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Pedagogical activity and theory of Jan Amos Comenius

Life and pedagogical path

The great Czech humanist teacher, philosopher Jan Amos Comenius was born on March 28, 1592 in the town of Nivnica. His father, Martin, was from Komna, where a wealthy family had moved from Slovakia. From the name of the village came the surname Comenius. My father was a member of the "Czech (Bohemian) Brothers" community. The Czech brothers denied class and property inequality, preached the rejection of violent struggle, supported Protestantism, and defended the right to national independence.

In 1604, a great misfortune befell Comenius: an epidemic claimed his entire family.

The orphaned teenager was taken in by his relatives in the town of Strazhnice. The school of the "Czech Brothers" community in Stražnica, of which he became a student, enjoyed an excellent reputation. This school, like others, was imbued with the same scholastic-dogmatic spirit, but the fraternal schools differed in that they provided the knowledge necessary for practical life and labor training.

At the age of 16, Comenius entered the Latin school in the city of Psherov, which he successfully completed. Here he discovered vast talents and exceptional performance. Thanks to his brilliant abilities, the young man was sent at the expense of the community to the University of Herborn, which was dominated by the Protestant direction. Many Czechs studied here, having passed through fraternal schools and imbued with the spirit of Protestantism. After completing his studies at the theological faculty of Herborn Comenius, he traveled to Holland.

He completed his education at the famous Heidelberg University. Before leaving for his homeland, he bought with the last money the manuscript of N. Copernicus “On the Revolutions of the Heavenly Spheres” and was forced to walk a thousand-kilometer way home. After returning to his homeland, Comenius took over the leadership of the school in Přerov, a little later he was appointed by the community as a Protestant preacher in the town of Fulnek, where he also led the fraternal school.

From that time on, a new stage began in the life of Comenius. He works at school with great enthusiasm, studies pedagogical works, improves his school. Becomes an assistant bishop, marries, has two children. Peaceful and happy life.

But from 1612, for Comenius, a period of wanderings, losses and suffering, full of tragedy, begins. "Sorrowful and heroic" called the life of Comenius one of the researchers of his work. In this year, the Protestants who led the liberation struggle of the Czech Republic against the Austro-Hungarian Empire of the Habsburgs were defeated, and Comenius' life was in danger. In the fire of war, his house with a rich library burned down, and the plague claimed the lives of his wife and children. Comenius himself had to hide for several years in the mountains and forests. During these years, he does a lot to strengthen the fraternal community.

Soon it was announced that Catholicism was becoming the official religion in the Czech Republic, and Protestants were asked to leave the country. Patriots of the motherland "Czech brothers" became refugees. More than a hundred communities of the "Czech Brothers" ended up in Poland, Prussia, and Hungary.

From 1628 to 1656 Comenius and his community "Czech Brothers" found shelter in the city of Leszno (Poland). During these years, Comenius became one of the leaders of the community, he was also elected rector of the gymnasium. His duties now include running a school in Leszno and caring for young students.

Here, in 1628, he wrote in Czech the well-known book "Mother's School" (published for the first time in 1657), which gained great popularity in the 19th century, since then it has been reprinted many times.

Comenius glorified his name by creating the famous textbook "The Open Door to Languages" (1631). This is a kind of children's encyclopedia, which has made a real revolution in the teaching of languages; in it, instead of dry and incomprehensible rules, 100 short stories from various fields of knowledge were presented in the native and Latin languages.

The response to the book was very lively, it immediately began to be translated into other languages. Numerous congratulations came from everywhere. Books in the 17th and 18th centuries served as a Latin textbook in almost all European countries.

Comenius lives in exile in great need. The family he recreated is in need. But he is supported by the dream that the time will come and he will return to his homeland in order to restore her lost peace and joy. And schools and the education of youth will help to recreate happiness for the homeland. “For if we want to have well-organized, green, flourishing cities, schools, dwellings, we must first of all establish and equip schools, so that they become green with learning and exercises in the sciences, and so that the workshops of real art and virtue fall down.”

While still at home, Comenius began to develop the Didactics, which was intended for the Czech people. He lived with hope for its completion even in difficult years, taking up again the work, to which at first he thought to give the name "Czech Paradise".

In 1632, in Leszno, Comenius completed his main pedagogical work, which he called "Great Didactics", which contained a universal theory to teach everyone everything, originally written in Czech and only later published in translation into Latin.

He began to think about his new idea - the creation of "Pansophia" (pansophy - knowledge of everything, universal wisdom). The work plan was published, responses immediately rained down - this idea of ​​​​encyclopedism was in tune with the needs of the era, discussions began among the thinkers of Europe; some did not agree with Comenius, others accepted his idea with approval. The main idea of ​​Kamensky's pansophia is the education of a new highly moral person, a person of knowledge and labor.

Comenius is invited to different countries, his pansophic ideas and the desire to unite all currents of Christianity attracted the attention of prominent people of European countries to him. He accepted one of the invitations and, with the consent of the community, went to England, but here revolutionary unrest began among the population, and he did not dare to stay in the country. On behalf of Cardinal Richelieu, he was asked to continue his work on Pansophia in France. Comenius decides to go to Sweden, as the Swedes sympathized with the "Czech Brothers" and provided them with material support.

In 1642, he settled in Sweden, where he was offered to deal with the teaching of the Latin language and create his methodology. Reluctantly. Comenius set to work, considering it secondary. The main thing for him was "Pansophia", which, in his opinion, could help establish peace between nations. But the need compelled to get down to business.

A wealthy Dutch businessman provided material support to Comenius and his friends. Comenius and his family settled in Elbing (on the coast of the Baltic Sea). During the period from 1642 to 1648, he prepared a number of works intended for practical use in schools, including The Newest Method of Learning Languages. In this work, instead of the memorization of ready-made conclusions and rules that prevails in schools, a new method of teaching is presented. It consists of the following:

First - an example, and then a rule;

subject - and in parallel with it the word;

· free and meaningful development.

It was new not only for that time, but in many ways it turned out to be undeveloped and new years later.

In 1648, the chief bishop of the Czech Brothers died, and Comenius was offered this position. In the same year, Comenius was elected bishop of the community and returned to Leshno.

Soon he was invited to Hungary, where the brotherhood was given patronage and assistance. With the consent of the community, Comenius accepted the invitation. He went with his family to Hungary, where he was instructed to reorganize the school business in Saros-Patak in accordance with his ideas. Here he wanted to create a "pansophic school". And although he could not fully realize his ideas, he nevertheless changed a lot at school. Education in it was conducted according to his textbooks and in accordance with his didactic concept. In the course of the reorganization of school education, along with numerous other works, the Pansophic School and The World of Sensible Things in Pictures were written. In 1658, The World in Pictures was printed and quickly spread to many European countries. It was the first textbook in which the principle of visualization was implemented, teaching with a word is connected with objects, with a visual image. Since it was translated into many languages, it began to be used in different schools in Europe not only as a textbook for Latin, but also for the native language.

During the years when Comenius was in Hungary, he created about 10 more original works, both methodological and general pedagogical. He even rearranged his textbook, compiling it in the form of a play, which the students played with pleasure.

Meanwhile, the situation of the community in Leszno deteriorated significantly. To prevent the collapse of the community, Comenius was called from Hungary. However, Leshno in 1656 found himself in the center of hostilities. The community of the "Czech Brothers" broke up, and Comenius, like others, had to flee. His house burned down, and with it most of the books and manuscripts perished. Comenius took refuge in Amsterdam with the son of his former wealthy patron. From the beginning of the 60s. Comenius devoted most of his time and energy to the development of problems of peace and cooperation between peoples, activities to liberate the Czech Republic. But even during these years he wrote a number of works, some of which were published during his lifetime.

In Amsterdam, he was given the opportunity to realize some of his creative ideas. With the support of one of the patrons and the Senate, in 1657 the Complete Collection of his Works on Education, including the Great Didactics, was published. Again, two volumes of pansophic works were written and published. A number of works on religious issues were published, among them the spiritual testament of Comenius "The only necessary, namely, the knowledge of what people need in life, death and after death." At the end of his life, Comenius writes: “My whole life was spent in wanderings and I had no homeland, I never found a lasting shelter for myself anywhere.” His son and daughter were with him in Amsterdam. Comenius died on November 15, 1670 and was buried near Amsterdam.

Theoretical foundations of pedagogy Ya.A. Comenius

In his numerous works: "Great Didactics", "Harbinger of Universal Wisdom", "General Advice on the Correction of Human Affairs", "Labyrinth of Light and Paradise of the Heart", "On the Culture of Natural Talents", etc. Comenius sets out his views on the world around him, man, nature, human activity, human society, which were the foundation of his pedagogical theory.

Comenius recognizes the divine origin of nature and man and ascribes to them divine attributes. But God does not stand above nature, but is embodied in it, the knowledge of nature is the finding of the God sought everywhere and the veneration of Him.

