Every year, the state indexes pensions for the next year by an amount greater than the inflation rate of the previous year. So far, only presumably, the inflation rate in 2017 will be 3.2%. It may rise to 3.4% or even fall to 3.1%. Thus, strictly speaking, 2 months before the end of the year, it is impossible to say exactly what the indexation will be. On the other hand, it has already been announced that the indexation will be 3.7%.

Since the percentage of indexation is calculated based on real inflation, it is clear why the indexation date was always February 1 - January was needed for calculations. But from 2019, it was decided to focus not on the real, but on the forecast inflation rate - this is to postpone indexation to January 1. So now it will be. Up to the fact that on the same day it will be held for military pensioners. This was specifically requested by the President of the country at a meeting with the Government.

But here some factors come into play.

Firstly, things are not going so badly in the Russian economy, especially in the second half of the year, additional income appears, some funds of 2017 will not be spent. Therefore, there are talks about additional promotions. The State Duma even had to meet for an extraordinary meeting in order to adopt a special law on the distribution of 2017 funds in 2019.

Secondly, Moscow is a separate region of the country. If they say that the economy is gradually recovering in the country, then in Moscow things are really on the mend, at least all firms, from Gazprom to Mail.ru, “report” record revenues, semi-annual, quarterly.

Thirdly, and for Russia this is especially important - here we are all "politicians" to a much greater extent than the people around the world - ahead of the presidential elections. Surely you need to wait for these "gifts" from the state. At the very least, it would be the height of unreason on the part of the authorities to cut social payments before the elections - and there is nothing “bad” in this, the whole world does this.

From all these facts, observations and conclusions are made for Muscovites by the City Government.

Let's not forget that in 2019 there will be elections for the mayor of Moscow. Therefore, one should not be surprised that it was the mayor who came up with a high-profile initiative, which, there is no doubt, will be definitely supported.

So, in 2019, the minimum Moscow pension will be increased by 3 thousand rubles - from 14,500 to 17,500.

This is only a proposal so far, but it was made at a large meeting of the Moscow Government, so it will certainly be implemented. Sobyanin will simply have no other choice before the elections.

Let's calculate what it all adds up to.

With an indexation of 3.7% and a pension of 14,500, from January 1, 2018, it should have been 15,036 rubles.

An increase to 17,500 makes Sobyanin look for another 2,464 rubles for each pensioner somewhere.

If we take into account that there are 3 million pensioners in Moscow, it turns out that the total amount of the mayor's proposal is 7 billion 390 million 500 thousand rubles a month, for a year - 88 billion 686 million.

Now let's see how it looks against the background of the city's income.

In 2016, Moscow had an income of 13 trillion 919 billion 400 million rubles (by the way, it decreased by 3% compared to 2015).

Thus, it turns out that an additional 6.37% will go from the city budget to increase pensions in 2018. So you have to "cut" something?

Sobyanin gives an answer to this question - spending on urban improvement will be reduced. True, the answer cannot be satisfactory, because spending on landscaping, for example, in 2016 amounted to only 22.4 billion. Well, let them grow in 2017, but it’s still far from 88 billion.

Epilogue

As for the Moscow increase in pensions in 2018, then immediately there was talk in the regions - “why are we worse.”

But this, as they say in Odessa, is a completely different difference.

Welcome to website. In the article we will talk about the increase in pension. Pension payments, as well as other inflation processes, increase annually. For example, in Moscow there will be not only an increase in the base part, but also additional payments to pensioners who are entitled to them.

But, the pension for working pensioners will not be indexed again this year. So what will be the increase in pensions this year in the country and what to expect for pensioners.

All the events that took place in pension accruals in 2019, in which there were also increases in pensions for pensioners, marked the beginning of new reforms in the pension reform. In accordance with the law, now, in order to receive a pension, a number of mandatory conditions must be met, these include:

• Reaching the appropriate retirement age, which is 65 for men and 60 for women.
• Availability of work experience for calculating a pension.
• The presence of a sufficient number of pension points.

Each year, until 2025, there will be an increase in the requirements for retirement points and earned seniority. In 2019, the requirements were 10 years and 16.2 points, in 2020 11 years and 18.6 points, and so every year. According to these data, each citizen will be able to make an independent calculation, that is, to determine whether his length of service is appropriate, as well as the number of points for retirement.

Another innovation has also come into effect. Since 2019, each working citizen himself determines how much money will be allocated to the funded part of his pension, from 1% to 50%. A person can use the accumulated savings in a retirement account even before he retires. The issue concerning the transfer of the funded part by inheritance is under consideration.

Changes in the reform also affected the pensions of civil servants. In connection with the changes, the retirement age of these employees will increase annually by 6 months, and the minimum length of service will be 20 years. In 2019, civil servants can retire at 56 for women and 61 for men. The maximum retirement age will be reached by 2026 for men, their age will be 65, and by 2032 for women, their retirement age will be 63.

How much is the pension indexed this year

Under the new legislation, pensions will be indexed in 2020 to protect citizens from the consequences of last year's inflation. As in previous years, the pension increase will take place in two stages:

• On January 1, 2020, there was an increase in the old-age pension, but not all pensioners will receive indexation, it is due only to those who have no other sources of income, that is, working pensioners will not receive it, their pension will remain at the same level. Previously, such an increase took place on February 1, but this year the funds were included in the budget in advance.
• April 1, 2020 - increase in social pension payments and state pensions. These types of pensions will be increased by 7%.

The increase in pension in 2020 is not an independent payment. The addition of the amount of the pension for children occurs at the time of recalculation, since in 2015 there was a change in the accrual of labor pensions. As a result, this pension is now affected not only by seniority, but also by periods, the so-called non-insurance ones. This period includes caring for a child under the age of 1.5 years.

The increase in pensions for pensioners in 2020 has a number of important points, which will not mislead each recipient of this payment, these include:

• Pensioners who began to receive a pension after 2015 should not apply to the Pension Fund for recalculation, since it is made automatically when the pension is calculated and is already included in the payment. The recalculation is made only if the woman has periods not taken into account when calculating the pension, or periods taken into account under the new law, for which pension points are now accrued.
• Filing an application for this recalculation is not limited by time frames, that is, a pensioner can apply for a recalculation at any time convenient for him. The appeal can be not only when visiting the PF in person, but also when contacting the MFC at the place of residence or using the portal of public services (gosuslugi.ru).
• An increase after recalculation for children is not guaranteed for all pensioners, since replacing seniority with maternity leave does not always create an increase. That is, the pension will be increased in only 20% - 30% of cases, the amount of the increase can range from several rubles to several hundred rubles, in some cases the pension may increase by several thousand rubles.
• If after the recalculation the amount of the pension decreases, then in fact the amount will remain the same, since according to the law the pension cannot be lower than the one assigned, and the Pension Fund will refuse to recalculate the pension.

What will be the increase in pension in 2020? It does not depend on the year of birth of children, that is, they can be born before 1991, and after that time.

Many people think that when recalculating the allowance, only children who were born before 1991 are taken into account, since, according to the new legislation, the experience gained in " Soviet time” gives a good pension supplement, but now this length of service does not play a big role in calculating pensions, at the moment the points earned by pensioners give a big increase. Mothers who reached retirement age before 2015 fell under the old law, but these are pensioners with an honorable age, their age may already be over 70 years old.

But this does not mean that if a woman had children born after 1991, then she is not entitled to this recalculation, it’s just that under the new law it may not play a role and not affect the amount of pension payments.

It is worth knowing that those moments when a woman was on maternity leave for up to 1.5 years does not automatically increase pension payments. There are many cases when replacing seniority with maternity leave does not give an increase.

