An axiological approach in education is different. Educational process. Axiological approach. Concept of pedagogical values

Institute of Mathematics, Natural Science and Technology

Department of Pedagogy

Axiological approach in education

Course work

group female students

Full Name

Scientific adviser:

candidate of Pedagogical Sciences, Associate Professor

Surname I.O.

Elets - 2015.

Introduction 3.

§one. Axiology 4.

§2. Justification of the new Pedagogy Methodology 7

§3. An axiological approach in learning pedagogicalphenomena 10.

§four. Values, ideas and principles of an axiological approach 12

§4.1. The concept of value 12.

§4.2. Classification of values \u200b\u200b14.

§4.3. Basic ideas 19.

§4.4. Axiological principles 21.

§five. Education as a universal value 23

Conclusion 26.

References 27.

Introduction

A person lives in a state of the ideological assessment of the events of the events, he sets itself the task, makes decisions, implements its goals. At the same time, his attitude towards the world (society, nature, itself) is associated with two approaches - practical and abstract-theoretical (cognitive). The role of the binder between practical and informative approaches is performed by an axiological (value) approach.

The axiological approach is peculiar to humanistic pedagogy, as a person is considered in it as the highest value of society and the health of public development. In recent years, the axiological approach is actively used in the study of pedagogical problems.

The purpose of this work is to describe an axiological approach in education.

Currency tasks:

Study of literature on the issue of research;

Reveal an axiological approach as a methodological approach of modern pedagogy.

Research methods: Analysis of literature on the problem of research, comparison, generalization.

§one. Axiology

The concept of "axiology" is believed (from Greek. Axia - Value and Logos - the word, idea) was introduced into a scientific turnover in 1902. The French philosopher P. Lapi, and already in 1908 he was actively used by the German scientist E. Gartman .

In philosophical dictionaries, axiology is defined as a science of values. Axiology is the philosophical doctrine of the material, cultural, spiritual, moral and psychological values \u200b\u200bof the personality, the team, society, about their relationship with the world of reality, changing the value-normative system in the process of historical development.

The concept of "value" entered philosophy earlier than the concept of "axiology", i.e. From the middle of the XIX century and is used to designate the properties of objects and phenomena, theories and ideas that serve as a standard benchmark and the ideal of due in accordance with the socially determined priorities of the development of culture.

The problem of values \u200b\u200bworried humanity from time immemorial. Although the theory of values \u200b\u200bin the ancient world has not yet existed, the problems that worried the thinkers of that time, they were applied to the problem of values.

When the great Socrates put in front of one of his students (Protagoras) the question: "What is the benefit?", He committed, as A.Yu said rightly. Shage, coup in the traditional system of values. According to Socrates, true values \u200b\u200b- the treasures of the soul, which make up knowledge. When Socrates said that "all troubles from ignorance," he meant not knowledge at all, but ethical knowledge that is habit of comprehensive. Having put forward his concept of ethical knowledge, Socrates, on the one hand, it comes to the conclusion that in all voluntary actions, knowledge of goodness is a necessary and sufficient condition for the creation of good, and on the other - the ethical knowledge can overcome the abyss that shares the thought and action in A condition to erase the line between the existing and due.

The ancient thinkers of the problem of values \u200b\u200bclosely tied up with the problem of "virtue", and they agreed in one thing - that the upbringing of virtues should be the goal of education. Opinions diverged on the question - what to consider virtue.

For example, Plato gave preference to raising the mind, will, feelings, aristotle - courage, endurance, moderation and justice, high intellectuality and moral purity.

In this regard, we will return to Socrates and in particular to its attitude towards issues of conscience in decisions taken by the personality, personal values, about human morality.

Socrates was executed by the sentence of the Athenian court compiled on the basis of false accusation. The essence of the prosecution was reduced to the denial of Socrates "state gods" and worship to another deity - a man.

According to Socrates, a person needs not in the usual education of his personality by learning, but in education that provides the ability to find meaning (sense-friendly activity). For this, a person should not pass through the tests by challenging his will and character, which was the essence of the traditional educational time. He needs to go through another way - by knowing himself. The most valuable thing in man, in Socrates, the ability to see the truth and correspond to her with his behavior, ways of thoughts. Truth, i.e. Moral, you can learn and assimilate only by finding contradictions in your actions, thoughts, concepts. The disclosure of the contradictions was eliminated by imaginary knowledge, and anxiety in which, the mind will empower, encourages the search for genuine truth. The way to such self-containing the soul is the ability of the teacher to create the conditions necessary for its awakening. Means for creating such conditions Socrates were Mayevik and irony. Mayevistic - literally with Greek means "obese art", i.e. The ability to assist at the birth of a person (child).

Socrates Majaestics was called the art of extracting the correct knowledge of the right knowledge with the help of skillful issues of questions, and the irony has a thin, hidden mockery, the reception of the contrast of the visible external and hidden meaning of the statement that creates the effect of ridicule.

Pupils and followers of Socrates tried to use these funds in their educational systems, presenting them as heuristic methods of knowledge. But taken isolated from the main idea of \u200b\u200beducation, therefore the content of education, these methods of the reduced conversation adopted, as E.V. is legally noted. Bondarevskaya and S.V. Culp, only form, not content that should define the form. Socrates did not force to the right responses, but encouraged to voluntary, free, independently comprehend the truth.

He himself preferred death to the abandonment of moral beliefs, how much imagined them voluntarily, independently, being internally free man. The main values \u200b\u200bare the soul, personality, freedom, choice, self-determination - were the principles of its pedagogical activity, and they became relevant only by the end of the 19th century.

In Russia, axiology as the theory of values \u200b\u200bappeared at the end of the XIX century, almost simultaneously with German axiology, which took shape into a new philosophical discipline after the publication in 1864, the compositions of R. Lotze "Micro-Cosmos".

§2. Justification of the new pedagogy methodology.

Comparison of success in education in various countries shows that they are a consequence of the development of education philosophy in these countries, as well as the degree of its "turmoration" into pedagogical theory and practice. Modern European school and education in their main features were influenced by philosophical and pedagogical ideas that were formulated by Ya.A. Komensky, I.G. Pestalozzi, F. Rubela, I.F. Herbarrt, A. Dierweg, J. Dewey and other classics pedagogy. Their ideas were based on a classic form of education, which during the XIX - XX centuries. Evolved and developed, remaining nonethelessly unchanged in its basic characteristics: goals and content of education, forms and methods of training, methods for organizing a pedagogical process and school life.

Starting from the 60s. Domestic culture has been enriched by the ideas of dialogue, cooperation, joint action, the need to understand someone else's point of view, respect for the personality. The reorientation of modern pedagogy per person and its development, the revival of the humanistic tradition is the most important tasks set by life itself. Their decision requires primarily the development of humanistic philosophy of education, serving as a pedagogy methodology.

Based on this, the methodology of pedagogy should be considered as a combination of theoretical provisions on pedagogical knowledge and the transformation of reality reflecting the humanistic essence of the education philosophy.

However, as it is known, scientific knowledge, including pedagogical, is carried out not only because of the love of truth, but also in order to fully meet social needs. In this regard, the content of the estimated target and effective aspects of human vital activity is determined by the directionality of the personality activity to understand, recognition, the actualization and the creation of material and spiritual values \u200b\u200bthat make up the culture of humanity. The role of the communication mechanism between practical and cognitive approaches is performed by an axiological, or value, an approach that acts as a kind of "bridge" between theory and practice. It allows, on the one hand, study the phenomena from the point of view of the possibilities of meeting the needs of people, and on the other, to solve the tasks of humanization of society.

The meaning of an axiological approach can be disclosed through the system of axiological principles, which include:

equality of philosophical views within a single humanistic system of values \u200b\u200bwhile maintaining the diversity of their cultural and ethnic features;
equality of traditions and creativity, recognition of the need to study and use the exercises of the past and the possibility of spiritual discovery in the present and future, mutually engraving dialogue between traditionalists and innovators;
existential equality of people, socio-cultural pragmatism instead of demagogic disputes on the foundations of values, dialogue and motorcycling instead of messianism and indifference.

According to this methodology, one of the paramount tasks is to identify the humanistic essence of science, including pedagogy, its relationship to man as a subject of knowledge, communication and creativity. Education as a component of culture in this regard is becoming particularly significant, as it is the main means of the development of human humanistic essence.

§3. An axiological approach in learning pedagogical phenomena

In the center of axiological thinking there is a concept of interdependent, interacting world. She claims that our world is the world of a holistic person, so it is important to learn how to see something in common, which not only unites humanity, but also characterizes every individual person. Humanistic value orientation, figuratively speaking, is an "axiological spring", which gives the activity to all other units of value system.

Humanistically oriented education philosophy is a strategic program of qualitative updating of the educational process at all its steps. Its development will allow you to establish the criteria for assessing the activities of institutions, old and new concepts of education, pedagogical experience, errors and achievements. The idea of \u200b\u200bhumanization involves the implementation of a fundamentally different orientation of education related not to the preparation of "impersonal" young qualified personnel, but with achieving effectiveness in the general and professional development of the individual.

The humanistic orientation of education changes the usual ideas about its goal as the formation of "systematized knowledge, skills and skills." It is such an understanding of the purpose of education that was the cause of its dehumanization, which manifested itself in the artificial division of training and education. As a result of the politicization and ideology of curricula and textbooks, the educational significance of knowledge turned out to be blurred, their alienation occurred. Neither the average nor the highest school has become broadcasters of universal and national culture. In many ways, the idea of \u200b\u200blabor education is discredited, since it was deprived of the moral and aesthetic side. The current education system all efforts sent to adapt pupils to the circumstances of life, taught them to put up with allegedly inevitable difficulties, but did not teach humanize life, change it according to the laws of beauty. Today it became apparent that the solution of social and economic problems, human safety, and even the existence of all mankind depends on the content and nature of the direction of the identity.

The idea of \u200b\u200bhumanization of education, which is a consequence of the use of an axiological approach in pedagogy, has a wide philosophical and anthropological and socio-political importance, since the strategy of a social movement depends on its solution, which can either slow down the development of man and civilization, or contribute to it. A modern education system can contribute to the formation of human essential forces, its socially valuable worldview and moral qualities that are necessary in the future. The humanistic philosophy of education is aimed at the benefit of man, to create ecological and moral harmony in the world.

§four. Values, ideas and principles of an axiological approach.

§4.1. The concept of value.

Value is the human, social and cultural significance of certain phenomena of reality. Essentially, all the variety of human activity, public relations and natural phenomena included in their circle can act as "subject values" or objects of the value relationship, that is, to be evaluated in terms of good or evil, truth or unitile, beauty or disgrace, permissible or forbidden, fair or unfair, etc.

We can talk about three forms of value:

it acts as a public ideal, as a consciousness developed by the public, the abstract idea of \u200b\u200bthe attributes of due in various spheres of public life; Such values \u200b\u200bcan be both universal, "eternal" (truth, beauty, justice), and concrete historical (patriarchate, equality, democracy);
it appears in an objective form in the form of works of material and spiritual culture or human actions - specific subject embodies of public value ideals (ethical, aesthetic, political, legal, etc.;
values \u200b\u200bare social, refracted through the prism of individual vital activity, enter into the psychological structure of the individual as the values \u200b\u200bof the personal - one of the sources of motivation of its behavior. Each person has an individual, specific hierarchy of the values \u200b\u200bof personalities, serving the link between the spiritual culture of society and the spiritual world of personality, between the existence of public and individual.

A social environment in which a person was born and lives, which surrounds him, the activity he is engaged in largely determines its worldview, worldview and, therefore, its value system.

Interacting with society, each person forms its own value orientation, i.e. Electoral attitude towards material and spiritual values, their plants, beliefs, preferences that are expressed in his behavior.

