The educational process as a self-organizing system. Subjects of the educational process of higher education

A subject is a consciously acting person whose self-awareness is “awareness of oneself as a being aware of the world and changing it, as a subject, an actor in the process of its activity- practical and theoretical, including the subject of the activity of awareness.”

Subject educational process as the activity of an aggregate subject, i.e. what it is aimed at is a set of values ​​of social consciousness, a system of knowledge, methods of activity, the transfer of which on the part of the teacher meets with a certain way of mastering them by the student. If his method of mastering coincides with the method of action proposed by the teacher, then the combined activity brings satisfaction to both parties. If a divergence appears at this point, then the very commonality of the subject is violated.

A specific feature of the subjects of the educational process is also their motivational sphere, which consists of two sides. Subject pedagogical activity in an ideal scheme, he works to achieve a common goal - “for students and then for himself.” Subject educational activities acts as if in the opposite direction of this scheme: “for oneself for the sake of achieving a common goal” as a distant and not always explicit perspective.

The point common to the educational process “for the student” on the part of the teacher and “for oneself” on the part of the student defines pragmatic, “really acting”, in the terminology of A.N. Leontyev, motive. It is he who characterizes the actions of the total ideal subject represented by the teacher and the student. “Understood” motives lie, as it were, at the basis of the educational process, not always even fully realized not only by the student, but also by the teacher.

24. Students and teachers are subjects of the educational process. Personal qualities in the structure of the subject of pedagogical activity. Subjective properties of a teacher.

Pedagogical interaction is an intentional contact (long-term or temporary) between a teacher and students, the consequence of which is mutual changes in their behavior, activities and relationships. Pedagogical interaction is an essential characteristic pedagogical process , which is a specially organized interaction between teachers and students regarding the content of education using teaching and educational tools ( pedagogical means) in order to solve educational problems aimed at meeting both the needs of society and the individual himself in his development and self-development.

Pedagogical interaction always has two interdependent components - pedagogical impact And response pupil (pupil, student). Impacts can be direct and indirect, vary in direction, content and forms of presentation, the presence or absence of feedback, etc. The responses of students are also diverse: active perception, processing of information, ignoring or opposition, emotional experiences or indifference, actions and etc.

Requirements for a teacher:

1) creating conditions for the safe manifestation of the personality of each student in various educational situations, which requires the teacher, first of all, to be not in the traditional position of a teacher-informant, source of knowledge and controller, but in the position of a leading partner helping the self-development of the student’s personality;

2) development of the student’s internal motivational sphere, the formation of his own cognitive need not only for obtaining and assimilating new knowledge, but also for developing generalized methods of educational activity, the ability to derive pleasure and satisfaction from knowledge;

Aggregate subject educational activities

When characterizing the subjects of pedagogical and educational activities, it is necessary first of all to note that each teacher and student, representing public subject(teaching community or apprenticeship), together are the total subject of the entire educational process.

The aggregate subject, representing social values, is represented in each educational system, institution by the administration, teaching staff, student community (in an institute this is the rector’s office, department, dean’s office, study groups). The activities of these collective entities are directed and regulated by legal and program documents. Each of the specific subjects included in the aggregate subject has its own, but agreed upon, united goals. They are presented in the form of certain results, but with a distinction between functions and roles, due to which the educational process is a complex polymorphic activity. The general goal of the educational process as an activity is the preservation and further development of social experience accumulated by a civilization, a specific people, or a community. It is carried out by two counter-directed goals of transmission and reception, organizing the development of this experience and its assimilation. In this case, we are talking about the total ideal subject of the entire educational process, the effectiveness of which is determined by the awareness on both sides of a common civilizationally significant goal.

Motivational sphere of subjects of educational activities

A specific feature of the subjects of the educational process is also their motivational sphere, which consists of two sides. The subject of pedagogical activity in an ideal scheme works to achieve a common goal - “for students and then for themselves.” The subject of educational activity acts, as it were, in the opposite direction of this scheme: “for himself for the sake of achieving a common goal” as a distant and not always explicit perspective. The point common to the educational process “for the student” on the part of the teacher and “for oneself” on the part of the student defines pragmatic, “really acting”, in the terminology of A.N. Leontyev, motive. It is he who characterizes the actions of the total ideal subject represented by the teacher and the student. “Understood” motives lie, as it were, at the basis of the educational process, not always even fully realized not only by the student, but also by the teacher.

