Concept: teaching, learning, doctrine and their relationship

Patterns of the learning process

Education in psychology is a collective process aimed at assimilating by the younger generation the experience that has been accumulated throughout history and embodied in accordance with social goals. In modern psychological science, a large number of different patterns have been discovered that accompany the process of acquiring new skills and knowledge. All patterns are divided into two large categories - particular and general. Those that cover the entire educational system are called general; in contrast to them, those related to a specific aspect of learning are called private.

Structural elements of learning psychology

The driving force behind learning activity is motivation—the needs of the individual that encourage her to acquire new knowledge. Researcher A.K. Markova identified the following types of learning motives:

• cognitive – reflecting the student’s need to become an educated person;

• broadly cognitive – revealing the subject of learning’s interest in incredible facts;

• educational and cognitive - aimed at mastering techniques for independently searching for information;

• motives for self-education – aimed at implementing a personal self-development program;

• social – dictated by the desire to fulfill a duty to society;

• positional – determined by the desire to occupy a certain niche in one’s social group.

Basic Concepts

In the psychology of learning, the concepts that can be called basic in this direction are the following:

Educational goals.
Methods.
Quality of training.
Forms and means of teaching.
Knowledge, abilities, skills.

A person's knowledge is those facts and concepts that he has learned through learning. Skills – the readiness of a schoolchild or student to independently perform the necessary actions of a theoretical and applied nature. Skills are components of a student’s practical activity that are manifested through the performance of certain actions and are brought to the point of automaticity by the student.

Concept: teaching, learning, doctrine and their relationship

There are several concepts related to a person’s acquisition of life experience in the form of knowledge, skills, abilities, abilities. This is teaching, teaching, teaching.

Learning is the acquisition of knowledge, skills and abilities. The term is used primarily in behavioral psychology. In contrast to the pedagogical concepts of training, education and upbringing cover a wide range of processes of formation of individual experience.

Teaching is defined as the learning of a person as a result of the purposeful, conscious appropriation by him of his transmitted sociocultural experience and the individual experience formed on this basis; it is considered as a type of learning. Two persons participate in educational activities: the teacher and the student. But this is not just a transfer of knowledge from one to another. This is primarily a process of active acquisition of knowledge, skills and abilities under the guidance of a teacher. Teaching should be developmental.

Training means the purposeful, consistent transfer of sociocultural experience to another person in specially created conditions. In psychological and pedagogical terms, learning is considered as managing the process of accumulating knowledge, forming cognitive structures, as organizing and stimulating the student’s educational and cognitive activity.

Teaching is defined as a person’s learning as a result of his purposeful, conscious appropriation of his transmitted (translated) sociocultural (socio-historical) experience and the individual experience formed on this basis. Consequently, teaching is considered as a type of learning. Learning in the most common sense of this term means the purposeful, consistent transfer (broadcast) of sociocultural (socio-historical) experience to another person in specially created conditions. In psychological and pedagogical terms, learning is considered as managing the process of accumulating knowledge, forming cognitive structures, as organizing and stimulating the student’s educational and cognitive activity. In addition, the concepts of “learning” and “training” are equally applicable to both humans and animals, in contrast to the concept of “teaching”. In foreign psychology, the concept of “learning” is used as an equivalent to “teaching”. If “learning” and “teaching” denote the process of acquiring individual experience, then the term “learning” describes both the process itself and its result.

A.K. Markova:

considers learning as the acquisition of individual experience, but primarily pays attention to the automated level of skills;
interprets teaching from a generally accepted point of view - as a joint activity of teacher and student, ensuring that students acquire knowledge and master the methods of acquiring knowledge;
teaching is represented as the student’s activity in acquiring new knowledge and mastering methods of acquiring knowledge

Types of learning

There are five types of learning in humans. Three of them are also characteristic of animals and unite humans with all other living beings that have a developed central nervous system.

1. Learning using the imprinting . The word “imprinting” literally means “imprinting” in English. In both humans and animals, this mechanism is leading in the first time after birth and represents a rapid automatic adaptation of the body to living conditions using innate forms of behavior - unconditioned reflexes. Through imprinting, instincts are formed that are genetically programmed and difficult to change. The mechanism of imprinting is better studied in higher animals. The famous Swiss ethologist K. Lorenz studied it using the example of ducklings that have just hatched from eggs, which have an innate unconditioned reflex of following the first moving object that appears in their field of vision. Under normal conditions, the mother duck becomes such an object, and the chicks following her ensures their safety and further learning. In the last minutes before the ducklings were born, K. Lorenz isolated the mother duck from the eggs and he himself turned out to be the first moving object they saw, which they began to follow. Baby mammals imprint the appearance of their fellow tribesmen and are guided by it in the search for breeding partners. In humans, the imprinting mechanism is leading only in the first hours and days of life, when other types of learning have not yet begun to form. For example, as soon as a newborn touches his mother’s breast with his lips for the first time, his innate sucking reflex is immediately triggered, and in the future this whole situation as a whole - a certain position during feeding, the smell of the mother, touching the nipple with his lips - triggers this reflex in the child, providing him with nutrition . Thus, basic learning is necessary even for the activation of genetically programmed instincts.

2. Conditioned reflex

learning
_
The name of this type of learning speaks for itself: within its framework, life experience is acquired through the formation of conditioned reflexes. His research began with the work of the outstanding Russian physiologist I. P. Pavlov. As a result of the formation of a conditioned reflex, the body develops a reaction to a biologically indifferent stimulus that has not previously caused such a reaction. Classic examples of the formation of conditioned reflexes in the studies of I.P. Pavlov: when feeding a laboratory dog, a light bulb was lit next to the bowl, and after some time, unconditioned food reflexes in this dog began to appear only at the sight of a lit light bulb, even in the absence of food. Also, on the basis of food reflexes, a conditioned reflex was developed in laboratory mice: they were fed accompanied by the ringing of a bell, and after several such situations they began to run only to the ringing of this bell, without even receiving food. Conditioned reflexes can be developed in a child during the first days of life. In one of the maternity hospitals in Moscow, an experiment was conducted in which, as soon as each child turned his head to the right, a light bulb next to him was lit. In the first days of life, children already have an indicative reflex “What is this?”, expressed in turning their heads towards a source of light or sound. By the end of the first day of the experiment, a significant increase in children turning their heads to the right was recorded. Then they stopped lighting the light bulb on the right side of each child, and the reflex died out quite quickly. A day later, the experiment was continued with the same children: they began to light the light bulbs when they turned their heads to the left, and a conditioned reflex, expressed in an increase in turning their heads to the left, formed in them as quickly as in the first case. As a result of constant association of a stimulus in memory with the satisfaction of a biological need, the body learns to respond to it, and the stimulus begins to perform a signaling function.

3. Operant

learning.
In this case, individual experience is acquired by “trial and error.”
The task or situation that an individual faces gives rise to many different behavioral reactions with the help of which he tries to solve this problem. Each of the solution options is sequentially tested in practice and the result achieved is automatically evaluated. That reaction or combination of reactions that leads to the best result, providing the best adaptation to the situation, stands out from the rest and is fixed in experience. Subsequently, when faced with a similar situation, this reaction will be used first. The child begins to use trial and error learning as early as infancy, when he learns to manipulate objects. This type of learning is used by a person mainly in the sphere of practical actions: handling objects, physical exercises. The other two types of learning available to humans are considered to be the highest, since they are not found or almost never found in other living beings.

