2.5. Laws and principles of education

Patterns of education are objectively existing, repetitive, stable, significant relationships between individual parties and phenomena of the educational process. The selection of a particular pattern is due both to the trends in the development of society and the nature of the development of pedagogical science. In addition, on the same historical period, different scientists can interpret them differently. Therefore, when analyzing this category, we will proceed from the selection of external and internal patterns of the educational process.

External patterns characterize the dependence of upbringing on social processes and conditions: the socio-economic and political situation, the level of culture, the needs of society in a particular type of personality, and the level of upbringing. In a generalized form, they can be formulated as follows: the goals, content and methods of education are always socially determined, reflecting the requirements of society to the level of education of the individual.

Internal patterns characterize the links between: components of the educational process (goals, content, methods, means and forms); the nature of the teacher’s activity and the activities of the students; attitude of the pupil to the educational process and the effectiveness of its results. Among the internal laws of the educational process are the following:

• education is always associated with learning;

• goals, content, methods, forms and means of education are naturally interconnected, so changes of one component lead to changes in other structural components of the educational process;

• the effectiveness of the educational process is naturally mediated by the optimal choice of methods, forms and means of education, carried out on the basis of taking into account objective and subjective factors characteristic of a given person or group of persons;

• the more actively the person participates in the educational process, the more successfully he performs;

• The educational process is considered effective if, in the course of its organization, moral concepts, behavioral habits and moral feelings of the individual are formed in an inseparable, integral unity.

The objective nature of the laws as methodological foundations of education is expressed in the fact that they are always present in the educational process, regardless of whether the teacher is aware of them, whether he orients them in the course of their activities or not. Practical instructions aimed at explaining how the teacher should work in order to effectively implement the patterns of education in the course of their professional activities are set out in the principles (rules) of education - provisions that express the basic requirements for the content and methods of organizing the educational process. These requirements are:

- binding, which means that if the teacher does not follow the principles of education in their professional activities, the educational process will not be effective;

- complexity, which is expressed in the fact that the principles of education should be used not alternately and in isolation from each other, but in an integral and inseparable unity;

- equivalence, which means that among the principles there is no division into principal and secondary.

In modern pedagogical theory, there is no unity of views on the allocation of the principles of upbringing, however, the following are more often called the following: personification, nature conglomeration, culture congruence, humanization, differentiation.

Personification (individualization) involves the definition of an individual trajectory in the upbringing and development of each pupil, the allocation of special tasks corresponding to his individual characteristics. For a teacher who implements the principle of personification, the priority areas of educational activities should be: identifying features of the inclusion of children in various activities, unlocking personal potential in educational and extracurricular activities, providing each child with opportunities for optimal self-realization and self-disclosure.

In order to realize the principle of personification, the teacher should be guided by the following rules: 1) the work carried out with a group of students should be aimed at the development of each child; 2) the success of educational influence when working with one student should not adversely affect the education of others; 3) when choosing an educational tool, it is necessary to take into account the child’s individual qualities; 4) the search for ways to correct the behavior of the student should be carried out in collaboration with him; 5) the constant monitoring of the effectiveness of the educational impact on each child determines the set of educational tools used by teachers.

The principle of nature conformity was based on various scholars of different historical epochs, starting from the times of Antiquity. He occupied a significant place in the pedagogical views of J.-J. Rousseau, IG Pestalozzi, F.A. Disterweg, J.A.A. Comenius, who called for educating a person in accordance (according to) with its natural abilities and age characteristics. The modern interpretation of this principle is based on the fact that education should be based on the scientific understanding of natural and social processes, be consistent with the general laws of nature and society, form a person’s responsibility for the surrounding nature and himself. The content, methods and forms of education should take into account the need for age and sex differentiation, the organization of a person’s social experience and individual assistance to him. The emerging personality should cultivate a desire for a healthy lifestyle and the ability to survive in extreme conditions. Of particular importance are the development of planetary thinking and education environmental behavior.

From the standpoint of the principle of nature conformity, it is necessary that in the course of upbringing an emerging personality: b) clearly understood the ongoing planetary processes and existing global problems; c) felt the involvement of nature and society; d) I realized that I was a subject creating the noosphere, reasonably and safely consuming, saving and reproducing it.

