PART 1. PSYCHOLOGY ................................................................................... 39
Chapter 1. Human psyche ................................................................................. 39
1.1. Concept and structure of the human psyche .......................................... 39
1.2. Mental processes as the basis of functioning human mental sphere ...... 50
Chapter 2. Personality psychology .................................................................... 67
2.1. The problem of personality in psychology ............................................ 67
2.2. Psychological structure of a person’s personal sphere .......................... 79
Chapter 3. Studying the psychological sphere of personality ........................... 95
3.1. Personality as an object of study ............................................................ 95
3.2. Diagnosis of the psychological sphere of personality .......................... 106
Chapter 4. Group Psychology ......................................................................... 124
4.1. The concept of a group. Features
of the psychology of large groups ............................................................... 124
4.2. Psychology of small groups and its diagnostics................................... 138
Chapter 5. Psychology of business communication ........................................ 153
5.1. Communication as a socio-psychological phenomenon ...................... 153
5.2. Social-role communication .................................................................. 166
PART 2. PEDAGOGY ...................................................................................... 181
Chapter 6. Sociocultural phenomenon of education ....................................... 181
6.1. Organizational and didactic foundations of education ......................... 181
6.2. Characteristics of the Russian educational system .............................. 194
Chapter 7. Training as a pedagogical process ................................................. 208
7.1. General characteristics of the learning process .................................... 208
7.2. Methodological foundations of training ............................................... 221
Chapter 8. Organizational and pedagogical
components of the learning process ................................................................ 236
8.1. Types and general forms of organizing educational activities ............. 236
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8.2. Methods, techniques and controls
of educational and cognitive activities ........................................................ 250
Chapter 9. Educational environment ............................................................... 264
9.1. The essence and content of education .................................................. 264
9.2. Organizational and pedagogical foundations of education .................. 278
Chapter 10. Technology of education ............................................................. 292
10.1. Theoretical foundations of education technology .............................. 292
10.2. Pedagogical tools for educational technologies ................................. 305
Chapter 11. Family as a subject of pedagogical interactions .......................... 320
11.1. Concept and features of family education .......................................... 320
11.2. Family education technology ............................................................. 333
LIST OF REFERENCES USED .................................................................. 348
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PREFACE
In the educational environment of the Russian Federation, an active process of
humanization and humanitarization of the higher education system continues. The
program for training specialists with higher educational qualifications includes a
number of new disciplines in the humanities as mandatory. These include “Psycholo-
gy and Pedagogy”. This academic discipline is designed to form an understanding
among higher school graduates about the nature of the human psyche, equip them
with knowledge of basic mental functions and their physiological mechanisms, the
relationship between natural and social factors in the formation of a personal sphere,
and familiarize them with the basic conceptual principles of pedagogy.
Studying the course involves developing in students an idea of the essence of
consciousness, its relationship with the unconscious, the role of consciousness and
self-awareness in the behavior, communication and activities of people, the formation
and consistent development of personality. State educational standards of the 3+ generation, which regulate the training of bachelors of engineering and technology, managers and specialists in other spheres of society, require students to be prepared for
professional activities, including a set of means, forms and methods of organizing
production aimed at satisfying the state government, public and individual needs of
citizens. In addition, a bachelor, manager or specialist who has mastered the curriculum in their chosen field (specialty) must be prepared to continue their education in a
master’s or graduate school. And this requires sufficient psychological, pedagogical
and ethical knowledge for effective professional, educational and research activities.
That is why the most important objectives of studying the course are to develop in
students knowledge of the individual characteristics of employees, family members
and other individuals in society, the skills to create favorable interpersonal relationships, and the ability to organize educational and upbringing processes. It is also very
important for a graduate to understand the relationship between heredity and social
environment, the role and significance of national and cultural-historical factors in
the education and upbringing of people. And this is impossible without knowledge of
the forms, means and methods of pedagogical activity, possession of the skills of analyzing teaching and educational situations, identifying and solving pedagogical problems. This study aid is aimed at achieving these goals. It is designed for students,
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whose psychological culture and pedagogical competence will become organic components in the structure of their future research and professional activities.
Knowledge of psychology and pedagogy will help students develop a holistic
understanding of a person’s personal characteristics as a factor in the success of mastering and carrying out educational and professional activities. They will also contribute to the development of learning skills, a culture of mental work, self-education,
and will allow more effective decision-making based on knowledge of the psychological nature of man and society. The study aid is designed to help students study the
course “Psychology and Pedagogy”. It is designed in such a way as to make it as easy
as possible to master the program of this discipline and minimize the need to turn to
other educational sources. For this purpose, the educational material of the study aid
uses the most common approaches to present the content of educational problems, as
well as original scientific and educational developments of recent years.
