Any student sooner or later asks the question: “Why study? And so everything is simple and clear ... ”The child does not realize that“ is simple and clear ”, because it has already mastered some piece of knowledge. The child still does not understand that the path of knowledge is endless and unusually exciting. In addition, knowledge can bring moral, physical, material benefits if used wisely.
What is knowledge?
When a person gets into a critical position, he sits down and thinks how to get out of it. Thinking is the process of extracting from your own baggage the knowledge and experience of those tools that will help resolve the situation. The more a person studied, adopted the theoretical and practical life experience of other people, the richer this baggage. Consequently, an unfavorable situation will be resolved faster and easier with the person who knows and knows more.
Knowledge is:
- meaningful perception by a person of reality;
- tool for its transformation;
- part of the human worldview;
- source of interest;
- a necessary condition for the development of talents and abilities;
- individual property and the property of society.
Knowledge is acquired in the process of learning, mastering and learning the scientific wealth of mankind.
Knowledge in pedagogy is both a goal and a means of pedagogical activity.
Is pedagogy a science?
The evidence that pedagogy is an independent branch of knowledge, a separate science, are the following facts:
- Pedagogy has its own history of origin and development.
- It has proven developmental sources of practice - centuries-old experience of educating the younger generation, scientific research and works, on the basis of which modern educational systems have developed.
- She has her own subject - this is educational activity.
- And also a special function of knowing the laws of upbringing, training, human education and finding ways to improve them in modern conditions.
In addition, pedagogy as a branch of scientific knowledge has its own goals, objectives, forms, methods and techniques of research and practical work.
Sources and system of pedagogical sciences
The solution of specific problems of upbringing and education forces teachers to turn to related sciences about a person to get answers to some questions. Therefore, pedagogy has a strong place in the system of scientific knowledge.
Philosophy is the basis of pedagogy, the source of the ideas of this work, drawn from various philosophical systems. Such philosophical sciences as ethics, aesthetics, sociology, science of science and others provide material about new social phenomena and processes. With this in mind, the tasks, forms, and methods of educational work are changing.
Anatomy, physiology and medicine provide data on the human body. Studying the features of the functioning of its various departments helps in choosing the right systems for the development and training of the pupil with deviations in health (corrective and rehabilitation pedagogy).
Psychology studies the patterns of development of the inner world and human behavior. Pedagogy effectively uses in its practice the results of psychological research (age-related pedagogy - preschool, school, higher education). At the junction of the two sciences, psycho-pedagogy and pedagogical psychology arose.
The system of pedagogical sciences is extensive. Based on the study of the characteristics of the contingent of foster children, specific goals and objectives, forms and methods of pedagogical influence are developed and selected. For instance:
- conduct pedagogy deals with the problems of raising and educating children with cerebral palsy;
- Ethnopedagogy uses centuries-old educational experience of peoples of different nationalities;
- penitentiary pedagogy studies and uses the possibilities of re-educating persons in custody;
- preventive pedagogy studies the causes and methods of correcting deviant and delinquent (deviant) behavior;
- family pedagogy reveals the problems and disadvantages of family education, is engaged in their prevention;
- leisure pedagogy ( free time pedagogy , club pedagogy) solves the problems of organizing useful leisure activities for people of different age and social groups;
- social pedagogy studies the influence of the environment on humans and develops technologies for using its capabilities to maximize the realization of personal abilities.
Thus, knowledge in pedagogy is a close interweaving with the theory and practice of various sciences.
More on social pedagogy
Social pedagogy studies the influence of the environment on humans and develops technologies for using its capabilities to realize personal abilities. Social pedagogy is as close as possible to each person as a member of society. Her technologies of socialization of an individual are based on such knowledge as identifying personal plans and motives, resources for their implementation, stages of socialization, types of socialization of a person (family, professional, sex-role, etc.).
Social pedagogy as social knowledge is part of humanitarian knowledge dealing with the problems of humanizing society.
By and large, the activity of any teacher includes to a greater or lesser extent social knowledge.
Sources and types of pedagogical knowledge
Knowledge in pedagogy is a combination of systematized theoretical and practical data on the upbringing, development and training of a person.
Sources of pedagogical knowledge:
- Own experience of any person (everyday or everyday knowledge).
- Practical knowledge gained in the course of pedagogical work. Problems arising during the upbringing of children or the child force the teacher to turn to scientific sources to find answers to questions, rational methods of personality formation and learning.
- Specially organized research (scientific and practical knowledge). Cognition of the features of objects of study gives rise to new hypotheses, ideas requiring additional research. As a result, new scientifically based pedagogical systems of education, training, and personal development appear. Obtaining new knowledge in pedagogy is a creative process that requires a thorough theoretical education and practical experience.
Forms of pedagogical knowledge
The theoretical form includes a number of concepts that a scientist operates by studying pedagogical phenomena at a theoretical level - principles, laws, theories, concepts, technologies, etc. As a result, assumptions, descriptions, hypotheses are generated that require systematization and their confirmation or refutation in a practical way ( for example, experimentally). That is, in the process of cognition, new knowledge appears.
A practical form is experienced or empirical knowledge obtained as a result of direct work with objects of pedagogical activity. To obtain them, many methods are used, selected taking into account specific conditions, goals and objectives, features of the object of education.
Knowledge in pedagogy is a close interweaving of their scientific, theoretical and empirical forms. Such a “union” of theory and practice gives rise to new pedagogical theories and concepts, directions and technologies.
The functions of pedagogy as a science
Pedagogy as a field of knowledge performs two specific functions.
Theoretical function: the study of existing experience, diagnosis of its effectiveness, scientific justification, modeling.
The technological function is associated with the development of pedagogical projects in the form of programs, guidelines, textbooks and their implementation in practice. Evaluation of practical results entails their adjustment at the theoretical and practical level.