Value is, then what people feel like people, what is in their own attitude towards it, the human measure in man. But the fact that people choose themselves as the value of their lives, in which they see the meaning of their existence, is not necessarily something high, noble; It can be directed against other people against society, such values \u200b\u200bare called surrogate: on, thirst for power, satisfaction of low-lying instincts. In this case, the vitality of a person is spent unproductive, it cannot fully reveal and realize himself.

The fact that people choose depends on the subjective human level, on what kind of person. The choice often occurs unconsciously, at the level of vague preferences of something, a tendency to something, although a clear awareness of what a person wants is also not excluded.

Methods and criteria, on the basis of which the procedures for the assessment of relevant phenomena are manufactured, are fixed in public consciousness and culture as "subject value" (installation and assessment, imperatives and prohibitions, goals and projects, expressed in the form of regulatory views), speaking human activity. "Subject" and "subject" values \u200b\u200bare, therefore, as if two poles of the value of the human relationship to the world.

In the structure of human activity, the value aspects are interrelated with cognitive and volitional; In the value categories themselves, "limit" orientations of the knowledge, interests and preferences of various public groups and personalities are expressed.

§4.2. The concept of value.

You can allocate the following value values:

1.Social values.

a) Life as human value.

At all times, the highest value is human life. The psychological meaning of attitudes towards life as the value of the famous foreign psychologist E. Fromm displays in the following. Be alive is a dynamic, not static concept. All organisms have a congenital desire to actualize the opportunities in them. Hence, by E. Fromma, the goal of human life should be understood as the disclosure of its forces and opportunities in accordance with the laws of its nature. The first goal is a teacher to bring up a careful attitude towards the life and health of each person, to influence the approval of such a relationship in society.

b) Nature as value.

The destruction of nature resources is equivalent to the destruction of human life: in nature, a person draws, supports and retains his vitality. Consumer and thoughtless attitude towards habitat, human pressure on it is fraught with environmental catastrophes, the most existence of a person. A person must learn to live in harmony with nature, to realize himself as part of nature, to take responsibility for the preservation of the environment. Therefore, environmental education is the most important part and the direction of humanization of education, part of the educational mission of a person.

c) Society as value.

The society comes the life of each individual personality, the implementation and disclosure of its vitality and opportunities. Currently, the idea of \u200b\u200bforming a sustainable development society is very relevant. Only the sustainable development of society allows you to most fully realize your potential. This idea is embodied through the humanization of education.

Complex problems of socio-cultural interaction in the modern era began to take a critical character. Various forms of intolerance are often used by extreme movements, inciting hatred, national distribution in society. Therefore, it is important to form special abilities from personality: the culture of negotiations, the art of searching for compromises, productive competition, etc., in other words it is necessary to educate the skill and ability to live in society, to teach me tolerance to other, to preserve their self.

d) family as value.

The family has always occupied one of the most important places among the values \u200b\u200bof human life. The family provides a person to sense the true values \u200b\u200bof being. Family is one of the main areas of creating, preserving, cultivating and transferring human values, it is the concentration of the most important humanistic traditions: love and care, selflessness and goodwill, dedication and solidarity. The child here for the first time learns to fulfill many of the most important individual and social functions, learns to allocate themselves in the family as in the primary cell of society. In the family, in love and care, in unity and mutual support, almost all human virtues are focused for the child.

An alienation of the personality from the family, family values \u200b\u200bis a serious psychological problem. The weakening of the cohesion of the family leads to a decrease in the strength of its regulatory impact, as its reliability and stability as a source of information for the individual, opens the doors for various kinds of negative effects.

Therefore, the goal of humanization of education is a clear awareness of all members of society of vital values. It is important to teach a person from ornamental age to relate the opportunity, needs and responsibilities, so that as a result, the positive human qualities could reveal and implement the most fruitful.

2. Moral values.

The space of moral relations is extremely extensive, it affects all the spheres of the inner world of a person and all areas of it in external social relations. Moral values \u200b\u200bare reflected in the actions that we estimate as good, good, good, evil, harmful. To the category "Good" refer to what matches the adopted standards is a blessing for a person.

Morality is always aimed at the development of man and society, but the public interests and interests of each individual person do not always coincide. Therefore, there is a moral choice. The problem of moral choices is to coordinate subjective interest and circumstances in which a person was.

The formation of moral values \u200b\u200brequires freedom of personality, since the moral norms of a person acquires only through his experience. W. Ya. Korchaka is a statement: "Let the child sin." If a person does not receive in childhood they are responsible for his behavior, he will not grow a moral man. Humanistic pedagogy is based on the fact that the person is inclined to good, so it makes no sense to keep it in hard restrictions.

Moral education is essential to the development of the personality of the ability and ability to form a system of life-affirming value relations to life, to understand such categories as good or evil, truth or lies, etc., which is an integral part of the humanization of education. The pedagogical process should be based on positive, life-affirming values \u200b\u200band help develop the spiritual world of personality.

3. Aesthetic values.

Aesthetic values \u200b\u200bare enclosed in the values \u200b\u200bof perception, understanding, experiences, the creation of beautiful.

The highest manifestations of aesthetic activity are manifested in spiritual creations. Spiritual creations are creatures in the field of art, religion and science.

The basis of aesthetic values \u200b\u200bis a sense of excellent.

Beautiful - the most beautiful, expressed in the unity of the form and content, is what it is advisable, harmonious, completely.

Ugly - a violation of the unity of form and content, something ugly, chaotic, indefinite.

Aesthetic education begins with the ability to see excellent in the outside world. V.A. Sukhomlinsky believed that contemplation of the beautiful - window into the world of beauty, this ability to see an inseparable connection with the ability of the personality to experience the experiences, pleasure from contemplation of the beautiful.

The next link in the overall aesthetic education mechanism is the development of the ability to understand the beautiful. Based on the perception and understanding of the perfect in the art and life, personality forms its aesthetic ideals. Aesthetic ideals are associated with the desire to make themselves and the surrounding reality more harmonious, expedient, perfect.

A person should not be a third-party contemplator of life. Personality must learn how to create a beautiful. In creativity, spiritual activity is manifested. Creativity helps a person to go beyond the usual, stand on the path of knowledge of truth, good and beauty, to realize the highest meaning of life.

In a holistic pedagogical process, aesthetic education relies on the objects of the aesthetic cycle: literature, music, world artistic culture, Russian. These items contain unity feeling and thought, helps the personality to find harmony in the surrounding life space.

Educational institutions should seek the aesthetic enrichment of the medium, which, in turn, is an infant condition for the education of a moral personality.

4. Work as value.

Labor is the expedient human activity, as a result of which the surrounding reality is transformed.

Labor is the most important human need. It is in labor that identity reveals and develops its individuality, approves the value of his life. Labor requires a person's volitional effort, which he must learn to overcome. A person must experience satisfaction, both from the process and from the result of labor.

Labor is not a game and not fun, he requires a serious effort, so a person must have a goal, aware of the need for labor. Education should not only inspire respect and love for labor: it should give him and habit to work. It is necessary for the pupil to be possible for the pupil, when a person remains without work in his hands, without thought in his head, it is within these minutes "the head, heart and morality will deteriorate.

5. Citizenship.

Civinitious is a conscious and interested participation of citizens in the management of society. The basis of civil values \u200b\u200bis the legal consciousness of a citizen. Each citizen must prosecute its belonging to the state, should know his rights and obligations established by the legislation of this state, to protect their rights and clearly fulfill the duties.

Law of the Russian Federation "On Education" 1992 One of the basic requirements for the content of education calls "the formation of a person and a citizen integrated into modern society and aimed at improving this society" (Article 14).

The basis of the formation of citizenship lies:

acquaintance with traditions, historically past states and the Fatherland;
acquaintance with the laws of the state, primarily with the Constitution, the main law of the state, the formation of competence in mastering the basics of civilian knowledge;
development of civil activity, the formation of a civilian life position as a valid way of life of the individual;
the development of the norms of cultural and right interaction in the relations of interpersonal, professional-business, interethnic, administrative-state should be for the personality of life;
the development of the volitional regulation of civilian behavior, the ability and ability to relate their interests with existing laws and social norms in society and traditions.

It is necessary to help the younger generation to realize yourself by citizens of the world, people responsible for all what is happening in the world.

§4.3. Basic ideas

Basic ideas - values \u200b\u200bto underlie the trends of education, according to A. Bailey, are as follows:

1. Will or goal is to cultivate the will to good, will to the beauty, will to ministry.

2. Love is wisdom. This is essentially the disclosure of the consciousness of the whole. A. Bailey calls it a group consciousness, the first expression of which is self-awareness, that is, the soul (in the three worlds of human evolution) that a person is three in one and one in three. Group consciousness is love that leads to wisdom - to wisdom, which is love in manifested activity. And all this should be disclosed through education.

3. Active knowledge. It is associated with the disclosure of the creative nature of the conscious, spiritual person. It has due to the correct use of the mind with its ability to intuitively catch the ideas, respond to the shock, explain, analyze and build forms for revelation. So creates a man's soul. Correct this already developed trend - this is the appointment of all true education.

4. Harmony attribute through conflict. This attribute hidden in all forms, congenital thrust or discontent, which makes a person fight, progress, develop, in the end to achieve unity, the Union with his soul. This is the consciousness of harmony and beauty, guiding the human unit on the path of evolution to the final return to its emanating source (Emanation (from lat. Emanatio-content) - the expiration of one whole; according to the teachings that the world is the emanation of the Divine, all the lower flows from the highest Which is indicated not only as "God", but also as "primedy"). Teachers must identify such dissatisfaction and interpret it for students so that they can understand themselves and work, knowing.

5. The attribute of a specific knowledge allows a person to concretize its concepts and build thoughtformers; With their help, he materializes his insights and dreams and carries out his ideas. A person does this by activating the lower concrete mind. It is necessary to bring the child to a better understanding of the deep goal of being and prepare for wise work in the creative sphere. True education should begin with understanding and feeling a student of true spiritual values, this is the intensification of the lower mind.

6. Attribute of devotion. Devotion grows from dissatisfaction, plus the ability to choose. Depending on the depth of its discontent and the ability to see clearly, the person moves from one point of temporary satisfaction to another, every time demonstrating his loyalty to the desire, personality, ideal and vision, until it connects with the highest possible ideal for a person. This, by A. Bailey, first of all soul, and then exceeding the soul, or God. Education is provided with a good opportunity to use internal idealism inherent in every child. But it should do this in fulfillment of the supreme design of the soul, and not on the basis of the private standards of national education.

7. Attribute of the order. This is a congenital attribute and instinct to an ordered rhythm, with whom the teacher needs to work, making it more creative, constructive and providing it with its help to open the abilities of the soul. In the embodiment of this attribute, in our time there is a strict standardization of mankind and the imposition of an authoritarian ritual rhythm for public life. This means the dissolution of the unit in the group leaving it has little chance for the free manifestation of its individual will, knowledge, goals and techniques of the soul.

§4.4. Axiological principles.

The axiological principles include:

equality of all philosophical views within the framework of a single humanistic system of values \u200b\u200b(while maintaining the diversity of their cultural and ethnic features);
equality of traditions and creativity, recognition of the need to study and use the exercises of the past and the possibility of opening in the present and future;
equality of people, pragmatism instead of disputes on the foundations of values; Dialogue instead of indifference or denying the drag of a friend.

These principles make it possible to engage in dialogue and jointly work to various sciences and trends, look for optimal solutions.

§five. Education as universal value.

