CONTENTS

Предисловие..............................................................................	4
Unit I. Education (Pedagogy) History…………………………	5
Unit II. Unresoved Pedagogical Dilemmas……………………	19
Unit III. The Philosophy of Rights and Duties…………….......	32
Unit IV. Vision in Science and Education……………………..	46
Unit V. The Power of Communication and Creativity…….......	62
Unit VI. Ethics in Education……………………………….......	77
Unit VII. Supplementary Reading, or Fiction & Poetry Classes	91
Appendix……………………………………………………….	109
Vocabulary of Educational Terms and their Usage……………	111
References…………………………………………………......	134

ПРЕДИСЛОВИЕ

Пособие предназначено для работы со студентами педагогического профиля, получающими профессиональное образование. Цель пособия – формирование практических умений в различных профессионально-ориентированных видах речевой деятельности на основе смыслового восприятия педагогических и инженерных английских текстов.

Пособие состоит из семи разделов: «История педагогики», «Нерешенные дилеммы», «Философия прав и обязанностей педагогов и инженеров», «Видение в науке и образовании», «Сила общения и творчества», «Этика в образовании», «Педагогика в художественной литературе и поэзии».

Шесть из разделов построены по следующей схеме: словарь для двух текстов, А ‒ В; упражнения на понимание текстов; упражнения на представление и освоение основных грамматических структур; дополнительные творческие задания для индивидуальной работы; юмористические рассказы; заключительные темы для обсуждения. В седьмой раздел вошли небольшие произведения художественной литературы и стихи, посвященные профессии педагога, вопросам взаимоотношения учителя и ученика, детей и родителей. В целом все разделы и приложение нацелены на актуализацию языкового самообразования, использование разнообразных форм, методов и техноглогий обучения, необходимых для осуществления профессиональной деятельности на практике.

Тексты пособия заимствованы из специализированной англоязычной литературы и способствуют развитию всех видов чтения и расширению запаса профессиональной лексики.

Работа над отдельными грамматическими структурами строится на консультативной основе: «преподаватель-студент», «студент-преподаватель» и требует проявления инициативы.

Пособие включает цитатный и иллюстративный материал, словарь по общепедагогической и профессионально ориентированной лексике, который может быть использован для подготовки специалистов сферы менеджмента и психологии.

Авторы выражают благодарность всем тем, кто способствовал созданию и изданию этого пособия.

UNIT I. Education (Pedagogy) History

B efore you start: Think it over. Agree – Disagree

“Education doesn’t mean teaching people what they do not know. It means teaching them to behave as they do not behave. It is a painful, continual and difficult work to be done by kindness, by watching, by percept, and by praise, but above all by example.”

John Ruskin, 1819 - 1900, an English author, art critic and social reformer.

Reading, Vocabulary & Creative Practice

1.Words to be remembered (Texts: a, b).

allure	apprenticeship	art
articulate	care for	complete
conceive	confine	consider
constitute	curriculum	dedicate
distinction	education	encourage
enthuse	establish	expand
facilitate	fleet	flexible
font/fount	genuine	innovation
insight	insult	issue
milestone	novice	omniscient
origin	patronize	performance
respect	reveal	rotten
scribe	sophisticated	stimulate
treat

2. Translate the sentences. Pay attention to the worlds in italics.

1. Pedagogy is the practice of teaching or the study of teaching methods.

2. The teacher encouraged the boy in his studies.

3. Paul is known to be a good football player but a rotten driver.

4. This book insults the reader’s intelligence.

5. My friend has a good sense of humor.

6. Don’t patronize me; I know just as much about it as you do.

7. Before you decide to leave the university, consider the effect it will have on your family.

8. She is sure to be a genuine person.

9. If our industries shy away from innovation, we will never compete successfully with other countries.

10. I am glad to see that you are being well cared for.

11. The number of apprenticeships has declined sharply in recent years.

12. The students couldn’t see the distinction between the two notions.

13. The job offers alluring opportunities.

14. Have some respect for your parents.

15. Your son’s essays show great maturity and sophistication.

16. The teacher hoped her warning would stimulate the pupil to greater efforts.

17. “Treat me nice, treat me good, treat me like you really should, ‘cause I’m not made of wood, and I don’t have a wooden heart.”

3. Scan text a. Pay attention to the words in bold type.

Text A. History of Education

Pedagogy or paedagogy is the art or science of being a teacher. The word comes from the ancient Greek “paidagogas”, the slaves who supervised the education of slave children in whatever given trade they were forced into. The word “paidia” refers to children, which is why some like to make the distinction between pedagogy (teaching children) and andragogy (teaching adults). The Latin-derived word for pedagogy, education, is much more widely used, and often the two are used interchangeably.

The origins of the word “education” reveal one theory of its function: the Latin “educare” comes from roots suggesting a ‘leading out” or “leading forth”, with possible applications of developing innate abilities and of expanding horizons. Formal education occurs when society or a group or an individual sets up a curriculum to educate people, usually the young.

Young people in prehistoric societies were educated through apprenticeship, imitation and rituals. Through apprenticeship a young man learnt how to build a shelter by working with an older, experienced master builder.

About 3000 B.C. the Sumerians (Шумеры) and the Egyptians invented a system of writing and that was the second major milestone in education. Shortly after 3000 B.C. both the Sumerians and the Egyptians established schools to teach boys the newly invented arts of reading and writing. Teachers were priests. Only exceptionally talented boys were allowed to attend school. The training lasted from about the age of 5 to 17. Boys who completed their education formed a separate social class called “scribes.” Scribes were hired for any task that required knowledge of reading, writing and arithmetic. Civilization spread from Sumerians and Egyptians to the eastern shores. Between about 1500 B.C. and 1000 B.C. the first alphabet was developed and it gave education one more valuable tool.

Among the topics investigated in the philosophy of education are the nature of learning, especially in children, and the purpose of education, including the question of whether, educators should attempt to develop or install moral virtues and political values. To an understanding of the material of education, psychology is the chief contributor.

Major figures in the history of the philosophy of education include Aristotle, Plato, Democritus, Confucius, J. J. Rousseau, J. Locke, J. Herbart, E. H. Willard, J. Pestalozzi, M. Montessori, Fr. Froebel, J. A. Komensky, J. Korczak, J. Dewey, B. F. Skinner, L.N.Tolstoy, K.D. Ushinsky, A.S. Makarenko, V.A. Sukhomlinsky.

Comprehension Check 1