Subject of the subject's activity in the educational process

The subject of the educational process as the activity of a collective subject, i.e. what it is aimed at is a set of values ​​of social consciousness, a system of knowledge, methods of activity, the transmission of which on the part of the teacher meets with a certain way of mastering them by the student. If his method of mastering coincides with the method of action proposed by the teacher, then the combined activity brings satisfaction to both parties. If a divergence appears at this point, then the very commonality of the subject is violated.

Development and self-development of subjects

Rubinstein, an important characteristic of the subject of activity - he is both formed and developed in it - refers not only to the development of the student (as is usually believed), but also to the self-development and improvement of the teacher himself. The specificity of the educational process lies in the reciprocity (complementarity, mutual fulfillment) of these two phenomena: the development of a student presupposes the constant self-development of the teacher, which is a condition for the development of the student.

It is significant that the ideal total subject of the educational process is represented by P.F. Kapterev as if one educational field, a field of teaching and development.

“A creative teacher and student are connected by the need for self-education and development. The school teacher, who imagines himself to be a complete sage, who has no need to study anymore, does not belong to this field, does not occupy any step in the ladder of development, he is alien educational work. He stands aloof from culture, from the work of assimilating it and personal improvement.” Subjects of the educational process are “doomed” to self-development, the internal strength of which serves as the source and impetus for the development of each of them.

Subject in the system of relations

The specificity of the subject of the educational process also reflects such an important characteristic as the formation of the subject in the system of his relations with others. The educational process in any pedagogical system is represented by the most different people, groups, teams (teaching, teaching, classroom, etc.). “Each individual subject is simultaneously included in different collective subjects. Various systems cognitive activity, with their standards and norms, are integrated into the individual into a certain integrity. The existence of the latter is a necessary condition unity of the Self." That is why the problem of a collective subject becomes an independent educational and production problem, a problem of relationships between students (Ya.L. Kolominsky) and the teaching staff as a special case social community(A.V. Petrovsky, A.I. Dontsov, E.N. Emelyanov, etc.).

Subjects of the educational process are characterized by both general properties inherent in the subject of cognition, activity, life in general, and those specific to them as subjects of the educational process, in which their features are revealed.

Self-test questions

1. What does the position about the juxtaposition of object and subject in cognition and activity presuppose?

2. What characteristics of the subjects of the educational process can be considered as the main ones?

Literature

Abulkhanova K.A. About the subject of mental activity. M., 1973.

Brushlinsky A.V. Problems of subject psychology. M., 1994.

Leontyev A.N. Favorite psychological works. T. 1, 2. M., 1983.

Lektorsky V.A. Collective subject. Individual subject // Subject, object, knowledge. M., 1980.

A subject is a consciously acting person whose self-awareness is “awareness of oneself as a being aware of the world and changing it, as a subject, an actor in the process of its activity- practical and theoretical, including the subject of the activity of awareness.”

The subject of the educational process as the activity of a collective subject, i.e. what it is aimed at is a set of values ​​of social consciousness, a system of knowledge, methods of activity, the transfer of which on the part of the teacher meets with a certain way of mastering them by the student. If his method of mastering coincides with the method of action proposed by the teacher, then the combined activity brings satisfaction to both parties. If a divergence appears at this point, then the very commonality of the subject is violated.

A specific feature of the subjects of the educational process is also their motivational sphere, which consists of two sides. The subject of pedagogical activity in an ideal scheme works to achieve a common goal - “for students and then for themselves.” The subject of educational activity acts, as it were, in the opposite direction of this scheme: “for himself for the sake of achieving a common goal” as a distant and not always explicit perspective.

The point common to the educational process “for the student” on the part of the teacher and “for oneself” on the part of the student defines pragmatic, “really acting”, in the terminology of A.N. Leontyev, motive. It is he who characterizes the actions of the total ideal subject represented by the teacher and the student. “Understood” motives lie, as it were, at the basis of the educational process, not always even fully realized not only by the student, but also by the teacher.

24. Students and teachers are subjects of the educational process. Personal qualities in the structure of the subject of pedagogical activity. Subjective properties of a teacher.