Cases in which the replacement of seniority for maternity leave gives an increase more than enough, these include:

• If a woman gave birth to 2 or more children and cared for them until she was 1.5 years old.
• If there were several children in one pregnancy - twins or triplets.
• If at the time of maternity leave, the mother was not employed - she studied or simply did not have an official employment relationship.
• If she retired with a minimum work experience.
• If the mother's pension was established on the basis of low earnings - below the national average.
• If, taking into account all the circumstances presented above, a woman's pension is paid in an amount close to the subsistence minimum.

There are also a number of cases when replacing seniority with maternity leave may not give an increase in pension, these include:

• If the pensioner has an only child.
• If she has a long work experience, including attributable to the birth of children.
• If the pension was originally calculated from high wages. However, a salary exceeding the national average by 20%, until 2002, was not taken into account when assigning a pension. That is, the ratio of earnings for this period in most cases does not exceed 1.2, but this is usually enough to ensure that the recalculation of the pension for children according to “non-insurance” points does not give any gain in comparison with the previously assigned option.

As a result, only those pensioners who have two or more children, as well as had a short work experience and a small salary, can count on receiving an increase for children.

This recalculation is not done to pensioners who receive a preferential pension. If a recipient who retired early requires a recalculation and replacement of the length of service with maternity leave, he may lose the right to early retirement.

Number of points for children who can add

According to the new legislation, the amount of the pension is directly affected by the accumulated pension points, which are recorded directly in the pension fund account. Previously, this parameter was reflected in rubles, now in relative units, which give the right to receive an insurance pension.

The formation of these points on the pension account occurs in two ways:

1. At the time of payment by the employer of mandatory insurance premiums. In 2020, the employer is required to pay 22% of the total salary of the employee, of which 6% goes to create a fixed fee, and 16% to accrue these points.
2. Points can be taken into account during the period of non-insured events, that is, when a person is not working and no insurance contributions are made to him. Then the formation of pension rights is carried out with the help of the state, it can be conscription service in the army or maternity leave up to 1.5 years.

It is worth knowing that maternity leave now, by law, lasts 3 years, so only half of this leave, that is, 1.5 years, goes into pension accruals. At the same time, the woman receives a monthly allowance for child care.

When a pension payment is accrued, the points accumulated on the account and the length of service are multiplied by the value of the coefficient, which is established at the legislative level. At the moment, from January 1, 2020, the cost of one point is 93 rubles.

In accordance with the innovations, now the period of maternity leave of up to 1.5 years will be credited to the experience of one of the parents, but in total this experience should not exceed 6 years. That is, the experience of the parent will include care for no more than 4 children. The number of points awarded will differ for each child, meaning that the third and fourth children will receive more points than the second and first children.

For one point in 2020, 93 rubles are due:

• For care for one child, 1.8 points are given for 1 year of care, and 2.7 points for 1.5 years of care. Accordingly, the maximum possible amount of the increase will be 235.55 rubles.
• For caring for a second child with 1 year of care, 3.6 points are given, and with 1.5 years of care - 5.4 points. Accordingly, the maximum possible amount of the increase will be 471 rubles.
• When caring for a third child, with 1 year of care they give 5.4 points, and with 1.5 years of care - 8.1 points. Accordingly, the maximum possible amount of the increase will be 706 rubles.
• When caring for the fourth child, with 1 year of care they give 5.4 points, and with 1.5 years of care - 8.1 points. Accordingly, the maximum possible amount of the increase will be 706 rubles.
• As a result, for four children, you can get a maximum increase of 2118 rubles.

But it is worth knowing that the maximum increase will be given only to those women who at the time of maternity leave were not in an employment relationship and this moment was not taken into account when calculating pension payments.

Otherwise, the maximum that exists will be reduced, there are a number of reasons for this:

• The exception is the accrual of pensions under the old pension reforms, that is, when seniority will be replaced by maternity leave.
• There will be a reduction in the working period due to replacement with maternity leave.

Correct calculations and accurate pension accruals can only be made by an employee of the pension fund. The calculation is made on an individual basis, so the increase for women who had the same number of children will be completely different, since the formation of pension rights is made for each pensioner individually.

If, after the recalculation, the pension turns out to be lower than it was originally accrued, the Pension Fund employees will refuse to recalculate and leave the previous amount of the pension payment.

We draw up an increase in the pension for children

To find out if there will be an increase in the pension, and to recalculate, the pensioner needs to contact the PF department at any time convenient for him. If, after recalculation, the pension payment increases, then from the 1st day of the next month the pensioner will receive a pension, already taking into account the increase. It is worth knowing that the pension increase for 2 children over the past months will not be paid, that is, accruals will only be made from the moment of application.

A pensioner can submit documents in several ways:

1. With the help of a personal appeal to the PF department. But given the large influx of pensioners for the recalculation of pensions, it is necessary to make a preliminary appointment and come on the appointed day and time.
2. By contacting the MFC. But only if the MFC provides this service. As a rule, now the pension fund and the MFC cooperate in big cities and many regions of the country.
3. Using the portal of public services (gosuslugi.ru). Here the application is submitted to electronic form after authorization of the pensioner in personal account. A verified account is required to apply. After the application is submitted in this way, it is required to bring a package required documents to the PF department within 5 working days. If the pensioner does not submit documents within this period, then the application will not be considered and it will have to be submitted again.
4. By registered letter. The application is filled out manually, for this you need to take the form on the PF website. Original documents are not sent by mail, they will need to be photocopied and notarized.

Documents required for registration of the increase

An increase in the pension from January 1, 2019 for children is due only to those pensioners who cared for children until they reached the age of 1.5 years, and for whom the assignment of a pension was made before the beginning of 2015. Recalculation can be made by pensioners who have an old-age or disability pension. Recalculation can only be carried out by submitting an application to the Pension Fund branch, which makes a pension payment.

To recalculate, you must fill out a regular application for an increase in pension, the form of this application is approved at the legislative level.

The following documents must be attached to the completed application:

• Pensioner's passport.
• SNILS.

Recalculation of the pension will be made only upon submission of the necessary documents.

As a rule, all non-insurance periods of a pensioner, including maternity leave to care for a child until he reaches 1.5 years old, are in the Pension Fund. If these data are not available for some reason, then the pensioner will need to provide additional documents:

• Birth certificate of all existing children.
• Documents that will confirm that the children have reached the age of 1.5 years, these may be documents that were issued to the child later - a passport, a diploma of education, a school leaving certificate.

If the birth certificate contains a note that the child has received a passport, then additional documents confirming the age will not be required to be provided.

Pension increase in 2020 in Moscow

The increase in pension in Moscow will depend entirely on the type of pension payment, that is, old-age pension, state or social, as well as on the length of residence in Moscow. In addition, if the calculated amount of the pension is lower than the norm established by law, then the pensioner is entitled to a mandatory supplement, which will equate the amount of the pension to the size of the norm. This rule varies depending on the situation, that is:

• The subsistence minimum for a pensioner.
• City social standard - GSS.

In accordance with the law, if pension accruals are lower than the minimum subsistence minimum, then the pensioner is made a mandatory additional payment, the amount of which is the difference between the pension and the subsistence minimum. It is worth knowing that such an additional payment is due only to those pensioners who have lived in Moscow for less than 10 years. For native Muscovites, another monthly compensation is paid.

In 2018, in Moscow, the living wage for a pensioner is 11,816 rubles, which means that if the pension of a pensioner is below this amount, then he is entitled to an additional payment from the region, that is, to receive a pension in this amount. After an increase in pension payments in Moscow in 2020, there will be an increase in the living wage to 12,578 rubles.

