Humanization of education. The humanization of education involves the humanization of education involves increased attention to the individual

Cement 07.01.2022

Cement

Branch of the Ufa State Aviation Technical University in Ishimbay

Control work on discipline

Psychology and pedagogy

Topic: Problems of humanization and humanitarization of education in modern Russia

Completed:

Student of the ATPz-210 group

I.K. Timerbaev.

Checked:

professor, Ph.D. n.

G.H. Valiev

Ishimbay-2012

I Introduction

III. Final part

I Introduction

Today, the role of the individual is increasing, the processes of humanization of society are activated as a guarantor of its existence in the conditions of the crisis of industrial civilization, which in turn affects the formation of priority areas and value orientations of higher professional education. However, in Russia there is still a sharp division and even opposition between the humanitarian and technical spheres of activity, thinking and education. The Russian education system is divided into two weakly interacting parts: humanitarian and technical.

At present, the humanization of education is understood as the process of creating conditions for self-realization, self-determination of the student's personality, the creation of a humanitarian sphere at the university that contributes to the disclosure of the creative potential of the individual, the formation of value orientations and moral qualities, followed by their actualization in professional and social activities.

The humanization of education, especially technical education, involves expanding the list of humanitarian disciplines, deepening the integration of their content in order to obtain systemic knowledge. Both of these processes are identical, complement each other and should be considered in conjunction.

Speaking about the humanization and humanitarization of higher professional education, we must keep in mind that technical education in the 21st century must necessarily take into account the new relations of engineering (project) activity with the environment, society, man, i.e. the activity of a specialist must be humanistic. The solution to the problem of humanization of education in technical universities should be carried out in the following areas:

expanding the range of disciplines in the humanities;

ensuring the interpenetration of humanitarian knowledge and non-humanitarian disciplines (natural and technical), while humanitarian knowledge includes the sciences of man, the sciences of society, the sciences of the interaction of man and society, the prediction of social processes and the development of human nature;

interdisciplinarity in education;

training in solving scientific and technical problems at the border of technical and humanitarian spheres;

ensuring the possibility for students at a technical university to receive a second humanitarian or socio-economic specialty;

strengthening the training of specialists in the legal, linguistic, environmental and ergonomic fields;

creation of a humanitarian environment at the university;

formation of a worldview position among students, the basis of which is the dependence of socio-economic and scientific and technological progress on the personal, moral qualities of a person, his creative abilities;

student-centered learning.

humanization humanization education spiritual

II. Main part. Dehumanization of spiritual culture

The unjustified emasculation of our school over the years has led to a sharp decline in the level of general culture and upbringing of school graduates and, consequently, of society as a whole. In the age of the scientific and technological revolution, at every step we are faced with blatant illiteracy and lack of taste, the inability of people to use program school skills in practice.

At the beginning of the third millennium, philosophers, sociologists, ecologists, teachers are increasingly talking about the need for humanity to move to a qualitatively new stage in its development. In the culture of the technogenic society, the cult of mass consumption, diverse entertainment, enrichment is affirmed, the tendency to dehumanize a person, the awakening of his exorbitantly growing biotic and egocentric principles, destroying the balance of the habitat and the general dynamics of spiritual evolution, is growing. The individual is increasingly turning into a structural mechanism of narrowly focused functioning, which ensures the vital activity and self-expression of the so-called social "elite". In fact, there is a dehumanization of spiritual culture, the loss of its original meanings and functions associated with higher values, aspirations for spiritual life, for the ideals of non-acquisitiveness, altruism, benevolence, etc. Such a situation leads to the fact that the questions of what kind of person will become, what will be his values and ideals, what is the further way of his interaction with the surrounding social and natural environment acquire particular relevance? These questions are reflected in the concepts of possible options for the future of civilization. The education system is looking for answers to them, in which such negative trends as the alienation of subjects from the educational process, the formal attitude to educational activities, the tightening of the mores of school life, etc., are growing.

At the same time, the dynamics and complexity of the processes taking place in society and its spiritual culture inevitably lead to the fact that the role of the state educational system in the life of society is increasing year by year.

In the modern world, it is the education system in the broad sense of the word that is able to lay the foundations for success in all spheres of life, contribute to solving the global problems of our time, and expand cultural interaction between countries and peoples. Under certain conditions, it is education that is called upon to contribute to the formation of fundamentally new patterns of thinking, so necessary for the further evolution of mankind. However, education is not able to realize its creative potential, because it is fettered by the attitudes and dogmas of the technogenic society, which ignore the spiritual needs and values of the individual.

The Soviet system of education - along with the Japanese, American, French, English, German: each in its own way - was one of the strongest educational systems in the world. This does not mean that she, like all those just listed, did not have any shortcomings. Chief among them: it was (and remains) predominantly barracks-repressive. Barracks - means, all indiscriminately one size fits all, according to one program - from the first child prodigy to the last loser. Repressive means studying under the fear of a disgraceful public “deuce”, calling parents to school and other humiliations. It is quite possible to add the epithet "hard labor" to this, because the number of daily lessons exceeds ten, and the total hours for mandatory daily homework are almost more than hours in a day. And although the consequences are truly catastrophic, for a complex set of reasons, everything remains unchanged. Naturally, such a situation gives rise to a protest movement among teachers, parents and students - so far purely spontaneous. One of the manifestations of such a movement is leaving school, skipping classes and sabotaging homework. Another is the emerging ideology of the humanization of education. All three of the above. Today's, like yesterday's, the school program is entirely aimed at entering the university. Moreover, in all subjects in a row. Understandably, this does not suit many. Therefore, the idea of differentiation of education is born - the addition of a single "advanced" basic program for all gifted students, a series of correctional programs for others, familiarization for those who only want to get acquainted with one or another subject and specialized for those who want to specialize in it. It is assumed that all programs are of equal order, and the only question is which of them the student chose and how adequate it is to his plans for further study and, moreover, work. A humiliating public mark is as morally unacceptable today as it was once quite a common public flogging in the classroom. But, as experience shows, studying without assessing the acquired knowledge is pure fiction. How to replace the obviously anachronistic today humiliation of the personality of students? Proposals are being made to switch the entire school to a university credit system, to replace grades with tests, to replace public assessment with a confidential interview between a teacher and a student. The question is so complex that it requires at least a socio-pedagogical experiment. And so urgent that it would be necessary to start solving it as soon as possible. In fact, an 80-hour school week for a student is, of course, blatant. Therefore, strict legislative measures are required to limit it (including homework) to 24-40 hours in different classes of the school. But it would be a mistake to rewrite the remaining 40 hours in the "doing nothing" column. The idea is being discussed to transfer these hours to the subsystem of additional education - to interschool and school interest clubs, so that the student acquires the greatest possible amount of knowledge, skills, and skills not "for the mark", but "for interest". As for the humanization of education, it is usually understood as the requirement to increase the number of hours in the humanities subjects in the school curriculum due to the exorbitant growth of the natural science cycle, especially mathematics. One can join those educators who pose the question more broadly: to place emphasis at school not only on the sciences (both natural and social), but also on all other forms of social consciousness. Bearing in mind the possibly higher culture of the student - both scientific, and worldview, and artistic, and ethical, and legal, and political, and - last but not least - religious. Naturally, this goes beyond the scope of the lesson - in general, beyond the framework of the schoolchild's work week of any duration. In this regard, it is time, finally, to move from words to deeds in condemning the notorious "school-centrism", even if this applies to elementary, secondary, and higher education. We must not forget that both are only three of nine subsystems of equal order, without which, in modern conditions, there can be no real effectiveness of education. This refers to the subsystems of parental education, universal preschool education, universal secondary vocational education, advanced training and retraining of personnel, self-education of adults and additional education. And this - not to mention the computerization of education that has begun, which completely modifies the information system "student-teacher".

