What is more important is education or... What is more important: education or training? Education is important

You know, I believe that heredity is most important, and upbringing and education are auxiliary factors.

Upbringing

From the first minutes of his life, a person receives from the world around him. Please note that this is someone who knows how to behave in a given situation, and not someone who simply remains silent and does not create problems for others with his behavior.

• From a young age, while still a child, we absorb the traditions, way of life, and relationships of the society in which we live. And this environment is not always prosperous.

Education

A person must acquire a certain knowledge base in order to be able to read, write and think logically (well, at least in order to be able to formulate and express his thoughts).

I don’t think that education has a decisive influence on the formation of personality. If a person has an internal need for it, then he will strive to gain knowledge; if not, you cannot force it into his head.

To support my assertion that genes rule us, I will give this clear example:

A decent, prosperous family, but the son suddenly becomes an alcoholic and doesn’t want to work or study. The parents are horrified. And it turns out they had a great-grandfather who led exactly the same lifestyle. So, after a few generations, heredity began to speak. And upbringing and education could not suppress the composition of the blood.

What comes first is upbringing or education.
Sergey Belashov

Children need a teacher as an organizer of a children's group (educator) and teacher, as a translator of adult knowledge for children's understanding.
The administrative system, or more precisely the ruling feudal-bureaucratic class in Russia, understands perfectly well what it is doing in school.
30% of children with leadership characteristics are born and come to school, and 4% of children with leadership characteristics finish 11th grade,
and those mainly from Jewish families, who have learned over 5,000 years of coexistence in other nations, to maintain this important reserve for the survival of their ethnic group within other nations and peoples.
“Ost-Elbe large landowners in the 19th century said: “The best worker is a stupid worker.”
(“Woman and Socialism” Bebel).
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29.01.2015, 22:08 #406
Larisa Skrynnik

A modern teacher... What should he be like? Interesting question. He must be native! But this is how a teacher should always be - in the past, in the present, and in the future. Because he is a teacher! His work should be appreciated and in demand! In Likhachev D.S. there are wonderful words that “teaching is an art, work no less titanic than the work of a writer or composer, but more difficult and responsible. The teacher addresses the human soul not through music, like a composer, or with the help of paints, like an artist, but directly. He educates with his knowledge and love, his attitude towards the world.”
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yesterday, 01:17 #407
Michael Arrest

Dear Sirs! Don't you think the content of "teacher" should CHANGE over time? Once upon a time he served as a transmitter of knowledge, but then knowledge was not MASSIVE. What is the peculiarity of MASSIVE knowledge? Yes, the fact is that students in computer science began to understand its principles much FASTER than the teacher, since this knowledge became more NATIVE to them than the study of ancient algebra, which the teacher understood better. The Rubik's Cube revealed that a DUMB math student solved it faster than a smart math teacher.
What is the reason for the MASSIVE nature of knowledge? The point is that knowledge should stop being transferred centrally from the source to the receivers.
The information explosion of the middle of the last century showed that a reverse transition is needed and then the “pedagogy of co-creation” begins to work. A teacher is not a GURU or a SENSEI. The teacher is the COORDINATOR of mass student knowledge. This is where intellectual COOPERATION is needed.
We are leaving from centralization knowledge and corresponding diagnostics towards democratization knowledge.
Who worked in the ped? People who were TORN AWAY from school. What do they know about the school, about the students, about the teachers’ councils? They hang out at their Academic Councils, conferences, symposiums and furiously discuss what they are ALIEN from. Can they create those who are needed in a modern school? I dealt with people who were involved in elementary school in the USSR, in particular, who wrote mathematics textbooks. These were mathematically illiterate people. However, those who write today are no better...
Now regarding the Jewish ethnic group. One problem constantly loomed over him: surviving on his own. Therefore, those who could not die. In particular, many scientists from the former USSR who came to Israel were unable to learn Hebrew and remained MUTTH, and only slaves are mute. That's why they whined and continue to whine.
Many mathematics teachers from physics and mathematics schools were unable to overcome the Israeli tasks INDEPENDENTLY and went to wash the floors.
To the essence of what has been said: those who know how to think independently try to similarly cultivate this quality in children. And artisans raise artisans. Who is there more in our schools? I believe that this question does not need comment.
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yesterday, 11:52 #408
Sergey Belashov

Michael Arrest: "We're leaving from centralization knowledge and corresponding diagnostics towards democratization knowledge.
Therefore, a modern teacher who received his education in pedagogy is a person with a DISABILITY education.
Who worked in the ped? People who were TORN AWAY from school.
What do they know about the school, about the students, about the teachers’ councils?
They hang out at their Academic Councils, conferences, symposiums and furiously discuss what they are ALIEN from.
Can they create those who are needed in a modern school?
I dealt with people who were involved in elementary school in the USSR, in particular, who wrote mathematics textbooks. These were mathematically illiterate people. However, those who write today are no better...