The pinnacle of divine creation, “the purest example of its creator” is man. He is “the highest, most perfect and most excellent creation” (“Great Didactics”), it is a microcosm in the macrocosm. It was created for the knowledge of objects, moral harmony and love for God. Man, created by God in his own image and likeness, possesses his qualities, he has exceptional and limitless possibilities and inclinations. This statement of Comenius contains a new, advanced and bold view compared to the medieval one (when a person was declared vicious and sinful from birth).

From birth, a person does not have any knowledge and ideas, his mind is a "tabula rasa", i.e. a blank slate on which nothing has been written yet, but will eventually be written. Human desire for knowledge is innate. The soul, as part of the divine spirit, is capable of cognition. “Our brain (this is a workshop of thoughts) is compared to wax on which a seal is imprinted ... the brain, reflecting the images of all things, accepts everything that only the world contains.” The human mind is distinguished by “such an insatiable susceptibility to knowledge that it is like an abyss”, the mind has no limit (“Great Didactics”).

Stages of knowledge. The process of cognition begins with sensation, since there is nothing in the mind that was not previously in the sensations. The next stage of cognition is the mental processing of the material obtained from sensations, when the mind, through analysis and synthesis, generalizes and abstracts. Then the mind "subjects to the test its own and others' ideas about things." Knowledge becomes true and useful if it is put into practice and thus grows into wisdom.

So, the stages of knowledge:

sensory cognition;

generalization, abstraction, scientific knowledge;

comprehension, verification by practice, wisdom.

Describing the knowledge of the world in its unity, Comenius outlines the following sequence: a person must first of all know that something exists (familiarization), then what it is in terms of its properties and reasons (understanding), and finally, know how to use their knowledge . From this follows Comenius' idea of ​​what schools should teach: 1) theory, 2) practice,

In this way one can educate a pansophic sage, and wisdom is the art of life, i.e. knowledge is needed not for contemplating the world, but in order to serve a person, to achieve prosperity and happiness with their help.

As analogies in The Great Didactics, Comenius often resorts to using examples from nature itself.

Comenius was a true democrat, advocating that all people - rich and poor - have the opportunity to develop their natural abilities, to become harmonious personalities.

The needs of the people themselves determine the whole matter of upbringing and education. “How long will we long for other people's schools, books and talents, striving to satisfy our hunger and thirst with them alone? Or will we forever, like healthy beggars, beg from other peoples for various essays, books, dictations, notes, fragments, and God knows what else? Comenius said.

Democracy, humanism, nationality are the most important features of the pedagogical theory of Ya.A. Comenius.

Unlike didactics as a theory of teaching, Comenius defines his “Great Didactics” as the universal art of teaching everything to everyone, teaching with sure success, quickly, thoroughly, leading students to good morals and deep piety.

"Great didactics" by Comenius goes beyond the theory of learning, it, in fact, is the whole pedagogy, including both education and upbringing. This knowledge is necessary for parents and teachers, students and schools, the state and the church.

School, its purpose. Comenius calls the school of the workshop of humanity, the workshop of humanism. It is more expedient to educate children in schools, and not in the family. “Just as cages should be for fish, gardens for trees, so schools for young people.” The main purpose of the school is to spread universal wisdom. In the school of universal wisdom, everyone is taught everything that is necessary for the present and future life. At school, young people improve morally, so the school is a workshop of humanity and true humanity. These are institutions where students are prepared for work, for life, these are "workshops of industriousness."

But in order for the school to become such a workshop, it should teach not only the sciences, but also morality and piety. Scientific education simultaneously improves the mind, language, hands of a person.

Comenius identified those specific principles that must be taken into account when creating schools.

“We promise such a device for schools, thanks to which:

All youth should be educated, with the exception of those whom God has denied intellect.

The youth would be taught everything that can make a person wise, virtuous, pious.

Education must be completed before maturity.

Education should take place very easily and gently, as if by itself - without beatings and severity or any coercion.

The youth must receive an education not apparent, but true, not superficial, but thorough.

Education should not require much effort, but should be extremely easy.

An external order in education must also be established. The entire cycle of upbringing and education of a person, according to Comenius, should be divided into four periods of six years each.

Stages of the school system:

maternal school - for childhood (up to 6 years);

· mother tongue school, elementary school – for adolescence (up to 12 years old);

· Latin school – for youth (up to 18 years old);

Academy - for maturity (up to 24 years).

There should be a mother school in every home. For her, Comenius compiled a methodological manual “The Mother School” - a visual instruction on how pious parents, partly themselves, partly with the help of nannies, should take care of children.

The second stage of the system of schools proposed by Comenius is the school of the native language, which should be in every community.

In the school of the native language, everyone needs to be taught something that cannot be dispensed with in life: to be able to read printed or handwritten text fluently in their native language, to be able to write, count and make the simplest measurements; be able to sing. The child will learn ethics set out in the form of exemplary rules, which he must learn to apply; should learn the most important historical facts and elementary information about state and economic life. Children here will get acquainted with various crafts.

After the school of the native language, obligatory for all children, Comenius determined the Latin school, which should be in every city. Here, training should also begin with the native language, then any other foreign languages, physics, geography, natural science, mathematics. The traditional "seven free arts" and morality make up the program of the Latin school. Each of the six classes has its own name: grammatical, physical, mathematical, ethical, dialectical and rhetorical.

The most gifted of those graduating from the Latin school complete their education at the academy, which has the usual three faculties for that time: theological, legal and medical.

Organization of training. A new solution was proposed by Comenius for the organization of training. If at school for centuries the teacher worked individually with each student, students came to study at different times of the year and stayed at school for as long as they wanted, then Kamensky found a different form of organizing education. This is a class-lesson system that involves:

a constant composition of students of the same age;

Conducting classes at precisely defined time according to the schedule;

Simultaneous work of the teacher with the whole class but one subject.

Classes must be carried out daily for 4-6 hours, after each hour there is a break. “In the pre-dinner hours, mind, judgment, memory should be exercised mainly, and in the afternoon, hands, voice, style and gestures.”

You need to start learning in childhood: “human education must begin in the spring, i.e. in childhood, because childhood represents spring, youth - summer ... ”, etc.

Comenius recommends studying only at school. “Nothing should be asked at home except that which has to do with entertainment.” Since the school is called a training workshop, it is here that success in science should be achieved.

The Great Didactics defines four main general requirements for learning:

The success of learning is achieved on the condition that you teach things before words; start learning from the simplest beginnings, reaching the complex; learn from books designed for this age.

Ease of learning is achieved if learning begins at an early age; the teacher in teaching follows from the easier to the more difficult, from the more general to the more particular; students are not overloaded with knowledge, moving forward slowly; what is learned in school is linked to life.

The thoroughness of training implies that students will do really useful things; the next one will build on the previous one; all study materials should be interconnected, and everything learned will be consolidated by gradual exercises.

The speed of learning is possible when everything is taught thoroughly, briefly and clearly; everything happens in an inseparable sequence, when today's reinforces yesterday's, and classes in the classroom are led by one teacher with everyone.

One of the most important parts of Comenius' didactics are didactic principles, i.e. those provisions of a general nature on which teaching and learning are based and which dictate the use of specific techniques and methods in teaching. These are the following principles:

visibility;

Consistency and systematic

strength of assimilation of educational material;

independence and activity.

Visualization involves the assimilation of knowledge by students through observations of objects and phenomena, i.e. through sensory perception. This principle follows from Comenius' understanding of the process of cognition in general: the beginning of cognition is in sensations, in the mind there is nothing that was not previously in sensations. The principle of visibility was formed as follows: “... let it be a golden rule for students: to provide everything that is possible for perception by the senses, namely: visible - for perception by sight, heard - by hearing, smells - by smell, subject to taste - by taste, accessible to touch - by touch." After all, no one can be forced to believe someone else's opinion if it contradicts their own feelings. Only personal observation and sensory evidence can become the basis of true knowledge, and not verbal, verbal training. In teaching, students must themselves see objects, hear sounds, smell smells, touch, taste, before proceeding to verbal descriptions ("the eye wants to see, the ear wants to hear ...").

For clarity, it is recommended to use, first of all, real objects, organizing observation over them. When this is not possible, it is necessary to offer students either a model, a copy of the object, or a picture, a drawing with its image. It is extremely important to observe things, phenomena in their natural setting, which can be done during an excursion, "to examine the trees, grasses, fields, meadows, vineyards and the work that is done there." You can also introduce students to different styles of buildings, show how the masters work. It is useful to travel to places where other peoples live in order to learn about their customs and history.

To organize observations on real objects, the teacher needs to take care of observing a number of rules: put the object so that it can be seen by everyone, first examine it as a whole, and then turn to its parts, etc. So, the golden rule of didactics is visibility.

Consistency and systematic. "The mind in the knowledge of things goes gradually," therefore, "training must be carried out sequentially." This means that everything that follows in training must be based on the previous one, connecting these parts by revealing the cause of the connections. Everything that is planned must be carried out in due time, because "in order to quickly get where they want to go, it is not so much necessary to run as to keep up." Classes should be thought out in advance and planned for a long time.