Spiritual development of the individual in the Russian education system

The current situation in the world, which is characterized, in particular, by the emergence and extreme aggravation of global problems, shows that if humanity continues to be guided by the principles of consumerism and "domination" over nature, technocratic strategy and short-sighted pragmatism, then its history is nearing a sad end.

The current situation in our country is characterized not only by political instability, the transition to a market economy, etc., but also by the deepest ideological crisis. For example, to take only the teaching of Russian literature in schools, this unfavorable situation in education has recently become a subject of discussion at a meeting between V.V. Putin with the widow A Solzhenitsa. We are going through, figuratively speaking, the "epoch of homelessness": a person feels abandoned in an indifferent and meaningless world. Russian society, which twice experienced the “disintegration of the connection of times” in the 20th century, faced the problem of the meaning of life to its full potential. Our society needs to restore the connection of times, in particular, to familiarize ourselves with the various methods developed by different cultures for solving the life-meaning problem.

Higher education is currently moving away from the ideologized education inherent in a totalitarian political system, from the state's monopoly on education, is aware of the negative consequences of a technocratic approach to education, and is abandoning strict rules and prohibitions that hinder initiative and hide the creativity of education subjects. Today, young people come to higher education, whose formation takes place in the conditions of a radical change in the political and economic system, rapid social differentiation, and the destruction of former moral guidelines.

These factors (their number can be easily increased) essentially mean one thing: society is striving for economic efficiency, technological advances, dominance over nature, increased consumption, and so on. unforgivably pays little attention to the person himself. It is necessary to humanize the entire social life and, last but not least, the education system.

The concern of the general public about this situation is also connected with the processes of the deepening reform of the Russian education system, where not all reforms are oriented towards the vector of the spiritual development of the individual. In a number of studies, the idea of opposing the tendencies of dehumanization and development, holistic models and technologies in education, close to a person, to the world of his culture, has appeared. These are, for example, personality-oriented, culture-conforming, culture-creating, culture-forming models in education (A.G. Asmolov, A.P. Valitskaya, Yu.V. Senko, etc.). To some extent, such positions are reflected in the educational doctrine of our state, in the Federal component of state educational standards for primary, general, basic general and secondary (complete) general education. They emphasize "the upbringing of a positive emotional and value attitude to the outside world, ecological and spiritual and moral culture, patriotic feelings; the need to participate in creative activities in nature and society, to maintain and strengthen health." Thus, in fact, we are talking about the need for the goals of the educational process to be correlated to some extent with the processes of spiritual education of the individual, theory and practice, which are far from unambiguously presented in research and methodological literature.

By spiritual education, we understand the process and the result of the formation of a student's value attitude to life on the basis of the disclosure of deep creative principles in him, creative potential in all types of activity, the purpose of which, ultimately, is to affirm the highest ideals (goodness, truth, justice, love , beauty, humanism). Such activity embodies the highest examples of a person's spirituality, his striving for the common good, for the perfection of his life on the paths of morality, service to people, the unity of the forces of the mind, soul and heart, etc.

The role of humanization in modern education. Patterns of humanization of education

Russian society is at a turning point in its development. It is characterized by a reassessment of values, criticism and overcoming what hinders further movement forward. The highest humanistic meaning of social development is the affirmation of the attitude towards man as the highest value of being.

A person as an end in itself of development, as a criterion for evaluating the social process, is a humanistic ideal of the transformations taking place in the country. Progressive movement towards this ideal is associated with the humanization of the life of society, in the center of plans and concerns of which should be a person with his needs, interests, needs. Therefore, the humanization of education is considered as the most important socio-pedagogical principle, reflecting modern social trends in building the functioning of the education system.

An important aspect of the modernization of modern domestic education can be considered the emerging (and in one form or another confirmed by regulatory documents) trends that are usually associated in scientific research and journalistic literature with the concepts of "humanization" and "humanitarization". These concepts are widely represented in journalistic literature, reference books, dictionaries, are reflected in school textbooks (for example, in the textbooks "Social Science", "Man and Society"), but they are still far from unambiguously interpreted by researchers. Therefore, it is important to avoid terminological substitution of the subject and activity, which quite often leads to a shift in semantic accents in the pedagogical process and levels the significance of the above directions in improving domestic education. So, the Latin word " homo" in Russian dictionaries is translated as "man". Derived terms from it humanusand humanitasare sometimes given as synonymous words identical to the concept of "humanity", although different semantic contexts can be distinguished. The term " humanus"(humanism) since the Renaissance has been correlated with the worldview of anthropocentrism, according to which a person is thought of as the center of the universe. In this aspect, this concept reflects the moral principle of relations between people, which is based on caring for a person, striving to improve his life, ensuring the satisfaction of his needs , the free development of the individual, his natural inclinations and abilities.In this respect, the concept " humanity" is close in meaning to the concept of "personality", the benefit of which becomes the main criterion for evaluating the activities of social institutions.

Such an interest in a person's personality, his inner world, interests, aspirations, self-realization is reflected in the humanization of education, in its personality-oriented technologies.

At the same time, it should be noted that a person can be outwardly highly "educated", be well versed in matters of natural science, history, ethics, aesthetics, politics, law, and, nevertheless, assert anti-humanism, extreme egoism, evil, lack of culture, aggression in life. Self-affirmation and self-realization of such a person occurs at the expense of others, more humane and tolerant. In this case, it is important to take into account the fact that a child enters the education system already having some well-established knowledge, beliefs, ideals, and value orientations. Therefore, in education it is very important to realize what level of culture this or that person has reached; what she affirms in her life; what does it strive for and what does it not accept; what actually human qualities have already been revealed and what are still to be revealed in a purposeful educational process. Such a position certainly implies increased attention to the problems of ethical and aesthetic education, involvement in the active educational process of children with deviations in mental and physiological development, childhood disabilities, juvenile delinquents, etc. Not without reason, even in the ancient tradition, the concept " humanitas"(humanity) as a reference task, embodied in the culture of activity, in a state of some aesthetic and ethical completeness of the cultural development of the individual. Such a state was associated with the highest manifestations of human qualities in the artificial environment that the person himself created with his thoughts, words, deeds. Therefore, In our opinion, the separation of the concepts of "humanism" and "humanitarianism" is of fundamental importance.

Humanism is an appeal to the potential of the best personal qualities of a person: spiritual completeness, altruism, creative activity, goodwill, self-government, the ability to solve complex practical problems, etc. It forms a pronounced individuality of a harmoniously developed spiritualized personality as a whole.

Humanism most often appears as a philosophical and ideological concept, as the name of a philosophical system, and therefore its studies prescribe the competencies of the philosophical sciences. Humanity is considered more often as a psychological concept, which reflects one of the most important features of the orientation of the individual.

The humanistic worldview as a generalized system of views, beliefs, ideals is built around one center - a person. If humanism is a system of certain views on the world, then it is the person who turns out to be the system-forming factor, the core of the humanistic worldview. At the same time, his attitude contains not only an assessment of the world, but also an assessment of his place in the surrounding reality. Consequently, it is in the humanistic worldview that the diverse attitudes to man, to society, to spiritual values, to activity, that is, in fact, to the whole world as a whole, find their expression.

In the psychological dictionary, the concept of "humanity" is defined as "a system of attitudes of the individual to social objects (a person, a group, a living being) determined by moral norms and values, which is represented in the mind by experiences of compassion and rejoicing, is realized in communication and activity in the aspects of assistance, complicity, help ". (Psychology: Dictionary / Under the editorship of A.V. Petrovsky, M.G. Yaroshevsky. M, 1990. - p. 21.).

Consequently, humanity is a quality of a person, which is a combination of moral and psychological properties of a person, expressing a conscious and empathetic attitude towards a person as the highest value. Based on the conclusions of numerous psychological and pedagogical studies, it is possible to formulate patterns of humanization of education.