I completely agree.
I had to bump into “learned” teachers several times. They are not aware of what is really happening at school.
The main thing is that they insist that teaching (didactics) is the process of education. That’s why they hounded Makarenko, because he insisted that it was education that was the basis for the use of didactics. Until now, “scientific” teachers put the cart before the horse due to the desire to please the officials who run schools and universities in Russia who are equally ignorant of pedagogy.

“scientists from the former USSR who came to Israel were unable to learn Hebrew and remained MUTTH, and only slaves are mute.”
- You again confused the effect and the cause. It was the slave education in the schools of the USSR and the servile reverence for the authorities that was the reason for the inability of the “scientists” to master another language other than their native Russian.
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yesterday, 13:33 #409
Michael Arrest

Dear Sergei Ilyich! These pseudoscientists would not be so active if the teachers were not obedient sheep. But the trouble is that obedience and servility to armchair professors ruined pedagogical science. While working with early development, I learned about Professor Beloshista, who today, using her textbooks, prepares future kindergarten teachers for mathematical education, despite the fact that she herself is mathematically illiterate. But there are no teachers among them who are capable of independently raising the level of mathematical culture. So it turns out that we look at a preschooler as on a fool, and this is the DEEPEST misconception. Genuine science must grow from the needs of practice, and not from fruitless speculation.
Reading Makarenko you see the GENUINE science associated with SOVIETIZATION of education. Makarenko is a Soviet school, and what happened in the USSR is a FASCIST school in its content. It is precisely this kind of school that gives rise to xenophobia. Alas, it is embedded in the very process of fascisation of the children's collective.
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yesterday, 20:31 #410
Sergey Belashov

You are apparently a worthy opponent who has not studied the pedagogical works of A.S. Makarenko.
You don't know the basics Principa A.S. Makarenko“as much respect for a person as possible and as much demand for him as possible.”
I have formulated the concept of Education as the process of bringing a child’s social status into balance with the level of his social aspirations.
A well-educated adult is able to balance these two social characteristics independently.
Mathematical culture and pedagogical culture is different non-overlapping areas of knowledge.
Specialist in mathematics culture does not want to understand the specialist in pedagogical culture.
There is such a field as educational psychology, which is based on the knowledge that ensembles of neurons in the human brain mature and turn on only at a certain age. Therefore, early child development not appropriate There is a genetic exception to his age.
That is why experienced teachers at one time created a division of children into classes a, b, c due to different temporary activation of neural ensembles in different children.
Even the gender difference in the inclusion of these ensembles plays a huge role in both the education and upbringing (socialization) of children, as Bazarny writes about.

yesterday, 22:27 #411
Michael Arrest

I will answer CONSISTENTLY.
1. Regarding Makarenko. There is a book by A. Bondarev “From the production of things to the production of people” It contains chapter 3 “The Makarenko era has not yet arrived. The future belongs to her.” There you will find confirmation of my words.
2. Regarding mathematical culture. I do not engage in meaningless balancing act of logical constructions. Mathematics for me is a general theory of developing structures. The psyche is also a developing structure..
3. The idea of ​​balance is familiar to me because the logical form of expressing balance is a mathematical equation. The development process balances the genetic with the social and their resultant determines the vector of development.
4. Pedagogy for me is the general theory of education, and education is the process of managing development in order to create what was inherent in a person by nature. In this regard, mathematical education becomes a tool for harmonization in personal development. I have to mathematical education own personal attitude. I am skeptical about the monkey business that is called mathematics education today.
When they try to spiritually educate a person in isolation from educational process, then this is WILDLIFE. Education takes place within the educational process. In this regard, intellectual cooperation is a means of forming the human in a person.
Regarding pedagogy. Marx wrote “In science there is exactly as much science as there is mathematics in it.” This is true, since the very process of systematizing facts gives rise to the logic of development.
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today, 11:32 #412
Sergey Belashov

"When they try to spiritually educate a person in isolation from educational process, then this is WILDLIFE. Education takes place within the educational process. In this regard, intellectual cooperation is a means of shaping the human in a person.
Regarding pedagogy. Marx wrote, “In science there is exactly as much science as there is mathematics in it.” This is true, since the very process of systematizing facts gives rise to the logic of development.”

