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«Education is what remains after you forget everything you learned at school.» © Albert Einstein.
Training (this article is in Russian — "обучение") — is the main way of obtaining education, the process of mastering knowledge, skills and abilities under the guidance of teachers, masters, and mentors. In the course of training, social experience is acquired and an emotional and value-based attitude to reality is formed.
In the learning process, the following goals are realized: practical, general educational, educational. In accordance with the goals, the selection of content, methods, and teaching aids is carried out. The task of education is not only to provide a certain educational level, but also to contribute to the formation of a person’s personality. The main components of the learning process are teaching and learning. Teaching methods consider learning as a set of forms of teaching and learning based on the material of a specific academic subject.
There are various systems for organizing training: individual training, class-lesson system, lecture-seminar system, course system. In the learning process, it is necessary to take into account age characteristics and, especially, individual differences between students. In contrast to teaching, training considers the process of transferring experience as a joint activity of two (or more) subjects: those who transmit experience and those who accumulate it.
John Kennedy: “Soviet education is the best in the world. We have to take a lot from it. The USSR[ru] won the space race at a school desk.”
August 9th is World Book Lovers Day.
An article about training from the Great Soviet Encyclopedia with the original preservation of punctuation, with an emphasis on Soviet marxism-leninism:
Education (hereinafter referred to as “E.”) is the process of transferring and assimilating knowledge, skills, and activity habits, the main means of preparing a person for life[ru] and work. In the process of education, the goals of education and upbringing are realized. The main way to obtain education is education in educational institutions of various types, but education is carried out not only in educational institutions, but also in the family, at work, in everyday life and other spheres of human life. In addition to specially organized education, conducted in a certain mode under the guidance of teachers, self-study, usually called self-education, is of great importance.
The Marxist-Leninist theory of education is fundamentally different from paedocentric bourgeois theories that preach apolitical education and independence from the class structure of society. In a class society, education is of a class nature and has the goal of forming among members of society a certain system of political, philosophical, legal, moral, and ethical views, the reproduction of man as an element of the socio-economic structure, primarily as an element of the productive forces, possessing the necessary physical and intellectual and production qualities. In a capitalist society, there is a contradiction between the needs of capitalist production for well-trained personnel and the desire of the ruling classes, for ideological reasons, to limit the general educational level of workers. Under socialism there is no such contradiction. In the USSR and other socialist countries, education contributes to solving the most important problems of communist construction—the creation of the material and technical base of communism, the establishment of communist social relations, the education of a new person, and the comprehensive development of his physical, spiritual, and moral powers.
The content and nature of training are determined by the level of material and cultural development of the society in which it is carried out. In primitive society, clothing was not separated from the daily activities of people and was unorganized. The emergence and spread of writing made it possible to record accumulated knowledge that was not related to direct activities. There was a need for organized education and the opening of special institutions - schools, which were supposed to transfer knowledge and skills to the younger generation, preparing them on this basis for activity, for life. The goals, content of training, its organization and methods at all stages of the development of human society changed depending on the nature of social relations, current requirements for general education and professional training of people, and on pedagogical ideas about training itself (in pedagogy).
In the conditions of modern scientific[ru]-technical progress, the need has arisen to develop the content, forms, methods and means of education that meet new social requirements, as well as the capabilities and needs of students. Fulfillment of these requirements is reflected in the organization of training:
Learning is a two-way process, including the activities of the teacher and students and characterized by interaction:
In the process of training and education, a worldview, personality traits are formed, and abilities are developed.
The socio-historical experience of humanity is passed on to children and adults in the learning process, but it is assimilated in different ways - depending on personal experience, developed skills and abilities, attitude to learning activities, personality characteristics (the ability to assimilate new materials). The methodological basis of the theory of education in Soviet pedagogy and the pedagogy of other socialist countries was the Marxist-Leninist theory of knowledge.
At different stages of human development, the nature of the learning process changes. Age-related changes are characterized primarily by a transition from involuntary, uncontrollable forms of mental activity to voluntary, controlled ones. In each age period, there is a coexistence of different levels of educational activity, depending on the degree of complexity of the material the student is dealing with. Systematic implementation of the principle - “...that teaching is good, which runs ahead of development” (Lev Semenovich Vygotsky. Selected psychological studies, 1956, page 449) - allows you to effectively influence the overall development of students.
Along with age differences in the learning process, individual differences are found, which are often even more pronounced than age differences. Students may differ in the uniqueness of their methods of educational work and ways of thinking, the direction of their interests, and their inclinations. Comprehensive development of the individual presupposes the most complete disclosure of her individuality.
