Examination The emergence and development of pedology. The fate of domestic pedology. Domestic pedology in the history of pedagogical anthropology Pedology definition
MINISTRY OF EDUCATION AND SCIENCE OF THE RUSSIAN FEDERATION
STATE EDUCATIONAL INSTITUTION
HIGHER PROFESSIONAL EDUCATION
SAKHALIN STATE UNIVERSITY
INSTITUTE OF PEDAGOGY
Department of Psychology
Reshedko Elena Nikolaevna
The emergence and development of pedology. The fate of domestic pedology.
Test work on the history of psychology
female students of the 5th year of distance learning
specialty 050706.65 Pedagogy and psychology
Checked: st. teacher
Repnikova A.R.
Yuzhno-Sakhalinsk
2011
Content
Introduction………………………………………………………………………………...3
1. The formation of pedology as a science……….………………………………………….4
2. The activities of domestic scientists in the field of pedology and the fate of domestic pedology……………………………………….…………… ….……7
2.1. A.P. Nechaev…………………………………………………………………….….7
2.2. V.M. Bekhterev……………………………………………………………………..8
2.3. L.S. Vygotsky………………………………………………………………….10
2.4. P.P. Blonsky…………………………………………………………………...11
2.5. Decline of Russian pedology…………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………
Conclusion……………………………………………………………………………..15
Bibliography…………..…………………………………. ….16
Introduction
Pedology is the science of an integrated approach to the study of the physical and mental development of a child in connection with its constitution and behavioral characteristics. I would not like, following many historians, to look for the roots of this science far in the West, and even more so overseas. After all, pedology did not arise from scratch. Its distribution in Russia was prepared by the ideas and works of K.D. Ushinsky (1824 - 1870) and P.F. Lesgaft (1837 - 1909) on pedagogical anthropology, and the book by K.D. Ushinsky "Man as an object of education. Experience of pedagogical anthropology" absorbed all the main things that were later revealed in pedology. Yes, and the sound of the very name of this science is quite revealing: the word "pedology" is a "truncated" version of the term "pedagogical anthropology".
Pedology included information about the child's constitution, his biological age, behavioral characteristics, and a system of tests that assessed the level of development and professional orientation (profile) of abilities.
Each science has its own cycles of development and does not tolerate voluntaristic shouting or nudges in the back. The official ban on pedology in the USSR had a number of negative consequences in the fate of not only individuals, but also pedagogy, child psychology, as areas of theoretical knowledge in general. If democratic freedoms were granted to pedology, it would undoubtedly find a new path for its development, overcome the difficulties that arose, and join the integrative anthropological sciences.
1. Formation of pedology as a science.
Pedology had a comparatively long prehistory, a swift and complete history. There are conflicting views on the starting date in the history of pedology. It is attributed either to the 18th century. and are associated with the name of D. Tiedemann, or by the 19th century. in connection with the works of L.A. Quetelet and coincide with the publication of the works of the great teachers J.J. Rousseau, J.A. "Emil" in 1762 - what is important for an adult to know, not taking into account what children are able to learn. They are constantly looking for a person in a child, without thinking about what he is before becoming a person.
The primary sources of pedology, therefore, are in a rather distant past, and if we take them into account as the basis for pedagogical theory and practice, then they are in a very distant past.
We note the fact that by the time pedology was formed as an independent scientific direction, the stock of knowledge was too poor both in experimental pedagogical psychology, and in the psychology of childhood, and in those biological sciences that could underlie ideas about human individuality. This applies, first of all, to the state of only the emerging human genetics.
The American psychologist S. Hall, who in 1889 created the 1st pedological laboratory, is recognized as the founder of pedology; the term itself was coined by his student - O. Crisment. But back in 1867, K. D. Ushinsky, in his work “Man as an Object of Education,” anticipated the emergence of pedology: “If pedagogy wants to educate a person in all respects, then it must first recognize him in all respects.”
In the West, pedology was practiced by S. Hall, J. Baldwin, E. Meiman, V. Preyer, and others.
The founder of Russian pedology was the brilliant scientist and organizer A.P. Nechaev. A great contribution was made by V.M. Bekhterev, who organized the Pedological Institute in St. Petersburg in 1907. The first 15 post-revolutionary years were favorable: there was a normal scientific life with stormy discussions, in which approaches were developed and the growing pains inevitable for young science were overcome.
Subject Pedology., despite numerous discussions and theoretical developments of its leaders (A. B. Zalkind, P. P. Blonsky, M. I . Basov, L.S. Vygotsky, S.S. Molozhaviy, etc.), was not clearly defined, and attempts to find the specifics of pedology, not reducible to the content of related sciences, were not successful.
Pedology sought to study the child, while studying it comprehensively, in all its manifestations and taking into account all influencing factors. Blonsky defined pedology as the science of the age development of a child in a certain socio-historical environment. The fact that pedology was still far from ideal is explained not by the fallacy of the approach, but by the enormous complexity of creating an interdisciplinary science. Of course, there was no absolute unity of views among pedologists. However, there are four main principles:
- The child is an integral system. It should not be studied only “in parts” (something by physiology, something by psychology, something by neurology).
A child can be understood only by considering that he is in constant development. The genetic principle meant taking into account the dynamics and trends of development. An example is Vygotsky's understanding of a child's egocentric speech as a preparatory phase of an adult's inner speech.
A child can be studied only taking into account his social environment, which affects not only the psyche, but often also the morphophysiological parameters of development. Pedologists worked a lot and quite successfully with difficult teenagers, which was especially important in those years of prolonged social upheavals.