Read opinions and interpretations about pedagogical Makarenko's works and reading Makarenko's pedagogical works themselves are equivalent to reading opinions and interpretations of the Bible from reading the Bible itself.
""Problems of school education" A.S. Makarenko
Vol. 5 from the Academy of Pedagogical Sciences, 1958
"Human not brought up piecemeal, it is created systematically by the entire sum of influences that he is exposed.
Therefore, a SEPARATE (pedagogical) means can always be positive and negative The decisive point is not its direct logic, but the logic and action of the entire system of means, harmoniously organized.
I believe that the educational field - the field of pure education - is in some cases a separate field, distinct from Teaching Methodology (p. 111)
...even now I remain convinced that the methodology of educational work has its own logic, relatively independent of the logic of educational work.
... All mistakes, all deviations in our pedagogical work always occurred in the field of logic of expediency.
...I consider the team to be the main form of educational work.
The school should be a single team in which all educational processes are organized and the individual member of this team should feel dependent on it.
The organization of work (in a children's club, a pioneer camp) should still belong to the school.
I was surprised that children from different schools gathered in pioneer camps.
This means that the school staff does not take any part in organizing summer holidays.
Such a division of the educational process between various institutions and persons not related to each other by mutual responsibility and unity of command, cannot be of any use.
...I believe that Discipline is not a means of Education, but the Result of Education, and as a means of Education it should differ from the Regime.
A regime is a certain system of means and methods that help educate.
Discipline in a team is complete security, complete confidence in one’s rights, paths and opportunities specifically for each individual (pp. 134, 138)
Elements of Discipline: Demand, Attraction (aesthetics), compulsion (proof, hint), Threat, Condemnation.
There is a purely intellectual attitude: if you punish, then you are a bad teacher. A good teacher is one who does not punish. I am sure that such logic disorganizes the teacher... where it is necessary to punish, the teacher has no right not to punish (p. 158)
The logic of bourgeois Punishment: I will punish you, you will suffer, so you are suffering and we need to refrain from this act. The essence of (our) Punishment is that a person experiences the fact that he is Condemned by the collective.”
...Rotting (of an asset) begins with the use of privileges, with evasions, with a lordly tone.
It’s better not to have a teacher at all who is not educated himself.”

Mathematics is formalized Logic. It is similar to a human diagram, but does not represent the whole person. Mathematics was born from physics, that from natural philosophy, that of philosophy. Mathematics is the dry residue of philosophy. Mathematics is the analysis of a person by which one can approximately judge his condition. Mathematics can predict the direction, but not the path.

The question is what more important: the correct upbringing of a child or providing him with a fundamental education often arises before every thinking about a future parent. Of course, no one is going to choose only one thing and completely deprive the other. It's more a matter of priority. So what should you focus on?

First of all it is necessary to engage in the definition of concepts. Many people have difficulty defining both upbringing and education, constantly getting confused in these terms. So, to put it in simple words, by education we mean instilling in a young person certain communication skills with people around him, cultural interaction, and a certain way of understanding the world. The matter is, without a doubt, important and necessary.

Education It is rather the level of a person’s compliance with the standards of scientific and professional knowledge that are characteristic of his time and culture. The interpretation is somewhat free, but quite accurate. Thus, we consider Newton one of the most educated people of his time and cannot laugh at the fact that he knew nothing about quarks. The education received by a person largely determines his place in society and, thus, also seems to be far from the last thing.

And the more develops society, the greater the role the level of education plays on the success of an individual in society. After all, if by some miracle the serf peasant in Rus' had been given knowledge that corresponded to the highest standards of his time, he would not have become a master, such “luck” would only have brought him only misfortunes, in the form of awareness of his deplorable situation and blows from neighbors and relatives who no longer understood him.