For residents of the capital city and regions equivalent to it, who have lived in it for more than 10 years, they are entitled to another social supplement, as they are considered native Muscovites. For this category, the amount of pensions should be equated to the value of the city's social standard. The city social standard in 2020 is 19,500 rubles, so those Muscovites who are eligible to receive this pension will receive a special allowance that will equate the pension to this amount.

Also, innovations in the pension reform did not bypass the privileged categories of pensioners. Such pensioners include citizens who have stopped their labor activity, some working pensioners and the disabled. An increase in pensions in the capital will also take place up to the value of the city's social standard. The amount of this standard this year will be increased to 19,500 rubles. This amount is considered the minimum when receiving pension payments by pensioners who have lived in the capital for more than 10 years and are considered native Muscovites.

The increase in pensions in 2020 affected all categories of pensioners, citizens who retired before 2015 can receive a recalculation for children after submitting the necessary documents and preliminary recalculating pension payments in the pension fund.

In 2018, another increase in pensions will take place, President V.V. Putin gave the corresponding instruction during the next meeting of the commission for the regulation of social and labor relations. The authorities are planning an indexation of 3.7%, which is ahead of the expected inflation rate. However, today there are three types of payments on the territory of the Russian Federation: for working and non-working pensioners, as well as a social pension. Will they all be revised and to what extent?

The increase, according to forecasts, will be 3.7%, which is significantly higher than the expected inflation rate in 2017 (3.2%). The Ministry of Finance is confident that they will be able to fulfill Vladimir Putin's order and carry out synchronous indexation as early as January 1, 2018. As a result, officials expect to improve the welfare of pensioners. According to forecasts, the average increase in payments will reach 400 rubles. and from 01.01.2018 the so-called "old-age pension" will be fixed at the amount of 14,045 rubles. (today the amount is 13,657 thousand rubles).

Previously, the authorities planned a 4% increase, but a significant slowdown in inflation rates made it possible to reduce the scale of indexation. In 2017, the total increase was almost one and a half times higher - by 5.4% in February and 0.4% in April. However, many were left without the expected increase, as the government refused to index payments for working pensioners.

The next revision is scheduled for April 2018, and it will coincide with the increase in survivors' pensions, military pensions and other social benefits. In general, the Ministry of Labor claims that at the moment a strategy has already been developed for gradually increasing the size of pensions and by 2030 they will amount to several living wages.

For working pensioners

Earlier, the government considered the possibility of resuming the indexation of payments for pensioners who continue to work. However, the Ministry of Finance rejected this initiative. The economic crisis was reflected in the decline in budget revenues, and as a result, the government was forced to limit existing spending by imposing a moratorium on increasing payments to working pensioners. Thus, about 14 million citizens were left without an annual increase.

The head of the Ministry of Finance, Anton Siluanov, emphasizes that this category of citizens has the main source of income - wages, from which employers monthly transfer insurance premiums. Most analysts consider this approach not entirely fair, because even taking into account indexation, citizens' incomes remain at a low level, which forces them to look for additional earnings. Perhaps that is why, according to the Ministry of Labor, in August 2018 a slight increase in the pensions of working pensioners will still occur. However, you should not delude yourself. The increase will depend on the amount of taxes paid by the employer this year and its maximum amount will be 3 points.

Attention! In 2017, 1 point is equal to 78.58 rubles, and in 2018 - 81.49 rubles. Accordingly, the maximum increase will be 244.50 rubles.

Social pensions

In 2018, there will be a simultaneous increase in pensions, including for former military personnel. The President of the Russian Federation Vladimir Putin came up with a corresponding initiative. The head of state notes the improvement in budget indicators, which will allow the authorities to index for more than 2.6 million citizens.

The revision of insurance payments depends on the rise in prices over the past year and the size of the IPC (individual pension coefficient), and social payments - on the size of the PMP ().

Indexation in 2018 is scheduled for April 1, representatives of the Ministry of Labor emphasize, and it will amount to + 4.1% of this year's amounts. In 2017 it is:

The approximate calendar for the revision of pensions in 2018 will look like this:

Despite regular revisions, average pensions in Russia remain low. At the same time, the PFR budget remains in deficit, which does not allow officials to use more significant allowances.

Contrary to the increase

The latest news about the increase in pensions in 2018, supported by the government of the Russian Federation and Vladimir Putin, will not be able to change the negative dynamics. According to the forecasts of the Ministry of Economic Development, real payments will be reduced, which will negatively affect the well-being of citizens.

Analysts believe that without changing the basic parameters of accrual, the authorities will not be able to balance existing model pension provision. First of all, it is necessary to move to a phased increase in the retirement age, which will make it possible to halve the PFR budget deficit. If the authorities do not take this step, then by 2030 about a third of citizens (32%) will be able to claim a pension, which will create an additional burden on the PFR budget. As a result, the government will be forced to increase transfers from the budget, which now reach 4% of GDP.

Phased increase age limit will reduce the PFR budget deficit to 2.2% of GDP, while this measure will have a short-term effect. The government will be able to launch the reform after the end of the elections, experts predict, but a comprehensive approach will be required to fully solve the problem. For a sustainable increase in payments, it is necessary to increase deductions, which cannot be implemented without a significant increase in wages.

Waiting for salary increase

As part of the May decrees of Vladimir Putin, in 2018, state employees expect another increase in salaries. In addition, officials plan to extend the initiative to categories that were not covered by the decree. Indexing wages is planned at the level of 4%, representatives of the Ministry of Labor emphasize.

At the same time, officials plan to significantly increase the minimum wage, which will reach 9,489 rubles next year. As a result, the minimum wage will increase by 21.7%, officials emphasize. The authorities intend to gradually increase the minimum wage until this indicator is equal to the subsistence level.

Physicians' salaries should double next year average level by region. In addition, the monetary allowance of the military should correspond to salaries in the leading sectors of the economy.

The budget has the necessary resources to increase salaries, the government emphasizes. However, experts are not so optimistic. The increase in budget revenues is associated with an improvement in the external environment. The growth of oil prices leads to an increase in export earnings, but the market for "black gold" may present an unpleasant surprise. As a result, the implementation of government plans to increase wages and social benefits will be in jeopardy.

Video: Putin on raising pensions in 2018

Introduction

In order to human society developed, it must pass on its social experience to new generations.

The transfer of social experience can occur in different ways. In primitive society, this was carried out mainly through imitation, repetition, copying of the behavior of adults. In the Middle Ages, such transmission was carried out most often through memorization of texts.

Over time, humanity has come to believe that rote repetition or memorization is not the most better ways to convey social experience. The greatest effect is achieved with the active participation of the person himself in this process, when included in his creative activity aimed at understanding, mastering and transforming the surrounding reality.

Modern life has put forward a whole range of requirements for a person that determine the range of tasks and several fundamental directions for their implementation. I will name the most significant of them:

• tasks of mental development, involve the assimilation by children of knowledge, skills and abilities common to all, which simultaneously ensure mental development and form in them the ability of active independent thinking and creativity in social and industrial activities;
• tasks of emotional development, which includes the formation in children of an ideological-emotional, aesthetic attitude to art and reality;
• the tasks of moral development, focused on the assimilation by pupils of simple norms of universal morality, habits of moral behavior, on the development of moral will in the child, freedom of moral choice and responsible behavior in life relationships;
• the tasks of physical development aimed at strengthening and developing the physical strength of children, which are the material basis of their vitality and spiritual existence.
• tasks individually personal development requiring the identification and development of natural talents in each child through the differentiation and individualization of the processes of learning and perception;
• tasks of culturological education based on the highest values ​​of world artistic culture, opposing the destructive development of mass anti and pseudo-culture.