The science of the child should be not only theoretical, but also practical.
2. Activities of domestic scientists in the field of pedology and the fate of domestic pedology.
2.1. A.P. Nechaev
One of the first domestic pedological works is the study of A.P. Nechaev, and then his school. In his "Experimental Psychology in its Relation to Questions of School Education" possible ways of experimental psychological investigation of didactic problems were outlined. A.P. Nechaev and his students studied individual mental functions (memory, attention, judgment, etc.). Under the guidance of Professor Nechaev, in 1901 a laboratory of experimental pedagogical psychology was organized in St. Petersburg, in the autumn of 1904 the first pedological courses in Russia were opened, and in 1906 the First All-Russian Congress on Educational Psychology was convened with a special exhibition and short-term pedological courses.
In Moscow, work in this area also began to develop. G.I. Rossolimo in 1911 founded and at his own expense maintained a clinic for nervous diseases of childhood, transformed into a special Institute of Child Psychology and Neurology. The result of the work of his school was the original method of "psychological profiles", in which G.I. Rossolimo went further than A.P. Nechaev along the path of splitting the psyche into separate functions: to compile a complete "psychological profile" it is proposed to investigate 38 individual mental functions, up to ten experiments for each psychological function. G.I. Rossolimo quickly took root, was used in the form of a "mass psychological profile". But his works were also limited only to the psyche, without touching upon the biological features of the child's ontogeny. The dominant research method of the Rossolimo school was experiment, which was criticized by contemporaries for the "artificiality of the laboratory environment." The characterization of the child given by G.I. Rossolimo, with differentiation of children only by sex and age, without taking into account their social and class affiliation
2.2. V.M. Bekhterev
V.M. Bekhterev is also called the founder and creator of pedology in the USSR, who back in 1903 expressed the idea of the need to create a special institution for the study of children - a pedagogical institute in connection with the creation of the Psychoneurological Institute in St. Petersburg. The Institute's project was submitted to the Russian Society of Normal and Pathological Psychology. In addition to the psychological department, the pedological department was included for experimental and other research, and a scientific center for the study of personality was created. In connection with the founding of the Department of Pedology, V.M. Bekhterev had the idea of creating the Pedological Institute, which existed at first as a private institution (with funds donated by V.T. Zimin). The director of the institute was K.I. Povarnin. The Institute was financially poorly supported, and V.M. Bekhterev had to submit a number of notes and applications to government authorities. On this occasion, he wrote: "The purpose of the institution was so important and tangible that it was not necessary to think about creating it even with modest funds. We were only interested in the tasks underlying this institution."
Bekhterev's students note that he considered the following problems urgent for pedology: the study of the laws of a developing personality, the use of school age for education, the use of a number of measures to prevent abnormal development, protection from the decline of intelligence and morality, and the development of self-activity of the individual.
Thanks to the indefatigability of V.M. Bekhterev, a number of institutions were created to implement these ideas: pedological and research institutes, an auxiliary school for the handicapped, an otophonetic institute, an educational and clinical institute for nervously ill children, an institute for moral education, and a children's psychiatric clinic. He united all these institutions with a scientific and laboratory department - the Institute for the Study of the Brain, as well as a scientific and clinical - Pathoreflexological Institute.
The general scheme of the biosocial study of the child according to Bekhterev is as follows:
1) the introduction of reflexological methods in the field of study of the child;
2) the study of the autonomic nervous system and the connection between the central nervous system and the endocrine glands;
3) comparative study of the ontogeny of human and animal behavior;
4) study of the full development of brain regions;
5) study of the environment;
6) the impact of the social environment on development;
7) children's handicap;
8) child psychopathy;
9) childhood neuroses;
10) labor reflexology;
11) reflexological pedagogy;
12) the reflexological method in teaching literacy.
The work in the children's institutions listed above was carried out under the guidance of professors A.S. Griboedova, P.G. Belsky, D.V. Felderg. The closest collaborators in the field of pedology were at first K.I. Povarin, and then N.M. Shchelovanov. For 9 years of existence of the first Pedological Institute with a very small number of employees, 48 scientific papers were published.
etc.................
Pedology in Russia began to develop at the beginning of the last century. The founder of Russian pedology is considered to be A.P. Nechaev.
Later, V.M. joined him. Bekhterev and other scientists, and by 1920 this science was at the top of its development. Pedology is usually understood as such a scientific trend that combines different sciences in the study of the development of children - biology, psychology, medicine, etc.
From the history
Pedology is the science of children, this is the literal translation of this name. It consists of several main components, which include the study of the mental and physiological development of the child, taking into account the characteristics of his body (constitution) and age. The founder of pedology was S. Hall. He created the first pedology laboratory in the late 1880s.
It should be noted that a number of scientists connect the beginning of the science we are considering with the works of a doctor from Germany, D. Tiedemann, who studied the development of mental abilities in children. Later, a representative of the same country, the physiologist G. Preyer, also began to investigate the development of spiritual qualities in children. But all the same, the generally recognized pioneer of pedology is Hall, thanks to whose efforts about 30 laboratories were created in America in a few years, comprehensively studying the development of children.
Several pedological institutes were established in different regions. But after 1920, with the advent of Soviet power, the principles of pedology became objectionable to the policy of the party, which proclaimed a departure from experiments and a return to traditional teaching methods. Among the main reasons why pedology did not suit the ruling elite were the following:
- According to the results of testing, children born in "hostile" families were most often recognized as gifted - children of priests, White Guards, etc., and peasant children were usually classified as defective students.