Education as a process of formation of mental properties and functions is due to the interaction of a growing person with adults and the social environment. Psychological phenomena, noted S.L. Rubinstein, arise in the process of human interaction with the world. A.N. Leontiev believed that the child does not face the outside world one on one. His attitudes to the world are always transmitted through the relationships of other people, he is always included in communication (joint activities, verbal and mental communication).

Among the humanistic trends in the functioning and development of the education system, one can single out the main one - an orientation towards the development of the individual. The more harmonious the general cultural, socio-moral and professional development of the individual, the more free and creative a person will become.

Education will satisfy personal needs if, according to L.S. Vygotsky, is focused on the "zone of proximal development", that is, on mental functions that have already matured in the child and are ready for further development.

Today there is a real opportunity to give a person to master not only basic professional knowledge, but also a universal culture, on the basis of which it is possible to develop all aspects of the personality, taking into account its subjective needs and objective conditions related to the material base and human resources of education. Personal development in harmony with the universal culture depends on the level of development of the basic humanitarian culture. This pattern determines the culturological approach to the selection of the content of education. In this regard, self-determination of the individual in world culture is the core line of the humanization of the content of education.

The culturological principle requires raising the status of the humanities, updating them, freeing them from primitive edification and schematism, and revealing their spirituality and universal values. Taking into account the cultural and historical traditions of the people, their unity with the universal culture are the most important conditions for the design of new curricula and programs.

Culture realizes its function of personality development only if it activates, encourages a person to activity. The more diverse and productive the activities that are significant for the individual, the more effective is the mastery of universal and professional culture.

The process of general, socio-moral and professional development of the individual acquires an optimal character when the student acts as the subject of training. This pattern determines the unity of the implementation of active and personal approaches.

The personal approach assumes that both teachers and students treat each person as an independent value, and not as a means to achieve their goals.

The principle of the dialogic approach involves the transformation of the position of the teacher and the position of the student into personal equal rights, into the position of cooperating people. Such a transformation is associated with a change in the roles and functions of the participants in the pedagogical process. The teacher does not educate, does not teach, but activates, stimulates aspirations, forms the student's motives for self-development, studies his activity, creates conditions for self-movement.

Personal self-development depends on the degree of creative orientation of the educational process. This regularity forms the basis of the principle of an individual creative approach. It involves the direct motivation of educational and other activities, the organization of self-promotion to the final result. This enables the student to feel the joy of realizing their own growth and development, from achieving their own goals. The main purpose of the individual creative approach is to create conditions for the self-realization of the personality, to identify and develop its creative capabilities.

The humanization of education is largely associated with the implementation of the principle of professional and ethical mutual responsibility. The readiness of the participants in the pedagogical process to take on the concerns of other people is inevitably determined by the degree of formation of the humanistic way of life. This principle requires such a level of internal composure of the individual, in which a person does not follow the circumstances that develop in the pedagogical process. The personality itself can create these circumstances, develop its own strategy, consciously and systematically improve itself.

Today, when unprecedented changes are taking place in the socio-economic life of the country, when we are all thinking about ways to transform public education, there is a need to solve the new tasks we face. One of them is the same one that faces society as a whole: the transition from a command-bureaucratic to a democratic organization of life. A renewed society must show its face, especially to children. In relation to education, this means humanization (involves strengthening humanity, respect for human dignity; philanthropy in training and education) - focusing on the child, his needs, opportunities and psychological characteristics.

What is meant by child orientation? What are its capabilities and psychological characteristics, and which of them should we take into account in the first place? Or, perhaps, any systematic pedagogical influence of the child should be completely canceled, relying on the natural course of his development?

The source of mental development is the social environment that embodies the characteristics of the human race, which the child must learn.

Mental development occurs in the process of mastering human culture - tools, language, works of science and art, etc., otherwise it cannot occur. But the child does not acquire culture on his own, but with the help of adults, in the process of communicating with people around him. Education and training are the most important forms of such communication, in which it occurs systematically and systematically.

Thus, the question of the need for systematic pedagogical influence on the child is resolved quite unequivocally: it is necessary, since it serves as one of the main ways of transferring social experience and human culture to the child. Without such transmission, mental development is generally impossible. Another thing is how, in what ways, in what forms this influence is carried out in order to focus on the child, take into account his interests and capabilities, and at the same time be most effective.

So, in order to acquire a truly humanistic character, not in words, but in deeds, education should be carried out mainly through the organization and management of children's activities and provide the best conditions for the development in these activities of psychological qualities that are specific to age and have enduring significance. - primarily figurative forms of knowledge of the world and social emotions.

The actual process of a child's mental development includes a much broader range of mental properties and abilities that must be taken into account when designing education and upbringing. The main thing is that the development of each child follows its own special path, in which general patterns are manifested in an individual form. And if taking into account the age-related characteristics of psychological development is the basis for the development of a general strategy, it requires the identification and consideration of individual characteristics.

The problem of humanitarization of education

Humanitarianism, first of all, includes a set of general cultural humanitarian knowledge and disciplines designed to form the consciousness of the subject, involving an appeal to the highest ideals, general cultural value principles formed in culture. In the first case, the educational (personal) aspect prevails, and in the second, the educational (disciplinary) aspect, which provides a knowledge foundation for the formation of a humane personality. We believe that in the pedagogical process, one of the aspects of strengthening the humanistic (human) principles should be considered the humanitarization of education, which is still ambiguously understood and interpreted by researchers who reveal different facets of the many-sided and at the same time holistic process of human education, the formation of his personal qualities and universal human qualities. started.

It is generally accepted that for the first time the word "humanities" appeared in the phrase "humanities" and was pronounced in Latin by Cicero. The term "humanization" was later used in several meanings: as "education", "education", "enlightenment", in accordance with concepts that denote not only the intellectual achievements of a person, but also the presence in him of the virtues necessary in communication.

The "seven free arts" remained the basis of education from the time of Roman antiquity to the Renaissance: grammar, rhetoric, dialectics, geometry, arithmetic, astronomy, music, which constituted a unity of complementary parts, each of which is necessary for a person in its own way and reflects the versatility of his own human potential. in all its integrity. The general integrity and social orientation of such education made it humanitarian and humane in its essence. An ancient mathematician, and a medieval doctor, an alchemist and an astrologer, an engineer and a monk could be a humanist. Initially, in a number of pedagogical theories of European countries, the term "humanitarian" was obviously used when it came to education. a person - shaping him in the image and likeness of a certain higher ideal (most often divine).

In modern pedagogical theory, there are a number of approaches that reflect various aspects of the humanization of education. The proposed classification indicates extreme positions in understanding the processes taking place in pedagogy, reflected in the methodology of teaching natural sciences.

The vast reserves of humanitarian knowledge accumulated by mankind in modern education are used only in scanty doses. Of course, elements of human knowledge are given in history, literature, biology, geography, even in physics and chemistry, but there is surprisingly little systematic knowledge about man both at school and in universities. Even worse is that a person in this knowledge is presented in a torn and mostly lifeless form. A living person with a soul fell out of the content of general education, and with it the spiritual foundation on which the humanistic worldview, the processes of self-development of the individual, and finally, humanitarian education in a variety of subjects should be built.

Sooner or later it will be necessary to include a person in the content of education. As Alexander Blok said, "we need the whole soul, everything worldly, the whole person."

During the period of the assertion of technogenic civilization, the confrontation between the two cultures (humanitarian and natural sciences) reached its climax, dividing not only the integrity of the spiritual culture of society, but also the inner world of a person into two dissociative spaces. There was a vital need to organize a cultural dialogue, which was reflected in the tendencies of the humanization of education.