The active implementation of these tactical goals will make it possible to realistically and effectively solve strategic tasks, to carry out the comprehensive development of the individual - the general goal of a holistic pedagogical process.

1. Pedagogical process as a complete system

The pedagogical process is the developing interaction of educators and educators, aimed at achieving a given goal and leading to a pre-planned change in state, transformation of the properties and qualities of educators. In other words, the pedagogical process is a process in which social experience is transformed into the qualities of a formed person (personality). This process is not a mechanical connection of the processes of education, training and development, but a new high-quality education. Integrity, commonality and unity are the main characteristics of the pedagogical process.

In pedagogical science, there is still no unambiguous interpretation of this concept. In the general philosophical understanding, integrity is interpreted as the internal unity of an object, its relative autonomy, independence from environment; on the other hand, integrity is understood as the unity of all components included in the pedagogical process. Integrity is an objective, but not permanent property of them. Integrity can arise at one stage of the pedagogical process and disappear at another. This is typical for both pedagogical science and practice. The integrity of pedagogical objects, of which the most significant and complex is the educational process, is built purposefully.

The pedagogical process is a holistic process

What is meant by integrity?

educational:

in extracurricular activities;

Educational ( manifests itself in everything):

Developing:

The pedagogical process has a number of properties.

The structure of the pedagogical process.

Stimulus-motivational. The pedagogical process is a holistic process.

The pedagogical process is a holistic educational process of the unity and interconnection of education and training, characterized by joint activities, cooperation and co-creation of its subjects, contributing to the most complete development and self-realization of the individual.

What is meant by integrity?

In pedagogical science, there is still no unambiguous interpretation of this concept. In the general philosophical understanding, integrity is interpreted as the internal unity of an object, its relative autonomy, independence from the environment; on the other hand, integrity is understood as the unity of all components included in the pedagogical process. Integrity is an objective, but not permanent property of them. Integrity can arise at one stage of the pedagogical process and disappear at another. This is typical for both pedagogical science and practice. The integrity of pedagogical objects is built purposefully.

The components of a holistic pedagogical process are the processes of education, training, development.

Thus, the integrity of the pedagogical process means the subordination of all the processes forming it to the main and single goal - the comprehensive, harmonious and holistic development of the individual.

The integrity of the pedagogical process is manifested:

In the unity of the processes of training, education and development;

In the subordination of these processes;

In the presence of a general preservation of the specifics of these processes.

The pedagogical process is a multifunctional process.

The functions of the pedagogical process are: educational, educational, developing.

Educational:

implemented primarily in the learning process;

in extracurricular activities;

in institutions additional education.

Educational (manifested in everything):

in the educational space in which the process of interaction between the teacher and the pupil takes place;

in the personality and professionalism of the teacher;

V curricula and programs, forms, methods and means used in the educational process.

Developing:

Development in the process of education is expressed in qualitative changes in a person's mental activity, in the formation of new qualities, new skills.

The pedagogical process has a number of properties

The properties of the pedagogical process are:

a holistic pedagogical process enhances its constituent processes;

a holistic pedagogical process creates opportunities for the penetration of teaching and upbringing methods;

a holistic pedagogical process leads to the merging of pedagogical and student teams into a single school-wide team.

The structure of the pedagogical process

Structure - the arrangement of elements in the system. The structure of the system consists of components selected according to a certain criterion, as well as the links between them.

The structure of the pedagogical process consists of the following components:

Stimulus-motivational - the teacher stimulates the cognitive interest of students, which causes their needs and motives for educational and cognitive activity;

The teacher stimulates the cognitive interest of students, which causes their needs and motives for educational and cognitive activity;

This component is characterized by:

emotional relations between its subjects (educators-pupils, pupils-pupils, educators-educators, educators-parents, parents-parents);

the motives of their activities (the motives of pupils);

the formation of motives in the right direction, the excitation of socially valuable and personally significant motives, which largely determines the effectiveness of the pedagogical process.

Target - awareness by the teacher and acceptance by students of the goal, objectives of educational and cognitive activity;

This component includes the whole variety of goals, tasks of pedagogical activity from the general goal - "all-round harmonious development of the personality" to specific tasks of the formation of individual qualities.

Associated with the development and selection of educational content.

Operational-effective - most fully reflects the procedural side of the educational process (methods, techniques, means, forms of organization);

It characterizes the interaction of teachers and children, is associated with the organization and management of the process.

Means and methods, depending on the characteristics of educational situations, are formed into certain forms of joint activity of educators and pupils. This is how the desired goals are achieved.

Control and regulatory - includes a combination of self-control and control by the teacher;

Reflective - introspection, self-assessment, taking into account the assessment of others and determining the further level of one's own learning activities students and pedagogical activity of the teacher.

The principle of integrity is the basis of the pedagogical process

So integrity is a natural property educational process. It objectively exists, since there is a school in society, a learning process. For example, for the learning process, taken in an abstract sense, such characteristics of integrity are the unity of teaching and learning. And for real pedagogical practice - the unity of educational, developmental and educational functions. But each of these processes also performs accompanying functions in a holistic educational process: upbringing performs not only educational, but also developing and educational functions, and training is unthinkable without the accompanying upbringing and development. These connections leave an imprint on the goals, objectives, forms and methods of formation of the educational process. So, for example, in the learning process, the formation of scientific ideas, the assimilation of concepts, laws, principles, theories, which subsequently have a great influence on both the development and upbringing of the individual, are pursued. The content of education is dominated by the formation of beliefs, norms, rules and ideals, value orientations, etc., but at the same time, representations of knowledge and skills are formed. Thus, both processes lead to the main goal - the formation of personality, but each of them contributes to the achievement of this goal by its inherent means. In practice, this principle is implemented by a set of lesson tasks, the content of training, i.e. activities of the teacher and students, a combination of various forms, methods and means of teaching.

In pedagogical practice, as in pedagogical theory, the integrity of the learning process, as the complexity of its tasks and means of their implementation, is expressed in determining the correct balance of knowledge, skills and abilities, in coordinating the process of learning and development, in combining knowledge, skills and abilities in single system ideas about the world and how to change it.

2. Patterns of the pedagogical process

Every science has as its task the discovery and study of laws and regularities in its field. The essence of phenomena is expressed in laws and patterns, they reflect essential connections and relationships.

To identify the patterns of a holistic pedagogical process, it is necessary to analyze the following relationships:

connections of the pedagogical process with broader social processes and conditions;

connections within the pedagogical process;

links between the processes of training, education, upbringing and development;

between the processes of pedagogical guidance and amateur performance of educatees;

between the processes of educational influences of all subjects of education (educators, children's organizations, families, the public, etc.);

connections between tasks, content, methods, means and forms of organization of the pedagogical process.

From the analysis of all these types of connections, the following patterns of the pedagogical process follow:

The law of social conditionality of goals, content and methods of the pedagogical process. It reveals the objective process of the determining influence of social relations, the social system on the formation of all elements of education and training. It is a question of using this law to fully and optimally transfer the social order to the level of pedagogical means and methods.

The law of interdependence of training, education and activities of students. It reveals the relationship between pedagogical guidance and the development of students' own activity, between the ways of organizing learning and its results.

The law of integrity and unity of the pedagogical process. It reveals the ratio of the part and the whole in the pedagogical process, necessitates the unity of the rational, emotional, reporting and search, content, operational and motivational components in learning.

