Pedagogical activity and views of Ushinsky. Pedagogical activity

K.D. Ushinsky made a special contribution to the development of Russian pedagogy, laying its scientific foundations and creating an integral pedagogical system.

As Ushinsky's contemporaries noted, "his works made a complete revolution in Russian pedagogy," and he himself was called the father of this science.

Ushinsky is universal as a teacher, as a teacher of perspective vision. First of all, he acts as a teacher-philosopher, clearly understanding that pedagogy can only be based on a solid philosophical and natural science foundation, on the concept of national education, reflecting the development of this science and the specifics of national culture and education.

Ushinsky is a theorist of education, he is distinguished by the depth of penetration into the essence of pedagogical phenomena, the desire to identify the patterns of education as a means of managing human development.

Ushinsky, as a methodologist, developed the issues of the content of education, the essence of the learning process, principles, private teaching methods, created wonderful textbooks "Native Word" and "Children's World", which, according to the researcher Belyavsky, constituted an era in children's pedagogical literature.

How did the educational psychologist develop psychological foundations education, outlined a system of psychological ideas (given a description of thinking, memory, attention, imagination, feelings, will).

Ushinsky also acted as a school critic. He put forward a program for the transformation of the Russian school, especially the Russian folk school, in order to bring it into line with the needs of the country's development and the democratization of education.

And, finally, Ushinsky, a historian of pedagogy, studied the works of representatives of world pedagogy D. Locke, J.-J. Rousseau, I. Pestalozzi, Spencer and others. Based on the analysis and selection of everything reasonable, critical consideration of the data of their observations and pedagogical experience Ushinsky creates his capital work, the psychological and pedagogical treatise "Man as an object of education" (I part - 1867, II part - 1869).

Ushinsky is called the great teacher of Russian folk teachers, who created a complete program for the training of a folk teacher.

Ushinsky is an educator-democrat, his slogan is to awaken a thirst for knowledge in the people, to bring the light of knowledge into the depths folk thought to see the people happy.

Based on his progressive views, Ushinsky took a fresh look at pedagogy as a science. He was deeply convinced that she needed a solid scientific base. Without it, pedagogy can turn into a collection of recipes and folk teachings. First of all, according to Ushinsky, pedagogy should be based on scientific knowledge about a person, on a wide range of anthropological sciences, to which he included anatomy, physiology, psychology, logic, philology, geography, political economy, statistics, literature, art, etc., among which special place is occupied by psychology and physiology.

Ushinsky realized the need for a comprehensive study of man. He argued: "If pedagogy wants to educate a person in all respects, then she must first recognize him also in all respects." (On the benefits of pedagogical literature).

Thus, Ushinsky carried out a pedagogical synthesis of scientific knowledge about a person, raised pedagogy to a qualitatively new level. The famous scientist Ananiev, evaluating the holistic approach of Ushinsky to human personality, rightly notes the strength of his theoretical thinking and pedagogical conviction, who managed a century ago to substantiate the problem that modern science considers the most fundamental problem of philosophy, natural science and psychology

Another leading idea underlying Ushinsky's pedagogical system was the concept of national education he put forward. Domestic pedagogical science should be built, according to the teacher, taking into account the national characteristics of the Russian people, reflecting the specifics of national culture and education. In the article "On Nationality in Public Education" Ushinsky gives a deep analysis of education in the spirit of nationality. By nationality, he understands such education, which is created by the people themselves and is based on the principles of the people. The history of the people, its character and characteristics, culture, geographical and natural conditions determine the direction of education with its own values and ideals.

Creating Russian pedagogy, Ushinsky considered it impossible to imitate or mechanically transfer the principles of education of other peoples into it. Each nation creates its own system of education and upbringing with its own national traits and creative manifestations. At the same time, the teacher did not deny the possibility of using the achievements in the field of pedagogy of other peoples, reasonably refracting them to their own national characteristics.

National education in the interpretation of Ushinsky is revealed as the principle of transforming the entire education system on the basis of connection with the life of the people. Hence the requirements:

- education should be original, national;
- the matter of public education should be in the hands of the people themselves, who would organize it, direct and manage the school;
- the people determine the content and nature of education;
- the entire population should be covered by education, public education;
- education of women on a par with men;
- the true nationality is expressed, first of all, in the native language. An anthem to the native language is Ushinsky's article "Native Word", written with inspiration, emotionally. In it, he compares the language of the people with the blossoming flower of the entire spiritual life of the nation, arguing that the people and their homeland are spiritualized in the language, that the language is the most living link that connects the obsolete, the living and the future. The native language is the best means of education, which teaches naturally and successfully where spiritual, moral and mental development comes from.
- the principle of nationality is connected both with the tasks of shaping the personality, and with educating children in love for the motherland, their fatherland, humanity, truthfulness, diligence, responsibility, a sense of duty, will, a sense of pride in its correct understanding, an aesthetic attitude to life. All these qualities come from the people and correlate with its character and traditions, help to form national identity people.
- the principle of nationality should be implemented through teaching at the school of national studies: the history of one's country, geography, the study of Russian writers and poets (literature), the nature of Russia, etc.

Ushinsky's idea of nationality, being a democratic idea, determined a new progressive and creative approach to the development of pedagogy and met the needs of the people and public education in the best possible way.

Ushinsky considers the unity of theory and practice to be another basis for pedagogy as a science. The true science of pedagogy can develop only on the basis of the connection between theory and practice, a comprehensive generalization of pedagogical experience - "theory cannot give up reality, the fact cannot give up thought." Ushinsky draws attention not only to the theoretical, but also to the great practical purpose of pedagogy. This applicability of the laws of pedagogical science and practical activity allowed him to call pedagogy "the art of education." In pedagogical activity, which is based on a scientific basis, one cannot deny the individual skill and creativity of the teacher, which enriches the very science of pedagogy. Ushinsky notes that "The educator is an artist, the pupil is piece of art, school - workshop.

Ushinsky's proposition that "the idea derived from experience is transmitted, but not the experience itself" sounds relevant today.

Ushinsky considers the formative role of the activity and activity of the individual to be an important basis for pedagogy. The desire of children for a variety of activities is inherent in the very nature of man, this is the basic law of the child's psyche. Ushinsky considered activity as the basis of upbringing and education, because without independent creative activity, without the activity of the child himself, the success of upbringing and education is impossible.

Ushinsky considered piles to be one of the most important forms of activity. In his work "Labor in its mental and educational meaning" he shows that labor is, first of all, the basis of material life, and the source of human development, a necessary condition for harmonious development - physical, mental, moral, aesthetic. In addition, activity and work are also a condition for the development of cognitive, emotional and volitional processes, the formation of the abilities and character of the child.

The school should prepare a person for free and creative WORK, arouse in him a "thirst for serious work", form the habit of working and finding happiness in the enjoyment of work.

Ushinsky approaches the justification of the upbringing process from a scientific standpoint, laying a psychological and natural science foundation under it.

"Education is conceived by Ushinsky as a purposeful, deliberate process of" personality management ", the purpose of which is to prepare a person for life and active work, to educate harmoniously developed person who knows how to combine his interests with the interests of his people and all mankind. Of the areas of education, the main role, according to Ushinsky, is played by moral education, it is the center of it. pedagogical concept. It is more important than filling the head with knowledge. Ushinsky writes that enrichment with knowledge will bring many benefits, but, alas, I do not believe in any way that botanical or zoological knowledge ... could make Gogol's mayor "a satisfying person."

Education, according to Ushinsky, devoid of moral strength, destroys a person. It is important to educate in children the desire for goodness, a sense of patriotism, diligence, a sense of public duty, humanism, discipline, a strong character and will as a powerful lever that can change not only the soul, but also the body. In the process moral education it is also necessary to overcome such feelings and qualities as stubbornness, laziness, boredom, melancholy, selfishness, careerism, hypocrisy, idleness, etc.

Important tasks of moral education are:

- the formation of a worldview, moral knowledge, correct views on life and the formation of a system of beliefs, which Ushinsky considers the main road of human behavior;
- development moral feelings especially aesthetic ones. Ushinsky considered the highest, fiery feeling in a person, "his social cement", the patriotic feeling, which "is the last to die even in a villain." Feeling will translate consciousness, conviction into human behavior. A special chapter is devoted to the education of the senses;
- education of skills and habits of behavior. According to Ushinsky, a person, thanks to a good habit, "raises the moral building of his life higher and higher." The process of their formation is long, requiring perseverance and patience.

Moral education should not be based on the fear of punishment, tiresome "verbal edifications." Methods and means of education depend on its content and purpose. As for the method of persuasion, it should be used in moderation, not to impose one's beliefs, but, according to Ushinsky, to arouse the thirst for these beliefs.

In education, the method of exercises, the daily routine, the authority of parents, the personality of the teacher, an example (organized environment), incentives and reasonable, preventive punishments, the organization of children's public opinion. In the matter of upbringing, the general spirit in the school, a favorable atmosphere, plays an important role. Ushinsky considers nature one of the strongest means of education: "Call me a barbarian in pedagogy, but I have learned from the impressions of my life a deep conviction that a beautiful landscape has such a huge educational influence on the development of a young soul, which is difficult to compete with the influence of a teacher." This idea will be more specifically developed in his writings by our modern teacher V.A. Sukhomlinsky.