- Overestimation of the natural abilities of students and underestimation of the cultural and historical components in the upbringing of children.
As a result, the Soviet government made a categorical conclusion that pedological practice is inappropriate for our public education. Even a special resolution was created, which spoke of the "perversions" of pedology and which completely eliminated this movement. Tests were ordered to be banned, and all pedologists were retrained as teachers.
At the same time, the textbooks of such well-known pedologists as Blonsky, Sokolov and others were categorically banned and removed from libraries. But the Soviet government did not stop there: many scientists were repressed or even executed.
However, we note that the party leaders failed to completely exterminate pedology. She had a new trend, which became known as pedagogical anthropology. Later, it was divided into several separate scientific currents: developmental psychology, educational psychology and developmental physiology, which together constitute pedology.
It turns out that it cannot be called a full-fledged science, but it cannot be attributed to the category of “pseudoscience”. At that stage, it was only a certain kind of scientific trend, which was artificially prevented from developing and forming into a full-fledged science with its own subject, object, methods, goals and objectives.
Criticism and reality
After pedology began to develop in America, its appearance also occurred in Europe, where it "went deep" and began to develop methodology for pedagogy. It is noteworthy that the term "pedology" was perceived by many and is currently perceived as a synonym for the hygiene of education, educational psychology, pedagogy and other scientific branches.
Pedology has been criticized on several points.
- Firstly, at one time she did not have highly qualified practitioners who could prove the validity of their views and applied methods.
- Secondly, the goal - to comprehensively study the child - cannot always be achieved.
- Thirdly, mass testing of children with poor adaptation of methods can show unreliable, and sometimes directly opposite, results.
One can argue for a long time about whether the leaders of the party elite, who in our country decided to call pedology a perversion, were right or not, but this, perhaps, is pointless. History cannot be changed.
Meanwhile, a number of scientists believe that at the time of the collapse of pedology in Russia, there was no future as such, so the Soviet government only served as an impetus for the inevitable process. Pedologists failed to form an integrated approach to the study of the child.
The reason is simple: pedology was based on those sciences that at the beginning of the last century in Russia did not reach their maturity, or even formation. These are, for example, pedagogy and psychology. And one more important science- sociology - in Russia at that time there was none at all, therefore there was no opportunity to build good interdisciplinary ties.
New life
But in fairness, it should be noted that the subject of pedology then, at the time of its appearance in Russia, was not precisely formulated. Scientists simply sought to comprehensively study children, taking into account all possible factors. If we take the provisions of this science in a broad sense, then all the basic pedological principles are reduced to four main ones:
- Each child is an integral system, and it cannot be considered separately as a psychological or physiological object.
- Children can only be understood by considering the fact that they are constantly in the process of development.
- Any child needs to be studied taking into account the environment in which he grows and is brought up, because it has a huge impact on his psyche.
- The science of children should be not only theoretical, but also have practical methods.
Pedology as a science in our country established itself and in the 1960s began to be widely used in children's institutions: schools, kindergartens, teenage clubs. And in the capitals of Russia - Moscow and Leningrad - even entire institutes of pedology appeared, whose employees studied children from birth to adolescence.
Modern Russian pedology develops primarily within the framework of the so-called children's research. Scientists are considering the anthropology of childhood, taking child psychology and pedagogy as a basis.
There is a special research group that works in Moscow on the basis of the Russian State University for the Humanities. At its core, the main purpose of their research is an interdisciplinary approach to the study of the personality of the child. By the way, most of these researchers are not teachers or psychologists, but historians. Author: Elena Ragozina
Started in 1907 This stage is associated with the development of psychodiagnostics, testology, and the emergence of pedology. This stage is characterized by the development of various diagnostic tools: tests, questionnaires, questionnaires. Under the law of the Ministry of Education of France, in the suburbs of Paris, a laboratory was created for the mass examination of children. Binet and Simon (Great Britain) proposed the concept of intellectual age and the concept of biological age. Based on these 2 concepts, the IQ was introduced. Iq=M age (intellectual age)/Ch age (biological). This is a fairly simple method that teachers could use. The use of these tests became a tool of social selection, since children from wealthy families could prepare for testing. In the classes for mentally retarded children were children from dysfunctional families. Binet and Simon believed that Iq is a constant, unchanging value. Their tests were quite popular.
At the same time, there pedology - a complex science of the child, including elements of pedagogy, psychology, pediatrics, psychiatry, anatomy, physiology, hygiene and others. At the end of the 19th century, this complex science arose as a result of the work of Maiman, Stanley, Baldwin. Their ideas found support in Russia (Kashchenko, Nechaev, Vygotsky). In 1901, the first laboratory of experimental pedagogical psychology was opened in Petrograd. The First All-Union Congress of Pedologists was welcomed by Nikolai Bukharin (Lenin's colleague). He believed that pedologists should supplant pedagogy. The main methods of pedology: testing, questioning, surveys, moreover, it was believed that school teachers could make tests. In 26 - 27 years. all schoolchildren of the USSR completed the tested tasks in all subjects (achievement tests). The main idea of pedology: children are different, each of them requires different methods, techniques, means (and this contradicted the ideology of the party).
Pedology sought to study the child, while studying it comprehensively, in all its manifestations and taking into account all influencing factors. Blonsky defined pedology as the science of the age-related development of a child in a certain socio-historical environment. The fact that Pedology was still far from ideal is explained not by the fallacy of the approach, but by the enormous complexity of creating an interdisciplinary science. Of course, there was no absolute unity of views among pedologists.
However, there are 4 main principles:
1. The child is an integral system. It should not be studied only "in parts" (something by physiology, something by psychology, something by neurology).