But already in a little more late period, education could turn a simple man into a real aristocrat. An example of such a transformation is described in Jack London’s remarkable work “Martin Eden,” in which an ordinary sailor, forced by poverty to work hard from early childhood, but with a keen sense of beauty, became fascinated by the morals of high society and made a promise to himself: to enter at any cost. into this society. The long and persistent acquisition of the proper level of education really allowed him to become one of the representatives of the upper strata, but in the end it was the upbringing inherent in him that allowed him to remain an honest, kind, sympathetic person later.
Thus, comes out that if education is something that rather determines success, then upbringing determines character to a greater extent.

And yet, in modern society, seem to be striving rather for education. Parents who are deeply concerned about the problem of getting their child into a good school or concerned about his grades and prospects for entering a prestigious university are much easier to meet these days than those who would be seriously worried about whether their son will become a worthy man and whether their daughter will become a good mother in the future. It’s not that this doesn’t bother them at all, of course, but it creates a strong impression that they still pay more attention to education than to upbringing.

But how correct is this?? With the acceleration of information flows and the increase in the speed of development of society, education as such is increasingly devalued. After all, the very system of any education of any state implies a certain hierarchy of qualifications that determine the level of education. These are various report cards that are made up of diaries and class magazines with grades, and then determine a person’s school certificate, bachelor’s and master’s diplomas, scientific titles and regalia.

Not at all recently The situation was such that, having received a good diploma, there was no need to fear for one’s future destiny as a professional. It was a reliable guarantee that those who received it would be in demand in the labor market. But is this true now?

In fact, many things are very strong has changed. A diploma issued twenty years ago can be considered completely hopelessly outdated if a person has not constantly retrained throughout this long period, adapting to new discoveries in the industry. This statement is true, to one degree or another, for almost any modern profession.

From a person new time world requires constant improvement of the level of one's education; this is an eternal race that each of us will be forced to wage in order not to be knocked out of the market by ever-increasing competition. Live and learn. It seems that this old proverb will suit our 21st century more than ever.

Thus, whatever strong you did not give your child an education, this fortress will be built on quicksand, into which the structure of the modern labor market has turned. constantly disappear, new ones appear, standards are constantly changing in the same industry.

First in the world of the future finish not those who have a good education, but those who know how to educate themselves easily and naturally, and do it constantly. A person will be required to learn something new today, unlearn it tomorrow, and relearn it on the third day.

Our children- these are the children of the future, it is not enough to simply teach them, as our parents did with us. They need to be taught to learn on their own. Have you noticed how quickly modern teenagers master absolutely any technology that comes into their hands? Only when you see how easily and naturally they understand any interface of a completely unfamiliar program, you understand what the developers mean when they promise an “intuitive interface.” It is intuitively clear to them - the people of the future, but not to the older generation.

That's why child's assessments at school play such an insignificant role in comparison with the true, sincere thirst for knowledge, the desire for self-education and the acquisition of new knowledge. It is the cultivation of such qualities in the heir that should be given first priority, and only then will it be possible not to worry about his future.

GBOU secondary school No. 338, Nevsky district of St. Petersburg

Primary school teacher, GPA teacher

Lebedeva Margarita Nikolaevna

Article

Subject. What is more important: training or education?

Education is one of the most important means of education.”

K.D. Ushinsky

K.D. Ushinsky occupies a special place in Russian pedagogy. He is rightfully recognized as the creator of the Russian public secondary school and the founder of national pedagogical science. “In terms of the power of influence on the subsequent development of the Russian school and pedagogical thought, in terms of the degree of scientific validity, his pedagogical concept has no equal” (Introductory article to the collected works of K.D. Ushinsky).

K.D. Ushinsky formed the theoretical principles of the content of general education. Developed developmental teaching methods. His fundamental work “Pedagogical Anthropology” has no analogues in the world pedagogical literature.

Popularity K.D. Ushinsky is huge. Not a single Russian teacher has had as many books and articles written about him as about Ushinsky: more than two thousand. Not a single dozen dissertations have been defended based on his pedagogical heritage.

The place and significance of education at school

“The only task of school is education.”

“Training is one of the most important means of education.”

“It is better to have one good teacher at school than a dozen excellent teachers.”

K.D. Ushinsky advocated an inextricable connection between education and upbringing.

The main goal and task of education

“The main thing in pedagogy is the education of the spiritual side of a person.”

“The task of education is to awaken attention to spiritual life... If your pupil knows a lot, but is interested in empty interests, if he behaves well, but a keen attention to the moral and beautiful is not awakened in him, you have not achieved the goal of education.”

