An existential approach to understanding pedagogical phenomena. Existential-humanistic approach in pedagogy

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  Essence existentialism. Existentialism
  The most prominent representatives of modern existentialist pedagogy - J.


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  Essence existentialism. Existentialism- an influential philosophical movement that recognizes
  The most prominent representatives of modern existentialist pedagogy - J.


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  Essence existentialism. Existentialism- an influential philosophical movement that recognizes
  The most prominent representatives of modern existentialist pedagogy - J.


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  Essence existentialism. Existentialism


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  Essence existentialism. Existentialism- an influential philosophical movement that recognizes personality as the highest value of the world.


• 
  Essence existentialism. Existentialism- an influential philosophical movement that recognizes personality as the highest value of the world.


• 
  Essence existentialism. Existentialism- an influential philosophical movement that recognizes personality as the highest value of the world.

The existential-humanistic approach (EGA) is not one of the simple ones. The difficulties begin from the name itself. To understand this, a little history.

The existential trend in psychology arose in Europe in the first half of the twentieth century at the intersection of two trends: on the one hand, it was the dissatisfaction of many psychologists and therapists with the then dominant deterministic views and the focus on an objective, scientific analysis of man; on the other hand, it is a powerful development of existential philosophy, which showed great interest in psychology and psychiatry. As a result, a new movement appeared in psychology - the existential one, represented by such names as Karl JASPERS, Ludwig BINSWANGER, Medard BOSS, Victor FRANKL, etc.

It is important to note that the influence of existentialism on psychology was not limited to the emergence of the existential direction itself - many psychological schools to one degree or another assimilated these ideas. Existential motives are especially strong in E. Fromm, F. Perls, K. Horney, S. L. Rubinstein and others. This allows us to talk about a whole family of existential-oriented approaches and distinguish between existential psychology (therapy) in a broad and in the narrow sense. IN the latter case An existential view of a person acts as a well-recognized and consistently implemented principled position. Initially, this actual existential direction (in the narrow sense) was called existential-phenomenological or existential-analytical and was a purely European phenomenon. But after World War II, the existential approach became widespread in the United States. Moreover, among its most prominent representatives were some leaders of the third, humanistic revolution in psychology (which, in turn, relied heavily on the ideas of existentialism): Rollo MAY, James BUDGENTAL, etc.

Apparently, this is why some of them, in particular J. BUDGENTAL, prefer to talk about the existential-humanistic approach. It seems that such a union is quite reasonable and has a deep meaning. Existentialism and humanism are certainly not the same thing; and the name existential-humanistic captures not only their non-identity, but also their fundamental commonality, which consists, first of all, in recognizing a person’s freedom to build his life and the ability to do this.

Recently, a section of existential-humanistic therapy was created at the St. Petersburg Association of Training and Psychotherapy. It would be more accurate to say that a group of psychologists and therapists who have actually been working in this direction since 1992 received official status, when in Moscow, within the framework of the International Conference on humanistic psychology We met with Deborah RAHILLY, a student and follower of J. Budgetal. Then Deborah and her colleagues Robert Nader, Padma Katell, Lanir Clancy and others conducted a study during 1992 - 1995. in St. Petersburg 3 training seminars on EGP. In between the seminars, the group discussed the experience gained, the main ideas and methodological aspects of work in this direction. Thus, as the basic (but not the only) section of existential-humanistic therapy, the approach of J. Budgetal was chosen, the main provisions of which are as follows. (But first, a few words about our long-standing problem: what should we call them? Many famous foreign psychologists in Russian transcription not only receive a very unique interpretation, for example, one of the most prominent psychologists of the twentieth century, Abraham MASLOW, is known in our country as Abraham Maslow, although, if you look at the root, then he is Abram Maslov, and if you look at the dictionary, then Abraham Maslow - but they acquire several names at once, for example, Ronald LAING, aka LANG. James BUGENTAL was especially unlucky - he is called three or more options; I think it’s best to pronounce it the way he does it himself - BUDGENTAL.)

So the most important provisions J. Budgetal's approach, which he himself calls life-changing therapy.

1. For any private psychological difficulties in a person’s life there are deeper (and not always clearly recognized) existential problems: freedom of choice and responsibility, isolation and interconnectedness with other people, the search for the meaning of life and answers to the questions What am I? What is this world? etc. In EGP, the therapist displays a special existential ear, allowing him to grasp these hidden existential problems and appeals behind the façade of the client’s stated problems and complaints. This is the essence of life-changing therapy: the client and therapist work together to help the former understand the way he has answered existential questions in his life, and to revise some of the answers in ways that make the client's life more authentic and more fulfilling.