Pedagogical interaction is an intentional contact (long-term or temporary) between a teacher and students, the consequence of which is mutual changes in their behavior, activities and relationships. Pedagogical interaction is an essential characteristic pedagogical process, which is a specially organized interaction between teachers and students regarding the content of education using teaching and educational means (pedagogical means) in order to solve educational problems aimed at meeting both the needs of society and the individual himself in his development and self-development.

Pedagogical interaction always has two interdependent components - pedagogical impact And response pupil (pupil, student). Impacts can be direct and indirect, vary in direction, content and forms of presentation, the presence or absence of feedback, etc. The responses of students are also diverse: active perception, processing of information, ignoring or opposition, emotional experiences or indifference, actions and etc.

Requirements for a teacher:

1) creating conditions for the safe manifestation of the personality of each student in various educational situations, which requires the teacher, first of all, to be not in the traditional position of a teacher-informant, source of knowledge and controller, but in the position of a leading partner helping the self-development of the student’s personality;

2) development of the student’s internal motivational sphere, the formation of his own cognitive need not only for obtaining and assimilating new knowledge, but also for developing generalized methods of educational activity, the ability to derive pleasure and satisfaction from knowledge;

3) big inner work teacher for personal and professional self-development (development of creative potential that allows one to adequately solve the general task of learning and development, taking into account the individual characteristics of each student and study group).

Requirements for the student:

1) the student’s activity, his readiness for educational activities;

2) coordination of external (primarily achievement motives) and internal (cognitive) motives;

3) greater independence of the student, a certain level of self-regulation and self-awareness (goal setting, self-control and self-esteem).

The greatest scientist and the student of the elementary school stand, although at opposite ends, but of the same ladder - personal development and improvement; one is at the top of it, the other is at the very bottom... But both of them work equally - with their own minds, they study, although each in his own way; they are workers of the same field, although at different ends of it.

P.F. Kapterev. Didactic essays. Education theory

Subjects of the educational process

Subject category

General characteristics of the subject category

The category of subject, as is known, is one of the central ones in philosophy, especially in ontology (Aristotle, Descartes, Kant, Hegel). It also attracts great attention in modern psychological science(S.L. Rubinshtein, K.A. Abulkhanova-Slavskaya, A.V. Brushlinsky, V.A. Lektorsky). As noted by S.L. Rubinstein, "the main task of philosophy(ontologies)... the task of revealing subjects various forms, ways of existence, various forms of movement". This also includes the task of revealing and identifying the subjects of activity as one of the main forms of movement. The analysis of the subjects of educational activity, which includes its two interconnected forms - pedagogical and educational, lies in line with both general philosophical and specifically pedagogical tasks.

What are the characteristics of a subject from a general philosophical position? Let us present these characteristics, according to S.L. Rubinstein.

Firstly, the category of the subject is always juxtaposed with the category of the object. Because of this, in the knowledge of being, in the “opening of being to knowledge”, in relation to this “knowable being” to the cognizing person S.L. Rubinstein identifies two interconnected aspects: “1) existence as an objective reality, as an object of human awareness; 2) man as a subject, as a cognizer, discoverer of being, realizing its self-consciousness*.

Secondly, the knowing subject, or "subject of scientific knowledge-- it is a social subject who is aware of the existence he perceives in socially and historically established forms.”. Here it is essential to emphasize the position of A.N. Leontyev, that in general the opposition between the subjective and the objective is not absolute. “Their opposition is generated by development, and throughout it, mutual transitions between them are preserved, destroying their “one-sidedness””.

Thirdly, a social subject can exist and be realized both in the activity and in the existence of a specific individual.

Fourthly, considering the problem of the relationship between “I” and another person, S.L. Rubinstein draws attention to the fact that “I” presupposes some activity and, conversely, “voluntary, controlled, consciously regulated activity necessarily presupposes an actor, a subject of this activity-- "I" of a given individual". This provision acts as one of the main characteristics not only of the subject, but also of the activity itself.

Fifthly, the subject is a consciously acting person, whose self-awareness is “awareness of oneself as a being aware of the world and changing it, as a subject, actor in the course of his activities-- practical and theoretical, including the subject of awareness activities". This definition is given in the theory by S.L. Rubinstein form of the aphorism “Man as a subject of life.”