The first approach to the study of the process of humanitarization focuses on the huge potential of the subjects of the social and humanitarian cycle. Humanitarianization in this sense is, first of all, an increase in the share of humanitarian knowledge in the general training of any specialist, an increase in the number of trained specialists in the field of the humanities. In relation to a general education school, this is an increase in the cultural and socio-humanitarian components in the educational process, increased attention to the study of social disciplines, such as economic theory, sociology, political science, history, an integrative course "Social Science" ("Man and Society"), a statement of their priority in shaping the worldview of young people.

Another approach to the problem of humanization is connected with the process of implementing interdisciplinary links. Indeed, today any serious problem cannot be solved on the basis of the paradigm of any one science. An important component of any research is its interdisciplinary nature. In this regard, it is possible to designate the second approach, whose representatives emphasize the natural connection of all academic disciplines in the context of interdisciplinary dialogue, their essential unity - a possible basis for educating a person, contributing to the formation of a holistic worldview (L.G. Burlakov, G.I. Gavrina, V.R. Ilchenko, V. G. Razumovsky, O. A. Yavoruk and others). Representatives of this approach emphasize the integration of school subjects of the mathematical, natural science cycle into a single subject - natural science, the implementation of interdisciplinary links with social and humanitarian disciplines.

The merger of all science school subjects can have very dangerous trends and consequences in terms of reducing the diversity and quality of students' knowledge of science and mathematics. Another thing is the active establishment of interdisciplinary connections in the study of various disciplines. In this case, the acquired knowledge (their content) is of a qualitatively different and multifaceted nature, that is, it consists of elements characteristic of related and organically interconnected sciences. So, N.V. Nalivaiko and V.I. Parshikov understand humanitarianism (human education) "not only as the sum of certain knowledge and skills acquired by a person, and not so much knowledge (including knowledge about the person himself), humanitarianism is the degree of a person's actual self-determination in culture." In this regard, the humanization of education can be represented as a factor that applies to all types of human activity - study, knowledge (self-knowledge), play, communication, work.

Humanitarianization is designed to change the nature of all types of educational activities (and activities in general), to fill them with new meanings. This presupposes the organization of the educational process on the basis of a different logic, orienting the personality towards the discovery and implementation of the undivided integrity of the development of the spiritual, moral and spiritual and practical abilities of a person who cognizes and transforms the world.

Thus, the humanization of education is a complex, multifaceted process that involves:

increasing the role of general humanitarian components of all disciplines studied in general and higher education;

inclusion in the natural science education of content components, problems and methods of a social and humanitarian nature;

strengthening the cultural-creative orientation of social, humanitarian and anthropological disciplines, personally significant value priorities; - organization of cognitive activity based on the ideas of the integrity of the universe, striving for the harmony of nature, society, man and culture;

a system of measures aimed at the priority development of the general cultural components of a person's worldview, at the formation of the spiritual and moral foundations of the individual in all spheres of social relations.

Ultimately, humanitarization involves the formation of an integral culture of the subject of educational activity, the aspects of which are:

.culture of learning activities;

2.culture of communication;

.ethical culture;

.aesthetic culture;

.culture of mental activity;

.ecological culture;

.body culture, which ensures the smooth functioning of organs and the body as a whole.

These aspects of culture are associated with spiritual and moral, anthropological, valeological, sociological and environmental knowledge, which are constantly used in practical activities. The spiritual and moral aspect forms the potential for harmony of the individual, society, as well as the relationship between the individual and society. In one form or another, it is contained in all subjects (representing the humanitarian potential of all areas of modern knowledge), requires the use of a special complex methodology for the disclosure and implementation of the creative harmonious qualities of the subject at all stages of education and upbringing.

From the noted positions, the tasks set for the formation of the new millennium make it possible to present the humanization of education as a phenomenon that reflects the ways of conscious optimization of the general global processes occurring in nature, society, in scientific knowledge and knowledge.

III. Final part

Thus, in the educational aspect, we can talk about a special, humanitarian and humanistic approach to teaching various disciplines. Such a humanitarian and humanistic approach is a special worldview and methodological position, which involves the creation of psychological and pedagogical conditions that allow, through the subject being studied, to reveal in the student his own human potential and determine the ways of self-realization in the system of social ties and relations.

This approach allows us to consider the humanization and humanitarization of Russian education in essential unity, indicating their place and role in the overall system of spiritual education. This is facilitated by: the formation of humanitarian thinking as the embodiment of the unity of the logical-discursive, figurative, emotionally colored, motivational components of the integral consciousness of a person, expressing the natural, natural and socio-cultural levels of human existence; strengthening the foundations of a holistic worldview and a holistic picture of the world; strengthening the axiological orientation of knowledge in the context of the problems of man, society, world civilization; appeal to the deep sources of the ethno-national tradition, synthesizing various levels of knowledge (ordinary, mythological, religious-confessional, scientific, etc.); disclosure of the spiritual potential of the individual, the formation of a strategy of striving for the highest ideals that took place in all the spiritual traditions of mankind; benevolence, practice of humanity and conviction in the correctness of the chosen path; development of personal self-government, capable of independently forming ideals, goals and ways of their implementation; education of high volitional qualities, the strength of good will in solving the main life problems.

Based on the foregoing, we can conclude that the humanization and humanitarization of education involve increased attention to the problem of the spiritual development of the individual, which is associated with the general level of the achieved culture and its spiritual component, with a set of vital acquisitions that reflect and express the best human qualities.

Bibliography

1. A.V. Petrovsky, M.G. Yaroshevsky Psychology: Dictionary, M, 1990.

A.V. Petrovsky, M.G. Yaroshevsky Psychology, M, Academy, 2002.

Modern science-intensive technologies.I.B. Shitikova M, RAE No. 1 2007.

New state standards of school education, M, 2004.

S.V. Khomuttsov Spirituality and spiritual traditions, Barnaul, 2004.

Philosophy of education S.V. Khomuttsov, Novosibirsk, SB RAS No. 6 2007.

6. Www.yandex.ru

Tutoring

Need help learning a topic?

Our experts will advise or provide tutoring services on topics of interest to you.
Submit an application indicating the topic right now to find out about the possibility of obtaining a consultation.

Test “Science. Education"

A1. The sphere of human activity, the function of which is the development and theoretical systematization of objective data about reality, is called:

science 3) education

philosophy 4) social consciousness

A2. The humanization of education involves:

A3. Are the following statements correct?

A. Historically, science arose later than religion, education, art

B. The development of science is one of the most important factors in the development of material production, social relations, and spiritual life.

A4. The humanization of education involves:

increasing public attention to the study of social disciplines

creation of a unified education system for developed countries

increased attention of society to the individual, his psychology, interests, requests

the introduction of compulsory subjects for the study of religion

A5. The internationalization of education involves:

increasing public attention to the study of social disciplines

creation of a unified education system for developed countries

increased attention of society to the individual, his psychology, interests, requests

the introduction of compulsory subjects for the study of religion

A6. Which judgment is correct?

A. The peculiarity of scientific knowledge lies in their theoretical nature

B. Scientific knowledge is based on the authority of the researcher

1) only A is true 3) both judgments are true

2) only B is correct 4) both judgments are wrong

A7. Which direction is currently irrelevant for the development of education:

politicization 3) humanitarianization

humanization 4) internationalization

A8. When conducting lessons, the teacher uses individual tasks, pays great attention to the development of students' creative abilities, and contributes to the creation of a psychologically comfortable environment in the classroom. What direction in the development of education does he implement:

A9. Which judgment is correct?

A. Scientific knowledge is always practical

B. Scientific knowledge begins when a pattern is realized behind the totality of facts.

1) only A is true 3) both judgments are true

2) only B is correct 4) both judgments are wrong

A10. When compiling a new curriculum for students of the 1st year of a professional lyceum, the course "World Artistic Culture" was introduced. What direction in the development of education does this innovation implement?

humanization 3) internationalization

humanization 4) politicization

A11. Which judgment is correct?