The learning process is a special type of individual activity, determined by pedagogical conditions. In educational activities, the main elements are various types of cognitive actions - perceptual, mnemonic, mental, practical.
Psychologists and teachers approach the learning process differently:
Despite the differences between these approaches to the learning process, they have much in common: all researchers strive to ensure the most effective management of the educational process; consider it necessary to have in one form or another a standard according to which educational activities should be based; divide the activity into separate elements (individual actions, different stages in the formation of a technique); recognize that more specific methods combine, turning into generalized ones and then becoming general methods of rational thinking. The use of elements of programmed learning, as well as problem-based learning (based on students identifying and solving cognitive problems and creating problem situations that intensify learning activities), is becoming increasingly important.
Many learning theories widespread abroad are based on false ideas about the interaction between object and subject. Two main groups of theories are identified:
The first reduce learning to the accumulation of specific skills and, considering training as training, actually equate the training of animals and humans; the latter interpret teaching as the formation of “cognitive structures,” considering this to be specific to a person and emphasizing the qualitative modification of complex forms of behavior. Some modern foreign theories of education do not take into account that various methods of educational activity are associated not only with the level of mastery of them, but also with the nature of the educational material and are determined by the sources from which knowledge is acquired. Thus, the oxygen process is impoverished, one side of it is hypertrophied and the others are ignored.
Soviet scientists believed that the character[ru] and degree of activity of the student may be different, but the acquisition of knowledge is always the result of the students’ own cognitive activity, guided by the teacher. O. is the main stimulator of the development of students’ cognitive abilities. Shifts in the development of students create new opportunities, prerequisites for setting and solving more complex tasks O. These provisions underlie the didactic principles that determine the requirements for the content and process of learning (in didactics).
The goals and objectives of education change historically and vary depending on the social system, as well as on the functions of specific educational institutions. The “Fundamentals of Legislation of the USSR and Union Republics on Public Education,” adopted by the Supreme Soviet of the USSR in 1973, formulated the main tasks of all types of educational institutions.
The content of training is determined in accordance with its goals - taking into account social conditions, the state of science, technology, art, characteristics of cognitive activity, mental processes determined by the age and training of students. The content of education in vocational schools, secondary specialized schools, and higher educational institutions, in addition to general educational knowledge, includes special knowledge, abilities, and skills necessary for workers of a certain profession and specialty. The content of education is reflected in curricula and programs, textbooks and other teaching aids.
To achieve learning goals, various methods, means, organizational systems and forms are used. Typically, teaching methods are characterized by the types of activities of the teacher and students:
Some authors base their classification on the source of knowledge; methods are divided into three groups: verbal, visual, practical. Others group methods in accordance with the didactic tasks for which they are used: communicating new knowledge, consolidating, testing knowledge, etc. The widespread use of technical means in the educational process (cinema, television, radio, “teaching” devices, computers and others) has a significant impact on the development of educational methods.
There are various systems for organizing training:
individual O.;
individual-team training;
class-lesson teaching system;
O. exchange rate system;
subject-course training system;
lecture seminar;
and etc.
Each of them uses characteristic organizational forms that contribute to the creation of specific conditions for education, education and development of students’ cognitive abilities. (Natalia Aleksandrovna Menchinskaya, Mikhail Nikolaevich Skatkin, Anatoly Aleksandrovich Budarny)
Those who continue to continually learn will continue to grow in life.
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| Nastya — «Goodbye School» | |
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Franz Liszt (Hungarian Liszt Ferencz, German Franz Liszt) (October 22, 1811, Riding, Austrian Empire - July 31, 1886, Bayreuth, German Empire) - Hungarian composer, famous virtuoso pianist, conductor, teacher, bandmaster, musical public figure and writer about music[ru], who contributed greatly to the progress of musical art in the 19th century.
Matilda Feliksovna Kshesinskaya (August 31 (August 19, old style) 1872, Ligovo, near St. Petersburg - December 6, 1971, Paris, France) - Russian ballerina of the early 20th century, teacher, one of the most attractive women of her time, not overlooked by representatives royal family: her lover Nicholas II gave her a mansion of rare beauty in St. Petersburg, known as the “Kshesinskaya mansion.”
Reinhold Moritsevich Gliere (birth[ru] name - Reinhold Ernest Gliere) (January 11, 1875 (December 30, 1874 O.S.), Kyiv, Russian Empire - June 23, 1956, Moscow) - Russian, Soviet and Ukrainian composer, conductor , teacher, musical and social activist.
