THEORETICAL ASPECTS IN THE FORMATION OF
PEDAGOGICAL SCIENCES
International scientific-online conference
54
PEDAGOGICAL HERITAGE OF GREAT EDUCATORS AND ITS
INFLUENCE ON MODERN EDUCATIONAL SYSTEMS (COMENIUS,
PESTALOZZI AND USHINSKY)
Akhmadullina Raykhona
The second-year Master's student, KFU, Linguistics, Russia, Kazan
https://doi.org/10.5281/zenodo.14625922
Annotation:
The article is dedicated to the study of the pedagogical
heritage of the greatest educators of all the time, such as, Johann Heinrich
Pestalozzi, Amos Comenius and Konstantin Dmitrievich Ushinsky, who had a
huge impact on modern educational systems. The main pedagogical ideas and
principles proposed by these thinkers are considered, such as accessibility of
education for everyone, the usage of visual materials, attentiveness to the age
characteristics of students, the development of moral values and civic
responsibility. The articles analyses how these ideas continue to be
implemented into educational practices in the 21
st
century through innovative
teaching methods such as inclusive education, project-based learning, patriotic
education and socio-emotional development.
Key
words:
education,
pedagogy,
pedagogical,
development,
implementation, teaching, approaches
The pedagogy itself and its history are rich in great scientists and
educators, whose legacy had a significant impact on the development of
educational systems. They are implemented all the world around in various
educational institution systems. In this context, the figures of Jan Amos
Comenius, Johann Heinrich Pestalozzi and Konstantin Dmitrievich Ushinsky are
the key toshaping the foundations of modern pedagogy.These educators not
only created the theoretical approaches that were used in their era, but also laid
the foundation for the methods and principles that are actively used in
education today.
John Amos Comenius and his influence in educational systems. Jan Amos
Comenius, an outstanding Czech teacher, writer, great thinker and public figure
of the 17
th
century, and he is the founder of scientific pedagogy, made a great
contribution to the development of pedagogical science. He is the author of
many philosophical and pedagogical works imbued with the spirit of humanism,
love and respect for people, for their work. J.A Comenius preached the idea of
eliminating class privileges and oppression of man by man, advocated boundless
love for the Motherland, faith in a bright future, for the equality of all peoples
and respect for the national rights of each them. He was a fighter for ending all
THEORETICAL ASPECTS IN THE FORMATION OF
PEDAGOGICAL SCIENCES
International scientific-online conference
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wars and restoring peace throughout the world. The great merit of J.A Comenius
to mankind is that he was able to give a critical assessment of the entire obsolete
medieval education system. Taking into account all the valuable things that his
predecessors had accumulated, he created a pedagogical teaching that remains
relevant to this day.
He had created the first scientific theory of teaching in the history of
pedagogy, didactics, subordinated to the idea of comprehensive personality
development. The main work of his life is the Universal Council for the
Correction of Human Affairs (1643-1670), consisting of 7 parts, in which he
outlined a clear concept of the transformation of human society. Unfortunately,
he never managed to complete this work during his lifetime. Furthermore, The
Great Didactics (1633-1638) is considered to be the most influential and central
work of him in pedagogical theory. Conceived in his youth, it has been nurtured
for many years, overgrown with various additions and applications.
The full title
reads as follows: "The Great didactics, which contains the universal art of
teaching everyone everything, or a sure and carefully thought-out way to create
schools in all communities, towns and villages of every Christian state in which
all youth of one gender or another, without any exception, could be taught
sciences, to improve in morals, to be filled with piety, and thus in the years of
youth to learn everything that is necessary for present and future life".
According to his opinion, pedagogical activity is one of the most important
public affairs and should be strongly supported by a public organization. The
school should have "a sufficient stock of pan-methodological books" [2, p.471],
the preparation of which requires the association of "talented and unafraid
scholars" [2, p.472]. This methodical work should be generously paid for by
school patrons.
Johann Heinrich Pestalozzi. Johannes Heinrich Pestalozzi (1746-1827),
Swiss educator and reformer, also had a significant impact on the development
of pedagogy in Europe and the world. He opposed traditional teaching methods,
such as rigorous memorization, and offered a new understanding of the learning
process, focusing on the holistic development of the child's personality. The
main idea of Pestalozzi was education through experience and practical activity.