4. Vicar

learning
is carried out through direct observation of the behavior of other people, as a result of which a person immediately adopts and assimilates the observed forms of behavior.
This type of learning is especially significant in infancy and early childhood, when, not yet mastering the symbolic function of speech, the child gains experience mainly through imitation. The child begins to imitate the actions of adults, repeating them after them, already in infancy, and by the beginning of early childhood, delayed imitation arises when the child imitates those actions that he observed some time ago. In the third year of life, gender self-identification begins to occur through imitation: the child imitates more the parent of the same sex. 5. Verbal

learning
gives a person the opportunity to acquire new experiences through language and verbal communication.
Thanks to it, a person can transfer to other people who speak speech and receive from them the necessary knowledge, skills and abilities. To do this, they must be expressed in words understandable to the student, and the meaning of unclear words needs clarification. More broadly speaking, the means of verbal learning are not only verbal speech, but also other sign systems, one of which is language. Sign systems also include symbolism used in mathematics, physics, chemistry, graphic symbolism used in technology, art and other fields of activity. The assimilation of language and other symbolic systems, the acquisition of the ability to operate with them frees a person from the need for a real encounter with the object of study and its cognition with the help of the senses. Learning becomes possible in an abstract, abstract form on the basis of higher mental functions - consciousness, thinking and speech. Verbal learning in its simplest forms becomes possible for a child from the moment he begins to demonstrate understanding of what the adults around him say, that is, even before he reaches one year of age. But the full potential of verbal learning begins to be used by the child only when he speaks himself and demonstrates a desire to find out the meaning of words that are incomprehensible to him. The learning process is realized through the following intellectual mechanisms: the formation of associations (establishing connections between individual knowledge or parts of experience), imitation (mainly in the field of developing skills), discrimination and generalization (in the field of concept formation), insight (“guesses”, i.e., direct perception of any new information in what is already known from past experience), creativity (the basis for the creation of new knowledge, objects, abilities and skills).

The success of learning depends on many factors, including psychological ones. These factors relate to three areas: the learner, the teacher and the learning material. From the psychological factors that determine the success of learning, to the student

include: his motivation for learning, the arbitrariness of cognitive processes, the development of volitional qualities of the individual (perseverance, determination, responsibility, discipline, consciousness, accuracy), etc. The development of the student’s communication qualities and skills also plays an important role: the ability to interact with people, especially with teachers and fellow members of the study group, the ability to ask for help if necessary and to help others in difficulties.

Teachers

concerns such circumstances that determine the success of learning, such as the presence of psychological qualities necessary for the implementation of pedagogical activities: passion for the subject being taught, the ability to convey this passion to students, the use of teaching methods appropriate to the age and intellectual development of students, as well as other professionally important qualities.

One of the most important factors in the success of learning related to the teacher is the system of rewards he uses for success in educational activities and punishments for failures in it. Rewards should be consistent with the student's actual achievements and reflect the student's efforts as much as possible. Encouragement should be more tangible for those educational successes, the achievement of which was difficult and depended more on the efforts made by the student than on his abilities. Punishments should play a stimulating role, affect and actualize the student’s need for self-improvement, and strengthen his motivation to achieve success rather than avoid failure (for more details, see 6.4).

Finally, the educational material

is also a source of important factors for learning success. The main ones are the content of the material, the simultaneous combination of its accessibility to the student’s understanding and a sufficient level of complexity. Accessibility ensures the most complete assimilation of the material by students, and complexity ensures their further mental development. Accessibility and complexity must be reasonably combined: material that is too simple will not have any noticeable impact on mental development, and material that is too complex will not be understood and fully mastered by students, they will not be able to use it in practice, and, as a result, it will also not leave a lasting impression. , a noticeable mark on their psyche. The optimal complexity from a psychological point of view is such educational material that is at the highest level of difficulty currently available to the student for mastering. By learning from such material, the subject of educational activity not only experiences the greatest personal satisfaction from success, but also develops best intellectually. Another important point is the connection between the degree of difficulty of the material and the student’s interest in it, and the personal significance of this material for him. Material that is closely related to the needs of the student and his existing knowledge and skills, which he himself considers valuable, is, other things being equal, perceived as less difficult. At the same time, excessively light material that does not require a certain degree of mental effort does not arouse interest. Overcoming difficulties in educational activities should regularly give the student a feeling of success, therefore a positive attitude and interest in educational activities are formed in conditions of real overcoming difficulties, which means that these difficulties themselves must be within the power of the student.

Types of training

According to the generality of what is being mastered

1) frontal training. With the frontal organization of training, all students advance through the curriculum at the same time: from topic to topic, from class to class.

With frontal training, the educational route for mastering the curriculum is the same for all students. Transfer and final exams usually take place at the same time.

2) non-frontal learning. Students realize different goals, study different fragments of the course, using different methods and means, spending different times to master each fragment of the course; There are rare cases of simultaneous beginning and completion of any work.

Purpose of the educational process

First, we need to consider general patterns. The goal of learning is the result that needs to be obtained from this process. It is planned in advance, before the student or schoolchild begins to master new information or acquire skills. For example, when studying a foreign language, a student can complete one level in three months. It is assumed that after this time he will have a set of certain knowledge and skills. One of the general patterns of acquiring knowledge is the pattern of learning goals. It lies in the fact that the goals of education depend on the level of development of society, its capabilities and needs, as well as on the level of development of the pedagogical system.

Educational Psychology

Educational psychology (or educational psychology) is a branch of psychology that deals with the scientific study of how people learn. Studying learning processes from both a cognitive and behavioral perspective allows researchers to understand individual differences in intelligence, cognitive development, affect, motivation, self-regulation, and self-esteem, and their roles in learning.

Educational psychology can be partially understood through its relationship with other disciplines. This primarily concerns psychology, but there are also crossovers with medicine, biology, and neuroscience.

This discipline was built on the theories of operant conditioning, functionalism, structuralism, constructivism, humanistic psychology, Gestalt psychology and information processing. Moreover, the roots of educational psychology go back to the time of Aristotle and Plato. The second believed that the ability to assimilate knowledge is an innate ability, while the first believed that, despite continuity, these skills can be developed.

Educational psychology and its approaches

Johann Herbart (1776-1841) is considered the father of educational psychology. He argued that successful learning is influenced by interest in the subject and the teacher. He also believed that educators should take into account students' existing mental attitudes—what they already know—when introducing new information or material. Herbart came up with what are now known as “formal steps in pedagogy.” Here are 5 steps teachers should use:

Review material the student has already covered.
Prepare your student for new material by giving him a brief overview of what he will learn next.
Introduce new material.
Relate new material to old material that was previously learned.
Demonstrate how the student can apply the new material and show the material he will learn next.

Several approaches are used in educational psychology: behaviorism, cognitivism, social cognitive theory and constructivism. Let's look briefly at each of them.

Behaviorism

The basis of the behaviorist approach to education is that teachers can correct the behavior of their students by systematically rewarding those who follow the rules with praise, tokens or stars, which can then be exchanged for something. Here we are dealing with extrinsic motivation.

This approach is often criticized by psychologists who argue that it undermines intrinsic motivation. Especially if the latter is enough. Others say that it increases intrinsic motivation, especially if it is depleted.

Apparently, the incentive method works, but:

The effect is temporary.
The student should be observed to ensure that he does no harm.

Cognitivism

The cognitive approach is much more popular than the behavioral approach. Probably because it applies all the most advanced research in the field of memory. For example, it was found that students remember a text better if they repeat it not immediately, but after a certain time.

In the cognitive approach, teachers encourage their students to use mnemonics for both short-term and long-term learning.

Recently, scientists have been exploring so-called “circuits.” A schema is a kind of map that a student retrieves from long-term memory when solving a problem. Or vice versa – it places. This allows him to simultaneously read the material, understand and remember.

Social cognitive theory

The essence of this approach is that the student observes the teacher at work and then repeats his actions. Therefore, it is also sometimes called imitation learning.

