3. Equivalence. The principles of education as a general fundamental principle do not have the same meaning among them as the main and secondary ones, which require implementation in the first place and which can be postponed to the next day. Equal attention to all principles prevents possible disruptions in the educational process.
At the same time, the principles of upbringing are no ready-made recipes, let alone universal rules, according to which educators could automatically achieve high results. They do not replace any special knowledge, experience or skills of the tutor. Although the requirements of the principles are the same for all, their practical implementation is personally conditioned.
The principles on which the educational process is based make up the system. There are and have been many systems of education. And of course, the nature, individual requirements of the principles, and sometimes the principles themselves can not remain unchanged in them. The modern domestic system of education is guided by the following principles:
— social orientation of education;
— The connection between upbringing and life, work
— a reliance on the positive side of parenting;
— humanization of education;
— personal approach;
— Unity of educational influences.
Social orientation of education.
Progressive teachers understood upbringing as “a public institution designed to prepare people from a tender age with the help of instruction and example, persuasion and coercion to practical activities and the steady imputation of learned rules in life” (G. St. John). At different times, the content of this principle has changed, acquiring a great social, or state, personal orientation. The national pedagogy has also been changed many times. Not much has been preserved from the general principle that education should prepare a person for active social and happy personal life. Based on this principle, the majority of educational systems successfully implement ideological attitudes and political doctrines. Education is aimed at supporting and strengthening the state system, its statuses, authorities, formation of civil and other qualities on the basis of ideology, constitution, and laws adopted and operating in the state. This principle requires the subordination of all the activities of teachers to the tasks of educating the younger generation in accordance with the State's educational strategy and directs the activities of educators towards the formation of a socially necessary type of personality. As a person in the service of the State, the educator carries out the state order in the field of education. If the state and public interests coincide and are also consistent with the personal interests of citizens, the requirements of the principle naturally fit into the structure of the goals and objectives of education. In case of disagreement between the goals of the state, society and the individual, the implementation of the principle becomes difficult and impossible. The educator lacks specific factual material for a full-fledged upbringing. A school is not a state institution, but a social institution, a social and state system designed to meet the educational needs of the state in the same way as the general and individual.
Violation of this interaction leads to stagnation of the school. The school as a “public-state” institution cannot live only on the state's breath; sooner or later, society must come to its aid again. The alienation of the society from the school and school from the society, the isolation of the school from the processes taking place in public life, as well as the narrowness and cooperativeness of professional teachers must be overcome. Teachers shall be aware of themselves not as monopolists, but as authorized representatives of the people in their upbringing.
In order to overcome the process of statehood of the school, a network of private (community) schools has been created in developed countries, which realize the goals of certain strata of society, which may not coincide with the state ones. And, despite the fact that education in public schools is free, and in private schools — paid, the majority of the population (from 50 to 80-85% in different countries) prefers to pay for the opportunity to educate their children on public and personal values. In implementing the principle of public orientation in education, it is important to achieve practically motivated interaction with pupils.