Object, subject and functions of pedagogy

In the views of scientists on pedagogy, both in the past and in the present, there are three approaches (concepts).

Representatives of the first of them believe that pedagogy is an interdisciplinary field of human knowledge. However, this approach actually denies pedagogy as an independent theoretical science, i.e. as an area of reflection of pedagogical phenomena. In pedagogy, in this case, a variety of complex objects of reality are represented (space, politics, socialization, development, etc.).

Other scientists assign pedagogy the role of an applied discipline, the function of which is to indirectly use knowledge borrowed from other sciences (psychology, natural science, sociology, etc.) and adapted to solve problems arising in the field of education or upbringing.

So, at first glance, the object of scientific pedagogy is the student, pupil and, in general, any person who is being taught and educated. However, in this case, both pedagogy and psychology study mental reality (the human psyche), and pedagogy is only the applied part of psychology, its “practical application”. This approach explains attempts to replace pedagogy with psychopedagogy.

Supporters of the second concept, like the first, actually deny the right of pedagogy to its subject and, consequently, its own theoretical knowledge, replacing it with a set of provisions taken from other sciences. This circumstance has a negative impact on teaching practice. None of the sciences related to pedagogy studies pedagogical reality holistically and specifically. With this approach, a holistic fundamental basis for the functioning and transformation of teaching practice cannot be developed. The content of such pedagogy is a set of fragmentary ideas about individual aspects of pedagogical phenomena.

Productive for science and practice, according to V.V. Kraevsky, is only the third concept, according to which pedagogy is a relatively independent discipline that has its own object and subject of study.

Object of pedagogy. A. S. Makarenko, a scientist and practitioner who can hardly be accused of promoting “childless” pedagogy, in 1922 formulated an idea about the specificity of the object of pedagogical science. He wrote that many consider the child to be the object of pedagogical research, but this is incorrect. Object of study scientific pedagogy is " pedagogical fact(phenomenon)". At the same time, the child and the person are not excluded from the researcher’s attention. On the contrary, being one of the sciences about man, pedagogy studies purposeful activities for the development and formation of his personality.

Therefore, as your object pedagogy does not have the individual, his psyche (this is the object of psychology), but system of pedagogical phenomena related to its development. That's why object of pedagogy are those phenomena of reality that determine the development of the human individual in the process of purposeful activity of society. These phenomena are called education. It is that part of the objective world that pedagogy studies.

Subject of pedagogy. Education is studied not only by pedagogy. It is studied by philosophy, sociology, psychology, economics and other sciences. So, for example, an economist, studying the level of real capabilities of the “labor resources” produced by the education system, tries to determine the costs of their training. A sociologist wants to know whether the education system is preparing people who can adapt to the social environment and contribute to scientific and technological progress and social change. The philosopher, in turn, using a broader approach, asks the question of the goals and overall purpose of education - what they are today and what they should be in the modern world. A psychologist studies the psychological aspects of education as a pedagogical process. A political scientist seeks to determine the effectiveness of state educational policy at a particular stage of social development, etc.

The contribution of numerous sciences to the study of education as a social phenomenon is undoubtedly valuable and necessary, but these sciences do not address the essential aspects of education related to the everyday processes of human growth and development, the interaction of teachers and students in the process of this development and the corresponding institutional structure. And this is quite legitimate, since the study of these aspects determines that part of the object (education) that should be studied by a special science - pedagogy.

Subject of pedagogy– this is education as a real holistic pedagogical process, purposefully organized in special social institutions (family, educational and cultural institutions). Pedagogy in this case is a science that studies the essence, patterns, trends and prospects for the development of the pedagogical process (education) as a factor and means of human development throughout his life. On this basis, pedagogy develops theory and technology its organization, forms and methods of improving the activities of the teacher (pedagogical activity) and various types of activities of students, as well as strategies and methods of their interactions.

Functions pedagogical science. The functions of pedagogy as a science are determined by its subject. This theoretical and technological functions which it carries out in organic unity.

The theoretical function of pedagogy is realized on three levels:

- descriptive, or explanatory - the study of advanced and innovative pedagogical experience;

- diagnostic– identifying the state of pedagogical phenomena, the success or effectiveness of the activities of the teacher and students, establishing the conditions and reasons that ensure them;

- prognostic– experimental studies of pedagogical reality and the construction on their basis of models for transforming this reality.

