Anthropological approach: principles

Anthropological approach is widely used in pedagogy. It has a rather interesting history, deserving close study.

Rousseau's ideas

The profound and paradoxical observations made by Jean Jacques Rousseau had a significant impact on the anthropological approach to culture. He showed the relationship between the environment and the upbringing of the younger generation. Rousseau noted that an anthropological approach to personality allows one to form a sense of patriotism in children.

Theory of Kant

Immanuel Kant revealed the importance of pedagogy, confirmed the possibility of self-development. Anthropological approach in pedagogy in his understanding was presented as a variant of development of moral qualities, culture of thinking.

Ideas of Pestalozzi

In the early nineteenth century Johann Pestalozzi picked up the idea of a humane approach in pedagogy. He identified the following options for developing personal abilities:

• contemplation;
• Self-development.

The essence of contemplation was the active perception of phenomena and objects, the identification of their essence, the formation of an accurate image of the surrounding reality.

Theory of Hegel

The anthropological approach in the study, proposed by George Wilhelm Friedrich Hegel, is interrelated with the education of the human race through the formation of an individual personality. He noted the importance of using the customs, traditions of history for the full development of the younger generation.

An anthropological approach in the understanding of Hegel is a constant work on oneself, a desire to know the beauty of the world around us.

It was in this historical period that pedagogical pedagogies identified certain educational guidelines that allowed the formation of a personality capable of self-realization, self-education, self-knowledge, successful adaptation in the social environment.

Ushinsky's Theory

An anthropological approach in pedagogy, which promotes the study of man as an "object of education," was proposed by Ushinsky. His followers were many progressive teachers of that time.

Ushinsky noted that the full formation of the personality of a small person occurs under the influence of external and internal, social factors that do not depend on the child himself. Such an anthropological approach in education does not imply the passivity of the person himself, reflecting the external action of certain factors.

Any educational doctrine, regardless of its specifics, presupposes certain norms, an algorithm.

The principles of the anthropological approach are formed taking into account the social order of society.

The modern approach

Despite the changes in consciousness that have affected society, the humanity of social nature has been preserved. In our time, the anthropological methodological approach is one of the main directions of the work of school psychologists and teachers. Despite the discussions that periodically arise in the teaching environment, it is humanity that remains the main priority of Russian education.

Ushinsky noted that the educator should have an idea of the environment in which the child is. Such an anthropological approach was preserved in correctional pedagogy. As the starting point, the child is considered, and only then his intellectual abilities are analyzed.

Adaptation of children who have serious problems with physical health has become the main task of correctional pedagogues.

Such an anthropological approach allows "special children" to adapt in the modern social environment, helps them develop their creative potential.

The ideas of humanization, which are increasingly voiced by the representatives of the Ministry of Education, unfortunately did not lead to a complete abandonment of the classical approach, based on the formation of a system of skills, knowledge, and skills in the younger generation.

Not all teachers use the cultural-anthropological approach when teaching academic disciplines to the younger generation of our country. Scientists identify several explanations for the situation. Teachers of the older generation, whose basic pedagogical activities have passed under the traditional classical system, are not ready to change their perception of education and training. The problem also lies in the fact that a new pedagogical standard of the teacher has not been developed that would contain the basic anthropological approaches.

Stages of the formation of pedagogical anthropology

The term itself appeared in the second half of the nineteenth century in Russia. It was introduced by Pirogov, then refined by Ushinsky.

This philosophical-anthropological approach appeared not by chance. In the public education, a methodological basis was searched for, which would fully contribute to the fulfillment of the social order of society. The emergence of atheistic views, new economic trends, led to the need to change the educational and educational system.

In the late nineteenth century, the West developed its own concept, in which the anthropological approach to culture became a separate branch of pedagogical and philosophical knowledge. It was Konstantin Ushinsky who became the pioneer who singled out education in the form of the main factor of human development. He took into account all the innovative tendencies applied in that historical period in European countries, developed his own socio-anthropological approach. The driving forces of the educational process, he made a mental, moral, physical formation of personality. Such a combined approach allows us to take into account not only the demands of the society, but also the individuality of each child.