"Parenting is an art"

“And like any art, it requires long-term special theoretical and practical training.”

“The trouble is that not many of us are still convinced that education is an art, and that it is not an easy art.”

“Pedagogy is the first and highest of the arts, because it strives to express perfection not on canvas, not in marble, but in human nature itself.”

“The matter of education is such an important and such a sacred matter... Here the seeds of prosperity or misfortune of millions of compatriots are sown, here the veil of the future of our Motherland is revealed.”

“Education, a modest matter in appearance, / at the same time is / one of the greatest affairs of history, on which kingdoms are based and entire generations live.”

Love as the main means of education.

“Love is the only means to subjugate a person’s soul. He who obeys another out of love already obeys the demands of his own soul and makes someone else’s work his own.”

Through love, “you can raise a child in such a way that he gets used to unconditionally obeying his teacher without punishment or rewards.”

Material goods

“Surround a person with all material benefits, and not only will he not become better, but he will not be happier, and one of two things: either he will be burdened by life itself, or he will quickly begin to descend to the level of an animal. This is a moral axiom from which a person cannot escape.”

“The faster and more completely you satisfy a person’s desire for pleasure, the more miserable and insignificant you will make him.”

“In education, everything should be based on the personality of the teacher. No statutes or programs can replace the individual in the matter of education.”

“Only Personality can act on the development and definition of personality, only character can character be formed, which is why in school education the most important thing is the choice of a teacher.”

K.D.Ushinsky

“Upbringing precedes education and begins from the very birth of the baby.”

“Education creates the foundation on which all human abilities are built.”

“Educating a child without prior upbringing is an attempt to build a house on sand.”

“The upbringing of a child is the cornerstone on which we can begin to build the temple of his life.”

“Personal example is of decisive importance in the development of will. Only he can completely control the will of the child. Who sets him a constant living example of active goodness.”

“Without obedience, education is impossible. Obedience is rightly called the beginning of education.”

“The most difficult thing is that obedience must be free, not forced; must be based on love... and not on fear of violence.”

“Indulgence, indulgence in all the whims and caprices of a child, strengthens disobedience, roots in it self-will, selfishness, laziness, ingratitude, disrespect, and then contempt for the teacher, and later anger and hatred towards everyone who dares to oppose unbridled self-will and tyranny... »

S.S. Kulomzina

Education is the key pedagogical category that gives an idea of ​​the essence of science. At the same time, the terms denote social phenomena that are integral to human life.

Education

When considering the term in relation to a social phenomenon, it is necessary to regard it as the transfer of information and experience from seniors to juniors. The upbringing and education of children should have specific goals, and the transmission of information should be optimal within the framework of some well-developed system, due to which the coverage will be complete and deep. One of the features of education is the organization of the process of interaction between the source of information and the individual receiving it. must assimilate as fully as possible information, experience, features of relationships within society, as well as the results of the progress of social consciousness. As part of education, children become acquainted with the essence of productive work and learn about the world in which they exist, understand why it is necessary to protect it, and how it can be transformed. Transferring this data in such a way that the younger generation can master it and expand it in the future is the main idea of ​​​​education.

Upbringing, development, training, education - tools for transmitting information between generations. Thanks to education, it is possible for society to work as a single and harmonious organism, gradually progressing, developing, and being complete. Training provides each individual with a high level of development, which makes training objectively important, meaningful, and significant for society and the individual.

Nuances of training

Considering, it should be noted that the mechanism through which information is transmitted is the joint work of the older and younger generations, that is, data carriers and those to whom they are to be transmitted. For work to be effective, it is organized following generally accepted rules and forms. This allows you to make communication informative, useful, and meaningful.

A person’s upbringing and education directly depend on the historical period of existence and the characteristics of specific conditions. In different civilizations and eras, the organization of education is unique and individual. This influences the choice of data transmitted from one generation to another, and the ideological processing, as well as the consciousness of the learner.

Pedagogy as a science understands learning as having a goal and organization, a controlled process of mutual work between the student and the teacher. Upbringing and training in the educational system are implemented so that children absorb new information, master skills, gain new opportunities, and also strengthen the ability to independently search for and understand new information.

How it works?