2. EGP is based on the recognition of the humanity in every person and the initial respect for his uniqueness and autonomy. This also means the therapist’s awareness that a person, in the depths of his essence, is ruthlessly unpredictable and cannot be fully known, since he himself can act as a source of changes in his own being, destroying objective predictions and expected results.

3. The focus of the therapist working in the EGP is the subjectivity of a person, that, as J. Budgetal says, the internal autonomous and intimate reality in which we live most sincerely. Subjectivity is our experiences, aspirations, thoughts, anxieties... everything that happens inside us and determines what we do outside, and most importantly, what we make of what happens to us there. The client's subjectivity is the main place of application of the therapist's efforts, and his own subjectivity is the main means of helping the client.

4. Without denying the great importance of the past and the future, the EGP assigns a leading role to work in the present so that in at the moment truly lives in human subjectivity, which is relevant here and now. It is in the process of directly living, including events of the past or future, that existential problems can be heard and fully understood.

5. EGP sets a certain direction, a locus of understanding by the therapist of what is happening in therapy, rather than a certain set of techniques and prescriptions. In relation to any situation, you can take (or not take) an existential position. Therefore, this approach is distinguished by the amazing variety and richness of the psychotechniques used, including even such seemingly non-therapeutic actions as advice, demand, instruction, etc. Budgetal’s position: under certain conditions, almost any action can lead the client to intensify work with subjectivity; The art of the therapist lies precisely in the ability to adequately apply the entire rich arsenal without resorting to manipulation. It was for the development of this art of psychotherapist that Budgetal described 13 main parameters of therapeutic work and developed a methodology for the development of each of them. In my opinion, other approaches can hardly boast of such depth and thoroughness in developing a program for expanding the subjective capabilities of the therapist.

The plans of the section of existential-humanistic therapy include further study and practical development of the entire wealth of the theoretical and methodological arsenal of EGP. We invite everyone who wants to take an existential position in psychology and in life to cooperate and participate in the work of the section.

Pedagogical Sciences/

4. Strategic directions for reforming the education system

Doctor of Pedagogical Sciences, Professor O. L. Podlinyaev

East Siberian State Academy of Education, Russia

EXISTENTIAL APPROACH AS A STRATEGY

DEVELOPMENT OF MODERN EDUCATION

Appearance existential approach associated with the name of the Danish philosopher S. Kierkegaard, who proclaimed the concept of “existence” (Latin existentia - existence) as the deep essence of the “human self”. According to S. Kierkegaard, existence is the foundation of each specific human personality, defining her uniqueness, originality and difference from other people. Moreover, from the position of S. Kierkegaard, existence is not defined and initially assigned to a person essence, but on the contrary – “open possibility”; human existence precedes human essence - a person is not born a person, but becomes one.

Existentialism as a philosophical movement achieved its greatest influence in the 20th century. The most famous representatives of existentialism are the Russian philosopher N. A. Berdyaev; German philosopher K. Jaspers; French philosopher G. Marcel, French philosophers J.-P. Sartre; S. De Beauvoir; laureate Nobel Prize A. Camus; German philosophers M. Heidegger, P. Tillich and others.

One of the key categories of existentialism is freedom. Freedom is the main thing that distinguishes man from everything non-human. Finding oneself as existence, a person also gains freedom, which is the main source and driving force his existence. A person can refuse freedom, because, according to N.A. Berdyaev, being free is much more difficult than being a slave - “Freedom gives rise to suffering. You can reduce suffering by giving up freedom"; however, a person’s refusal of freedom is also special case freedom.

According to existentialism, the meaning of freedom is that a person is not an object formed under the influence of society, nor is he a “product” of the biological, animal principle, but “chooses” himself, creates himself through his actions and deeds at every moment of his life. life. Thus man is free to create own life, bears full responsibility for everything committed in it and cannot justify itself by referring to external circumstances. “Freedom is not a right, but a duty.”

Existentialism had a strong influence on art, culture, philosophy; it has acquired particular significance in psychological and pedagogical science and education. The ideas of existentialism passed through the works of E. Fromm, K. Horney, Russian psychologist S. L. Rubinstein (who in Soviet period was persecuted for his beliefs).Among the most famous representatives existential current in psychology, one can name D. Budgetal, R. May, W. Frankl. Representatives of existential pedagogy include O. F. Bolnov, A. S. Neill, W. Glasser.