A. Science is not a direct productive force of society

B. Problems that arose during the development of technology became the subject of scientific research. This is how new scientific disciplines appeared (for example, thermodynamics)

1) only A is true 3) both judgments are true

2) only B is correct 4) both judgments are wrong

A12. For the needs of the EEC countries, the European Business School was created, its branches are located in Paris, Oxford, Berlin, Madrid. It trains representatives of various European countries.

What is the trend in the development of education?

1) humanization 3) internationalization

2) humanization 4) autonomization

A13. Which judgment is correct?

A. Science is thinking in artistic images

B. Science is thinking in concepts

1) only A is true 3) both judgments are true

2) only B is correct 4) both judgments are wrong

A14. Students of the State Technical University have the opportunity to receive a European diploma. What direction in the development of education are we talking about?

humanization 3) nationalization

humanization 4) internationalization

A15. Which judgment is correct?

A. The immediate goals of science are the description, explanation and prediction of the phenomena of reality

B. The language of science differs significantly from the language of other forms of culture and art in greater clarity and rigor

1) only A is true 3) both judgments are true

2) only B is correct 4) both judgments are wrong

A16. Which judgment is correct?

A. Science is one of the areas of the political sphere of society

B. Science has a complex impact on social life, especially intensively affecting the technical and economic development and management of society

1) only A is true 3) both judgments are true

2) only B is correct 4) both judgments are wrong

A17. Which judgment is correct?

A. The humanization of education implies a great attention of society to the individual, his psychology, interests, requests

B. Humanization of education is the creation of a single educational space for different countries

1) only A is true 3) both judgments are true

2) only B is correct 4) both judgments are wrong

A18. A feature of scientific knowledge is:

their theoretical nature

practical use

truth

their contents in books

A19. The type of activity of people, which is aimed at obtaining new knowledge about nature, society and man, is called:

education 3) socialization

science 4) education

A20. A feature of scientific knowledge is

their theoretical nature

practical use

truth

they are in books

A21 Zoologists study the behavior of Himalayan bears in captivity. What function of science is illustrated by this example?

cultural

worldview

Cognitive

Social

A22 Seismologists, having studied the state of the earth's crust in the village of N., warned local residents about the possibility of an earthquake. What function of science is illustrated by this example?

Cognitive and prognostic

productive

cultural

worldview

A23 The development and distribution of hardy, disease-resistant, and fast-growing breeds of poultry reflects the function of science:

ideological

production

cognitive

social

A24 Students of the State Technical University have the opportunity to obtain a European diploma. What direction in the development of education are we talking about?

Humanization

Humanitarianization

Nationalization

Internationalization

A25 For the needs of the EEC countries, the European Business School was created, its branches are located in Paris, Oxford, Berlin, Madrid. It trains representatives of various European countries. What is the trend in the development of education?

Humanization

Humanitarianization

Internationalization

Automation

A26 Which statement is correct?

A) Science is thinking in artistic images

B) Science is thinking in concepts

Only A is true

Only B is true

Both statements are correct

Both statements are wrong

A27 The creation and practical implementation of frost-resistant, early-ripening grape varieties illustrates the function of science:

social

ideological

Creative

production

A28 When compiling a new curriculum for students of the 1st year of the college, the elective "World Artistic Culture" was introduced. What direction in the development of education does this innovation implement?

Humanization

Humanitarianization

Internationalization

Politicization

A29 Which statement is correct?

A) Science is not a direct productive force of society

B) The problems that arose in the course of the development of technology became the subject of scientific research. This is how new scientific disciplines appeared (for example, thermodynamics)

1) Only A is true

2) Only B is true

3) Both judgments are correct

4) Both judgments are wrong

A30 The aim of modern education is not

political orientation of the individual

familiarization with national and world culture

transfer of knowledge, skills

personality socialization

A31 Which direction is currently irrelevant for modern education7

politicization

humanization

internationalization

A32 The essence of predictive science is to

understand and explain the world

anticipate the consequences of a change in the environment

improve the social structure

create additional resources on the economy

A33 Does not correspond to the modern development of education

widespread use of computers and electronic teaching aids

increase in the content of education at the expense of the humanities

strengthening of class education

creation of a system of continuous education

A34 The humanization of education involves

increasing public attention to the study of social disciplines

creation of a unified education system for developed countries

increased attention of society to the individual, his psychology, interests, requests

the introduction of compulsory subjects for the study of religion

A35 For scientific knowledge is optional

discovery of objective laws

the presence of a conceptual apparatus

experiment as a method of searching for truth

the logic of building a theory

A36 The sphere of human activity, the function of which is the development and theoretical systematization of objective data about reality, is called

the science

philosophy

education

public consciousness

PLAN

Humanization is a key element of the new pedagogical thinking, which affirms the polysubject essence of the educational process. The main meaning of education in this is the development of the individual. And this means changing the tasks facing the teacher. If earlier he had to transfer knowledge to students, then humanization puts forward another task - to contribute in every possible way to the development of the child. Humanization requires a change in relations in the "teacher-student" system - the establishment of ties of cooperation. Such a reorientation entails a change in the methods and techniques of the teacher.

The humanization of education presupposes the unity of the general cultural, social, moral and professional development of the individual. This social pedagogical principle requires a revision of the goals, content and technology of education.

The key concept of the humanistic philosophy of education is "humanism". An attempt to determine its meaning shows that this concept has several meanings. Their change makes it possible to understand various aspects of this problem, although it causes difficulties associated with determining the specific content of the very concept of "humanism".

So the concept of "humanism" is used in at least ten meanings:

· the name of the Renaissance in various cultural movements, ideological currents, directions of social thought;

· the name of the area of theoretical knowledge, which gives preference to the humanities;

Characteristics of the Marxist worldview, proletarian ideology, socialist way of life;

designation of the moral qualities of a person - humanity, kindness and respect;

Determination of the most important factor in the comprehensive development of the individual;

Expression of a special attitude towards a person as the highest value of life;

the name of the practical activity aimed at achieving universal ideals, etc.

A similar situation is observed with regard to the concept of "humanity", which is often identified with the concept of "humanism".

Humanism as an ideological value complex includes all the highest values developed by mankind on a long and contradictory path of its development and called universal; philanthropy, freedom and justice, the dignity of the human person, diligence, equality and fraternity, collectivism and internationalism, etc.

In the psychological dictionary, the concept of "humanity" is defined as "a system of attitudes of the individual to social objects (a person, a group, a living being) determined by moral norms and values, which is represented in the mind by experiences of compassion and rejoicing ... is realized in communication and activity in the aspects of assistance, complicity, help." (Psychology: Dictionary / Ed., .-M, 1990.-p. 21.).

2. REGULARITIES OF THE HUMANIZATION OF EDUCATION.

2.1. Key points

Based on the conclusions of numerous psychological and pedagogical studies, it is possible to formulate patterns of humanization of education.

1. Education as a process of formation of mental properties and functions is due to the interaction of a growing person with adults and the social environment. Psychological phenomena, noted, arise in the process of human interaction with the world. believed that the child does not face the outside world one on one. His attitudes to the world are always transmitted through the relationships of other people, he is always included in communication (joint activities, verbal and mental communication).

2. Among the humanistic trends in the functioning and development of the education system, one can single out the main one - an orientation towards the development of the individual. The more harmonious the general cultural, socio-moral and professional development of the individual, the more free and creative a person will become.

3. Education will satisfy personal needs if, according to it, it is focused on the "zone of proximal development", that is, on mental functions that have already matured in the child and are ready for further development.

4. Today there is a real opportunity to give a person to master not only basic professional knowledge, but also a universal culture, on the basis of which it is possible to develop all aspects of the personality, taking into account its subjective needs and objective conditions related to the material base and human resources of education. Personal development in harmony with the universal culture depends on the level of development of the basic humanitarian culture. This pattern determines the culturological approach to the selection of the content of education. In this regard, self-determination of the individual in world culture is the core line of the humanization of the content of education.