Prognostic level theoretical function is associated with revealing the essence of pedagogical phenomena, finding deep-seated phenomena in the pedagogical process, and scientific justification for the proposed changes. At this level, theories of training and education, models of pedagogical systems that are ahead of educational practice are created.

Technological function Pedagogy also offers three levels of implementation:

- projective, associated with the development of appropriate methodological materials (curricula, programs, textbooks and teaching aids, pedagogical recommendations), embodying theoretical concepts and defining the “normative or regulatory” (V.V. Kraevsky), plan of pedagogical activity, its content and character;

- transformative, aimed at introducing the achievements of pedagogical science into educational practice with the aim of its improvement and reconstruction;

- reflective, involving an assessment of the impact of scientific research results on the practice of teaching and education and subsequent correction in the interaction of scientific theory and practical activity.

The tasks facing the school changed significantly at different stages of the development of society. This explains the periodic shift of emphasis from teaching to upbringing and vice versa. However, state policy in the field of education almost always underestimated the dialectical unity of teaching and upbringing, the integrity of the developing personality. Just as it is impossible to teach without exerting an educational influence, it is also impossible to solve educational problems without equipping students with a rather complex system of knowledge, skills and abilities. Progressive thinkers of all times and peoples have never opposed teaching and upbringing. Moreover, they viewed the teacher, first of all, as an educator.

All nations and at all times have had outstanding teachers. Thus, the Chinese called Confucius the Great Teacher. One of the legends about this thinker describes his conversation with a student: “This country is vast and densely populated. What is she lacking, teacher? - the student turns to him. “Enrich her,” the teacher replies. “But she’s already rich. How can we enrich it?” - asks the student. "Teach her!" - exclaims the teacher.

A man of difficult and enviable fate, the Czech humanist teacher Jan Amos Comenius was the first to develop pedagogy as an independent branch of theoretical knowledge. Comenius dreamed of giving his people the collected wisdom of the world. He wrote dozens of school textbooks and over 260 pedagogical works. And today every teacher, using the words “lesson”, “class”, “vacation”, “training”, etc., does not always know that they all entered the school along with the name of the great Czech teacher.

Ya.A. Comenius asserted a new, progressive view of the teacher. This profession was “excellent for him, like no other under the sun.” He compared the teacher with a gardener who lovingly grows plants in the garden, with an architect who carefully builds knowledge into every corner of a human being, with a sculptor who carefully hews and polishes the minds and souls of people, with a commander who energetically leads an offensive against barbarism and ignorance.

Swiss educator Johann Heinrich Pestalozzi spent all his savings on creating orphanages. He dedicated his life to orphans, trying to make childhood a school of joy and creative work. On his grave there is a monument with an inscription that ends with the words: “Everything is for others, nothing is for yourself.”

The great teacher of Russia was Konstantin Dmitrievich Ushinsky, the father of Russian teachers. The textbooks he created have had a circulation unprecedented in history. For example, “Native Word” was reprinted 167 times. His legacy consists of 11 volumes, and his pedagogical works still have scientific value today. He described the social significance of the teaching profession as follows: “An educator who is on par with the modern course of education feels like a living, active member of a great organism fighting the ignorance and vices of humanity, a mediator between everything that was noble and lofty in the past history of people, and a new generation, the keeper of the holy covenants of people who fought for truth and goodness,” and his work, “modest in appearance, is one of the greatest deeds in history. States are based on this matter and entire generations live on it.”

Searches for Russian theorists and practitioners of the 20s. XX century largely prepared the innovative pedagogy of Anton Semenovich Makarenko. Despite the establishment in education, as in everything else in the country, in the 30s. command-administrative management methods, he contrasted them with pedagogy, humanistic in essence, optimistic in spirit, imbued with faith in the creative powers and capabilities of man. The theoretical heritage and experience of A. S. Makarenko have gained worldwide recognition. Of particular importance is the work created by A.S. Makarenko’s theory of the children’s collective, which organically includes a method of individualizing upbringing that is subtle in its instrumentation and unique in its methods and techniques of implementation. He believed that the work of a teacher is the most difficult, “perhaps the most responsible and requires from the individual not only the greatest effort, but also great strength, great abilities.”