You should follow the sequence in training, moving forward:

from the more general to the more specific;

from easier to more difficult;

from the known to the unknown;

from nearer to farther.

Educational material must be presented in a strict system, and not intermittently and episodically. An example of such a presentation of material for teaching is given by Comenius in his textbooks.

The strength of the assimilation of educational material. This principle is not new in pedagogy, even Confucius and the ancient Greeks considered it necessary to achieve the strength of what was studied at school, which requires constant exercises and repetitions. Hence the position known since ancient times: repetition is the mother of learning (repetitio est mater studiorum). But in the Middle Ages, it was reduced to cramming and formalism, and the exercises were mechanical in nature, reminiscent of training.

Comenius considers exercises useful when the material is understood by the student: “Only what is well understood and carefully fixed by memory is thoroughly introduced into the mind”, “Nothing can be memorized, except what is well understood.” And it will be clear what has passed through the senses: "For the mind, feelings are a guide to science." Sensory cognition also ensures the strength of assimilation. Thus, in order to achieve the strength of knowledge, the teacher must first of all ensure the possibility of sensory perception.

The next condition that ensures the strength of assimilation are exercises in practical activities: "What should be done must be learned in practice." At the same time, "the rules must support and reinforce the practice."

“Let the schools,” recommends Comenius, “learn to write by practicing writing, speaking by practicing speaking, singing by practicing singing, reasoning by practicing reasoning, etc., so that schools are nothing more than workshops. in which work is in full swing.

To check how well the knowledge is learned, the teacher should conduct public tests at the quarter and at the end of the academic year, in which the most capable students would be determined in competitions.

Independence and activity. Teaching youth does not mean hammering knowledge into the heads of students, but revealing the ability to understand things. The school, on the other hand, strives to teach the student to “look through the eyes of others”, “think with the mind of others”. So, physics is taught not by demonstrating experiments and deriving the laws of science on their basis, but by reading texts that students then memorize. And according to Comenius, it is necessary that “each student studies everything himself, with his own feelings”, thinks it over on his own and applies knowledge in practice.

Everything that is learned should be accepted by the student as useful to him, “You will make it easier for the student to assimilate if, in everything you teach him, you show him what benefit it brings ...”.

The independence of the student develops when he is imbued with a serious love for the subject, and it is up to the teacher to arouse this love. Since the "seeds of knowledge" are inherent in all people from birth, it remains only to encourage the student to independence and guide him.

The most excellent position under the sun

The soul and heart of education is the teacher, the future of the world depends on him. The “correction of human affairs on earth”, the development of the whole society depends on the upbringing of children. “The next century will be exactly what the future citizens educated for it will be.” The position of a teacher is responsible and high; the well-being of every child and all mankind depends on teachers. Assessing the appointment, the role of teachers, Comenius writes: they are "placed in a highly honorable place", "they were given an excellent position, higher than which nothing can be under the sun." The teacher should always remember this and treat his work with dignity and respect, "beware of appreciating yourself too low." The one who “he considers it shameful to be a teacher” runs away from school and finds another, more profitable occupation for himself. And you don't have to hold onto it.

The teacher, according to Comenius, is comparable to a gardener, midwife, shepherd, commander, and those schools that have such teachers are happy.

What qualities are inherent in a teacher who performs the noblest task entrusted to him?

First of all, love for his work, which prompts the mentor of youth to look for what everyone needs to be taught, constantly work and think about how to teach students so that science is assimilated by them “without cries, without violence, without disgust.” The teacher, writes Comenius, as a sculptor, lovingly tries to beautifully sculpt and paint "God's images" - children, in order to give them "the greatest resemblance to the original."

Industriousness is the most important quality of a teacher, “whoever undertakes the highest must avoid feasts, luxury and everything that weakens the spirit with night wakefulness and work.” Own education, the breadth of knowledge and experience of the teacher are achieved by the greatest work that the teacher is busy with all his life.

In order for a teacher to adequately fulfill his honorary duties, he should win over his students with a paternal and cordial attitude towards them, friendliness and affection, and an excellent knowledge of his science. Comenius advises the most diligent students to be encouraged with praise, and kids can be treated to apples or nuts for diligence. By treating students with love, the teacher will easily win their hearts, and then they will want to be at school more than at home. He "must be not only the leader of his pets, but also their friend." In this case, the teacher will not only teach children, but also educate them.

In educating children of humanity (and this is the goal of the school - a workshop of humanity), the example of a teacher, whom they try to imitate, is very important for students, children are “real monkeys; because whatever they see sticks to them and they do the same. Therefore, it’s not enough just to explain how to act in life, you yourself need to set an exemplary example, you need to “beware of being like those born Mercurys who only show with an outstretched hand where you need to go, but don’t go yourself.” A teacher is a living example for students, he must be virtuous, because it is impossible to perceive virtue with the help of various pictures and models, only the example of teachers influences children.

A bad example of a teacher is very harmful, because "the proverb rarely deceives:" What is the priest, such is the parish. Bad teacher - bad and his students. “Teachers,” Comenius believes, “should take care to be for students in food and clothing a model of simplicity, in activity - an example of cheerfulness and diligence, in behavior - modesty and good manners, in speeches - the art of conversation and silence, in a word, to be a model of prudence in private and public life.

Such a teacher is the pride of the school and its students, is valued by parents and will be able to adequately fulfill his position, higher than which there is no other under the sun.

The wise and humane pedagogy of Comenius did not immediately find its embodiment. Some of his works were recognized and widely distributed during the life of a teacher, which made his name famous. But the world soon forgot him, just as it forgot his grave, and his writings, scattered and scattered around the world, persecuted and hidden, were subjected to insulting attacks. It's been that way for two hundred years.

19th century rediscovered Comenius, and his thoughts not only scattered around the world, but also found wide use. The works of Comenius were recognized as brilliant, and he himself was ranked among the greatest thinkers of mankind. Interest in Comenius has not changed since then, each new generation of teachers finds wise thoughts and advice from him, and the school retains the best that was discovered by him and entered into her life. Through the centuries, people recognized how right he was, wanting to use education to transform life, to achieve universal harmony. The life of Comenius' pedagogical ideas continues today. The world bows to the man who "has never stopped preaching universal happiness and joy and never tired of fighting for them."

Bibliography

1. Comenius Ya.A. Great didactics. M., 1955

2. Konstantinov N.A., Medynsky E.N., Shabaeva M.F. History of Pedagogy. M., 1982

3. Lordkipanidze D.O. Jan Amos Comenius, ed. 2nd, M, Pedagogy, 1970

4. Nipkov K.E. "Jan Comenius today" "Verb", St. Petersburg 1995

5. Piskunov A.I. Reader on the history of foreign pedagogy. – M.: Enlightenment, 1981.

6. Comenius Ya.A. "Great Didactics" – Fav. ped. op. M., Uchpedgiz, 1955.

7. Konstantinov N.A., Medynsky E.N., Shabaeva M.F. "History of Pedagogy". – M.: Enlightenment, 1982.

8. “Komensky Ya.A. Selected Pedagogical Works. T.2. - M .: Pedagogy, 1982.

9. Klarin V.M., Dzhurinsky A.N. “Y.A. Comenius, D. Locke, J.-J. Russo, I.G. Pestalozzi". - M .: Pedagogy, 1988.

10. Piskunov A.I. Reader on the history of foreign pedagogy. M., 1981

We want the minds to be embodied all

collection of the best of the entire field of knowledge.

Ya. A. Comenius

Jan Amos Comenius (1592-1670) belongs to the outstanding people of the past, whose names are remembered by all progressive mankind with gratitude and deep respect. The thinker and founder of a new progressive pedagogical system, J. A. Komensky, is the glory and pride of not only the Czech people, but also a large family of Slavic peoples and all mankind. He lived in an era of turbulent historical events, when a new class, the bourgeoisie, was maturing, he occupied a distinctly democratic position in the difficult conditions of the class struggle of that time, defended progressive ideas and fought all his life against social and spiritual slavery. Comenius raised high the traditions of the humanistic movement, inexhaustible optimism and great love for man: "Man is nothing else," he wrote, "as harmony both in relation to the body and to the soul." In his works, J. A. Comenius very clearly outlined the progressive requirements for his time in the field of education and upbringing, depicted the idea of ​​democracy and equality.

Ya.A.Komensky studied at the fraternal, then at the Latin schools, at two universities, became a teacher at the age of 22, in addition, he was a preacher, head of the school. In 1627 he began to write "Czech didactics", later he lived in Poland, taught at the gymnasium, published there in 1633-1638. "Great didactics". In addition, he wrote textbooks, published the first ever book for parents about family education, "Mother's School".

Ya. A. Komensky brilliantly synthesized new ideas and teaching practice, creating a pedagogical system that was a new, highest stage in the development of pedagogical science, the result and theoretical justification of all the positive experience of his time.