This approach is complemented by introspection. The student must be aware of and evaluate his actions and be able to talk about what he is doing.

Constructivism

This approach places emphasis on students' prior knowledge, experiences and activities, as well as cultural and social factors in the learning process.

The development of constructivism was influenced by the Soviet psychologist Lev Vygotsky, who described how interactions with older and more experienced students allowed the student to internalize mental constructs. His theory was developed by Jerome Bruner, who proposed the concept of educational scaffolding: a method of teaching in which the student is provided with support in the form of “supports” that are gradually removed as knowledge is acquired.

The role of motivation in educational psychology

Motivation is an internal state that activates, leads and maintains desired behavior. Motivation determines how a person learns and how he feels about the subject being studied. She:

Provides direction to goals.
Enhances learning abilities and cognitive processing performance.
Leads to increased effort and energy.
Increases perseverance and perseverance.

Many studies in the field of educational psychology show the same thing: no amount of will and discipline will help if the student does not develop internal motivation. All external factors have only a short-term effect.

The attribution theory developed by Bernard Weiner is also interesting. He points out that students' beliefs about their future successes and failures have a direct impact on improving their skills, emotions and motivation. For example, when students fail and feel like they have no control over the situation, they develop feelings of shame and guilt, which leads to poor performance. Conversely, when they feel that they can influence their success, they redouble their efforts and achieve good grades and knowledge.

Motivation is also influenced by what goals the student sets for himself. If their essence is to achieve a certain level of mastery, then the student strives to improve his abilities and skills at all costs. The same result is achieved by those whose goal is to get good grades.

A goal based on mastery leads to the following results:

Persistence in the face of failure.
The desire to solve complex problems.
Creativity.
Intrinsic motivation.

Locus of control is also a significant factor in student success. To confirm this, Cassandra B. White conducted an experiment that found that people who believe that their hard work will lead to better learning outcomes, independent of luck or fate, achieve greater learning success. Therefore, the task of the teacher is to instill in the student such thinking.

Considering all of the above, let's summarize what we read, and also add some effective tips that can be used by both teachers and those who engage in self-education.

Use the educational scaffolding method

The scaffolding approach is support provided during the learning process that is tailored to the learner's needs to help them achieve their goals. Suitable for teachers rather than students.

These "pillars" may include the following:

Resources.
Problems with partial solutions.
Templates and guides.
Guides to developing cognitive and social skills.

Props can be used when modeling a problem, trying to give good advice, or providing coaching.

In order for this method to be effective, you need to pay attention to the following:

Selecting a learning task: It should take into account the student's current abilities and also be interesting.
Anticipation of errors: After selecting a problem, the teacher should anticipate the errors that students may make while working on the problem.
Supports should be dynamic, that is, they should not allow the student to dwell on his mistakes and reduce motivation.
The student may experience frustration, irritability, and loss of interest while completing the task. This means that you need to immediately add a few additional supports.

Supports can be mental maps, diagrams, graphs, words, associations, analogies, metaphors, step-by-step instructions, diagrams, outlines and much more.

Introspection

Self-observation (introspection) is one of the most ancient, but incredibly effective methods. Its essence is to look within, study the workings of our own thinking and find out why we do what we do.

Thus, self-observation is not vague, haphazard or random observation. For example, you ask a student a question. He must:

Recall certain facts he has learned in order to organize them in a certain manner.
And then report how he tried to remember them, what thoughts arose and how he felt at the same time.

This method has critics among scientists, since the benefits of the introspection method cannot be empirically proven. But indirect signs indicate effectiveness.

Experimental method

The experimental method in educational psychology was popularized by the German psychologist Wundt, who opened the first psychological laboratory in Leipzig in 1879.

Experimental studies have shed light on the different methods of memorization, the influence of various factors on learning, mental fatigue, imagery and imagination, the degree of attention, the effects of giving children practice or mentoring on intelligence tests, the transfer of learning, the role of maturation in learning, etc.

The layout of the experimental method is as follows:

Choose a topic for research.
Formulate a hypothesis.
Select the appropriate design.
Collect information.
Analyze the data.
Discuss the results and draw conclusions.

Case method

The case method is a teaching technique that uses descriptions of real economic, social and business situations.

Students must study the situation, understand the essence of the problem, propose possible solutions and choose the best one. This can be either a physical case, which is performed in the real world, or a theoretical one - on paper or video.

In any case, it’s worth starting on paper - to write a script. You must find material from your professional experience, or invent it based on real events. A good case meets the following parameters:

Tells a real and interesting story.
Raises a provocative question.
Has an element of conflict.
Promotes empathy for the central characters.
Should not have an obvious or clear correct answer.

We wish you good luck!

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Training content

Another general pattern is the principle of training content. Content is a specific answer to the question of what to teach a person. In each individual case the answer will be different. The content of education is a special system of knowledge that is taught in a particular educational institution. The principle of the content of training is that it directly depends on the goals, the level of scientific and technological progress, the age characteristics of the student, as well as the level of development of the theory and practice of teaching.

Education

The process of transferring and assimilating knowledge, skills, and activity habits is the main means of preparing a person for life and work. In the process of education, the goals of education (See Education) and upbringing (See Education) are realized. The main way to obtain education is education in educational institutions of various types, but education is carried out not only in educational institutions, but also in the family, at work, in everyday life, and other areas. In addition to specially organized education, conducted in a certain mode under the guidance of teachers, self-study, usually called self-education, is of great importance.

The Marxist-Leninist theory of O. is fundamentally different from paedocentric bourgeois theories that preach apolitical O. and independence from the class structure of society. In a class society, education is of a class nature and has the goal of forming among members of society a certain system of political, philosophical, legal, moral, and ethical views, the reproduction of man as an element of the socio-economic structure, primarily as an element of the productive forces, possessing the necessary physical and intellectual and production qualities. In a capitalist society, there is a contradiction between the needs of capitalist production for well-trained personnel and the desire of the ruling classes, for ideological reasons, to limit the general educational level of workers. Under socialism there is no such contradiction. In the USSR and other socialist countries, philosophy contributes to the solution of the most important problems of communist construction—the creation of the material and technical base of communism, the establishment of communist social relations, the education of a new person, and the comprehensive development of his physical, spiritual, and moral powers.

The content and nature of education are determined by the level of material and cultural development of the society in which it is carried out. In primitive society, clothing was not separated from the daily activities of people and was unorganized. The emergence and spread of writing made it possible to record accumulated knowledge that was not related to direct activities. There was a need for organized education and the opening of special institutions - schools, which were supposed to transfer knowledge and skills to the younger generation, preparing them on this basis for activity, for life. The goals, content of education, its organization, and methods at all stages of the development of human society changed depending on the nature of social relations, current requirements for general education and professional training of people, and pedagogical ideas about education itself (see Pedagogy).

In the conditions of modern scientific and technological progress, the need has arisen to develop the content, forms, methods and means of education that meet new social requirements, as well as the capabilities and needs of students. The fulfillment of these requirements is reflected in the organization of education: a) close connections are established between the various forms and stages of education (a person must learn throughout his life - the so-called permanent education); b) general polytechnic education is becoming increasingly important, professional specialization is carried out on the basis of broader general education; c) in the content of O. the proportion of theoretical material corresponding to the latest achievements of science has been significantly increased; d) attention is being increased to the developmental side of education, improving the cognitive powers and abilities of students; e) the use of mass media is expanding - radio, television, cinema, periodicals, as well as various forms of self-education.