The implementation of certain values \u200b\u200bleads to the functioning of various types of education. The first type is characterized by the presence of an adaptive practical orientation, i.e. The desire to limit the content of general education preparation with a minimum of information related to the provision of human activity. The second is based on a wide cultural and historical orientation. With this type of education, it is envisaged to receive information that will not know how to be in direct practical activity. Both types of axiological orientations are inadequately correlate the real possibilities and abilities of a person, the needs of the production and tasks of educational systems.

To overcome the shortcomings of the first and second types of education, educational projects began to be created, solving the tasks of training a competent person. He must understand the complex dynamics of the processes of social and natural development, to influence them, adequately navigate in all areas of social life. At the same time, the person must have the skills to evaluate its own capabilities and abilities, take responsibility for his beliefs and actions.

Summing up this, the following cultural and humanistic functions of education can be distinguished:

the development of spiritual forces, abilities and skills, allowing a person to overcome the vital obstacles;
formation of character and moral responsibility in situations of adapting to social and natural sephones;
ensuring opportunities for personal and professional growth and for self-realization;
mastering the funds necessary to achieve intellectual-moral freedom, personal autonomy and happiness;
creating conditions for self-development of creative individuality and disclosure of spiritual potencies.

Education acts as a means of broadcasting a culture, which has mastered the person not only adapts to the conditions of constantly changing society, but also becomes capable of non-adaptive activity, which allows to go beyond the limits of the specified, develop their own subjectivity and increase the potential of world civilization.

One of the most significant findings arising from the understanding of cultural and humanistic functions of education is its general focus on the harmonious development of the personality, which is the appointment, the vocation and the task of each person. At the same time, each component of the educational system contributes to the solution of the humanistic goal of education.

The humanistic goal of education requires the revision of its content. It should include not only the latest scientific and technical information, but also humanitarian personality-developing knowledge and skills, experience of creative activities, an emotional and value attitude to peace and man in it, as well as a system of moral and ethical feelings that determine his behavior in diverse life Situations.

The implementation of cultural and humanistic functions of education also puts the problem of developing and implementing new technologies for training and education, which would help overcome impersonality of education, its alienation from real life.

To develop such technologies for partial updating methods and methods of training and education is not enough. The essential specificity of humanistic education technology is not so much in the transfer of some knowledge of the knowledge and the formation of the corresponding skills and skills, as in the development of the creative individuality and intellectual-moral freedom of personality, in the joint personal growth of the teacher and students.

The realization of cultural and humanistic functions of education, thus, determines the democratically organized, intensive educational process unlimited in sociocultural space, in the center of which is the personality of the trainee (the principle of anthropocentricity). The main sense of this process becomes harmonious identity development. The quality and measure of this development act as indicators of humanization of society and personality.

Conclusion

An axiological approach is a system-value approach that allows us through modern priorities based on traditional and new values \u200b\u200bof education, emphasize the central position of the person in the pedagogical system. It is aimed at the formation of universal and national values \u200b\u200bamong students.

The basis of pedagogical axiology is an understanding and approval of the value of human life, upbringing and training, pedagogical activities and education as a whole. Significant value is the idea of \u200b\u200ba harmoniously developed personality associated with the idea of \u200b\u200ba fair society that can actually provide for each person the conditions for maximum realization of the opportunities laid in it. This idea determines the value orientations of culture and orients the person in history, society, activities.

Pedagogical values, as well as any other spiritual values \u200b\u200bdepend on social, political, economic relations in society, which largely affect the development of pedagogy.

With a change in social living conditions, pedagogical values \u200b\u200bare transformed by the development of society and personality needs. Value orientations are one of the main "global" personality characteristics, and their development is the main task of humanistic pedagogy and the most important through the development of society.

The axiological approach allows to determine the set of priority values \u200b\u200bin the formation, education and self-development of a person. In relation to the social development of students as such, the values \u200b\u200bof communicative, sexual, national, ethnic, legal culture can be valid.

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Axiological approach

The axiological approach is peculiar to humanistic pedagogy, as a person is considered in it as the highest value of society and the health of public development.
The attitude of a person to the world around the world (society, nature, itself) is associated with two approaches - practical and abstract-theoretical (cognitive). The role of the binder between practical and informative approaches is performed by an axiological (value) approach.

The ideas of an axiological approach:
Outside a person and without a person, the concept of value can not exist, as it is a special human type of importance of objects and phenomena. Values \u200b\u200bare not primarily, they are derived from the ratio of peace and man; Values \u200b\u200bconfirm the significance of what a person has created in the process of history. Values \u200b\u200binclude only positively significant events and phenomena associated with social progress.

Values \u200b\u200bthemselves remain constant at different stages of the development of human society. Such values \u200b\u200bas life, health, love, education, work, peace, beauty, creativity, etc., are meaningful for a person at all times.
Humanistic principles, approval of the intrinsicness of the human personality, respect for its rights, dignity and freedom cannot be brought into public life from the outside. The process of social development is the process of growth and aging of these principles in man.

The axiological principles include:

equality of all philosophical views within the framework of a single humanistic system of values \u200b\u200b(while maintaining the diversity of their cultural and ethnic features);

equality of traditions and creativity, recognition of the need to study and use the exercises of the past and the possibility of opening in the present and future;

equality of people, pragmatism instead of disputes on the foundations of values; Dialogue instead of indifference or denying the drag of a friend.

These principles make it possible to engage in dialogue and jointly work to various sciences and trends, look for optimal solutions.

Thus, the basis of pedagogical axiology is an understanding and approval of the value of human life, upbringing and learning, pedagogical activities and education as a whole. Significant value is the idea of \u200b\u200ba harmoniously developed personality associated with the idea of \u200b\u200ba fair society that can actually provide for each person the conditions for maximum realization of the opportunities laid in it. This idea determines the value orientations of culture and orients the person in history, society, activities.
Pedagogical values, as well as any other spiritual values \u200b\u200bdepend on social, political, economic relations in society, which largely affect the development of pedagogy.
Axiological approach Allows you to determine a set of priority values \u200b\u200bin the formation, education and self-development of a person.

Axiological approach ( V.A. Karakovsky, A.V. Kiryakova, I.B. Kotova, Guy. Chizhukova, E.N. Shiyanov, N.E.Shurkova, E.A. Yamburg.)

Today, when one of the most important problems of integrating in the pan-European educational space, not losing its own specifics, the appeal to axiological aspects in training is also associated with the search for solutions to increasing the productivity of the learning process and its axiological component.

In our opinion, the development and implementation of the training of axiological installations, the rationale for the axiological principles, with the help of which the learning process will be due to the regulatory and value categories, the development of a holistic axiological approach in productive training will allow the "reanimation" the world-rise traditional for Kazakhstani consciousness and its system- Value basics.

The values \u200b\u200bof the person to the world is the primacy, the constitutive core of the human warehouse and as an individual, and as an integrated community member.

To determine the essence of a person should be treated from the standpoint of its existence. The specificity of the latter is that it is gained and deploying on the historically volatile border of being and value, existing and proper, reality, and ideal, factuality and regulations, etc.

The question of the essence of a person needs, obviously, to understand and as a problem of the meaning of its existence, therefore, its authenticity, the need for realization in the life of genuine, not imaginary, values.

Today, scientists are increasingly suggesting that there are never more valuable systems that are practiced by humanity, states, nations, social groups, individuals, did not play such a crucial role in determining not just the content and focus of human history, but whether this story will have Continued or it will turn around.

In our opinion, it is impossible to build a full-fledged educational system within the university or school without an understanding that the individual system of value orientations of a person is an essential subsystem personality, which is the value of anything - object, phenomena, relationship - is determined by its significance for the subject , and only such (subjective) and exists.

It is constructed and fixed by all human life experiences, the entire set of his experiences that grow out of its interaction with an external environment.

This system ensures the stability of the personality, the continuity of behavior, determines the focus of needs and interests. Integrity, the stability of the value system determines the maturity of the personality. Thus, the values, performing the function of promising strategic life goals and the main motives of vital activity, determine the moral foundations and principles of behavior.

Therefore, any society is interested in ensuring that people adhere to those, and not other principles of behavior, and person inevitably turns out to be a targeted education object. The education method adopted in this society is determined, in turn, the system of values \u200b\u200bprevails in it.

It is with the introduction of an axiological approach to the modernization of the modern educational process in Kazakhstan we will be able to preserve our national self-consciousness, culture and value, which is the main task of education and upbringing.

The basis of this approach is the philosophical theory of values, which took shape as an independent scientific discipline in the second half of the XIX century, and in the XX century. There was a wide appeal to the theory of values \u200b\u200bin different spheres of scientific thought, and including in pedagogy, in particular, in the theory of upbringing.

For education within the framework of an axiological approach, an emphasis is extremely important to understanding that the world of values \u200b\u200bis objective, this is the samocultural reality itself, the life of man and society. Life value becomes the content of education; Figuratively speaking, education teaches the younger generation to solve the problem "how to live."

However, personal manifestations are also values \u200b\u200b- value orientations (installations, beliefs, interests, aspirations, desires, intentions). It is the value orientations that determine the identity attitude towards the surrounding world and its own.

Education in the pedagogical axiology system is built as the process of mastering values, their interiorization. It includes several stages:

? presentation of values \u200b\u200bin real educational conditions;
? its primary assessment, ensuring an emotionally positive attitude towards this value;
? identifying the meaning of value and its meaning;
? adoption of conscious value;
? the inclusion of the adopted value attitude into the real social conditions of action and communication of pupils;
? Fastening the value attitude in the activities and behavior of pupils.

One of the most difficult issues of educational practice at all, and within the framework of an axiological approach in particular, is the question of how the value value of the upbringing is expressed.

There are several positions in this matter.

The development of values \u200b\u200bdirectly depends on their awareness by pupils. Such a position is to "informative" (epistemological) forms of educational activities: explanations, conversations, discussions.

The degree of value development is manifested only at the level of social behavior motives. The educators standing in this position actively organize their own activities of pupils, create situations of choice, encourage them to initiative manifestations and responsibility.

The result of upbringing on an axiological level is associated with the value attitude of pupils. The value attitude has a three-component structure:

* Cognitive component - concepts and idea of \u200b\u200bone or another side of life;
* Emotional-estimated component - the experience of this event, phenomena, its evaluation;
* Behavioral component - experience experience, skills, skills, behavioral readiness for certain social action.

"Familiar children are children who know how to detect meaning in what is happening, able to identify value content in subject situations, introduced to the interaction with the world at the level of values, so capable of independently building their own behavior and their own life at the level of modern culture, in the context of which they were born" .

But the theorists of an axiological approach carefully bypass the principal problem: the system of what values \u200b\u200bshould the modern education should be developed as its content? Some authors offer to navigate global values: nature, culture, love, family, work, freedom. Others operate with the names of personality qualities: spirituality, creativity, cooperation, responsibility, tolerance, humanism. Finally, the third appeal to humanistic philosophy, where agreement has been reached, which is truly humanly determined by three major values \u200b\u200b- truth, good, beauty that complement and interdepend each other. The paradoxicity of the situation is that public consciousness already recognizes the inevitability of revising the old sociocultural content of education, and modern pedagogy is not yet ready to build the valuely educational guidelines taken by all.

Therefore, one of the paramount tasks of modern pedagogy is the implementation of the humanistic potential of education, approval of attitudes towards a person as a higher value, the subject of knowledge and creative activity.

Its solution is associated, first of all, with the consideration of the value (axiological) approach in education as the methodological basis of modern pedagogy (B.S. Gershunsky, E.V. Bondarevskaya, N. B. Krylova. N.D. Nikandrov, 3. I. Raven, B.T. Likhachev, V.A. Slastinin, I.P. Smirnov, E.V. Tkachenko, N.E. Shchurkova, etc.). .