Educational strategies based on the existential approach are based on the position that every person has fundamental problems associated with his personal essence - existential problems; There are four main groups of problems:

1) problems of life and death;

2) the problem of a person’s search for the meaning of life and death; problems of meaning and meaninglessness of existence and activity;

3) problems of freedom and responsibility, choice and determinism;

4) problems of communication and loneliness.

Existentialists believe that almost all of a person’s life difficulties are the result of unresolved or incorrectly resolved essential, existential problems.

As for the first two groups of problems, representatives of this approach (in particular, V. Frankl) proceed from the assumption that the main incentive mechanism of personal development and human activity is a person’s desire to find and realize the meaning of his own life.

The lack of meaning in life, the impossibility of finding it, the aimlessness and emptiness of existence lead a person to a state of existential vacuum (existential crisis), which is the cause of mental disorders, deviant and delinquent behavior, etc.

With regard to the third group of problems, the position of existentialists is as follows: a person is the subject of his own development and education, he is free to choose his own life path. At the same time, the existential paradigm does not deny the significant impact of social circumstances on the development of personality and, of course, recognizes the influence of its biological nature, including irrational unconscious forces. However, social or biological determinants cannot be considered the dominant or, indeed, the only factors in human development. “Existential analysis considers man to be a free being, oriented toward meaning and striving for values, as opposed to the current psychoanalytic idea of ​​man as a being determined primarily by drives and striving for pleasure.”

A person is free to determine the social and natural forces; at the same time, he is free to choose the path of renouncing this freedom and submitting to the influence of external or unconscious influences - such a path leads to loss of individuality, to conformity, to destructive behavior. Thus, a person is not only free to make his life choices, but also fully responsible for them. Freedom always means responsibility for this freedom. If the realization of freedom is not associated with responsibility, then it can lead to arbitrariness. V. Frankl considered it appropriate to supplement the Statue of Liberty on the East Coast of the United States with the Statue of Responsibility on the West Coast.

At the same time, it follows from this logic that there cannot be responsibility without freedom. For example, among educators there are quite common complaints that “modern students are absolutely irresponsible.” However, at the same time, teachers, as a rule, lose sight of the fact that the modern student is traditional system education has no freedom in almost any parameter school life. It is quite natural that a complete lack of freedom leads to a complete lack of responsibility. A person cannot and should not be held responsible for the choices of others.

The next group of problems - problems of communication and loneliness - are also key to the existential approach. Man is initially social; affiliation is an immanent quality. People strive for emotional contacts, for love, for friendship, and frustration of the need for communication, which generates a feeling of “abandonment”, loneliness, as well as loss of meaning, can cause an existential crisis.

At the same time, almost every person needs solitude from time to time, as in a special existential state. Moreover, loneliness is often a necessary condition for the realization creative potential personality. A significant (if not most) part of the great works that have gone down in the history of world science and culture was created by their creators alone (it is difficult to imagine that, for example, the novel “War and Peace” could be the result of collective work). Thus, frustration of the need for solitude poses no less a threat to the mental integrity of the individual than frustration of the need for communication.

The main objectives of existentially-oriented education should be considered to be helping a person choose his own unique and at the same time positive path personal development; in the search and implementation of essential meanings; assistance in gaining freedom of life choices and responsibility for these choices; assistance in solving problems of relations with both the external world and the internal world. According to V. Frankl: “As soon as the list of categories of values ​​is replenished with attitude values, it becomes obvious that human existence in its essence can never be meaningless.”

The main groups of existential problems can be combined into five fundamental principles:

1. The existential approach is based on the postulate that states that behind any particular psychological difficulties in a person’s life lie deeper (and not always clearly recognized by the subject) existential problems. Accordingly, the task of teachers is to look behind the external personal, social and other complications of students to see the deep existential reasons that gave rise to them.

2. The existential approach is based on the recognition of the human in every person, on unconditional respect for his individuality and at the same time on the recognition of the unknowability of the deep essence of his personality. From the point of view of existentialism, no psychodiagnostic techniques can create a complete and reliable psychological portrait man, since he is never static and is always in the process of becoming. In addition, he “... himself can act as a source of changes in his own being, destroying “objective” predictions and expected results.”

3. The existential approach is based on the phenomenological principle, based on which the focus of the psychologist’s (teacher’s) attention should be, first of all, on what exists within the internal, subjective world of the individual. From the point of view phenomenological approach, human behavior cannot be understood without referring to his subjectivity; Thus, existentialism is opposed primarily to behaviorism, which asserts that behavior is easily explained by reactions to external “stimulus” situations.