2. A child can be understood only by considering that he is in constant development. The genetic principle meant taking into account the dynamics and trends of development. An example is Vygotsky's understanding of a child's egocentric speech as a preparatory phase of an adult's inner speech.
3. A child can be studied only taking into account his social environment, which affects not only the psyche, but often also the morphophysiological parameters of development. Pedologists worked a lot and quite successfully with difficult teenagers, which was especially important in those years of prolonged social upheavals.
4. The science of the child should be not only theoretical, but also practical.
Pedologists worked in schools, kindergartens, various teenage associations. Psychological and pedological counseling was actively carried out; work was carried out with parents; developed the theory and practice of psychodiagnostics. In L. and M. there were in-you P., where representatives of different sciences tried to trace the development of the child from birth to adolescence. Pedologists were trained very thoroughly: they received knowledge in pedagogy, psychology, physiology, child psychiatry, neuropathology, anthropology, sociology, and theoretical classes were combined with everyday practical work.
In 1936 pedology was crushed. Textbooks, research results were burned. The pedologists were destroyed. The Iq of the children of the intelligentsia was higher (and according to the ideology of the party, the workers should have). In 1936, the word test was banned altogether. The coming to power of the Nazi regimes in a number of European countries led to the fact that the authorities were not interested in pedological research. Aryans are above all and individuality is not needed. Testology, psychodiagnostics began to develop in line with experimental psychology, and pedology ceased to exist.
Science) is a trend in psychology and pedagogy that arose at the turn of the 19th-20th centuries, due to the penetration of evolutionary ideas into pedagogy and psychology, the development of applied branches of psychology and experimental pedagogy.
Amer. psychologist S. Hall, who created in 1889. 1st pedological laboratory; the term itself was coined by his student - O. Crisment. But back in 1867. K.D. Ushinsky in his work “Man as an Object of Education” anticipated the emergence of pedology: “If pedagogy wants to educate a person in all respects, then it must first recognize him in all respects.” In the West, P. was engaged in S. Hall, J. Baldwin, E. Meiman, V. Preyer, and others. Pedology was a brilliant scientist and organizer A.P. Nechaev. A great contribution was made by V.M. Bekhterev, who organized in 1907. Pedological Institute in St. Petersburg. The first 15 post-revolutionary years were favorable: there was a normal scientific life with stormy discussions, in which approaches were developed and the growing pains inevitable for young science were overcome.
The subject of Pedology, despite numerous discussions and theoretical developments of its leaders (A.B. Zalkind, P.P. Blonsky, M.Ya. Basov, L.S. Vygotsky, S.S. Molozhaviy, etc.), is not clearly defined. was, and attempts to find the specifics of P., not reducible to the content of sciences adjacent to it, were not successful.
Pedology sought to study the child, while studying it comprehensively, in all its manifestations and taking into account all influencing factors. Blonsky defined pedology as the science of the age-related development of a child in a certain socio-historical environment. The fact that P. was still far from ideal is explained not by the fallacy of the approach, but by the enormous complexity of creating an interdisciplinary science. Of course, there was no absolute unity of views among pedologists. However, there are 4 main principles.
- The child is an integral system. It should not be studied only “in parts” (something by physiology, something by psychology, something by neurology).
- A child can be understood only by considering that he is in constant development. The genetic principle meant taking into account the dynamics and trends of development. An example is Vygotsky's understanding of a child's egocentric speech as a preparatory phase of an adult's inner speech.
- A child can be studied only taking into account his social environment, which affects not only the psyche, but often also the morphophysiological parameters of development. Pedologists worked a lot and quite successfully with difficult teenagers, which was especially important in those years of prolonged social upheavals.
- The science of the child should be not only theoretical, but also practical.
Pedologists worked in schools, kindergartens, various teenage associations. Psychological and pedological counseling was actively carried out; work was carried out with parents; developed the theory and practice of psychodiagnostics. In L. and M. there were in-you P., where representatives of different sciences tried to trace the development of the child from birth to adolescence. Pedologists were trained very thoroughly: they received knowledge in pedagogy, psychology, physiology, child psychiatry, neuropathology, anthropology, sociology, and theoretical classes were combined with everyday practical work.
In the 1930s criticism of many provisions of P. began (problems of the subject of P., bio- and sociogenesis, tests, etc.), 2 resolutions of the Central Committee of the All-Union Communist Party of Bolsheviks were adopted. In 1936 P. was defeated, many scientists were repressed, the fate of others was crippled. All pedological institutes and laboratories were closed; P. was excluded from the curricula of all universities. Labels were generously pasted: Vygotsky was declared an "eclecticist", Basov and Blonsky were declared "propagandists of fascist ideas."
The rulings and the ensuing avalanche of "criticism" barbarously but skillfully distorted the very essence of P., accusing her of adherence to the biogenetic law, the theory of 2 factors (see. convergence theory), fatally predetermining the fate of the child by the frozen social environment and heredity (this word should have sounded abusive). In fact, V.P. Zinchenko, pedologists were ruined by their value system: “Intellect occupied one of the leading places in it. They valued above all labor, conscience, intelligence, initiative, nobility.