Education is a two-way process, including the activities of the teacher and the students and characterized by the interaction of: educational goals, education (in the educational process) and student development; educational content, i.e., the system of knowledge, abilities, and skills that students must master; teaching - the activity of a teacher, which in its essence represents the management of the cognitive and practical activities of students (the main functions of teaching are motivation to learn, presentation of the content of the material being studied, organization of student activities, control of knowledge, skills, abilities); teaching, i.e. the activities of students to master knowledge, abilities, skills (mental and physical actions). In the process of education and education, a worldview and personality traits are formed, and abilities are developed. The socio-historical experience of humanity is transmitted to children and adults in the process of education, but it is assimilated in different ways - depending on personal experience, developed skills and abilities, attitude to educational activities, and personality characteristics (see Assimilation). The methodological basis of the theory of education in Soviet pedagogy and the pedagogy of other socialist countries is the Marxist-Leninist theory of knowledge.

At different stages of human development, the nature of the learning process changes. Age-related changes are characterized primarily by a transition from involuntary, uncontrollable forms of mental activity to voluntary, controlled ones. In each age period, there is a coexistence of different levels of educational activity, depending on the degree of complexity of the material the student is dealing with. Systematic implementation of the principle - “...that teaching is good, which runs ahead of development” (Vygotsky L.S., Selected Psychological Research, 1956, p. 449) - allows you to effectively influence the overall development of students.

Along with age-related differences in the process of O., individual differences are found, which are often even more pronounced than age-related ones. Students may differ in the uniqueness of their methods of educational work and ways of thinking, the direction of their interests, and their inclinations. Comprehensive development of the individual presupposes the most complete disclosure of her individuality. The learning process is a special type of individual activity, determined by pedagogical conditions. In educational activities, the main elements are various types of cognitive actions - perceptual, mnemonic, mental, practical. Psychologists and teachers have different approaches to the process of interpretation. Some strive to introduce the basic concepts of cybernetics and mathematical logic and, in particular, the concept of an algorithm into the theory of perception. Others interpret the process of learning in the light of the “theory of mental actions,” according to which knowledge can be acquired only as a result of the implementation of a certain system of actions, performed first in a material, then “materialized” form and gradually transformed into internal, mental actions. Still others view learning as mastering a system of techniques or methods of mental activity. Despite the differences between these approaches to the cleaning process, they have much in common: all researchers strive to ensure the most effective management of the cleaning process; consider it necessary to have in one form or another a standard according to which educational activities should be based; divide the activity into separate elements (individual actions, different stages in the formation of a technique); recognize that more specific methods combine, turning into generalized ones and then becoming general methods of rational thinking. The use of elements of programmed instruction (see Programmed instruction), as well as problem-based learning (based on students identifying and solving cognitive problems and creating problem situations that intensify learning activities), is becoming increasingly important.

Many theories of objectivity, widespread abroad, are based on false ideas about the interaction between object and subject. Two main groups of theories are identified: those that interpret teaching as a connection between stimulus and response, and the so-called. cognitive theories. The first reduce teaching to the accumulation of specific skills and, considering training as training, actually identify training in animals and humans; the latter interpret teaching as the formation of “cognitive structures,” considering this to be specific to a person and emphasizing the qualitative modification of complex forms of behavior. Some modern foreign theories of education do not take into account that various methods of educational activity are associated not only with the level of mastery of them, but also with the nature of the educational material and are determined by the sources from which knowledge is acquired. Thus, the oxygen process is impoverished, one side of it is hypertrophied and the others are ignored.

Soviet scientists believe that the nature and degree of activity of the student may be different, but the acquisition of knowledge is always the result of the students’ own cognitive activity, guided by the teacher. O. is the main stimulator of the development of students’ cognitive abilities. Shifts in the development of students create new opportunities and prerequisites for setting and solving more complex educational problems. These provisions underlie the didactic principles that determine the requirements for the content and process of educational training (see Didactics). The goals and objectives of education change historically and vary depending on the social system, as well as on the functions of specific educational institutions. The “Fundamentals of Legislation of the USSR and Union Republics on Public Education,” adopted by the Supreme Soviet of the USSR in 1973, formulated the main tasks of all types of educational institutions.

The content of education is determined in accordance with its goals—taking into account social conditions, the state of science, technology, art, the characteristics of cognitive activity, and mental processes determined by the age and training of students. The content of education in vocational schools, secondary specialized schools, and higher educational institutions, in addition to general educational knowledge, includes special knowledge, abilities, and skills necessary for workers of a certain profession and specialty. The content of education is reflected in curricula and programs, textbooks and other manuals.

To achieve organizational goals, various methods, means, organizational systems and forms are used. Typically, teaching methods are characterized by the type of activity of the teacher and students: lecture, story, conversation, work with a textbook, demonstration of natural objects, experiments, labor operations, visual aids; observations, exercises, etc. Some authors base their classification on the source of knowledge; methods are divided into three groups: verbal, visual, practical. Others group methods in accordance with the didactic tasks for which they are used: communicating new knowledge, consolidating, testing knowledge, etc. The widespread use of technical means in the educational process (cinema, television, radio, “teaching” devices, computers, etc.) has a significant influence on the development of educational methods.

There are various systems for organizing training: individual training, individual-team training, class-lesson training system, course training system, subject-course training system, lecture-seminar system, etc. Each of them uses characteristic organizational forms that contribute to the creation of specific training conditions. ., education and development of cognitive abilities of students.

Lit.: Sechenov I.M., Selected works, vol. 1, M., 1952; Vygotsky L.S., Selected psychological studies, M., 1956; Rubinstein S.D., Principles and ways of development of psychology, M. 1959; Blonsky P. P., Selected psychological works, M., 1964; Danilov M. A., The process of learning in the Soviet school, M., 1960; Smirnov A. A., Problems of the psychology of memory, M., 1966; Landa L.N., Algorithmization in teaching, M., 1966; Fundamentals of didactics, M., 1967; Zankov L.V., Didactics and life, [M., 1968]; Kabanova-Meller E. N., Formation of methods of mental activity and mental development of students, M., 1968: Kostyuk G. S., The principle of development in psychology, in the book: Methodological and theoretical problems of psychology, M., 1969; Leites N. S., Mental abilities and age, M., 1971; Skatkin M.N., Improving the learning process, M., 1971; Talyzina N.F., Cybernetics and Pedagogy, M., 1971; Shchukina G.I., The problem of cognitive interest in pedagogy, M., 1971; Davydov V.V., Types of generalization in teaching, M., 1972; Problems of socialist pedagogy, M., 1973; Vallon Henri, From action to thought, M., 1956; Bruner D., The learning process, trans. from English, M., 1962; Spence K., Theoretical analysis of the learning process, in the book: Experimental Psychology, ed. S. S. Stevens, trans. from English, vol. 2, M., 1963; Miller D., Galanter Y., Pribram K., Plans and structure of behavior, trans. from English, M., 1965; Piaget Jean, Selected psychological works, [Moscow, 1969]; Lingart I., Process and structure of human learning, trans. from Czech, M., 1970; Aebli N., Didactique psychologique. Application à la didactique de la psychologie de Jean Piaget, 2 ed., P., 1963; Guthrie E. R., The psychology of learning, Rev. ed., NY, 1960; Hilgard E. R., Theories of learning, 3 ed., NY,. 1966; Lumsdaine A.A., Teaching machines and programmed learning, Wash., 1960; Mowrer OH, Learning theory and behavior, NY, 1960; Ausubel DP, The psychology of meaningful verbal learning: an introduction to school learning, NY, 1963; Madsen KB, Theories of motivation, 4 ed., Kent, 1968; Okon W., U podstaw problemowego uczenia się, Warsz., 1964; Berlyne DE, Structure, and direction in thinking, NY, 1966; Skinner BF, The technology of teaching, NY, 1968; Educational process and lesson, Sofia, 1973.

