Pedagogical potential of social institutions: content, evaluation...

Pedagogical potential of social institutions: content, assessment, forms and methods of its implementation and development

Basic concepts : social institution, the pedagogical potential of the social institution, the pedagogical potential of the family, the pedagogical potential of the educational institution, the pedagogical potential of the children's and youth organization, the pedagogical potential of the party, the movement, the forms and methods of implementation pedagogical potential of social institutions, forms and methods of developing the pedagogical potential of social institutions.

The essence and content of the pedagogical potential of the social institution

In pedagogical science, the attention of scientists is attracted by the problem of the pedagogical potential of various social institutions: the pedagogical potential of educational institutions, the pedagogical potential of social organization, the pedagogical potential of the family, the pedagogical potential of the institution of teachers, class leaders, and social pedagogues. Unfortunately, today there is not yet developed a single understanding of the essence of the pedagogical potential of the social institution.

This is due, on the one hand, to the complex structure of the social institutions themselves as social entities, on the other hand, to the dynamics of the variety of functions performed by a particular social institution in a particular sphere of vital activity of a particular society.

The existing discrepancy of approaches to its definition gives the right to make some generalizations and refinements of this concept.

The pedagogical potential of the social institutions of society is a combination of pedagogical capabilities and resources that are embodied in a specific institutional education of the social practices of people capable of manifesting themselves in the transfer of social experience, socialization of a person in accordance with their main social role in society.

Each social institution has a main function that determines its "face", associated with its main social role in securing and reproducing certain social practices and relationships. If this is an army, its role is to ensure the military-political security of the country by participating in military operations and demonstrating its military might. In addition to it, there are other explicit functions, to some extent peculiar to all social institutions, ensuring the fulfillment of the main.

Among the existing characteristics of the pedagogical potential of social institutions, the greatest attention is paid to the study of the pedagogical potential of the family and the educational institution.

To date, the problem of the pedagogical potential of the family in the educational and scientific literature is not always considered productive, more to the existing problem of its life. For example, in the studies of MA Skrybchenko (2010) the pedagogical potential of the teacher's family was studied in the education of the teenager's moral responsibility. According to the author, "The pedagogical potential of the teacher's family is a collection of possibilities .., abilities ... and resources .. that determine the education of the moral responsibility of a teenager." This definition of the pedagogical potential of the family can not reflect it as an attribute of a social institution. A certain attention is paid to the works of GA Karpova, "The study by the method of questioning of the corrective pedagogical potential of a family raising a child with developmental disabilities" (2010), G. Kh. Dzhioeva, "Ethno-pedagogical potential of the Ossetian family"; (2011), RA Alikhanova Ethnopedagogical Potential of the Chechen Family (2004). In these works, the authors disclose the specifics of the corresponding family category and, to a lesser extent, pay attention to disclosing the essence of its pedagogical potential. Therefore, none of the above works, unfortunately, can not claim to be significant in this area. Deserves attention of the work of scientists and practitioners to study the educational potential of the family, which is a component of the pedagogical potential of the society, but giving priority to the socialization of the individual in the family, given its predominant function, reflecting its main role in society in the socialization of the individual.

The analysis of the implementation of the socio-pedagogical approach to work with the family shows that the pedagogical potential of the family as a social institution is a set of pedagogical capabilities and resources, concluded in the general pedagogical preparedness of parents, way of life, intrafamily interaction and well-being, a specific category of families capable of manifesting themselves in the socialization of the individual in accordance with their main social role in society. At the same time, a significant part of the work is devoted to the study of the educational potential of the family as an institution of socialization.

The pedagogical potential of the family includes its educational potential and training potential. Today, the role of the potential of family education increases significantly in connection with the modernization of education and the increasing role of parents and families in the educational process of students associated with the shift in emphasis to the independent forms of work of students, primarily on increasing the proportion of homework.

With respect to the pedagogical potential of such social institutions as educational institutions, it should be noted that this variety is characteristic of the pedagogical potential of all types and types of United States education. Specificity of the pedagogical potential of these social institutions lies in their greater formality and regulation of functions that are solved in the educational process, in a more precise regulation of the life activity of students and age characteristics, etc.

For example, an educational institution will not achieve its goals if it can not provide a full and safe residence for students of the age stage of its development. This implies the creation of a professionally oriented and expedient pedagogical assistance system in the organization of a safe life of the individual at the stage of its development and in all spheres of its microenvironment, the full inclusion in this process of the entire arsenal of means and opportunities that the society has for the formation of personality.

The pedagogical potential of an educational institution in its traditional understanding includes pedagogical resources, the abilities of teachers who are learning as an active (animate) part of it, as well as inanimate part (libraries, audiences, classes, educational developments, educational models, pedagogical technologies, etc. .), capable of providing a purposeful pedagogical influence on students in the process of their training in the specialty. Thus, the pedagogical potential of an educational institution is understood to mean a set of characteristics that ensure that the system or systems have certain resources, reserves, forces, capabilities, abilities to implement strategic and operational goals.

The structure of pedagogical potential of the educational institution consists of: a) the pedagogical potential of the personality of the teacher studying; b) the pedagogical potential of the pedagogical collective and the collective of the students; c) the pedagogical potential of the type of educational institution, the level of education.

Levels of pedagogical potential of social institutions:

1) personal (each person's capabilities);

2) local (pedagogical collective, collective of students, educational institution);

3) aggregate (connection and interaction of personal (group) potentials).

The structure of the pedagogical potential of a social institution is determined by its internal division into realized and unrealized potentials.

The realized pedagogical potential is determined by pedagogical professional experience of teachers and acquired knowledge by students, due to the process of constant renewal of human potential manifests itself in the form of "useful" qualities, knowledge, skills, abilities and abilities that allow to ensure the fulfillment of professional activity with a given level of quality when reproducing pedagogical situations.

Unrealized pedagogical potential is determined by the value-motivational structure of the personality of the teacher and the learner and determines the directions of the pedagogical potential change. These changes can be either reactive, determined by the dynamics of the development of the social environment and changes in objective pedagogical requirements, hack and active, pursuing the tasks of the individual development of the subject of activity.

The carriers of the pedagogical potential of a social institution can be divided into animate and inanimate components.

The animate components of the carrier of the pedagogical potential of social institutions are the subjects of activity; objects of activity; specialists of various profiles; individuals; groups of people, collectives, public organizations.

The inanimate components of the pedagogical potential of social institutions are educational institutions, cultural institutions; correctional institutions, medical institutions; sports and recreational facilities; libraries, reading rooms, booksellers, classrooms, gyms, swimming pools.

As for the possibilities of organizing the use of human resources, here there are two aspects: first , creating conditions for the disclosure of the potential of workers; Secondly, building an effective system of personnel management that allows you to connect the goals of employees and the goals of the organization.

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