Ushinsky Konstantin (19.02 (02.03) .1824 – 12.22.1870 (03.01.1871)), a Russian teacher, a Democrat, the founder of scientific pedagogy in Russia. In 1844 graduated from Moscow University. In 1846 – 1849 Professor of Yaroslavl Demidov Lyceum, which was forced to leave after accusations of disloyalty. Collaborated in the journals Contemporary (1852 – 1854) and "Library for Reading" (1854 – 1855). From 1854 teacher of Russian literature and legal subjects Gatchina Orphan Institute, in 1855-59 Inspector of his classes, since 1859 the Inspector of the Smolny Institute, in 1860 editor of the Journal of the Ministry of Education. The intensification of the Government's response has refused to edit the magazine, but after a political denunciation was forced to leave in 1862 and the Smolny Institute. In 1862-67, he lived abroad, studying the formulation of school affairs. Activity Ushyns'kogo flowed during the crisis of the feudal system, the rise of social-democratic movement and the formation of its revolutionary-democratic direction. The core of his pedagogical system requirements were the democratization of education and training. Ushinsky understand the close connection between pedagogy and philosophy. Education, he argued, "… in the philosophical basis of science …" (Collected Works, op., V. 11, 1952, pp. 182). He claimed that the art of education "… in particular, and very much obliged to it materialistic direction …" (Ibid., Vol 3, 1948, pp. 363). In public attitudes Ushyns'kogo generally idealistic, reflects the progressive democratic idea of progressive development of society, protest against despotism, acceptance of the human essence, work as a major factor of life. In educational theory Ushyns'kogo fundamental was the idea of elementary education – recognition of the creative forces of the working people in the historical process and his right to a full education. Oppose 'official nationalism' associated with autocracy and serfdom, this idea has become a progressive teaching community support in the struggle for educational reform, against the slavish imitation of foreign, underestimating the labor-abundant and the patriotic deeds of life of ordinary people, native language, national literature, history, Nature. The idea of nationality Ushyns'kogo Slavophile free from national limitations. While acknowledging the legitimacy of the achievements of other nations, Ushinsky stressed that it "… is harmless only when the grounds of public education is firmly laid by the people" (ibid., v. 2, 1948, pp. 144). This idea Ushyns'kogo included to deal with the bureaucratic and ministerial control of public education, involvement in his opinion, closer "… the educated people of the working class" (ibid., pp. 496), democratic development initiatives in the public opening of the popular schools , including Sunday, removing them from the jurisdiction of clergy. From this standpoint Ushinsky advocated universal compulsory education for children of both sexes in their native language. Education Ushinsky regarded as a social phenomenon, "creating history". That he had predetermined the development of pedagogy and school. "The subject of education" is a man, and "if pedagogy wants to educate people in all respects, it must first recognize it, too, in all respects" (ibid., v. 8, 1950, pp. 23). Know the person "in all respects" from Ushyns'kogo meant to study its physical and mental characteristics, the effects of "accidental education" – the social environment, "Zeitgeist", its culture and progressive social ideals. Education, organizing purposeful (intentional) education rights, uses the achievements of the human sciences, which Ushinsky called "anthropological" – philosophy, economics, history, literature, psychology, anatomy, physiology, and other materialistic Ushyns'kogo in understanding the physiological and mental processes enable it to meet the high scientific level of the fundamental pedagogical issues, especially in the field of didactics. Links to parenting "Anthropological Science", "… in which we study the bodily or spiritual nature of man …" (Ibid., pp. 22), most fully revealed to them in the fundamental work "The man as a subject of upbringing. Experience in teaching anthropology" (1868 – 1869). In the development of human crucial role Ushinsky assigned the historical succession of human generations.Education, he argued, helps the new generations to go on the road to the future, "… acting in concert with other social forces …" (Ibid., v. 2, 1948, pp. 165); it, "… improving, may extend far beyond human power: physical, mental and moral" (ibid., v. 8, 1950, pp. 24) . The purpose of education – the formation of an active and creative person, which involves training and to work, mental and physical, as the highest form of human activity. The work of students at the school in its various forms Ushinsky regarded as a major factor upbringing and education. Teaching Ushyns'kogo on creative work as a factor in life and education was a major achievement of Russian pedagogical thought and received all-round development in the Soviet pedagogical science. In Ushyns'kogo understanding of morality and moral education reflected the mood of anti-serfdom, the democratic idea of nationality. Assuming the role of religion in shaping public