Leonid Vladimirovich Nikolaev (August 13 (August 1, eold styl) 1878, Kyiv - October 11, 1942, Tashkent) - Russian pianist and composer, teacher, musical and public figure, People's Artist of Russia[ru] (received in 1938), doctor art history (1941). Founder of the piano school. Professor of the St. Petersburg Conservatory (since 1912). Member of the CPSU since 1939.
Anna Pavlovna Pavlova (February 12 (January 31, old style) 1881, St. Petersburg - January 23, 1931, The Hague) - Russian ballerina, with whom classical ballet of the 20th century began; teacher, director, producer.
Serafima Germanovna Birman (August 10 (July 29, old style) 1890, Chisinau - May 11, 1976, Moscow) - Russian dramatic actress, director, People's Artist of the RSFSR; from 1911 - at the Moscow Art Theater, then worked at the 2nd Moscow Art Theater, the Moscow Lenin Komsomol Theater, and the Mossovet Theater.
Bronislava Fominichna Nijinska (January 8, 1891, Minsk - February 21, 1972, Los Angeles) - Russian ballet dancer of Polish origin, choreographer, choreographer and ballet teacher. The younger sister of the outstanding dancer Vaslav Nijinsky. One of the reformers of choreography of the 20th century.
Alexey Dmitrievich Popov (March 24 (March 12, old style) 1892, Nikolaevsk - August 18, 1961, Moscow) - Russian director, People's Artist of the USSR (1948), Doctor of Art History. In 1935-1958, chief director of the Central Theater of the Soviet Army.
Sergei Mikhailovich Eisenstein (January 22 (January 10, old style) 1898, Riga - February 11, 1948, Moscow) - Soviet film director, film theorist, teacher, honored artist, professor, doctor of art history, laureate of the Stalin Prize.
Olga Nikolaevna Androvskaya (real suname Schultz) (July 21 (July 9, old style) 1898, Moscow - March 31, 1975, ibid.) - Russian theater and film actress, teacher. People's Artist of the USSR, wife of actor Nikolai Batalov, aunt of actor and teacher Alexei Batalov.
Isaac Osipovich Dunaevsky (January 30 (January 18, old style) 1900, Lokhvitsa, Ukraine - July 25, 1955, Moscow) - Russian composer, People's Artist of the USSR.
Nikolai Pavlovich Akimov (April 16 (April 3, old style) 1901, Kharkov, Russian Empire - September 6, 1968, Moscow) - Russian theater director, artist, writer, teacher, creator of the Leningrad Comedy Theater. People's Artist of the USSR (1960).
Anatoly Vasilyevich Efros (Isaevich) (July 3, 1925, Kharkov, Ukrainian SSR[ru], USSR - January 13, 1987, Moscow) - Russian director, Honored Artist of Russia.
Maya Mikhailovna Plisetskaya (November 20, 1925, Moscow - May 2, 2015, Munich, Germany) - Russian ballerina, choreographer, People's Artist of the USSR. Soloist of the Bolshoi Theater. Laureate of the Lenin Prize (1964), Hero of Socialist Labor (1985), Anna Pavlova Prize (1962, Paris). She was awarded the French orders of Commander (1984) and Legion of Honor (1986). Doctor of the Sorbonne (1985).
Elina Avraamovna Bystritskaya (April 4, 1928, Kyiv - April 26, 2019, Moscow) - Russian actress, teacher, People's Artist of the USSR (1978). Since 1958 at the Maly Theater. She starred in the films: “The Unfinished Tale”, “Quiet Don”, “Volunteers”, etc.
Alexey Vladimirovich Batalov (November 20, 1928, Vladimir - June 15, 2017, Moscow) - Russian theater and film figure; actor, director, screenwriter, teacher, People's Artist of the USSR (1976), Hero of Socialist Labor (1989), laureate of the USSR State[ru] Prize (1981), one of the most popular actors in Soviet cinema of the 1950s.
Lyubov Grigorievna Polishchuk - (May 21, 1949, Omsk - November 28, 2006, Moscow) - Russian actress, theater figure and teacher, People's Artist of Russia (1994). Graduated from GITIS named after. A.V. Lunacharsky (1985), worked at the Moscow theater “School of Modern Play”. Plasticity, expressiveness, and the ability to transform allowed Polishchuk to cope with screen roles of various genres (“Intergirl” by Pyotr Efimovich Todorovsky, 1989, “My Sailor” by Anatoly Nikolaevich Eyramdzhan, “Shirli-Myrli” by Vladimir Menshov, 1995), “Quadrille” (1998) , “Silent Pools” (2000), “My Fair Nanny” (2004).
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