4. The existential approach, without denying the significance of the past and future for the individual, gives priority to the present. Real changes are being made personal growth are possible only in the present. According to the American psychologist E. Shostrom: “The only time where we have the opportunity to live is the present. We can and should remember the past; we can and should anticipate the future. But we live only in the present." These provisions distinguish existentialism from deep concepts, where priority is given to past experience, which strictly determines both the present and the future of a person.

5. The existential approach is focused on to a greater extent to specific life situations and phenomenological interpersonal interaction rather than on standardized psychological and pedagogical technologies. “Existentialism sets a certain direction, a locus of understanding what is happening... rather than a certain set of techniques and prescriptions.”

In general, the existential approach, based on the recognition of the uniqueness of being individual person, proclaims man to be the main creator of his personality and the subject of his education. As Sartre said: “Man is nothing other than what he makes himself.”

A person, therefore, bears responsibility not only for the freedom of external choices, but also for internal choices relating to both the implementation of one’s capabilities and the purposeful refusal to realize them, if they contradict the chosen life path.

Personal growth, self-actualization, freedom of choice - all this is extremely serious work, a difficult search that requires maximum concentration of human resources, will, creativity, abilities, and spiritual strength. Avoiding these problems is the easiest way to exist, but a person ultimately pays for it with depersonalization - the loss of his own “I”. In any case, giving up freedom means giving up the opportunity to live a happy, fulfilling, meaningful life.

In general, existentialism brings psychological and pedagogical science to new level ideas about man and his development. His influence extended to a variety of sciences, the subject of which is the human personality; including the existential approach can become a strategy for the development of modern education.

Literature:

1. Bakhtin M. M. Problems of Dostoevsky’s poetics. - M., 1979. -S. 65 - 70.

2. Berdyaev N.A. The Kingdom of the Spirit and the Kingdom of Caesar / Comp. and after. P. V. Alekseeva; Prepare text and notes R.K. Medvedeva. - M.: Respublika, 1995. - 383 p.

3. Bratchenko S. L. Existential-humanistic approach to psychology and psychotherapy // Psychologist. newspaper “Imaton”. - 1997. - No. 1. - P. 7.

4. Bulgakov S. N. Non-evening light: Contemplations and speculations. - M.: Republic, 1994. - 415 p.

5. Maslow A. Psychology of Being: Trans. from English - M.: “Refl-book”, 1997. - 304 p.

6. Sartre J.-P. Existentialism is humanism // Twilight of the Gods: Collection // F. Nietzsche, Z. Freud, E. Fromm and others. Comp., total. ed. and preface A. A. Yakovleva. - M.: Politizdat, 1989. - P. 319 - 344.

7. Tillich P. Favorites: theology of culture / Transl. from English - M.: Lawyer, 1995. - 479 p.

8. Frankl V. Man in Search of Meaning: Collection: Trans. from English and German / General ed. L. Ya. Gozman and D. A. Leontyev; up Art. D. A. Leontieva. - M.: Progress, 1990. - 368 p.

9. Shostrom E. Anti-Carnegie, or Manipulator: Trans. from English A. Malysheva. - Mn.: TPC “Polifact”, 1992. - 128 s.

10. Kierkegaard S. The Sickness unto Death. Princeton University Press, 1941. - P. 25 - 29.

Existentialism(fr. existentialism; from lat. existence– existence) is a philosophical and psychological movement that formed the basis of the pedagogical concept of the same name.

Existentialism believes that in the modern world, full of dangers and anxieties, human existence (“existence”) and the experience of one’s being are under constant threat (Heidegger, Buber, Camus, etc.). Under the influence social conditions a person “breaks” or “loses” his Self and, as a result, cannot create the world the way he wants to see it. This vision of the world, characteristic of the philosophy of existentialism, is reflected in the provisions of the pedagogical concept.

Existentialism is distinguished by a general distrust of pedagogical theory, since upbringing and teaching claim to know the objective laws of the child, but such do not exist (K. Gould, Z. Breisach (USA), W. Barrett (Great Britain), A. Fallico (Italy), M. Marcel (France), T. Morita (Japan), etc.). They believe that programs, methods and techniques of education and training are unnecessary, as they destroy the child’s personality. The only alternative is the so-called situational approach. The upbringing of children should be facilitated by real life situations - spontaneous or created by the teacher himself. Planning of educational work becomes “open”, i.e. The teacher is given the opportunity to deviate from the lesson plan, taking into account the mood and interests of the children. At the same time, the pupils’ own creativity is encouraged in the same way as ours, but adults should help the kids as little as possible, because they cannot understand their plans and will interfere with their implementation. In addition, our usual structured lessons with the whole group in separate sections - speech development, manual labor etc. - not typical for kindergarten. Preference is given to individual work and work in small groups.