Ushinsky considered education in close unity with the learning process and protested against the separation of education and training, between teacher and educator.

Ushinsky made a great contribution to the development of didactics. Special attention he devoted to the problems of the content of education. In the conditions of the socio-pedagogical movement of the 60s of the XIX century, it was resolved in the unfolding discussion about classical and real education.

Ushinsky considered the education system in Russia with its classical, antique orientation to be a great-grandfather's rags, which it is time to abandon and start creating a school on new basis. The content of education should include, first of all, the study mother tongue, since "the native word is the basis of all mental development and the treasury of all knowledge ...", even objects that reveal man and nature: history, geography, natural Sciences, mathematics.

Ushinsky assigns a special place to the study of nature, calling it one of the "great mentors of mankind", not only because the logic of nature is most accessible to the child, but also because of its cognitive and educational value.

First of all, the school should keep in mind the soul of the student in its entirety and its organic, gradual and comprehensive development, and knowledge and ideas should be built into a bright and, if possible, an extensive view of the world and its life.

Ushinsky subjected both supporters of formal education (the purpose of education is the development of the mental abilities of students) and material education (the goal is the acquisition of knowledge) to justified criticism for their one-sidedness. Showing the failure of formal education, he emphasized that "reason develops only in real knowledge ... and that the mind itself is nothing but well-organized knowledge." The material direction was criticized for its utilitarianism, for the pursuit of directly practical benefits. Ushinsky considers it necessary both to develop the mental powers of students and to acquire knowledge related to life.

Proceeding from the fact that not sciences, but the fundamentals of sciences are studied at school, Ushinsky distinguished between the concepts of science and an academic subject and determined the relationship between them. His merit is that he was engaged in the processing of scientific knowledge in accordance with the age and psychological characteristics of students, i.e. reworking the scientific system into a didactic one.

Education was considered by Ushinsky as a feasible activity of children under the guidance of a teacher. Teaching should be a labor that develops and strengthens the will of children.

Education as a specific form of the process of cognition has its own logical structure: 1st stage - cognition at the stage of sensory perception (sensation, representation). The teacher should contribute to the accumulation of material by students, teach them to observe, the second - knowledge at the stage of the rational process (concepts and judgments). The teacher teaches to compare, compare facts, generalize, draw conclusions, conclusions. The third stage of ideological (reasonable) knowledge is the stage of formation of self-consciousness, worldview. The teacher brings the system of knowledge, contributes to the formation of the worldview. And the next step in mastering the acquired knowledge is consolidation.

Teaching and learning are connected into a single whole when teaching begins in a timely manner, develops gradually and organically, maintains constancy, excites the student's initiative, avoids both excessive tension and excessive ease of study, ensures the morality and usefulness of the material and its application.

In the field of organization and specific methodology educational process Ushinsky developed the question: how to teach a child to learn, the problem of activating the educational process, cognitive activity, development of thinking, a combination of mechanical and logical memorization, repetition, unity of observation and interest, attention, speech. The great teacher scientifically substantiated and comprehensively developed the didactic principles of visualization (associating it with the problem of thinking, speech (especially for younger students) and the development of the personality in general), consciousness, feasibility, consistency, strength.

Teaching is carried out by two main methods - synthetic and analytical. Methods are complemented by techniques, there are four of them: dogmatic (or suggesting), socratic (or asking), heuristic (or giving tasks), secro-sematic (or expounding). All of them, combined or combined in teaching, are applied in each class and in each lesson, taking into account the age of the student and the content of the subject.

Ushinsky's thoughts about education are united by the general idea of educative and developmental education. If the development, formation and upbringing of the personality is carried out in its unity through training, then the training itself is inevitable, according to Ushinsky, it must be developing and educating. Ushinsky considered education to be a powerful organ of education. Science should act not only on the mind, but also on the soul, feeling. He writes: "Why teach history, literature, the whole multitude of sciences, if this teaching does not make us love the idea and truth more than money, cards and wine, and put spiritual virtues above accidental advantages." According to Ushinsky, education can fulfill educational and upbringing tasks only if it meets three basic conditions: connection with life, compliance with the nature of the child and the characteristics of his psychophysical development, and teaching in his native language.

Ushinsky paid much attention to the lesson, the development of requirements for the organization of classroom classes: they should give solid deep knowledge, teach them to get it on their own, develop the cognitive powers and abilities of the student, and educate morally valuable qualities. Ushinsky opposes stencilling, schematism and template in the construction of the lesson, formalism, which fetters the creative initiative of teachers. They were given a typology of lessons.

Ushinsky pays much attention to the problem of initial education. He writes that "the younger the age, the greater should be the pedagogical training of persons who educate and educate children." The elementary school must lay the foundation general education and educate positive traits personality.

Ushinsky wrote educational books for elementary school: "Native Word" and "Children's World", in which he implemented his methodological principles. In these books, he included extensive material from natural history (nature), as well as those related to the study of the Motherland. life facts and phenomena that contribute to the education of love for the common people; picked up material for mental exercises and development of the gift of speech; introduced sayings, proverbs, riddles, jokes, Russian fairy tales in order to develop sensitivity to the sound beauty of the language.

Ushinsky substantiated the sound, analytical and synthetic method of teaching literacy in primary school, explanatory reading. He showed the need to study nature and use it as a means of comprehensive development of the student's personality, education of observation, development of logical thinking, because the logic of nature is the most accessible and most useful logic for children, and it is "the great mentor of mankind."

In a properly organized school, connected with life and modernity, Ushinsky assigned the leading role to the teacher. In the article "On the Usefulness of Pedagogical Literature", Ushinsky makes an attempt to raise the authority of the teacher, to show his great public role. It presents a vivid image of a folk teacher and formulates the basic requirements for him: "The educator, standing on a level with the modern course of education, feels himself ... an intermediary between everything that was noble and high in the past history of people, and the new generation, the keeper of the saints the testaments of people who fought for the truth and for the good ... his work, modest in appearance, is one of the greatest works of history.

Ushinsky claimed the personality of the teacher-educator as the center and soul of the school: “In education, everything should be based on the personality of the educator, because the educational power flows only from the living source of the human personality ... Only a personality can act on the development and definition of a personality, only character can form a character ".

The teacher must have strong convictions; deep knowledge and skills in the sciences that he will teach; know pedagogy, psychology, physiology; master the practical art of teaching; love your work and selflessly serve it. "For a national teacher, wrote Ushinsky, a comprehensively broad education is necessary, it is important to develop in the teacher the ability and readiness for the constant expansion of his scientific and pedagogical horizons." In 1961, Ushinsky wrote a large work "The Project of the Teacher's Seminary", in which he outlines the system of teacher training. Many of the fundamental provisions of this work are relevant in our time.

Ushinsky about pedagogy as a science and art

In the article “On the Benefits of Pedagogical Literature”, Ushinsky wrote: “Neither medicine nor pedagogy can be called sciences in the strict sense of the word.” However, he also owns the following words: "Pedagogy is not a science, but an art."

At the end of the 19th century one could often hear judgments as if no one else, as Ushinsky himself, denied Pedagogy the right to be called a science. However, Ushinsky himself considered this issue in sufficient detail.

To questions about the relationship between science and the art of education as a practical educational activity K.D. Ushinsky addressed from the first steps in the scientific and pedagogical field, in his very first pedagogical works, which include: “Lectures on cameral education” (1846-1848), “On the benefits of pedagogical literature” (1857), “On nationality in public education ” (1857), as well as in all those works where he studied various factors and means that can be used in purposeful educational activities.

In his works, Ushinsky said that the subject of all sciences and each of them separately does not remain constant, but is historically changeable.

He did not agree with those German philosophers and psychologists who called everything that can be presented in a systematic presentation science, as a result of which the boundaries between science and practical activity disappeared, and the rules were called laws. Ushinsky believed that the main feature of science should be its subject of research, culminating in the discovery of truth arising from the very essence of things. Ushinsky also said: “near any science, art can be formed that will show how a person can benefit in life, using the provisions of science; but these rules for the use of science do not yet constitute science...”

To prove his point of view, Ushinsky cited arguments according to which the art of practical application of the conclusions of science can consist of an infinite number endlessly changing rules determined by the arbitrary desires of man. The conclusions of science are quite objective, while the art of their practical application is dominated by the subjective principle. Unlike the rules, which can change depending on the will and desire of a person, “the truths of science do not change arbitrarily, but only develop; and this development consists in the fact that a person ascends from more visible causes to deeper causes, or, which is all the same, approaches more and more to the essence of the object.

Unlike his predecessors, Ushinsky suddenly claims that pedagogy is not a science, but an art, that it was wrong to consider pedagogy and medicine an art only on the grounds that they study practical activity and strive to create something that does not exist. It is wrong to think that any theory, any science applied to practice ceases to be a science and becomes an art.

N.K. Goncharov believed that Ushinsky did not show consistency in resolving the issue of pedagogy as a science or art.