An axiological approach in education is only beginning to be determined and evolves together with the sciences, which substantiated by axiology and pedagogical axiology.

The content of the estimated target and effective aspects of human vital activity is determined by the directionality of the individual to understand, recognition, the actualization and the creation of material and spiritual values \u200b\u200bconstituting the culture of mankind. The role of the communication mechanism between practical and informative approaches is performed by the value, or axiological, approach, acting as a peculiar "bridge" between theory and practice. The value approach allows, on the one hand, study the phenomena from the point of view of the possibilities of meeting the needs of people, and on the other, to solve the tasks of humanization of society.

The meaning of the value approach in education can be disclosed through the system of axiological principles, which include:

equality of philosophical views within a single humanistic system of values \u200b\u200bwhile maintaining the diversity of their cultural and ethnic features;

equality of traditions and creativity, recognition of the need to study and use the existence of the past and the possibility of spiritual discovery in the present and future, mutually voyage dialogue between traditionalists and innovators;

existential equality of people, socio-cultural pragmatism instead of demagogic disputes on the foundations of values, dialogue and motorcycling instead of messianism and indifference.

According to the value approach, one of the paramount tasks of education and pedagogy in general is the identification of the humanistic essence of science, its relationship to man as a subject of knowledge, communication and creativity. Education as a component of culture in this regard is becoming particularly significant, as it is the main means of the development of human humanistic essence.

Value is the significance of reality phenomena, their compliance with the basic needs of society and individual, individual social groups.

Value benchmarks - differentiation (scaling) of objects according to their importance for this individual, identifying the personal meaning of various objects, the meaningful side of the identity orientation, the internal basis of its external interaction with various objects.

Social values \u200b\u200bare fundamental social benefits that ensure the functioning and development of society: peace, social justice, respect for human dignity and the creation of decent living conditions and spiritual development.

Values \u200b\u200bthemselves, at least the main of them, remain constant at various stages of the development of human society. Such values \u200b\u200bas life, health, love, education, work, peace, beauty, creativity, etc., attracted people at all times. These values \u200b\u200bcarrying the humanistic principle have sustained verification in the practice of world history. In the context of the democratic transformation of Kazakhstani society, therefore, there should be no new values \u200b\u200bon the invention, but above all about their rethinking and revaluation.

Comparison of success in education in various countries shows that they are a consequence of the development of education philosophy in these countries, as well as the degree of its "turmoration" into pedagogical theory and practice. Modern European school and education in their main features were influenced by philosophical and pedagogical ideas that were formulated by Ya.A. Komensky, I.G. Pestalozzi, F. Rubela, I.F. Herbarrt, A. Dierweg, J. Dewey and other classics pedagogy. Their ideas were based on a classic education model, which during the XIX-XX centuries. Evolved and developed, remaining nonethelessly unchanged in its basic characteristics: goals and content of education, forms and methods of training, methods for organizing a pedagogical process and school life.

Pedagogy of the first half of the XX century. In its foundation, a number of ideas that have currently have lost their importance, why and underwent acute criticism. The basis for the construction of training items was the idea of \u200b\u200bconsistent accumulation of knowledge. Among the form of training, the priority acquired a class-grade teaching system.

Starting from the B0-X. Domestic culture has been enriched by the ideas of dialogue, cooperation, joint action, the need to understand someone else's point of view, respect for the personality. The reorientation of modern pedagogy per person and its development, the revival of the humanistic tradition is the most important tasks set by life itself. Their decision requires primarily the development of humanistic philosophy of education, serving as a pedagogy methodology.

The role of the communication mechanism between practical and cognitive approaches is performed by an axiological, or value, an approach that acts as a kind of "bridge" between theory and practice. It allows, on the one hand, study the phenomena from the point of view of the possibilities of meeting the needs of people, and on the other, to solve the tasks of humanization of society.

The meaning of an axiological approach can be disclosed through the system of axiological principles, which include:

* Equality of philosophical views within the framework of a single humanistic system of values \u200b\u200bwhile maintaining the diversity of their cultural and ethnic features;
* Equality of traditions and creativity, recognition of the need to study and use the existence of the past and the possibility of spiritual discovery in the present and future, mutually engraving dialogue between traditionalists and innovators;
* Existential equality of people, socio-cultural pragmatism instead of demagogic disputes on the foundations of values, dialogue and motorcycling instead of messianism and indifference.

The idea of \u200b\u200bhumanization of education, which is a consequence of the use of an axiological approach in pedagogy, has a wide philosophical and anthropological and socio-political importance, since the strategy of a social movement depends on its solution, which can either slow down the development of man and civilization, or contribute to it. A modern education system may contribute to the formation of human essential forces, its socio-valuable worldview and moral qualities that are necessary in the future. The humanistic philosophy of education is aimed at the benefit of man, to create ecological and moral harmony in the world.

The value characteristics refer both to individual events, phenomena of life, culture and society as a whole and to a subject carrying various types of creative activities. In the process of creativity, new valuable items are created, good, and the creative potential of the personality is revealed and developed. Consequently, it is creativity that creates a culture and humanizes the world. The humanization role of creativity is also determined by the fact that its product is never a realization of only one value. Due to the fact that creativity is the discovery or creation of new, previously unknown values, it, creating even the "unwitting" subject, at the same time enriches a person, reveals new abilities in it, introduces it to the world of values \u200b\u200band includes the complex hierarchy of this world .

The value of one or another object is determined in the process of its assessment of the person, which acts as a means of awareness of the importance of the subject to meet its needs. It is fundamentally important to understand the difference between the concepts of value and evaluation, which is that the value is objective. It develops in the process of socio-historical practice. The assessment also expresses a subjective attitude to value and therefore may be true (if it corresponds to value) and false (if it does not match the values). In contrast to value, the assessment may be not only positive, but also negative. It is thanks to the assessment, the choice of items, necessary and useful people and society.

The considered categorical apparatus of general axiology allows us to refer to pedagogical axiology, the essence of which is determined by the specifics of pedagogical activities, its social role and personally generating opportunities. The axiological characteristics of pedagogical activities reflect its humanistic meaning.

Pedagogical, like any other spiritual, values \u200b\u200bare approved in life not spontaneously. They depend on social, political, economic relations in society, which largely affect the development of pedagogy and educational practice. Moreover, this dependence is not mechanical, since the desired and necessary at the level of society often come into contradiction, it allows a specific person, the teacher by virtue of its worldview, ideals, choosing the methods of reproduction and development of culture.

Pedagogical values \u200b\u200bare rules governing pedagogical activities and acting as a cognitive-operating system, which serves as mediated and the link between the established public worldview in the field of education and the activities of the teacher. They, like other values, have syntagmatic character, i.e. They are formed historically and fixed in pedagogical science as a form of public consciousness in the form of specific images and representations. Mastering pedagogical values \u200b\u200bis carried out in the process of pedagogical activity, during which subjectivation occurs. It is the level of subjectivation of pedagogical values \u200b\u200bthat serves as an indicator of the personality-professional development of the teacher.

With a change in social living conditions, pedagogical values \u200b\u200bare transformed by the development of society and personality needs. Thus, in the history of pedagogy, changes are traced related to the change of scholastic learning theories on explanatory-illustrative and later on problem-developing. Strengthening democratic trends led to the development of non-traditional forms and learning methods.

The subjective perception and assignment of pedagogical values \u200b\u200bare determined by the wealth of the teacher's personality, the focus of his professional activities. Pedagogical values \u200b\u200bdiffer in terms of their existence, which can be the basis for their classification. Using this base, highlight

· Personal
· Group
· Social pedagogical values.

Personality-pedagogical values \u200b\u200bact as socio-psychological entities, which reflect goals, motives, ideals, installations and other ideological characteristics of the teacher's personality, which constitute the system of its value orientation in their aggregate.

Group pedagogical values \u200b\u200bcan be represented as ideas, concepts, norms regulating and guiding pedagogical activities within certain educational institutions. The combination of such values \u200b\u200bhas a holistic nature, has relative stability and repeatability.

Socio-pedagogical values \u200b\u200breflect the nature and content of those values \u200b\u200bthat function in various social systems, manifested in public consciousness.

This is a combination of ideas, ideas, norms, rules, traditions regulating the activities of the Company in the field of education.

Aksiological "I" as a system of value orientation contains not only cognitive, but also emotional-volitional components that play the role of its inner reference.

It is assimilated both socio-pedagogical and professional group values, which serve as the basis of an individual personal system of pedagogical values.

This system includes:

* Values \u200b\u200brelated to the statement of their role in the social and professional environment (social significance of the labor of the teacher, prestige of pedagogical activities, recognition of the profession to the nearest personal environment, etc.);
* Values \u200b\u200bthat meet the need for communication and expanding its circle (communication with children, colleagues, reference people, the experience of child love and affection, the exchange of spiritual values, etc.);
* Values \u200b\u200borienting the self-development of creative individuality (the possibility of developing professional-creative abilities, admission to world culture, the exercise of the beloved subject, constant self-improvement, etc.);
* Values \u200b\u200bto carry out self-realization (creative nature of the work of the teacher, romanticism and fascination of the pedagogical profession, the possibility of the help of socially disadvantaged children and others);
* Values, giving the opportunity to satisfy pragmatic needs (possibilities for obtaining guaranteed public service, wage and leave duration, service, etc.).

Values \u200b\u200b- means are three interrelated subsystems:

* actually pedagogical actions aimed at solving vocational and educational and educational tasks (teaching and education technologies); * Communicative actions that make it possible to implement personal and professionally oriented tasks (communication technologies);
* Actions reflecting the subject entity of the teacher who are integrative in nature, as they combine all three subsystems of actions into a single axiological function. Values, funds are divided into such groups as value-related ratios, value-quality and value value.

Values \u200b\u200b- Relationships provide teacher to the expedient and adequate construction of the pedagogical process and interaction with its subjects. The attitude towards professional activity does not remain unchanged and varies depending on the success of the teacher's actions, from the extent to which his professional and personal needs are satisfied. The value attitude towards pedagogical activity, specifying a method of interaction between the teacher with students, is characterized by humanistic orientation. In value relations, the attitude of the teacher to herself as a professional and personality is equally significant. Here it is legitimate to indicate the existence and dialectics of "I-Real", "I-Retrospective", "I-ideal", "I-reflexive", "I-Professional". The dynamics of these images determine the level of personal-professional development of the teacher.

In the hierarchy of pedagogical values, the highest rank have value-quality, since it is precisely in them the personality-professional characteristics of the teacher manifest. These include diverse and interrelated individual, personal, status-role and vocational activity qualities. Quality data is derived from the level of development of a number of abilities: prognostic, communicative, creative (creative), empathy, intellectual, reflexive and interactive.

Values \u200b\u200b- Relationships and value-quality may not provide the necessary level of exercise of pedagogical activities if another subsystem is not formed and learned is the subsystem of knowledge-value. It includes not only psychological and pedagogical and subject knowledge, but also the degree of their awareness, the ability to make their selection and evaluation based on the conceptual personal model of pedagogical activities.

Values \u200b\u200b- knowledge is a certainly ordered and organized system of knowledge and skills, presented in the form of pedagogical theories of the development and socialization of the individual, the laws and principles of construction and functioning of the educational process, etc. Mastering the teacher of fundamental psychological and pedagogical knowledge creates conditions for creativity, allows you to navigate In professional information, solve pedagogical tasks at the level of modern theory and technology, using productive creative techniques of pedagogical thinking.

