Ministry of Education and Science Russian Federation
Federal State Budgetary Educational Institution of Higher Professional Education "Kursk State University"
Department of Higher Education Pedagogy

Essay
on the topic: “Pedagogical ideas of Sh. A. Amonashvili”

Performed:

Checked:

Kursk
2014

Introduction
1. Biography of Sh.A. Amonashvili
2. “What is humane pedagogy?”
3. Basic ideas of humane-personal pedagogy
4. Sh.A. Amonashvili - a successor of the ideas of humane pedagogy
5. Principles pedagogical activity Sh.A. Amonashvili
6. Set of rules for teachers
Conclusion
Bibliography

Introduction

In the modern situation, a creative search for new approaches, conceptual ways and meaningful forms in working with children is necessary.
Modern educational concepts are distinguished by their desire to rely on universal human values and civilized forms of life in all spheres. All concepts contain to one degree or another:
Ideas of humanization;
Implementation of education in the context of culture;
Creation of open educational systems;
Returning education to the family;
Support and development of individuality;
Alternatives and flexibility of methods and organizational forms of education.
In psychological and pedagogical science, problems of development of personality culture are being developed, which emphasizes its theoretical and practical necessity for the real educational process.
At the same time, it is necessary to recognize that at the present stage, paradoxically, there is some “tiredness” with the humanistic approach. So much has already been said about him, so many people in general and teachers in particular have declared themselves to be his ardent supporters, despite the fact that real progress in the education system is much slower. As a result, an involuntary question arises: is this the most humanistic approach to education? What is it? Or is this just a beautiful, but unfortunately hackneyed phrase?

1. Biography of Sh.A. Amonashvili

Amonashvili Shalva Aleksandrovich (born March 8, 1931, in Tbilisi (Georgia)). Georgian teacher and psychologist, doctor psychological sciences(1973), professor. (1980) head of the Center for Humane Pedagogy and the Laboratory of Humane Pedagogy at Moscow State Pedagogical University, scientific director of experimental schools in Moscow, St. Petersburg, Tyumen, Nizhnevartovsk, Surgut and other cities. Corresponding member of the Academy of Pedagogical Sciences of the USSR from May 23, 1985, full member of the Academy of Pedagogical Sciences of the USSR from January 27, 1989, honorary member RAO since March 21, 1993, full member of RAO since May 30, 2001. Member of the Department of Psychology and Developmental Physiology.
After graduating from Tbilisi University (1955), he worked at the Research Institute of Pedagogy of MP Gruz. SSR (in 1983-91 - director), from 1987 - CEO experimental scientific and pedagogical production association MHO of Georgia. Since 1964, he has been leading an experiment to determine new content, forms and methods of primary education, including teaching children from 6 years of age in a school setting. Amonashvili’s system of education and training - “pedagogy for the holistic life of children and adults” - is built on the principles of humanity and faith in the child, based on creative education and cooperation between teachers and children. The task of the school is, based on the fullness of children's life, to give it cultural forms self-development, turn school classes into “lessons of happiness in life”, knowledge, communication, growing up.
Sh.A. Amonashvili graduated from the Faculty of Oriental Studies at Tbilisi University. In the 60s and 70s he led a mass experiment in Georgian schools, which had a wide response throughout the world due to the justification of the new scientific direction, which became famous under the name “Humane-personal approach to children in educational process" His “School of Life” system is recommended by the Ministry of Education of the Russian Federation for practical application. The principles of humane pedagogy, developed by Shalva Aleksandrovich Amonashvili, are clear and close to all creative teachers who want to get rid of the routine and patterns of authoritarian pedagogy in their work.
Publications:
Basics of writing and development skills writing V primary school, Tb., 1970;
Education. Grade. Mark, M., 1980;
Creating a Man, M., 1982;
Hello children! M., 1983;
Educational and educational function assessments of schoolchildren's learning, M., 1984;
To school - from the age of six, M., 1986;
How are you, children?, M., 1986;
Unity of Purpose, M., 1987;
Personal-humane basis pedagogical process, Minsk, 1990.
The founder and director of the Shalva Amonashvili Publishing House together with academician, corresponding member of the Russian Academy of Education D.D. Zuev publishes the 100-volume “Anthology of Humane Pedagogy”.

2. “What is humane pedagogy?”