The anthropological approach in the study, introduced by Ushinsky, became a real scientific feat of this amazing scientist. His ideas were used by educators - anthropologists, psychologists, served as a basis for the creation of a special theoretical pedagogy of Lesgaft.

Anthropological approach to the study of culture, aimed at taking into account the spirituality and individuality of each child, formed the basis for the selection of correctional pedagogy.

The national physician-psychiatrist Grigory Yakovlevich Troshin published scientific work in two volumes, which concerned the anthropological basis of education. He was able to supplement the ideas offered by Ushinsky, psychological content, based on his own practice.

Along with pedagogical anthropology, there was also the development of pedology, which assumes the comprehensive and complex formation of the younger generation.

In the twentieth century, the problems of upbringing and education became the epicenter of discussions and disputes. It is in this historical period that a differentiated approach to the learning process appears.

Anthropological approach in science, proclaimed by Theodore Litt, was based on a holistic perception of the human soul.

It is also necessary to note the contribution made to pedagogical anthropology, Otto Bolnov. It was he who marked the importance of self-affirmation, daily existence, faith, hope, fear, real existence. The psychoanalyst Freud tried to penetrate into human nature, to know the connection between biological instincts and mental activity. He was convinced that for the cultivation of biological signs it is necessary to constantly work on oneself.

Second half of the 20th century

The historical-anthropological approach is interconnected with the rapid development of philosophy. At the intersection of psychology and philosophy worked F. Lersh. It was he who dealt with the analysis of the connection between characterology and psychology. Based on anthropological ideas about the relationship between the surrounding world and man, they were offered a valuable classification of the motives of human behavior. He spoke about participation, cognitive interest, aspiration for positive creativity. Lersh noted the importance of metaphysical and artistic needs, duty, love, religious research.

Richter, along with his followers, brought out the relationship between humanitarian disciplines and art. They explained the duality of human nature, the possibility of individualization through the use of public goods. But Lersh claimed that only educational institutions can cope with such a task: schools, universities. It is public educational work that saves humanity from self-destruction, promotes the use of historical memory for the upbringing of the younger generation.

Features of age and pedagogical psychology

In the early twentieth century, some of the functions of pedagogical anthropology were transferred to age psychology. Domestic psychologists: Vygotsky, Elkonin, Ilyenkov singled out the basic pedagogical principles, which were based on a serious knowledge of human nature. These ideas became a genuine innovative material, which formed the basis for the creation of new methods of education and training.

A significant influence on modern anthropology and pedology was provided by Jean Piaget, who founded Geneva's genetic psychology.

He relied on practical observations, his own communication with children. Piaget was able to describe the basic stages of teaching, to give a full description of the peculiarities of the child's perception of his "I", the knowledge of the world around him.

In general, pedagogical anthropology is a method of justifying educational methods. Depending on the point of view, for some philosophers it is considered in the form of an empirical theory. For others, this approach is a special case, used to find an integrated approach to the educational process.

At the present time, pedagogical anthropology is not only theoretical but also an applied scientific discipline. Its content and conclusions are widely used in pedagogical practice. Note that this approach is aimed at the practical introduction of "humanistic pedagogy", the reception of nonviolence, reflection. It is a logical continuation of the theory of natural education, proposed by the Polish teacher Jan Amos Kamensky in the nineteenth century.

Methods of anthropology

They are aimed at an analytical study of a person as an educated and educator, carry out a pedagogical interpretation, make it possible to synthesize information from various areas of human life. Thanks to these methods, it is possible to study experimentally and experientially the factors, facts, phenomena, processes that are carried out in collectives, concern individual individuals.

In addition, such techniques allow the construction of inductive-empirical and hypothetical-deductive models and theories associated with specific scientific fields.

A special place is occupied in pedagogical anthropology by the historical method. The use of historical information allows for comparative analysis, comparing different epochs. Pedagogy in the conduct of such comparative methods, gets a solid base for the application of national customs and traditions in the formation of patriotism in the younger generation.

Synthesis has become an important condition for improving the educational system, the search for effective educational technologies. The conceptual system is based on synthesis, analysis, analogy, deduction, induction, comparison.

Pedagogical anthropology is the synthesis of human knowledge, which can not exist outside of integrative efforts. Through the use of information from other scientific fields, pedagogy has developed its own problems, identified the main tasks, identified special (narrow) research methods.