A number of works by Blonsky (for example: The development of schoolchildren's thinking. - M., 1935), the works of Vygotsky and his collaborators on child psychology laid the foundation for modern scientific knowledge about the mental development of the child. Proceedings of N.M. Shchelovanova, M.P. Denisova, N.L. Figurina (see. Revitalization Complex), created in pedological institutions by name, contained valuable factual material that was included in the fund modern knowledge about the child and his development. These works formed the basis of the current system of education in infancy and early childhood, and psychological research Blonsky Vygotsky provided opportunities for the development of theoretical and applied problems of developmental and educational psychology in our country. At the same time, the real psychological meaning of the studies and their pedological design did not allow for a long time to separate one from the other and to appreciate their contribution to psychological science. (I.A. Meshcheryakova)
Addendum : Undoubtedly, sir. arbitrariness in relation to domestic P. played a decisive role in its tragic end, but attention is drawn to the fact that in other countries pedology eventually ceased to exist. The fate of P. as an instructive example of a short-lived project of complex science deserves a deep methodological analysis. (B. M.)
Psychological dictionary. A.V. Petrovsky M.G. Yaroshevsky
Dictionary of psychiatric terms. V.M. Bleikher, I.V. Crook
there is no meaning and interpretation of the word
Neurology. Full Dictionary. Nikiforov A.S.
there is no meaning and interpretation of the word
Oxford Dictionary of Psychology
Pedology- infantile speech.
subject area of the term
ABSTRACT
«PEDOLOGY AND ITS IMPACT ON DOMESTIC
EDUCATION"
Performed:
I.A. Smolyakova
Introduction…………………………………………………………………………...3
1 Fundamentals of pedology……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………
1.1 What is pedology………………………………………………………5
1.2 Basic concepts of pedology……………………………………………6
1.3 The birth of pedology as a science……………………………………..7
2 The first pedological research in Russia…………………………….11
2.1 The emergence and development of pedology in Russia…………………………11
2.2 The influence of pedology on domestic education………………..14
3 Pedology and its significance for pedagogy of the 20th century…………………………...18
3.1 Stages of development of science…………………………………………………..18
4 Causes and consequences of the ban on pedology from Russia………………………22
4.1 Strength and weakness of pedology…………………………………………...22
4.2 Prerequisites for the prohibition of pedology…………………………………….24
4.3 Consequences of the defeat of pedology……………………………………24
4.4 Legacy of pedology. Pedology today…………………………...26
Conclusion………………………………………………………………………….29
References………………………………………………………………31
Introduction
In the 21st century, the problem of educating the younger generation under the negative influence of environmental factors on the child, such as:
environmental factors. More and more children are born with congenital ailments, chronic diseases, especially in large cities and in the zone of radiation contamination.
criminal factors. The growth of crime in cities and criminal arbitrariness, kidnapping, etc.
psychological. The rhythm of life in the metropolis, the need to start an independent life early, the variety of television programs with various content, the Internet, etc.
All this requires from the teacher a modern approach to the upbringing and education of the younger generation.
Modern pedagogical educational institutions train specialists who are competent in many areas related to the health, development, and psychology of the child. It is generally recognized that this knowledge is necessary for solving various problems of upbringing and education. More and more new methods of studying the child's psyche, the characteristics of childhood are being created. The developers of modern educational programs largely rely on the research of specialists in various fields.
As a future teacher, I also became interested in the search for a rational and effective system of education that takes into account the age and individual characteristics of the child, as well as based on the material of sciences related to pedagogy and not only. However, in my research, I turned to the past. The subject of the science of pedology seemed to me extremely interesting for knowledge and application, despite a number of visible shortcomings. The purpose of my work is to try to answer a number of questions:
What did pedology give to world pedagogy and psychology?
What sciences today are based on the experience of pedology?
Are the studies of pedologists used in modern pedagogy?
Tasks:
1 trace the path of the emergence of pedologists, the prerequisites for the emergence of science;
2 to get acquainted with the basic concepts of pedology;
3 to study the influence of pedology on domestic education;
4 to understand the reasons for the defeat of pedology and its further oblivion.
1Fundamentals of pedology
What is pedology
Pedology (from the Greek pais - child and logos - word, science) is a direction in psychology and pedagogy that arose at the end of the 19th century. under the influence of evolutionary ideas, associated primarily with the name of S. Hall, who in 1889 created the first pedological laboratory. In pedology, the child was considered comprehensively, in all its manifestations, in constant development and in various, including social, conditions, and the goal was to help develop all its potentialities.
This is the science of children, the doctrine of the development of the child, which attaches decisive importance to biological, physiological and psychological characteristics in the formation of his character and abilities.
Among all the variety of definitions of its subject, the definition of it as the science of the integral development of the child seems to be the most meaningful. In this definition, according to L. S. Vygotsky, two essential features of pedology as an independent scientific discipline are singled out - integrity and development (understood as a single process). These signs, in essence, are distinguished as leading by many prominent psychologists and educators of the 20-30s, including P.P. Blonsky, N.K. Krupskaya, although in their specific content they differ from each other. The concept of integrity is central here. L.S. Vygotsky understood a holistic approach to the study of a child as a special orientation towards revealing those new qualities and specific features that arise from the combination of individual aspects of his development - social, psychological and physiological - into a holistic process. “The study of these new qualities and the new patterns corresponding to them, which are presented in the synthesis of individual aspects and processes of development, it seems to me, is the first sign of pedology as a whole and of each individual pedological research.”
To reveal such regularities and qualities, not reducible to one of the aspects of a child's development, actually meant to substantiate the right to exist in pedology as an independent scientific discipline. The solution of this problem in relation to the 20-30s. in many ways turned out to be impossible, due to which doubts arose about the objective existence of the very subject of pedology, which later ended with its complete denial as a science. In fact, in the first half of the 30s. pedology "takes the form of a peculiar pedagogical anthropology which carries out a synthesis, largely mechanical, of scientific data about the child from the point of view of their pedagogical applications. The upbringing and education of students are revealed from the positions of a multi-level organization of human development, which involves the consideration of social, psychological and biological properties in unity. Indicative in this regard for the 30s. is "Pedology" P.P. Blonsky, published in 1934.