The educational and cognitive activity of a schoolchild is stimulated not only through interesting educational material and various methods its presentation, but also by the nature of the relationships that the teacher affirms in the learning process. In an atmosphere of love, goodwill, trust, empathy, and respect, the student willingly and easily accepts the educational and cognitive task. The student, seeing how his dignity, independent thought, and creative search are valued, begins to strive to solve more complex educational and cognitive problems.
The most complete answer to the question “What is humane pedagogy?” we find in Shalva Aleksandrovich: “This pedagogy accepts the child as he is, agrees with his nature. She sees in the child his boundlessness, realizes his cosmic nature and leads, prepares him to serve humanity throughout his life. It affirms the personality in the child by identifying his free will and builds pedagogical systems, the processuality of which is predetermined by the teacher’s love, optimism, and high spiritual morality. It encourages pedagogical creativity and calls for pedagogical art. Humane pedagogical thinking strives to embrace the immensity, and this is the strength of educational systems and processes born in its depths.” IN traditional pedagogy pedagogical thinking is two-dimensional, everything is based on encouragement and punishment: the child behaves well - we encourage him, if he behaves poorly - we punish him; studies - excellent, does not study - poorly, etc. And the pedagogical process, according to Amonashvili, is characterized by the “fourth dimension in pedagogical thinking” - spiritual aspiration upward, acceptance of the child as he is.
Amonashvili proposes organizing a child’s life that helps an adult direct the child’s energy to productive activities. Moral. the basis of child-teacher cooperation in Amonashvili’s system is the ability to rejoice in the successes of others, the willingness to help. Relations between older and younger children are organized through patronage assistance to kindergartens, primary classes, etc. Point assessments have been abolished, and comparisons of children with each other are not allowed. Learning begins at several levels accessible to students, for example, learning to read - from reading fluently to becoming familiar with letters. Students participate in the construction of the lesson, in compiling assignments, their own textbook, in planning answers, etc.

3. Basic ideas of humane-personal pedagogy

Humane-personal pedagogy is based on the following postulates:
1. Humane pedagogical thinking is not a discovery of modern theory and practice. It is based on the classical heritage and finds its origins in leading religious, philosophical and pedagogical teachings.
2. Pedagogy is essentially a universal form and culture of thinking, the tendencies of which are embedded in the natural functions of man. It develops not so much through scientific achievements and patterns discovered by science, but rather through the level and quality of universal human culture, the origins of spirituality and the motivation of activity. This is the benefit of pedagogical thinking, as a constant source of creativity and creation. This is also what distinguishes it from science in the strict sense of the word.
3. Humane-personal pedagogy places the education of the individual at the forefront through the development of its spiritual and moral potential; contributing to the discovery and creation of noble traits and qualities in the child. Raising a noble person is the leading goal of the humane and personal educational process.
4. Humane-personal pedagogy accepts the ideas of classical philosophy and pedagogy that a child is a phenomenon in earthly life, he is the bearer of his life mission and is endowed with the highest energy of the spirit.
5. The humane-personal educational process is built on an understanding of the integrity of the child’s nature, its driving forces, revealed and scientifically substantiated by modern psychology and defined by us as spontaneous aspirations, passions of the child’s personality in his desire for development, maturation, and freedom.
6. The essence of the humane-personal educational (pedagogical) process, the humane-personal approach to the child is that the teacher, being the creator of this process, bases it on the movement of elemental passions in the child; directs him to the full development of strengths and abilities, manifested in the multifaceted activities of the child; aims it at identifying and affirming the child’s personality; saturates him with the highest images of beauty in human relationships, in scientific knowledge, in life (education).
Humane-personal pedagogy implemented in the “School of Life” by Sh.A. Amonashvili, based on the real conditions of Russian reality, does not deny subject teaching, the classroom-lesson system, but strives to enrich educational activities with the “Light of spirituality and knowledge”, to turn the lesson into “Children’s Life” itself. Hence the corresponding accents:
This is what the main cycle of educational courses looks like primary classes"Schools of Life":
1. Lessons on cognitive reading.
2. Lessons in written and speech activities.
3. Native language lessons.
4. Lessons on mathematical imagination.
5. Lessons in spiritual life.
6. Lessons in understanding beauty.
7. Lessons in planning and activities.
8. Lessons in courage and endurance.
9. Lessons about nature.
10. Lessons about the world of science.
11. Communication lessons.
12. Foreign speech lessons.
13. Chess lessons.
14. Computer literacy lessons. Amonashvili Sh.A. School of Life. - M., 2000. - p. 46.
It is obvious that not only those who believe in the ideas of humane pedagogy, but also a purposefully trained teacher can work in the mode of such a curriculum.
7. Humane pedagogical thinking requires adequate concepts; it is directly related to the beliefs of the individual engaged in its theoretical enrichment or practical implementation. That is why the reorientation of teachers from traditional authoritarian approaches to humane pedagogical thinking is the most important problem in the development of education in modern conditions.
8. The humane-personal approach to education in modern Russian schools is based on the deep wisdom of the Russian mentality from Sergius of Radonezh to V.I. Vernadsky; it is nourished by the vital source of world pedagogical thought from Confucius and Socrates to J. Dewey and M. de Montaigne, it carries within itself the purity of the ideas of modern thinkers from L.S. Vygotsky and D.N. Uznadze to J. Korczak and V.A. Sukhomlinsky.
Mastering the basics of humane pedagogical thinking is an essential part of the formation of a teacher of the third millennium.