Let's note a nuance. One of the serious provisions that distinguishes existentialism as a pedagogical concept from others is the idea that the identity of the individual is especially harmful to the collective, since in it children learn to “liken themselves” to each other. Meanwhile, the situational approach, more than other approaches, is characterized by educators working in different age groups– from 4-6 months to 10-12 years. This is another reason to oppose the use collective methods and teaching methods.

In existential pedagogy, more than anywhere else, flexibility is required educational influences.

The teacher is given peculiar role V pedagogical process. He is obliged, first of all, to take care of creating a unique atmosphere that does not limit the process of self-expression of the child’s personality. An adult simply does not have the right to yell at a child. Never and under no circumstances. They talk to them like adults, without changing their vocabulary. They call children by their full names (children also call the teacher by name). Respect for a child’s name is recognition of his right to individuality.

According to existential pedagogy, personality is the highest value of the world. Meanwhile, it is almost impossible to preserve one’s originality, to gain the opportunity to express one’s self in a situation of communication with other people, existence in society: all social institutions aimed at unifying individual behavior. Therefore, the educator is required to help the child acquire stable “inner morality” by teaching art, in the language existential pedagogy, "look into yourself."

The rules of pedagogical activity are simple.

1. Less guidance, more friendly participation. This principle involves the withdrawal of funds from the arsenal pedagogical communication phrases that sabotage communication with a child: threats, orders, negative criticism, "debtor" words, praise with a catch, diagnoses of the motives of children's behavior, untimely advice, persuasion by logic, reassurance by denial, etc. (Table 12).

Table 12

Examples of statements that sabotage communication between children and adults

In this regard, in some countries, for example in France, the teacher’s ability to empathize is considered one of the most important professional qualities. Therefore, such qualities of a teacher as the ability to feel in the place of another, to empathize and the ability to enter into conflict and resolve it positively are especially valued.

2. "Lend a helping hand to those, who is looking for spiritual support in life." This principle requires avoiding situations involving refusal to discuss an issue, changing the topic of conversation that interests or worries the child, using competitive situations, which are often used in situations of pedagogical communication with a child. On the contrary, an existential teacher must create a communication situation in which the child’s problem will be recognized “here and now.” In this, the teacher is helped by concentrating on the child’s ways of expressing feelings, on the consistency of his verbal and nonverbal behavior, on your intuition. Often in existential pedagogy, techniques and exercises from Gestalt therapy are used: when the child’s attention is drawn to the awareness of what he senses (body level), feels and thinks. For example, the child is asked to complete the phrase: “I must...” and replace its first part with the phrase “I prefer.” Then new phrase is spoken out completely, and the child, expressing his attitude to the new meaning of the phrase, begins to perceive himself, his feelings and thoughts in a given problem situation differently. Work is carried out similarly with phrases that begin with the words “I can’t...”, “I’m afraid that...”, and are replaced with “I don’t want” and “I would like.”

Thus, in existential pedagogy great value is given inner world child, creating conditions for him to realize the unity of experiences, interests and actions in each specific situation of your life - the perception of this life as a unique, inimitable being-in-the-world. Of particular importance in this case is the “immersion” of the child in this being-in-the-world and giving him freedom - as the famous psychologist and teacher F. Dolto wrote - the freedom to “be and become”, the right to be understood and accepted by others, to build relationships with adults without as with masters and mentors, but as with equal, although not identical, partners in life.

What is required of an adult here is not just skill, but the art of education. J. Allan, for example, recommends commenting only on the child’s visual actions: “You draw a wavy line. Now it goes up.” When the child begins to depict people and animals, the adult can take on the function of anticipation - anticipating the result of the child’s action: “I wonder what the little bear will do now? Let’s see what he wants to do now (the child draws). What is he thinking about? (the child explains). What does he feel? (the child explains)..." Special attention At the same time, commentary is given to the actions of the characters in the drawing, their thoughts and feelings (“And he thought... And he said... And he did... And what came of it”). It is important that commented drawing is combined with other forms of expressing the child’s emotions and thoughts about creating a picture of the world: it is necessary that in the process of commented drawing dramatization, role-playing game, game-based learning situations and storytelling on the same topic.

3. “Do not miss the opportunity to cause a cleansing rebellion against yourself.”