Basic concepts of pedology
Development. The basic concept of pedology, the only correct one is the dialectical concept of development.
Growth: A child is qualitatively different from an adult. Growth is not only a quantitative addition of matter: quantity turns into quality.
Constitution and character: growth causes a number of qualitative changes in a growing organism. The totality of qualitative peculiarities of an organism forms its constitution. The constitution is usually called the physique of the body.
Wednesday. “If we consider all human behavior as its relationship with environment, we can assume in advance that in this correlative activity there can be three main typical moments. The first is the moment of relative equilibrium created between the organism and the environment.
Children's divisions. Blonsky divides all school childhood into 3 stages: early prepubertal childhood (7-10 years old); late prepubertal childhood (10-12; 13 years); age of puberty (13-16 years).
Transitional ages. The so-called "Critical ages" - birth, 3 years, 7 years, puberty. They are characterized by extreme impressionability, nervousness, imbalance, unmotivated strange actions, etc.
Pedological and chronological age. Problems of acceleration, inhibition of development, physical and mental. Each of the age stages has its own peculiarity, but not every child experiences this stage at the same time.
1.3 The birth of pedology as a science
In the era of feudalism, pedagogy was guided by the principle:
"Break the will of the child so that his soul can live." A more or less systematic study of the child began only in the era of industrial capitalism.
Industrial capitalism, drawing more and more masses of the population into production as hired labor, demanded from them a certain level of education. In this regard, the question of universal education arose. What was needed was a method of teaching that would work successfully in inexperienced hands. In an effort to make teaching more accessible and understandable, Pestalozzi tried to build it on the laws of psychology. Herbart continued the "psychologization of learning", he introduced psychology into all the main departments of pedagogy. At the time it was created practical psychology, namely in the middle of the 19th century, general psychology was greatly rebuilt, in the era of machine production and the development of technology, it became experimental. Educational psychology also transformed into experimental educational psychology or experimental pedagogy. So the German psychologist and educator MEYMANN in his “lectures on introduction to experimental pedagogy and its psychological foundations” sets out the age-related psychological characteristics of children, their individual characteristics, the technique and economics of memorization and the application of psychology to teaching literacy, counting and drawing. E. Meiman was one of the pioneers of developmental psychology in Germany. He founded a psychological laboratory at the University of Hamburg, which conducted research mental development children. Meiman is also the founder of the first special journal devoted to pedagogical problems, the Journal of Educational Psychology. In his various activities, he paid the main attention to the applied aspect of child psychology and pedology, since he believed that the main task of pedology is to develop methodological foundations for teaching children. In his theoretical approaches, Maiman sought to combine Selley's associationist approach with Hall's theory of recapitulation. Maiman believed that child psychology should not only study the stages and age characteristics of mental development, but also explore individual developmental options, for example, issues of child giftedness and backwardness. Inborn tendencies of children. At the same time, education and upbringing should be based both on knowledge of general patterns and on an understanding of the characteristics of the psyche of this particular child.
However, pedagogy has a number of very important problems that cannot be solved by the means of pedagogical psychology (the goals of education, the content of educational material), therefore pedagogical psychology cannot replace pedagogy. Maiman believed that such a general picture of a child's life should be given by a special science - the science of young age (Jugendlehre), and for this, in addition to psychological data about the child, familiarity with the physical life of the child, knowledge of the dependence of the life of a growing person on external conditions, knowledge of the conditions education. So the development of educational psychology and experimental pedagogy leads to the recognition of the need to create a special science - the science of young age.
Relatively early, at the end of the 19th century, in the circles of the American psychologist, STANLEY HALL began to realize the impossibility of studying the mental development of the child separately from his physical development. As a result, it was proposed to create a new science - PEDOLOGY, which would give a more complete picture of the age development of the child. The American psychologist Hall is the founder of pedology, a complex science of the child, which is based on the idea of pedocentrism, that is, the idea that the child is the center of research interests of many professionals - psychologists, educators, biologists, pediatricians, anthropologists, sociologists and other specialists. Of all these areas, pedology includes the part that has to do with children. Thus, this science, as it were, unites all branches of knowledge related to the study of child development.
The idea of the need to study child development was established with the penetration of evolutionary ideas into psychology. The application of these ideas to the study of the psyche meant the recognition of its genesis, development, and also its connection with the process of adaptation of the organism to the environment. One of the first to review the subject and tasks of psychology from this point of view was the English psychologist G. Spencer. However, he was mainly interested in the methodological and general theoretical problems of mental development. Hall, first of all, drew attention to the importance of studying the development of the child's psyche, the study of which can be a genetic method for general psychology.
Hall associated the importance of studying child psychology with his theory of recapitulation. The basis of this theory is Haeckel's biogenetic law, applied by Hall to explain child development.
Naturally, such a rigid and straightforward transfer of biological laws to pedagogy could not but be criticized, and many provisions of Hall's pedological concept were revised quite soon. However, the very science of pedology, created by him, very quickly gained popularity all over the world and existed almost until the middle of the 20th century. Popularity was brought to Hall and the methods he developed for studying children, primarily the questionnaires and questionnaires he published for adolescents, teachers and parents, which also made it possible to compile a comprehensive description of the child, analyze their problems not only from the point of view of adults, but also the children themselves.