5. The culturological principle requires an increase in the status of the humanities, their renewal, liberation from primitive edification and schematism, the identification of their spirituality and universal values. Taking into account the cultural and historical traditions of the people, their unity with the universal culture are the most important conditions for the design of new curricula and programs.

6. Culture realizes its function of personality development only if it activates, induces a person to activity. The more diverse and productive the activities that are significant for the individual, the more effective is the mastery of universal and professional culture.

7. The process of general, socio-moral and professional development of the individual acquires an optimal character when the student acts as the subject of education. This pattern determines the unity of the implementation of active and personal approaches.

The personal approach assumes that both teachers and students treat each person as an independent value, and not as a means to achieve their goals.

8. The principle of the dialogical approach involves the transformation of the position of the teacher and the position of the student into personal equal rights, into the position of cooperating people. Such a transformation is associated with a change in the roles and functions of the participants in the pedagogical process. The teacher does not educate, does not teach, but activates, stimulates aspirations, forms the student's motives for self-development, studies his activity, creates conditions for self-movement.

9. Personal self-development depends on the degree of creative orientation of the educational process. This regularity forms the basis of the principle of an individual creative approach. It involves the direct motivation of educational and other activities, the organization of self-promotion to the final result. This enables the student to feel the joy of realizing their own growth and development, from achieving their own goals. The main purpose of the individual creative approach is to create conditions for the self-realization of the personality, to identify and develop its creative capabilities.

10. The humanization of education is largely associated with the implementation of the principle of professional and ethical mutual responsibility. The readiness of the participants in the pedagogical process to take on the concerns of other people is inevitably determined by the degree of formation of the humanistic way of life. This principle requires such a level of internal composure of the individual, in which a person does not follow the circumstances that develop in the pedagogical process. The personality itself can create these circumstances, develop its own strategy, consciously and systematically improve itself.

Today, when unprecedented changes are taking place in the socio-economic life of the country, when we are all thinking about ways to transform public education, there is a need to solve the new tasks we face. One of them is the same one that faces society as a whole: the transition from a command-bureaucratic to a democratic organization of life. A renewed society must show its face, especially to children. With regard to education, this means humanization (involves strengthening humanity, respect for human dignity; philanthropy in training and education) - orientation towards the child, his needs, opportunities and psychological characteristics.

Remember the source of mental development is the social environment that embodies the characteristics of the human race, which the child must learn.

Mental development takes place in the process of mastering human culture—tools of labor, language, works of science and art, etc., otherwise it cannot take place. But the child does not acquire culture on his own, but with the help of adults, in the process of communicating with people around him. Education and training are the most important forms of such communication, in which it occurs systematically and systematically.

The actual process of a child's mental development includes a much broader range of mental properties and abilities that must be taken into account when designing education and upbringing. The main thing is that the development of each child follows its own special path, in which general patterns are manifested in an individual form. And if taking into account the age characteristics of psychological development is the basis for the development of a general strategy, it requires the identification and consideration of individual characteristics.

2.2. "My Pedagogical Credo"

The humanization of society raised the question of the authority of the teacher. The closeness of authority and authoritarianism as words of the same root and related concepts problematized the idea of teacher's authority and presented ethical criteria for it. Individuality as the basis of education and upbringing returns self-respect to the teacher and the school.

“Teaching and students are, first of all, employees,” he wrote. So democratization and humanization in education opened the way to the development of initiative and independence of the student and teacher.

The complexity of the educational process lies in the fact that it occupies a significant place in a person's life, does not give a tangible, visible, concrete result immediately after its completion. The result of education is all subsequent behavior, activity, lifestyle of a person. Therefore, the influence of the pedagogical impact of any educational institution cannot be directly controlled.

Everyone who chooses the profession of a teacher takes responsibility for those whom he will teach and educate, at the same time he is responsible for himself, his professional training, his right to be a teacher, teacher, educator. The worthy fulfillment of a professionally pedagogical duty requires a person to accept a number of obligations.

Firstly, one should objectively assess one's own capabilities, know one's strengths and weaknesses, qualities that are significant for a given profession (features of self-regulation, self-esteem, emotional manifestations, communicative, didactic abilities, etc.).

Secondly, the teacher must have a general culture of intellectual activity (thinking, memory, perception, representation, attention), a culture of behavior, communication and pedagogical communication in particular. A teacher is a model that students consciously, and most often unconsciously, imitate, adopting what the teacher does.

Thirdly, an obligatory prerequisite and the basis for the successful activity of a teacher is respect, knowledge and understanding of his student as "another". The student must be understood by the teacher and accepted by him, regardless of whether their value systems, behavior patterns and assessments coincide; it also involves knowledge of the psychological mechanisms and patterns of behavior and communication.

Fourthly, the teacher is the organizer of the learning activities of students, their cooperation, and at the same time acts as a partner and a person who facilitates pedagogical communication, that is, a “facilitator”, according to K. Rogers. This obliges to develop organizational, communication skills to manage the process of assimilation of knowledge by students, including them in active forms of educational interaction that stimulates the cognitive activity of its participants. The development of such professional skills requires not only deep psychological and pedagogical knowledge, but also constant, systematic professional training.

Thus, the professional qualities of a teacher should be correlated with the following postulates-commandments of his psychological and pedagogical activity:

Respect in a student a person, a person (which is a specification of the golden rule of antiquity - treat others the way you would like to be treated yourself);

Constantly look for the possibility of self-development and self-improvement (for it is known that one who does not study himself cannot develop a taste for learning, a “mental appetite” in others);

Transfer knowledge to the student so that he wants and can master them, be ready to use them in various situations and in his self-education.

These postulates are a concretization of the well-known thesis: only a person educates a person, only a character forms a character. The teacher must be a Personality, this is his professional characteristic.

In order for the development process to be successful, painless for the child, an appropriate atmosphere must be created around him, the so-called "humanistic space" (). In creating such a space, the teacher occupies a certain place, plays one of the main roles. Using WORD, DEED and OBSERVATION (diagnostics), the teacher creates conditions for the child to prove himself. In order to help the child, you can define the basic rule - "Rule 7Y":

- "confidence" - knowledge of their rights and the rights of the child, the ability to protect him. The teacher is the guarantor of the observance of the rights of the child;

- "success" - taking on any business, the teacher must foresee a positive result, that is, be sure that it is within the power of the children and him;

- “amazingness” - one must develop originality in oneself, children do not like “pies with nothing”;

- "persuasiveness" - to be able to ignite children's hearts, to convince them of the importance of the matter;

- "respect" - mutual respect is necessary; Respect your children's opinion, they respect yours. Education without respect is suppression;

- "poise" - in the classroom you need to be ready for anything, not to faint, but to analyze and work;

- “smiling” - it is impossible to live at school without a sense of humor. A smile is both appreciation, and approval, and encouragement.

3. HUMANIZATION OF EDUCATION AND THE DEMOCRATIC STYLE OF THE TEACHER

The desire to live in a certain community, to be protected by it, to assert itself in its environment is common to everyone. Therefore, if a teacher wants children to be good, it is necessary to do everything so that the pupils want to be good, so that they find pleasure in good, moral deeds.

This means that the teacher cannot have any other goals, except for the goals of the life of pupils. After all, for children, the idea is not separated from the personality, and what their favorite teacher says to them is perceived quite differently than what a disrespectful and alien person says. The loftiest ideas in the mouth of the latter become hated.

Therefore, it is worth taking the place of children more often in order to understand: what interests them, what pleases them, what tires them, what offends them. After all, the educational process stops from that moment until the child understands why they did this to him; until he agrees with what was done to him; while he is embittered that he was so unfairly treated.