Thus, named groups of pedagogical values, generating each other, form an axiological model having a syncretic character. It manifests itself in the fact that the value values \u200b\u200bdetermine the value-funds, and the value-related values \u200b\u200bdepend on the goals and value-qualities, etc., i.e. They function as a whole. This model may act as a criterion for the adoption or non-commissioned or created pedagogical values. It determines the tonality of culture, caused by the election approach as the values \u200b\u200bavailable in the history of the people and the newly created works of human culture. The axiological wealth of the teacher determines the effectiveness and purposefulness of the selection and increment of new values, their transition to the motives of behavior and pedagogical actions.

The humanistic parameters of pedagogical activity, speaking it with "eternal" guidelines, allow you to record the level of discrepancies between the existing and due, reality and ideal, stimulate to the creative overcoming of these gaps, cause a desire for self-improvement and determine the ideological self-determination of the teacher.

Education is a universal value. Recognition of education as universal value today has no doubt. This is confirmed by the constitutional enshrined human right to education in most countries. Its implementation is provided by the existing states of education in a particular state, which differ in the principles of the organization. They reflect the ideological conditionality of the original conceptual positions.

To overcome the shortcomings of the first and second types of education, educational projects began to be created, solving the tasks of training a competent person.

He must understand the complex dynamics of the processes of social and natural development, to influence them, adequately navigate in all areas of social life.

At the same time, the person must have the skills to evaluate its own capabilities and abilities, take responsibility for his beliefs and actions.

Summing up this, the following cultural and humanistic functions of education can be distinguished:

* The development of spiritual forces, abilities and skills, allowing a person to overcome the vital obstacles;
* formation of character and moral responsibility in situations of adapting to social and natural areas;
* ensuring opportunities for personal and professional growth and for self-realization;
* mastering the means necessary to achieve intellectual-moral freedom, personal autonomy and happiness;
* Creation of conditions for self-development of the creative individuality and disclosure of spiritual potencies.

The implementation of cultural and humanistic functions of education also puts the problem of developing and implementing new training technologies and education, which would help overcome impersonality of education, its alienation from real life.

The main sense of this process becomes harmonious identity development. The quality and measure of this development act as indicators of humanization of society and personality.

This chapter presents the research materials that reveal the essence of an axiological approach.

The process of forming an axiological attitude towards the world around the world as the main indicator of an axiological approach in pedagogical practice is described.

MONOGRAPH

"Axiological approach as a methodological basis for pedagogical research"

Performed:

Krikunhenko Natalia Ivanovna

Stavropol, 2016

CONTENT

Introduction ………………………………………………………………………… 3

Chapter 1. Axiological approach in the methodology

Chapter 2. Methodological approach in pedagogical research

2.1. Methodology of pedagogical study .................................19

2.2. Methodological approach as an axiological basis for pedagogical studies ……………………………………………….…21

Chapter 3. Pedagogical Study

3.1. Formation of Russian identity at the schoolchildren - the value strategic task of new educational standards .................. ... 31

3.2. The results of a pedagogical study ................................. ..36

Conclusion ……………………………………………………………………..38

List of literary sources used ………………………..40

application …………………………………………………………………….42

Introduction

Pedagogical Science currently operates with a wide range of methodological approaches: systemic, activity, information, etc. Special place in this series occupies an axiological approach to which recently researchers are increasingly addressed in connection with the development of a new humanistic education paradigm, considering a person with the highest value. and the purpose of social development.

Relevance research,interest in this approach and its capabilities is caused primarily by the crisis state of society, as well as transformations of sociocultural space. As you know, the search for new values, adequately reflecting the situation that changes in society, acquires particular significance in periods of social instability. XX century, as it is rightly noticedV.P. Zinchenko, can be recognized as a record holder in loss of universal values. Therefore, the beginning of the new millennium forces the scientific community to take the most active attempts to identify, streamlining and systematize those values \u200b\u200bthat can be assigned to humanity at present and becomedefining for its further development.
The study of the potential of an axiological approach to solving the problems of modern education and the development of its basic provisions was carried out in the works of L.V. Verchinina, MG Kazakina, A.V. Kiryakova, Z.I. Ravkin et al. However, despite its widespread results and results received in science, there is no unanimity among teachers in the understanding of its entity, nor in the definition of role and value, or in the characterization of the implementation result. In this paper, we will imagine and justify our view on the content of an axiological approach, its essence, importance, requirements for the use and main problems associated with the implementation in pedagogical studies.
First of all, we note that taking into account the possibilities of modern axiology, we attribute this approach to research approaches and see its main purpose in obtaining new information about the studied pedagogical phenomenon. At the same time, the use of an axiological approach is only in the status of the principle of the organization of the pedagogical process, which is often found in scientific and pedagogical literature, we consider the significantly depleting scope of its application and not corresponding to the methodological potential that allows you to solve a much wider range of current issues of modern education. In this regard, under the axiological approach, we understand the principal orientation of the study, in which the phenomenon is considered from the point of view of values \u200b\u200brelated to the possibilities of meeting the needs of people.
The research status of an axiological approach sets the diversity of functions performed by it when studying pedagogical phenomena: Gnostic (identification of socially significant values); indicative (selection of values \u200b\u200bto meet needs); information (orientation in the manifold of significant values); estimated (the establishment of hierarchical relations between values); Prognostic (determining the prospects for assigning values); technological (identification of paths, methods and means of forming values); integrative (coordination of socially significant values, pedagogical process and personal requirements), etc.

Purpose of work: consider an axiological approach as a methodological basis for pedagogical research.

To achieve this goal, the following were deliveredtasks :

Examine the essence of an axiological approach.

Consider an axiological approach to pedagogy.

Reveal the role and research capabilities of an axiological approach.

Submit an axiological approach as a methodological basis for pedagogical research

Conduct a pedagogical study using an axiological approach

Object of study: Axiological approach in the methodology.

Subject of study : Value approach in pedagogical research.

Working hypothesis : In the way of modernizing the formation of the methodological basis of the pedagogical study, an axiological approach should be.

Basic methods Studies came:

study and analysis of psychological and pedagogical and special literature on the issue of research;

analysis of the use of an axiological approach in a pedagogical study;

conducting a pedagogical study;

diagnostic (questionnaires, analysis of research results);

method of mathematical statistics.

Theoretical significance of the work consisting of a deep analysis of an axiological approach as a methodological basis for pedagogical research.

Practical significance this work is that it confirms the need for a value approach in a pedagogical study.

Work structure: Introduction, three chapters, conclusion, references, application.

1. Axiological approach in the methodology

1.1. Essence axiological approach

A person is constantly in the situation of the worldview (political, moral, aesthetic, etc.) of evaluation of the events, setting tasks, search and decision-making and their implementation. At the same time, his attitude towards the surrounding world (society, nature, himself) is associated with two different, albeit interdependent, approaches: practical and abstract-theoretical (cognitive). The first is caused by a person's adaptation to rapidly changing in time and space, and the second pursues the goal of the knowledge of the laws of reality.

However, scientific knowledge, including pedagogical, is carried out not only because of the love of truth, but also in order to fully meet social needs. The role of the communication mechanism between practical and informative approaches is performedaxiological (or value) approach, acting as a peculiar "bridge" between theory and practice.

It allows, on the one hand, study the phenomena from the point of view of the possibilities of meeting the needs of people, and on the other, to solve the tasks of humanization of society. The axiological approach is organically inherent in humanistic pedagogy, since a person is considered in it as the highest value of society and the health of public development. In this regard, axiology, which is more generally in relation to humanistic issues, can be considered as the basis of the new philosophy of education and, accordingly, the methodology of modern pedagogy.

The category of value is applicable to the world of man and society. Outside a person and without a person, the concept of value can not exist, as it is a special human type of importance of objects and phenomena. Values \u200b\u200bare not primary, they are derived from the ratio of peace and man, confirming the significance of what a person created in the process of history. In society, any events are somehow significant, any phenomenon performs one or another role. However, the values \u200b\u200binclude only positively significant events and phenomena associated with social progress. Value, according to V.P.Tugarinov, is not only objects, phenomena and their properties that people need a certain society and from a similar person as a means of meeting their needs, but also ideas and motivations as a norm and ideal.

Values \u200b\u200bthemselves, at least the main of them, remain constant at various stages of the development of human society. Such values \u200b\u200bas life, health, love, education, work, peace, beauty, creativity, etc., attracted people at all times. These values \u200b\u200bcarrying the humanistic principle have sustained verification in the practice of world history. In the context of the democratic transformation of Russian society, therefore, it should be not about the invention of some new values, but above all about their rethinking and revaluation.

In the center of axiological thinking there is a conceptinterdependent, interacting World. She claims that our world is the world of a holistic person, so it is important to learn how to see that general that not only unites humanity, but also characterizes every individual person. Consider social development outside of a person - it means to separate the thinking from his humanistic foundation. It is in the context of such thinking, humanization represents the global tendency of modern social development, and the approval of universal values \u200b\u200bis its content.

The difficulties of the modern period of the Company's development are not the basis of the transfer of the implementation of humanistic ideals "for later" to the remote perspective. No and there can be no such level of economic development, whose achievements themselves would ensure the implementation of these ideals. Humanistic principles, approval of the intrinsicness of the human person, respect for its rights, dignity and freedom cannot be brought into public life from the outside. The process of social development is essentially the process of growth and aging of these began in man. Otherwise, it does not make sense to talk about the progress of mankind.

Successes in the field of education are largely provided by the synthesis of scientific knowledge in the field of human science. We have already talked about the fact that related to the pedagogy of science, recognizing the need to expand their borders, seek to make a dialogue with pedagogy. However, in order for the dialogue, the interaction of various sciences and approaches does not remain a declaration, it is necessary to introduce into the practice of axiological (value) principles.

The axiological principles include:

Equality of all philosophical views within the framework of a single humanistic system of values \u200b\u200b(while maintaining the diversity of their cultural and ethnic features);

Equality of traditions and creativity, recognition of the need to study and use the exercises of the past and the possibility of opening in the present and future;

Equality of people, pragmatism instead of disputes on the foundations of values; Dialogue instead of indifference or denial of each other.

These principles make it possible to engage in dialogue and jointly work to various sciences and trends, look for optimal solutions. One of the primary tasks is to combine the sciences on a humanistic basis. It is a humanistic orientation that creates a solid basis of the future of humanity. Education as a component of culture in this regard is becoming particularly significant, as it is the main means of the development of human humanistic essence.

Understanding the value characteristics of pedagogical phenomena was under the influence of general axiology. The basis of pedagogical axiology is understanding and approvalvalues \u200b\u200bof human life, upbringing and learning, pedagogical activities and education as a whole. Significant value is the ideaharmoniously developed personality associated with the idea of \u200b\u200ba fair society, which is able to really provide every person the conditions for the maximum implementation of the opportunities laid in it. This idea acts as the basis of the value-ideological system of humanistic type. It defines the value orientation of culture and orients the person in history, society, activities. For example, the basis of the orientation of the personality in society you steps a complex of social and moral values, which represents humanism.

The axiological characteristics of pedagogical activities reflect its humanistic meaning. In fact, pedagogical values \u200b\u200bare those of its features that allow not only to satisfy the needs of the teacher, but also to serve as the guidelines for its social and professional activity aimed at achieving humanistic goals.

Pedagogical values, as well as any other spiritual values, are approved in life not spontaneously. They depend on social, political, economic relations in society, which largely affect the development of pedagogy and educational practice.

Value orientations are one of the main, "global" characteristics of the personality, and their development is the main task of humanistic pedagogy and the most important through the development of society.