4. Sh.A. Amonashvili - a successor of the ideas of humane pedagogy

Soviet pedagogy determined the possibility and necessity of external influence in the formation of beliefs and value orientations.
At the beginning of the 20th century Russian pedagogy The ideal of a humane democratic school focused on the individual took shape. The image of such a school was drawn by I.I. Gorbunov-Posadov. “In our school,” he wrote, “there will be no place for any violence. No coercion over the child’s soul, no matter in the name of what they are carried out. There, the basis of everything will be love and such deep respect for the personality of the child, as well as for the personality of each There, teachers will not be rapists, but senior comrades of students, not pedagogical cooks stuffing student brains with stuffing textbooks, but collaborators in the search for truth and knowledge, lovingly helping them with their experience and knowledge. Such teachers will be seen in every child. individual, living human soul with all the endless spiritual world hidden in it, and not the Sidorov, Petrov, Ivanov class list, the impersonal part of the school herd. They will value above all else the manifestation of the child’s spirit, the independent work of his mind. Bogolyubov V.I. Pedagogical technology: evolution of the concept // Soviet pedagogy. - N9, 1991.
They will devote the most time and care to studying the needs, strengths, abilities of their students, so that they know what they, the teachers, should do and what not to do. But the main thing for them will be to establish spiritual unity, mutual trust, sincere equality between them and their student-comrades, without which there can be no true mutual assistance in the work of upbringing and education.”
Such centers of humanistic pedagogical culture in Russian education have always been, even during the period of its total ideologization and unification.
The image of the “ideal school” was drawn by K.N. Ventzel in the form of “Home of a Free Child”, V.A. Sukhomlinsky - in the form of “School of Joy”, Sh.A. Amonashvili - in the form of a “School of Life”.
In the development of children's individuality V.A. Sukhomlinsky attached great importance to knowledge and social experience. In this we find confirmation of the thesis that one should not underestimate knowledge as a system of social values, but it is necessary to fit it into the context of the real life of students, to ensure with its help the full individual development of each child.
How to solve this problem was shown in the 80s by experimental teachers Sh.A. Amonashvili, I.P. Volkov, V.A. Karakovsky, S.N. Lysenkova, M.P. Shchetinin, V.F. Shatalov. In a report on their creative meeting, they wrote: “What outstanding humanist teachers have been repeating for centuries, which was previously a dream, has become an everyday necessity for us: we must give our children new incentives that lie in the teaching itself. If external incentives to there is almost no teaching, if there are no methods of coercion at all, if we cannot count on general interest in the subject and if we are realists and do not want to hide from reality, then we have only one way before us: we must involve children in common labor teaching, to evoke in them a joyful feeling of success, movement forward, development." Shatalov V.F. Pedagogical prose. - M., Education 1980. - p. 61
Among the wider teaching and parent community, the means that these teachers used to encourage children to learn without coercion are well known: setting a difficult goal, cooperation between the teacher and children in achieving it, using reference signals, abandoning the practice of bad grades, qualitative assessment results of work, giving children the opportunity to make a free choice, advanced learning, large-block presentation of educational material, treating the lesson as a joint “work” of the teacher and children, collective creativity, developing students’ abilities for self-analysis and self-esteem, protecting each child as an individual... These the provisions became the starting point for justifying Sh.A. Amonashvili’s humane-personal approach to education and ways of its practical implementation in the “School of Life”.
"School of Life" Sh.A. Amonashvili is based on the principles of humane-personal pedagogy. The author identifies 6 features of the educational process.
The first consists in the internal continuity of the creative activity of Nature and the human educator. Nature, according to Sh.A. Amonashvili, lays in the child the possibilities of limitless development. The school takes upon itself the responsibility of continuing the work of nature and creating a noble man out of him.
The second feature of the educational process in a humane school is its integrity, understood as the integrity of the life of a child looking to the future.
The third feature concerns the lesson, which is considered as an accumulator, as a leading form of children’s lives, and not just their teaching.
The well-being of a child’s life in the classroom is ensured through cooperation with the teacher and other children. The fourth feature of the pedagogical process is that the collaborative relationship between the teacher and children becomes its natural quality.
The fifth feature of the humane pedagogical process is manifested in the development in children of the ability to evaluate activities while simultaneously eliminating school marks, which is the key to children’s success in learning.
The sixth feature of the “School of Life” is the special, humane mission of the teacher in it. “Humanizing the environment around each child, humanizing society and the pedagogical process itself is the highest concern of the teacher.”
The humane teacher is not abandoned by “love and devotion to each child, a sense of deep responsibility before the fate of each child; the desire to understand each child.” Amonashvili Sh.A. School of Life. - M.., 2000. - p. 37
A personal-humane approach to a child is a fundamental achievement of the theory and practice of humanistic pedagogy. Many years of experience in teaching brought Sh.A. Amonashvili is convinced that there are two approaches to solving educational problems - imperative and humane.
Education acquires an imperative character if it is built without taking into account the personal characteristics and needs of the child. The teacher who carries out such training is sure that the child will definitely resist him, and therefore he must be forced to learn with strict requirements and imperatives. The humane approach is that the teacher thinks optimistically about children, approaches them as independent subjects of learning, capable of learning not under coercion, but voluntarily, of their own free will and choice. In other words, the teacher proceeds from the fact that each child has his own personal meaning, there is a personal significance of learning, which must be based on in the pedagogical process. And if there is no such personal meaning, then we need to help the child find it.
“Instrumenting learning as an activity freely chosen by the student,” writes S.A. Amonashvili, “this means:

best conditions

internal forces

Turning to cultural patterns of teaching practice allows us to draw some conclusions about the most significant features of the humanistic paradigm of education. The first of them consists of a special value attitude towards the child and childhood as a unique period of human life. Then - recognition of the development of personality (mental, physical, moral, aesthetic) as the main task of the school, and the formation of the child’s unique individuality as its main result. The content of education includes cognitive, creative and ethical (moral) components in their unity and interaction.
As for pedagogical means, methods and forms of organizing the pedagogical process, each educational system conducts a creative search and finds its own content, methods, means of education and training. The humanistic direction presupposes freedom and creativity of both students and teachers.
The general requirements for all humanistic models are the creation of a cultural and educational environment in which the individual freely chooses ways of creative self-realization and his cultural self-development, and the implementation of socio-pedagogical protection, assistance and support for each child in his adaptation to society and self-determination in life.
It is obvious that humanistic pedagogy is aimed at the future of man, arguing that everything depends on his own efforts and activity, is based on the power of reason, and not on the sphere of the social, external to man. Thus, humanistic pedagogy asserts the priority of consciousness over being. In this regard, the humanization of education, as an alternative, excludes a static, impersonal approach to a person.
The humanistic direction is centered on man (the main value), culture and society as interconnected determinants of education aimed at supporting the processes of individual self-development and self-determination of the child. These features of the humanistic paradigm created the preconditions for the emergence of personality-oriented strategies and models of education in its context. Amonashvili Sh.A. Reflections on humane pedagogy. - M., 2001. - p. 42

5. Principles of pedagogical activity Sh.A. Amonashvili
humane pedagogy teaching
The first principle is to love the child. Love is the human sun. The sun emits heat and light, without which there would be no life on Earth. The teacher must radiate human kindness and love, without which it is impossible to educate a humane soul in a person. A child becomes happy as soon as he feels that the teacher loves him, loves him sincerely and selflessly. Love makes upbringing easier, since it is the only good force that brings (brings) to the child harmony of soul, stimulating his maturation, a kind attitude towards others. The pedagogy of love does not tolerate rudeness, pressure, infringement of dignity, or disregard for the life of a child. All this amounts to dark force pedagogy, pedagogical evil, which can sometimes destroy and poison a child’s life, illuminated and warmed by love and kindness, and bring confusion, disappointment, and anger into it.
The second principle (it follows from the first) is to humanize the environment in which the child lives. Humanizing the environment means paying attention to all areas of a child’s communication in order to provide him with mental comfort and balance. No area of communication should irritate a child or give rise to fear, uncertainty, despondency, or humiliation. The inconsistency of different spheres of communication in upbringing causes the child to hesitate, he gets lost, and can easily come to an embittered state of mind. Then he will begin to spite others, even to spite his father, mother, and teacher too, then he will easily find shelter in the “quiet pool.” Who should unite all areas of a child’s communication? The teacher, who else? He must bring clarity to all these areas and transform them in the interests of raising the child.
The third principle is to live your childhood in a child. This is a reliable way for the children to trust the teacher, appreciate the kindness of his soul, and accept his love. At the same time, this is a way of learning about the life of a child. A deep study of a child’s life, the movement of his soul is possible only when the teacher gets to know the child in himself. But in order to delve more deeply into the essence of this principle in the future, I will try to draw pedagogical conclusions for myself from the following thought of Marx: “A man cannot turn into a child again without falling into childishness. But isn’t he pleased with the child’s naivety, and shouldn’t he himself strive to reproduce his true essence at a higher level? Doesn’t a child’s nature in every era come to life with its own character in its unartificial truth?”
Students have many cognitive questions to which they often do not find an answer. The teacher encourages children to ask him similar questions. In some cases, he indicates to schoolchildren in which sources they can find answers to them, in others he writes down a question, promising to review the necessary literature, and in one of the lessons he announces that he is ready to give a comprehensive answer.
Students should feel the responsibility and seriousness with which the teacher treats their questions. The teacher's answers should contribute, firstly, further development interests of children, secondly, raising the authority and dignity of each of them.
Both the form of the answer, and its very content, and the tone of the teacher should deeply touch the feelings of the children. In experimental learning Sh.A. Amonoshvili clearly showed an increase in the cognitive interests of schoolchildren in the phenomena of reality, their questions became meaningful and multifaceted.