The law of unity and interconnection of theory and practice.

The regularity of the dynamics of the pedagogical process. The magnitude of all subsequent changes depends on the magnitude of the changes in the previous step. This means that the pedagogical process, as a developing interaction between the teacher and the student, has a gradual character. The higher the intermediate movements, the more significant the final result: a student with higher intermediate results also has higher overall achievements.

The pattern of personality development in the pedagogical process. The pace and level of personal development achieved depend on:

1) heredity;

2) educational and learning environment;

3) the means and methods of pedagogical influence used.

The pattern of management of the educational process. The effectiveness of pedagogical influence depends on:

the intensity of feedback between the student and teachers;

the magnitude, nature and validity of corrective actions on students.

Pattern of stimulation. The productivity of the pedagogical process depends on:

actions of internal incentives (motives) of pedagogical activity;

intensity, nature and timeliness of external (social, moral, material and other) incentives.

The regularity of the unity of sensory, logical and practice in the pedagogical process. The effectiveness of the pedagogical process depends on:

1) the intensity and quality of sensory perception;

2) logical understanding of the perceived; practical application meaningful.

The regularity of the unity of external (pedagogical) and internal (cognitive) activities. From this point of view, the effectiveness of the pedagogical process depends on:

quality of pedagogical activity;

the quality of the students' own educational and upbringing activities.

The regularity of the conditionality of the pedagogical process. The course and results of the pedagogical process depend on:

the needs of society and the individual;

opportunities (material, technical, economic and others) of society;

conditions of the process (moral-psychological, aesthetic and others).

Many learning patterns are discovered empirically, and thus learning can be built on the basis of experience. However, the construction of effective learning systems, the complication of the learning process with the inclusion of new didactic tools requires theoretical knowledge of the laws by which the learning process proceeds.

External regularities of the learning process and internal ones are distinguished. The first (described above) characterize the dependence on external processes and conditions: the socio-economic, political situation, the level of culture, the needs of society in a certain type of personality and the level of education.

Internal patterns include links between the components of the pedagogical process. Between goals, content, methods, means, forms. In other words, it is the relationship between teaching, learning and the material studied. Quite a lot of such regularities have been established in pedagogical science, most of them are valid only when the mandatory conditions for learning are created. I will name some of them, while continuing the numbering:

There is a natural connection between teaching and upbringing: the teaching activity of a teacher is predominantly educational in nature. Its educational impact depends on a number of conditions in which the pedagogical process takes place.

Another pattern suggests that there is a relationship between the interaction between the teacher and the student and the learning outcome. According to this provision, training cannot take place if there is no interdependent activity of the participants in the learning process, there is no unity between them. A private, more concrete manifestation of this regularity is the relationship between the activity of the student and the results of learning: the more intense, the more conscious the educational and cognitive activity of the student, the higher the quality of education. A particular expression of this pattern is the correspondence between the goals of the teacher and students, with a mismatch of goals, the effectiveness of learning is significantly reduced.

Only the interaction of all components of training will ensure the achievement of results corresponding to the goals set.

In the last pattern, as it were, all the previous ones are connected into a system. If the teacher correctly chooses tasks, content, methods of stimulation, organization of the pedagogical process, takes into account the existing conditions and takes measures to improve them, then lasting, conscious and effective results will be achieved.

The patterns described above find their concrete expression in the principles of the pedagogical process.

3. The concepts of educational space and educational system

Social space of the educational process. Any phenomenon of life unfolds in space, and for each accomplishment there is its corresponding space.

The educational process as a socio-psychological phenomenon is constructed, located and developed in a well-defined society, which has its own spatial framework.

In turn, society is located in a geographic space that has a great influence on the physical, mental well-being of people, which means that when speaking about social space, one should not forget about space in general as a certain extent of objects.

The practice of school education freely uses the specific characteristics of natural space: for children living near the sea, school life is connected with the sea life; children live with the sea; schoolchildren born in the steppe have a somewhat different content of life: they live in the steppe, interact with the steppe, master, assimilate and appropriate the steppe as vital; urban children, growing up in the stone bags of modern architecture, perceive the world through the prism of urbanization and have a different state of health from a child living in the bosom of nature.

Social space is the extent of social relations that daily unfold in front of the child either in the form of words, actions, deeds of people, or in a certain way of things, interior, architectural ensemble, transport, apparatus and other things.

The multicoloredness of social relations contains historical experience, fixed in traditions, material values, art, morality, science; includes the achievements of human culture, reflected in the forms of behavior, clothing, achievements of civilization, works of individual creativity, lifestyle; stores in itself a real reversal of new relations that are taking shape in the present. And all this overflow of social relations of this moment, important for the growing personality and entering the world, creates social situation child development. For each child, this situation of development has its own individual version, containing in its special combination universal, cultural, historical, national, family, group elements, and unfolds before the child as a microenvironment, and for the child himself as the only possible and only the existing environment as a characteristic of the life into which it enters.

3.1 Educational system

Many scientists, both here and abroad, have come to the conclusion that upbringing is a special area and cannot be considered as a supplement to training and education. The presentation of upbringing as part of the structure of education belittles its role and does not correspond to the realities of the social practice of spiritual life. The tasks of training and education cannot be effectively solved without the teacher entering the sphere of education. In this connection modern school is considered as a complex system in which education and training act as the most important constituent elements of its pedagogical system.

The pedagogical system of the school is a purposeful, self-organizing system, in which the main goal is the inclusion of the younger generations in the life of society, their development as creative, active individuals who master the culture of society. This goal is realized at all stages of the functioning of the pedagogical system of the school, in its didactic and educational subsystems, as well as in the field of professional and free communication of all participants in the educational process.

The theoretical concept is implemented in three interconnected, interpenetrating, interdependent subsystems: educational, didactic and communication, which, developing, in turn, influence the theoretical concept. Pedagogical communication as a way of interaction between teachers and pupils acts as a connecting component of the pedagogical system of the school. This role of communication in the structure of the pedagogical system is due to the fact that its effectiveness depends on the relationship that develops between adults and children (relationships of cooperation and humanism, common care and trust, attention to everyone) in the course of joint activities.

The educational system is an integral social organism that functions under the condition of the interaction of the main components of education (subjects, goals, content and methods of activity, relationships) and has such integrative characteristics as the lifestyle of the team, its psychological climate

3.2 Education in Russia and global development trends

The system of general education is understood as a set of institutions of preschool education, general education schools, boarding schools, orphanages, institutions for educational work with children, as well as all institutions of higher education and secondary vocational education.

The principles of building the education system in Russia are as follows:

1. Connection of education with specific conditions and goals of state policy in the context of the transition to market relations. Using traditional General requirements imposed on the school, additional adjustments are made to the content of education, the organizational and managerial structure of the entire education system, the conditions for its financing, the rights and guarantees of citizens to receive education.

2. Preservation of the main provisions that have developed in the Russian school, namely: the priority of the educational sphere, the secular nature of education, joint education and upbringing of both sexes, a combination of collective, group and individual forms of the educational process.

3. Professional self-determination youth, taking into account social needs, regional, national and general cultural traditions of the peoples of Russia, as well as the abilities, national and individual characteristics of young people.

4. The diversity of educational institutions, the diversity of forms of education in state and non-state educational institutions with and without interruption of production.

5. The democratic nature of the education system, the choice of the type of educational institution by students and educational program in accordance with their cognitive needs and social interests.

