He developed these didactic principles of teaching in detail in his works.
His main pedagogical work – «Pedagogical conversations», as well as books «On visual teaching», «Grain» (for reading in junior classes). Among the books banned by the tsarist government were Gramatika (Ukrainian primer), Chitanka, and Zaposhkorysnyi zadashnyk.
Many articles by T. Lubents are devoted to current pedagogical problems: the spread of literacy among the people, methods of teaching literacy and arithmetic. He substantiated the psychological and pedagogical need to teach children in schools in their native language.
He considered the characteristic features of the folk school to be: the principle of nationality in education and upbringing, teaching in the native language, studying the history of the people, knowledge of the natural resources of the homeland and their land, He advocated the introduction of general education in the country, the spread of education buy a comparison essay online among adults, the development of teachers’ initiative and improving their pedagogical skills.
T. Lubenets left a lot of valuable advice on various issues of school and teacher:
development of children’s interest in learning and their cognitive abilities; great importance of artistic reading and conducting conversations on the content of the work; wide and skillful use of clarity in teaching; activation of teaching methods and various exercises of independent work of students; development of observation of students at home and at school.
The pedagogical heritage of T. Lubents has not lost its significance in our time and deserves creative use, first of all in the work of primary school teachers.
20.01.2011
Basic principles of KD Ushinsky’s pedagogical system. Abstract
K. Ushinsky assigned an important role in preparing a person for life to his moral upbringing. The moral upbringing of a child should begin at an early age and be carried out constantly and systematically
Konstantin Dmitrievich Ushinsky (1824-1870) was an outstanding teacher. He was born in Tula, studied at the Novgorod-Siverskaya Gymnasium, graduated from the Faculty of Law of Moscow University. He worked as a professor at the Yaroslavl Law Lyceum, served in the Ministry of Internal Affairs, later taught literature and was an inspector at the Gatchina Orphan Institute, a class inspector at the Smolny Institute of Noble Girls. After a conflict with the management of the institute, he was sent abroad (Austria, Switzerland, Belgium, France, Germany) to study the organization of women’s education. After the business trip he returned to Ukraine, which he considered his homeland.
K. Ushinsky left a considerable pedagogical legacy: «Man as a subject of education», «On the benefits of pedagogical literature», «On nationality in public education», «On elements of school», «Teacher’s seminary project», «Work in its mental and educational value «», «Children’s World» and other works. He wrote in Russian, edited textbooks for the Russian public school, but never shunned his people, his homeland – Ukraine, passionately loved it. In a private letter dated December 9, 1863 to a friend, a famous teacher Modzalevsky, he calls himself a Ukrainian.
The merit of K. Ushinsky is first of all that he considers pedagogical science in close connection with philosophy, history, psychology, anatomy and physiology of man, as well as with pedagogical practice. In his opinion, pedagogical science can develop only on the basis of advanced pedagogical experience. K. Ushinsky considered pedagogy a science and art. Any practical activity aimed at meeting the spiritual needs of man is a great art, and pedagogy as a science – the highest art, because it satisfies the greatest of the needs of man and humanity in general – the desire for improvement.
One of the main ideas promoted by K. Ushinsky is the idea of nationality in education. In the article «On nationality in public education» he praised all the peoples of Russia, nationality was considered the basis of education of the younger generation in the spirit of patriotism, love for the homeland and their people. The people, in his opinion, are the source of all the possessions of material and spiritual culture, so it is necessary to study history, geography, economics, language, literature, art and other sciences.
Folk art, poetry, songs, music, fine arts – the source of people’s culture. One of the signs of nationality is language, the best expression of the spiritual culture of each nation. In the article «Native Word» K. Ushinsky wrote that the language of the people – the best, never fading color of all his spiritual life, which begins far beyond history.
The language inspires the whole nation and its entire homeland. His high appreciation of his native language and his struggle to create schools in which children would study in their native language had not only pedagogical but also political significance. His speeches on this issue were used by representatives of Russia’s progressive forces to combat the Russification policy of the tsarist government.