6. Set of rules for teachers

Show a keen interest in the child’s life, in his joys, sorrows, aspirations, successes, failures, in his personal experiences; if necessary, assist, help, express “compassion” and sympathy for him.
Treat your child like an adult who is expected to mutual trust, respect, understanding.
Make each child's birthday a holiday in the class, express your wishes to him, give him lessons, drawings, essays about him as a gift, let him feel how much he is loved, respected by the teacher and his comrades, what success they expect from him. Establish a personal, trusting relationship with each child, inspire the child’s trust and sincerity in you with your trust and sincerity towards him.
Love to laugh with your children, have fun, play, be naughty with them.
Speak to children in a calm, inviting voice and expression.
Express your irritability with the child’s behavior with a hint of a hint that you did not expect this from him, that you have a higher idea of him.
Express a keen interest in the hobbies of individual children (collecting stamps, postcards, compiling albums, etc.), and participate in them.
Be surprised, admire, rejoice when this or that child completes a worthy deed, shows ingenuity and intelligence, and thinks with concentration.
Encourage the creative activity of children, help them write plays, stage performances, design them artistically and musically, prepare artistic performances, perform their amateur performances in front of parents, other students, and kindergarteners.
Teach children to publish books with their own stories, fairy tales, essays, poems, etc., take an interest in these books, read them, take them with the author’s permission to show them to your colleagues.
Invite children to become artists of books with stories, poems, fairy tales printed on sheets of paper that should be folded and sewn, designed covers, draw pictures in them based on the content of the work, and also explain the words and pose questions to the text.
Apologize to your child if for some reason you cannot immediately answer an educational question he asks you; explain the reason frankly, say that you will give an answer in a few days, and be sure to keep your promise.
Involve parents in school life your children, invite them to lead clubs, be on duty at school, arrange children’s meetings with them.
Write letters to parents with a positive assessment of the child’s actions, about achieving success in learning, about any significant reason worthy of approval.
Encourage parents to attend lessons.
Make the lesson the battery of children's lives, appreciate, love, accept and see off every lesson.
Introduce the children to the lesson plan, the content of the assignments, and take into account the children’s wishes regarding the content of the lesson.
Invite children to be accomplices in your pedagogical searches, to express their opinions about this or that method, task, etc., that you use for testing.
Encourage children to question, ask, argue, express own opinion, assert your position, relate to thoughts, statements, value judgments, relationships, etc. children seriously, with dignity.
Provoke discussions between children and you, give them the opportunity to prove to you, explain the mistake, refute your statement and then, recognizing that they are right, express gratitude to them for not allowing you to go deeper in your delusion.
Teach children to ethically express and prove their opinions and argue.
Encourage search and research activities of children, individual children, practice reading in lessons scientific reports, discussion of individual issues.
Teach children to think, show your encouraging attitude towards children who know how to think, reflect, ponder.
Think out loud yourself to give children examples of how to think, how to look for a solution to a problem, how to discuss, evaluate.
Offer to children often written assignments with reflections about himself, about his relationships with the people around him, about their attitude towards him.
Emphatically respect the child’s right to protect his peace of mind from noise and other types of irritation when thinking about a task or doing written work.
You can also write an essay together with your children, perform independent tasks, test work, and then introduce them to the results of your efforts, give them the opportunity to express their value judgments.
Encourage children to find and correct mistakes made in their own written works; Errors corrected by yourself should not be considered errors in the future.
Offer children alternative materials, tasks and assignments during lessons.
Use the method of “making” mistakes, give children the opportunity to detect them and correct them; thank the children for their assistance.
Do not set one child as an example to another, either in diligence or behavior.
Help your child surpass himself.
Notice and rejoice when your child achieves success.

Conclusion

The humanistic school makes a decisive turn to the student’s personality; he truly becomes the subject of his own development, and not a means through which teachers implement abstract plans and programs alienated from a given individual. Such a school respects the personal dignity of each student, his individual life goals, demands and interests, creates favorable conditions for his self-determination in development. Teachers in such a school focus not only on preparing the student for the future life, but on ensuring a full-fledged life at each age stage: childhood, adolescence and youth - in accordance with mental characteristics developing personality.
Of course, public pedagogical consciousness cannot radically change in such a short time. historical period, but it is certain that the coming decades will pass under the sign of the ideas of humane pedagogy, ideas of pedagogy of cooperation, ideas of pedagogy of non-violence.
Amonashvili proposes organizing a child’s life that helps an adult direct the child’s energy to productive activities. The moral basis of child-teacher cooperation in Amonashvili’s system is the ability to rejoice in the successes of others, the willingness to help.