Trends in the world development of education. These features and trends are very branched and diverse, but one way or another they are reflected in the development of the education system in most countries of the world. The most significant of them are the following:

a) The growing interest of society in involving the population in more high level education as a prerequisite for social and moral progress.

b) Expansion of the network of state secondary general education and vocational schools, as well as higher educational institutions that provide free education. In the US, for example, 90% of schools are public. This opens up the opportunity to receive the necessary education for all interested citizens, regardless of their property status.

c) The trend of paying for education continues to persist in private secondary general education and vocational schools, as well as in individual higher education institutions. educational institutions. In the United States, private school tuition is between $7,000 and $10,000 a year; kindergarten from 40 to 500 dollars per month. In elite universities, it reaches 17-20 thousand dollars a year, which makes many students earn money for their maintenance and work.

d) Financing of the education system at the expense of the state budget is increasing. In the USA, for example, 12% of funds are allocated from the federal budget for the needs of education. In other countries, this percentage is much lower, which, of course, cannot but affect school education and hinders the growth of the quality of teaching and educational work.

e) Raising funds for the needs of education and schools from various sources. In the United States, 10% of funds allocated for the development of secondary education are federal government spending, 50% state government and 40% comes from private property taxes.

f) Expansion of the principle of municipal leadership of the school. The US federal government provides equal opportunity to all schools through financial and technical assistance, but does not direct or control their activities.

g) Expansion of different types of schools and their structural diversity. This trend is based on the fact that students have different inclinations and abilities, which are quite clearly defined at later stages of schooling. Naturally, it would be impractical for everyone to go through the same programs equally. Here, the characteristics of the region in which the school is located, as well as the needs of local production, matter. That is why in most countries of the world there is an extensive network of schools of various types with a peculiar internal structure.

h) The division of the subjects studied into compulsory and subjects studied at the choice of the students themselves. In many US schools in grades IX-XII, two subjects are compulsory English language and physical education. So, in the Newton Nore school, students are offered about 90 subjects to choose from.

i) The combination of school activities with independent work students in libraries classrooms. At the aforementioned school "Newton Nore" training sessions per week are 22 hours (on Saturdays, classes are not held at school). This allows students to work in the library for 1-2 hours daily, independently acquire or deepen their knowledge.

j) Continuity of educational institutions and continuity of education. This trend is increasingly making its way. It is due to the fact that the rapid development of science and technology, fundamental improvements in production technology, the emergence of new industries require manufacturers to have deeper knowledge, master new scientific achievements and continuously improve their professional skills.

4. Priority directions for the development of pedagogical science in modern conditions

The school is a social institution, a public-state system (see the Law of the Russian Federation "On Education" 1992), designed to satisfy the educational needs of society, the individual and the state. The school is the cradle of the people. The social order given to public education is unequivocal: to educate a creative, enterprising, independent person who actively participates in all public and state affairs.

Today the school is in a very problematic situation. If we proceed from the postulate that the teacher must "transfer" to the children knowledge, cultural norms, i.e. to use the "event" pedagogy of education, then this is a manifestation of terry authoritarianism. But another slogan "children on their own" is also meaningless. Children, left without the guiding activity of teachers, will either by inertia reproduce the dogmas developed by authoritarian pedagogy, or they will develop various forms of protest, indifference to learning. This is the pedagogical interpretation of the situation. We need new guidelines so that the school does not go by the method of "trial and error", we need recommendations developed on the basis of scientific basis helping to learn democracy already at school, a new didactic system is needed.

The democratization of society determines the democratization of the school. The democratization of the school is the goal, means and guarantee of the irreversibility of renewal, the transformation of the school, which should affect all parties. school life. Democratization is a turn towards a person whose name is a schoolboy. Democratization is the overcoming of formalism, bureaucracy in the pedagogical process.

This is a humanistic idea of ​​cooperative activities of children and adults based on mutual understanding, penetration into spiritual world each other, a collective analysis of the course and results of this activity, which in its essence is aimed at the development of the individual.

The humanization of the democratic system means that the goal of the educational process is becoming more and more complete satisfaction of the cognitive and spiritual needs of students, that the nature and content of the educational work of schoolchildren are humanized, and the opportunities for the participation of all schoolchildren, together with teachers, in managing all school affairs are expanding. Thanks to this, the entire life of the school, all the content of the activities of teachers and students is put at the service of the student. More and more favorable conditions are being created for the harmonious development of the personality. The student acts as a subject of various, internally interconnected types of activity, and, above all, educational, playful, socially useful, labor. The practice of the work of innovative teachers and the results of scientific research by didactic scientists show that this contributes to the development of the desire and ability to learn in schoolchildren, the formation of their abilities and responsibility in mastering knowledge, and the fulfillment of socially significant assignments at school and outside it. In the school community, trusting relationships between teachers and students are being strengthened. Everyone's exactingness to their duties, intolerance to shortcomings is increasing: for teachers, this gives rise to joy and pride in the results of their work, the desire to make it even more fruitful; strengthens the students' sense of independence, confidence in their abilities to solve problems that arise in the learning process in any educational and life situation. And this is due to the fact that the priorities in the current school are not programs, not academic subjects that need to be passed, not rules, formulas, dates, events that need to be remembered, but a child, a student, his intellectual, spiritual and physical development. These priorities should be concretely manifested in students' interest in knowledge, in their social activity, in diagnosing their abilities, in creating conditions for a free choice of profession, in protecting the rights of the child. This is the essence of student-centered learning.

The school rests on the joint interrelated activities of students and teachers, focused on achieving certain goals. At the same time, the main face of the transformation of school life is the teacher, but not in the Hegelian understanding of his mission, but a creative teacher, standing on the position of humanistic pedagogy.

The school is the source of social development, an institution of education and development, and not a system where one learns and acquires knowledge. The teacher should not so much convey information or advise students according to their spontaneously arising interests in something, but rather organize the learning process. It is no secret that some lessons are held with the full activity of students who help the teacher with their answers, while in other lessons the same students are seized with numbness, fear, negative reactions to the teacher's behavior sometimes reign there. There is no knowledge in such lessons. The style of the teacher's activity, his nature of communication with students completely changes the activity of schoolchildren.

In the pedagogical leadership, two polar, diametrically opposed styles of teachers' work are distinguished: authoritarian and democratic. The predominance of one or the other in communication in the lesson predetermines the essence, the nature of this or that didactic system.

The joint interconnected activity of students and teachers, built on democratic principles, was shown to us by innovative teachers who managed to help students realize the promising goals of learning, make the learning process desirable for children, joyful, build it on the basis of the development of their cognitive interests, the formation of ideological and moral qualities. Clear design educational material, the selection of supports and reference signals, the concentration of material in large blocks, the creation of a highly intellectual background are ways to organize successful educational and cognitive activity of students, with the help of which they achieve learning without coercion. The relevance of these and similar approaches of innovative teachers and didactic scientists is great because now, as a result of the inept organization of the educational process, the sparks of knowledge in the eyes of our students are extinguished. What kind of cognitive interest can we talk about if, for 10 thousand lessons in his school life, a student knows that the same thing awaits him day after day: after checking homework, questioning the previously studied, a dose of the new will follow, then its consolidation and homework. Moreover, in the presence of the whole class at the beginning of the lesson, the teacher will "torture" with his questions one or two children who do not always have an idea of ​​what the teacher wants from them. For some guys, such minutes are equated with stressful situations, for others - an opportunity to assert themselves, for others, to gloat over the torment of their comrades.

Such are the features of the practice of teaching in the pre-reform and newly reconstructed schools. Note that if an atmosphere of trust, kindness, peace of mind, mutual understanding, communication is created at the lesson, then in the process of such a lesson a person will not only learn new material but also to develop and enrich moral values.

