Взаємозв’язок розумового, морального та трудового виховання у педагогічній спадщині Джона Локка (1632-1704 рр.)

Ключові слова: Джон Локк, педагогічна і просвітницька діяльність, джентльмен, розумове, моральне, трудове виховання, взаємозв'язок.

Аннотация

Габелко Е.Н. Взаимосвязь умственного, нравственного и трудового воспитания в педагогическом наследии Джона Локка (1632-1704 г.). - Рукопись.

Диссертация на соискание научной степени кандидата педагогических наук по специальности 13.00.01. - общая педагогика и история педагогики. Кировоградский государственный педагогический университет имени Владимира Винниченко. - Кировоград, 2010.

Диссертация посвящена исследованию педагогической и просветительской деятельности Джона Локка. Определено состояние и степень исследования проблемы в педагогической науке. Охарактеризованы главные факторы формирования Джона Локка как философа, педагога, просветителя и общественного деятеля. Определены основы педагогического мировоззрения Дж. Локка и философские основы его концепции нового воспитания. Обоснованы теоретико-педагогические основы взаимосвязи умственного, нравственного и трудового воспитания в педагогическом наследии Дж. Локка. Определены перспективы использования педагогических идей Джона Локка и возможности их практического использования при решении проблем современной педагогической теории и практики.

Ключевые слова: Джон Локк, педагогическая и просветительская деятельность, джентльмен, умственное, нравственное и трудовое воспитание, взаимосвязь.

Annotation

Habelko O.M. Interconnection of intellectual, moral and professional education in Pedagogical Heritage of John Locke (1632-1704). - Manuscript.

The dissertation for candidate's scientific degree of Pedagogical Sciences, speciality 13.00.01 - General Pedagogical Science and History of Pedagogy. - Kirovohrad State Teachers' Training University named after Volodymyr Vynnichenko. - Kirovohrad, 2010.

The dissertation deals with the researches of the pedagogical views and educational activities of John Locke. The degree of the investigation of the chosen problem in the pedagogical science has been defined.

The main factors of John Locke's formation as a philosopher, pedagogue, enlightener and public figure have been characterized. It was formed on the basis of several factors: John Locke's heredity; his education in conditions of nobiliary family; the importance of the elementary education; his experience as a tutor.

Locke made significant contributions to human understanding in such fields as theology, economists, medicine and science, and particularly political philosophy.

Locke's purpose was to examine the nature and extend of human knowledge and the degree of assent which should be given to any proposition. He rejected the doctrine of innate ideas, Lock's rejection of innate ideas even extended to moral principles. Justice and faith were not universal, nor was the idea of God.

The basis of pedagogical world-view and the philosophical background of his concept of new education have been defined. The theoretical and pedagogical foundations of interconnection of intellectual, moral and professional education in the pedagogical heritage of John Locke have been grounded.

It was defined that “Some Thoughts Concerning Education” were written for a specific purpose: the education of the son of a country gentleman. Fundamental features of that education - the employment of a tutor, the close supervision by parents, the curriculum, the details of diet - would have been available only to a very small proportion of the parents and children of seventeenth-century England. So, Locke proposed different routes for the son of a prince, a nobleman, and an “ordinary gentleman's son”.

The dissertation reveals the aim, task, contents and principles of intellectual, moral and professional education as constituent part of all-rounded education of the individual in John Locke's pedagogical heritage.

Physical education is the discipline of a body. The most important part of his pedagogical system is moral education. Locke's hierarchy of values in the education of a gentleman's son was contained in four elements: virtue, wisdom, breeding and learning. Virtue, for Locke was of supreme importance.

As for professional education Locke advised to give every gentleman's son at least one manual trade, and preferably two or three. Such a skill promoted physical well-being and was a useful antidote to too much bookish study.

Having analyzed the pedagogical works of John Locke we have come to the conclusion that all constituent parts of education - intellectual, moral and professional education - are in close interconnection in his pedagogical heritage.

Locke had an overall view of the curriculum which was coupled with teaching methods. He believed in starting with the plain and simple, and of building, as far as possible, upon children's existing knowledge, of emphasizing the interconnections and coherence of subjects.

The pedagogical usage of Locke's ideas at the resolving of the problems of modern pedagogical theory and practice has been proved.

Key words: John Locke, educational and enlightening activity, gentleman, education intellectual, moral and professional, interconnection.

Размещено на Allbest.ru