This difficult moment in working with preschoolers, however, methods of communicating with them have still been developed. For example, the game “Working with Feelings”, which is based on the idea of ​​“inventory of feelings” by L. Sibley:

Form a line. If you agree with my characterization of the river (after reading the story), then go to the other side of the group.

“If the river has become evil, then cross to the other side”

If she...

Alarmed

Happy

Lively - explain why you stayed where you were or moved?

Excited. Which word better characterizes the image of the river at the moment - excited or lively?

Full of energy

Scared

Optimistic

Dissatisfied

Enthusiastic

Alarmed.

This ranking of the feelings and states of another causes the child to take an “inventory” own feelings and often - a change in attitude towards a problematic situation, because in existential pedagogy it is believed that if we cannot change the situation, then we must change our attitude towards it - and it will change itself. Adults, with their example and metaphors, should show this to their pupils - techniques of gestalt therapy and psychodrama can be used.

In Gestalt therapy, to understand the struggle of conflicting thoughts and feelings within oneself, the “two chairs” technique is used, when the same person, a child, imagines himself either as an attacker or as a defender, moving from one chair to another and telling the problem situation which worries him. In this case, imaginary dialogue allows you not only to take someone else’s point of view and understand it, but also to gradually integrate the contrasting parts of your Self.

The method of dramatic psychoelevation by I. Ya. Medvedeva and T. L. Shishova was built on a similar principle (developed on the basis of the psychodrama of Jacob Moreno). Its main meaning is that when working with children and helping them cope with difficulties, an adult does not try to eradicate their shortcomings or break the child. In the process of individual and subgroup classes the pathological dominant characteristic of the child is identified and sketches associated with it are played out. At the same time, both positive and negative role the child takes over. The main goal of this work, in accordance with the second principle of existential pedagogy, is to increase the child’s self-esteem, create the most favorable psychological climate around him, so that the child wants to change, to become the way the adult saw him.

What do you think caused the emergence of this desire in existential pedagogy? Indeed, according to existential pedagogy, the goal of educational influences can only be the subconscious (moods, feelings, impulses, intuition) - consciousness, intellect and logic are of secondary importance. The pedagogical concept is based on the principle: “Shame logic with ethics.” It is assumed that in this case the goals of ethical education, or the education of “simple virtues” - “faith, hope, gratitude” (O. Bolnow, Germany), with individual forms teaching and raising children.

personal subspaces - cultural, natural, informational, etc.

The teacher has a priority role in creating educational space. At the same time, the implementation of this role is impossible without interaction with other participants (not teachers) in this process. Their interaction should depend on the actual current situation and therefore be flexible.

Complex character and scale educational activities cannot be kept only within the functional role of the teacher as class teacher, organizer educational work, social educator. It is necessary to form and develop the professional position of each teacher as an educator.

The humanistic personal and professional position of the teacher is formed gradually and originates in the unconditional and non-judgmental acceptance of the child, respect for him, the source of which is deep-seated value attitudes. The active position of the teacher as an educator in the conditions educational system school can be characterized as polysubjective.

Training and retraining of teachers as educators requires restructuring and should be built on the following principles:

The focus is not so much on equipping teachers with new knowledge and technologies, but on “cultivating” their personal and professional position as educators, on developing an attitude towards themselves as a participant in dialogue with colleagues, as a bearer of knowledge and ignorance in professional field;

Interaction with various professional communities;

Inclusion of the teacher in various types social practice;

Inclusion of teachers in real life innovative practice educational institutions;

Variability determined by differences in features professional activities teachers;

The need to form an individual trajectory of professional improvement;

Implementation within a self-defined professional community.

M. I. ROZHKOV (Yaroslavl)

EXISTENTIAL APPROACH TO ORGANIZING THE EDUCATIONAL PROCESS

A person's life largely depends on who he becomes in this life. His development as a person is influenced by many factors. One of them is education.

Does a person want to be raised? And how should a teacher take into account the desires of the student? After all, education involves not only the emergence of joy, but also other emotions, not always pleasant. In the implementation of educational tasks, as always, there are two components - the interests of society and the interests of each individual person. Society is interested in purposefully influencing the younger generation in order to transfer wealth to them social experience, stability of its existence. The functions of education are carried out by family, school, public organizations. From the individual's perspective, education always encounters resistance. Implementation of educational tasks as social function differs in the process of universalization, which is reflected in the content, tasks and goals. All this leads to the fact that society, reproducing an analogue of the average person, suppresses individuality, and often harms the revelation of the inherent traits in a person.