The works of the great Czech teacher still have not lost their significance. Correct is the opinion that Ya. A. Comenius is not only the history, but to a large extent the modernity of progressive mankind.

His first textbook "Open Doors to Languages" - an encyclopedia of "elementary real knowledge" was translated into 20 European and 4 Asian languages. In Russia in 1768, Moscow University published in Latin, German and French the work of Ya. A. Comenius "The Visible World in Drawings" - the first textbook built on the principle of visibility. Among the many works of Ya. A. Comenius, which were issued later, the central place is occupied by the "Great Didactics", which refers to first-class works of world pedagogical literature. In this work, the great teacher outlined a new system of education and upbringing, subjecting the scholastic school, cut off from the needs of life, to crushing criticism.

Comenius' "Great Didactics" is an excellent work of pedagogical thought both in content and structure, the interconnection of its various parts:

§ in section I it is proved that man is an amazing, beautiful and perfect creation;

§ in II-IV - that the goal of a person is beyond the present life, that modern life is only a vocation for the future, that preparations for it have three degrees: 1) scientific education, 2) virtue, or morality, and 3) religiosity, or piety;

§ in V-X - that a person by nature has good seeds and roots of these three aspirations, but in order to become a good person, you need to get an education to educate best in your youth, for this schools should be created; in the process of education, it is necessary to study everything about a person, to provide youth with wisdom, various arts, good manners and piety;

§ in the XI-XIX sections - it is said that there are still no schools that would correspond to these goals, the form and pattern of order in the school must be borrowed from nature; instructions are given on how to act so that there is enough time for learning, the rules for meaningful, successful teaching and upbringing and advice are given on how one teacher can teach several students at once and with the least effort;

§ in XX-XXV sections - special methods of teaching sciences, arts, languages, morality, piety are covered; the relation of Comenius to pagan books is stated;

§ in XXVI-XXXII sections - it is said what the school discipline should be, it is proposed to divide schools into. four degrees, according to the age of the children; an essay is given on the "Maternal School", an essay on the school of the native language, the Latin school, it is written about the academy and travel, about the perfect organization of the school.

The last section, XXXIII, deals with the conditions necessary for the implementation of a new approach to organizing the education and upbringing of young people. "Great Didactics" has three introductory independent sections: the first - an appeal to all who are at the head of schools, churches, institutions, to rulers, parents, guardians; the second - hello to readers; the third is about the benefits of didactics. Y.A. Komensky puts his pedagogy at the service of a public task: "If we want churches, states and owners to be well equipped and flourish, first of all let's put schools in order, let them flourish so that they become real and living workshops of people and hotbeds for churches, states, households." He considered the guiding basis of his didactics to be the discovery of a method in which teachers would teach less and students would learn more, so that there would be more order in schools and less intoxication, vain work, and more leisure, joy, good success. Then in the state there would be less darkness, confusion, disorder, and more light, order, peace and tranquility.

Pedagogical views of Ya. A. Comenius

The most interesting for modern pedagogy is the principle of natural conformity developed by Ya. A. Comenius. This principle in his system is methodological. The need to take into account the laws of nature in the process of education was pointed out by the philosophers of the ancient world (Democritus, Aristotle, Quintilian). However, this idea was not developed until the time of the Renaissance. Ya. A. Comenius proposes a new school, where education and upbringing will be consistent with nature in general and with the age characteristics of children in particular, where new people will be brought up, who will then build a new life. He did not single out man from nature, but regarded it as part of nature, subordinated it to the general laws of nature. In the section "The seeds of education, virtue and piety are inherent in us by nature)" the author of "Great Didactics" states that a person was created virtuous, and the desire for knowledge is inherent in her nature, and therefore the task of education is to contribute in every possible way to the development of these qualities. Ya. A. Comenius argued that a person acquires education with the greatest benefit at an early age, he considered the overload of children with schoolwork to be especially harmful. "Children should only do what is appropriate for their age and ability." "Learning cannot be brought to thoroughness without more frequent and especially skillfully delivered repetitions and exercises" - this idea is very important and occupies a large place in modern didactics.

Ya. A. Komensky, on the basis of his own pedagogical practice, came to the conclusion about the need to educate "everyone": "Everyone born by people, of course, needs education in order to be people, and not wild animals, not motionless logs" (T And, p. 80). He sharply criticizes the scholastic school for the fact that it satisfies the needs of only the rich. Ya. A. Comenius proposes a unified system of schools. This democratic idea of ​​a unified school was of great historical significance. To achieve this goal, he takes 24 years and divides them into four periods: up to 6 years, from 6 to 12 from 12 to 18 and from 18 to 24 years. This periodization causes great surprise and respect for the depth of thought of the great teacher.

For each age period, Comenius identified a certain type of unified school: for childhood - the maternal school, for adolescence - the elementary school of the native language, for youth - the Latin school or gymnasium, for maturity - the academy and travel. He defines the mother school and the school of the native language for all youth, and the other two types of schools - for young men in whom the aspiration is higher.

Ya. A. Comenius on the content of education

The content of education in the schools of the Middle Ages, according to Ya. A. Comenius, was a real labyrinth in which students wandered for many years, having no hope of seeing the joyful radiance of life. The seven liberal arts (as school subjects were called) could not satisfy the progressive needs of society in the 17th century. The development of a new system and methods of teaching the sciences was, in fact, the central idea of ​​all the activities of the great Czech teacher. The system of sciences, which gave a general picture of the world, scientists and philosophers called Pansophia. It is known that Comenius worked a lot on Pansophia, but almost all of his work on this branch perished. The content of education related to the sciences, Ya. A. Comenius outlined in such works: "The Great Didactics", "Pansophic School", "On the Benefits of the Exact Name of Things", "Speech on the Nomenclature of Things", "Mother's School", "Visible World in the drawings "," Open doors to languages ​​"," Open doors to things "and others. "We want, - said Comenius, - that the minds should be embodied the totality of the best of all areas of knowledge." Ya. A. Comenius advises: before knowledge it is necessary to attach preparation to activity in order to

young men came out of schools active, capable of anything, dexterous, diligent; in the learning process, you need to combine three elements: By the way, mind, language; educational material should be arranged concentrically.

Ya. A. Komensky is the first teacher who elaborated in detail and realistically the content of education and upbringing of preschool children in a special fundamental work "Mother's School". Interesting advice in this area: to give knowledge of natural science, optics, geography, arithmetic, geometry, music, language; the place of the mother's school is the family, and the teacher is the mother; from childhood, the child should be taught to work; The first day at school should be a joyful and bright event in a child's life. The second link of the school - the school of the native language, he considers important, because it should provide the basis for any further activity of the young man. All children of both sexes must attend the mother tongue school. Introducing the native language as the language of teaching and upbringing at school - this advice is very relevant. Offering the third link in the education system - the Latin school or gymnasium, Comenius gives a list of subjects, indicates that the task of this school is to exhaust the entire encyclopedia of sciences, up to seven "liberal arts" he adds physics, geography, history, morality, and fills them with new content. .

The struggle of Ya. A. Comenius for the scientific nature of the content of education, his call to introduce real education in schools, and especially his idea of ​​the connection between school education and life - all this is very consonant with our task of improving the content of education in the modern Ukrainian school.

The last, highest link in the unified system of schools, Ya.A. Komensky called the academy - this is a large educational institution like a university, which should train pundits and leaders of the people. Ya.A.Komensky advises to send "only selected people, the flower of mankind" to the academy. The academy is a school for aristocrats and the rich, and a higher educational institution where the best, most talented young men will receive education.

Didactic system of Ya. A. Comenius

The didactic system outlined in the "Great Didactics" entered the golden fund of classical pedagogical literature. This is not only a scientific and pedagogical work, but also a weapon in the struggle for a new person, a new, democratic society. Psychological science did not yet exist, Comenius acted on the basis of his own observations on children, but his reasoning on pedagogical thinking, will and other mental processes are of great interest to modern science.

Ya. A. Comenius demands: the teacher must know the characteristics of children, not treat everyone equally; it is necessary to cultivate interest and attention to learning, arousing attention to learning is the teacher's first concern; the school itself should be a pleasant place; the most important in teaching are perfect and rational methods of teaching, they must be consistent with the nature of the child. Ya.A.Komensky thoroughly developed such principles of education: visibility, consistency and systematicity, feasibility, strength, conscious assimilation of knowledge. All of them are accepted in modern pedagogy, even with the preservation of names.

Ya. A. Comenius paid great attention to the definition of new organizational forms of education. He considered classroom lessons to be the main form of education. The scholastic school did not know such a form of education as a lesson. Medieval classes were held in the same room at the same time with all students, regardless of age and year of study. Each student had his own lesson, which he answered separately to the teacher. Education in such conditions was long and difficult for students and for teachers. It is difficult to overestimate the great historical merit of Ya. A. Comenius as the first theorist and practitioner of the class-lesson organization of education. Modern pedagogical science has significantly advanced this theory, but the basis of Comenius' teaching about the classroom system has remained to this day. His advice is relevant: school equipment should meet educational objectives; clear regulation of time; DO NOT overtighten the child with educational material; the exact correspondence of homework to what was discussed in the lesson, how many classes, how many classrooms; each room should have a pulpit and a sufficient number of rows; only 4:00 a.m. daily is devoted to serious occupation, etc. So, in the didactic system of the great Czech teacher Ya.