The distinction between pedagogy as a science, on the one hand, and pedagogy as the art of education, on the other, took place in those cases when Ushinsky revealed the difference between pedagogy and those sciences that did not pursue other goals than studying the essence of objects and phenomena, studying natural, objective , from the will of man of independent connections between objects and phenomena. The meaning of opposing the art of education to such sciences was to indicate the practical tasks and goals of pedagogy - the improvement of educational activities on a scientific basis.

He opposed official pedagogy, which was based on divine revelation, with his understanding of the connection between the art of education and the real, and not the mythological, science of man, which alone should serve as the basis for practical pedagogical activity.

For pedagogy, sciences are of interest, “from which it draws knowledge of the means necessary for it to achieve its goal ... all those sciences in which the bodily or spiritual nature of a person is studied, and is studied, moreover, not in dreamy, but in real phenomena.”

To this science, Ushinsky had his own individual approach, according to which pedagogy should be "a collection of facts grouped as much as these facts themselves allow."

K.D. Ushinsky argued that if most of the sciences only discover facts and laws, but do not develop their applications and practical activities, then pedagogy is significantly different in this respect.

Ushinsky saw the task of pedagogy in "the study of man in all manifestations of his nature with a special application to the art of education." The practical significance of pedagogy lies in “opening the means for education in a person of such a character that would resist the pressure of all the accidents of life, would save a person from their harmful corrupting influence and would enable him to extract only good results from everywhere.”

Konstantin Dmitrievich Ushinsky (1824-1870) was born in Tula, in the family of a small estate nobleman, and spent his childhood and adolescence on his father's estate near the city of Novgorod-Seversk.

He received his general education at the Novgorod-Seversk Gymnasium.

In 1840, K. D. Ushinsky entered the Faculty of Law Moscow University, where he listened to lectures by prominent professors (Granovsky and others). In his student years, Ushinsky was seriously interested in literature, theater, and dreamed of spreading literacy among the people. He sought to independently sort out those disputes that were going on among the advanced Russian people about the ways historical development Russia, about the nationality of the national culture.

Upon graduation from the university, 22-year-old K. D. Ushinsky was appointed acting professor at the Yaroslavl Law Lyceum. In his lectures, which made a deep impression on students, Ushinsky, criticizing scientists for being isolated from people's life, said that science should contribute to its improvement. He called on students to study life, the needs of the people, and help them.

But the young scientist's professorship did not last long. The authorities considered this direction of his activity to be harmful to the youth, inciting them to protest against the existing order, and he was soon fired. For Ushinsky, difficult years of deprivation and struggle for existence began. For several years he served as an official, engaged in casual, petty literary work in magazines. All this did not satisfy him, who dreamed of a wide social activities for the good of his country. “To do as much good as possible for my fatherland is the only goal of my life; I must direct all my abilities to her, ”said the young Ushinsky.

The social and pedagogical movement of the 60s contributed to the formation of the pedagogical vocation of K. D. Ushinsky. Working in 1854-1859. As a senior teacher of the Russian language, and then as an inspector of classes at the Gatchina Orphan Institute, he took a number of measures to improve the educational and educational work.

From 1859 to 1862, K. D. Ushinsky worked as a class inspector at the Smolny Institute for Noble Maidens, where he also carried out fundamental reforms: he united independently existing departments for noble and petty-bourgeois girls, introduced teaching subjects in Russian, opened a pedagogical class, in which pupils were trained to work as educators. invited talented teachers to the institute, put into practice the work of meetings and conferences of teachers; Pupils received the right to spend vacations and holidays with their parents.

In 1862 he was dismissed from the institute. Then he was invited to go abroad under the pretext of studying the organization of primary and female education and compiling a textbook on pedagogy. This business trip was actually a disguised reference.

Everything transferred in Russia had a serious impact on Ushinsky's health, exacerbated a long-standing lung disease. But, despite a serious illness, he worked hard abroad: he carefully and critically studied women's educational institutions, kindergartens, orphanages and schools in Germany and Switzerland, wrote and published in 1864 a wonderful educational book “Native Word” (Years I, II ) and “Guide to “ native word“for teachers and parents”. (“The native word” until October 1917 had 146 editions.) In 1867 Ushinsky wrote his main work “Man as an Object of Education”, which was a most valuable contribution to pedagogical science.

A serious illness, intense social and pedagogical work, which caused a sharply negative attitude from the ruling circles, undermined the strength of a talented teacher and hastened his death. On the eve of her, being in the south, he received some satisfaction, seeing how highly he appreciated his teacher.

The idea of nationality education

The idea of national education was the most important in the pedagogical theory of K. D. Ushinsky. The system of raising children in each country, he emphasized, is connected with the conditions of the historical development of the people, with their needs and requirements. “There is only one natural inclination common to all, on which education can always count: this is what we call nationality. Education, created by the people themselves and based on folk principles, has that educational power that is not in the best systems based on abstract ideas or borrowed from another people, ”wrote Ushinsky.

Ushinsky argued that the education system, built in accordance with the interests of the people, develops and strengthens the most valuable psychological traits and moral qualities in children - patriotism and national pride, love of work. He demanded that children, from an early age, learn the elements folk culture, mastered their native language, got acquainted with the works of oral folk art.

The place of the native language in the upbringing and education of children

KD Ushinsky stubbornly fought for the upbringing and education of children in the family, kindergarten and school in their native language. This was the foremost democratic demand.

He argued that a school teaching in a foreign language retards the natural development of the strengths and abilities of children, that it is powerless and useless for the development of children and the people.

According to Ushinsky, the native language “is the greatest mentor of the people, who taught the people when there were no books or schools yet,” and continues to teach it even when civilization appeared.

Proceeding from the fact that the native language “is the only tool through which we assimilate ideas, knowledge, and then transfer them,” K. D. Ushinsky considered mastering the native language to be the main task of elementary education. “This work of gradual awareness of the native language should begin from the very first days, scientific and in its own way paramount importance for all human development should be one of. the most important concerns of education. The native language in the folk school, according to Ushinsky, should be “the main subject, the central one, which is included in all other subjects and collects their results”.

Ushinsky worked hard to determine the main direction and content of the course of primary education and to improve the methodology for the initial teaching of the native language in the folk school in order to turn it into an academic subject that contributes to the mental, moral and aesthetic education of children.

Ushinsky's statements about the folk school teaching children in their native language were of great importance for the construction of the Russian school. folk school and school affairs of non-Russian peoples who fought in the conditions tsarist Russia for teaching children in their native language, for the development of national culture.

The child, Ushinsky believed, begins to assimilate elements of folk culture already at an early age, and above all through the knowledge of his native language: “A child enters the spiritual life of the people around him only through the native language, and, conversely, the world surrounding the child is reflected in it its spiritual side only through the medium of the same environment - the native language. Therefore, all upbringing and educational work in the family, in kindergarten, at school should be conducted in the mother's native language.

Ushinsky gave valuable advice on the development of speech and thinking in children from an early age; these tips have not lost their significance in our time. He proved that the development of speech in children is closely connected with the development of thinking, and pointed out that thought and language are inseparable unity: language is the expression of thought in a word. “Language,” Ushinsky wrote, “is not something detached from thought, but, on the contrary, its organic creation, rooted in it and constantly growing out of it.” The main thing in the development of children's speech is to develop mental abilities, to teach them how to express their thoughts correctly. “It is impossible to develop language separately from thought, but even to develop it predominantly before thought is positively harmful.”

K. D. Ushinsky argued that independent thoughts flow only from independently acquired knowledge about those objects and phenomena that surround the child. Therefore, a necessary condition for the child's independent understanding of one or another thought is visibility. Ushinsky showed a close connection between the visualization of learning and the development of speech and thinking in children. He wrote: "Children's nature clearly requires visibility"; “A child thinks in forms, images, colors, sounds, sensations in general, and that educator in vain and harmfully would violate the child’s nature, who would want to force her to think differently.” He advised educators through simple exercises to develop in children the ability to observe various objects and phenomena, to enrich children with the most complete, true, vivid images, which then become elements of their thought process. “It is necessary,” he wrote, “that the subject be directly reflected in the child’s soul and, so to speak, before the teacher’s eyes and under his guidance, the child’s sensations turn into concepts, thoughts are formed from concepts, and thoughts are clothed in words.”

In the development of speech in preschool and early childhood school age Ushinsky attached great importance storytelling from pictures.

He pointed out the great importance of folk art in the upbringing and education of children. He put Russian folk tales in the first place, emphasizing that, due to the peculiarities of the development of their imagination, children are very fond of fairy tales. AT folk tales they like the dynamism of the action, the repetition of the same turns, the simplicity and figurativeness of folk expressions. The speech of K. D. Ushinsky in defense of the fairy tale as one of the educational means was of great importance, since some teachers of the 60s of the XIX century. fairy tales were rejected because they lack "objective realistic content."

