Section II. Regularities of eduction and roburcing
Chapter 4. Modern knowledge of man
As a result of studying this chapter, the learner must:
- know the definition of a person: the characteristics of a person's physical; the quality of a person's psychological; human properties of energy information; an integral human model;
- be able to comprehensively characterize the whole person; analyze human structures that are meaningful for education; calculate the strategy of human development; take into account the action of energy-information forces;
- own methods of examination of the whole person; methodology of compiling an integration model; methods of analysis of the spiritual world of man.
The minimum time required (in minutes) to study the topic material is 152.
The difficulty (in conventional units from 1.00) of the material being studied is 1.00.
The time (in minutes) required to fully master the knowledge is 304.
Each science models its person to solve their problems. Figuratively speaking, philosophy wove it out of ethical qualities, anatomy from muscles and tendons, physiology from receptors and nerves, psychology from character and temperament.
And what about pedagogy? What kind of person does she have?
KD Ushinsky thought a lot about this, who in the pedagogy of modern times made an attempt to identify in a person properties and qualities that have a decisive influence on his education - education, upbringing, development. Our great teacher decided to generalize his understanding of man as a creature formed by upbringing in "Pedagogical Anthropology", but managed to prepare only the first two volumes with the expressive title "Man as an Object of Upbringing" (published in separate books in 1867 and 1869). In the analysis of K. Ushinsky, a person appears before us primarily as the possessor of psychological qualities that affect his upbringing, as was supposed to be the most.
With the logic of a great scientist, convincingly showing the strength of psychological factors, KD Ushinsky ties pedagogy to psychology. His psychological man begins to occupy an increasingly prominent place in pedagogical theories, displacing a multi-faceted, holistic, socially-ethical person, in which the psychological principle is by no means the main thing. The pedagogical, social, ethical, economic, environmental and many other influences that determine the education of a person are not taken into account. Gradually, a multi-faceted, holistic, spiritual person, along with the problems of his life, the place and significance of her upbringing, disappears from pedagogy.
Teachers adhere to the man with his upbringing, as if forgetting that he is a reasonable being and self-regulating his life. Without bothering to find out how much and what kind of upbringing a person requires, how it affects his future life, how he reflects on incomes and fate, teachers look only at memory and thinking. Man and his life are not visible through education and roburcing. There are no answers to the most important questions: what gives education, when and on what educational centers need to be influenced, trying to help people. No one knows the mechanisms of education, can not explain how it happens, how much education a person needs.
150 years after the revelations of KD Ushinsky, we begin pedagogy again with a discussion of the problem of man and his life. We look at him fully armed with modern science, we compare whether he has changed, whether he has remained the same. We try to imagine a person in holistic models that meet the latest achievements of science, to understand on the new stage of the development of society and pedagogy - what does he represent as an object of education.
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