In all this, there is an objective basis for the unity of the educator and pupil, that is, a necessary condition for the emergence of a pedagogy of cooperation known to everyone (but not used by everyone!) which is based on the principles of humanization and democratization of relations with their pupils.

To solve all pedagogical problems, there are two approaches. One is imperative, when the teacher himself solves the problem, forcing his pupils to do what is necessary for their future. The other is humane, that is, when the educator seeks to involve children in solving pedagogical problems, when he cooperates with them, makes them his assistants in education, teaches what he himself can do.

The most important acquisition that a child needs to make during the period of school apprenticeship is self-esteem, faith in himself, faith in what he knows, can and can do.

And this can only be achieved with good, for only good begets good. So bequeathed a wonderful teacher - our contemporary.

Children are a source of inspiration, and it is my duty as a teacher to give them a childhood, to keep it, to be their friend.

“From birth to three years, the child is your god, from three to ten, he is your slave, from the age of ten, the child is your friend” (ancient Chinese wisdom).

LIST OF USED LITERATURE.

1. Amonashvili goals: A guide for teachers. - M.: Enlightenment, 1987.

2. Preschool education No. 8.-M., 1990

3. Winter psychology. - M.: Logos, 1999

4. Class teacher No. 4.-M., 2001

5. Sneaky Pedagogy.

6. Slastenin Pedagogy.

7. Nightingale for everyone. - M.: Children's literature, 1989

Test “Science. Education"
A1. The sphere of human activity, the function of which is the development and theoretical systematization of objective data about reality, is called:
science 3) education
philosophy 4) social consciousness
A2. The humanization of education involves:

A3. Are the following statements correct?
A. Historically, science arose later than religion, education, art
B. The development of science is one of the most important factors in the development of material production, social relations, and spiritual life.

A4. The humanization of education involves:
increasing public attention to the study of social disciplines
creation of a unified education system for developed countries
increased attention of society to the individual, his psychology, interests, requests
the introduction of compulsory subjects for the study of religion
A5. The internationalization of education involves:
increasing public attention to the study of social disciplines
creation of a unified education system for developed countries
increased attention of society to the individual, his psychology, interests, requests
the introduction of compulsory subjects for the study of religion
A6. Which judgment is correct?
A. The peculiarity of scientific knowledge lies in their theoretical nature
B. Scientific knowledge is based on the authority of the researcher
1) only A is true 3) both judgments are true
2) only B is correct 4) both judgments are wrong
A7. Which direction is currently irrelevant for the development of education:
politicization 3) humanitarianization
humanization 4) internationalization
A8. When conducting lessons, the teacher uses individual tasks, pays great attention to the development of students' creative abilities, and contributes to the creation of a psychologically comfortable environment in the classroom. What direction in the development of education does he implement:

A9. Which judgment is correct?
A. Scientific knowledge is always practical
B. Scientific knowledge begins when a pattern is realized behind the totality of facts.
1) only A is true 3) both judgments are true
2) only B is correct 4) both judgments are wrong
A10. When compiling a new curriculum for students of the 1st year of a professional lyceum, the course "World Artistic Culture" was introduced. What direction in the development of education does this innovation implement?
humanization 3) internationalization
humanization 4) politicization
A11. Which judgment is correct?
A. Science is not a direct productive force of society
B. Problems that arose during the development of technology became the subject of scientific research. This is how new scientific disciplines appeared (for example, thermodynamics)
1) only A is true 3) both judgments are true
2) only B is correct 4) both judgments are wrong
A12. For the needs of the EEC countries, the European Business School was created, its branches are located in Paris, Oxford, Berlin, Madrid. It trains representatives of various European countries.
What is the trend in the development of education?
1) humanization 3) internationalization
2) humanization 4) autonomization
A13. Which judgment is correct?
A. Science is thinking in artistic images
B. Science is thinking in concepts
1) only A is true 3) both judgments are true
2) only B is correct 4) both judgments are wrong

A14. Students of the State Technical University have the opportunity to receive a European diploma. What direction in the development of education are we talking about?
humanization 3) nationalization
humanization 4) internationalization
A15. Which judgment is correct?
A. The immediate goals of science are the description, explanation and prediction of the phenomena of reality
B. The language of science differs significantly from the language of other forms of culture and art in greater clarity and rigor
1) only A is true 3) both judgments are true
2) only B is correct 4) both judgments are wrong
A16. Which judgment is correct?
A. Science is one of the areas of the political sphere of society
B. Science has a complex effect
impact on public life, especially intensively affecting the technical and economic development and management of society
1) only A is true 3) both judgments are true
2) only B is correct 4) both judgments are wrong
A17. Which judgment is correct?
A. The humanization of education implies a great attention of society to the individual, his psychology, interests, requests
B. Humanization of education is the creation of a single educational space for different countries
1) only A is true 3) both judgments are true
2) only B is correct 4) both judgments are wrong
A18. A feature of scientific knowledge is:
their theoretical nature
practical use
truth
their contents in books
A19. The type of activity of people, which is aimed at obtaining new knowledge about nature, society and man, is called:
education 3) socialization
science 4) education
A20. A feature of scientific knowledge is
their theoretical nature
practical use
truth
they are in books
A21 Zoologists study the behavior of Himalayan bears in captivity. What function of science is illustrated by this example?
cultural
worldview
Cognitive
Social
A22 Seismologists, having studied the state of the earth's crust in the village of N., warned local residents about the possibility of an earthquake. What function of science is illustrated by this example?
Cognitive and prognostic
productive
cultural
worldview
A23 The development and distribution of hardy, disease-resistant, and fast-growing breeds of poultry reflects the function of science:
ideological
production
cognitive
social
A24 Students of the State Technical University have the opportunity to obtain a European diploma. What direction in the development of education are we talking about?
Humanization
Humanitarianization
Nationalization
Internationalization
A25 For the needs of the EEC countries, the European Business School was created, its branches are located in Paris, Oxford, Berlin, Madrid. It trains representatives of various European countries. What is the trend in the development of education?
Humanization
Humanitarianization
Internationalization
Automation
A26 Which statement is correct?
A) Science is thinking in artistic images
B) Science is thinking in concepts
Only A is true
Only B is true
Both statements are correct
Both statements are wrong
A27 The creation and practical implementation of frost-resistant, early-ripening grape varieties illustrates the function of science:
social
ideological
Creative
production
A28 When compiling a new curriculum for students of the 1st year of the college, the elective "World Artistic Culture" was introduced. What direction in the development of education does this innovation implement?
Humanization
Humanitarianization
Internationalization
Politicization
A29 Which statement is correct?
A) Science is not a direct productive force of society
B) The problems that arose in the course of the development of technology became the subject of scientific research. This is how new scientific disciplines appeared (for example, thermodynamics)
1) Only A is true
2) Only B is true
3) Both judgments are correct
4) Both judgments are wrong
A30 The aim of modern education is not
political orientation of the individual
familiarization with national and world culture
transfer of knowledge, skills
personality socialization
A31 Which direction is currently irrelevant for modern education7
politicization
humanization
humanization
internationalization
A32 The essence of predictive science is to
understand and explain the world
anticipate the consequences of a change in the environment
improve the social structure
create additional resources on the economy
A33 Does not correspond to the modern development of education
widespread use of computers and electronic teaching aids
increase in the content of education at the expense of the humanities
strengthening of class education
creation of a system of continuous education
A34 The humanization of education involves
increasing public attention to the study of social disciplines
creation of a unified education system for developed countries
increased attention of society to the individual, his psychology, interests, requests
the introduction of compulsory subjects for the study of religion
A35 For scientific knowledge is optional
discovery of objective laws
the presence of a conceptual apparatus
experiment as a method of searching for truth
the logic of building a theory
A36 The sphere of human activity, the function of which is the development and theoretical systematization of objective data about reality, is called
the science
philosophy
education
public consciousness

The principle of humanization of education requires

Answer: 1 ,

165 .