1.2. Axiological approach in pedagogy

The changes occurring in society have intensified the search for new, vital values \u200b\u200bfor young people, the ways of their inclusion in the educational process.
To solve the problem of overcoming the cultural crisis and the development of a human value sphere contributes to the formation of pedagogical axiology as a methodological approach in understanding pedagogical phenomena.
An axiological approach is organically inherent in modern pedagogy, in which the pupil is considered in it as the highest value of society. In this regard, axiology can be considered as a methodological basis for education and modern pedagogy. In the development of pedagogical axiology, it was a significant contribution to B.M. Bim-Bada, B.S. Brouslinsky, B.I. Dodonova, B.G. Kuznetsova, N.D. Nikandrov, V.A. Slastinina, V.M. Rosina, M.N. Fisher, P.G. Shchedrovitsky and others. The central concept in axiology is the concept of value, which characterizes the sociocultural meaning of the reality phenomena included in the value relationship. Lastthey are formed on the basis of the distinction of good and evil, truths and delusions, beautiful and ugly and other culturally significant characteristics of reality. These aspects of general axiology should be taken into account when developing pedagogical axiology. Pedagogical reality as part of the social includes the entire set of specific pedagogical phenomena, which combines their belonging to the targeted process of human formation. This includes the subjects of this process (educators and pupils), the content and process of education, a variety of forms, methods and means of education. In general, the problem of criteria for the value of phenomena in pedagogical axiology needs serious theoretical studies. The subject of pedagogical axiology are values:
1. Scientific pedagogical research. The results of the study on their value quality are characterized by the general scientific criteria for novelty, relevance, theoretical and practical significance. Specifically scientific criteria depend on the type of research (didactics, theory of upbringing, etc.). Depending on the effectiveness, research is possible from the standpoint of scientific, practical, social and economic significance.
2. Innovation. If this result is approaching the goal that has put education, its maintenance and the process as values \u200b\u200bhave great socio-pedagogical significance. And here you can also talk about the novelty of pedagogical phenomena, practical significance and other value criteria. It is impossible to assimilate the theoretical and practical importance of new pedagogical innovations (aspects of the content and process of learning and education) without the clarification of the value nature of pedagogical innovations, without determining the system of pedagogical values \u200b\u200band criteria for evaluating pedagogical phenomena. Namely, these questions should be included in the content of pedagogical axiology and determine the specifics of its subject in general.
3. Pedagogical phenomena. Pedagogical axiology is drawn not only to innovations, but also to those phenomena and processes in pedagogy, which have long been included in the pedagogical reality and reproduce in it as special values \u200b\u200bin mass practice. Pedagogical phenomena form the first large group of values, which must be explored by pedagogical axiology. Pedagogical phenomena differ qualitatively from each other: their quality is specific phenomenon by its content, certainty. It is this content that determines, ultimately, their assessment and value. At the same time, the category "Quality" should be distinguished in the sense of certainty things, phenomena, differences and in the estimated (axiological) sense. itprincipal position for pedagogical axiology. It should be borne in mind that any phenomenon of pedagogical reality can be estimated to be evaluated, but not anything can act as value, as some pedagogical phenomena can be destructive for the development of personality or over time to lose value.
4. Specific values \u200b\u200bnecessary for the formation of the subjects of the educational process.
Priority tasks of pedagogical axiology V.A. Slastin and G.I. Chizhukov consider the following:analysis of the historical development of pedagogical theory and educational practice from the position of the theory of values;determination of value bases of education reflecting its axiological orientation;the development of value approaches to the definition of the development strategy and the content of domestic education;the problem of evaluation criteria and determining the value of pedagogical and scientific and pedagogical phenomena.
The value maturity of the teacher himself determines the effectiveness of interaction with students in the development of the values \u200b\u200bnecessary for them, the desire or unwillingness to follow the example of the teacher, purposefully to work on itself. Management of efforts and capabilities of pupils remains in the hands of a mentor, which is properly oriented in axiological terms. And this should be in a modern pedagogical process not by random, but by systematic and targeted affair.
Knowledge not turned by the efforts of teachers in value and not mastered by the student as values \u200b\u200bare easily forgotten and never become a senseless factor.
Pedagogical axiology largely changes the nature of the interaction of the teacher with the student. The focus is not just knowledge, skills, skills or the formation of some habits from the student, but a whole range of vital values, the formation of the need to assign them to live them. The school begins to directly teach the pupil to the ability to confidently navigate in the surrounding world, in perfection to distinguish with high-quality, value of its inhomogeneity. The degree of development at the student of such a skill becomes one of the most important indicators of the level of his pupil.
Based on the categorical apparatus of general axiology, the thesaurus of pedagogical axiology is developing, the essence of which is determined by the specifics of pedagogical activity, its social role and personally generating opportunities. Pedagogical
values \u200b\u200bnot only allow to meet the needs of the teacher, but also serve as guidelines for its social and professional activity aimed at achieving humanistic goals.
Pedagogical values, like any other, are not approved spontaneously. They depend on social, political, economic relations in society, which largely determine the development of pedagogy and educational practice. And this dependence is not mechanical, because The desired and necessary at the level of society often comes in contradiction, it allows which a particular person, a teacher, on the basis of its worldview, ideals, choosing the methods of reproduction and development of culture.
According to V. A. Slastinin, pedagogical values \u200b\u200bare rules governing pedagogical activities and acting as a cognitive-operating system, which serves as mediated and the link between the established public world in the field of education and the activities of the teacher. They have a syntagmatic character, i.e. They are formed historically and fixed in pedagogical science as a form of public consciousness in the form of specific images and representations.
Mastering pedagogical values \u200b\u200bis possible only in the process of carrying out pedagogical activities, during which their interiorization occurs, the level of which serves as an indicator of the personality-professional development of the teacher.
A wide range of pedagogical values \u200b\u200brequires their classification. Taking the basis of professional activities of a specialist, I.F. Isaev offers the following classification of the professional values \u200b\u200bof the teacher:
1. Values \u200b\u200b- goals - values \u200b\u200bthat reveal the importance and meaning of the objectives of the professional-pedagogical activity of the teacher.
2. Values \u200b\u200b- means - values \u200b\u200bthat reveal the importance of methods and means of carrying out professional-pedagogical activities.
3. Values \u200b\u200b- relations - values \u200b\u200bthat reveal the importance and meaning of relations as the main mechanism for the functioning of holistic pedagogical activity.
4. Values \u200b\u200b- knowledge - values \u200b\u200bthat reveal the importance and meaning of psychological and pedagogical knowledge in the process of implementing pedagogical activities.
5. Values \u200b\u200b- Quality - Values \u200b\u200brevealing and meaning
the qualities of the teacher's personality: the variety of interrelated
individual, personal, communicative, professional qualities of the personality of the teacher as a subject of professional-foundaghogical activities that manifest themselves in special
abilities: the ability to work, the ability to design their activities and anticipate its consequences, etc.
The classification presented allows the most fully systematizing the professional values \u200b\u200bof the modern teacher. However, it is necessary to note the conditional nature of the classification, the multilateralism and the interactiveness of the allocated groups of values.
E.N. Shihanov allocates the following values: values \u200b\u200brelated to approval in society, the closest environment; Values \u200b\u200brelated to meeting the need for communication; Values \u200b\u200bassociated with self-improvement; Values \u200b\u200bassociated with self-expiration; Values \u200b\u200bassociated with utilitarian-pragmatic requests.

2. Methodological approach in pedagogical examination

The word-term "methodology" (from Greek. Methodos - research and logos - knowledge) means the doctrine of the scientific method of cognition, as well as a set of methods used in any science. Methodology is a way of studying phenomena, an approach to studied phenomena, a planned path of scientific knowledge and establishing truth.

IN AND. Zagognaminsky, R. Athahanov offer the following definition of the concept of pedagogy methodology - is the doctrine of pedagogical knowledge, about the process of its production, ways to explain (creating a concept) and practical application for converting or improving the training and education system.

In fact, the pedagogy methodology reflects the logic of discovery, scientific and pedagogical knowledge, that is, a sequence of research steps, which should lead to a new scientific and pedagogical knowledge.

V.I. Zagyzhansky, R.Atakhanov allocate three stages of the design of the logic of the study: staged, self-research, designer-implement.

The staged stage is a stage from the selection of the topic before determining the tasks and hypothesis of the study, is carried out according to all stages of studies of the logic scheme (the problem is the topic - the object - the subject - scientific facts - the idea, the idea of \u200b\u200bresearch - hypothesis - tasks).

The proprietary stage is the stage, the logical scheme of the execution of which is given only by the general, ambiguous form (method selection - verification of the hypothesis - the design of the preliminary conclusions - their testing and refinement - the construction of the final output).

The design and innovative is the final stage, which implies testing (discussion of conclusions, their presentation of the public), work design (reports, reports, books. Of dissertations, recommendations, projects) and the introduction of results into practice.

It should be noted that the logic of each study is specific, originally. Therefore, in each study, it is necessary to find one of the optimal variants of the sequence of search steps, based on the nature of the problem, subject and objectives of research and other factors, as well as determine the logic and nature of the presentation.

The study highlights the methodological and procedural part. The methodological part (methodological apparatus) includes identification of the problem, themes, object, research subject, the refinement of terminology, the formulation of the goal, tasks, hypotheses; Procedural - Drawing up a research plan, description of methods and data collection techniques, description of experimental work.

Pedagogical study

Formation of Russian identity at the schoolchildren, the value strategic task of new educational standards

In GEF, one of the most important is the idea of \u200b\u200bforming Russian (civil) identity. A word that greatly conveys the meaning of Latin Identicus -involvement . Being a private thing - it means to be part of something more than you yourself: family, friends, schools, homeland, universe, God. Outside the identity, involvement (of course, free, and not imposed), the person is overwhelmed by his "self", it is immersed in conceit and complacency. Identity is the result of an understanding of a person "as such", established through the allocation of "significant others" for himself and, in our opinion, is one of the most important values.

Civic (Russian) identity is the free identification of a person with the Russian nation (the people); the inclusion of a person in the public, cultural life of the country, awareness of themselves by the Russian; The feeling of the involvement of the past, the present and the future of the Russian nation. The presence of Russian identity in humans suggests that for him there is no "this country", "this nation", "of this city", "of this school", but there is "mine", "my (ours) people", "My (ours) city", "My (ours) school."

The task of the formation of civil (Russian) identity among schoolchildren implies a qualitatively new on the content, technologies and responsibility approach of teachers to the traditional problems of the development of civil identity, patriotism, tolerance of schoolchildren, possession of them by their native language. So, if the teacher in its work focuses on the formation of Russian identity from a schoolboy, then:

In civil education, he cannot afford to work with the concepts of "citizen", "Civil society", "democracy", "the relationship of society and the state", "human rights" as speculative abstractions, in a purely informative style, and should work with tradition and the peculiarities of the perception of these concepts in Russian culture, in relation to our historical soil and mentality;

In the upbringing of patriotism, the teacher does not bet on the formation of a child of non-inflexive pride for "his" or peculiar election pride for the country (pride only for success and achievements), but seeks to raise the holistic adoption and understanding of the past, present and future Russia with all the failures and success , anxieties and hopes, projects and "spotlights";

The teacher works with tolerance not as political correctness, but as with the practice of understanding, recognition and adoption of representatives of other cultures historically rooted in Russian tradition and mentality;

Russian language training takes place not only in literature lessons, but on any educational subject and outside the lesson, in free communication with pupils; Live Russian is becoming universal school life;

The teacher is not limited to communication with pupils in a secure, friendly class and school environment, but leads them to an out-of-school social environment. Only in independent social action, action for people and in people who are not "nearby" and not necessarily positively tuned to him, the young man really becomes (and not just learns about how to become a public figure, a free person, Citizen of the country.

This listing shows that the task of the formation of Russian identity quite reasonably claims to be key, turning in our educational policy and, accordingly, key value.

The child's love towards his homeland begins with love for family, school, a small homeland. Civic (Russian) identity of the young man is formed on the basis of identity of family, school, identity with the territorial community.