And yet, in the development of a person as an individual, education plays an irreplaceable role. Without knowing or understanding many laws human relations, a person will not be able to become a full-fledged member of society, make his existential and professional choice. Who to be and what to be is a problem that is eternal at all times for every person. Let us remember how the problem of choice torments each of us from childhood to old age. It is education that helps a person make this choice. In the process of the educator’s influence on the pupil, the organization of his life, the object of education himself becomes a subject who forms certain beliefs, moral positions, which are the basis for making a decision about a certain choice.

Education is a pedagogical phenomenon, the consideration of which significantly depends on the philosophical ideas on which its researchers rely. For a number of years, the Yaroslavl scientific school has been attempting to consider education from the perspective of an existential approach.

According to J.-P. Sartre, a person is not only the way he imagines himself, but the way he wants to become. “And since he represents himself after he begins to exist, and manifests his will after he begins to exist, and after this impulse to existence, then he is only what he has made of himself.”1 Man, according to the philosopher, is a creature that strives for the future; it is first and foremost a project that is experienced subjectively. This is, according to J.-P. Sartre, the first principle of existentialism.

Despite the differences philosophical views existentialists, they are united by an emphasis on a person’s understanding of himself and the dominant influence of this understanding on the formation of personal qualities and the development of his individuality. To understand the existential approach to pedagogy, it is necessary to turn to the works of the famous psychologist V. Frankl, who tried to consider the most important category existential psychology- the meaning of human existence.

Freedom, in the understanding of V. Frankl, is, first of all, the freedom to become differently. Speaking about the meaning of human existence, he points to the presence of a super meaning that surpasses cognitive abilities human, but still accessible and represents ideal meanings and values. That is why meaning cannot be invented, but can only be found.

Meaning also cannot be given, because “in the perception of meaning we are talking about discovering possibility against the background of reality. And this opportunity is always transitory. Meaning must be found, but cannot be created." 2.

1 Sartre J.-P. Existentialism is humanism: Twilight of the Gods. M., 1989. P.323

2 Frankl V. Man in Search of Meaning. M., 1990. P.36.

A person has to independently carry out the search for meaning and on the basis that meaning is every time and specific meaning specific situation. It is always a “demand of the moment” addressed to a specific person. Every situation involves new meaning, and each person has his own meaning. The meaning must change both from situation to situation and from person to person.

V.N. Druzhinin in his book “Life Options, or Essays on Existential Psychology” expressed important for understanding pedagogical aspect existentialism conceptual ideas. Considering various options for human life, he emphasizes that “pure” options for life are ideal types and are rarely implemented in reality. The life of every average person is a mosaic: it includes rituals and “preparation for life, drinking and love in the lap of nature, work responsibilities and hobbies. Our one and only life is assembled from multi-colored pieces of time, like from the details of a construction set.”3 V.N. Druzhinin rightly believes that we should thank “fate and chance, which threw us into this tiny area of ​​\u200b\u200b“space-time,” in an era when you can - I hope - think, speak and act in accordance with your desires and abilities, without taking risks many, when you can create your own unique life”4.

The main idea of ​​the existential approach to education is to highlight as the ideal goal the formation of a person who knows how to live his life on the basis of the existential choice he has made, who is aware of its meaning and realizes himself in accordance with this choice. It is important to note that education should be aimed at developing not only a person’s personal qualities, but also his individuality. The realization of this goal is possible only through pedagogical influence on the child’s life, which consists of certain events that are significant for him.

3 Druzhinin V.N. Life options: Essays on existential psychology. M., 2000. P. 133.

4 Ibid. P.134.

human nature, then the question arises: how are the events listed above pedagogically accompanied? And we can state a clear lack of appropriate means for such support. What is the object of existential pedagogy? Based on the above, we believe that the child’s subjective attitude to an event in his life should be defined as such. It is logical to put forward pedagogical accompaniment of this event as the subject of existential pedagogy, which involves helping the child in the development of his personality and individuality. In order for an event to contribute to a positive change in a person and create new formations in his personality, pedagogical accompaniment of the event is necessary.

What do we mean by this? Pedagogical support of an event is a process containing a set of purposeful, sequential pedagogical actions that ensure the child’s involvement in the event and stimulate his self-development based on reflection on what is happening.

The first function pedagogical support is to ensure inclusion in the event. Involvement is a personal state in relation to an event, which contains objective and subjective components. The objective component is the child’s participation in the event, the subjective component is his attitude towards the event. The more involved a child is in an event, the greater his educational potential.