The humanization of education involves

Answer: 1 ,

166 .

Are the following statements about knowledge acquired in school correct?

Answer: 3 ,

167 .

Which of the features distinguishes religion as a cultural phenomenon?

Answer: 2 ,

168 .

Write down the word that is missing in the following phrase:

"Science, morality, religion, philosophy, art, scientific institutions, cultural institutions, religious organizations, the corresponding activities of people are covered ... the sphere of social life."

Answer: _______________ .

Answer: spiritual,

169 .

Fill in the missing word: "__________________________________ is a set of ideas, actions that elevate the dignity and value of the human person."

Answer: humanismhumanism,

170 .

Find works of folk culture in the list below and circle the numbers under which they are indicated.

Answer: 134 ,

171 .

Establish a correspondence between social facts and cultural forms: for each position given in the first column, select the corresponding position from the second column.

	SOCIAL FACTS		FORMS OF CULTURE
	TV series premiere		mass
	folklore competition		folk
	Celebration of Ivan Kupala Day
	pop star scandal
	reissue of the best-selling detective

172 .

Find the media in the list below and circle the numbers under which they appear.

Write the circled numbers in ascending order.

Answer: _______________________________________________

Answer: 124 ,

173 .

Establish a correspondence between a characteristic feature and a sphere of culture:
for each position of the first column, select the corresponding positions from the second.

SPECIFIC TRAITS		SPHERES OF CULTURE
	striving for authenticity
	reasonableness of assumptions	art
	subjectivity
	sensory reflection of reality

Write down the selected letters in the table, and then transfer the resulting sequence of letters to the answer sheet (without spaces or other characters).

Answer: 1122

174 .

Establish a correspondence between the attribute and the branch of culture that it characterizes: for each position given in the first column, select the corresponding position from the second column.

				INDUSTRY OF CULTURE
		imagery
		logical evidence		art
		aesthetic exploration of the world
		impact on human emotions
		complex description of the object

Write down the selected letters in the table, and then transfer the resulting sequence of letters to the answer sheet (without spaces or other characters).

175 .

Answer: _______________________________________________.

Answer: education

176 .

Write down the missing word in the diagram:

Answer: _______________________________________________

Answer: religion,

177 .

What word is missing from the diagram?

tribal

(archaic)

Answer: _________________________.

Answer: national

178 .

Below is a list of terms. All of them, with the exception of one, are associated with the concept of "morality".

social norm; right; good and evil; spirituality; sanctions.

Find and indicate a term that is related to another concept.

Answer: _______________________________________________

Answer: right

179 .

A comment

The analysis of the main substantive problems identified as a result of the completion of assignments by graduates on the subject of the spiritual culture of society, let's start with the concept of "culture". It is checked by tasks of various types. One of the most complex intellectual operations is the distinction between several meanings of a given concept, the choice of the most general of them. Let's look at an example:

The concept of "culture" in a broad sense includes

1) society as a whole

2) the entire material and spiritual world

3) nature that has been affected by man

4) everything that is created by mankind

It is advisable to build an analysis of this task in the logic of sequential consideration of each of the answer options. You can start with those that already at first glance look like erroneous. It is obvious that nature, even when it has been influenced by man, cannot be included in the sphere of culture. The judgment “the entire material and spiritual world” is also redundant in relation to the concept of “culture”, since the material world, along with society, includes nature. The first statement is closest to the correct one. Analyzing it, one should pay attention to the fact that the concept of "society" is wider than the concept of "culture", since it covers the objectively developing relations between people in various spheres of life.

Considering the meanings of the concept of "culture", we once again focus on its various meanings. Recall that in narrow senseunder "culture" usually understand the totality of areas of creative activity, in one way or another related to art; as a collective image that unites art, religion, science, education. Another meaning of the term " culture": the historically determined level of development of society in its material and spiritual life. Broadly speaking, culture can be defined, for example, as a universal relation of a person to the world, through which a person comprehends, creates the world and himself; a universal way of creative self-realization of a person; everything that has been created by human society throughout its history; a set of forms and results of human activity, entrenched in social practice and transmitted from generation to generation with the help of certain sign systems, as well as through learning and imitation. The last two definitions are almost identical in meaning.

The topic “Forms and varieties of culture”, as a rule, does not cause serious difficulties for the examinees. There are two areas of examination testing of knowledge and skills on this topic: 1) testing knowledge of specific features of the concepts of "mass culture", "elite culture", "folk culture" and the ability to distinguish them in specific situations; 2) identification of the level of formation of skills related to operating knowledge about the manifestations, products of various forms of culture. These directions can be traced in relation to examination tasks of different types.

The next content element to be tested is "Art, its forms and main directions." Recall that in works of art, even those closest to reality (as, for example, art photography), the author's "vision", a special attitude to the world around him, is always reflected. Actually, the creative process in art is an expression of the author's perception of the world in artistic images.

Let's proceed to the analysis of the content element "Science". Some of its aspects are considered in the section "Knowledge", but there the emphasis is on the specifics of scientific knowledge and its results and the features of social and humanitarian knowledge. In the "Culture and spiritual life" section, we are interested in the socially significant functions of science, its specificity in comparison with other branches of culture.

The next unit of content to be checked is "Education and self-education". The focus is on the social functions of the education system, the basic principles of the development of the modern education system, the organization of the education system in the Russian Federation. Recall that under education system It is customary to understand the totality of educational programs and standards, the network of educational institutions and education authorities, as well as the set of principles on which its functioning is based. In the education system of the Russian Federation, there are the following educational levels:

- preschool education,

- general education, which, in turn, consists of three steps:

Primary general education (grades 1-4)

Basic general education (grades 5-9);

Secondary (complete) general education (grades 10-11, 10-12);

- professional education, in which steps are distinguished:

Primary vocational education;

Secondary vocational education;

Higher professional education;

Postgraduate professional education.

In parallel, covering each of the listed educational levels, there is a system additional education(all kinds of circles, sections, courses, etc.).

Let's move on to the consideration of the content unit "Religion as a phenomenon of culture". Let us pay special attention to the presence of several criteria for the typology of religions. One of them is based on the number of deities in the pantheon: religions are divided into polytheistic(polytheism) and monotheistic(monotheism).

Another typology involves the allocation of the following types of religions:

tribal(archaic, “early forms of religion”), which include totemism, animism, fetishism, witchcraft, witchcraft, shamanism, archaic agrarian cults, cults of male unions, etc.;

nation-state religions, which form the basis of the religious life of individual nations (for example, Hinduism, Judaism, etc.);

world religions(Buddhism, Christianity, Islam), which are characterized by a huge number of followers around the world, cosmopolitanism (they go beyond ethnic groups, are "supra-ethnic" in nature), egalitarianism (preaching the equality of all people before God), active missionary activity.

Another important verifiable unit of content in the section "Spiritual life of society" is "Morals and its categories". The objects of verification, as a rule, are the content of the concept of "morality", the ability to compare morality with other types of social norms.

We focus on a number of significant positions. M oral- this is a phenomenon of human consciousness, one of the types of social norms, the purpose of which is to affirm the self-worth of the individual, the equality of all people in their pursuit of a worthy happy life. The specificity of the moral standards of the Unified State Examination

We recommend reading

Eleventh week of pregnancy - what happens to the baby, photo of the fetus, sensations

11 obstetric week of pregnancy is the beginning of the third month. At this time...

Eleventh week of pregnancy - what happens to the baby, photo of the fetus, sensations

11 obstetric weeks - this is 9 weeks from conception - the embryonic period ...

The meaning of the name Alexey, character and fate

Forms of the name Alexei Alexius, Alexis, Alejo, Alessio, Alexios, Alexi, ...

Humanization of education. The humanization of education involves the humanization of education involves increased attention to the individual

Tutoring

PLAN

We recommend reading

Site search