morality positive, he at the same time advocated the independence of her science and school, against the leadership of the clergy in school affairs. Problems of moral development of man presented by Ushyns'kogo as a socio-historical. In moral education, it places one of the main places of patriotism, who claimed Ushinsky, with the "lion's true strength" shown by the people in defending their country from external enemies. True patriotism, stressed Ushinsky excludes chauvinism, requires education of civic duty "to express the bold word of truth" against oppression and violence, which have not disappeared in Russia since the abolition of serfdom. His system of moral education of the child excluded authoritarianism, built on the strength of a positive example and moral influence teachers to "sound of the child", demanded the development of active love for man, creating an atmosphere of comradeship. Ushinsky developed a coherent didactic system. It explicates the fundamental questions the selection of educational content, its adaptation to the characteristics of childhood. Based on the materialist epistemology achieve psychology and physiology, Ushinsky revealed features children's mental development. He studied the psychophysical nature of learning, an analysis of the psychological mechanisms of attention, interest, memory, imagination, emotions, will, thought, justified the need for their integration and development in the learning process. The Basic Law of Nature Ushinsky child saw that "… a child needs work constantly tired and do not work, but its monotony and one-sidedness" and concludes: "… the younger the age, the more he demands the diversity of activities .. ". (Ibid., Vol 3, 1948, pp. 147). Ushyns'kogo Didactics is the theory of cognitive organization as a teacher of children, which gives priority to the development of hard work, interest in science and physical labor, the excitation of activity and independence of children in the process of conscious learning. Ushinsky set out to challenge the teacher to "teach to learn" and help the pupil to find his place in life. It came from the fact that "… should be referred to the student not only those or other knowledge, but also to develop in him the desire and ability to independently, without a teacher, acquire new knowledge" (ibid., v. 2, 1948, pp. 500 ). The content of general education Ushinsky paid great place natural sciences, and in the formulation of teaching the humanities against the unilateral, the classic
of its direction. Ushinsky highly of Darwin, which he wrote, "… makes sense to live around the science and can make it the most powerful educational subject of childhood and youth …" (Ibid., v. 9, 1950, pp. 378). Much attention is paid Ushinsky native language in school, in which "… is animated the whole nation and all of his homeland" (ibid., v. 2, 1948, pp. 557). In the original books for classroom reading "Children's World and Reader" (1861) and "Native Word" (1864) he is also highly artistic extracts of native literature and oral traditions, included the so-called. Business article, provide material on nature, geography and history of the country. Scientific knowledge is combined with the availability and clarity of presentation, is the problem of moral and aesthetic education. In these data informative material for observation, developed a system of logical exercises. In methodical manuals for teachers Ushinsky considered a basis method of primary education.Much to his achievements in the implementation of the new school analytical and synthetic sound method of teaching literacy, which applies in the modern school. Ushinsky approved in Russian didactic principle of raising a training – the unity of education and training. "… Education – teach it – should not act on mere increase in the stock of knowledge, but also the beliefs of man" (archive W., v. 4, 1962, pp. 592). The leading role in this belongs to teacher, is "… a living link between past and future, mighty mighty man of truth and goodness, … his case, modest in appearance, – one of the greatest stories of affairs …" (Collected Works, op., V. 2, 1948, pp. 32). In forming the personality of the schoolteacher Ushinsky placed his hopes on teaching literature and a special system of its preparation. Ushinsky had an enormous influence on the development of progressive pedagogy peoples of Russia and the Slavic countries. His teacher teaching in many ways ahead of her time and is used in the Soviet pedagogy. In 1945, SNK of the USSR established a medal KDUshinsky, which are awarded particularly distinguished teachers and educational leaders of science in the RSFSR.
Cit.: Sobre. cit., v. 1 – 11, M. – L., 1948 – 1952; Archive KDUshinsky, v. 1-4, M., 1959 – 1962; fav. educational op., v. 1-2, Moscow, 1974.
Lit.: Lordkipanidze D. O., Educational teaching KDUshinsky, 3 rd ed., Moscow, 1954, Danilov MA, Didactics Ushinski, M. – L., 1948; Struminskii B. J., Foundations, and the system of didactics KDUshinsky, M., 1957; his, Essays on the life and teaching of KDUshinsky, M., 1960 N. Goncharov, Educational System Ushinski , Moscow, 1974; "Soviet Pedagogy, 1974, № 2 (room dedicated W.) Essays on the history of school and thinking of the USSR. The second half of XIX century., Ed. AI Piskunov, Moscow, 1976, ch. 12.