Upbringing and education is not an easy science. Training involves the transfer of skills and knowledge. For the teacher, these are basic content components, and for the student, they are a product that needs to be learned. Within the framework of such interaction, knowledge is primarily transferred. The term is usually understood as all the information that the student has mastered and assimilated, all the concepts and ideas that he has received, and therefore his picture of reality.

The skills acquired as part of education and personality development involve automated actions associated with intellectual activity, movements and sensory perception. A person, having completed a training course, quickly and easily performs them, minimally loading his consciousness. Mastering skills allows you to make a person’s activity effective.

Another goal of education, upbringing, and training is the transfer of skills. This term is usually understood as the ability of an individual to use the received information and skills in practice, applying them creatively in order to achieve their goals. The relevance of skills is especially high if we remember that the practical activity of an individual is constantly changing, conditions do not remain stable for any long period of time.

Goals and objectives: main and secondary

The currently practiced education in the education system involves the transfer to students of some useful information that will be useful to them in the future. At the same time, the teaching staff, as if as a secondary function, forms the students’ worldview, ideology and morality, as well as many other attitudes that determine a person’s life path. From the outside it seems as if this is being formed only incidentally, by chance, but in practice the work is carried out, albeit latently, but in detail - it is for this reason that training is to some extent education. The reverse is also true: education to some extent is training. Training and education are two concepts that overlap each other, although the overlap is not absolute.

The most effective way to understand education is to evaluate the functions of these processes. The most basic is the creation of skills, abilities, and knowledge in an individual. By acquiring new qualities, a person simultaneously strengthens those that are important for everyday life. At the same time, work is underway on the individual’s worldview. Its development occurs rather slowly and is associated with the ability of the intellect to generalize the knowledge acquired over the years - it becomes the basis for reasoning about the world around a person.

Growth and development

Education, development, upbringing allow a person to gradually realize himself as an individual and grow in this regard, as well as learn to think independently. The development of an individual involves the improvement of various characteristics: the psyche, the body, but in the first place - the intellect. When assessing the development of various features, quantitative and qualitative scales are used.

As part of the upbringing and educational program, a person receives vocational guidance. This training function is extremely important, as it allows you to master labor skills and obtain specific skills and knowledge applicable in practice. The person understands which areas are most interesting to him.

From childhood, external factors prepare a person for the fact that education is a continuous process that lasts a lifetime. This orients the individual to actively participate in social life and production, prepares him for practical activities and allows him to realize the importance of improving himself in various aspects and areas. At the same time, it is taken into account that education has the function of creativity, that is, it helps to orient a person towards constant, non-stop improvement of one’s own qualities from different sides, in various aspects.

Why is this so important?

Culture, upbringing, education are social phenomena, social and historical. They are characterized by high inconsistency and complexity. Within the framework of this social phenomenon, the younger generation is included in social activity and the everyday sphere, in production and relationships characteristic of people. It is realized through education. Without it, the progress of society is impossible.

Social upbringing and social education are closely related to other phenomena inherent in society. The need of our society is the preparation of new resources for productivity; Without this, the functioning of society and its development are simply impossible. In essence, education as a social phenomenon is the development of labor skills and production experience. The level of perfection of the productive forces is closely related to the nature of education. It affects both the content aspects, and the methods and forms of education, and the content of the process. Currently, humanistic pedagogy is relevant, for which the goal is a person, his full harmonious development, emanating from individual talents given by nature, as well as the requirements of society at the moment.

Don't forget about cultural aspects

Education and upbringing are not only the transfer of skills useful for work, as well as vocational guidance, but also cultural development and linguistic perfection. In many ways, it is through them that the learning process is realized, the transfer of experience from elders to younger ones. Through language, people can conduct activities together, and therefore successfully satisfy their needs.

Various forms of social self-awareness, morality and morality, religious movements and scientific activity, creativity and law are important for education. Social consciousness is the conditions in which the education of youth is realized. At the same time, for politics, education is the way through which one can establish itself in society in order to be recognized by new generations. Morality and moral principles influence a person almost from birth. They are the first aspects of upbringing that a child becomes familiar with. At the moment of birth, a person finds himself in a society that has a certain system of morality, and he will have to adapt to it as he grows up. It is through education that such adaptation becomes possible.

The relevance of law within the framework of education and upbringing is associated with the need to convey to children’s consciousness the importance of observing the norms established in society, as well as the inadmissibility of breaking the law. Moral behavior is subject to the law, immoral behavior violates it.

