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TECHNOLOGIES OF UPBRINGING
IN THE PROCESS OF CONTINIOUS EDUCATION
FOR SUSTAINED SOCIAL DEVELOPMENT
A. V. Skovorodkin V. А. Skovorodkin
The article describes the stages of educational technology, and indicators used to measure a person's level of politeness and social activity. The article analyzes issues of student development in tourism and regional studies, taking into consideration students' age. It defines the principle of environmental friendliness for the sustainable development of society.
Key words: upbringing, upbringing technologies, event-technologies, social responsibility, environmental responsibility.
There has been a change in conceptual definitions in modern pedagogical science. The terms “forms and methods of dealing with children” have given place to “pedagogical technologies”, the Russian word for “volunteer” has been replaced by the English word “volunteer”, and the terms “newsworthiness, festivity, theatrics, and effectiveness” have been concentrated in the term event-technologies. Thus, the pedagogical potential of event-technologies consists of fulfilling the personal needs of children and the youngest generation when arranging for cultural rest, disclosing and developing an individual’s skills and properties, arranging and performing cultural entertainment, forming communicative culture, social realm cognition, and popularizing human uniqueness and flexibility, and in the esthetic, psychological and reflexive effect [4]. This is a personality-focused technology. The form of implementation is the unique event that’s created. Activities of participants serve as an important element for disclosing personal potential, self-fulfillment, creativeness, and initiatives. Event-technologies are a set of creative techniques following which the expected result may be achieved, for example, relaxation, reliving anxiety, and changing one’s personal behavior pattern in a certain situation.
A component part of social development is the upbringing of a responsible attitude of each individual towards the various spheres of activities. Therewith, one of the results of personality upbringing is the category of environmental responsibility, being moral and psychological human nature integrating character, reflecting the ability to control one’s actions and behavior in the world. The wide approach towards this category allows for solving such pedagogical tasks of personality formation in a methodologically right and purposefully true way, in the system of its various relations with natural and social factors. A responsible attitude to nature, and social medium, is expressed in the ability to fulfill the requirements and obligations to society consciously, and, respectively, willfully and voluntary, to solve the problems of moral choice. The environmental responsibility of an individual provides for self-assessment of activity and making relative corrections in regard to one’s self and the activities of others. The environmental responsibility includes such properties as responsiveness, prudence, kindness, rationality, and
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the ability to accept the consequences. The human attitude to the environment actually becomes the attitude of modern man to the human future.
Thus, the technology of environmental education developed by the laboratory of ecological culture of the institute “Family and Education” of the Russian Academy of Education becomes important, as it considers the system of psychological and pedagogical techniques and methods providing for developing children’s personalities with learning cultural forms of interaction with the environment within the framework of sustainable development [7]. Such technology is based on the principle of ecological variety providing for personality development in harmony with the social and natural environment, and with all components of the environment.
Three basic stages may be distinguished within the framework of the technology: motivational (self-defining), pragmatist (situational), reflexive
(harmonizable). The motivational stage creates backgrounds for developing activity including such components of “freewheeling”, the independent and free choice of a child. It defines targets and tasks, rules and standards, as well as the nature of further activity. The pragmatist stage includes overcoming physical and psychological stress, solving situations (game, case study, professional, behavioral), and fulfilling tasks and targets assigned. The reflexive stage creates possibilities for analyzing student activities, and harmonizing their relations with the environment. At this stage the results of activities are analyzed and summarized, and success at personality growth and development are noted. The upbringing situation, being the basis for the upbringing technology, is present at all stages of the technology [5]. The upbringing technology makes it possible to reach a certain system of personal development. As part of the tourist and regional studies, A.A. Ostapets proposed the educational and upbringing concept: “The school of life is the environment” [3]. Within such an approach, a child receives comprehensive development learning the environment step by step, and overcoming stresses when performing various activities. Such a concept was adapted in childcare centers, schools and various professional educational institutions in Russia. The conceptual basis included periodic classes of tourist and regional studies where a child learned various tourist and regional roles and positions. Tourist positions gave the child the possibility to feel his strengths and skills, the confidence and fidelity of his behavior in the world. Regional positions gave him the possibility for scientific knowledge of the existing world. Tourist positions from fire tender , cook, navigator, and searcher were adopted on the route in the environment that allowed the child to become confident and feel harmony with the nature.
For elementary school children the upbringing technology of tourist and regional activities is generally built into the game. For example, an excursion in nature looks like an adventure of searchers, as the main question runs: “What is it?” and the searchers try to answer how this tree is called. The questions then become more complicated: how old is it? And which edible plants and mushrooms can we find in the forest? Such a game creates a friendly team-collective. The task of the teacher is to give all students the possibility to answer and to provide everyone with the possibility to show their intellectual abilities. The upbringing technology of excursions generates a culture of statements, and teachers correct and build relations in the group. The upbringing technology of excursions has a
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very motivational nature focused on interest in experience. It has a high level of standards, limited by wishes and requests: “Let’s be calm in the forest to listen to the music of the wind, and birdsong”. After an hour the group is questioned -where and how will we have a rest? The teacher forms the skills of leaders to find solutions approved by the group, thus creating a collective of like-minded persons able to solve the tasks assigned.
For the middle-level children, the upbringing technology of tourist and regional activities is built into weekend expeditions, trainings and physical exercises, with their content reflecting mastering of various activities to a greater degree. For example, when having a weekend expedition, children are given the possibility to define their own potential skills. The main idea of the upbringing technology is: “What are you able to do?” The teacher gives each student the possibility to try him or herself in various types of activities and to help them to find properties or skills, the development of which is important for active and full life. Such upbringing technologies have a low level of standards; teachers translate wishes and norms of behavior.
For high-school children, the upbringing technology of tourist and regional activities is built into professional trainings. For example, the expedition unites all children for achieving the task assigned. Tasks of various types require professional skills in various forms of activities, and finally, the upbringing technologies reflect the reflexive (harmonizable) stage. In the existing world, life is a unique matter able to change solid categories of time and space. The upbringing technologies activate the pedagogical component within sustainable development of the society, giving the possibility to each older student to answer the questions; “Who am I?” and “Who are we?’. At the end of the expedition, most of the students achieve a high level of professional skills when solving the tasks assigned.
Extension of the framework of the upbringing space based on the principle of “ecological variety” is focused on the future and makes requirements of a high level for social activities and people’s responsibility. Modern man must make decisions on his own; to quickly establish relations in the changing reality. Ecological variety is understandable as a “correlation of the child’s way of life with the habitual conditions, its upbringing in harmony with the environment” [1; 2]. The principle of ecological variety helps to define a further way of life in the changing world. The ecological culture of personality is shown in one’s life style, and all types and results of human activities. Such experience provides for: the priority of spiritual values over material, formation of a system of human values, and possession of knowledge and their use in sustainable development.
Thus, the upbringing technologies serve as the pedagogical tool of human adaptation to the real world, and formation of the value-conscious relation of an individual to him or herself, to the society, to various types of activities, and spiritual renovation and human development.
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Остапец А.А. Могучее средство развития личности. - М.: Агентство “ДОК”, 1994. - 213 с.
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Translated from Russian by Znanije Central Translastions Bureas
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