3. Subject, object and functions of pedagogy

Subject of pedagogy is a special function of society - upbringing.

But not only pedagogy studies education. It is studied by other sciences, such as philosophy, sociology, psychology, economics, etc. For example, an economist, determining the level of capabilities of “human resources” produced by the education system, tries to calculate the costs of their preparation. A sociologist finds out whether the modern education system is good at preparing people who adapt to the social environment, help scientific and technological progress, and various social transformations. A psychologist studies the psychological aspects of education as a pedagogical process. A political scientist wants to find out how effective government education policies are, etc.

The contribution of many sciences to the study of education is very valuable, but these sciences do not address the important, defining aspects of education related to the everyday processes of human development, the interaction of teachers and students in the process of this development and the corresponding structure. And this is understandable, since the study of these elements determines that part of the object (education) that should be studied by a special science - pedagogy.

Subject of pedagogy

The subject of pedagogy is education as an integral pedagogical process. In this case, pedagogy is a science that studies the essence, patterns, trends and prospects for the development of teacher education.

In this regard, pedagogy develops the theory and technology of organizing education, forms and methods that improve the activities of the teacher and various types of activities of students, as well as strategies and methods of their interaction.

Object of pedagogy

A. S. Makarenko in 1922 expressed an idea about the peculiarities of the object of pedagogical science. He wrote that “many consider the child to be the object of pedagogical research, but this is incorrect. The object of research in scientific pedagogy is a pedagogical fact (phenomenon).” At the same time, the person is not excluded from the attention of the researcher. But, being one of the human sciences, pedagogical science involves research into the effectiveness of professional practical activities of pedagogical processes and phenomena aimed at the formation and development of personality.

Therefore, as an object, pedagogy does not have an individual person, his psyche (this is the object of psychology), but a system of educational and pedagogical phenomena associated with his development. We can say that the object of pedagogy is the reality that determines the development of man in the process of social activity. These phenomena are called education. This is the subject of pedagogy.

Pedagogy considers the following problems:

1) the essence and pattern of personality development and their influence on education;

2) the purpose of education;

4) methods of education.

Functions of pedagogical science. The functions of pedagogical science are undoubtedly determined by its subject. This refers to the definition of theoretical and technological tasks posed in the process of identifying the principles and patterns of pedagogical activity. These are theoretical and technological functions that pedagogy carries out in a limited form.

The theoretical function is carried out at three levels: 1) descriptive– involves the study of the innovative experience of scientists and teachers; at a descriptive, or, as it is also called, explanatory, level, it studies the foundations of innovative pedagogical experience.

2) diagnostic level– involves identifying the state of pedagogical processes, the effectiveness of the teacher and students, establishing cause-and-effect relationships;

3) prognostic level– represents experimental studies of the pedagogical process, as well as the construction on their basis of models for transforming reality. The prognostic level of the theoretical function reveals the essence of pedagogical processes and scientifically substantiates the proposed changes. At this level, certain theories of training and education are created, as well as models of pedagogical systems that are ahead of pedagogical practice.

The technological function is also carried out at three levels of implementation:

1) projective level– involves the formation of criteria and principles for constructing a teaching aid, drawing up methodological developments (curricula, programs, textbooks and teaching aids, pedagogical recommendations), which embody theoretical concepts and determine the “normative or regulatory” (V.V. Kraevsky) plan of pedagogical work ;

2) conversion level– studies and implements the experience of pedagogical science;

3) reflective level– involves determining the degree of influence of research results on the practice of educational activities and subsequent correction.

4. Objectives and methods of pedagogy

Exist theoretical And practical tasks of pedagogy that should be distinguished. Pedagogy solves some important theoretical tasks:

1) determination of the regularities of the process of training, upbringing and education;

2) study and generalization of the experience of pedagogical activities of various schools;

3) development and implementation of new methods, forms, systems of training and management of educational structures;

4) study and implementation of research results into teaching practice;

5) setting goals and planning education for the near and distant future.

Theoretical tasks are entirely practical in educational institutions.