Education and its aspects

Science helps in many ways to implement education and upbringing. Through it, there is an orientation toward understanding the world through verified and reliable information. Science is a necessary basis for starting life in society and for receiving education in a specialty.

Through art, a child can form an artistic picture of the world around him. This gives rise to an aesthetic attitude towards existence, progress, and helps the personality to form fully in various aspects: spiritual, civil, moral.

Education and upbringing are realized through religion. This approach is relevant when it is necessary to explain certain phenomena without the use of scientific arguments. Most currently known religions talk about the afterlife and explain in what ways and in what capacity individuals get there. Religion is important in education because it helps create a human worldview.

Pedagogy and education

Within the framework of pedagogy, education, upbringing (physical and spiritual) are terms used in a narrower meaning than those described above. Thus, education is an activity aimed at developing in students certain views on the world and social life. Education is based on a scientific worldview and accepted ideals, standards, as well as the idea of ​​healthy relationships between participants in society. Education in the understanding of pedagogy is a process during which moral attitudes, political, physical qualities, as well as psychological characteristics, behavioral reactions and habits are formed, due to which an individual can fit into society and be an active participant in it.

At the same time, for pedagogy, upbringing, education (physical, spiritual, moral) implies the result of some work. First, specific goals are formed, and after some time it is assessed how successfully they were achieved.

For pedagogy, not only education is important, but also self-education. This term refers to a person’s activity aimed at creating positive characteristics and eliminating negative ones. As is known from centuries-old observations of society, self-education is a prerequisite for the development of personality and its improvement.

Self-education. What if we take a closer look?

The most significant content components of independent conscious education are tasks and goals defined by the individual as an ideal. It is on them that the improvement program is based, which a person consistently implements (or attempts to do so). Within the framework of self-education, requirements are formed, comprehended and explained - it is to them that the personality and its activity must correspond. Self-education affects politics, ideology, profession, psychology and pedagogy, ethics and other aspects of human life.

Self-education is most effective when a person consciously uses the methods of this work in relation to himself, when he has the skills to put them into practice in different life circumstances and conditions. For self-education, it is important to have internal attitudes, self-awareness, as well as the ability to correctly and adequately assess one’s own behavior and development in different areas and spheres. To some extent, self-education is strengthening the will, controlling emotions, which is especially important in an extreme situation or difficult and atypical conditions.

Upbringing, training and education

The concepts under consideration can be assessed by analyzing the inherent cognitive powers of an individual and the preparation of a person for the tasks that he will have to solve. Preschool upbringing and education, school and in adulthood, as a rule, is a complex concept, which includes a search with the subsequent assimilation of useful information and skills, as well as the result of this assimilation.

Education is a relative result of learning, expressed by a person’s developing system of skills, data, and attitude towards society and nature. School, preschool education and upbringing and improvement at an older age involve changing and improving the existing information system of ideas, as well as the relationship of the object to the world around it. This change is explained by new living conditions and the progress of science and technology.

Education is both the knowledge accumulated by an individual and his psychological readiness to receive and collect new information, process it, and also improve his own ideas. The process of education allows you to obtain more accurate ideas about society and the surrounding nature, the ability to think and different methods of acting. This helps to occupy a certain position in the social structure, to achieve the goal set for oneself in the chosen profession and communication with other participants in society.

Education is important!

Basic and additional education and upbringing are methods of acquiring skills, a way of developing intelligence, mastering new things in practice. As a result, a person receives many tools for achieving goals and solving problems that may arise in life - personal or professional.

Getting an education is associated with the accumulation of skills of will, control of emotions, and also helps to develop an attitude towards the world around us. In the process of education, a person develops his psyche, learns to maintain mutually beneficial relationships with the outside world, improves his own inner world, and also gains creative experience, which will come in handy in the future when it is necessary to solve various problems.

Processes and results

The main result pursued by the educational process is full and comprehensive development, the formation of a human personality, which is characterized by stable knowledge and skills. Such a person can combine intellectual employment and physical labor, produce benefits that are significant for society, and develop harmoniously spiritually and physically. The educational process forms an active participant in society, who is characterized by moral ideals, taste, and diverse needs.

Humanity has accumulated huge knowledge bases, which means that it is impossible to talk about the possibility of full mastery of them by one person, even if a whole life is spent on learning. Education allows one to master a certain limited, systematized amount of information relevant to the area in which the individual functions. The data obtained must be sufficient for independent development, thinking, and professional activity.