The sequence of presentation of the content of educational topics reflects the
logic of perception of a new range of psychological and pedagogical problems for
students. The structure of the presented course includes an introduction and two relatively independent but interrelated sections.
In the introduction, psychology and pedagogy are considered as independent
sciences and a single academic discipline. At the same time, sufficient attention is
paid to the presentation of the evolution and current state of the sciences being studied, as well as the scientific positions of domestic psychology and pedagogy.
The first part — “Psychology” (chapters 1–5) presents modern developments
in the problems of the human psyche, personality psychology, diagnostics of the personal sphere, group psychology, business communication and interaction of people in
various spheres of society.
The second part of the textbook — “Pedagogy” (chapters 6–11) reveals the sociocultural phenomenon of education, the content of training, organizational and pedagogical components of the educational process. Here the problems of the essence,
content and technology of education, the family as a subject of pedagogical interaction are reflected.
The structure of the study aid is presented in such a way that the formation of a
system of psychological knowledge precedes the formation of pedagogical
knowledge. A clear designation of this position is due to the fact that for a long time
theorists and practitioners of psychology and pedagogy have been arguing: what is
primary in the structure of psychological and pedagogical knowledge? Even in the
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titles of textbooks one can often find different approaches — in one case “Psychology
and Pedagogy”, in another “Pedagogy and Psychology”. Who is right?
While reserving to each of the disputants the right to defend their point of
view, it should still be noted that these two sciences exist in the interests of each other. The meaning of the existence of psychology is lost without pedagogy — it is in it
that the scientific results of psychology are predominantly used. At the same time,
theoretical and practical developments in pedagogy would be less effective without
taking into account the results of psychological research. Consequently, psychology
feeds pedagogy with the necessary information about its objects and creates conditions for increasing the effectiveness of pedagogical developments. In turn, pedagogy
in many cases indicates the directions of psychological research. Consequently, these
are two independent, but mutually enriching sciences, included in the structure of
universal (humanitarian) knowledge. Based on this, the structure of the study aid was
built to facilitate the fulfillment of the requirements for the psychological and pedagogical preparation of students.
It should be noted that the course “Psychology and Pedagogy”, for which this
studyaid is intended, represents an integral system of psychological and pedagogical
knowledge about the content, methodology and features of the professional activity
of a higher school graduate. Its study is carried out through lectures and group types
of training sessions (seminars, colloquiums, practical, etc.). A significant role is given
to students’ independent work with scientific, educational and methodological literature in the hours, specially allocated by the curriculum.
The course itself is designed for educational training of higher school graduates, whose professional activities will include psychology and pedagogy as one of
the general education disciplines, which will contribute to:
- improving their general and psychological-pedagogical culture;
- formation of a holistic idea of a person’s psychological characteristics as a
factor in the success of their activities;
- developing the ability to think independently and foresee the consequences of
one’s own actions;
- independent ability to learn and adequately assess one’s capabilities;
- finding optimal ways to achieve goals and overcome life difficulties associat-
ed with one’s own life and professional activities in the surrounding society.
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The textbook is designed to solve the following important educational problems:
- familiarizing students with the main directions of development of psychologi-
cal and pedagogical sciences;
- mastery of a conceptual apparatus that describes the cognitive, emotionalvolitional, motivational and regulatory spheres of the human mental world, problems
of personality, thinking, communication and activity, education and selfdevelopment;
- acquiring experience in analyzing professional and educational problem situations, organizing professional communication and interaction, making individual and
joint decisions, reflection and development of activities;
- acquiring experience in taking into account the individual psychological and
personal characteristics of people, the styles of their cognitive and professional
activities;
- mastering the theoretical foundations of design, organization and implementation of the modern educational process, diagnosing its progress and results;
- mastering methods of educational work with students and production personnel;
- formation of primary skills in preparing and conducting basic types of training sessions with staff;
- familiarization with methods of developing professional thinking and technical creativity.
The assimilation of the educational material set out in the study aid and the
course content as a whole is organized with a predominance of forms and methods of
contextual teaching that model the subject-technological and social content of professional, educational and life situations: problem lectures, seminars, colloquiums, practical classroom lessons and extracurricular independent work of students, analysis of
situational tasks, role-playing, business or organizational-activity educational
games, etc.
Using this textbook in the process of studying the course “Psychology and
Pedagogy” will allow students to:
- know the basic categories and concepts of psychological and pedagogical sci-
ences;
- have an idea of the subjects and methods of psychology and pedagogy, their
place in the system of sciences and their main branches;
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