Bibliography

pedagogical communication

educational systems

educational technologies

etc.................

Shalva Aleksandrovich Amonashvili – professor and doctor of psychology, author of his own pedagogical methodology. Shalva Amonashvili’s method of education is permeated with respect for the child, aimed at developing personality and building trust relationships between children, parents and teacher. It was called “A humane-personal approach to children in the educational process.” The teacher’s first project was simply called “School of Joy.” Today, the ideas of this approach are being implemented in kindergartens and schools around the world and, of course, in individual families.

Basics of education

According to Shalva Amonashvili, there are several: spontaneous - as it happens; traditional, which is determined by family traditions; ideological – subordinate to a certain idea; and systemic. It is the latter, according to the famous teacher, that is the basis for harmonious development.

Systemic education consists of five elements. They should not be considered a test with yes or no answers, but rather open questions to yourself. You can find many lecture videos on the Internet. famous teacher. In them, Amonashvili voices these questions and accompanies them with explanations:

A look at the child. Who is he? Why did you come to this family? What is it striving for? Based on these answers, there arise next questions: what is my responsibility; what can I put into it?

The purpose of education. "IN Soviet times They said that we need to educate loyal builders of communism, and now – loyal “Putinites”? You need to determine for yourself what kind of person you want to raise – kind, decent?” – the teacher emphasizes.

Approach to the child. It is necessary to establish rules that cannot be broken, even if you want to shout or be rude to the child.

Personality of the teacher. Am I worthy to raise my child? The child is our mirror. If a child does not obey, does not put away toys, you need to think about whether we ourselves always maintain order in the house, etc.

The image of our life. Is there kindness, respect, love in the family? Leo Tolstoy, who was a brilliant teacher, has this saying: “The true education of a child is the education of ourselves.”

Basics of the technique

The main recipients of Amonashvili’s educational methods are children of primary school age. It was with them that the Georgian teacher began his educational experiment many years ago.

Amonashvili insists that children must be loved and worked with, then wonderful flowers of talent will bloom in them. At school, everything depends not on reforms at all, but on specific teachers.

Shalva Aleksandrovich encourages teachers to constantly develop their pedagogical skill. His trilogy “Pedagogical Symphony” and the book “To School from the Age of Six” become an inspiring revelation even for experienced teachers.

These are the principles that underlie Amonashvili’s technique:

Children need to be loved as they are;

An adult must believe in the power of education. And regardless of the difficulties that arise, look for ways for the child to learn and develop;

A teacher or educator must combine such qualities as rigor, restraint, modesty, sensitivity, sincerity, and love of life.

How does the Amonashvili technique work?

One of the most important principles of the method is the rejection of practices that degrade the child’s dignity. Amonashvili also encourages teachers to ditch red ink and use green ink to celebrate students' achievements.

The child should compete only with his own achievements.

The teacher must teach the child to rejoice not only in his own successes, but also in others.

Children need to be involved as deeply as possible in the learning process - children can create assignments themselves, create lesson plans and even create textbooks.

Lessons in Amonashvili schools are held in the form of conversation and discussion. To the main loop school curriculum includes lessons in communication, beauty, and activity planning. There are lessons dedicated to nature, the world of science, foreign speech and computer literacy.

The Georgian teacher also introduces cognitive reading lessons. Shalva Aleksandrovich says that “a person needs reading not in order to quickly read aloud or silently, but in order to learn. This is a global skill that gives a person the opportunity to show selective interest in printed information and extract the necessary knowledge from it with less effort.”

During writing and speech lessons, schoolchildren write short stories about how they learn about this world. In mathematical imagination lessons, students comprehend such concepts as infinity and eternity, the universe, order, and space. The teacher must teach his students methods of comparison, analysis and generalization.

Amonashvili’s educational system is built on the basis of an understanding of childhood as the most important life stage, with their complex problems and experiences that must be understood and accepted by the teacher.

The technique will be useful to parents who value individual approach to the child and agree with the humanistic worldviews of the Georgian teacher and psychologist.

Amonashvili’s methodology is officially recognized as an educational system and recommended by the Ministry of Education of the Russian Federation for mass implementation in schools.