K. D. Ushinsky, for example, argued that sciences in general only discover facts and laws and do not develop their practical activities and applications. While pedagogy is different in this regard. Therefore, Ushinsky saw the task of pedagogy in “the study of man in all manifestations of his nature with a special application to the art of education.”

The practical tasks of pedagogy are to “open up the means for education in a person of such a character that would withstand the pressure of all the accidents of life, would save a person from their harmful, corrupting influence and would give him the opportunity to extract only good results from everywhere” (Ushinsky K. D. ., “On nationality in public education” (1857)).

Currently, there are many different scientific methods of pedagogy. The main ones are:

1) pedagogical observation;

2) exploratory conversation;

3) study of school documentation and student activity products;

4) pedagogical experiment;

5) study and generalization of advanced pedagogical experience.

Pedagogical observation, as the main source of accumulation of knowledge, facts and information, it is used in any research activity. This technique is especially important in pedagogical activities, when it is impossible to describe the process otherwise.

Pedagogical experiment is a scientific research method that allows you to confirm or reject any theoretical calculations experimentally. The purpose of the goals of the pedagogical experiment determines the following types of experiments:

1) ascertaining;

2) creative and transformative;

3) control;

4) natural.

Branches of pedagogical science

General pedagogy– involves the study of criteria, methods and forms of education. In this case, it is necessary to take into account the general age characteristics and conditions for receiving education in an educational institution. The sections of general pedagogy are the theory of education, the theory of learning and the theory of organization and management in the education system.

Preschool pedagogy– deals with the study of the patterns of upbringing of preschool children.

Pedagogy of secondary school– studies the content, forms, methods of teaching and educating schoolchildren.

Special pedagogy (defectology)– a special science that studies the development and patterns of training and education of children with physical or mental developmental disabilities.

Pedagogy of vocational and secondary special education– deals with the study and development of issues of training and education of students in vocational schools and secondary specialized institutions.

Corrective labor pedagogy– studies the problem of re-education of offenders of all ages.

Higher education pedagogy– deals with issues of training and education of university students.

Pedagogy, as an independent scientific discipline, cannot develop without interacting with other sciences. For example, in the development of pedagogical theory, philosophy plays an important methodological role, which determines the initial data in the study of pedagogical processes. Psychology influences the solution of specific issues of training and education, touching on the development of work and rest regimes (especially developmental and educational psychology, which studies the patterns of mental processes of children depending on age, in the conditions of training and education). Sociology, which studies society as a complex integral mechanism, provides pedagogy with a large amount of practical material for the logical organization of the process of teaching and upbringing.

Thus, in this lecture we became acquainted with the main historical stages of pedagogical science, the subject, object, functions, tasks and methods of pedagogy.

LECTURE No. 2. Categorical apparatus of pedagogy

Before talking about the categories of pedagogy, it is necessary to turn to the dictionary and define the concept in general category from a philosophical point of view. Category(from the Greek kategoria - “statement; sign”) - an extremely general concept. For it there is no longer a more general, generic concept, and, at the same time, it has minimal content, i.e., it captures the minimum characteristics of the objects covered. However, this is the content that reflects the fundamental, most essential connections and relationships of objective reality and knowledge (Philosophical Dictionary. M., 1990, p. 123). Each specific science has its own system of categories.

The main pedagogical categories are: education, upbringing, training, self-education, socialization, pedagogical activity, pedagogical system, pedagogical interaction, educational process. Let's consider them sequentially, building the material in such a way as to show the diversity of different approaches and views.

1. Education

What is meant by the concept in classical didactics? education?

The word “education” was introduced as a pedagogical term in 1780 by the founder of learning theory Johann Heinrich Pestalozzi. N. I. Novikov used the category “education” in the Russian language in the same meaning. The concept of “education” was considered in a fairly broad sense as the result of all pedagogical influences on a person. This interpretation of education has existed since the 2nd half of the 19th century, when the opinion gradually developed that education is not only a state, but also a process, a set of pedagogical activities through which education is achieved.