N. A. Menchinskaya, M. N. Skatkin, A. A. Budarny.

Source: Great Soviet Encyclopedia on Gufo.me

Meanings in other dictionaries

training - -i, cf. Action by value verb train—train and learn—train. Literacy training. Small academic dictionary
training - TRAINING, training, pl. no, cf. Action under Ch. train-train and learn. “...Revolution of 1905 did extremely much for the political education of the masses...” Lenin. Language training. Troop training. Initial training. Correspondence training. Cooperative learning. Ushakov's Explanatory Dictionary
learning - (learning) in animals, changes (short-term or long-term) in behavior due to individual experience. Past experience is recorded in the central nervous system in the form of memory traces (engrams) and can be used in the future. One of the varieties... Biological encyclopedic dictionary
training - Training, training, training, training, training, training, training, training, training, training, training, training Zaliznyak's Grammar Dictionary
Education is a joint purposeful activity of a teacher and students, during which the development of the individual, his education and upbringing is carried out. The concept of "O." ambiguous. The ability to learn is one of the fundamental properties of all living systems. Pedagogical terminological dictionary
TRAINING - TRAINING - the main way of obtaining education, the process of mastering knowledge, skills and abilities under the guidance of teachers, masters, mentors, etc. Large encyclopedic dictionary
training - noun, p., used. compare often (not) what? learning what? training, (see) what? training, what? training, about what? about training 1. Training is the process of transferring your existing knowledge, skills, and abilities to someone. Dmitriev's Explanatory Dictionary
training - see >> education Abramov's Dictionary of Synonyms
training - orf. training, - Lopatin's Spelling Dictionary
TRAINING - TRAINING - English. learning/teaching/training; German Ausbildung. A purposeful and systematic process of transferring and assimilating knowledge, abilities, skills and methods of human cognitive activity, carried out under the guidance of professional specialists. see QUALIFICATIONS, EDUCATION. Sociological Dictionary
training - TRAINING see teach. Ozhegov's Explanatory Dictionary
training - training cf. 1. The process of action according to Ch. train, train, learn 1., train 1. 2. The result of such an action. Explanatory Dictionary by Efremova
training - Ob/uch/eni/e [y/e]. Morphemic-spelling dictionary
training - TRAINING -i; Wed to Train - train and Train - train. O. literacy. Kuznetsov's Explanatory Dictionary
training - noun, number of synonyms... Dictionary of synonyms of the Russian language

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Quality

As for the quality of assimilation of new material or acquisition of a skill, the pattern here is as follows: at each new stage, the effectiveness of assimilation depends on the productivity at the previous stage. The quality of learning is also influenced by the volume of material and its nature. In many ways, the result depends on the time that the student invests in classes, his ability to learn, as well as the organization of the process itself.

Methods

Training in psychology is a process, the effectiveness of which directly depends on the methods used. The latter refers to various types of interactions between the teacher and students, as a result of which the latter acquires experience. It is believed that to achieve the highest results in training it is necessary to combine traditional methods and innovative ones. There is also a pattern with regard to teaching methods. The effectiveness of the learning process depends on:

knowledge of the teacher, his ability to use special teaching methods;
the set goals of the learning process;
students' learning level;
organization of the learning process.

Didactic principles

The learning process in psychology also occurs in accordance with laws that are of a private nature. The following specific patterns are identified that are classified as didactic:

The results that a student receives in the learning process directly depend on the time devoted to it.
The productivity of a student's mastery of a subject or skill is inversely related to the amount of material that he needs to master, as well as to the complexity of this material.
Also, the results directly depend on the student’s awareness of the goals of learning, its methods and means.
Equally important is the method of dividing the material into small parts that need to be mastered in a specific period of time.
Learning results depend on the qualifications of the teacher.
Learning through hands-on learning can be up to 7 times more effective than passive learning.

Types of directions in the specialty "Psychology"

Before you find out what they study at the Faculty of Psychology, you should choose which area of this science you would like to get into - that is, decide on your specialization.

So, in addition to the fact that the student receives general knowledge of psychology as a science, he is given the opportunity to choose a highly specialized field in which he can gain more in-depth professional knowledge, skills and abilities.

There are different branches of psychology. For example, clinical psychiatry, within which the student will be able to conduct practical or research activities to study the mental and adaptive capabilities of a person, psychological rehabilitation, harmonization of mental development, prevention and treatment of illnesses, and health care.

Within such areas as “psychology and pedagogy”, there are other subjects. The task of this industry is to provide proper education and training to specialists to work with the psychological support of the educational process, personal and social development of students.

Preschool psychology and pedagogy.
Special psychology.
Special preschool psychology and pedagogy (teacher-defectologist for working with preschoolers with developmental disabilities).

Epistemological principles

Specific principles of an epistemological nature include the following:

The results of the learning process are directly proportional to the student’s or schoolchild’s ability to learn.
Education in psychology is a process, the productivity of which also directly depends on the scope of the student’s educational activity.
The effectiveness of memorizing through speech (verbally) improves if the acquired material is divided into small portions.
The productivity of learning depends on its problematic nature, on how intensively the student is involved in resolving issues that interest him.

How is development related to learning?

Education in psychology is a process directly related to human development. For the first time in the history of Russian psychology, the outstanding scientist Lev Semenovich Vygotsky paid close attention to this problem. He carefully analyzed the works of his colleagues from abroad - J. Piaget, E. Thorndike. They were also interested in the psychology of learning problems. And as a result of his research, Vygotsky formulated a hypothesis about the influence of learning on personality development. Lev Semenovich assumed that learning plays a leading role in human development. As a result of the research of Vygotsky and Piaget, it has become generally accepted in science that in preschool and primary school age significant changes occur in a child’s thinking. Namely, there is a transition from prelogical to logical forms. Now this principle is one of the most important in the psychology of training and education.

The scientist believed that entering a person’s consciousness could only be possible through speech. Vygotsky considered learning to be an internally necessary element for a child, which is distinguished by its universality - it is inherent in people historically. Learning and development in psychology are similar processes. The child gains individual experience in the process of his maturation. Its development directly depends on the cultural environment in which it is located. Every child can be taught everything that adults need. Vygotsky believed that learning always comes ahead of development and leads this process.

Educational psychology as an applied branch.

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Related sciences: 1) branches of psychology 2) pedagogy 3) medical sciences 4) defectology

defectology must be understood as correctional pedagogy; founders Vygotsky and V.P. Kashchenko

Subject of educational psychology as an applied discipline: Psychological foundations of design and management of teaching and upbringing processes in certain social conditions

Educational psychology as an applied branch of knowledge that uses the achievements of psychological science in order to optimize teaching practice: areas of application (education, industry, business, healthcare, media communication).

Pedagogical psychology or educational psychology is a branch of psychology that studies methods of teaching and upbringing that increase the efficiency of fulfilling educational tasks, the effectiveness of pedagogical measures, improving the psychological aspects of teaching, etc. In subject and method, it is closely related to social psychology, on the one hand, and cognitive psychology, on the other.

editSocial, moral and cognitive development

Abacus allows you to get real ideas when studying abstract concepts.

To understand the characteristics of students of different ages - children, adolescents, adults and older people - educational psychology creates and applies theories of human development. Developmental theories, often presented as a sequence of stages that people go through as they grow older, describe changes in mental abilities (cognition), social roles, moral judgments, and beliefs about the nature of knowledge.