4.1 Education as a pedagogical process

Note that since education as a subject of pedagogy is a pedagogical process, the phrases “educational process” and “pedagogical process” will be synonymous. In its first approximation to the definition, the pedagogical process is a movement from the goals of education to its results by ensuring the unity of education and upbringing. Its essential characteristic, therefore, is integrity as the internal unity of its components, their relative autonomy.

Consideration of the pedagogical process as an integrity is possible from the standpoint of a systematic approach, which allows us to see in it, first of all, a system - a pedagogical system (Yu.K. Babansky).

The pedagogical system should be understood as a set of interconnected structural components, united by a single educational goal of personality development and functioning in a holistic pedagogical process.

The pedagogical process, therefore, is a specially organized interaction of teachers and pupils (pedagogical interaction) regarding the content of education using the means of training and education (pedagogical means) in order to solve the problems of education aimed at meeting the needs of both society and the individual himself. in its development and self-development.

Any process is a successive change from one state to another. In the pedagogical process, it is the result of pedagogical interaction. That is why pedagogical interaction is an essential characteristic of the pedagogical process. It, unlike any other interaction, is a deliberate contact (long or temporary) between the teacher and pupils (pupil), which results in mutual changes in their behavior, activities and relationships.

Pedagogical interaction includes in unity the pedagogical influence, its active perception and assimilation by the pupil and the latter's own activity, manifested in response direct or indirect influences on the teacher and on himself (self-education).

Such an understanding of pedagogical interaction makes it possible to distinguish in the structure of both the pedagogical process and the pedagogical system two most important components of teachers and pupils, who are their most active elements. The activity of the participants in pedagogical interaction allows us to speak of them as subjects of the pedagogical process, influencing its course and results.

The traditional approach identifies the pedagogical process with the activity of a teacher, pedagogical activity is a special type of social (professional) activity aimed at realizing the goals of education: the transfer from older generations to younger generations of culture and experience accumulated by humanity, creating conditions for their personal development and preparing them to perform certain social roles in society.

The purpose of education as a set of requirements of society in the field of spiritual reproduction, as a social order is a determinant (prerequisite) for the emergence of pedagogical systems. Within the framework of these systems, it becomes an immanent (intrinsic) characteristic of the content of education. In it, it is pedagogically interpreted in connection with taking into account, for example, the age of pupils, the level of their personal development and the development of the team, etc. It is explicitly and implicitly present in the means, and in the teacher and pupils, the goal of education functions at the level of its awareness and manifestation in activity.

Thus, the goal, being an expression of the order of society and interpreted in pedagogical terms, acts as a system-forming factor, and not an element of the pedagogical system, i.e. a force external to it. The pedagogical system is created with a goal orientation. The methods (mechanisms) of the functioning of the pedagogical system in the pedagogical process are training and education, from pedagogical instrumentation, which depend on those internal changes that occur both in the pedagogical system, and in its subjects - teachers and pupils.

4.2 Correlation between pedagogical science and pedagogical practice in the social space

Today, no one questions the scientific status of pedagogy. The dispute moved into the plane of the relationship between science and pedagogical practice. The real achievements of educators turn out to be too ambiguous: in one case they are due to deep knowledge and skillful application of pedagogical theory, in the other case, success is brought by the high personal skill of the teacher, the art of pedagogical influence, flair and intuition. IN recent decades the inconsistency between school practice and pedagogical science was especially acute. The latter was especially punished for not supplying the practice with progressive recommendations, out of touch with life, and not keeping up with fast-moving processes. The teacher stopped believing in science, there was an alienation of practice from theory.

The question is very serious. It seems that we have begun to forget that the true skill of a teacher, the high art of education, is based on scientific knowledge. If anyone could achieve high results without knowledge of pedagogical theory, this would mean the uselessness of the latter. But that doesn't happen. Some bridge over a stream or a simple hut can be built without special engineering knowledge, but modern buildings cannot be built without them. So it is in pedagogy. The more challenging tasks the educator has to decide, the higher should be the level of his pedagogical culture.

But the development of pedagogical science does not automatically ensure the quality of education. It is necessary that theory be melted into practical technologies. So far, the convergence of science and practice is not going fast enough: according to experts, the gap between theory and practice is 5-10 years.

Pedagogy is rapidly progressing, justifying its definition as the most dialectical, changeable science. In recent decades, tangible progress has been made in a number of its areas, primarily in the development of new learning technologies. There has been progress in the creation of more advanced methods of education, technologies of self-education and self-education. In school practice, new scientific developments are used. Research and production complexes, author's schools, experimental sites - all these are significant milestones on the path of positive change.

Many theorists of pedagogy, following the principles of classification of sciences established by the German philosophers Windelband and Rickert, refer pedagogy to the so-called normative sciences. The reason for this is the peculiarities of the regularities known by pedagogy. Until recently, they were and in many ways still remain broad conclusions expressing general trends in the development of pedagogical processes. This makes it difficult to use them for specific forecasting, the course of the process and its future results can only be predicted in the most general terms. The conclusions of pedagogy are characterized by great variability and uncertainty. In many cases, it only sets the norm (“the teacher must, the school must, the student must”), but does not provide scientific support for the achievement of this norm.

It is not difficult to understand why the issue of the relationship between science and pedagogical skills is not removed from the agenda. Norms, even established on the basis of the analysis of entities pedagogical phenomena, are just abstract truths. Only a thinking teacher can fill them with living meaning.

The question of the level of theorization of pedagogy, i.e., of the limit at which it still does not lose sight of a person, but also does not rise too high in abstractions, turning into a collection of “dead”, “deserted” schemes, is very relevant. Attempts to divide pedagogy into theoretical and normative (practical) dates back to the last century. “As far as means are concerned,” we read in one pre-revolutionary monograph, “pedagogy is a theoretical science, since its means lie in the knowledge of the laws to which the physical and spiritual nature of man is subject; as far as goals are concerned, pedagogy is a practical science.

In the course of the ongoing discussion about the status of pedagogy, various approaches have been proposed to the analysis and structuring of the knowledge accumulated by science, to assessing their level and the degree of maturity of science itself. It is important for us that the majority of researchers around the world consider it justified and legitimate to single out theoretical pedagogy from the vast field of pedagogical knowledge, which contains basic scientific knowledge about the patterns and laws of upbringing, education, and training. The main components of the system of scientific pedagogy are also axioms and principles. Through specific recommendations and rules, theory is connected with practice.

5. The pedagogical process of the moral culture of the individual in the social space

In the process of educating a personality, the formation of its morality is of exceptional importance. The fact is that people, being members of a social system and being in a variety of social and personal relationships with each other, must be organized in a certain way and, to one degree or another, coordinate their activities with other members of the community, obey certain norms, rules and requirements. That is why in every society a wide variety of means are developed, the function of which is to regulate human behavior in all spheres of his life and activity - at work and at home, in the family and in relations with other people, in politics and science, in civic manifestations, games and etc. Such a regulatory function, in particular, is performed by legal norms and various decrees of state bodies, production and administrative rules at enterprises and institutions, charters and instructions, instructions and orders of officials, and, finally, morality.

There are significant differences in how various legal norms, laws, administrative rules and instructions of officials, on the one hand, and morality, on the other, influence people's behavior. Legal and administrative norms and rules are binding, and for their violation, the person bears legal or administrative responsibility. Violated, for example, a person this or that law, was late for work or did not follow the relevant official instructions - bear legal or administrative responsibility. Even special bodies have been created in society (court, prosecutor's office, police, various inspections, commissions, etc.) that monitor the implementation of laws, various resolutions and mandatory instructions and apply appropriate sanctions to those who violate them.