He believed that education should be aimed at developing not only intellectual
abilities, but also the emotional, social and physical components of a person.
He had developed a methodology aimed at developing intuitive knowledge
in children. He believed that children should learn through direct interaction
with the outside world, through sensations and perception. This idea continues
THEORETICAL ASPECTS IN THE FORMATION OF
PEDAGOGICAL SCIENCES
International scientific-online conference
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to live on in modern pedagogical approaches such as learning through activity,
project-based learning, and collaborative pedagogy. Moreover, the main purpose
of education, according to Pestalozzi, is not to provide only knowledge, but also
to draw students` attention to the contemplation of the world, thereby
awakening their consciousness, thinking and deepening their impressions. The
main aim of education is to develop logical thinking.
K. D. Ushinsky and his influence on Russian pedagogy.
Konstantin
Dmitrievich Ushinsky (1824-1870), the founder of scientific pedagogy in Russia,
made a significant contribution to the development of Russian education.
Ushinsky believed that pedagogy should be a strictly scientific discipline based
on the study of the nature of the child and society. He raised issues of upbringing
and education, drawing attention to the importance of moral education and the
formation of a civic position among students. Ushinsky also emphasized the
importance of national education. He believed that education should be focused
on the development of national identity and love for the Motherland. This has
become the basis for the development of curricula that include elements of
patriotic education and civic responsibility.
He had adhered and consistently developed various ideas regarding
pedagogy:
-
Education should be compulsory for everyone, regardless of class. Women
have the same right to education as men (recall that Ushinsky came to pedagogy
even before the abolition of serfdom, and women in the Russian Empire fought
for equal rights to education until the 1917 revolution, so these ideas were way
ahead of their time);
-
Pedagogy cannot rely solely on the personal experience of the teacher,
because he may be mistaken. It should be based on theory, that is, a
comprehensive study of a person and a systematic experience. Therefore,
pedagogical ideas should be developed at the university, based on science;
-
The main aim of pedagogy should be fostering morality, not providing only
knowledge. The school should prepare a person for life and work;
-
Learning is not mechanical cramming, but the development of the
student's mental abilities, observation, imagination, imagination, desire and the
ability to further acquire knowledge on their own. Learning should be conscious,
that is, students need to be informed why they are learning and what they will
eventually learn.
Conclusion
THEORETICAL ASPECTS IN THE FORMATION OF
PEDAGOGICAL SCIENCES
International scientific-online conference
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The ideas of Comenius, Pestalozzi, and Ushinsky continue to influence
modern educational systems. It is important to note that the pedagogical
heritage of these thinkers is integrated into educational practice through such
modern concepts as inclusive education, socio-emotional learning, as well as a
differentiated approach to learning. For instance, schools around the world are
actively using visual materials, games and project technologies, and
comprehensive models are actively being developed aimed at getting all children
involved in the educational process, regardless of their abilities.
References:
1. Comenius J.A . Selected pedagogical works / - In 2 volumes, vol. 1. - M.:
Pedagogika, 1982.- 656 p.( Коменский, Я. А. Избранные педагогические
сочинения / Я. А. Коменский.- В 2-х т. Т.1.- М.: Педагогика, 1982.- 656 с.)
2. Pestalozzi, I. G. (2002). Selected pedagogical works ( Песталоцци, И. Г.
(2002). Избранные педагогические труды. М.: Просвещение.)
3. Podlasyi, I. P. Pedagogy. Book 2: Theory and Technologies of Communication
( Подласый, И. П. Педагогика. Книга 2: Теория и технологии общения / И. П.
Подласый.- М.: Владос, 2009.- 121 с.)
4. Ushinsky, K. D. (1983). Man as an object of education. ( Ушинский, К. Д.
(1983). Человек как предмет воспитания. М.: Просвещение.)
5.
John
Amos
Comenius,
Biography,
Theory
and
Contribution
https://www.britannica.com/biography/John-Amos-Comenius
6. Pestalozzi, I. G https://skillbox.ru/media/education/pestalotstsi-
pedagogicheskie-idei-romantika-kotorogo-presledovali-neudachi/