Thus, S. Hall expressed the idea of creating an experimental child psychology that was in the air, combining the requirements of pedagogical practice with the achievements of biology and psychology that were timely for him.
The first pedological research in Russia
2.1 The emergence and development of pedology in Russia
Feudal Russia, with its Domostroy pedagogy, was as little interested in the psychology of the child as the feudal West. As well as there, the origin and development of educational psychology in Russia is associated with the democratic movement:
The first to look at the matter of education from a philosophical point of view was N.I. Pirogov. The principle of education put forward by him in a person, first of all a Human, caused the need to pose and discuss many theoretical problems. He took pedagogy to a new plane. It was a requirement of sound pedagogy based on psychology. Having shown that a person is a person, and not a means to achieve other goals, Pirogov raised the question of the need for a comprehensive, primarily psychological study of a person, knowledge of the patterns of his development, identification of the conditions and factors that determine the formation of the mental sphere of a child. With this approach, psychology came to the fore, became the necessary basis for solving pedagogical problems. He considered the task of studying the patterns of child development to be paramount and urgent. Noting the originality of childhood in general, Pirogov recognized the need to take into account the individual differences of children, without this it is impossible to influence the formation of the moral world of the individual, to develop the best human traits.
A new understanding of the tasks of upbringing inevitably entailed a new approach to interpreting the essence of upbringing, a new look at the factors of upbringing and the means of pedagogical influence.
A huge contribution to the development of these problems was made by K.D. Ushinsky. He gave his interpretation of the most complex and always topical questions about the psychological nature of education, about its limits and possibilities, about the relationship between education and development, about the combination of external educational influences and the process of self-education. According to Ushinsky, the subject of education is a person. “The art of education is based on the data of anthropological sciences, on complex knowledge about a person who lives in a family, in society, among the people, among humanity and alone with his conscience.” Ushinsky based his theory of education on two main concepts - "organism" and "development". From this he deduced the need for a harmonious combination of mental, moral and physical education. The works of these outstanding teachers of the 19th century helped to look at the problem of education in a new light, to recognize the importance of psychology for education, to pave the way for the further development of educational psychology in Russia.
Passion for experimental pedagogy flares up in the era of 1905. An attempt to create experimental pedagogy and a special science, pedology, instead of pedagogical psychology, found a response in Russia. Rumyantsev was a particularly ardent propagandist of pedology in pre-revolutionary times.
For the early period of Soviet pedology, the names of the then largest pedological universities and departments are already characteristic: medical-pedological institute, pedologist - defectological department. This influence of doctors on the emerging Soviet pedology was mainly useful: it became easier and easier to connect the doctrine of the growth and physical development of the child with his psychology. It became easier and easier for pedology to take shape as a special independent science, moreover, a materialistic one. Works are beginning to appear that claim to give a general concept of childhood. Some of these works include: preschool age» Arkin, «Pedology» Blonsko, «Reflexology of childhood» Aryamov.
Relying on natural science, young Soviet pedology waged an energetic struggle against idealism and took the path of materialism more and more resolutely. But the natural-scientific materialism with which pedology was then imbued was not yet dialectical, but mechanistic materialism. He considered the child as a kind of machine, whose activity is entirely determined by the influence of external stimuli. This mechanistic concept manifested itself especially clearly in the works of pedologists who gravitated towards reflexology. Thus, the problem of studying the laws of child development eludes mechanists in pedology.
If in the first years of its existence, Soviet pedology was influenced by natural science and medicine, then in the subsequent time it was decisively influenced by pedagogy. Pedology became more and more decisive pedagogical science, and the pedologist began to enter as a practical worker in children's institutions. Pedology was becoming more and more a social science, biologism was subjected to intense criticism, and the enormous role of the influence of the surrounding social environment and, in particular, education was recognized. Scientific and pedagogical production also grew (the works of Molozhavy, Blonsky, Basov, Vygotsky, Shchelovanov, Aryamov, Arkin).
Pedology turned its face to pedagogy. However, such a strong influence of pedagogy on pedology sometimes developed into the identification of these sciences, hence such incorrect definitions as “pedology is a part of pedagogy” or “pedology is the theory of the pedagogical process” came from. The problems of pedagogy and pedology are not identical (for pedagogy - how a teacher should teach, for pedology - how a child learns).
The problem of growth is one of the most basic pedological problems. Certainly. It uses the achievements of psychology, but it also uses data from various other sciences.
The problem of development is a philosophical problem. Not only should pedology not be alien to philosophy, but it is precisely philosophy that forms the basis of pedology.
The study of child development is not limited to the present, without knowing the history of mankind, it is impossible to understand the history of child development. Thus, history is one of the most basic sciences for pedology.
Activity knowledge nervous system necessary pedology. In general, it needs knowledge of the characteristics of the child's organism: pedology uses a great deal of biological material in the study of the development of the child.
Pedology is the science of the age development of a child in a certain socio-historical environment.
Representatives of science in the early twentieth century. are Rumyantsev, Nechaev, Rossolimo, Lazursky, Kashchenko. Later, pedological ideas were developed by Abramov, Basov, Bekhterev, Blonsky, Vygotsky, Zalkind, Molozhavy, Fortunatov and others.
2.2 The influence of pedology on domestic education
hallmark Soviet period history of culture and pedagogy is a huge role in its development of the party and the state. The state took over the financing of all branches of culture: education, logistics, all kinds of art, establishing the strictest censorship of literature, theater, cinema, educational institutions, etc. A coherent system of indoctrination of the population was created. The mass media, being under the most severe control of the party and the state, along with reliable information, used the method of manipulating the consciousness of the population. The idea was instilled in the people that the country was a besieged fortress, and only those who defended it had the right to be in this fortress. The constant search for enemies became a distinctive feature of the activities of the party and the state.