In the initial teaching of the native language, K. D. Ushinsky attached great importance to other works of Russian folk art - proverbs, jokes and riddles. He considered Russian proverbs simple in form and expression and deep in content, works that reflected the views and ideas of the people - folk wisdom. Riddles deliver, in his opinion, the mind of a child useful exercise, give rise to an interesting, lively conversation. Sayings, jokes and tongue twisters help develop in children a flair for the sound colors of their native language.

Psychological foundations of education and training

In his work “Man as a subject of education, K. D. Ushinsky put forward and substantiated the most important requirement that every teacher must fulfill - to build upbringing and educational work taking into account the age and psychological characteristics of children, to systematically study children in the process of education. "If a pedagogy wants to educate a person in all respects, then she must before you know him, too, in all respects ... The educator should strive to know the person what it is in reality, with all his weaknesses and in all his greatness, with all his everyday, petty needs and with all his great spiritual demands.

In full accordance with the teachings of Russian physiologists-materialists, Ushinsky expressed his firm conviction that through purposeful education based on the study of man, one can "far push the limits of human strength: physical, mental and moral." And this, in his opinion, is the most important task of a real, humanistic pedagogy.

Among the sciences that study a person, K. D. Ushinsky singled out physiology and especially psychology, which give the teacher systematic knowledge about the human body and its mental manifestations, enrich the knowledge necessary for the practice of educational work with children. teacher educator, knowledgeable in psychology, must creatively use its laws and the rules arising from them in a variety of specific conditions of their educational activities with children of different ages.

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Plan

Introduction

1. Activities of K. D. Ushinsky

2. Pedagogical ideas of K.D. Ushinsky

Conclusion

List of used literature

Introduction

The Russian teacher-psychologist Konstantin Dmitrievich Ushinsky developed as a scientist in the era of the all-Russian liberation movement, part of which was the social and pedagogical movement of the 50-60s of the last century. The abolition of serfdom and the subsequent changes in the life of Russia revealed the fundamental task of renewing and expanding education, creating almost anew a public school. In solving this the most important task An exceptional role was played by socio-pedagogical thought, in the development and approval of which an indisputable merit belongs to K.D. Ushinsky.

Ushinsky had predecessors, whose thoughts and experience he took into account. There were also associates in pedagogy. But he turned out to be the most talented among them and managed to do much more in a short time than others did in half a century. He showed a striking example of unshakable conviction and moral stamina in the dissemination and defense of pedagogical ideas that contributed to the renewal of educational institutions, whether they were educational institutions for orphans or noble maidens, Sunday school for adults or teacher's seminary. And his educational books "Children's World" and "Native Word" along with guides for teachers have become the best for many decades. The author himself gained the title of Teacher of Russian teachers. Ushinsky's contribution to the theory of upbringing and education rests on the two leading ideas of his entire pedagogical heritage: nationality and anthropologism. The first is expressed by him in all articles and embodied in textbooks. The second - in the capital work “Man as an object of education. Experience of Pedagogical Anthropology.

1. Activity K.D. Ushinsky

Konstantin Dmitrievich Ushinsky was born into the family of an official Dmitry Grigorievich Ushinsky on March 2 (according to the new style), 1824 in the city of Tula. Childhood and high school years were spent in a small father's estate on the outskirts of the city of Novgorod - Seversk, Chernigov province. His mother, Lyubov Stepanovna Ushinskaya (née Kapnist), gave her son an excellent upbringing and herself prepared Seversk Gymnasium for admission to Novgorod. Konstantin studied unevenly, but early discovered the ability and inclination for literature and history. His writings in literature were the best in the class, but in mathematics he did not stand out for success. The artistic warehouse of the personality of the future teacher was also manifested in the fact that Ushinsky young years began to write poetry and retained a poetic passion until the end of his days. Interest in the book, in reading, instilled in him by his mother, grew over time into a penchant for literary creativity.

After graduating from the Novgorod-Seversk gymnasium, K.D. Ushinsky entered the law faculty of Moscow University, and not the philological faculty, where his romantic and poetic nature could incline him.

University time (1840-1844) became for Ushinsky the beginning of a serious reflection on life. In addition to attending lectures and working on the primary sources provided for by the program, he studied in depth philosophical writings Hegel and other thinkers. Conversations with professors T.N. Granovsky and P.G. Redkin also encouraged him to do this.

In May 1844, Ushinsky graduated from Moscow University as the second candidate of law and was left at the department of the encyclopedia of jurisprudence to prepare for the exams for the title of master, giving the right to teach at the university.

In the summer of 1846 K.D. Ushinsky as one of best graduates Moscow University was appointed to correct the post of professor at the Demidov Lyceum in Yaroslavl.

The Yaroslavl Lyceum - a privileged educational institution for the training of senior government officials - was founded in 1803 by a miner P.G. Demidov. It was equated with law faculties. In the 40s years XIX in. his curriculum included new branches of knowledge in finance, economics, management and public law under the general name of cameral sciences or cameralistics. They presented a wide range of information on history, geography, political economy, philosophy, etc.

Ushinsky's lectures on cameralistics, as well as his speech "On cameral education", delivered at a solemn meeting of teachers and students of the Yaroslavl Demidov Lyceum on September 18, 1848, were distinguished by their particular liberality. "The young professor's reflections on rule of law, about science in general and cameralistics in particular, about spiritual and economic life societies and states were perceived either enthusiastically or warily. Not everyone understood Ushinsky's thoughts that cameral education is ultimately called upon to improve people, to awaken the creative forces of the people. And the adherents of antiquity seemed completely doubtful of his bold conclusion that there was no longer any need to "dig into the ancient ashes to find a phoenix there", and that general education should change its direction and correspond to the "spirit of the times" - the new state of science, industrial development of the century.

KD Ushinsky turned out to be a worthy student of T.N. Granovsky - and paid for it with his career as a professor. The reason for his dismissal from the lyceum was his unwillingness to comply with the order of the Ministry of Public Education on the submission by teachers for viewing of detailed notes of their lectures. In early September 1849, the young scientist was forced to leave the Lyceum.

Since the autumn of this year, the St. Petersburg period of the life of KD Ushinsky began. For almost half a year he remained outside official service. And only in February 1850 was "according to his desire transferred to the Department of Religious Affairs of Foreign Confessions as an assistant clerk." His service as an official of the Ministry of the Interior for four and a half years gave a fairly tolerable material support, but the spiritual life remained outside the Department.

Perhaps the bureaucratic service interspersed with journalistic and translation work would have continued, but in July 1854 the department in which Ushinsky served was abolished, and he himself found himself out of state.

Three months without service, without a permanent salary, the wife is waiting for the birth of her second child. Casual earnings of either a writer, or a journalist, or a translator could not provide a tolerable life for the family. Only at the beginning of November 1854, by a lucky chance, KD Ushinsky received a position as a senior teacher of literature at the Gatchina Orphan's Institute. It was a closed secondary educational institution with about 1000 pupils and more than 70 teachers. Among them are remarkable Russian teachers, whose names are included in the annals of Russian pedagogical thought: A.G. Obodovsky, E.O. Gugel, P.S. Guriev.

The teacher's and then the inspector's work opened his eyes to a new reality for him, much more complex than the one he had to deal with in the Yaroslavl Demidov Lyceum. He found himself at the base of that pedagogical pyramid, at the top of which he had already visited and about which he said that it is enough for a university teacher to know his subject well and present it clearly. Below, at the base of the pyramid, this is completely insufficient, despite the apparent simplicity, the elementary nature of the relationship "adult-child" and the cognitive narrowness of children. The children's world, its originality and beauty were revealed to Ushinsky, a poet and artist at heart. He rushed into the depths of this world, trying to unravel the mysteries of the formation of human consciousness and behavior, to penetrate into the origins of human life. This was encouraged not only by the state educational institution, but also by his own family. By the beginning of September 1856, he had three children: a son, Pavel, and two daughters, Vera and Nadezhda. And it is no coincidence that the first educational book by KD Ushinsky was called "Children's World" and was conceived while working in Gatchina, when another child was expected in the family. And when the book saw the light, two more sons were added to the family: Konstantin and Vladimir.

Here, in Gatchina, the “Native Word” was also conceived. True, this educational set (the ABC and a book for reading) saw the light of day only at the end of 1864. A very difficult period of life and activity of the teacher lay between the idea and its implementation. It was in Gatchina that Ushinsky became a teacher. Prior to that, he was a teacher (professor), official, writer, journalist, translator. And in the "children's town" Ushinsky found his true calling. From here began his ascent to the pedagogical Olympus. Here came to him the glory of a Russian teacher and children's writer, whose stories were included in the "Children's World and Reader", which became a model of an educational book for reading in elementary grades, and his short stories came out of the cramped covers of the textbook and found a long independent life in the form of separate publications up to our time (“Petushok”, “Russian fairy tales told by K. Ushinsky”, “Bishka”, “Stories”, etc.). In the preface to the first edition of Detsky Mir, Ushinsky explained the purpose of his book for initial classroom reading. It should be “the threshold of serious science; so that the student, having read it with the teacher, acquires a love for the serious pursuit of science.