In Soviet pedagogy in the 50-60s. XX century education was first viewed as a set of knowledge, skills and abilities necessary for practical activity, and then as a process and result of this activity. The same definition of this concept was adopted in 1978 by the XX General Conference of UNESCO, which stated that “education is the process and result of improving the abilities and behavior of an individual, in which he reaches maturity and individual growth.” Also, the Law of the Russian Federation “On Education” as amended by Federal Law No. 12-F3 dated January 13, 1996 states that education is “a purposeful process of teaching and upbringing in the interests of the individual, society, state, accompanied by a statement of the student’s achievement of a state-defined level (educational qualification). Receiving an education is the achievement and confirmation of an educational qualification, which is certified by relevant documents.”

So, to date, in the scientific and pedagogical environment, education is considered as a process and a result. The most successful and convincing is the interpretation developed by Yu. G. Fokin at the Research Institute of Higher Education: “Education is a system of training, socialization and development aimed at the individual’s assimilation of a system of elements of the objective experience of mankind, necessary for the successful implementation of activities in the chosen field of social practice, and recognized by society as a certain level of development of the individual.”

In this case, socialization means a quantitative and qualitative change in socially significant beliefs, ideals, and personality traits that are necessary to achieve a certain level of success in society.

Education can be of a state, public, or personal nature. The result of education is multi-valued and may imply literacy, education, professional competence, and mentality.

This means that literacy is not just the ability to read, write and count, but also, above all, preparedness for the further development of one’s educational potential. Literacy, brought to the level of the required maximum for a particular person, individual, is already education. Professionalism– a certain level of education, namely professional education, personal experience, as well as individualism, individual characteristics and abilities of a person, his desire for self-education and self-improvement, a creative attitude to business. Mentality– these are the deep, spiritual, moral, cultural and ideological values of individual and social behavior, the highest value of education.

At the 29th session of the General Conference of the International Standard Classification of Education (ISCED) in October 1997, such a definition of the concept of education was presented, where education is understood as “an organized and sustainable process of communication that gives rise to learning” (paragraph 12), and further in paragraph 13–16 reveals the meaning that is embedded in each word of this definition: “The process of communication is the interaction between two or more persons, including the transfer of information (messages, ideas, knowledge, strategies, etc.); learning - any change in behavior, information, knowledge, mutual understanding, worldview, value system or skills (to be considered education, learning must be planned and not simply a matter of physical growth, maturation or general specialization); organized - planned according to a certain sequence with clearly stated or implied goals; sustainable – suggesting that in any learning experience there are elements of duration and continuity.”

Components of educational content:

1) knowledge– are information stored in memory, which is accompanied by the ability to reproduce this information, and also, which is very important, the ability to apply and generalize theoretical knowledge and basic facts of science;

2) skills– this is an opportunity to apply knowledge that is acquired as a result of learning in practice. Knowledge and skills are an integral part of skill;

3) skills– this is a set of elementary methods of practical activity, methods of control and regulation of this activity.

Relationships include an emotional attitude and determination of the assessment of various aspects of a person’s life and activities. In turn, creative activity presupposes the emergence of new knowledge, skills, abilities and attitudes.

Factor– this is a fundamental reason, which is formed in turn from the following reasons: influence, action, variable, parameter, indicator, etc.

Thus, different interpretations of the concept of education do not contradict, but complement, improve each other and characterize education as a purposeful learning process to achieve the result of personal development.

2. Education

Education is the process of personality formation, a purposeful and systematic process based on certain relationships to objects, phenomena of the surrounding world, worldview, behavior and intended to prepare it for active participation in social, industrial and cultural life, as well as the creation of conditions (material, spiritual, organizational) for the new generation to assimilate socio-historical experience. There are several types of education: mental, physical, labor, aesthetic. The way of life of society, the development of science and technology, literature, art, and the media have a great educational influence on a person’s personality. At a certain level of development, a person develops a need for self-improvement.

Education is a phenomenon inherent in all socio-economic formations. It has common features, such as the transfer of experience, training, health care, and the formation of a worldview, but depending on the historical development of social relations, education can change in its goals and methods.

In ancient times, education was aimed at physical development and was limited to the assimilation of life experience, which was passed on from older generations to younger ones. Due to the fact that there was no division by class, all children received the same education.

As society divides into classes, upbringing and education become class-based and are used by the ruling class to strengthen their supremacy. The diverse upbringing and education of the nobility at that time was contrasted with the preparation for hard physical labor of slaves.