K. Ushinsky assigned an important role in preparing a person for life to his moral upbringing. The moral upbringing of a child should begin at an early age and be carried out constantly and systematically. It should be aimed at forming in children the best moral traits and feelings: patriotism and humanism, love of work and discipline, honesty and truthfulness, a sense of duty and responsibility, self-worth and public duty, modesty, firmness of will and character , and etc.
The main methods and means of moral education of children and youth are persuasion, encouragement and punishment (but by no means corporal), the own example of the teacher, as well as parents and elders, the correct mode of education and so on. The scientist gave a special place in moral education to physical work, considering it necessary to combine it correctly with mental work.
In the article «Work in its mental and educational meaning» he emphasizes the great importance of physical labor in the education of children and youth, in the development of society in general. It offers to involve children in various types of work, based on the practical needs of school and family: self-care at home and at school, help for parents on the farm, work in the garden and vegetable garden, help teachers in making visual aids, and others. Child labor should be organized in such a way that children enjoy it, do not get tired.
As an outstanding teacher-methodologist, K. Ushinsky gave a number of valuable tips on the organization of the educational process in school. In his opinion, for the correct organization of children’s learning, development of their mental abilities it is necessary to know their age and individual characteristics, to provide the correct dosage of educational material, its feasibility for students, consistency and systematic study, development of consciousness and activity of students. training, etc. He developed these didactic principles of teaching in detail in his works.
K. Ushinsky believed that in the process of learning it is necessary to develop memory – passive (involuntary) and active (arbitrary), using the repetition of educational material. However, mechanical memorization, ie memorization, should be avoided. Unacceptable overload of students, fatigue. At the same time, learning cannot be entertainment.
According to Ushinsky, clarity is of great importance in the acquisition of knowledge. Children think in shapes, colors, sounds, sensations, so in the learning process it is useful to use all visual aids so that the senses are directly involved in the perception of educational material. An example of the skillful use of clarity in education can be his children’s books «Native Word» and «Children’s World».
K. Ushinsky paid considerable attention to the development of methods of teacher work in the classroom, advised to introduce a variety of effective methods and teaching methods: explanation of new material, repetition, exercises, written and graphic work of students, individual and frontal forms of work in the classroom, students’ knowledge. He also focused on the implementation of the educational and educational purpose of the lesson. In order to accustom students to independent work and instill in them an interest in learning, it is necessary to help them in learning, to develop thinking, to cultivate efficiency. He was a supporter of a combination of existing at that time formal (development of memory, attention, thinking, language) and material (study of material subjects) education.
K. Ushinsky attached special importance to the study of the native language, the development of children’s innate ability, which is called the gift of speech. For its formation he suggested using oral and written exercises, gradually complicating them. He advised to teach children their native language on the basis of examples of folk art (epics, songs, fairy tales, proverbs, riddles, etc.), as well as the best works of writers. The teacher’s language should be exemplary, grammatically correct and melodious. Books for reading are of great importance for junior students (his book «Rodnoe slovo» was an example). In teaching literacy (reading), he defended the sound (analytical-synthetic) method, according to which he gave the first lessons of writing and reading in his book.
Elements of science, geography and history in primary school, according to Ushinsky, should be studied in the process of explanatory reading in the classroom. Considering the issue of learning foreign languages important, the eminent educator advised to start it only «when the native language has taken deep roots in the spiritual nature of the child.» In the process of learning native and foreign languages, it is important to use fiction, selecting it according to the age and interests of students.
An integral part of the harmonious development of man, according to Ushinsky, is his physical development. As the child’s body develops in the course of his daily work and under the influence of the environment (nature, family, society), it is necessary to create such living, working and learning conditions for children that would promote their physical development from an early age. Among the factors of physical development, he includes normal nutrition, sleep, appropriate regime at home and at school; physical work in the fresh air; medical supervision; gymnastic exercises and games; creation of hygienic living and working conditions; use of natural factors (air, water), etc.
K. Ushinsky made an attempt to justify the purpose, content and forms of physical education of children, based on the basics of human anatomy and physiology, medicine, sanitation and hygiene, paying great attention to strengthening the nervous system of students and educating their will by various means of physical training (section «General remarks on physical education» in the book «Pedagogical Anthropology»).