The subject of special responsibility of the school is the school identity of the child. What it is? itexperience andawareness another childinterest for school. Why do you need it? The school is the first place in the life of a child, where he truly goes beyond bloodstream connections and relationships, begins to live among others, different people, in society. It is at school that the child turns from a family man into a public person.

What gives the introduction of the concept of "school identity of the child"? In habitualrolevoy reading a child at school acts as a student, boy (girl), friend, citizen etc. INidentification reading the schoolboy - the "student of his teachers", "friend of his classmates", "citizen (or man in the street) of school community", "Son (daughter) of his parents", etc. That is, the anonym of identity allows you to see more deeply and understandthanks to who or what A schoolboy feels himself bound (or not related) with school community,what or who It gives rise to a school involvement. And evaluate, diagnosethe quality of those places and people in school who generate involvement in a child.

The definition of these places and people is given in Table 1.

Table 1.

Member of his ethnic group

All situations in school, activating the child a sense of nationality

All situations in school, activating the child a sense of religious affiliation

School identity allows you to see whether the schoolboy connects his successes, achievements (as well as failures) with the school; Is the school meaningful place for him, or not.

Low identity indicators will indicate that the school is not significant or much significant for the child. And even if it objectively, he was successful as a student, the source of this success is not at school (and, for example, in the family, tutors, extracurricular additional education, etc.).

High identity indicators will indicate that the school occupies an important place in the child's life, meaningful for him. And even if it is objectively not too successful as a student, then his personal dignity, his self-esteem arises from his school life.

Since we suggested that each of the above identities is formed at school in certain "places" (processes, activities, situations), then low indicators for one or another identification position can show us "sick places" of school life, and high indicators - " Success zones. This can be the beginning of the "reboot" of school life, the launch of the development process.

To identify the school identity of the child, various tools can be used, both relatively simple and quite complicated. The accuracy of the simple toolkit is obviously lower, but ease of use is higher. In search of a reasonable ratio "Reliability - Ease of Use", we stopped at a tool as a sociological questionnaire and conducted it in high school. During this study, the method was used proposedGrigoriev D.V.The results of the survey are presented in the form of table 2 applications.

Generalized data are presented in the chart 1.

Chart 1.

The questionnaires took part in the studies of the 9th, 10th, 11th grades. Only 136 people. As a result of mathematical processing and analysis of the questionnaire, the following conclusions can be drawn:

83% of school students are aware of their belonging as a family member, which speaks of a high degree of formation in the school of family values. Most of the pro-elaborates have friends at school. The highest percentage of negative awareness (5%) fell to awareness of himself as a student of his teachers. A citizen of his class is not aware of 18% of students. The high degree of identity is observed in relation to school, negative manifestations are absent, which confirms the indirectly value attitude of students to the general education institution. A very high indicator is noted identifying itself as a citizen of the country. The lowest indicators in relation to ethnic and religious affiliation, high percentage (38%) are not aware of themselves in this identity.

The results of the survey we compared with a similar questionnaire, carried out in Moscow schools (table 3 of the application). We emphasize the main thing: only 50% of adolescents perceive teachers as positively significant people in their lives; The school structurally uses the educational potential of the family only in 40% of cases; Only 42% of adolescents feel positively involved in the class team, and only 24% - to school community; Fortunately, 76% of adolescents come to school to communicate and be friends with each other, and thus save themselves from the final loss of the meaning of school life; Just 1 out of 10 students will come out of school with a sense of a citizen (not an ordinary man) of our Russian society. Thus, the picture of the alienation of children from school, from society in the educational reality of the Moscow, so-called "good" schools.

What is the way out? In the situation of alienation of children from school, the responsible educational policy should be "identity policies." So that we do not do in school, what new projects and technologies did not offer, whatever traditions do not want to keep, we must ask ourselves all the time: "Does this have a free involvement of school children? Will the child want him to identify? Did we think and did it so that he had involvement to us? Why suddenly the fact that we have so diligently, such efforts are not perceived by children? Maybe it was necessary to do otherwise? ".

For example, the school faces the social passivity of adolescents. Of course, you can build up the resource of social science disciplines, conduct a series of conversations "What does it mean to be a citizen?" Or organize the work of the school parliament, but this work, at best, will provide students with useful social knowledge, will form a positive attitude towards public action, but will not give the experience of an independent action in society. Meanwhile, we perfectly understand thatknow what kind of citizenship is evenappreciate citizenship is not at allto come as a citizenbe Citizen. But the technology involving movement from conversations and discussions to children-adult acts, to a social project, brings us to a qualitatively new stage of modern education. I believe that a special role on the way to achieving high personal results and a means of forming a civil self-consciousness of study schools is a student government.

Conclusion
"Value", being the main concept of an axiological approach, has now turned into an interdisciplinary phenomenon that integrates knowledge about the development of society and requiring its study to attract the apparatus of various sciences. Under the value in the "philosophical dictionary" means a specially specifically social determination of the objects of the surrounding world, which detects their positive or negative importance for humans and society. Value is a criterion for choosing from alternative solutions, as well as the characteristics of the internal needs of a person. As a result of the analysis of scientific literature, we concluded that "value" as a scientific phenomenon has the following properties: related to activities and subjective; variable in time and has a socio-historical character; determines the properties of the personality; manages human behavior; It has an overseas character; May have different significance for different subjects. From a pedagogical study onindifferent that one of the most importantpersonal value results of education is an school, and on a larger scale and Russian identity.

The axiological approach today ceases to be an apparatus of only philosophy and applies to solve a wide variety of problems in sociology, psychology, pedagogy, political science, economics, cultural studies and other industries. It should acquire the status of a rod methodological reference point of modern science, and values \u200b\u200bshould be considered as a specific objective environment that exists along with natural or social reality.
The implementation of the functions of an axolgin approach not only ensures the definition and structuring of socially significant values, which should be a key purpose of the value-oriented educational process, but also to identify ways of their assimilation with a separate personality. All this contributes to the streamlining of the educational process, as well as its orientation to achieve its main goal: the formation of a person, adequate to the modern requirements of society.

Literary sources

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application

table 2

Questioning "School identity and socialization" in high-grade MBOU SOSH No. 7 of the city of Stavropol

Table 3.

School Identity and Socialization Questioning in Moscow Schools

Surveals

(% of students)

Do not worry

(% of students)

positive

negative

Son (daughter) of his parents

40%

25%

35%

Friend of his school comrades

76%

15%

Student of their teachers

50%

20%

30%

Class citizen

42%

13%

45%

School citizen

24%

11%

65%

Citizen of society

10%

85%

Member of his ethnic group

30%

20%

50%

Member of his religious group

15%

10%

75%

Justification of the new Pedagogy Methodology
An axiological approach in learning pedagogical phenomena
Concept of pedagogical values
Classification of pedagogical values
Education as universal value

§ 1. Justification of the new pedagogy methodology

Comparison of success in education in various countries shows that they are a consequence of the development of education philosophy in these countries, as well as the degree of its "turmoration" into pedagogical theory and practice. The modern European school and education in their main features were under the influence of philosophical-pedago ideas, which were formulated by Ya.Komensky, I.G. Pestalotski, F. Freavem, I.F. Gerbart, A-Dysterweg, J- Dewey and other classics pedagogy. Their ideas were based on a classic form of education, which during the XIX - XX centuries. Evolved and developed, remaining nonethelessly unchanged in its basic characteristics: goals and content of education, forms and methods of training, methods for organizing a pedagogical process and school life.

Domestic pedagogy of the first half of the XX century. In its foundation, a number of ideas that have currently have lost their importance, why and underwent acute criticism. The basis for the construction of training items was the idea of \u200b\u200bconsistent accumulation of knowledge. Among the form of training, the priority acquired a class-grade teaching system.
Starting from the B0-X. Domestic culture has been enriched by the ideas of dialogue, cooperation, joint action, the need to understand someone else's point of view, respect for the personality. The reorientation of modern pedagogy per person and its development, the revival of the humanistic tradition is the most important tasks set by life itself. Their decision requires primarily the development of humanistic philosophy of education, serving as a pedagogy methodology.
Based on this, the methodology of pedagogy should be considered as a combination of theoretical provisions on pedagogical knowledge and the transformation of reality reflecting the humanistic essence of the education philosophy.
However, as it is known, scientific knowledge, including pedagogical, is carried out not only because of the love of truth, but also in order to fully meet social needs. In this regard, the content of the estimated target and effective aspects of human vital activity is determined by the directionality of the personality activity to understand, recognition, the actualization and the creation of material and spiritual values \u200b\u200bthat make up the culture of humanity. The role of the communication mechanism between practical and cognitive approaches is performed by an axiological, or value, an approach that acts as a kind of "bridge" between theory and practice. It allows, on the one hand, study the phenomena from the point of view of the possibilities of meeting the needs of people, and on the other, to solve the tasks of humanization of society.
The meaning of an axiological approach can be disclosed through the system of axiological principles, which include:
Equality of philosophical views within a single humanistic system of values \u200b\u200bwhile maintaining the diversity of their cultural and ethnic features;
Equality of traditions and creativity, recognition of the need to study and use the exercises of the past and the possibility of spiritual discovery in the present and future, mutually engraving dialogue between traditionalists and innovators;
Existential equality of people, socio-cultural pragmatism instead of demagogic disputes on the foundations of values, dialogue and motorcycling instead of messianism and indifference.
According to this methodology, one of the paramount tasks is to identify the humanistic essence of science, including pedagogy, its relationship to man as a subject of knowledge, communication and creativity. Education as a component of culture in this regard is becoming particularly significant, as it is the main means of the development of human humanistic essence.

§ 2. Axiological approach in learning pedagogical phenomena

The axiological approach is organically inherent in humanistic pedagogy, since a person is considered in it as the highest value of society and the health of public development. In this regard, axiology, which is more generally in relation to humanistic issues, can be considered as the basis of the new philosophy of education and, accordingly, the methodology of modern pedagogy.
In the center of axiological thinking there is a concept of interdependent, interacting world. She claims that our world is the world of a holistic person, so it is important to learn how to see something in common, which not only unites humanity, but also characterizes every individual person. Humanistic value orientation, figuratively speaking, - "axiol-guy spring", which gives the activity to all other links of the valuables.
Humanistically oriented education philosophy is a strategic program of qualitative updating of the educational process at all its steps. Its development will allow you to establish the criteria for assessing the activities of institutions, old and new concepts of education, pedagogical experience, errors and achievements. The idea of \u200b\u200bhumanization involves the implementation of a fundamentally different orientation of education related not to the preparation of "impersonal" young qualified personnel, but with achieving effectiveness in the general and professional development of the individual.
The humanistic orientation of education changes the usual ideas about its goal as the formation of "systematized knowledge, skills and skills." It is such an understanding of the purpose of education that was the cause of its dehumanization, which manifested itself in the artificial division of training and education. As a result of the politicization and ideology of curricula and textbooks, the educational significance of knowledge turned out to be blurred, their alienation occurred. Neither the average nor the highest school has become broadcasters of universal and national culture. In many ways, the idea of \u200b\u200blabor education is discredited, since it was deprived of the moral and aesthetic side. The current education system all efforts sent to adapt pupils to the circumstances of life, taught them to put up with allegedly inevitable difficulties, but did not teach humanize life, change it according to the laws of beauty. Today it became apparent that the solution of social and economic problems, human safety, and even the existence of all mankind depends on the content and nature of the direction of the identity.
The idea of \u200b\u200bhumanization of education, which is a consequence of the use of an axiological approach in pedagogy, has a wide philosophical and anthropological and socio-political importance, since the strategy of a social movement depends on its solution, which can either slow down the development of man and civilization, or contribute to it. A modern education system can contribute to the formation of human essential forces, its socially valuable worldview and moral qualities that are necessary in the future. The humanistic philosophy of education is aimed at the benefit of man, to create ecological and moral harmony in the world.