Under feudalism, class is introduced into education, that is, the education of children of each class had its own tasks, content and forms, which largely depended on the degree of wealth and social status. In addition, religious education acquired a significant role, where the means of educational influence were worship, sermons, teachings, and confession.

In bourgeois society, the class division is replaced by class division. Upbringing exacerbated class contradictions.

In modern society, a wide network of public and private educational institutions has been created, in which education is carried out systematically and according to a certain system, according to special programs and only by those people who have received good pedagogical training. Basic principles of education: connection with practice, work, which is combined with tactful pedagogical guidance, consistency, continuity, systematicity, taking into account the age characteristics of students and an individual approach to them. In accordance with these principles, various methods of education are used, such as persuasion, encouragement and punishment.

Education is closely intertwined with education, because many of the tasks of education are achieved directly in the learning process.

3. Training

The concept of “learning” can be given many interpretations. For example, several definitions are as follows.

1. Education is a pedagogical process aimed at organizing active educational and cognitive activities of students to master certain knowledge, skills and abilities.

2. Education– the process by which the educational and cognitive activities of students are managed.

3. Education- this is a process that interconnects the activities of the teacher and students; this process takes place within the framework of the pedagogical system.

Having analyzed the given definitions, we highlight in them process, interaction (control) And pedagogical system.

The remaining words indicate varying degrees of importance of the learning objectives. Thus, one of the shortcomings of some definitions of learning is that learning is defined as a system. Based on this, we can propose the following definition: education is a process taking place in the pedagogical system, the purpose of which is to organize the interaction between the teacher and the student.

Sometimes the subject of debate may be the relationship between the concepts of “education” and “upbringing”. It all depends on the context and meaning in which they are used. Education in any case includes upbringing. However, the direction of education depends on the methods of its implementation, and this is already the task of education and training. Teaching, being a part of education, differs from it in the level of dependence of the pedagogical process on regulatory requirements. For example, in the learning process, the state level of educational content, time frames (academic year, lesson, etc.), technical and visual teaching aids must be taken into account.

Thus, upbringing and training constitute educational technologies, in which effective and optimal stages and stages of achieving the stated goals of education are recorded.

Pedagogical knowledge is one of the most ancient. It arose along with human society, when there was a need to pass on hard-won survival experience to new generations. Pedagogical knowledge was recorded in everyday norms - beliefs, requirements. Then, traditions, legends, and customs gradually developed that reflected the experience necessary to pass on to youth. For centuries, the process of transferring experience proceeded “by itself”, without the need for special study.

This continued until the experience accumulated by mankind became so great that it turned out to be impossible to master it in the course of natural existence. And although it is impossible to establish even an approximate date when exactly this happened, it was from this historical moment that pedagogical activity appeared as a special sphere of human social activity, and the transfer of social experience became a purposeful process.

Of course, in primitive society there were no schools in the usual sense. It’s just that the adults, the elders, began to specifically train the younger ones, passing on their knowledge and skills to them. Nevertheless, this became a key stage that determined the emergence of a completely new social phenomenon for humanity: the pedagogical process.

The development of the pedagogical process occurs in the schools of the Ancient World (Sumerian “houses of tablets”, ancient Egyptian schools of scribes, etc.). Numerous sources testify to the enormous importance of the pedagogical process in the ancient world. In Ancient Greece, issues of education and upbringing became part of ethics - a branch of philosophy that studies the interaction between man and society. These questions occupy an important place in the work of Socrates, in the writings of Plato and Aristotle.

Pedagogical practice and pedagogical thought continue to develop further, but until the 17th century. pedagogical knowledge is still part of philosophy. Pedagogy was first identified as a special science from the system of philosophical knowledge Francis Bacon, and the founder of scientific pedagogy is considered Jan Amos Comenius, who formulated the first laws of training and education in the famous work “The Great Didactics” (1632).

The development of pedagogy accelerated in the 18th century, and became especially rapid in the 19th – 20th centuries.

In any science, it is customary to distinguish between its object (the area of existing reality that this science studies) and the subject (a way of seeing an object that allows you to focus on studying exactly those aspects of the object that are essential for this science). V.A. Slastenin gives the following definitions of the object and subject of pedagogy.