The spirit of that time, the trends of changes in women's education in the West and the revealed ailments of the Russian elite education (the Corps of Pages, the Smolny Institute, etc.) prompted the Mariinsky department to make improvements in educational part, start the transformation primarily in the most privileged establishments. Reformers were needed. Usually they were ordered from abroad. For the Smolny Institute, however, an exception was made. The reformer was found in his department. It turned out to be the class inspector of the Gatchina Orphan's Institute, K.D. Ushinsky, whose project for a teacher's seminary was shelved "until better times" in the Educational Committee of the Office of Empress Maria.

Ushinsky's pedagogical activity at the Smolny Institute, which lasted more than three years (January 1859 - March 1862), was the most intense and dramatic. It began with Ushinsky drawing up a project of educational transformations for the noble and petty-bourgeois departments. While this project was being considered by the council of the institute and approved by the highest, Ushinsky at the beginning of April 1859 submitted a petition to the Ministry of Public Education for permission to publish the critical-philosophical, pedagogical and psychological journal Ubezhdenie.

At the end of February 1860, the Office of Empress Maria approved Ushinsky's project on the transformation of the classes of the Smolny Institute. Almost simultaneously, the memorandum of the Minister of Public Education E.P. Kovalevsky was approved on the instruction of K.D. Ushinsky to edit the Journal of the Ministry of Public Education (ZhMNPr), and on March 9, 1860, K.D. appointed editor of ZhMNPr. In parallel with this huge versatile literary and pedagogical work, Ushinsky was completing preparations for the publication of the educational book "Children's World and Reader". This should also include the practical testing of this textbook in the lower grades of the Smolny Institute, as well as participation in the "Thursdays" held in the wing of the Smolny, where the inspector's apartment was located. Colleagues usually gathered on "Thursdays" and talked on a wide variety of topics - from new literary and pedagogical publications to intra-institutional educational affairs. And after leaving ZhMNPr and the appearance in Sovremennik (1861, No. 9) of a negative review of the textbook "Children's World", it was extremely difficult for Ushinsky "If the reorganization of the institute, despite the resistance of individual educators and teachers, was quite successful then relations with the head of the institute, state lady M.P. Leontief were extremely tense. K.D. Ushinsky made changes in the educational structure of the Smolny Institute according to his project: he reduced the period of stay of pupils in this closed institution from nine to seven years, equalized the training courses of the "noble" and "philistine" departments, modernized the content of education, as well as teaching methods , "pressed" foreign languages in favor of the native, expanded the teaching of natural science and physics, which became independent academic subjects, and not material for exercises in the study foreign languages. Above seven classes, a two-year pedagogical class was introduced. Pupils finally got the right to visit parents or relatives in holidays and vacations, to spend vacation time outside the boarding school (“Smolny Monastery”). New teachers invited by him in the spring of 1860 (D.D. Semenov, Ya.G. Pugachevsky, V.I. Vodovozov, V.I. Lyadov N.I. Raevsky) and in the spring of 1861 .Semevsky, O.F. Miller, L. N. Modzalevsky, M.O. Kosinsky, G.S. Destunis)”.

Back in 1861, after leaving ZhMNPr, Ushinsky was going to go abroad for treatment. But urgent business and literary affairs forced him to postpone the trip. However, in the spring of 1862, he was forced to apply for dismissal from the Smolny Institute "due to poor health." In the Council of the Institute and in the Office there were influential dignitaries who were sympathetic to Ushinsky. They transferred him to the Educational Committee of the Office of Empress Maria and sent him on a business trip abroad to study the organization of women's education in the countries Western Europe. Thus, Ushinsky's salary was preserved, which, together with additional payments from the Mariinsky department for business trips, allowed the family to live quite comfortably. By the time of his departure abroad in the spring of 1862, Ushinsky had five children; upon his return to Russia (1.XI.1867), a daughter, Olga, was born.

Ushinsky's thoughts about the folk school of the period of his stay abroad gave off a significant "foreign" flavor. Only after returning to Russia did he clarify his ideas about the Russian folk school - not without the help of the zemstvo teacher N.A. Korf, although both extracted initial ideas from the school and pedagogical heritage of Pestalozzi. However, Korf proceeded from the demands of practice, and Ushinsky from the truths of science. Both agreed, in the end, that "the Zemstvo school must finally lay a solid foundation for public education in Russia ...". “Realizing that the new zemstvo school could become truly popular, Ushinsky planned his near future more precisely, although the incompleteness of Pedagogical Anthropology (he was working on the third volume) and precarious health forced him to be prudent even in confidential letters to N.A. Korf : “To write a book for a folk school has long been my favorite dream, but it seems that it is destined to remain a dream. First I need to finish Anthropology, and only then will I apply the Native Word to the needs of the rural school in any way. A little higher, Ushinsky wrote: "If my health pulls, then, as soon as I finish the third volume of Anthropology, I will deal exclusively with public education." Korf found a practical application of Ushinsky's "Native Word" in the schools of the Aleksandrovsky district, about which he informed him, and earlier published the results of these applications in his Reports. Ushinsky noted that "many more applications have been made" than he himself could count on. Therefore, he intended to remake the "Native Word", orienting it to the rural (zemstvo) school.

The plans were not destined to come true. "Crumpled and crumpled", according to Ushinsky himself, he was preparing to move away from the pedagogical field.

2. Pedagogical ideas of K.D. Ushinsky

Thoughts K.D. Ushinsky about training and education are rooted in his philosophical, psychological and pedagogical understanding of human nature in general and the native word in particular, the role of the latter in the development of human consciousness. The word is not just a means for expressing concepts and ideas. It is the greatest teacher, shaping the mind, feeling, will and character of a person. The mighty power of the Russian language has pushed the native word to the center, around which all the educational disciplines of the folk school are grouped and warmed. And not only folk. General education acquires the meaning of "masterful humanity" only because the native word develops and fertilizes the thinking of students and encourages them to independent moral and mental improvement, develops a serious outlook on work and life. The word, native and foreign, is the key to understanding domestic and foreign culture. The native language is one of the initial principles general development, education and training. Such an understanding of the role of the native word in the general development and education of Ushinsky determined his approach to solving particular and general issues of education, primarily in elementary school.

The specific tasks of public education were determined, according to Ushinsky, by what, first of all, the then Russia needed, which was consistent with the course of its history, the spirit and needs of the people. Such a "straight and Right way"updating Russian public education did not rule out borrowing foreign ideas. On the contrary, Ushinsky believed that we could borrow many useful pedagogical inventions from our Western neighbors, who were ahead of us in education. But the spirit of the school, its direction, its goal must be thought out by ourselves, "according to the history of our people, the degree of its development, its character, its religion." “The folk school, its formation is a vitally important issue, on the resolution of which, more or less successful, depends, according to Ushinsky, the correct outcome of all other reforms begun or planned in the early 60s of the last century. Many government officials in the department of education tried to explain the extremely small number of schools in Russia and their poor condition as financial difficulties. Ushinsky argued that the device good schools, correctly developing and educating the people correctly, is one of the most profitable and most durable financial operations. Developing the mental and moral strength of the people, enriching them with useful knowledge, arousing in them a reasonable enterprise and love for work, encouraging them to avoid wild, unproductive costs, rooting in the masses of the simple population a correct and clear view of the necessity of administration, laws and state expenses, -- true public education preserves, opens and supports precisely those sources from which the national wealth flows, and flows by itself, without any forcible measures. Time, work, honesty, knowledge, self-control, the physical, mental and moral powers of a person - these are the creators of all wealth.

Ushinsky considered teaching as one of the most powerful educational means and sources of general mental and moral development. Properly organized teaching develops students mentally and educates morally. All of Ushinsky's pedagogical works, including his educational books "Children's World" and "Native Word", ultimately lead to the identification and definition of the most rational means of mental and moral development of children. The anthropological basis of such development is the child's own activity, his amateur activity. The science studied at school is designed to properly develop the human body in all its complexity. Hence the special role of education in the formation of human qualities.

However, Ushinsky saw the main task of general education not in the knowledge itself and not in the high mental development of students. The main thing is the moral application of learning outcomes. The indicator of such application will not so much be the amount of knowledge and the degree of development of the mind, but rather what they will go for, what views and beliefs will develop and what effect they will have on the way the student thinks, feels and behaves. Morally developing education is designed to lay a solid foundation for a harmonious worldview, serious views on work and life. Thus, Ushinsky determined the inseparability of the educational process, in which education solves social problems on the material of the taught sciences. All moral strength and mental development can be extracted from teaching only by such teaching, which is based on the laws of human mental development. Ushinsky called such teaching organic, when individual academic subjects geography, history and the natural sciences in particular, are conducted in such a way that they support each other, replenish and enliven, and all together build in the soul of the pupil a solid building of a clear, living and true worldview. Chaotic teaching, on the other hand, where one science follows another without colliding anywhere, although all this is very harmonious in the program, leads to a dead state of ideas, when they do not form a clear world in the head, but lie in it, as in a cemetery, not aware of each other's existence. When distributing teaching subjects in general education school we should keep in mind not the sciences in their individuality, but the soul of the student in its entirety and its organic, gradual and all-round development. It is one thing - science in its system, and another - pedagogical development students and provide them with the necessary and useful information for life. It is not the sciences that should fit scholastically in the student's head, but the knowledge and ideas communicated by the sciences should be organically built into a bright and, if possible, extensive view of the world and its life. The school must reach the point where only at the end of it, and not at the beginning, will the system of science be revealed.

