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Lecture notes, cheat sheets
History of pedagogy and education. History of pedagogy and education as a branch of scientific knowledge (the most important)
Directory / Lecture notes, cheat sheets Table of contents (expand) Topic 1. HISTORY OF PEDAGOGY AND EDUCATION AS A BRANCH OF SCIENTIFIC KNOWLEDGE Education and pedagogical science have several thousand years of history. On this path, pedagogy gradually turned from disparate views, ideas and theoretical positions into a science. The development of educational institutions was a diverse, contradictory and ambiguous process. The study of the history of education and pedagogical teachings is an important condition for the formation of a general and pedagogical culture of a future specialist, since it provides knowledge about the development of the theory and practice of education and upbringing and contributes to the formation of a worldview and pedagogical professionalism. The history of pedagogy and education as an academic discipline has long been an integral part of pedagogical education, it is one of the oldest branches of pedagogical knowledge, which stood out within pedagogy already in the middle of the XNUMXth century. The history of pedagogy and education studies the development of the theory and practice of education, upbringing and training in various historical epochs, including the present, in the context of its historical development. At the same time, historical and pedagogical research is not limited to a chronological review of the phenomena of the past and a story about great teachers or great pedagogical ideas. The main task of science is to find out what was the role of education in the societies of past eras and why philosophers and educators created certain theories in a certain period of time. The history of pedagogy and education as part of pedagogical science performs the following functions: a) records the history of identifying and solving problems of education and training in the theory and practice of education; b) acts as a criterion for the reliability of pedagogical theories and a guideline in the creation of new pedagogical systems; c) represents the path of development of education and accumulation of pedagogical views, theories, ideas; d) reveals the process of emergence and change of educational traditions; e) traces the relationship and influence of pedagogical ideas, concepts, theories, systems in various historical eras. The object of the history of pedagogy and education is the world historical and pedagogical process, considered in the unity of the theory and practice of upbringing, training and education. In other words, in the history of pedagogy and education, pedagogical phenomena of the past are analyzed in close connection with the genesis of culture, science, social thought, and on this basis, trends in the development of these phenomena in the future are revealed. Being a large-scale phenomenon in cultural and historical terms, the world historical and pedagogical process is the object of consideration of many sciences, which determines the interdisciplinary connections of the history of pedagogy and education. Its relationship with other scientific disciplines, such as philosophy, the history of society, culture and psychology, the theory of education and upbringing, is characterized by the fact that the content of science includes both historical and social science knowledge, as well as private methods. Philosophy develops a system of general principles and methods of cognition, therefore, for the history of pedagogy and education, it is the theoretical basis for understanding pedagogical phenomena and theories of the past. History examines a wide range of pedagogical and socio-cultural phenomena of the past in the process of their historical development and evolution. In turn, the history of pedagogy and education involves a retrospective study of the current state of the education system, correlating it with society, social development, philosophical and scientific thought of past eras. Culturology studies pedagogy and education as part of the historical process of the development of universal culture. Historical and pedagogical research analyzes the mechanisms of preservation and enhancement of culture through education and upbringing in various historical periods. Sociology studies pedagogy and education as part of the development of social institutions; in a historical retrospective, it is important to understand the cause-and-effect relationships between education and society, to realize the influence of society on education, and to understand that social changes are largely a consequence of existing education. Pedagogy includes historical and pedagogical knowledge as a necessary and important part in the study of the problems of upbringing, training and education. For its part, the history of pedagogy and education formulates knowledge about the history of the theory and practice of upbringing and education, explores the activities of their creators - talented, outstanding teachers who were innovators among their contemporaries. The subject of the history of pedagogy and education is the complex process of formation and development of the pedagogical theory and practice of education in various historical periods, in the conditions of various civilizations, countries and cultures. Based on this definition of the subject of science in the structure of historical and pedagogical knowledge, two main subject areas can be distinguished: the study of theory and practice. Each of these zones, as a field of study, has relative independence, but in essence they are the same, since pedagogy is one of the forms of spiritual and practical exploration of the world, and pedagogical practice (from state