Thus, specialists in educational psychology conducted research on the application of Jean Piaget’s theory of cognitive development in the educational process, according to which children, as they grow older, go through 4 stages of cognitive abilities. Piaget proposed the hypothesis that children under about 11 years of age are not capable of abstract logical thinking, and therefore, until this age, they must learn from concrete things and examples. Researchers have found that transitions (such as from concrete to abstract thinking) do not occur simultaneously in all areas of knowledge. For example, a child may think abstractly in mathematics, but remain limited to concrete thinking when reasoning about relationships between people. Perhaps Piaget's most enduring contribution is his idea that people actively create their understanding through a self-regulatory process.[1]

Piaget proposed a theory of the development of moral judgment in which children develop from an initially naive, behavior-based understanding of morality to a more sophisticated, aspiration-based understanding. Piaget's views on moral development were fleshed out by Lorenz Kohlberg in his theory of stage-by-stage moral development. There is evidence that the moral decision-making processes described in stage theories are not sufficient to explain moral behavior. In particular, other factors, such as models (in social cognitive theory of morality), are required to explain bullying.

Rudolf Steiner's model of child development establishes the relationships between physical, emotional, cognitive and moral development[2], forming concepts of developmental stages similar to those later described by Piaget.[3]

Theories of development are sometimes presented not as movements between qualitatively different states, but as gradual expansions in different dimensions. The development of epistemological beliefs (beliefs about knowledge) has been described in terms of successive changes in people's views about: the accuracy and constancy of knowledge, the stability of ability, and the reliability of authorities (teachers and experts). People develop more sophisticated views of knowledge as they gain experience and mature.[4]

[edit] Feelings of seriousness and imagination

Children must learn to develop a sense of seriousness—the ability to differentiate between degrees of seriousness—as it affects the amount of misbehavior and time wasted; for example, it is important for a child to distinguish degrees in warnings such as “don’t fidget” and “don’t forget to look both ways when crossing the road,” which have a similar linguistic and normative structure but different levels of seriousness.[5][6]

[edit]Individual differences and shortcomings

An example of a task in a cognitive ability test.

Each person has an individual set of characteristics, abilities and challenges that are shaped by predisposition, learning and development. This set is reflected in individual differences in intelligence, creativity, cognitive style, motivation, and the abilities to process information, communicate, and relate to others. The most common forms of disorders and disabilities in school-age children are attention deficit hyperactivity disorder (ADHD), learning disabilities, dyslexia and language disorders. Less common are mental retardation, hearing impairment, cerebral palsy, epilepsy and blindness.[1]

Although theories of intelligence have been discussed by philosophers since Plato, intelligence testing is an invention of educational psychology, and testing techniques have evolved as the discipline has evolved. The ongoing debate about the nature of intelligence revolves around the question of whether it is characterized by a single factor (the so-called general intelligence factor [7]) or multiple factors (for example, in Howard Gardner's theory of multiple intelligences [8]), and whether it can be measured in principle. In practice, standardized instruments such as the Stanford-Binet Intelligence Scale or the Wechsler Intelligence Test for Children (WISC) are used to determine whether a child requires an individualized education program.[9] Children identified as “gifted” are often enrolled in accelerated or intensive programs. Children who have been identified as having deficits may be enrolled in programs that develop specific skills, such as phonological awareness. In addition to basic abilities, individual character traits also matter: people who are more conscientious and dreamy achieve better results in their studies, even with minors.

4. Knowledge as a result of the learning process. Composition of knowledge: content and form.

KNOWLEDGE: properties and composition of knowledge: forms and content. Subject content: about nature, society, the spiritual world of man; categorical content: knowledge about the properties, composition and connections of objects and processes; logical content: concepts, their definitions and classifications, statements and laws, conclusions and evidence, etc.; epistemological content: empirical and theoretical knowledge. Forms of existence of knowledge – figurative and symbolic (linguistic (native language), symbolic, schematic, model). Knowledge consists of two components: composition and properties. The composition is divided into content (information reflected in knowledge) and form (linguistic forms, sign systems). The content distinguishes 4 types of knowledge: subject, logical, categorical and epistemological.

1) The subject content of knowledge is information about those objects that are presented in knowledge (society, living/inanimate nature, the spiritual world of man (psyche) - 4 main macro-objects of knowledge (empirical realities with which a person interacts). Man and humanity interact with the world in which they live, and for this it is necessary to know how this world works. Before working with an object, you need to know it - this is what science does. Man carries within himself living nature, inanimate nature, psyche and society. 2) Logical content of knowledge - in any knowledge of objects there are certain concepts: classification, a set of statements (laws), hypotheses, assumptions, and principles, inferences, conclusions and evidence. 3) Categorical content of knowledge – a category is a general concept. Categories of different degrees of generality. In addition, there are categories within a subject area. From the point of view of the category, any knowledge, any knowledge about an object is either knowledge about its property or knowledge about its connections. 4) Epistemological content of knowledge. The theory of knowledge is epistemology, which establishes the course of knowledge from phenomena to essence. In epistemology, knowledge about objects at the level of phenomena is distinguished, followed by the question of their causes - the second task of any science. Empirical (at the level of phenomena) and theoretical (about causes) are two types of categorical knowledge in any science. – Empirical – experimental, phenomenological knowledge, theoretical – causal, explanatory knowledge. Theoretical knowledge is obtained through thinking, empirical knowledge through perception. Theoretical knowledge is knowledge about unobservable hypothetical objects.

The form of knowledge is the sign side of knowledge, which reconstructs knowledge in consciousness. There are: natural language (the most universal form), Artificial language: symbolic (algebra, chemistry); schematic languages - codes; models are images that are similar to an object, its abstract representation. The use of different language means affects the effectiveness of learning.

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Increase the efficiency of knowledge acquisition

Once upon a time, many myths and false ideas were accepted in relation to the learning process. For example, it was believed that the student is a tabula rasa or something like an empty vessel. He takes a passive position and waits for the teacher to fill him with knowledge. Currently, many methods have been developed in pedagogy and educational psychology to make this process more effective. One of the methods is to determine your individual style of acquiring knowledge, that is, to find the way through which a person processes information. This concept was developed by scientists P. Honey and A. Mumford. Researchers have identified four main learning styles:

Active. A person who prefers this style is a practitioner. He is always happy to experience new things and prefers to do things first and then think.
Observant. As a rule, a student in whom this style predominates is in no hurry to rush into practical activities. First, he needs to collect the necessary information, first see in which direction events are developing, and only then express his opinion.
Theoretical. A theoretical student prefers to begin by building a hypothetical sequence of events that he seeks to fit into one model or another. He will not reject an idea just because it does not coincide with his personal worldview.
Pragmatic. Combines elements of the first and third types, in other words, likes to put theoretical ideas into practice. A pragmatist is a born experimenter.

By identifying his leading learning style, a student can adjust the educational process and, thus, make it more effective.

Psychology and pedagogy - systemic understanding

Few sciences, both in the past and today, are subject to such widespread public condemnation and accusations of pseudoscience, like pedagogy and psychology. This is despite the fact that interest in these disciplines is steadily increasing. The need to solve psychological and pedagogical problems becomes urgent and largely determines the future of humanity.

0 4962 March 23, 2013 at 01:27 Author of the publication: Olga Knyazeva, educational psychologist

Significant changes in the landscape, human living conditions, the development of information technology and exact sciences, on the one hand, and fragmentary knowledge about human nature, on the other hand. Let's try to figure out how objective the accusations of uselessness for modern people against psychology and pedagogy are.

What is psychology?

The word “psychology” itself consists of two Greek words - “soul” and “knowledge”. As a science, psychology arose relatively recently - at the end of the 19th century, until that moment it was part of philosophy.

“Psychology is both a very old and a very young science - it has a 1000-year past behind it, and, nevertheless, it is all still in the future. Its existence as an independent scientific discipline dates back only decades, but its main problems have occupied philosophical thought for as long as philosophy has existed. Years of experimental research were preceded by centuries of philosophical reflection, on the one hand, and millennia of practical knowledge of people, on the other,” wrote Russian psychologist S.L. Rubinstein in 1940.