Another thing is morality, or morality. The norms and rules that relate to its sphere do not have such a binding character, and in practice their observance depends on the individual himself.

When this or that person violates them, society, acquaintances and strangers have only one means of influencing him - force. public opinion: reproaches, moral censure and, finally, public condemnation, if immoral actions and deeds become more serious.

Comprehending the essence of the morality of a person, it should be borne in mind that the term morality is often used as a synonym for this concept. Meanwhile, these concepts must be distinguished. In ethics, morality is usually understood as a system of norms, rules and requirements developed in society that are imposed on the individual in various fields life and activity. The morality of a person is interpreted as the totality of his consciousness, skills and habits associated with the observance of these norms, rules and requirements. These interpretations are very important for pedagogy. The formation of morality, or moral upbringing, is nothing more than the translation of moral norms, rules and requirements into knowledge, skills and habits of behavior of the individual and their steady observance.

But what do moral (moral) norms, rules and requirements for the behavior of a person mean? They are nothing more than an expression of certain relations prescribed by the morality of society to the behavior and activities of the individual in various spheres of public and private life, as well as in communication and contacts with other people.

The morality of society covers a great variety of these relations. If we group them, then we can clearly imagine the content of educational work on the formation of morality of students. In general, this work should include the formation of the following moral attitudes:

a) attitude to the policy of our state: understanding the course and prospects of world development; correct assessment of events within the country and in the international arena; understanding of moral and spiritual values; striving for justice, democracy and freedom of peoples;

b) attitude towards the motherland, other countries and peoples: love and devotion to the motherland; intolerance to national and racial hostility; goodwill towards all countries and peoples; culture of interethnic relations;

c) attitude to work: conscientious work for the common and personal benefit; observance of labor discipline;

d) attitude towards the public domain and material values: concern for the preservation and multiplication of the public domain, frugality, nature protection;

e) attitude towards people: collectivism, democracy, mutual assistance, humanity, mutual respect, care for the family and raising children;

f) attitude towards oneself: a high consciousness of public duty; feeling dignity, principles.

But for moral education it is necessary to be well versed not only in its content. It is no less important to comprehend in detail what kind of person can be considered moral and in what, in fact, the real essence of morality in general is manifested. When answering these questions, at first glance, the conclusion suggests itself: a moral person is one who, in his behavior and life, adheres to moral norms and rules and fulfills them. But you can do them under the influence of external coercion or in an effort to show your "morality" in the interests of a personal career or wanting to achieve other advantages in society. Such external "moral plausibility" is nothing but hypocrisy. At the slightest change in circumstances and living conditions, such a person as a chameleon quickly changes his moral coloring and begins to deny and scold what he used to praise.

Under the conditions of social circumstances being renewed in the country, democratization and freedom of society, it is extremely important that the person himself strives to be moral, that he fulfills moral norms and rules not due to external social incentives or coercion, but due to an internal attraction to goodness, justice, nobility and deep understanding their need. This is what N.V. had in mind. Gogol, when he stated: “Untie everyone's hands, and not tie them; it is necessary to stress that everyone should control himself, and not that others should hold him; so that he would be stricter to himself several times the law itself.

5.1 Professional activity and personality of the teacher

The meaning of the teaching profession is revealed in the activities carried out by its representatives and which is called pedagogical. It is a special type of social activity aimed at transferring the culture and experience accumulated by mankind from older generations to younger generations, creating conditions for their personal development and preparing them to fulfill certain social roles in society.

Obviously, this activity is carried out not only by teachers, but also by parents, public organizations, heads of enterprises and institutions, production and other groups, as well as, to a certain extent, the media. However, in the first case, this activity is professional, and in the second - general pedagogical, which, voluntarily or involuntarily, each person carries out in relation to himself, engaging in self-education and self-education. Pedagogical activity as a professional activity takes place in educational institutions specially organized by society: preschool institutions, schools, vocational schools, secondary specialized and higher educational institutions, institutions of additional education, advanced training and retraining.

To penetrate into the essence of pedagogical activity, it is necessary to turn to the analysis of its structure, which can be represented as a unity of purpose, motives, actions (operations), results. The system-forming characteristic of activity, including pedagogical, is the goal (A.N. Leontiev).

The purpose of pedagogical activity is connected with the realization of the goal of education, which is still considered by many today as a universal human ideal coming from the depths of centuries in a harmonious way. developed personality. This general strategic goal is achieved by solving specific tasks of training and education in various areas.

As the main objects of the goal of pedagogical activity, the educational environment, the activities of the pupils, the educational team and the individual characteristics of the pupils are distinguished. The realization of the goal of pedagogical activity is connected with the solution of such social and pedagogical tasks, as the formation of an educational environment, the organization of the activities of pupils, the creation of an educational team, the development of an individual's individuality.

The main functional unit, with the help of which all the properties of pedagogical activity are manifested, is pedagogical action as a unity of purpose and content. The concept of pedagogical action expresses something common that is inherent in all forms of pedagogical activity (lesson, excursion, individual conversation, etc.), but is not limited to any of them. At the same time, pedagogical action is that special one that expresses both the universal and all the richness of the individual. Appeal to the forms of materialization of pedagogical action helps to show the logic of pedagogical activity. The pedagogical action of the teacher first appears in the form of a cognitive task. Based on the available knowledge, he theoretically correlates the means, the subject and the expected result of his action. The cognitive task, being solved psychologically, then passes into the form of a practical transformational act. At the same time, a certain discrepancy between the means and objects of pedagogical influence is revealed, which affects the results of the teacher's actions. In this regard, from the form of a practical act, the action again passes into the form of a cognitive task, the conditions of which become more complete. Thus, the activity of a teacher-educator by its nature is nothing more than a process of solving an innumerable set of problems of various types, classes and levels.

A specific feature of pedagogical tasks is that their solutions almost never lie on the surface. They often require hard work of thought, analysis of many factors, conditions and circumstances. In addition, the desired is not presented in clear formulations: it is developed on the basis of the forecast. The solution of an interrelated series of pedagogical problems is very difficult to algorithmize. If the algorithm still exists, its application by different teachers can lead to different results. This is explained by the fact that the creativity of teachers is associated with the search for new solutions to pedagogical problems.

Traditionally main types of pedagogical activity carried out in a holistic pedagogical process are teaching and educational work.

Educational work is pedagogical activity, aimed at organizing the educational environment and managing a variety of activities of pupils in order to solve the problems of the harmonious development of the individual. And teaching is a kind of educational activity that is aimed at managing the predominantly cognitive activity of schoolchildren.

Conclusion

The pedagogical process is a holistic educational process of the unity and interconnection of education and training, characterized by joint activities, cooperation and co-creation of its subjects, contributing to the most complete development and self-realization of the individual.

This means that, summarizing all of the above, we can conclude the following:

The teacher should focus not on individual principles of teaching, but on their system, providing a scientifically based choice of goals, selection, content, methods and means of organizing students' activities, creating favorable conditions and analyzing the educational and educational process.

It is advisable for the teacher to consider each principle and their system as recommendations on the implementation of the system of basic laws and strategic goals that form the core of the modern concept. school education(all-round harmonious development of personality, individuality, activity and personal approaches, unity of training and education, optimization of the educational process.

The teacher must see opposite sides, conjugate, interacting elements of the pedagogical process (acquisition of knowledge and development, elementarism and consistency in knowledge, the relationship between the abstract and the concrete, etc.) and skillfully regulate their interaction, based on the laws and principles of education and achieving a harmonious pedagogical process.