“Ushinsky shows the psychological and pedagogical failure of the idea of entertaining learning. Such teaching does not give any exercise to the will of the student; it does not help, but rather hinders the development of an independent character in him. It is not necessary to acquaint students with the curiosities and curiosities of science at school, but to teach them to find causal relationships in what surrounds them, to show the benefits of science. Accustoming students to conscious, deliberate reading is one of the purposes of developmental education, when the teacher provides them with the opportunity to explain what they have read, to observe or recall what they have seen, and to draw correct conclusions from their observations.

Ushinsky understood that the scientific foundations of education cannot be derived directly from school experience, since it is not the forms and methods of educational work themselves that constitute the essence of the learning process, but the laws of cognition, to be clarified from the point of view of theory and psychology cognitive process Ushinsky and turned in his work “Man as an object of education. Experience of Pedagogical Anthropology. In the first volume of this extensive study, for the first time in the history of Russian didactics, the premises of the theory of learning were scientifically considered. Here, however, philosophical and psychological assessments of the facts of physiology and psychology are not yet completed by applying the conclusions to the practice of teaching itself. This was done intentionally by Ushinsky, because he did not see any difficulty for any thinking teacher who studied physiological or psychological law to derive practical applications from it. For folk teachers, he was going to further in an accessible form set out the rules and methods of teaching. The main thing, in his opinion, is not the rules or practices, but the study of the foundations from which these rules and techniques follow.

Of course, the scientific foundations of didactics and the theory of education are a matter of paramount importance. However, a systematic exposition of pedagogy as an art of application scientific foundations general pedagogy or, by definition of Ushinsky himself, the science of pedagogy would be of great practical importance, not to mention the fact that it would also contribute to a deeper understanding of the very scientific foundations of the theory of education and upbringing. Unfortunately, Ushinsky did not have time to finish the third volume of his research that he had promised. And the materials for the third volume of Pedagogical Anthropology published almost forty years after his death, naturally, could not satisfy the enormous need of Russian teachers for a scientifically based guide to pedagogy. This need was to some extent satisfied by the didactic and methodological works of the followers of the great teacher, and then by teachers and didacticists. psychological school, the solid foundation of which he laid in Russia.

Why did Ushinsky divide the field of pedagogy into two unequal parts - pedagogy in the "big" sense, as a collection of sciences, and pedagogy in the "narrow" sense, as a theory of art derived from these sciences?

The anthropological principle led Ushinsky to distinguish between these parts of the pedagogical vision. The study human nature in its eternal foundations, in its current state and in its historical development, is the subject of pedagogy in the "extensive" sense of the word. And practice, facts are a single matter, but if in education one recognizes the usefulness of one practice, then even the transmission of advice is impossible. A thought derived from experience is transmitted, but not the experience itself. In a word, one can directly acquire only skills and habits, handicraft training. Experience is comprehended in a generalized form.

If a person is the subject of education, then a comprehensive study of it is a necessity. Physiology and psychology reveal the organism of the subject of education, but not the idea of education. The purpose of education, its orientation is determined by philosophy. And Ushinsky makes an important clarification in understanding the essence of pedagogy. According to him, pedagogy “is still basically a philosophical science,” therefore, it requires “unity of ideas.

“K.D. Ushinsky understood human development not only as natural process, controlled by internal laws, outside the influence of the environment and upbringing. Not organic heredity, but the historical continuity of human generations, the assimilation by the new generation of the achievements of the culture of its predecessors, makes a person one or another. In this formation of a person, the role of education is great. The power of upbringing has not yet been sufficiently demanded due to poor knowledge of the very nature of man, as well as insufficient study of the interests of the development of society itself.

Ushinsky hoped that pedagogy could become a science if it was connected with life, would express the needs of society and be based on data from other sciences, primarily philosophy, physiology and psychology. In the preface to the first volume of Pedagogical Anthropology, he outlined an extensive research program for the future, so that pedagogy would acquire a scientific character, and educational activities could be based on a broad knowledge of the child. This program was picked up in Russia at the very beginning of the 20th century. re-emergence of experimental psychology. A.P. Nechaev pointed to the work of K.D. Ushinsky “Man as a subject of education” as its source.

Conclusion

KD Ushinsky occupies a special place in the socio-pedagogical movement of Russia. This is easily explained by the fact that he was more talented than his predecessors and many contemporaries, by the fact that he understood the needs of his time more deeply than his colleagues in public education, that he was more scientifically prepared for the theoretical discussion of issues of public education and common problems pedagogy than many accomplices in the literary and pedagogical discussion that has dragged on for many years - all this is true. But no less important is the fact that Ushinsky stands out from among contemporary teachers with the totality of the main ideas that he managed to apply practically in his educational books, in educational transformations, to advance domestic pedagogical thought further, opening for it the path of scientific research, unknown before. The most fruitful of them are nationalism and anthropologism: one forever connected his name with the Russian people, the other, through the science of education, with humanity, with the community of peoples of the world. Ushinsky jealously guarded the Russian people. Alienism, he believed, led to a split in the Russian soul. And the reproach of his folk history, debunking the victories of Russian weapons, mocking the names of Derzhavin, Karamzin, Pushkin, Zhukovsky, Gogol, dear to the Russian people, neglecting our past and present destroys this soul. “Only barbarians tend to have no history and destroy its most precious monuments,” he wrote. Nationality is not only language, religion, but life itself.

The death of K.D.Ushinsky was hastened by the tragic death of his eldest son Pavel on the hunt (in the summer of 1870). It was the hardest blow of fate. Ushinsky was very fond of his first child, who had just graduated Cadet Corps and who came to the village of Bogdanka to visit his parents, sisters and brothers. An accidental crossbow while hunting cut short the life of a young man who was not even eighteen years old. ...Five months later, Russia buried Ushinsky in Kyiv on the grounds of the Vydubitsky monastery. Death occurred on December 22, 1870 in Odessa, where the teacher was treated for about two months.

List of used literature

1. Arkanov A.K. Ushinsky's ideas. M.: Enlightenment, 2002. - 312 p.

2. Belozertsev E.P. Ushinsky and the Russian school. Conversations about the great teacher. M .: Roman - newspaper, 1994. -191s.

3. Isaev L. I. K. D. Ushinsky: founder of the Russian didactic and methodical school. M.: Institute of General Education, 1999. -352p.

4. K.D. Ushinsky. Comp. Egorova S.F. M.: Education and business, 1994. -207p.

5. Ushinsky. Comp. Lebedev P.A. M.: Amonashvili, 1998. -222p.

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Konstantin Dmitrievich Ushinsky(1824-1870) - the founder of Russian scientific pedagogy and folk school in Russia. He continued the tradition of Russian enlightenment aimed at finding pedagogical solutions to socio-political problems. K.D. Ushinsky advocated the democratization of education, for equal rights to education for all strata of society.

K.D. Ushinsky studied at the gymnasium, then entered the law faculty of Moscow University, where the student's brilliant abilities and outstanding successes were noted. In 1844, the academic council of the university awarded Ushinsky the degree of Candidate of Law. At the age of 23, he was appointed acting professor of cameral sciences at the Yaroslavl Demidov Lyceum. In his lectures, which made a deep impression on students, Ushinsky, criticizing scientists for being isolated from people's life, said that science should contribute to its improvement. He called on students to study life, the needs of the people, and help them. However, the progressive democratic views of the young professor, his erudition, ease of dealing with his students caused dissatisfaction with the leadership of the lyceum. There were denunciations against Ushinsky and the establishment of covert surveillance of him. In 1849, after being accused of unreliability, he was removed from his post. After a year and a half spent in unsuccessful attempts to triple his teaching job in Yaroslavl, Ushinsky moved to St. Petersburg. For some time he made a living by translating articles from foreign journals, reviews and reviews. All this was not enough for Ushinsky, who dreamed of a wide public activity for the benefit of his homeland. "To do as much good as possible for my fatherland- this is the only purpose of my life; to her I must direct all his faculties,- said the young Ushinsky.

In 1854, Ushinsky got a job as a teacher of Russian literature at the Gatchina Orphan Institute, which was under the auspices of the Empress. The task of this institute was to educate people loyal to "the tsar and the fatherland," and the methods used for this were famous for their severity: for a minor offense, a pupil could be put under arrest in a punishment cell, children went out for a walk outside the walls of the institute only on Saturdays and Sundays. Ushinsky himself characterized the institutional order in the following way: “Office and economy are at the top, administration is in the middle, teaching is underfoot, and education- behind the doors of the building.

During the five years of his teaching at this educational institution (from 1854 to 1859), Ushinsky sought to change the old and introduce new orders and traditions that remained in it until 1917. He managed to eradicate the denunciation characteristic of educational institutions closed type, to get rid of theft, since the most severe punishment for thieves was the contempt of comrades. Feeling of true camaraderie Shinsky thought the basis of education. Already after a year of his service at the Gatchina Orphanage Institute, K.D. Ushinsky was promoted and appointed class inspector.