policy in the field of education to the educational activities of the family, school, etc.) ) is the source and sphere of implementation of pedagogical ideas. The synthesis of knowledge obtained in each of these subject areas allows us to recreate a complete picture of the historical and pedagogical process and reveal the patterns of its development. The history of education as a branch of pedagogy fulfills the following scientific and theoretical tasks: 1) study of the laws of education as a universal and social phenomenon, its dependence on the changing needs of society; 2) identifying rational and humanistically oriented means that generations of teachers have developed; 3) analysis of the path of development of pedagogical science and generalization of the positive things that have been accumulated in previous historical eras; 4) statement of a historically correct picture of the state of the world and domestic school and pedagogy at each stage of socio-historical development. In connection with the vastness of the temporal coverage and the variety of types and types of educational institutions that existed in the history of pedagogy and education, the question arises of the periodization of historical and pedagogical knowledge. According to the breadth of coverage of the historical and pedagogical process, the world history of pedagogy and the history of pedagogy of individual countries and regions are distinguished (for example, the history of Russian pedagogy and education, the history of pedagogy and education of the Volga region, etc.). By dividing the world historical and pedagogical process into historical epochs, they study the history of pedagogy and education of primitive society, the Ancient World, the Middle Ages, Modern and Contemporary times. In certain areas of pedagogy, they consider the history of general pedagogy, didactics, school studies, etc. By types, levels, branches of education, they distinguish the history of general and special education, primary, secondary, higher, vocational, medical, military education, etc. In addition , in historical and pedagogical research, the "chronicle" of various pedagogical problems, trends, directions of pedagogical activity, types of educational institutions is widely represented. In the history of pedagogy and education, several approaches have traditionally developed to consider the phenomena of pedagogical theory and practice. Among them are the philosophical and theoretical approach, which considered ideas and teachings in the light of their implementation; socio-pedagogical, which interpreted the history of education and various types of educational institutions in connection with the development of social institutions and state policy in the field of education; historical and cultural, from the position of which pedagogical ideas and the practice of education are analyzed as one of the components of the general cultural development of society. Since the 1970s the development of civilizational and anthropological approaches to the study of the historical and pedagogical process is being activated. Specific methods of historical and pedagogical research include reconstruction, description and explanation. Reconstruction solves the problem of recreating and restoring the historical and pedagogical process, correlated with a specific place, time and sociocultural conditions. With the help of explanation, the essence and significance of historical and pedagogical events are revealed, the main and secondary, cause-and-effect relationships are highlighted in them, and the patterns of functioning and development of pedagogical events of the past are learned. The description helps to recreate a holistic picture of the development of the historical and pedagogical process from ancient times to the present day, on the territory of various states in accordance with the processes of evolution of human society, culture, civilization and science. The main task of historical and pedagogical research is to describe and explain the facts and phenomena of pedagogical theory and practice and their evolution. The sources of research in the history of pedagogy and education include written sources (legislative and regulatory acts, documentation of educational authorities and in-school documentation, textbooks, teaching aids and manuals, program and methodological documents, scientific and pedagogical and methodological literature, periodicals, statistical materials, fiction and journalism, memoirs, diaries, letters), material sources (various results of students' activities, didactic aids and means of education), photo, film, audio documents, etc. The history of pedagogy and education as an academic discipline aims to form a system of knowledge, firstly, about the course and results of interaction between society, on the one hand, and schools and pedagogy, on the other; secondly, about the processes of reproduction by schools and pedagogy of communities and civilization; thirdly, about the mechanism of consolidation in the sphere of education and training of the cultural values acquired by mankind; fourthly, that the school and pedagogy have always been a noticeable, although not the only, engine of cultural and social evolution. Thus, the study of the history of education and pedagogical thought helps to master the modern science of education, provides valuable and irreplaceable knowledge about society and man, about the origins of today's world pedagogical process. Authors: Mazalova M.A., Urakova T.V. << Back: foreword >> Forward: School affairs and the emergence of pedagogical thought in the early stages of human development (The emergence of education as a special type of social activity. Education and training in the countries of the Ancient East)
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