Kulturosoobraznost - the principle of education, which was first substantiated in the works of D. Locke, who asserted that the soul of a child is a tabula rasa (“clean board”), that differences in a person are determined by upbringing and living conditions. KA Helvetius and IG Pestalozzi, based on the ideas of D. Locke, substantiated the role of the sociocultural factor in education. The principle of kulayurosoobraznosti in pedagogy was formulated by F. A. Disterveg, who argued that in the upbringing it is necessary to take into account the conditions of the place and time in which a person was born and live, that is, the culture of a particular country. In domestic pedagogy, the principle of kuliurosoobraznosti (principle of nationality) was developed by KD Ushinsky, L. N. Tolstoy, PF Kapterev - they based the unity of religion, everyday life, traditions and morality of the people in the basis of education. Implementing the principle of coulourity in upbringing means helping the individual to master universal, national and mass culture on an individual and personal level.

The principle of humanization (from the Latin. Humanus - human, peculiar to man, humane) was laid in the heritage of the greatest philosophers and teachers of antiquity: Democritus, Socrates, Plato, Aristotle, Plutarch, Seneca, Quintillian, Tertullian, Augustine, Akvinata, etc. Significant contribution to its development was made by prominent European educators and thinkers: Ya. A. Komensky, D. Locke, J. J. J. Rousseau, I. G. Pestalozzi, P. F. Herbarg, A. Diesterweg.

At the present stage, the principle of humanization is based on the attitude to man as the highest value; on the recognition of the child’s right to the free development and manifestation of his abilities. The implementation of this principle requires the teacher: 1) respect for the rights and freedoms of the student; 2) making him feasible and reasonably formulated requirements; 3) respect for the pupil's position even when he refuses to fulfill the requirements; 4) respect for the right of the pupil to be himself; 5) making the pupil aware of the specific goals of his upbringing; 6) non-violent formation of the required qualities; 7) renunciation of corporal and other punishments that degrade the honor and dignity of the person; 8) recognition of the right of the individual to a complete rejection of the formation of those qualities that for some reason contradict her beliefs (humanitarian, religious, etc.); 9) an optimistic strategy in defining educational tasks; 10) prevention of negative consequences in the process of pedagogical influence; 11) taking into account the interests of pupils, their individual tastes, preferences, the awakening of new interests.

The principle of differentiation is based on the choice of pedagogical influence in accordance with the nature of the group of pupils that exist in this children's community. The reliance on this principle allows one to develop parenting methods not for each child (which is practically unrealistic in conditions of high class filling and teacher workload), but for a certain “category” of students who are allocated for various reasons: a) age sign (younger schoolchildren, teenagers, high school students) ); b) academic performance ("strong", "weak", gifted students); c) gender character (boys and girls); d) the level of social activity (active, passive, negative-minded); e) the nature of the relationship with the teacher (prosperous, difficult-to-educate, uncontrollable, disorganizers); e) the nature of interpersonal communication (sociable, inert, closed to communication), etc.

By the nature of the educational impact, the principle of differentiation is based on the fact that the teacher studies, analyzes and classifies the qualities of the personality and their manifestations in children, highlighting the most common, typical features characteristic of this group of students, and on this basis determines the strategy of its interaction with the group and specific tasks for its inclusion in joint activities and communication. The advantage of the principle of differentiation is that the child to a lesser extent feels himself an object of education, since the main pedagogical influences are directed not at him alone, but at the group as a whole.

The main conditions for the application of the principle of differentiation in the educational process are: 1) the study of interpersonal relations, allowing to identify the presence in the team of individual groups of students; 2) saturation of the life of the collective with various types of socially useful activities, which gives the opportunity to various groups of students to realize themselves to the maximum; 3) creating in the team an atmosphere of cooperation, goodwill, creativity, tolerance, which helps to ensure that “problem” students do not experience psychological discomfort; 4) orientation of the public opinion of the class to humanistic values, stimulating for each member of the collective the need for self-realization and self-disclosure.

Thus, the application of the principle of differentiation in the educational process corrects the relationship between the individual and the group, group and team, children and adults, the team and the environment.