Ya. A. Comenius on moral education

The work "The laws of a well-organized school" is devoted to questions of moral education. In the views of Ya. A. Comenius on moral education, one can feel the pouring of Christian ethics, he often refers to "Holy Scripture", quotes and paraphrases the "holy fathers" of the church. Moral qualities are clearly stated in his essay "Mother's School": moderation in eating and drinking, neatness, respect for elders, respect, truthfulness, justice, charity, habit of work, restraint, patience, delicacy, willingness to serve elders, elegance of manners, dignity , restraint, modesty - this is the code of a humanist and champion of universal human brotherhood and peaceful labor. Discipline Comenius regards as a method by which only one can achieve results in the upbringing of children. "A school without discipline is a mill without water," wrote Ya. A. Comenius, at the same time speaking out against the rigid discipline of the scholastic school. He assumed corporal punishment not for academic failure, but for the student's bad behavior, for immoral acts, arrogance, for stubborn disobedience, deliberately spitefulness, for malevolence and laziness - and in this he succumbed to the medieval school.

Ya.A. Komensky assigns an important role to the teacher, highly appreciates his work: "... they are placed in a highly honorable place ... they are entrusted with an excellent position, higher than which nothing can be under the sun." He sets the following requirements for the teacher: teachers must be distinguished by their morality, capture students with a positive example, be. friendly and affectionate, do not push children away from themselves with their strict behavior, treat students with love.

The role of the teacher JA.Komensky presents to the level of high patriotic tasks of the liberation of his homeland and the promotion of the flourishing of the Czech people. “Maybe for you,” Ya.A. Komensky addresses the teachers, “is there anything more pleasant than seeing the abundant fruits of your labor?

Let your hearts be kindled, relentlessly urging you, and through you and others, to worry about this until the fire of this light ignites and our entire homeland is happily illuminated.

More than 370 years have passed since the publication of the works of Ya. A. Comenius, but all of them retain their great importance for pedagogical science. Y. Comenius is not only history, it is also our modernity, because his ideas, critically rethought, entered the system of Ukrainian pedagogy, Ukrainian national education. Ukrainian teachers in the heritage of Ya. A. Comenius find an invaluable treasure for creative work in such a difficult and responsible time.

Jan Amos Comenius - an outstanding Czech humanist teacher, years of life: 1592-1670

The life path of Comenius was difficult, expelled by the German conquerors from his native Czech Republic and forced to wander around different countries (Poland, Hungary, Holland). His activities were diverse - a teacher, a preacher, a scientist, a philosopher. And deep democratism, concern for the fate of the disadvantaged, faith in man, the desire to raise the culture of the native people run like a red thread through it.

Facts from the biography, views, worldview

More than once Comenius had to leave his native land, to see how his manuscripts and books perished in the fire of military fires, to start anew what had already been done. Religious wars and foreign invasions shook the Czech Republic, the birthplace of Comenius. And that is probably why the dream of peace, of the perfect structure of human society, resounds so constantly, so invariably in Comenius' books. Comenius saw the surest way to this in enlightenment - it is no coincidence that one of his last works, "The Angel of Peace", formulates the idea of ​​​​creating an international organization that protects peace everywhere and spreads enlightenment - an idea that was centuries ahead of its era.

But even at that time, in a disunited and war-torn Europe, Comenius' activity was truly international. It is impossible to estimate how much Czech culture owes to Comenius. But the memory of Comenius has reason to honor in England - his best books were first published here; and in Sweden - he prepared a draft reform of the Swedish school and wrote many textbooks for it; and in Hungary - Comenius also worked here; and in Holland - here he spent his last years, here the first collection of his pedagogical works was published.

Comenius was a member of the "Czech Brothers" sect. In a religious shell, this sect opposed the power of the rich, against the feudal system. In the book “The Labyrinth of the World and the Paradise of the Heart,” Comenius wrote that some are fed up, others are starving, some are amused, others are crying.

In the 17th century, the lands and political power of the Czech Republic were in the hands of German feudal lords. In the activities of Comenius, the struggle against the oppressors of the people naturally merged with the struggle for the national independence of the Czech Republic, with the struggle against wars, for peace among peoples. “People,” wrote Comenius, “are citizens of the same world, and nothing prevents them from establishing a broad association based on human solidarity, common knowledge, rights, and religion.”

Comenius, of course, could not correctly determine the ways of eliminating social contradictions in that era. He thought that they could be overcome by means of religion, moral perfection, and education. But in contrast to the medieval church, he emphasized that man is not a "servant of God", but "the creator of the universe."

Yae Amos Comenius as an educator

Pedagogical activity begins to take shape in the early years of the scientist, during the time when Comenius was a priest, the first work “Letters to Heaven” was written, and the anti-Catholic book “The Antichrist Revealed” was created. Being the rector of the national school, located in the city of Leshno, Comenius begins to work on the main work of his life, consisting of four volumes, called "Great Didactics". In the "Great Didactics" the scientist tries to convey to the public that the main science of mankind is pedagogy. In parallel with the work on the four-volume book, Comenius creates several works that reflect the same idea of ​​the primacy of pedagogy - "The Open Door of Languages", "The Open Door of Objects", "The Harbinger of Pansophy". In this period Jan Amos Comenius gains fame, his work becomes recognized. In the first part of his "Didactics" teacher develops the idea of ​​reforming the school, which is picked up by Sweden and implemented in activities.

Comenius becomes a good teacher, renounces political views and begins to write a new work, The World of Sensual Things in Pictures, and a little later he is developing a manual that provides for teaching children the Latin language.

Comenius, developing new approaches to pedagogy as a science, was guided by several principles: the desire to cover a large mass of people with knowledge, to build life knowledge in a certain system, to come from measuredness to general harmony.

Comenius on raising children in the family

Democracy, a deep faith in man, Comenius also put as the basis of his pedagogical ideas. He was convinced that all people - both men and women - should be educated, they are all capable of education. Dividing children into six types according to sharpness of mind, pace of work and degree of diligence, Comenius believed that even the most difficult children (dumb, slow, lazy) can be trained. He demanded that a school of the native language be organized in every village. All children have the right to progress from primary to secondary and higher education.

Jan Amos Comenius put forward the idea of ​​a systematic raising children in the family. In the "mother's school" - as he called education up to six years - children should be given the opportunity to play, run, frolic. It is necessary to educate them industriousness, truthfulness, respect for elders, politeness. Children should be given a wide range of ideas about the natural environment and social life. They must have an idea of ​​what water, earth, air, fire, rain, snow, trees, fish, rivers, mountains, sun, stars, etc. are. Know who rules the city; be familiar with the most important events; learn to remember what happened yesterday, a week ago, last year. Consistently it is necessary to equip children with an ever-expanding range of labor skills. Parents should instill in their children love and interest in school, respect for the teacher.

All this was the first well-thought-out system of raising children in the family.

Pedagogy of Jan Comenius

Comenius introduced the same deeply thought-out system into school education. In his pedagogical views the desire to develop the spiritual strength of students and ensure joyful learning was clearly expressed.

Comenius sharply criticized the medieval school for teaching "to look through the eyes of others", "to think with the mind of others", which turned the school into "a scarecrow for boys and a place of torture for talents." He demanded that the school be a place of "joy and happiness".

The building should be bright with a playground, the classrooms should be clean and beautiful. Children should be friendly; "The teacher's voice must itself penetrate into the souls of students, like the most delicate oil."

Comenius formulated "golden rule of visibility", according to which everything should be perceived by the corresponding sense organ (visible - by sight, heard - by hearing, etc.) or by several organs, if possible:

“... everything should be presented to the external senses, as far as possible, namely: visible to sight, heard to hearing, smelled to smell, tasted to taste, tangible to touch, but if something can be simultaneously perceived by several senses, then imagine this object simultaneously to several senses.

Instead of cramming incomprehensible material, he suggested proceeding from the fact that "there is nothing in memory that was not previously in understanding." Summarizing the experience of advanced schools, including the fraternal schools of Southwestern Rus', Comenius developed a class-lesson system for organizing educational work. He suggested teaching in classes with a constant composition of students, starting classes at a certain time of the year (September 1), dividing the material into lessons, building each lesson methodically thoughtfully and expediently.

It was a huge step forward compared to the medieval school.

Comenius approached the issue of school discipline in a new way, pointing out that the main means of its upbringing is not a stick, but the correct organization of classes and the example of a teacher. He called the school "masterful humanity" and pointed out that the teacher will succeed only when he "burns with impatience to dispel the darkness of the mind" and treats children like a father.