Object of pedagogy– phenomena of reality that determine the development of the human individual in his interaction with society.

Subject of pedagogy- education as a real pedagogical process, purposefully organized in special social institutions (for example: in the family, in educational and cultural institutions).

Based on the essence of the subject of pedagogy, V.A. Slastenin defines pedagogy as follows: pedagogy is a science that studies the essence, patterns, trends and prospects for the development of the pedagogical process as a factor and means of human development during all periods of his life.

This definition reveals the features of modern pedagogy, which studies the education of not only children, as was the case at the beginning of the formation of pedagogical knowledge (pedagogy from ancient Greek is literally translated as “child management”, “child rearing”), but also adults.

The pedagogical (educational) process includes upbringing and training. Therefore, pedagogy is often defined more briefly: how science of human upbringing and education.

Like any science, pedagogy performs certain functions and solves a number of problems that are relevant to humanity.

TO the main functions of pedagogical science include the following:

- general theoretical, consisting of a theoretical analysis of the patterns of the pedagogical process (description and explanation of pedagogical phenomena and processes, identification of their causes, general patterns, conditions of their existence, functioning and development);

- prognostic, which consists in a reasonable prediction of the development of pedagogical reality;

- practical (transformative, applied), which ensures the improvement of teaching practice based on fundamental knowledge.

Main tasks of pedagogy:

Identification of patterns of education and training, patterns that manifest themselves in the relationship between education and training in the holistic pedagogical process, as well as patterns of education management;

Study and generalization of teaching practice, experience of teaching activities;

Development of new methods and means of training, education, management of educational structures;

Forecasting the development of education for the near and distant future;

Introduction of the results of pedagogical research into educational practice.

Pedagogical structure

The development of connections between pedagogy and other sciences leads to the identification of new branches of pedagogy - borderline scientific disciplines. Today, pedagogy is a complex system of pedagogical sciences. Its structure includes:

 general pedagogy, which studies the basic principles of education;

 age-related pedagogy - preschool, school pedagogy, adult pedagogy - studying age-related aspects of teaching and upbringing;

 correctional pedagogy - deaf pedagogy (training and education of the deaf and hard of hearing): typhlopedagogy (training and education of the blind and visually impaired), oligophrenopedagogy (training and education of the mentally retarded and children with mental retardation), speech therapy (education and education of children with speech impairments);

 private methods (subject didactics), exploring the specifics of applying general principles of learning to the teaching of individual subjects;

 history of pedagogy and education, studying the development of pedagogical ideas and educational practices in different eras;

 sectoral pedagogy (general, military, sports, higher education, industrial, etc.).

The process of differentiation in pedagogical science continues. In recent years, such branches as philosophy of education, comparative pedagogy, social pedagogy, etc. have made themselves known.

Based on materials from my lectures.

Pedagogical practice and pedagogical thought continue to develop further, but until the 17th century. pedagogical knowledge is still part of philosophy. As a special science, pedagogy was first identified from the system of philosophical knowledge by Francis Bacon, and the founder of scientific pedagogy is considered to be John Amos Comenius, who formulated the first laws of teaching and upbringing in the famous work “The Great Didactics” (1632).

The development of pedagogy accelerated in the 18th century, and became especially rapid in the 19th – 20th centuries.

Object of pedagogy– phenomena of reality that determine the development of the human individual in his interaction with society.

Subject of pedagogy– education as a real pedagogical process, purposefully organized in special social institutions (for example: in the family, in educational and cultural institutions).

The pedagogical (educational) process includes upbringing and training. Therefore, pedagogy is often defined more briefly: how science of human upbringing and education.

Like any science, pedagogy performs certain functions and solves a number of problems that are relevant to humanity.

To the main functions pedagogical science includes the following:
- explanatory (description and explanation of pedagogical phenomena and processes, identification of their causes, establishment of their patterns, conditions of their existence, functioning and development);
- transformative (improving teaching practice based on fundamental knowledge);
- prognostic (reasonable prediction of the development of pedagogical reality).