Amonashvili Shalva Alexandrovich(born 1931) - Georgian teacher. Graduated from the Faculty of Oriental Studies of Tbilisi University. In 1983-1991. headed the Research Institute of Pedagogy of the Ministry of Education of the Georgian SSR, since 1987 general director of the Experimental Scientific and Pedagogical Institute production association Ministries public education Georgia. The author of a scientific direction known in the world as “a humane-personal approach to children in the educational process.” He is the author of dozens of pedagogical, psychological and works of art. Laureate State Prize Russian Federation, foreign member Ukrainian Academy pedagogical sciences, honorary doctor of Sofia University named after St. Kliment Ohridski (Bulgaria). In 2008, as part of a group of authors - creators educational system"School 2100" was awarded the Prize Government of the Russian Federation in the field of education for the cycle of works “Educational system of a new generation ( theoretical foundations and experimental implementation)".
In the 60-70s. last century Amonashvili took part in pedagogical experiment on the study of developmental education in the laboratory of experimental didactics (Georgia, Tbilisi). Recalling this stage of his pedagogical activity, Amonashvili wrote: “The task was set - to get away from authoritarianism... I weaned myself from shouting, punishing, looking down on children, trying not to infringe on their feelings self-esteem... The children began to trust me more and more, they were in a hurry to talk and argue with me.” Since 1964, the teacher led an experiment to determine new content, forms and methods of primary education. He scientifically substantiated and tested in practice the conditions, content and principles of working with six-year-old children that contribute to the formation of socially significant motives for learning and comprehensive development personalities of younger schoolchildren.

Amonashvili's pedagogical system

Amonashvili’s pedagogical system was built on humanity and faith in the child, creative education and close cooperation between the teacher and children. School lessons were lessons of knowledge, communication, mutual assistance. Points and comparing children to each other were abolished. In the books “Training. Grade. Mark" (1980), "Hello, children" (1983), "To school from six
years" (1986), the teacher revealed the basics of the system of training and education of younger schoolchildren.
At the beginning of his teaching career, Amonashvili received a school where all lagging children were “exiled.” In two years he turned it into an exemplary educational institution. The ministerial commission, which came to the school with an inspection, was amazed at the change that had taken place. Everyone asked: where are the underdeveloped children? To which the teacher replied that if you love children and work with them, wonderful flowers of talent bloom in them.
In 1988-1989 Amonashvili worked together with A. A. Leontyev in a unique team - VNIK “School”. The community of scientists was given a historical task: to create the scientific and methodological foundations of a new generation educational system, a system that would provide the country with the education of the future. Unfortunately, due to a change in leadership in the field of education, VNIK was closed, and the materials it prepared were not in demand. But the foundations of the methodological platform of the educational system of the future have been determined.
Since 1993, Amonashvili has been actively involved in the work of the School 2100 association, headed by A. A. Leontyev, which continued the ideas of the All-Russian Scientific Research Institute “School”. The teacher is preparing basic documents and has included his concept of humane, student-oriented pedagogy in general scheme educational system "Schools 2100". After the death of A.A. Leontiev Amonashvili became one of the scientific leaders of this educational system and at the same time headed the Laboratory of Humane Pedagogy at the Moscow City pedagogical university And Publishing House Shalva Amonashvili.
Basic postulate pedagogical philosophy Amonashvili is as follows: “Every child came into this world not by chance,” he is born because he had to be born, he came, as it were, to the call of people. He has his own life mission, which we do not know, may be great, and for this he is endowed with the greatest energy of the spirit. And our duty is to help him fulfill it.” The “teacher-student” relationship, according to Amonashvili, is that “the child can do anything, and the teacher himself must believe in this formula and instill it in the child.”
The basis of the Amonashvili school is “lessons of spiritual life.” What do we live for? What is life and how could it arise? What is love? What is immortality? The teacher seeks answers to all these questions together with his students.
The most complete answer to the question “What is humane pedagogy?” we find in Amonashvili: “This pedagogy accepts the child as he is, agrees with his nature. She sees in the child his boundlessness, realizes his cosmic nature and leads, prepares him to serve humanity throughout his life.” Her main principle- - this is love for a child. A teacher must radiate kindness, without which it is impossible to cultivate a humane soul in a person. A child becomes happy as soon as he feels that the teacher loves him, loves him sincerely and selflessly. In the teacher's manual "Hello, children!" Amonashvili summarized the results of his teaching activities and many years of observations of the formation of the personality of primary schoolchildren. The book is written in the form of a story-reflection of a teacher who became the organizer of an exciting school life for children. It reveals psychological characteristics this age group, specificity of the content, forms and methods of training and education of six-year-olds. “My practice of working with children and scientific search organizing a joyful and exciting life at school, creative and scientific collaboration for a long time with many teachers of experimental classes contributed to the fact that I developed some pedagogical beliefs based on optimistic, humanistic principles training and education,” writes Amonashvili in the preface. Academician of the Academy of Pedagogical Sciences of the USSR A.V. Petrovsky called the book “Hello, children!” “a pedagogical symphony”, the leitmotif of which invariably remains love for children, sensitivity to the child’s soul. This characteristic can also be attributed to the book by Sh. Amonashvili “To school - from the age of six.” The teacher is convinced that effective parenting and the education of children of primary school age depends entirely on personal qualities teachers.
First, the teacher must love children for who they are. One must equally love the naughty one, the obedient one, the smart one, the slow-witted one, the lazy one, and the diligent one. Kindness and love for children will not allow you to treat them roughly or infringe on their self-esteem and dignity.
Secondly, the teacher needs the ability to understand children, i.e. take their position, perceive their concerns and affairs as serious, take them into account, show respect, not condescension, to them. A teacher who understands children does not seek to subordinate them to his power; he, relying on their today's life, cultivates the shoots of tomorrow. By understanding the movements of the child’s soul and experiences, his feelings and aspirations, the teacher can ensure that the child himself becomes his colleague in his own upbringing.
Thirdly, one should be an optimist and believe in the transformative power of education. It's about not about philanthropic optimism, which encourages the teacher to wait with hope for the child to become wiser and show abilities, so that he can then begin to educate him and begin to develop his consciousness. We are talking about active optimism, which helps to delve deeply into inner world child and depending on his personal characteristics look for ways to educate, train and develop.
Fourthly, a teacher should have everything that people like in a person: a smile, sternness, restraint, modesty, sensitivity, sincerity, intelligence, sociability, and love of life.
A teacher should strive to be like that. In junior school age The highest authority for children is the teacher. He is an intermediary between the child and the spiritual values of past and present generations. These values, knowledge, moral and ethical standards do not reach children in a sterilized form; they are perceived through personality traits teacher, his grades. A humane teacher, introducing children to knowledge, is at the same time an example for them, appears before them as a model of humanity. Only through love for him does a child enter the world of knowledge and master the moral values of society.

