Pedagogical activity of Adolfa Distervega

Vzglyady Adolfa Distervega na vospitanie
Pedagogicheskie vzglyady Adolfa Distervega mogut byt naydeny v ego pedagogicheskix trudax. Kak pisal Disterveg , «Razumnoe vospitanie doljno stroitsya s uchёtom triox printsipov: prirodosoobraznosti (uchёt vozrastnyx i individnyx osobennostey fizicheskogo i psyhicheskogo razvitiya rebёnka), kulturosoobraznosti ( kotoryyiv rebёnnosti, kotoryyiv rebyonka), vёtyot usloviy » [3] . Rassmotrim bolee in detail the basic principles of education, predlojennыe and obosnovannыe uchёnym.
Prirodosoobraznost soglasno Distervegu predstavlyaet soboy sledovanie za protsessom estestvennogo razvitiya cheloveka, to est, berutsya vo vnimanie vozrastnыe i individnыe osobennosti uchashchixsya. «Obuchenie doljno bыt soglasovano s chelovecheskoy prirodoy i zakonami eyo razvitiya. This is the main and highest law of all education » [4] - wrote Adolf Disterveg . On schital, chto «… dlya vospitatelya samoe glavnoe - uznat prirodu cheloveka voobshche i v chastnosti, chtoby verno slujit eyo svoystvam, osobennostyam i stremleniyam. Vsyakoe iskusstvo mojet dostignut chego-libo lish pri sodeystvii prirody; ono ne dostigaet nichego, idya protiv eyo » [5] . Rassujdaya ob osobennostyax uchenika, uchёnyy pisal, chto sama priroda rebenka pravdiva, «ona ne sozdayot v rebёnke otravlyayushchego jizn nedoveriya, eto rezultat iskajyonnyx vliyaniy».
Odnim iz naibolee vajnyx printsipov v protsesse vospitaniya i obucheniya Adolf Disterveg nazyvaet printsip kulturosoobraznosti . On pishet: «… v vospitanii neobxodimo prinimat vo vnimanie usloviya mesta i vremeni, v kotoryx rodilsya chelovek ili predstoit emu jit, odnim slovom, vsyu sovremennuyu kulturu v shirokom i vseob'emlyushchem smysle slova, v osobennosti [ osobennosti . Soglasno Distervegu , printsip kulturosoobraznosti naxoditsya v podchinenii printsipu prirodosoobraznosti , a otsyuda sleduet, chto postupat vopreki prirode nelzya. Rassujdaya na etu temu, uchёnyy pisal: «Chto protivorechit prirode - nevыgodno, hotya by i bylo vesma kulturosoobrazno . Chem bolshe kulturosoobraznoe soglasuetsya s prirodosoobraznыm , tem blagorodnee, luchshe i proshche skladыvaetsya jizn » [7] .
V prakticheskoy deyatelnosti Disterveg sovetoval prepodavatelyam ne prinimat uchastiya v tom, chto trebuet kultura dannogo vremeni, no chto naxoditsya v konflikte s prirodoy. Here it is necessary to strive for a harmonious combination of culture and nature. Obъyasnyaya dannyy princip, Disterveg , po mneniyu issledovateley, «podcherknul neobxodimost ustanovleniya tesnoy svyazi mezhdu vospitaniem i zhiznyu obshchestva» [8] .
Vajnym yavlyaetsya i principle samodeyatelnosti, pod kotorыm ponimal aktivnost i initsiativu, polagaya ix naibolee vajnymi chertami chelovecheskoy lichnosti. «Byt chelovekom, znachit byt samo ­deyatelnym v stremlenii k razumnym tselyam. Development and education of a single person can not be given or soobshcheny . Vsyakiy, kto jelaet k nim priobshchitsya, dolzhen dostignut etogo sobstvennoy deyatelnostyu, sobstvennymi silami, sobstvennыm napryajeniem. Izvne on mojet poluchit tolko vozbujdenie. Poetomu samodeyatelnost - means and at the same time the result of education … »- wrote Disterveg . For him the final tselyu in vospitanii and obrazovanii rebenka yavlyalos razvitie ego samostoyatelnosti. "Probujdenie samodeyatelnos ­ti kak v uchenike, tak i v uchitele ya schitayu vysshim dostijeniem ego formalnogo razvitiya i vos pitaniya ­" [9] - pisal on.As Adolf Disterveg schital , «... um napolnit nichem nelzya. On doljen samodeyatelno vse oxvatit, usvo ­it i pererabotat ». This validation is current and so on. This principle can be called important, as in the words Distervega, "the ultimate goal of all education - to cultivate self-sufficiency through self -realization." Prepodavatelyu sleduet prilagat vse usiliya dlya razvitiya u uchenikov takix kachestv, kak pamyat, volya, nablyudatelnost - kachestv, prisushchix vsem i kajdomu.Mojno skazat, chto vospitanie kak takovoe podkhodit k kontsu, kogda chelovek nachinaet samostoyatelno zanimatsya samoobrazovaniem, imeya motivatsiyu i sily dlya samorazvitiya. Zadachi je uchitelya Disterveg opredelyal razvitiem zalojennogo prirodoy potentsiala. Dalneyshiy vybor jiznennogo puti i samorazvitiya lejal uje na samom uchenike.Distervega ideas , samodeyatelnost ravna samostoyatelnomu poznaniyu. In the distinction between dogmatism and authoritarianism of feudal pedagogues, Adolf Disterveg came out for the right of people to self-development. Kak schital uchenyy, za samostoyatelnostyu mыshleniya sleduet soznatelnaya deyatelnost v dalneyshey jizni cheloveka.
V svoey rabote «Rukovodstvo k obrazovaniyu nemetskix uchiteley» Disterveg zametil, chto uchashchiysya «… vsego dolzhen dostignut sam. Chego on sam ne priobretyot i ne vыrabotaet v sebe, tem on ne stanet i togo on ne budet imet » [10] . And sledovatelno, the main task of vospityvayushchego «… sostoit v stimulirovanii vospitannika k vyrajeniyu sobstvennogo« Ya »».