Content
1. Introduction...
2. Specifics of the principles of education...
3. The social orientation of education.
4. Reliance on positive
5. Humanization of education.
6. Personal approach...
7. Unity of educational actions
8. Principles of education in the works of A.S. Sukarno...
(a) Team education and work
b) Fostering a sense of duty and honor, will, character and discipline
c) Raising children in the family...
9. Kerensky A. Ya.
10. Conclusion...
11. List of literature used.
Introduction
Human development is a very complex process. It occurs under the influence of both external influences and internal forces, which are peculiar to man, as any living and growing organism. The external factors include, first of all, the natural and social environment surrounding the person, as well as special purposeful activity on the formation of certain qualities of personality in children; internal — biological, hereditary factors. Factors influencing human development can be controlled and uncontrollable. The development of a child is not only a complex but also a controversial process, which means that he or she is transformed from a biological individual into a social being.
Although social pedagogy has separated from pedagogy, it is based on the same principles as pedagogy. Principles of pedagogy express the requirements of the society to the education of the individual, as well as the strategy, goals, content, and style of interaction of subjects.
In any science, there are certain principles, which are implemented through the rules. It is impossible to deviate from the principles and rules, because such actions can be useless or harmful. In science, principles are the basic, initial provisions of any theory. These are guiding ideas, basic rules of conduct, actions.
The word “principle” (from the Latin word principal) means the beginning, the basis defining the given phenomenon. Often the principle is identified with the rule.
The principles of parenting in their diversity can cover the whole life of children and teachers, as well as pedagogical influence and interaction. The child's consciousness is shaped gradually, in the course of life and, above all, by the means of life itself. Therefore, in order to achieve a positive result in education, the teacher needs not only the principles of direct impact but also indirect, indirect, long-term action on the consciousness and habitual behavior by purposeful and spiritual saturation of all areas of child life. A teacher shall take into account the assistance of children themselves in their efforts, when pupils overcome resistance and conscious opposition to educational measures, strive to actively assimilate and acquire spiritual values.
The principles of the educational process (principles of upbringing) are the general starting points, which express the basic requirements for the content, methods, and organization of the educational process. They reflect the specifics of the upbringing process, and in contrast to the general principles of the pedagogical process discussed above, these are general provisions that guide teachers in solving educational problems.
Specificity of the principles of education.
We describe the requirements for the principles of education:
1. Mandatory. The principles of upbringing are not a recommendation; they require mandatory and full implementation in practice. Gross and systematic violation of the principles, ignoring their requirements not only reduces the effectiveness of the educational process but also undermines its foundations. An educator who violates the principles is removed from the management of the process, and for gross and deliberate violation of some of them, such as, for example, the principles of humanism, respect for the individual, can be prosecuted,
2. Complexity. The principles carry the requirement of comprehensiveness, which implies their simultaneous, rather than sequential, isolated application at all stages of the educational process. The principles are used not in the chain, but frontally and all at once.