Within the walls of the institute, Ushinsky discovered the archive of one of the former inspectors of this educational institution - E.O. Google, in which I found "Complete Collection of Pedagogical Books". The books found had a huge impact on Ushinsky. He writes an article about Usefulness of Pedagogical Literature"(1857), which he published in the Journal for Education. The article was a public success. Ushinsky became a regular contributor to the journal, where he consistently published articles in which he developed his views on the system of upbringing and education in Russia. He also contributed to the journals Sovremennik (1852-1854) and Library for Reading (1854-1855).

In his articles - "About nationalities in public education"(1857), "Three Elements of School"(1858) and others. Ushinsky developed ideas about nationality education. This problem was the most important in the pedagogical theory of K.D. Ushinsky. The system of raising children in each country, he emphasized, is connected with the conditions of the historical development of the people, with their needs and requirements. “There is only one natural inclination common to all, on which education can always count: this is what we call nationality. Education, created by the people themselves and based on popular principles, has that educational power that is not found in the best systems based on abstract ideas or borrowed from another people.- wrote Ushinsky. By nationality I understood the originality of each people, due to historical, geographical and natural conditions. Education was understood as a purposeful activity.

The main goal of education- the spiritual development of a person based on the cultural and historical traditions of the people, the features of their national character.

The main tasks of education: moral education of schoolchildren, the convergence of religious and secular education, the education of a child's love for work, the education of patriotic feelings.

Basic principles of education: nationality, Christian spirituality, scientific character. Special meaning K.D. Ushinsky attached moral education, whose basis was religion. He understood religion, first of all, as a pledge of moral purity.

personality traits, formed in the process of moral education: respect and love for people, love for the Motherland; sincere, benevolent attitude to the world around, humanity, truthfulness, self-esteem.

To means of education he attributed personal example, persuasion, teaching, pedagogical tact, preventive measures, encouragement and punishment. He opposed the separation of the functions of upbringing and teaching at school, pointed to the unity of these two principles in the work of a teacher, and considered teaching to be the most important means of moral education. K.D. Ushinsky protested against the inhuman treatment of children, against corporal punishment that humiliates the child's personality.

Necessary prerequisite for moral education, Ushinsky pointed out - formation children have the right ideas about the role and significance of labor in the history of society, in the development of man. In the article "Labor in its mental and educational value" (1860) wrote: “Education itself, if it desires happiness for a person, should educate him not for happiness, but prepare him for the work of life. Education should develop in a person the habit and love for work. Work is leading factor development.

K.D. Ushinsky defined teaching as serious work. “Learning is labor and must remain labor full of thought.” He attached great importance to the replacement of mental labor with physical labor, which is not only pleasant, but also useful rest after mental work. He considered useful the introduction of physical labor in his free time from teaching. From this point of view, Ushinsky also appreciated games children. He emphasized the influence of the environment on the content of children's play: it provides material for gaming activity children. Games change with the age of children, depending on children's experience, mental development, adult guidance. The experiences of children in the game do not disappear without a trace, but find their manifestation in the future in public behavior person. He considered the game to be an independent, free children's activity, which is important in the development of the personality. Attached educational value to toys.

In the upbringing of preschool children, K.D. Ushinsky gave a prominent place nature. Communication of children with nature helps to develop their mental abilities. Observation and study of native nature contributes to the development of a sense of patriotism, as well as aesthetic education. From an early age, it is necessary to educate children in respect for the preservation of the natural environment.

Aesthetic education correlated with the creation of an environment that meets aesthetic and pedagogical requirements. Aesthetically, it is possible to develop children through the works of folk and literary creativity, drawing.

K.D. Ushinsky attached great importance to the formation in children habits. He established an important pattern in the education of habits: the younger a person, the sooner a habit takes root in him and the sooner it is eradicated, and the older the habits, the more difficult it is to eradicate them. Ushinsky argued that in the formation of habits, nothing is more effective than the example of adults, and that the frequent change of educators is harmful.

Most natural environment education and training family. In it, children, starting from preschool age, get their first impressions, acquire elementary knowledge, skills and habits, develop their inclinations. "One of the sacred rights of a man born in the world,- the right to a proper and good upbringing”. It is given, first of all, by parents. for this they must have pedagogical knowledge, why study pedagogical literature; to consciously approach the educational work, to the choice of educators and teachers, to determine the future paths of life for their children.

Ushinsky assigned an exceptionally important role in family upbringing and education of children of preschool and early school age to mothers. The mother stands closer to the children, shows unceasing care for them from the day of birth, better understands their individual characteristics; if she is not busy at work outside the home; then has more options in the process Everyday life influence children in the desired direction.

Ushinsky expressed the requirement that children, starting from an early age, learn elements of folk culture, mastered their native language, got acquainted with the works of oral folk art. He argued that a school teaching in a foreign language retards the natural development of the strengths and abilities of children, that it is powerless and useless for the development of children and the people. Therefore, all upbringing and educational work in the family, in kindergarten, at school should be carried out in their mother tongue.

According to Ushinsky, the native language "is the greatest mentor of the people, who taught the people when there were no books or schools yet," and continuing to teach it even when civilization appeared. The native language in a folk school, according to Ushinsky, should be "the subject is the main, central, included in all other subjects and collecting in itself their results." .

K.D. Ushinsky gave advice on the development of speech and thinking of children, starting from an early age. He argued that independent thoughts flow only from independently acquired knowledge about those objects and phenomena that surround the child. Therefore, a necessary condition for the child's independent understanding of this or that thought is visibility.

He advised educators through simple exercises to develop in children the ability to observe various objects and phenomena, to enrich children with the most complete, true, vivid images, which then become elements of their thought process. "Necessary, he wrote, so that the subject is directly reflected in the child’s soul and, so to speak, before the eyes of the teacher and under his guidance, the child’s sensations turn into concepts, thoughts are formed from concepts and thoughts are clothed in words.

In the development of the speech of children of preschool and early school age, Ushinsky attached great importance to storytelling from pictures. He pointed to the importance of folk art in the upbringing and education of children. He put Russian folk tales in the first place, emphasizing that, due to the peculiarities of the development of their imagination, children are very fond of fairy tales. In folk tales, they like the dynamism of the action, the repetition of the same turns, the simplicity and figurativeness of folk expressions. He attached importance to other works of Russian folk art - proverbs, jokes and riddles. He considered Russian proverbs to be simple in form and expression and deep in content, works that reflected the views and ideas of the people - folk wisdom. Riddles, in his opinion, provide a useful exercise to the mind of the child, give rise to an interesting, lively conversation. Sayings, jokes and tongue twisters help develop in children a flair for the sound colors of their native language.

Ushinsky carried out transformations of an organizational and methodological nature as an inspector of classes at the Smolny Institute for Noble Maidens, where he was invited in 1859. He carried out a number of transformations to modernize curriculum, the introduction of new teaching methods, etc. Adhering to its main principle- democratization of public education and national education, - he invited to teach at the institute famous teachers, managed to eliminate the previously existing division of the contingent of students into "noble" and "non-noble" (i.e. from the petty-bourgeois class), introduced the practice of teaching school subjects in Russian and opened a special pedagogical class in which girls were trained to work as educators. Ushinsky put into practice pedagogical work meetings and conferences of teachers, pupils received the right to spend vacations and holidays with their parents.

Simultaneously with his teaching work, Ushinsky began to edit "Journal of the Ministry of Public Education", which, thanks to him, has become a pedagogical publication, loyal to the new trends in the field of public education.

Ushinsky's transformations caused dissatisfaction among some of the employees of the Smolny Institute. He was accused of atheism and political unreliability. Under a plausible pretext, in 1862 Ushinsky was removed from the institute - he was sent abroad for five years. During this time, Ushinsky visited Switzerland, Germany, France, Belgium and Italy, where he attended educational institutions - women's schools, kindergartens, orphanages and schools that were considered the most advanced in terms of innovations in pedagogy. He combined his notes, observations and letters of this period in an article. "Pedagogical trip to Switzerland".

Abroad teacher wrote books "native word"(1860) and "Child's world"(1861). In fact, these were the first mass and publicly available Russian textbooks for primary education of children. These books had a huge impact on the Russian folk school. More than one generation of schoolchildren studied Russian using them. Simultaneously with the publication of books, Ushinsky wrote “Guidelines for Teaching the Native Word for Teachers and Parents”, which was a recommendation on the methodology of teaching the native language. It was very popular among teachers and parents. until 1917 The book has been reprinted 146 times.

In the mid 1860s. Ushinsky returned to Russia. writes and begins to publish since 1867 the most important treatise “Man as an object of education. Experience of Pedagogical Anthropology. The first volume appeared in 1868, and a second followed some time later. The third volume remained unfinished, in this work Ushinsky gave a rationale for the subject of pedagogy, its basic laws and principles, considered pedagogy in connection with other sciences that studied a person (philosophy, history, psychology).