An immeasurable contribution to pedagogy

Jan Amos Comenius made a huge contribution to the development of pedagogy as a science. At one time, no one approved the methodology developed by Comenius, in which completely new pedagogical ideas were consecrated. The technique was not accepted by contemporaries, as it was considered excessively "heretical". Many directions had a deep Christian bias, studying at his school was very simple and interesting. At that time it was considered impossible. However, after a short amount of time, the Comenius method was accepted in society and recognized as one of the most effective.

Tutorials created Comenius for elementary education, were translated into many languages ​​during his lifetime. His pedagogical ideas had a profound influence on the development of schools and pedagogy in many countries. They were also accepted by advanced Russian pedagogy.

Visibility, activity, accessibility of learning - these principles are now included in the methodology of any subject. They were first expounded by Comenius in The Great Didactics. And one more principle, which, perhaps, was not formulated by him, but which permeated all his activities, is the audacity of search, hatred of ready-made truths, courage in rejecting everything inert, dogmatic, anti-human. The principle of every true scientist. This was Jan Amos Comenius.

And today, any teacher, no matter where he lives, in whatever field of education he works, will certainly turn to the works of Comenius, the founder of modern science of education and upbringing. And do not these words sound modern: “Let the guiding basis of our didactics be: the study and discovery of a method in which students would teach less, students would learn more.”

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Introduction ............................................................... .................................... ................. ............. ...... 3
Part 1. Philosophical views of Ya.A. Comenius
1.1. Biography and philosophical views of Ya.A. Comenius .............. ..........9
1.2. Life and work of Ya.A. Comenius..................... .............................. 12
1.3. Philosophical foundations of the pedagogical system Ya.A. Comenius....... 14
Part 2. Pedagogical theory of J. Comenius
2.1. The structure and content of the "great didactics"...............................................20
2.2. The role of education in the harmonious development of a person and the improvement of society ....................................................... ......................................26
2.3. Ya.A. Comenius on different levels of education and organization of schools.................................................. .............. ............................. ...... ............................... 27
2.4. The main categories of pedagogy Ya.A. Comenius: "the nature of man", education, principles (fundamentals), content of education, methods of education and upbringing ............................................ .......... .................... thirty
2.5. Ya.A. Comenius on the work of a teacher ............................................................... ....... ......34
2.6. The content, forms and methods of moral education according to Ya.A. Comenius ............................ .............................. . ............................. ................... ...37
Conclusion.................... ............................. . ............................. ................... ........... ...40
Literature ............................................................... . ............................. ................... ........... ....43

INTRODUCTION
The study of any science, as a rule, begins with the clarification of such questions: how did this science arise and develop, and what exactly is the subject of its study? In fact, each science has its own history and a fairly definite aspect of natural or social phenomena, the study of which it is engaged in and the knowledge of which is of great importance for understanding its theoretical foundations. Therefore, the study of the course of pedagogy also remains relevant, and it should begin with a brief historical overview of its origin, development and understanding of the subject it studies.
When considering these issues, two essential points must always be kept in mind:
1. No matter how tortuous and shrouded in the fog of time the paths of development of this or that science may be, each of them was somehow formed under the influence of the needs of society and is called upon to perform certain social functions.
2. Any branch of human knowledge evolved into a science only when a specific, unique subject of research was sufficiently clearly identified and concretized. In this regard, as noted in philosophy, each individual science is required to find out its place in the general system of things and knowledge.
What is the situation with pedagogy in this respect? What was the reason for its emergence and development as a science? What place does it occupy in the general system of things and knowledge?
The pedagogical branch of human knowledge is perhaps the most ancient and is essentially inseparable from the development of society. In order to make this position more understandable, we should pay attention to one essential detail. Pedagogical knowledge refers to that specific area of ​​human activity that is associated with the preparation of the younger generations for life, or education. Indeed, when talking about pedagogy, this term is usually associated with the concept of education, with the formation of a person. But education itself, as a means of preparing the younger generations for life, arose along with the advent of human society.
Education is inseparable from the development of human society, it is inherent in it from the very beginning of its emergence. Like any social phenomenon, educational activity and its nature do not stand still and are constantly developing and improving under the influence of social conditions. Upbringing and education turn into an objective need of society and become the most important prerequisite for its development.
Therefore, at a certain stage in the development of human society, special educational institutions arise, people appear whose profession is the education and upbringing of children.
As noted above, each branch of human knowledge was singled out as a separate science only when the subject of research inherent in it was more or less clearly defined. What is the subject of pedagogical research?
According to a long-established tradition, education is considered to be the subject of pedagogy as preparing a growing person for life, and for a long time it was only about preparing the younger generations for life. Such a definition of the subject of pedagogy until some time was not in doubt. It seemed quite natural that, since pedagogy arose from the need of society to educate the younger generations, to prepare them for life, then the subject of its research is education, educational activities.
However, with the development of pedagogical theory, some simplification and inaccuracy of such a definition became more and more clear. Let us pay attention to the fact that if education is considered as a subject of study of pedagogy as a specially organized educational activity, then does it not follow from this that its task is limited only to the development of a methodological recipe, a set of rules and techniques for this activity, as it seems to some ignorant people? If you agree with this, then pedagogy loses the status of a science.
This definition of the subject of pedagogy has another weak side. It does not clarify the main thing - on what basis does pedagogy develop the theory and methodology of education? Meanwhile, it is shown above that education as a social phenomenon arose and exists not by itself, but acts as a means of preparing an emerging person for life, developing in him the necessary social properties and qualities. This means that the laws of education, its nature and methodological foundations are not rooted in the educational activity itself as such, but are determined by the laws of development and formation of a person as a social being, as well as those requirements for his preparation that are set by society. That is why it would be more correct to consider that the subject of pedagogy is the study of the essence of the development and formation of the human personality and the development on this basis of the theory and methodology of education as a specially organized pedagogical process.
What are the goals of pedagogy?
a) the study of the essence and patterns of development and formation of personality and their influence on education;
b) determination of the goals of education;
c) development of the content of education;
d) study of methods of education.
Let's put forward a hypothesis: When defining the subject of pedagogy and the main problems of its research, some textbooks immediately reveal the essence of such important pedagogical concepts as upbringing, training and education.
In reflecting on the development of pedagogical theory, it is impossible not to pay attention to the fact that pedagogy is sometimes regarded as a science and as an art. There is a historical reason for this confusion of these terms. In the 19th century There were two concepts: pedagogy and pedagogy. The first meant the science of education, the second - related to practical educational activities. Then these concepts merged, which gave reason to consider pedagogy both a science and an art. But is it right? It seems that not quite. When it comes to education, it must be borne in mind that it has two aspects - theoretical and practical. The theoretical aspect of education is the subject of scientific and pedagogical research. In this sense, pedagogy acts as a science and is a set of theoretical and methodological ideas on education.
Another thing is practical educational activity. Its implementation requires the teacher to master the relevant educational skills and abilities, which can have varying degrees of perfection and reach the level of pedagogical art. That is why the judgment that pedagogy is both a science and an art must be considered incorrect. Pointing out this incorrectness, Professor A.I. Piskunov noted: “In fact, this formulation itself already contains a logical error: science cannot be at the same time not science.” From a semantic point of view, it is necessary to distinguish between pedagogy as a theoretical science of education and practical educational activity as an art.
A well-known teacher of the Main Pedagogical Institute in St. Petersburg A.G. made a very clear distinction between pedagogy as a theoretical science and practical activity as an art. Obodovsky (1796-1852). In the manual “Guide to Pedagogics, or the Science of Education” published in 1835, he wrote: “A complete and systematic exposition of the theory of education, i.e. rules and methods related to education is called the science of education or pedagogy; the use of the theory of education actually constitutes pedagogical art ... Whoever has a thorough and complete knowledge of the science of education is called a theoretical educator; who, then, successfully brings the rules of education into execution, i.e. really educates, he is a practical educator and teacher.
However, for practical pedagogical activity, both the differences and the connections that exist between the theory of education and educational practice are significant. In order to carry out effective education, the teacher, on the one hand, needs to know its theoretical foundations well, and on the other hand, to master pedagogical skills and abilities to perfection. Many educators expressed deep thoughts about this.
K.D. Ushinsky noted that successful educational activities require not only appropriate skills and abilities, but also detailed theoretical knowledge. Emphasizing this, he wrote: “The art of education has the peculiarity that it seems easy to almost everyone ... Almost everyone admits that education requires patience; some think that it requires an innate ability and skill, i.e. skill; but very few have come to the conclusion that, in addition to patience, innate ability and skill, special knowledge is also needed.
P.P. Blonsky. He noted that skill, talent and theoretical knowledge are equally needed for practical educational activities. Skills are developed by personal experience, talent is improved in the process of educational practice, theoretical knowledge is formed as a result of a deep understanding of the essence of human development and education and is transmitted in the form of scientific ideas. “Only an idea, and not technique or talent,” Pavel Petrovich emphasized, “can be communicated by one person to another, and therefore only in the form of known ideas, that is, in the form of theoretical science, can pedagogy exist.”
The same point of view was held by A.S. Makarenko. He believed that in order to implement effective education, it is necessary for each teacher to form pedagogical skills, which are based on a deep mastery of theoretical knowledge, a thoughtful and diligent attitude to the matter of education and creative assimilation of the best examples of educational activity.
It is noteworthy that many ancient thinkers pointed out the enormous role of theory in various areas of human practice. The Greek philosopher Anaxogoras said that only from theoretical knowledge comes the freedom and fruitfulness of practical activity. Socrates remarked: "Everyone is wise in what he knows well." Theoretical knowledge is becoming even more important at the present time, when science and technology have entered all spheres of life. That is why a comprehensive and thorough understanding of the subject of pedagogy and the main theoretical ideas related to education is of great importance in preparing for professional pedagogical activity.