In line with the class struggle, bourgeois culture was constantly opposed to the new, proletarian culture. In contrast to bourgeois culture, the new, socialist culture, in the opinion of the Communists, must express the interests of the working people and serve the tasks of the class struggle of the proletariat for socialism. From these positions, the communists also determined their attitude to the cultural heritage of the past. Many values were excluded from the cultural process. The special storages contained the works of writers, artists and other representatives of culture that were not pleasing to the communists. Noble estates were destroyed, temples, churches and monasteries were destroyed, the connection of times was destroyed.
20-30s 20th century were the heyday of extracurricular activities. It was then that interesting pedagogical initiatives were introduced into life, original forms of organizing children's life appeared, the scientific and methodological base of extracurricular and out-of-school work was intensively developing, serious scientific research and observations were carried out on the development of children's amateur performances, creative abilities of the individual, his interests and needs. Collective and group forms of work were studied. Among the most famous teachers who have made a huge contribution to the formation and development of out-of-school education in our country, we will name E.N. Medynsky, P.P. Blonsky, S.T. Shatsky and V.P. Shatskaya, A.S. Makarenko, V.N. Tersky. It should also be noted that N.K. Krupskaya and A.V. Lunacharsky "not only enriched pedagogy with their work on this problem, but also helped to solve it at the state level, influencing the education policy of the USSR."
School and out-of-school areas of education began to receive a certain design and concretization. Moreover, out-of-school education then played an even more prominent role, since it was in the practice of out-of-school work that ideas were born related to the upbringing of children in new socio-cultural conditions.
In 1918, the first out-of-school institution was opened - the Biological Station for Young Nature Lovers under the guidance of a talented teacher and scientist B.V. Vsesvyatsky. Soon the number of various extracurricular institutions increased dramatically.
In the mid 30s. children's sports schools and stadiums were created. Later there were motorways for children, clubs for young sailors with their own fleets and shipping companies. The country entered a period of rapid industrialization, and the development of children's technical creativity became one of the main tasks of out-of-school education in the 1930s. Particular attention was paid to the development of a network of various technical stations for children due to the need to train a large number of qualified specialists for all industries. National economy, technically literate workers for new buildings.
In 1925, the Artek All-Union Pioneer Camp was opened. Later, especially in the post-war years, pioneer camps were massively developed. They solved the problems not only of improving the health of children, but also of socio-political and labor education.
Attention was also paid to the development of the general culture of the younger generation, the formation of the artistic interests of children of different ages. For this purpose, such important cultural and educational institutions as children's libraries, theaters, cinemas, and galleries were created. Music, art, choreographic schools appeared, thanks to which conditions were created for the education of young talents.
The increase in the number and variety of out-of-school institutions is a clear sign of the prewar years. At that time, teachers began to theoretically comprehend the accumulated experience, which helped to determine the basic principles of extracurricular work: the mass character and general accessibility of classes based on the voluntary association of children according to their interests; development of their initiative and initiative; socially useful orientation of activity; a variety of forms of extracurricular work; taking into account age and individual features children.
Distinctive features of the club (out-of-school) work of A.S. Makarenko, as well as S.T. Shatsky, considered, first of all, creativity and self-organization. Makarenko considered it necessary to make the leisure and recreation of the Communards meaningful and interesting. The work of the circle, emphasized A.S. Makarenko, should have a real socially useful orientation, be built on the basis of self-organization. The lever of the entire club system of the Communards was the principle of acquiring a variety of knowledge and skills that they could use in socially useful activities.
All club work of A.S. Makarenko and S.T. Shatsky was built on the basis of children's self-government Makarenko emphasized that it is necessary to involve all the pupils without exception, including the younger ones, in the performance of various organizational functions.
The conclusions of these teachers destroyed the prevailing idea of the child only as an object of pedagogical influence. They showed that a child in an out-of-school institution is an active subject of the educational process. This position, and its scientific and methodological justification, was very bold for that time.
The aspiration of youth leaders for centralized management of amateur movements subordinated the youth movement and the technical creativity of the children to the pioneer organization. And then the pioneer organization itself was included in the system of school activities. Out-of-school institutions for the most part began to be called pioneer houses, which, of course, influenced the content and organization of work in them.
8. Kugukina L. Professional and pedagogical self-education // Preschool education, 1996, No. 4.
9. Lunacharsky A. V. On upbringing and education. M., 1976.
10. Makarenko A.S. Pedagogical essays, M., 1983-1986. T. 7.
11. Martsinovskaya G.D., Yaroshevsky M.G. Developmental and pedagogical psychology of pre-revolutionary Russia, Dubna, 1995.
12. Nikolskaya A.A. 100 outstanding psychologists of the world, Moscow - Voronezh, 1995.
13. Petrovsky A.V. History of Soviet psychology, Moscow, 1967.
14. Slastenin V. A., Maksakova V. I. . Foreword // Blonsky P.P. Pedology. M., 1989
16. Ushinsky K.D. Man as an object of education. Experience of pedagogical anthropology, M., Grand, 2004
17. Shvartsman P.Ya., Kuznetsova I.V. Pedology // Repressive science, issue 2, ed. Yaroslavsky M.T., St. Petersburg, 1994
18. Shcherbakov A.I. Psychological foundations for the formation of the personality of a Soviet teacher, Leningrad, 1967
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