In his work, K.D. Ushinsky argued that the subject of education is a person as such. Therefore, the art of education should be based on the data of anthropological sciences, on complex knowledge about a person. It was anthropological knowledge that K.D. Ushinsky, give the opportunity to correctly, taking into account the peculiarities of the formation and development of the psyche and physiological characteristics child, determine the content of education and the forms of its organization. therefore, he considered it necessary to build education on the basis of taking into account the age, individual and physiological characteristics of children, the specifics of the development of their psyche, the systematic study of children in the process of education, “If pedagogy wants to educate a person in all respects, then she must first know him in all respects too ... The educator must strive to know a person as he really is, with all his weaknesses and in all his greatness, with all his everyday, petty needs and with all his great spiritual demands.

Ushinsky expressed his firm belief that through purposeful education, based on the study of man, it is possible to "to push far the limits of human powers: physical, mental and moral." And this, in his opinion, is the most main task real, humanistic pedagogy.

The historical merit of K.D. Ushinsky lies in the fact that he stated in accordance with scientific achievements of that time, the psychological foundations of didactics - learning theory. He gave guidelines how to develop the active attention of children in the learning process through exercise, how to educate conscious memory, to fix educational material in the memory of students through repetition, which is an organic part of the learning process. Every step forward in the matter of learning must be based on the knowledge of the past.

Ushinsky argued the need for the closest links between education and upbringing, proved the crucial importance educative learning. All academic subjects have, he argued, the richest educational opportunities, and everyone who is involved in the matter of education should remember this in all their actions, in all direct relations with students, pupils. He substantiated the most important didactic principles of nurturing education: visibility, systematicity and consistency, thoroughness and strength of students' assimilation of educational material, a variety of teaching methods.

K.D. Ushinsky made a significant contribution to the discussion between the supporters of formal and material education. He spoke out against excessive enthusiasm for classical education as a means of general development and its opposition to real education as a means of preparing for practical activities. Recognizing both theories as one-sided, he considered equally important both the development of the mental powers and abilities of students and their mastery of the knowledge necessary for life.

K.D. Ushinsky developed the classic doctrine of the lesson, defining its organizational structure and certain types(mixed lesson, lesson of oral and practical exercises, lesson of written exercises, lesson of knowledge assessment). In general, according to K.D. Ushinsky, a lesson achieves its goal only when it is given a certain, strictly thought-out direction and a variety of teaching methods are used in its course.

K.D. Ushinsky made a significant contribution to the problem of training teaching staff. In the article "Teaching Seminary Project" he recommended the establishment of closed pedagogical educational institutions (teachers' seminaries) for the training of public school teachers, put forward the idea of creating pedagogical faculties at universities for the training of teachers of secondary educational institutions, as well as pedagogical classes at women's secondary educational institutions.

Ushinsky high appreciated the role of the teacher, influence of his personality on students. He put this influence in the first place among other means and argued that it cannot be replaced by any other didactic and methodological means. Ushinsky was the greatest scientist of his time in the field of pedagogy. He covered almost all the main aspects of pedagogical theory, acted as a prominent public figure: he wrote articles in Sunday schools, about schools for children of artisans, and also took part in a teachers' congress in the Crimea.

His ideas and teachings attract the attention of progressive educators around the world.

He received his general education at the Novgorod-Seversk Gymnasium.

In 1840. KD Ushinsky entered the Faculty of Law of Moscow University, where he listened to lectures by outstanding professors. In his student years, Ushinsky was seriously interested in literature, theater, and dreamed of spreading literacy among the people. He sought to independently sort out those disputes that were going on among the advanced Russian people about the paths of the historical development of Russia, about the nationality of the national culture.

After graduation 22-year-old K. D. Ushinsky was appointed acting professor at the Yaroslavl Law Lyceum. In his lectures, which made a deep impression on the students, Ushinsky, criticizing scientists for being isolated from people's life, said that science should contribute to its improvement. He called on students to study life, the needs of the people, and help them.

But the young scientist's professorship did not last long. The authorities considered this direction of his activity harmful to youth, inciting her to protest against the existing order, and he was soon fired. For Ushinsky, difficult years of deprivation and struggle for existence began. For several years he served as an official, engaged in casual, small literary work in magazines.

All this did not satisfy him, who dreamed of broad social activities for the benefit of his homeland.

“To do as much good as possible for my fatherland is the only goal of my life; I must direct all my abilities to her, ”said the young Ushinsky.

The social and pedagogical movement of the 60s contributed to the formation of the pedagogical vocation of K. D. Ushinsky. Working in 1854-1859. As a senior teacher of the Russian language, and then as an inspector of classes at the Gatchina Orphan Institute, he carried out a number of measures to improve educational work in it.

From 1859 to 1862, K.D. Ushinsky worked as an inspector of classes at the Smolny Institute for Noble Maidens, in which he also carried out fundamental reforms: united independently existing departments for noble and petty-bourgeois girls, introduced the teaching of academic subjects in Russian, opened a pedagogical class in which pupils received training to work as educators, invited talented teachers to the institute, put into practice the meetings and conferences of teachers; Pupils received the right to spend vacations and holidays with their parents.

The progressive activities of K. D. Ushinsky at the Smolny Institute caused great discontent among the courtiers who led the institution. Ushinsky began to be accused of atheism, that he was going to educate “muzhiks” from noblewomen. In 1862 he was dismissed from the institute. Then he was invited to go abroad under the pretext of studying the organization of primary and female education and compiling a textbook on pedagogy. This business trip was actually a disguised reference.

Everything transferred in Russia seriously affected Ushinsky's health, exacerbated a long-standing lung disease. But, despite a serious illness, he worked hard abroad: he carefully and critically studied women's educational institutions, kindergartens, orphanages and schools in Germany and Switzerland, wrote and published in 1864 a wonderful educational book "native word" and “A Guide to Teaching on the Native Word” for teachers and parents. (“The native word” until October 1917 had 146 editions.) In 1867, Ushinsky wrote his main work -”Man as a subject of education”, which was the most valuable contribution to pedagogical science.

K. D. Ushinsky died on December 22, 1870. He was buried on the territory of the Vydubetsky Monastery in Kyiv.

The value of Ushinsky in the development of pedagogy

KD Ushinsky is the founder of the original Russian pedagogy, in particular preschool pedagogy; he made a valuable contribution to the development of world pedagogical thought. Ushinsky deeply analyzed the theory and practice of education, including preschool education, and education abroad, showed the achievements and shortcomings in this area, and thus summed up the development of the pedagogy of other peoples.

He substantiated the idea of public education, which served as the basis for the creation of original Russian pedagogy. His teaching about the role of the native language in the mental and moral upbringing and education of children, about the folk school, his theory of preschool education of children had a huge impact not only on the modern, but on subsequent generations of teachers in multinational Russia.

Many of Ushinsky's pedagogical statements were responses to acute issues of our time, criticism of the unsatisfied state of educational work at school, in the family, in preschool institutions of that time and practical proposals for their improvement, and they are not only of historical and pedagogical interest. M.I. Kalinin at a meeting of public education workers in 1941, pointing out a number of Ushinsky's advice on the upbringing and education of children, highly appreciated his ideas, which can only be fully appreciated in our socialist society.

The short human life that had fallen to glimpse among millions of earthly existences in the middle of the nineteenth century. But it was at the same time the beginning of a new, already endless, immortal life - in the memory of human generations, who never forget the worthy. Not without reason, on his monument there is such an inscription: "Let the dead be honored from their labors, their deeds go after them." And people of different generations, different eras talk about it ...

IP Derkachev, Simferopol teacher: "This educator erected a monument to himself not only in the hearts and minds of Russian children - many workers of public education will remember his fruitful work for a long time and with love."

D. D. Semenov, teacher, friend of Ushinsky: "If the whole Slavic world is proud of I. A. Comenius, Switzerland - Pestalozzi, Germany - Diesterweg, then we Russians will not forget that Konstantin Dmitrievich Ushinsky lived and taught among us."

N. F. Bunakov, an outstanding Russian teacher: "And so far, despite the fact that more than thirty years have passed since the time of Ushinsky, his works have not lost their significance."

V. N. Stoletov, President of the Academy pedagogical sciences USSR: "According to the calendar, Konstantin Dmitrievich Ushinsky is a man of the nineteenth century. But thanks to socially useful activities, he lives in our century."

Monuments to Ushinsky stand on the streets of our cities, institutes, schools, and libraries bear his name. His bronze bust is installed in the conference hall of the Academy of Pedagogical Sciences, and portraits hang in almost every school. Scholarships in his name are given to students, prizes and medals in his name are awarded to scientists. His books are published in dozens of languages both here and abroad. As a wise adviser, he is always close to those who teach and to all those who study.

Let his kind, sincere, pure voice resound for us incessantly today... "Man is born for labor... Conscious and free labor alone is able to make a person's happiness... Pleasures are only accompanying phenomena... Wealth grows harmlessly for a person only when, along with wealth, the spiritual needs of a person grow ... Labor is the best guardian of human morality, and labor should be the educator of a person ... But labor is labor because it is difficult, and therefore the road to happiness is difficult ..."