Sixth, each specific subject is determined through its relationship to another (as was noted by A. Smith and K. Marx in the theory of the mirror, according to which the man Peter, looking at Paul as in a mirror and accepting his assessments, forms self-esteem).

Seventh, each “I,” representing both the individual and the universal, is a collective subject. “Each “I,” insofar as it is the universality of the “I,” is a collective subject, a community of subjects, a “republic of subjects,” a community of individuals; this "I" is actually "we"".

The eighth characteristic of the subject is that the subject of the activity is itself formed and created in this activity, the disobjectification of which can reveal and define the subject himself. According to S.L. Rubinstein, the subject in his actions, in acts of his creative initiative, is not only revealed and manifested; it is created and determined in them. Therefore, what he does can determine what he is; the direction of his activity can determine and shape him. The possibility of pedagogy, at least pedagogy in the grand style, rests on this alone.”[cit. according to 35, p. 6].

Let us note one more, ninth, characteristic of the subject, which follows from the epistemological and proper psychological analysis the process of reflection, the category of “subjective” image (according to A.N. Leontiev). According to A.N. Leontiev, in cognition, the reflection of reality, there is always an active (“biased”) subject, modeling the object and the connections in which it is located. Based on the general psychological thesis that activity is conditioned by motives, emotions, and attitudes of the subject, A.N. Leontyev introduces the concept of “bias” of reflection as its belonging to the subject of activity.

It is important to note that, approaching the concept of the subject from other - operational - positions, J. Piaget also considered activity as one of its leading characteristics. “He rightly emphasizes that just as the object is not “given” to the subject in finished form, but is recreated by the latter in the structure of knowledge, as if “built” by him for himself, and the subject is “not given” to himself with all his internal structures; By organizing an object for itself, the subject also constructs its own operations, i.e. makes himself a reality to himself".

According to J. Piaget, the subject is in constant interaction with the environment; it is innately characterized by the functional activity of adaptation, through which it structures the environment affecting it. Activity is revealed in actions, among which various transformations, object transformations (moving, combining, deleting, etc.) and the creation of structures are leading. J. Piaget emphasizes the idea that is important for educational psychology that there is always an interaction between an object and a subject that takes place in the context of a previous interaction, a previous reaction of the subject. Analyzing this position of J. Piaget and the entire Geneva school, L.F. Obukhova notes that the formula “stimulus - reaction,” according to J. Piaget, should look like “stimulus - organizing activity of the subject - reaction.” In other words, the subject of action, activity and, in a broader sense, interaction, correlated with an object, represents an active, recreating and transforming principle. It is always the doer [see 181, ch. 5].

Total subject educational activities

When characterizing the subjects of pedagogical and educational activities, it is necessary first of all to note that each teacher and student, representing a social subject (teaching community or apprenticeship), together are the total subject of the entire educational process. The aggregate subject, representing social values, is represented in each educational system, institution by the administration, teaching staff, student community (at the institute this is the rector's office, department, dean's office, study groups). The activities of these collective entities are directed and regulated by legal and program documents. Each of the specific subjects included in the aggregate subject has its own, but agreed upon, united goals. They are presented in the form of certain results, but with a distinction between functions and roles, due to which the educational process is a complex polymorphic activity. The general goal of the educational process as an activity is the preservation and further development of social experience accumulated by a civilization, a specific people, or a community. It is carried out by two counter-directed goals of transmission and reception, organizing the development of this experience and its assimilation. In this case, we are talking about the total ideal subject of the entire educational process, the effectiveness of which is determined by the awareness on both sides of a common civilizationally significant goal.

Motivational sphere subjects educational activities

A specific feature of the subjects of the educational process is also their motivational sphere, which consists of two sides. The subject of pedagogical activity in an ideal scheme works to achieve a common goal - “for students and then for themselves.” The subject of educational activity acts, as it were, in the opposite direction of this scheme: “for himself for the sake of achieving a common goal” as a distant and not always explicit perspective. The point common to the educational process “for the student” on the part of the teacher and “for oneself” on the part of the student defines pragmatic, “really acting”, in the terminology of A.N. Leontyev, motive. It is he who characterizes the actions of the total ideal subject represented by the teacher and the student. “Understood” motives lie, as it were, at the basis of the educational process, not always even fully realized not only by the student, but also by the teacher.