§ 3. Concept of pedagogical values

The category of value has become the subject of philosophical understanding in domestic science since the 60s. XX century, when interest in human problems, morality, humanism, to the subjective factor in general increased.
The category of value is applicable to the world of man and society. Outside a person and without a person, the concept of value can not exist, as it is a special human type of importance of objects and phenomena. Values \u200b\u200bare not primary, they are derived from the ratio of peace and man, confirming the significance of what a person created in the process of history. In society, any events are somehow significant, any phenomenon performs one or another role. However, the values \u200b\u200binclude only positively significant events and phenomena associated with social progress.
The value characteristics refer both to individual events, phenomena of life, culture and society as a whole and to a subject carrying various types of creative activities. In the process of creativity, new valuable items are created, good, and the creative potential of the personality is revealed and developed. Consequently, it is creativity that creates culture and humani-the world. The humanization role of creativity is also determined by the fact that its product is never a realization of only one value. Due to the fact that creativity is the discovery or creation of new, previously unknown values, it, creating even the "unwitting" subject, at the same time enriches a person, reveals new abilities in it, introduces it to the world of values \u200b\u200band includes the complex hierarchy of this world .
The value of one or another object is determined in the process of its assessment of the person, which acts as a means of awareness of the importance of the subject to meet its needs. It is fundamentally important to understand the difference between the concepts of value and evaluation, which is that the value is objective. It develops in the process of socio-historical practice. The assessment also expresses a subjective attitude to value and therefore may be true (if it corresponds to value) and false (if it does not match the values). In contrast to value, the assessment may be not only positive, but also negative. It is thanks to the assessment, the choice of items, necessary and useful people and society.
The considered categorical apparatus of general axiology allows us to refer to pedagogical axiology, the essence of which is determined by the specifics of pedagogical activities, its social role and personally generating opportunities. Axio-logical characteristics of pedagogical activities reflect its humanistic meaning.
Pedagogical, like any other spiritual, values \u200b\u200bare approved in life not spontaneously. They depend on social, political, economic relations in society, which largely affect the development of pedagogy and educational practice. Moreover, this dependence is not mechanical, since the desired and necessary at the level of society often come into contradiction, it allows a specific person, the teacher by virtue of its worldview, ideals, choosing the methods of reproduction and development of culture.

Pedagogical values \u200b\u200bare rules governing pedagogical activities and acts as a cognitive-operating system, which serves as an indirect and link between the established public world in the field of education and the activities of the teacher.They, like other values, have syntagmatic character, i.e. They are formed historically and fixed in pedagogical science as a form of public consciousness in the form of specific images and representations. Mastering pedagogical values \u200b\u200bis carried out in the process of pedagogical activity, during which subjectivation occurs. It is the level of confusion of pedagogical values \u200b\u200bthat serves as an indicator of the personal development of the teacher.
With a change in social living conditions, pedagogical values \u200b\u200bare transformed by the development of society and personality needs. Thus, in the history of pedagogy, changes are traced related to the change of scholastic learning theories on explanatory-illustrative and later on problem-developing. Strengthening democratic trends led to the development of non-traditional forms and learning methods. The subjective perception and assignment of pedagogical values \u200b\u200bare determined by the wealth of the teacher's personality, the focus of his professional activities.

§ 4. Classification of pedagogical values

Pedagogical values \u200b\u200bdiffer in terms of their existence, which can be the basis for their classification. Using this base, highlight personal, group and social pedagogical values.
Socio-pedagogical values reflect the nature and content of those values \u200b\u200bthat function in various social systems, manifested in public consciousness. This is a combination of ideas, ideas, norms, rules, traditions regulating the activities of the Company in the field of education.
Group pedagogical values It can be submitted in the form of ideas, concepts, norms regulating and guiding pedagogical activities within certain educational institutions. The combination of such values \u200b\u200bhas a holistic nature, has relative stability and repeatability.
Personal Pedagogical Values They act as socio-psychological entities, which reflect goals, motives, ideals, installations and other ideological characteristics of the teacher's personality, which make up the system of its value orientation in their combustion. Aksiological "I" as a system of value orientation contains not only cognitive, but also emotional-volitional components that play the role of its inner reference. It is assimilated both socio-pedagogical and professional group values, which serve as the basis of an individual personal system of pedagogical values. This system includes:
Values \u200b\u200brelated to the statement of their role in the social and professional environment (social significance of the labor of the teacher, prestige of pedagogical activity, recognition of the profession to the nearest personal environment, etc.);
Values \u200b\u200bsatisfying the need for communication and expanding its circle (communication with children, colleagues, reference people, the experience of children's love and affection, the exchange of spiritual values, etc.);
Values, orienting IA self-development of creative individuality (the possibility of developing professional-creative abilities, admission to world culture, the exercise of the beloved subject, constant self-improvement, etc.);
Values \u200b\u200bto carry out self-realization (the creative nature of the work of the teacher, the romanticism and fascination of the pedagogical profession, the possibility of the help of socially disadvantaged children and others);
Values, giving the opportunity to satisfy pragmatic needs (possibilities for obtaining guaranteed public service, wage and leave duration, service growth, etc.).
Among the named pedagogical values, it is possible to allocate the values \u200b\u200bof self-sufficient and instrumental types, differing from the subject matter. Self-sufficient values \u200b\u200b- These are valuables, including the creative nature of the labor of the teacher, prestige, social significance, responsibility to the state, the possibility of self-affirmation, love and attachment to children. The values \u200b\u200bof this type serve as the basis for the development of the person and teacher, and students. Values \u200b\u200btargets act as a dominant axiological function in the system of other pedagogical values, since in order to reflect the main meaning of the teacher's activities.
The objectives of pedagogical activity are determined by specific motives adequate to the needs that are implemented in it. This explains their leading position in the hierarchy of needs to which include: the need for self-development, self-realization, self-improvement and development of others. In the consciousness of the teacher, the concept of the "Personality of the Child" and "I - Professional" are interrelated.
By searching for ways to implement the goals of pedagogical activities, the teacher chooses its professional strategy, the content of which is the development of themselves and others. Therefore, the value value reflects state educational policies and the level of development of the most pedagogical science, which, subjectivable, become significant factors of pedagogical activities and affect instrumental values Called funds. They are formed as a result of mastering the theory, methodology and pedagogical technologies, constituting the basis of the vocational education of the teacher.
Values \u200b\u200b- means are three interrelated subsystems:
actually pedagogical actions aimed at solving vocational and educational and educational tasks (teaching and education technologies); Communicative actions that make it possible to implement personal and professionally oriented tasks (communication technologies); Actions reflecting the subject entity of the teacher who are integrative by nature, as they combine all three subsystems of actions into a single axiological function. Values, funds are divided into such groups as value-related ratios, value-quality and value value.
Values-Relationships Provide the teacher, the expedient and adequate construction of the pedagogical process and interaction with its subjects. The attitude towards professional activity does not remain unchanged and varies depending on the success of the teacher's actions, from the extent to which his professional and personal needs are satisfied. The value attitude towards pedagogical activity, specifying a method of interaction between the teacher with students, is characterized by humanistic orientation. In value relations, the attitude of the teacher to herself as a professional and personality is equally significant. Here it is legitimate to indicate the existence and dialectics of "I-Real", "I-Retrospective", "I-ideal", "I-reflexive", "I-Professional". The dynamics of these images determine the level of personality and professional development of the teacher.
In the Hierarchy of Pedagogical Values \u200b\u200bthe highest rank have quality value, Since it is in them the personal-professional characteristics of the teacher manifest. These include diverse and interrelated individual, personal, status role-playing and vocational activity. Quality data is derived from the level of development of a number of abilities: prognostic, communicative, creative (creative), empathy, intellectual, reflexive and interactive.
Values \u200b\u200b- Relationships and value-quality may not provide the necessary level of exercise of pedagogical activities if another subsystem is not formed and learned is the subsystem of knowledge-value. It includes not only psychological and pedagogical and subject knowledge, but also the degree of their awareness, the ability to make their selection and evaluation based on the conceptual personal model of pedagogical activities.
Values \u200b\u200b- Knowledge - This is a certain way an ordered and organized system of knowledge and skills, presented in the form of pedagogical theories of the development and socialization of the individual, the patterns and principles of construction and functioning of the educational process, etc. Mastering the teacher of fundamental psychological and pedagogical knowledge creates conditions for creativity, allows you to navigate the professional information, Solve pedagogical tasks at the level of modern theory and technology, using productive creative techniques of pedagogical thinking.

§ 5. Education as universal value

Recognition of education as universal value today has no doubt. This is confirmed by the constitutional enshrined human right to education in most countries. Its implementation is provided by the existing states of education in a particular state, which differ in the principles of the organization. They reflect the ideological conditionality of the original conceptual positions.
The implementation of certain values \u200b\u200bleads to the functioning of various types of education. The first type is characterized by the presence of an adaptive practical orientation, i.e. The desire to limit the content of general education preparation with a minimum of information related to the provision of human activity. The second is based on a wide cultural and historical orientation. With this type of education, it is envisaged to receive information that will not know how to be in direct practical activity. Both types of axiological orientations are inadequately correlate the real possibilities and abilities of a person, the needs of the production and tasks of educational systems.
To overcome the shortcomings of the first and second types of education, educational projects began to be created, solving the tasks of training a competent person. He must understand the complex dynamics of the processes of social and natural development, to influence them, adequately navigate in all areas of social life. At the same time, the person must have the skills to evaluate its own capabilities and abilities, take responsibility for his beliefs and actions.
Summing up the above, you can select the following Cultural and humanistic functions of education:
The development of spiritual forces, abilities and skills, allowing a person to overcome the vital obstacles;
formation of character and moral responsibility in situations of adapting to social and natural sephones;
ensuring opportunities for personal and professional growth and for self-realization;
Mastering the funds necessary to achieve intellectual-moral freedom, personal autonomy and happiness;
Creating conditions for self-development of creative individuality and disclosure of spiritual potencies.
Education acts as a means of broadcasting a culture, which has mastered the person not only adapts to the conditions of constantly changing society, but also becomes capable of non-adaptive activity, which allows to go beyond the limits of the specified, develop their own subjectivity and increase the potential of world civilization.
One of the most significant findings arising from the understanding of cultural and humanistic functions of education is its general focus on the harmonious development of the personality, which is the appointment, the vocation and the task of each person. At the same time, each component of the educational system contributes to the solution of the humanistic goal of education.
The humanistic goal of education requires the revision of its content. It should include not only the latest scientific and technical information, but also humanitarian personality-developing knowledge and skills, experience of creative activity, an emotional and value attitude to peace and man in it, as well as a system of moral and ethical feelings that determine his behavior in diverse life situations.
The implementation of cultural and humanistic functions of education also puts the problem of developing and implementing new training technologies and education, which would help to overcome without a personality of education, its alienation from real life.
To develop such technologies for partial updating methods and methods of training and education is not enough. The essential specificity of humanistic educational technology is not so much in the transfer of some knowledge of knowledge and the formation of the corresponding skills and skills, as in the development of the creative individuality and intellectual-moral freedom of personality, in the joint personal growth of the teacher and students.
The realization of cultural and humanistic functions of education, thus, determines the democratically organized, intense educational process unlimited in socioculture, in the center of which is the personality of the trainee (the principle of anthropocentricity). The main sense of this process becomes harmonious identity development. The quality and measure of this development act as indicators of humanization of society and personality.