Basic tasks pedagogy:
- identification of patterns of education and training, patterns that manifest themselves in the relationship between education and training in the holistic pedagogical process, as well as patterns of education management;
- study and generalization of teaching practice, experience of teaching activities;
- development of new methods and means of training, education, management of educational structures;
- forecasting the development of education for the near and distant future;
- implementation of the results of pedagogical research into educational practice.

Pages selected at random:

Teaching a person, at first glance, seems to be a very simple task. However, in practice, teaching someone something is not easy. After all, by nature, a person is prone to laziness, and only the need to take care of something makes him develop and acquire new knowledge and skills. That is why the process of teaching the new generation is so important that an entire science has been created to study it - pedagogy. Let's find out more about it, and also find out what the object of pedagogy is and how it differs from the subject and the subject.

What is “pedagogy”

This noun refers to science, which is focused on the education of the individual in each of his age periods.

The following chain is closely related to pedagogy

To better understand them, it's worth knowing the definition of each.

Education is a systematized and purposeful process of forming a student’s system of views and beliefs, as well as knowledge and skills.
Training is the process of interaction between a teacher and his student, with the goal of assimilation by the latter of a system of knowledge, the formation of his skills, as well as the development of the student’s natural inclinations.
Education - this concept has a dual nature. On the one hand, this is a complex of education and training. On the other hand, this is the result they achieved.
Formation is the development of personality under the influence of external factors and internal motives.
Development is a process of changes in a person, as a result of which he improves morally, intellectually and professionally. Unlike other pedagogical phenomena, this one has a spasmodic character. In other words, from theory, trends in a student’s development can be calculated, but in practice, this process occurs at an individual speed for everyone.
Socialization is the process of adaptation of an individual in society. Like education, this category relates to pedagogical goals. That is, pedagogy is aimed at helping the individual find his place in society and become its full-fledged and useful member.

What sections of pedagogy exist?

Before understanding what is the object of pedagogy, it is worth finding out what sections this science has. The fact is that some of them have somewhat more highly specialized objects.

Typically there are eight sections.

History of pedagogy.
Special, it is also therapeutic.
Comparative.
Correctional (penitentiary).
Age.
Social.
Practical.
General.

What is the object of pedagogy as a science

Having examined in general terms what pedagogy is, it is worth moving on to the main thing.

First of all, it is worth noting that the question “What is the object of research in pedagogy?” is answered differently by different teachings.

Sometimes there is an opinion that if the subject in this process is the teacher, then the object is the student himself. However, this interpretation is not entirely correct. After all, it significantly narrows the scope of the science under consideration, since the student being educated is not the object of pedagogy.

World-famous teacher-practitioner A.S. Makarenko at the beginning of the twentieth century. noted the fallacy of such a statement, urging colleagues to concentrate not on the student, but on his psyche. However, this progressive view was not complete. The fact is, the human psyche (in this case, a student) is an object of another science (psychology). And although this aspect is always taken into account when organizing the educational process, it is also not the object of pedagogy.

What is it then? The real object of pedagogy is education.

In other words, this is the whole set of phenomena and processes associated with the formation and socialization of personality.

Subject and object in pedagogy: what is the difference?

Having considered what is the subject and object of the science being studied, it is worth learning about its subject.

Like the facility, it is focused on education. However, in this case, we are talking about a practical, purposeful, thoughtful process, organized not only in educational institutions, but also in families.

What is the object of special pedagogy and social

As mentioned above, in certain branches of the science under consideration, distinct, more highly specialized objects are distinguished.

So in therapeutic pedagogy (concentrated on the study and organization of the educational process with students with special needs), the object is directly the personality of such a problem child. At the same time, the subject remains the same process of education.

Social pedagogy is aimed at studying and analyzing the influence of the environment on education.

As in the previous case, in general, the object of social pedagogy is the student himself. However, in particular, its adaptation in society, in the process of personality formation, is considered.

The subject of social pedagogy is the pattern of socialization.

What is an object in other pedagogical sciences

In the history of pedagogy, the object is the pattern of development (in theory and practice) of the educational process among different peoples in different eras, and the discovery of general trends.

In age-related pedagogy, it is the education of a child from birth to his transformation into an adult.

In the case of comparative pedagogy, this is a comparison of educational systems and institutions in different countries, a search for their characteristics related to the culture of a particular nation.