Georgian teacher and psychologist, Doctor of Psychology, professor, academician of the Russian Academy of Education, experimental researcher and practitioner.

What is Sh.A.’s contribution to the development of pedagogy? Amonashvili

The main focus of his research is on primary education(new content, forms and methods). Long (since 1965) before the introduction in our country compulsory education children from 6 years old (1984) Sh.A. Amonashvili investigated the problem early education. He argued that this is a sensitive age, i.e. the most sensitive, pliable, favorable, responsive for accelerated intellectual and moral development, for the formation of a culture of feelings. Sh.A. Amonashvili paid Special attention teacher's personality, his moral qualities and spiritual appearance.

Nuances of the technique

Teachers working with six-year-olds must have a number of special qualities and be human kind soul and love children for who they are. The teacher must understand the children. A teacher needs to be an optimist. Teachers “are obliged to personify the person of the future, a person of a new type.” Winning the love of children is a teacher’s most pressing task, the researcher believes, “for only through love for his teacher does a child enter the world of knowledge and master the moral values of society”2
All educational work with children, its methods, techniques, forms, “having passed through the soul of the teacher, warmed by love for children and filled with a sense of humanity, become refined, flexible, purposeful and therefore effective,” says Sh.A. Amonashvili^.
From these statements it is definitely clear that pedagogical and didactic system Sh.A. Amonashvili is imbued humane treatment towards children, is based on a feeling of respect for them, mutual love teachers and students.
From the same position he approaches the problem school assessment and marks. First of all, and certainly rightly, Sh.A. Amonashvili distinguishes and differentiates the concepts of “assessment” and “mark”. The grade is not yet a mark. An assessment is like a corresponding commentary on the student’s momentary behavior, his academic work V this moment. The score is expressed in verbal form, for example: “Well done”, “You did a good job”, “Yesterday you did better than today”, “Don’t rush, check the exercise again to see if you made any mistakes”, etc. Sometimes it can be a smile, a kind look from the teacher, an expression of surprise, etc. "grade". The mark is a generalized assessment. It is expressed in points and displayed in notebooks and diaries of schoolchildren, in the class magazine. Then the mark in the journal is, as it were, separated from its bearer (a specific student) and becomes the subject of accounting, statistics, determining the percentage of academic performance, etc. But main feature The mark is not even about this, but about the fact that it acquires a sign of a moral assessment of the bearer of the mark, i.e. the one who received this mark. Excellent student, that means good man, children think. And if someone is a bad student, he is a bad person and you shouldn’t be friends with him. This is a serious disadvantage in school grades, at least in the primary grades.
A humanistic attitude towards a child is expressed in any method and technique of educational work. Thus, one child should not be compared with another student based on his successes or failures in learning (or in another matter). Such a comparison is unethical and inhumane. You can compare the results of today's work of the same student with the results of what happened before.
Sh.A. Amonashvili is a supporter of developing kindness, a sense of camaraderie, friendship and mutual assistance in children, both in educational affairs, and in Everyday life.
Your views and ideas humanistic pedagogy He reflected his cooperation in monographs and numerous articles.

When did the word astronaut appear and why? The first Soviet cosmonauts