Education presupposes systemic knowledge and the same thinking, that is, a person must, on his own, search for and restore the lack of information in his existing database, so that logical reasoning is correct and relevant.

History and education: ancient times

Speaking about antiquity, we usually mean the culture of ancient Rome and Greece. The basis for it was Egyptian culture, and antiquity itself laid the foundations for the development of European states. The origins of this culture are the first and second millennia before the current era. It was then that a distinctive culture formed on some islands in the Aegean Sea, and Crete is considered especially significant. Here writing was born, which gradually transformed from pictography to syllables and was later adopted by European countries. At that time, noble people and wealthy citizens could write. Schools were opened for them at temple and palace complexes. Certain rules invented during this period are still relevant today: the use of capital letters and writing from left to right, from top to bottom. However, the culture itself has not survived to this day.

Education originated and developed in Ancient Greece, which is also considered the cradle of pedagogy. This is largely due to the history of policies, that is, city-states that existed in the sixth - fourth centuries of the previous era. Sparta and Athens are considered the most significant. They had their own unique educational systems related to the economy, geography, politics of the area, as well as the general condition of the settlements. It was in Ancient Greece that people first realized that one of the most significant government functions was the care and education of youth.

How did things happen in the old days?

Both among the Spartiates and the Athenians, education was the most important quality of a citizen. Wanting to insult someone, they said about him that he was not able to read. One of the worst evils was considered to be deprivation of the right and opportunity to receive an education. The education of the Spartiates was aimed primarily at forming a worthy member of the community capable of fighting. The ideal person was a young man strong in spirit and body, with an understanding of military affairs. The educational system was under state control. A child born healthy was given to be raised by a family until the age of 7, and wet nurses were an important part of his life.

As the child reached the age of seven, the state took matters of education upon itself. Until the age of 15, children were sent to special institutions, where control over the process was given to a responsible person. All those accepted were taught to read, write, developed physical fitness, and were strengthened. Children were taught to starve, endure pain and thirst, submit, talk little and strictly to the point. Eloquence was strictly suppressed. The pupils did not wear shoes, they were given a straw bedding for sleeping, and a thin cloak replaced their outerwear. Meager food was provided, children were taught to steal, but those caught were severely punished for failure of the event.

Development continues

Upon reaching the age of 14, young people were initiated into the community. Education included obtaining civil rights from this age. Initiation was accompanied by torture, humiliating tests, during which crying or groans were not allowed. Pupils who successfully passed the torture continued to receive education in accordance with the state program. They were taught music and singing, dancing. Education was practiced using the most severe methods. The young men were given a clear idea of ​​the politics and morality acceptable in their native city. Responsibility for this lay with experienced military men who told the audience about heroic deeds that had happened in the past.

By the age of 20, novices received full weapons and began to improve their combat abilities.

History of education: how did girls grow up in Sparta?

In many ways, work with the female sex was similar to the improvement of boys described above. Some attention was paid to the general education program, but the main focus was on physical development and military abilities. The main task of a Spartan citizen is to guard her home and control slaves while her husband is at war or involved in conquering a rebellion.

What happened in Athens?

In this policy, education and upbringing took a different path. Athens became a center of handicrafts and trade, architectural monuments were erected here, performances were staged, and competitions were held. Athens attracted poets and philosophers - all conditions were created for speaking in front of an audience. There were gymnasiums. The school system was developed. The society in which education developed was heterogeneous, aimed at different segments of the population. The main goal of education was the formation of a full-fledged personality. Attention was paid to physical fitness and intelligence, perception of beauty and morality.

Until the age of seven, children were raised in a family. After this age, parents with sufficient wealth sent their children to a public institution. Girls usually stayed at home - they were taught how to run a household. According to tradition, in Athens girls were entitled to only this kind of education, but it included writing and reading, music.

Until the age of 14, boys received primary education. They went to school accompanied by a slave-teacher, and during the classes they gained an understanding of reading, writing, and arithmetic. By visiting a cithara player, they received an idea of ​​literature and aesthetics. Children were taught to recite, sing, and were taught music. Particular attention was paid to the poems “Iliad” and “Odyssey”. As a rule, children went to both the kifarist school and the grammarian. This was called the music school system.