Education and upbringing: the basics of education and upbringing, influence on the individual. What is more important - education or upbringing? Upbringing, training and education
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 wonderful 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.
Lebedeva Margarita Nikolaevna
Primary school teacher, GPA teacher
GBOU secondary school No. 338, Nevsky district of St. Petersburg
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 training and education.
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 charters 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... »
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, 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.
Usually the question is not posed this way, it is simply not posed this way. But in principle, purely hypothetically, if there was such a choice, one can answer this way: for a child, in terms of his future career, education is more important, and for the people around him, upbringing is more important. Be that as it may, no matter what the parents prefer, in adulthood the former child will be able, if desired, to overcome the lack of both education and upbringing.
Both education and upbringing
In my opinion, the formulation of the question itself is not very correct. Both components are important for a child. Both upbringing and education. They are interconnected. Education without upbringing, like upbringing without education, will lead to undesirable consequences. Unfortunately, over the past 20 years, Russian schools have paid less and less attention to education, focusing only on education. This leads to the fact that school graduates are not ready for life, and their knowledge is very superficial.
Both education and upbringing are important
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If you raise a child correctly, socialize him and properly motivate him, the question of education will become completely natural, as part of his upbringing.
After all, education is not just getting a university diploma. This is the acquisition of a set of knowledge necessary for life. This includes general aesthetic development, instilling cultural and social skills, identifying abilities, etc.
The question of studying will arise by itself sooner or later, whether it be a secondary school, a college or a university. First a person must integrate into society. Your social circle and social environment will matter a lot.
These factors, coupled with the efforts of the parents, will shape the personality. Parents can adjust the process up to a certain time so that the child does not get sucked into a completely alien environment. And educational elements at every stage are an integral part of education.
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Education is not given to everyone, but it is the duty of parents to educate with dignity.
Your question is structured, to put it mildly, strangely. For a small child, upbringing from the first days of his life is important; what is important is what he will consider good and what is bad, what to value and respect, and what to despise and hate.
In our expensive times, education is not affordable for all parents, but raising a worthy person is real and it is everyone’s duty.
Studying is a huge work, it’s great if a son or daughter understands that it is necessary to get an education and strives for this, but not everyone strives, unfortunately for their parents, and many become workers or people in sought-after professions such as a cook and a hairdresser.
It doesn’t matter what profession your child chooses, the main thing is that he is a Human.
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.”
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?
there are wonderful words that “teaching is an art, work no less titanic than the work of a writer or composer, but more difficult
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. We are leaving from centralization knowledge and corresponding diagnostics towards democratization
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 require comment.
yesterday, 11:52 #408
Sergey Belashov
Michael Arrest: "We're leaving
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.
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.
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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.
The teacher addresses the human soul not through music, like a composer, or with the help of paints, like an artist, but directly.
yesterday, 13:33 #409 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.
there are wonderful words that “teaching is an art, work no less titanic than the work of a writer or composer, but more difficult
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.
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.
yesterday, 20:31 #410
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 demands on him as possible.”
I have formulated the concept of Education as the process of bringing a child’s social status to a balance with the level of his social aspirations.
A well-mannered 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
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
The teacher addresses the human soul not through music, like a composer, or with the help of paints, like an artist, but directly.
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 the 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.
there are wonderful words that “teaching is an art, work no less titanic than the work of a writer or composer, but more difficult
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.
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.
today, 11:32 #412 When they try to spiritually educate a person in isolation"When they try to spiritually educate a person in isolation
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 the 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,