The second function is to stimulate self-development based on reflection. In this regard, the teacher’s activity should be aimed both at developing motives for understanding what is happening, reflecting it, and at finding ways of self-improvement. What events do high school students consider the most significant in their lives? According to the results of a survey of 318 schoolchildren, the most significant for them were (in descending order) admission to school, death loved one, first love, moving to another city, purchasing animals, etc. What shocked the children most was the death of a loved one, the birth of a relative, first love, and the divorce of their parents.

If we consider an event to be the main factor contributing to changes in a person’s personality, then the question arises: how are the events listed above pedagogically accompanied? And we can state a clear lack of appropriate means for such support. Thus, education, considered within the framework of the paradigm of existential pedagogy, must be personalized. At the same time, the search for pedagogical means should move more and more away from unification to variability, providing each person with the opportunity to make his own choice of ways to receive education and self-education. In this regard, assistance in this choice should be provided by experienced psychologists, social educators and subject methodologists.

What is the difference between pedagogical influence, determined by the requirements of the existential approach? Firstly, any pedagogical impact must take into account the series of events that occurred with the child before the fact of this impact. Secondly, it is necessary to understand that the very interaction between teacher and student is certain event and causes positive or negative emotions. Thirdly, any action of the teacher, if it is not an event for the student, will not give any results within the framework of the decision pedagogical task.

What should a child be taught? First of all, understand yourself and others, look for the meaning of your existence, plan your life and understand two most important events- birth and death of a person.

Based on research data conducted as part of our scientific school, we can formulate the basic principles of existential pedagogy, which determine the set of requirements for the content and organization of the educational process.

The principle of stimulating human self-development as a basic requirement involves the formation of motives for self-education and self-education. Important features this process are the awareness and purposefulness of the process of human self-improvement, his self-knowledge and determination of his potentials and directions of work on himself.

Important conditions implementation this principle- teaching students ways of self-knowledge, reflection, planning life events.

The principle of moral self-regulation involves pedagogical assistance to children in carrying out a moral examination of current events on the basis of established norms of relationships and behavior. Such assistance can be provided by teachers, psychologists, clergy, and social workers. It involves introducing children to the norms of universal morality and teaching them moral behavior. It is important to stimulate moral self-esteem and moral correction of one’s actions.

The principle of overcoming psychological barriers that R.H. Shakurov defines it as “external and internal obstacles that resist the manifestation of the subject’s life activity, his activity” 1, requires ensuring pedagogical assistance in mobilizing the student’s resources to be active in achieving their goals. At the same time, a person’s goals significantly depend on his understanding of the meaning of his life. Teachers, implementing this principle, must create conditions for students to demonstrate volitional efforts in achieving the goals of their activities and stimulate positive emotional state when these goals are achieved.

The principle of situation actualization assumes that each event must contain a situational dominant (term by T.V. Masharova), representing the actualized internal state person, determining the content of this event what is significant for him and is expressed in his emotional assessment. This principle requires assistance to the student in analyzing the event, determining the main and secondary things in it. At the same time, it is very important in activity and communication to highlight that part of the event that has great potential to solve a pedagogical problem. Situational dominance is closely related to emotional assessment happened

1 Shakurov, R.Kh. Emotion. Personality. Activity (Mechanisms of psychodynamics) / R.Kh. Shakurov. Kazan, 2001.

walking and therefore presupposes the development emotional sphere pupils.

The principle of social hardening was defined by us as a pedagogical principle in previous works. It involves the inclusion of pupils in situations that require willpower to overcome negative impact society, mastering certain methods of overcoming this, adequate individual characteristics human, formation of social immunity, stress resistance, reflexive position. The conditions for implementing the principle of social hardening are as follows: inclusion of children in solving various problems social relations in real and simulated situations (social tests); diagnosing strong-willed readiness to the system of social relations; stimulating children's self-knowledge in various social situations, determining your position and method adequate behavior V different situations; assisting children in analyzing problems of social relationships and variably designing their behavior in difficult life situations.

The listed principles only indicate general scheme approaches to pedagogical activity carried out within the framework of the existential approach, and for now they can be considered as a set of necessary, but far from sufficient requirements for the implementation of the above-mentioned goals of training and education.

S.B. DUMOV (Volgograd)

PROBLEMS OF ORGANIZING PREVENTIVE WORK WITH MINORS WITH DEVIANT BEHAVIOR

Today, in the face of a collision of different value orientations, it is especially difficult for children and adolescents with their not yet established moral experience, worldview, and flexible system of values. Specifics adolescence makes its representatives especially sensitive to various