Humanization of education and attitude of cooperation in pedagogics

The current state of equipment is characterized by a tendency to humanize learning. This process is manifested, first of all, in the establishment of subjectsubject relations, i.e. the student is not seen as an object for pedagogical influence, but as a subject with his inner world, a system of values, individual abilities. Thus, communication between the student and the teacher, we consider not only as interaction, but also as mutual influence on each other.

Analysis of psychological and pedagogical literature showed that it is the relations of cooperation that most effectively promote the development of students as subjects of activity and the development of an active life position of pupils in general, since the category of "cooperation" is a complex unity:

• a)    the form of a perspective relationship based on mutual understanding, mutual experience;

• b)    ways of organizing joint activities, that is, "on an equal footing", providing for manifestations of independence, activity and organization;

• c)    the forms of interaction between the teacher and students, when the work is based on mutual support and mutual assistance, that is, the ability of students to work together both with each other and with the teacher with the pooling of efforts and coherence of actions.

Cooperation (in Dyachenko's opinion) is the highest level of coordination of positions in the activity, in the language of psychological science, the organization of subject-subject relations in joint activities. The main features of cooperation are:

purposefulness (the desire for a common goal);

Motivation (active, interested attitude towards joint activity);

Integrity (the interconnectedness of participants in the activity);

• structured (clear distribution of functions, rights, duties, responsibilities);

Consistency (coordination of actions of participants of activity, low level of conflict);

Organizationality (planned activity, ability to manage and selfmanagement);

effectiveness (ability to achieve results).

Cooperation is not an end in itself, but it is established in order for the student to acquire knowledge and methods of activity, experience of communication and social activity. It is necessary for him to be able to work in a large team, in a small group and, if necessary, individually. Its most important features are:

awareness of a common goal that mobilizes teachers and students; striving for its achievement, mutual interest in this, positive motivation of activity;

high organization of joint training of participants in the educational process, their common efforts; mutual responsibility for the results of activities;

an active, positive, humanistic style of student-adult relationships (teachers, out-of-school staff) in solving learning problems; mutual trust, benevolence, mutual assistance in case of difficulties and learning failures. This style is incompatible with the authoritarian alienation between students and adults, the predominance of rights in adults and responsibilities - in children (schoolchildren);

teaching methods that stimulate students' interest, their self-sufficiency, practical and intellectual initiative, creativity. It eliminates coercion, the monopoly of teachers on the interpretation of knowledge, the passive perception of finished information by students;

interaction of students with each other, their business communication and collective responsibility for the result of common work.

In humanistic pedagogy a person is regarded as the supreme value of society and the end in itself of social development.

The humanistic goal of education requires a revision of its content. It should include not only the latest scientific and technical information, but also humanitarian personal-developing knowledge and skills, the experience of creative activity, an emotionally valuable attitude to the world and the person in it, as well as a system of moral and ethical feelings that determine its behavior in diverse life situations .

The paradigm shift of modern education - the humanization of all spheres of human life - makes the problem of personal development urgent. Effective development of personality is possible only in the process of mastering the surrounding reality, the experience of previous generations, culture, own positive experience of social relations. This is possible only through active activities.

Activity is a specific human form of active relation to the surrounding world, the content of which constitutes an expedient change and transformation of this world, on the basis of mastering and developing the available forms of culture.

As a subject of activity is any part of the surrounding reality (element, phenomenon, process, etc.). The interaction of a person with an object of activity ensures satisfaction of his needs. The object of activity is that material or ideal product, for the sake of which activity is carried out, which motivates the subject to operate. In the course of activities involving the subject's pole and the pole of the object, processes of "objectification" (the subject embodies his ideas) and "dissenting" take place (the subject takes possession of the objects of activity).

Humanization is a key element of the new pedagogical thinking that affirms the polysubject essence of the educational process. The main meaning of education in this case is the development of personality.

Humanization requires changing attitudes in the "teacher-student" system -establishing cooperation links. Such a reorientation entails a change in the methods and techniques of the teacher's work. But that is not all.

Priority for the teacher is the knowledge of the relationship between the teacher and the student and the implementation of this knowledge in the interaction with the students in the lesson.

The humanization of the relations of teachers, in their opinion, solves the following interrelated tasks:

creating a trust relationship between the teacher and students;

ensuring cooperation criteria for decisions between participants in the educational process;

actualization of the motivational resources of the exercise;

development in the teacher of personal attitudes most appropriate to humanistic education;

assistance to teachers and students in personal development.

In the construction of humanistic teaching, the personal attitudes of the teacher play an important role. As the main K. Rogers distinguished the following:

the teacher's "openness" to his own thoughts, feelings, experiences, and the ability to express them openly in interpersonal communication with students;

expression of the teacher's inner confidence in the abilities and abilities of each student; in many respects this attitude coincides with what is usually called "pedagogical optimism", "reliance on additional qualities of the pupil";

Teacher's vision of the student's behavior, evaluation of his reactions, actions, actions from the point of view of the student himself; this is the so-called "empathic understanding," which, while communicating with students, allows the teacher, in the words of the American scientist-teacher K. Rogers, to "stand in the shoes of others" and look at everything around them, including ones through the eyes of children.

Thus, in situations in which the teacher understands and accepts the inner world of his students, naturally behaves, and, in accordance with his inner experiences, is friendly to students, he creates all the necessary conditions for humanistic communication.