Since its inception, psychology has been studying the characteristics and patterns of the emergence, formation and development of mental processes, and also studies the mental states and mental properties of a person.

The subject of psychology from antiquity to the beginning of the 18th century was the soul, then the content of the subject of psychological science depended on its direction.

Thus, the English empirical associationist psychology of D. Hartley, John Stuart Mill, Alexander Bain, Herbert Spencer studied the phenomena of consciousness, Wilhelm Wundt, the founder of structuralism, considered the subject of psychology to be the direct experience of the subject. Functionalists studied adaptability (William James), psychophysiology as the origin of mental activities (Ivan Sechenov), behaviorism - behavior (John Watson), psychoanalysis - the unconscious (Sigmund Freud), Gestalt psychology - information processing processes and the results of these processes (Max Wertheimer), humanistic psychology - personal experience of a person (Abraham Maslow, Carl Rogers, Viktor Frankl, Rollo May), system-activity approach in psychology (L. Vygotsky, P. Galperin, D. Elkonin, V. Davydov) currently relevant in Russian pedagogy The subject of psychology is called activity.

Psychologists use general scientific methods, for example, experiment, observation, survey, questioning, as well as psychological methods themselves to conduct research, analyze the data obtained, and draw conclusions.

Modern psychology

Psychology today is a multi-colored kaleidoscope of various psychological trends, psychological techniques, theories and is divided into different branches: general, developmental, children's, social, pedagogical, history psychology, personality theories, etc.

A practicing psychologist independently makes a choice on the basis of which methodology he will work - psychoanalysis, Gestalt therapy, cognitive psychology, behaviorist approach, Synton method, neurolinguistic programming, etc.

Often, a psychologist is forced to make some kind of compilation of several psychological techniques in order to obtain a visible result of his activities. It should be noted that domestic psychologists are in a more difficult position than Western ones, since the 1936 decree “On pedological perversions in the system of People’s Commissariat of Education” eliminated pedology, which practically froze the development of psychological science in our country for several decades.

Only in 1966, departments of psychology were created at the main universities of the country - Moscow State University and Leningrad State University, as well as the department of psychiatry and medical psychology at RUDN University. However, pressure from the ideology of Marxism-Leninism on psychology remains for a long period. The achievements, as well as the misconceptions of Western psychology, became widespread in our country in the mid-1980s.

Meanwhile, despite the stable growth and accumulation of knowledge, research in various branches of psychology in general, the feeling of a crisis in psychology is intensifying in society, since none of the areas of psychology fully and accurately explains the nature of man, the reasons for his behavior. All this gives reason to doubt the scientific nature of psychology.

Between science and pseudoscience

Psychology is closely related to natural science, medicine, ethnography, sociology, cultural theory, art history, mathematics, logic, and linguistics. Yes, it is so interconnected that sometimes it is difficult to distinguish psychology itself.

In addition, psychological methods are poorly described and studied. The patterns identified by psychologists are not always true. Many psychological theories are not confirmed in practice. Psychologists work to solve problems, but should help avoid them.

This encourages psychologists to look for effective recipes for working with people, for example, in astrology and esotericism, which allows, for example, Corresponding Member of the Russian Academy of Sciences, Deputy Director of the Institute of Psychology of the Russian Academy of Sciences A. V. Yurevich to conclude: “Psychology occupies an intermediate position between science and parascience "

A few words about pedagogy

Pedagogy literally translated from Greek means “child rearing,” since in Ancient Greece a teacher was a slave who was assigned to a student.

The need for the emergence of a science that studies the laws of human upbringing and education arose as society accumulated knowledge and the need to understand methods for the successful transfer of social experience from generation to generation.

If psychology studies a person, his psyche, then pedagogy is a system of pedagogical phenomena related to the development of the individual.

How to raise a child, reveal his talents, give him an education, instill social norms, and contribute to the development of his personality? What changes occur in the human psyche under the influence of training and education?

Pedagogy is designed to answer these questions in order to provide the opportunity to foresee and manage the educational process, to understand how to properly develop a personality.

However, by and large, today pedagogical science differs little from everyday knowledge in the field of education and training, since it consists of scattered facts and theories that have little confirmation in practice. Pedagogy is increasingly reminiscent of witchcraft in medicine.

Social pedagogy

Social pedagogy is a branch of pedagogy that studies how the social environment influences the formation of personality and how best to organize socialization. It is designed to help solve psychological and pedagogical problems in practice, in modern realities. Social pedagogy studies only the area of education carried out by society and the state.

A.V. Mudrik in the textbook “Social Pedagogy” writes: “Social pedagogy is a branch of knowledge, by studying which you can learn, firstly, about what will inevitably happen or can happen in the life of a person of a particular age in certain circumstances. Secondly, how can favorable conditions be created for human development, to prevent “failures” in the process of his socialization. And thirdly, how can we reduce the effect of the influence of those unfavorable circumstances in which a person finds himself, the effect of the undesirable things that happen in the process of a person’s socialization.”

Social pedagogy and psychology are very close. Checking a child’s psychological readiness for school is psychology, but preparing him for school is pedagogy.

Thus, it is assumed that a psychologist should only state, explain, recommend, but to actually influence a person’s behavior and his psyche is the task of the teacher. This makes clear the emergence of psychological and pedagogical faculties and the specialty of educational psychologist.

At the same time, every year there is an increasing need not only for providing direct psychological assistance to people, but also for preventing problems and preventing them.

However, again, instead of effective methods, we see general recipes, worn to holes:

if you want to solve a problem, know yourself (including your past lives); do not stop in your development - continuous education awaits you; don’t be a victim - be the author of your life; don’t be the effect - become the cause of everything that happens around you; appreciate life, take care of your health; love children first, and then raise them; your thoughts are your life...

Calls that are correct in meaning. Well, for some reason they don't work. Thinking doesn't change. A lump of social contradictions, hatred, embitterment, aggressiveness, a decline in morality is growing, and the number of people who do not feel the joy of life is increasing.

Formulas similar to spells - “must”, “obligated”, “must” - dissolve in a vacuum of psychological illiteracy, topical questions about human nature hanging in the air.

System-vector psychology

And if you were told that a long-awaited breakthrough had occurred in psychology, would you believe it? No. And rightly so. Because all the provisions of real psychological science do not need to be taken on faith, nor do we need to create special conditions in order to see how it works. Her theory is inseparable from practice. She is life itself.

So, the latest achievement in the world of psychology is Yuri Burlan’s System-Vector Psychology, which for the first time makes it possible to accurately differentiate people according to their innate inclinations and reveals the meaning of socialization (introducing a person to culture).

All people are initially born with given properties - vectors that determine a person’s way of thinking, his life values, and desires. Properties are given by nature, but their implementation and development are not determined in advance. It depends on the landscape and society in which a person finds himself.

No one is born a criminal or a genius. Yes, initially each child is different from the other, but how his innate abilities will be realized and developed (and they always exist) is a question for parents, teachers, and society.

Systemic vector psychology defines eight vectors: anal, skin, muscle, urethral (lower vectors), oral, olfactory, sound, visual (upper vectors). Every modern person has several vectors, since the landscape is changing, and sometimes opposing properties are necessary to adapt to it.

Accordingly, the more drastic changes occur in people’s living conditions, the more multi-vectored (different starting opportunities than their own parents) children are born.

Today we are clearly seeing children of the “information formation”, unlike previous generations. The gap between them and us is colossal. High on the agenda is the question of how to understand a child, how to help him reveal his abilities to the fullest and become happy.