Biography and philosophical views of Comenius.
Life and work of Ya.A. Comenius.
Since the 13th century, Eastern Europe has been gripped by decentralization processes. United for a thousand years by a single religion and common enemies, people and nations turned to new values. This turn did not happen suddenly. The Catholic Church, which tried to unify the world according to the principles that they considered initially and only correct, over this thousand years has turned into a huge empire, bearing a political, religious and cultural character.
The anti-Catholic movement that began was heterogeneous. In Eastern Europe, it coincided with the formation of a national character. Together with the Renaissance and the New Age, a special sense of "self" came to the Western Slavs. It is these reasons that lead us to the analysis of many provisions of the theory of one of the most famous teachers in the world - Jan Amos Kamensky. The ancient Chinese had a curse: "May you live in an era of change."
Comenius not only lived in an era of change, he was one of the creators of change, one of the builders of the modern world. "Jan was born on March 28, 1592 in the town of Nivnica, in a large, solidly built mill, somewhat similar to a fortress. It was probably one of the best mills in Moravia. It belonged to Jan's uncle, and his father, Martin, served at one time in Nivnica on the estate of a nobleman from Kunovice.Martin himself was from neighboring Komne, where the family moved from Slovakia.
From the name of the village came the surname Comenius. "Komensky's childhood fell on the period of revelry in Europe of the last terrible" human scourge "- the plague. For several years, when he was ten years old, his father, mother, two sisters died in a row. In addition, the Czech Republic , squeezed between the eternally opposing Austria and Hungary, found itself in a zone of constant skirmishes between armies and irregular bands of both sides.And as usual in such a situation, the answer to oppression from both sides is their own resistance.
It was expressed in the creation of the Hussite (Taborist) movement. Its moderate, cultural and religious wing was the Protestant sect of the Bohemian (Moravian) Brethren. In 1608, Jan Comenius became a student of the school of the Czech Brothers in Psherov, the largest and "best among the fraternal educational institutions." In 1611, he undergoes the rite of Protestant baptism and adds the second in his name - Amos.
On the recommendation of the rector of the school, Jan Lanets, he, in the same year, went to the University of Herborn. In 1613 Comenius moved to the theological faculty of Heidelberg. Returning to Psherov, 26-year-old Jan was elevated to the rank of a Protestant priest. He marries Magdalena Wizovskaya and takes the place of the manager of the Council of the fraternal Community and teacher-preacher in Fulnek. In Fulnek, he begins his first work, Letters to Heaven.
This work is directed against the injustice of the earthly structure, and is carried out in defense of poverty from the arbitrariness of wealth. Here he also publishes the anti-Catholic book "Unmasking the Antichrist". "During this period, in the works of Comenius, emotional indignation and moral indignation constantly prevail on a concrete analysis of reality." Gradually, the situation in Europe and in the Czech Republic is heating up.
The confrontation between Catholicism and Protestantism leads to the creation of huge interethnic unions. In 1619, the Prague Uprising begins, which became the prelude to the Thirty Years' War. Fulnek was repeatedly attacked and looted. In the summer of 1621, the Czech uprising was defeated by the Habsburg coalition. Massacres began against Protestants.
Comenius, as one of the prominent leaders of the Czech brothers, is forced to flee. During his wanderings, he learns that his wife and two sons died from the plague, and his library was burned. During this period, he wrote the works "Mournful" and "Labyrinth of Light". The religious career of Comenius is gradually advancing. He is part of the expedition of priests who selected places of refuge for the Czech brothers in other countries, he is sent on an embassy to the deposed monarch of the Czech Republic, Frederick of the Palatinate.
In 1624 he becomes engaged to Dorota Kirillova, daughter of a prominent member of the Bohemian Brotherhood. On February 4, 1628, together with a group of Protestants, he again had to leave the Czech Republic and go to the city of Leszno. Here he becomes the rector of the national school, and around this period, Jan Amos Comenius begins his work "Great Didactics". He comes to the conclusion that one of the most important sciences of mankind is pedagogy. Only by forming and educating a person, we will be able to build well-organized states and economic systems, the great teacher believed.
He writes treatises "The Open Door of Languages", "The Open Door of Objects" ("Universal Christian Wisdom..."), "Harbinger of Pansophia" (universal wisdom). The works of Comenius become famous among Protestant educators and Samuel Hartlieb, a well-known English reformer, invites him to England. The journey to England begins in the summer of 1641. Immediately upon arrival, Jan Amos writes "The Way of Light".
His work "The Harbinger of Pansophia" is translated into several languages ​​​​at once and diverges throughout Europe. But political passions overtake him here too. At the end of 1641, England plunges into the abyss of civil war. Comenius was already tired of constant adventures, he was looking for a quieter place, and in 1642 he moved to The Hague, and then to Leiden, where he met the famous philosopher and mathematician of that era, Rene Descartes. Here, in the Netherlands, he finally accepts the offer to go to Sweden.
Thus, he tries to achieve several goals at once. He finds himself in a Protestant state, gets the opportunity to create freely, and, in addition, satisfy the financial needs of the Community. In Sweden, according to the plan of the chancellor of this state, Kamensky must put into practice the reform of the school, described by the teacher in the "Great Didactics". Elbing (now the territory of Poland) was chosen as a place for the experiment. The work progressed with difficulty; previously written books had to be translated into other languages.
Diplomatic Protestant missions, which were often entrusted to Kamensky, also took up a lot of time. And in 1648, without waiting for the results of the activities of Jan Amos, the Swedes took the school reform proposed by Uppsala University as a platform. Almost at the same time, the second wife of Comenius dies.
Comenius, left without patrons, returns to Leshno and becomes a bishop. A Protestant priest of this rank could not be single, and on April 17, 1649, Comenius married Yana Gayusova. By that time, constant military failures undermined the spirit of the Czech brothers and a reflection of this is Comenius's treatise "The testament of a dying mother - the Brotherly Community - to her sons and daughters, to whom she gives her wealth and appoints heirs" . In 1650, Comenius received another proposal from high people - Prince Sigismund Rakoczy offered him to reform the Transylvanian schools in Upper Hungary.
On February 13, 1651, teaching began according to the new system in the city of Sharosh-Patak. The success of teaching forced Kamensky to abandon political activity, he began work on The World of Sensual Things in Pictures, perhaps one of the first manuals of this kind in the history of European pedagogy. He compiles a song and drama collection "School-game" for teaching children the Latin language. Having established the activities of the new school, Comenius left the owners "... at the beginning of June 1654, and far beyond the city gates the teachers of the crowd of townspeople, professors and students of Sharosh-Patak were escorted." And again the war intervenes in the teacher's work. Poland, occupied by Sweden, rebelled, and on April 27, 1656, Polish partisans laid siege to Leszno. The city fell and a massacre of Protestants began. Comenius fled the city.
Comenius lost all the property accumulated over 28 years, and, what is more terrible for posterity, most of his manuscripts. Many Protestant centers vied with each other to invite Jan Amos to their place. He decided to choose Amsterdam (the capital of Batavia) for his settlement. The son of Comenius' longtime patron, Lavrenty de Geer, undertook to pay for the work of the teacher and the publication of his works. The results were not long in coming.
The World of Sensible Things in Pictures is published in Nuremberg. In 1657-1658 the "Great Didactics" was finally published in four volumes. The book was a resounding success. "The author himself has ceased to be dismissive of his creation, considering it a brake on the more important Pansophia." The scientist begins work on the "Universal Wisdom".
And again (which time!) War. England and the Netherlands, continuously expanding their colonies in the New World, came into conflict. However, the authority of Comenius at that moment was already at an unattainable height.
At the call of the teacher, the warring parties concluded a peace treaty. The result of life's reflections on their own collisions and the fate of Europe is the work "General Correction". In this comprehensive work, along with naive, idealistic thoughts, Comenius paints the image of the world structure familiar to the inhabitants of the second half of the 20th century. Gradually years and hardships take their toll. He is already dictating the last works of Comenius.
In November 1670, Jan Amos Comenius died. Philosophical foundations of the pedagogical system of Comenius. Speaking of Jan Amos Comenius, we must take into account his diverse activities. He is a publicist, and a preacher, and a politician, and a teacher. For himself, he chose philosophy as the most important thing.

