Pedagogical potential of social and pedagogical activity: content...

Pedagogical potential of social and pedagogical activity: content, evaluation, forms and methods of its implementation

Basic concepts : society, the potential of the society, the potential of activity, the pedagogical potential of social and pedagogical activity, the prospective, situational pedagogical potential of activity, signs of the manifestation of the pedagogical potential of social pedagogical activity, social and pedagogical activity, methods of development of pedagogical potential of social pedagogical activity.

General characteristics of pedagogical potential of social and pedagogical activity

The pedagogical potential of social activity is a significant part of the potential of the society, manifested in the content of the pedagogical influence on the personality, the joint efforts of the participants in the activity, significant for resolving the problems of its socialization in a particular society.

From this point of view, it is legitimate to designate the pedagogical potential of social and pedagogical activity and to consider its content and structure.

The pedagogical potential of social and pedagogical activity is a peculiar means of resolving the problems of socialization of the individual in the process of social instruction and social education.

The pedagogical potential of social and pedagogical activity has its own structure, the main elements of which are: types, signs, content of the pedagogical potential, the form of its materialization - the bearers of the pedagogical potential, the forms of its study, realization and development.

The pedagogical potential of social and pedagogical activity, as well as the potential of the society, has two levels: perspective and situational.

The pedagogical potential of social and pedagogical activity has its own specific signs of manifestation: the presence of a pedagogical component in actions, goals, the result of activities, etc .; the ability to exert pedagogical influence on individual individuals and entire groups of people; ability to form, develop positive knowledge, skills and personal qualities; the ability to provoke reciprocal positive cognitive actions, reactions; the ability to change behavior, the way of life of a person, attitude to activity; the ability to adjust the prospects for the development of the individual, family, group; long-term and stable pedagogical impact on people; historical conditionality of the pedagogical component.

The carriers of pedagogical potential of social and pedagogical activity are:

- social activities (joint work, socially significant activities), the result of which is a socially significant product;

- social relations that are formed in the course of or by the results of activities (interpersonal, intergroup, interagency contacts), the result of which is interaction and mutual assistance;

- individual individuals (significant for the activity: social needs and social abilities of a specialist and a person in need of help);

- the various components of the activity (goals, tasks, subjects, objects, forms, methods, result, etc.).

Evaluation of the pedagogical potential of social and pedagogical activity

The pedagogical potential of social and pedagogical activity, like any social phenomenon, is subject to evaluation and measurement of its initial level. For this purpose, social tools are used to collect information on pedagogical capabilities, resources made for the purposes, tasks, subjects, objects, forms, methods, results of activities, etc., their social interaction in a particular society, and the potential of the individual.

Any professional activity ends with a certain result, in the content plan having several levels: the current (nearest, intermediate) result and the final one. Usually the consciousness of the subject of professional activity is oriented toward the final result, but often his involuntary attention is focused on the primary or intermediate result, from which he expects a certain significance or even an effect. At the same time, the primary, and to some extent, the intermediate result gives only a tendency to develop professional activity. Let's consider each of the indicated varieties of the result within the framework of social and pedagogical activity.

A closer look at the intermediate result of activity reveals some difference in its assessment on the part of the specialist and the object of the activity. If a specialist is important to clearly distinguish the intermediate result as a milestone completion of one stage and the beginning of another activity, the object of socio-pedagogical activity the border between the two results of operations is less bright and the content of a transition to the inclusion of self-empowerment of self-improvement in the realization of the potential of society. The vast majority of the people originally involved in overcoming their own difficulties, but not seeing much difference between outputs and outcomes, to a greater extent would allocate the final result.

The intermediate result is a kind of springboard to the final result, the current state of the problem being solved. It manifests itself in the appearance of the events held, as the (preparedness of specialists), in the current effect (emotional perception) -satisfaction or dissatisfaction, the indifference of students, etc., in manifestation (continuation at the level of self-perfection-self-esteem, self-education, self-development , saoobrazovaniya) personality. This characterizes the intermediate result at the level of the activity object.

The evaluation of the level of the intermediate result of social and pedagogical activity can be carried out according to the following criteria : adequacy of the activities to the goals of social and pedagogical activity; adequacy of the forms of realizing the potential of the society; adequacy of methods to the goals and objectives of social and pedagogical activity; the importance of ongoing social and pedagogical activities for resolving personal problems; competence of specialists in the selection and conduct of relevant activities; the attitude of specialists towards the quality of selection and conduct of relevant activities; the attitude of students towards the planned and conducted by the specialists measures; the emergence of self-education among students in the direction of the objectives of the activity; the appearance of elements of self-education among students in the direction of the objectives of the activity; the emergence of the current emotional effect in students from participation in social and pedagogical activities; external attractiveness of social and educational activities; number of indifferent to the activities of social and pedagogical activity; the existence of conditions for self-development and self-realization of the individual; the appearance of signs of satisfaction with the personality of the results of social and pedagogical activity; availability of prospects for personal self-improvement (see Appendix 13).

The intermediate result takes place at two levels: at the level of a specialist - a subject of social and pedagogical activity; at the level of the student - the object of social and pedagogical activity and manifests itself primarily on the subject of social and pedagogical activity, then on its object.

The final result of social and pedagogical activity manifests itself in the final product: social, economic, psychological.

The social product of social and pedagogical activity is a qualitative change in the student's personality in the form of the appearance of a person's social activity.

Social activity is an important component of the potential of the individual. The final result of social and pedagogical activity is a category that is measured, has specific characteristics that can be observed in everyday life, and therefore, is subject to a specific evaluation by both the individual and the experts.

The economic product of social and pedagogical activity is the economic effect of the result and potential acquired by the individual as a result of social and pedagogical activity.

The psychological product of social and pedagogical activity is a favorable, comfortable social environment for a person, in which the needs of the individual are realized in the interests of its development and further growth of social status.

The final result of social and pedagogical activity is manifested first of all on the subject, and then on the object of activity: in the form of satisfaction or dissatisfaction.

Assessment of the level of the final result of social and pedagogical activity can be carried out according to the following criteria: satisfaction with the results of social and pedagogical activity; the opportunity to join the socially significant performance results; interest in joint activities; increased competence of subjects of social and pedagogical activity; increased level of selection and conduct of relevant activities; the respectful attitude of those around to subjects of social and pedagogical activity; the possibility of further development of the social abilities and social needs of the individual; the appearance of elements of social activity of students in the direction of the objectives of the activity; the emergence of elements of mutual assistance among the objects of social and pedagogical activity; external attractiveness of the results of social and pedagogical activity; the possibility of self-realization and self-development of the individual; appearance of signs of self-identification and resolution of problems by objects of social and pedagogical activity; presence of signs of subjectivity in the activity of objects of social and pedagogical activity; availability of prospects for personal self-improvement (see Appendices 16, 18).

Generalized data on the evaluation of the pedagogical potential of social and pedagogical activity are recorded in the map of social and pedagogical diagnostics of the pedagogical potential of social and pedagogical activity.

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