Basics of child psychology

The psychology of a child under one year old is simple. He is born with given basic properties, which he has to develop until the end of puberty (approximately 12-15 years). Then you can only correct all those conditions that “come from childhood.”

The main thing that parents of a baby under one year old need to concentrate on is maintaining his life. During this period, the baby eats a lot, grows quickly and takes his first steps in understanding the world around him. His character is clearly visible, and this must be taken into account.

For example, a skinny baby, who quickly adapts to changes, easily tolerates trips, eats calmly on the road, but an anal toddler, endowed with a rigid psyche, who has a hard time withstanding changes, will worry, show anxiety, for him a new environment is stressful (even when you change his clothes ). By understanding the vector set of their child, parents will be able to provide him with the sense of security necessary for his full development.

The psychology of a child at 2 years old changes - he begins to walk, his zone of exploration of the world expands, in addition, the baby constantly replenishes his vocabulary and shows an active interest in his own body. Individuality and differences from other children appear more and more clearly. Thus, a skin baby is active in games, loves new games and toys, while an anal baby sits quietly and draws, looks at books for a long time, and shows conservatism in games.

At three years old, a child often changes unexpectedly - an obedient daughter becomes stubborn, stubborn, “unwilling”, and does everything in defiance of her parents. The crisis of three years, known in psychology, is the birth of the child’s “I,” when he begins to separate himself from the world around him and become aware of his desires and needs.

This is the first step towards independence. For many parents, the crisis of a child’s three years is a test of their parental suitability. Will they be able to come to an agreement, will they learn to effectively cope with the baby’s tantrums, and direct the child’s energy in the right direction?

A systematic approach makes the life of parents much easier: after the training, they understand what kind of baby is in front of them and what he really wants. The urethral child must be given freedom; neither prohibitions, nor praise, nor punishment will have any effect on him. It is important to praise the anal toddler for real deeds, to adequately limit the skin, to build a clear system of prohibitions and rewards.

At three years old, children's urgent need is to communicate with peers. To successfully socialize a child and develop the necessary communication skills, it is worth sending him to kindergarten.

It is there, in a children's group, a kind of model of a primitive pack, that he will be ranked and find his place in society and the team.

A 4-5 year old child continues to actively explore the world and begins to ask more and more questions. Some children develop obsessive fears - they are afraid of the dark, afraid of being left alone. From the point of view of System-Vector Psychology by Yuri Burlan, the state of fear is a manifestation of the visual vector, and up to a certain time, the fact that a child is afraid to sleep alone at night is quite normal, this is the archetype of the visual vector, which will develop from fear to love. The fear of death is at the core of visual phobias.

It is important for parents to understand what and why is happening to their child in order to adequately respond to his archetypal behavior. For example, it is dangerous for the psyche to drive the viewer into great fear, to fixate him on this state by reading scary fairy tales where fictional characters eat each other. It is extremely harmful to beat a Kozhnik with a belt for what seems to us like petty theft, but in his perception, he simply took what he needed to hide, make a reserve for a “rainy day,” or punish the oral offender for swearing.

We subconsciously feel the most painful way to punish a child: we lock the spectator in a closet, we hit the oral student on the lips, we shout at the sound guy, we beat the skin guy, we don’t let the urethral guy out of the house, we push the anal guy... And then all these sins of parental education remain as anchors in the psyche of adults.

In the psychology of a 6-7 year old child, the concept of sexuality arises. During this period, children go through primary puberty, so there are very frequent cases where children of this age become victims of pedophiles.

Most children go to school, a new stage in their social life begins - with new guidelines, authorities, and requirements. Parents are faced with the question of how best to help their child adapt to school. Without systematic knowledge, parents and teachers act at random. It’s good if the properties of parents and children coincide, then they understand each other through themselves. And if not? In this case, the child faces double stress, the sources of which are school and misunderstanding of parents.

In the psychology of a child at 8 years old, as in child psychology at the age of 9 years, the development of upper vectors and intellectual abilities is important.

In general, by the puberty period, the child must already go through a ranking according to the animal type, where the strong defeat the weak, where relationships are sorted out through fights, and learn in a socially acceptable form to gain authority in the team, to determine their niche in society.

Thus, the knowledge accumulated by pedagogy and psychology, social pedagogy, works selectively, from case to case, since it does not distinguish one person from another, and does not have an effective methodology for working with a person.

Such a technique is System-Vector Psychology by Yuri Burlan. This is the microscope through which anyone who looks sees the differences (vectors, their level of development and implementation) of people and is unlikely to teach a “fish” to fly, and this is the basis of any methods of education and training, the foundation for solving pressing social problems through changing the consciousness of a specific member of society to a collective consciousness.

Proofreader: Zifa Akhatova

Author of the publication: Olga Knyazeva, educational psychologist
The article was written based on materials from the training “System-vector psychology”

Psychology of language learning: interesting features

Special attention should be paid to such a problem as human speech acquisition. After all, language is not only a means of communication, but also a tool of thinking. Linguist Svetlana Burlak emphasizes that children from a very early age strive to learn the names of objects. When a person recalls a certain word, an image of this object appears, its appearance, color, smell. This affects the activation of specific areas of the brain. For example, after the word “sour” is spoken, the word “lemon” is recognized much faster than after the word “blue”.

St. Petersburg State University professor Tatyana Chernigovskaya emphasizes that the development of speech, reading and writing in different children occurs at different times. Statistics show that about 40% of all children, even after finishing third grade, have difficulties with writing and reading. This difference is due to the fact that each child has his own “age of school maturity.” One baby's brain is ready to learn, while another's is not yet. Therefore, you should not immediately panic if your child learns to speak or read later than his peers. It is important to start teaching your child on time - not too early and not too late for him.

Psychological and personal training

Psychological training - training in the field of practical psychology. To the extent that this training occurs with adults (and in fact, it is adults who are trained), psychological training is synonymous with andragogy.

Psychological training is one of the areas of practical psychology, along with psychotherapy, psychodiagnostics, psychocorrection and social pedagogy.

Sometimes, as a synonym and in order to emphasize other semantic shades, this area of practical psychology is called Active Psychology. A special case of psychological training is personal training - training that affects personal structures. The difference between psychological training and psychological education is in two main points: the degree of systematicity of the knowledge transferred and who is the author of what is happening: the teacher or the student.

Psychological training has its own directions (cognitive-behavioral, personal-active, religious), its own schools and its own approaches (NLP approach, synton approach...).

Psychological training involves the transfer of relevant knowledge and teaching where and how the necessary knowledge can be found; instructions on how to use this knowledge correctly; counseling in difficult situations; training in skillful execution of necessary actions; discussion of ethical issues related to the use of acquired knowledge, skills and technologies.

Specialists involved in psychological training call themselves differently due to the specifics of their activities. The most common options: andragogist, guru, business coach, practicing psychologist, psychogog, consulting psychologist, psychological trainer, psychological instructor, psychotechnologist, sitetutor (from English psyhotutor), skill maker, ID psychologist...

Personal training

It is a special case of psychological training and affects the personality, that is, the internal, deep structures in a person. Personal learning occurs through personal training.

Trainings that teach specific skills that touch on psychological topics are related to psychological training, but are not personal training, since they do not affect personal structures.

If a trainer teaches staff specific skills, such as how to correctly display goods in a display case, taking into account the natural movement of the human gaze from left to right, this is psychological training. But such training does not affect the personality of the students and therefore is not personal training.

Developmental psychology and psychological training

The relationship between developmental psychology and psychological learning is unclear. Most likely, these are intersecting sets. It appears that a major part of developmental psychology is psychological learning. At the same time, it is obvious that some areas of psychological training do not set development goals and are not engaged in development. And there is an assumption that some processes of psychological development may occur outside of psychological training.