Philosophical foundations of the pedagogical system of Comenius.

Speaking of Jan Amos Comenius, we must take into account his diverse activities. He is a publicist, and a preacher, and a politician, and a teacher. For himself, he chose philosophy as the most important thing.
"... The dominant idea of ​​Comenius' philosophy and his understanding of man is the old idea of ​​his "heretical" predecessors that a person can and must achieve perfection, lost many centuries ago by overthrow into the abyss of sins and evil. This triad of historical fate and the prospects of the human race after Comenius, Rousseau and Feuerbach repeated. .
In his philosophical views, Comenius was close to materialistic sensationalism, which Comenius himself saw as the philosophy of the common people. Recognizing three sources of knowledge - feelings, reason and faith, Comenius attached the main importance to the senses. In the development of knowledge, he distinguished 3 stages - empirical, scientific and practical. He believed that universal education, the creation of a new school would help to educate children in the spirit of humanism.
At the same time, in defining the goal of education, Comenius clearly feels the influence of religious ideology: he speaks of preparing a person for eternal life.
Based on the cognizability of the world, Comenius considered cognizable and all the phenomena associated with the pedagogical process, making a conclusion about the possibility of managing it. Since a person is a part of nature, then, according to Comenius, he must obey its general laws and all pedagogical means must be natural. At the same time, the principle of the natural conformity of education, according to Comenius, involves the study of the laws of a person's spiritual life and the coordination of all pedagogical influences with them.
The philosophy of Comenius was, first of all, anthropodicy (a justification for the existence of man in a stormy world). While still studying at the University of Gernborn with Professor Allsted, he formulated three basic principles of his activity.
“First of all, it is a thirst to fully embrace the huge flow of new knowledge and discoveries, which in that era really overflowed right before our eyes. Second, the need to subordinate the immense scale of science to a certain system, or rather, to derive a certain system from it. all the heterogeneity of the cognised "material" to come in his understanding to a general harmony, which, especially at the beginning, should have eliminated the contradiction between scientific knowledge and the truth "revealed" in Holy Scripture.
Philosophy often comes into contact with learning. Many of the classical philosophers were also educators. Higher university education in Western Europe from birth to the present day is inextricably linked with philosophical knowledge. But in no other teaching, except for the didactics of Jan Amos Comenius, do we observe such an interpenetration of the ideas of philosophy and pedagogy.
Comenius lives at the same time as many famous personalities of human history. Among his contemporaries are Shakespeare and Cervantes, Lope da Vega, Mercator, Bruno, Copernicus, Descartes, Hobbes, Spinoza and Gassendi, it is known that Jan Amos was closely acquainted with Rembrandt in the last period of his life. Comenius standing on the threshold of two epochs. In his time, the face of modern science, its methodology and methods were formed.
Well acquainted with the works of ancient authors such as Plato, Aristotle, Plutarch, Seneca, Comenius picks up the tradition of ancient attitudes towards man. From his point of view, the goal of a person is to use the qualities given by God to achieve harmony of the human spirit with the outside world. This "cosmic" harmony is one of the most progressive ideas of ancient Greek and Roman thinkers.
Comenius himself, who has repeatedly experienced the horrors of war, believes that a person should use all his strength to destroy the war. In the treatise "Panegersia" he exclaims: "If we are all citizens of the Universe, what prevents us from uniting and living under the same laws?"
In his writings, a feature characteristic of Slavism is manifested - the glorification of the "common cause", which should unite all the people of the Earth into a single totality.
Turning to the personality of Socrates, he points out that the significance of the works of the ancient author lies primarily in the fact that he retreated from "philosophy" and moved on to moral anthroposophical philosophy. In Plato's Apology of Socrates, Comenius emphasizes the idea that in order to gain true wisdom, it is necessary to develop one's own language. Wise eloquence, or rhetoric, is an important part of Comenius's pedagogical system. Until now, many Czech scholars note the contribution of Jan Amos to the development of the modern literary Czech language.
As a true believer, Comenius could not ignore the work of Plato, the founder of scientific idealistic philosophy. At the opening of a school in Pataca, an educator delivered a speech known as "On the Benefits of Naming Things Accurately". "In it, a thing, its name, knowledge of a thing, the meaning of this knowledge are considered in a deep philosophical aspect ... knowledge embraces things in their development..."
The question raised by Comenius about the essence of things and the concepts of things is not accidental. The dispute between nominalists and realists on this issue marked almost the entire Middle Ages. Only with the advent of the New Age, philosophers of a progressive formation, this problem has lost its former severity. "... If concepts do not correspond to the things they are supposed to reflect, then they become unstable, shaky, doubtful." Comenius departs from the methods of scholasticism and patristics, who believed that it was possible to know the world without resorting to real things.
Possessing the undoubted inclinations of philosophizing himself, Comenius, the less clearly separates pagan knowledge from Christian, ridicules many of the ancient authorities. "... A sarcastic critique of the philosophers continues throughout the story." (We are talking about the work "The Labyrinth of Light and Paradise of the Heart").
But even more than paganism, Jan Amos Comenius does not like self-praise. He believes that the excessive self-conceit of metaphysicians, physicists, astronomers, politicians, mathematicians and theologians generates a distortion of the truth in their writings. In addition, a number of difficulties stand in the way of scientific progress.
“Truly brilliant thoughts are developed by Comenius, speaking of three reasons for the difficulty of scientific studies. The first reason he considers is the slavish way of setting up classes; the second reason is the vicious way of studying things, when students are not taught things, but only tell them about things; the third reason is the imperfection of the method .
Similarly, there are three reasons why the truth in books, in literature, suffers. These reasons are as follows: a) disagreements between the sciences; b) insufficient internal connection of the method with the things themselves; c) partly negligence, partly inappropriate pomp of expression and style.
The pedagogical method of Jan Amos Comenius directly follows from these scientific and methodological premises. He expels inertia, stupid cramming and indifference of students from his school. Instead, Comenius gives preference to the explanation of things and processes, recognizes the boundless flight of creative thought.
"Komensky demands demonstrativeness in explaining things, in presenting them, and this is nothing but clarity. In addition, he requires justification based on causes and their immediate consequences. In a word, the main thing that is necessary is that things be studied (know) on the basis of the things themselves, and not on their external signs.
The central point of the philosophical doctrine of K
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The great Czech educator Jan Amos Comenius (1592 - 1670) lived at a time when his homeland was experiencing heavy national oppression from the German feudal lords. He was born into a miller's family, orphaned early, and only in the 16th year of his life was able to enroll in a secondary Latin school. After a brilliant graduation from school, he continued his education in Germany at the expense of a religious sect, to which his father had previously belonged. Returning to his homeland, Comenius becomes a priest, engages in science and strives to make it the property of the people. Hiding from the persecution of the Catholic Church, he experienced many hardships and grief, his library and valuable manuscripts perished in the fire. Comenius wrote a number of pedagogical works that gave him worldwide fame - "Great Didactics", "Mother's School". He rejected church positions about the sinfulness of children's nature, but believed that all children have certain abilities from birth, "gifts of God", and emphasized the enormous role of education in human development. Comenius is one of the first theorists of preschool education. For a child up to 6 years old, he intended a mother's school, recommended mothers to feed babies with mother's milk, let children play, frolic, and run. He believed that the first foundations of general education should be laid at preschool age. He advised classes on the development of speech in the form of a game. The doctrine of the Comenius maternal school is the first attempt to create a well-thought-out system for raising young children in a family environment.

One of the brightest enlighteners of the 18th century is Jean Jacques Rousseau (1712-1778) - a representative of the most revolutionary part of the petty urban bourgeoisie of France. Rousseau is a politician, philosopher, writer, teacher. His largest works are: "Discourse on the origin and foundations of inequality ...", "Emil, or On Education" and others. Rousseau wrote that "education should begin from the day the child is born." Criticizing the ugly forms of family education of the upper classes, Rousseau believed, just like Ya. A. Comenius, that every mother herself should feed her child. He defended the rights of the child to free development, insisted on respect for his personality. However, Rousseau's idealistic theory of "free education" contains sharp contradictions and is generally wrong. His views on the upbringing of a woman were reactionary: the role of a woman was reduced only to fulfilling family responsibilities.

Friedrich Fröbel (1782-1852) - one of the largest representatives of bourgeois pedagogy in Germany in the first half of the 19th century, created an original system of public preschool education and a new type of preschool institution - a kindergarten (1840). Fröbel organized the training of kindergarten teachers, whom he called "gardeners", and promoted preschool education in the press. He believed that development is a continuous process of revealing the divine essence of a person, his desires, instincts in creative amateur activity: in speech, games, construction, visual and labor activities. For the game, F. Fröbel offered “gifts” to children: a ball, a cube, a cylinder, as well as outdoor games that required automatic imitation and were accompanied by sentimentally sweet, sometimes religious, songs. F. Fröbel considered the closeness of the child to nature as the discovery of God by the child.

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