Without the relationship between sociology, physiology, biology, economics and pedagogy, mistakes of ignorance are possible. For example, the lack of the necessary amount of information about a particular phenomenon or object inevitably leads to a distortion of the theory issued by the teacher, the appearance of a discrepancy between reality and the facts offered.

Interpretation (hermeneutics)

Such a method in pedagogical anthropology is used to understand human nature. The historical events that occurred in the domestic and world history can be used for education in the younger generation of patriotism.

Analyzing the features of a certain historical period, the guys, along with their mentor, find positive and negative characteristics in it, suggest their own ways of developing social structures. This approach enables teachers to seek the meaning of certain actions, actions, and to discover sources of interpretation. Its essence is in modification for the pedagogical purposes of methods that allow conducting a knowledge test.

Deduction is also widely used in modern education, enabling the teacher to conduct not only frontal, but also individual activities with his pupils. Interpretation allows introducing information from religion, philosophy, art into pedagogy. The main task of the teacher is not only the application of scientific terms, the presentation of information to children, but also upbringing, as well as the development of the child's personality.

For example, in mathematics, it is important to identify the relationship between results and causes, taking measurements, various computational actions. Educational standards of the second generation, introduced in the modern school, are aimed specifically at the introduction of the anthropological method in pedagogy.

The case method involves studying specific situations and cases. It is suitable for analyzing atypical situations, specific characters, fates.

Teachers - anthropologists in their work pay close attention to observations. It is supposed to conduct individual research, the results of which are recorded in special questionnaires, as well as a comprehensive study of the classroom.

Theoretical technologies in combination with practical experiments and research allow obtaining the desired result, determining the direction of educational work.

Experimental work is connected with innovative methods and projects. Current models are those aimed at prevention, correction, development, the formation of creative thinking. Among the innovative ideas currently used by teachers, project and research activities are of particular interest . The teacher is no longer acting as dictator, forcing children to learn by heart tedious topics and complex formulas.

An innovative approach, introduced into a modern school, allows the teacher to be a mentor for schoolchildren, to build individual educational routes. The task of the modern educator and teacher includes organizational support, and the process of finding and mastering skills and abilities is borne by the learner.

In the course of the project activity, the child learns to identify the subject and object of his research, to identify the techniques that he will need to conduct work. The teacher only helps the young experimenter in choosing the algorithm of actions, checks mathematical calculations, calculates absolute and relative errors. In addition to project work, a research approach is also used in modern schools. It involves studying a certain object, phenomenon, process, using certain scientific methods. In the course of research, the student independently studies special scientific literature, chooses the necessary amount of information. The teacher fulfills the role of tutor, helps the child to carry out the experimental part, find the relationship between the hypothesis set at the beginning of the work and the results obtained in the course of the experiment.

The study of the laws of anthropology in pedagogy begins with the discovery of facts. There is a huge difference between scientific information and everyday experience. Scientific consider the laws, norms, categories. In modern science, two means of generalizing information at the level of fact are used:

• Statistical mass survey;
• Multifactor experiment.

They create a general view of individual traits and situations, form a general pedagogical approach. As a result, there is full information about the methods and tools that can be used for the educational and educational process. Variational statistics is the main vehicle for pedagogical research. It is as a result of careful analysis of various facts, teachers and psychologists make a decision about the methods and methods of education and training.

Conclusion

Modern pedagogy is based on research, linear and dynamic programming. For any property and quality of the human personality, an element of the world view, one can find a certain educational approach. In the modern domestic pedagogy in the priority development of a harmonious personality, able to adapt in any social environment.

Education is considered an anthropological process. The task of the class teacher no longer includes hammering, it helps the child to form as a person, to improve, to search for a certain way of obtaining certain skills and social experience.

The education of a sense of patriotism in the young generation, feelings of pride and responsibility for one's edge, nature, is a complex and painstaking affair. It is impossible in a short period of time, without applying innovative approaches, to bring to the guys the differences between good and evil, truth and lies, decency and dishonesty. Scientific-pedagogical and public consciousness considers education as a special activity, which is aimed at changing or forming a schoolchild in full accordance with the social order. Currently, the anthropological approach is considered one of the most effective options for the formation of personality.