In what direction to develop a theory of education? If you look self-critically, then we are the specialists of the theory of education can not be satisfied with the state of our science. Like a decade ago, the task of developing this theory as a whole, is at the still bad. The need for theory, outgoing personality and integrity of the process of education, synthesizing the major achievements of modern pedagogy, more and more intensified - it is only on such a basis can be armed with the scientific vision of teaching practice, to create the conditions for intensive improvement of educational work with students.

To see the prospects of developing the theory of education helps to understand the underlying historical context in this process. Peering into the past and present science, we can identify certain stages in its development.

Methodological foundations of socialist education was laid by the classics of Marxism-Leninism. Marx, Engels, Lenin revealed the nature and place of education in society, justified demands of the proletariat in the field of education, the purpose and content of the basic methods of the communist party and inflamed Tania, his principles.

In the post-October period of teachers' efforts were directed at the development of general principles of the theory and techniques of communist education. The ideas of such eminent teachers as Krupskaya, Makarenko, Shatskii and others today are of fundamental importance, widely used in practice, largely because they believed the child's personality and integrity of its process education.

In the next stage of development of the theory of education, approximately 40 s., The center of gravity in educational research has shifted to the study of various aspects of the educational process, the formation of individual personality traits - has become a leading functional approach to personality and upbringing.

This stage is significantly enriched teaching science. Today we have a fundamental research on every aspect of communist education - on the formation of the communist ideology, ideological, political, moral, labor education. Completed several major studies on the aesthetic, legal, atheistic education. The subject of deep investigations have been problems of educational staff and self in it, its public benefit activities. We studied the problem of educating education, promotion of student self-education, educational neglect prevention, Pioneer and Komsomol work, relationships, students and teachers of the class teacher.

The list goes on. But already seen how a variety of research has advanced the science of education. And yet, paradoxically, we can not say that the army of educators in our country's armed with the theory as a tool of their work. Now becoming increasingly clear that the researchers obtained results are difficult to apply in practice as well as analyzes of individual training, but "people are not educated in parts, it is created synthetically the whole sum of influences to which he is subjected" (Makarenko).

It is increasingly exposed the contradiction between the state of educational theory and practical needs as reflected in the units XXV Congress of the CPSU on the need for an integrated approach to education, the April (1979) Plenum of the Central Committee of the need to develop a methodology and techniques of this approach. The second half of the 70s. can be considered, thus starting the next, third stage in the development of the theory of the communist education of schoolchildren. During this period, the idea of ​​a holistic, systems approach re-launched as the lead, but at a new "spiral" development of the theory of education.

The need to move to a new stage due to objectively and rapidly evolving needs of the practice and logic of science itself, which is characterized, as is known, the movement from knowledge of his subject as a whole to the analysis of its individual parts and then to knowledge as a holistic phenomenon, but at a higher level.

But we can not see both. The transition to a new stage in the development of theory of education is extremely slow. Analyzing her condition over the past decade, we see that the efforts of the majority of researchers continue to focus on individual aspects of the study, means and methods of education. However, the term "comprehensive approach" has become a kind of fashion in pedagogy - it gleamed, especially in the first years after the XXV Congress of the CPSU, in the pages of educational magazines and newspapers, sounded at the meetings of associations of teachers teaching. Released a series of papers explaining in general terms the nature of this approach. But the theory of education to bring a new level did not succeed. However, the need for reconstruction of the theory and, therefore, determined to improve the practice of educational work is felt more acutely. And it is no accident that the best practices, innovative teachers opposed to teaching science in the media.

Why is it so slow the transition to a new stage in the development of theory of education? What are the difficulties along the way?

The complexity and diversity of the individual as a social-psychological phenomenon makes it necessary to use a functional approach to knowledge as herself, and the process of education. At the same time, we can not ignore that the functional approach is fraught with waste from the analysis of the real process of education, which can only be holistic because of integrity. The study of peculiarities of formation of certain qualities that exist only on paper alone, just to the lack of teaching of science from the practice of education that we see today.

The prevalence of functional approach at some stage in the development of pedagogical theory, apparently, inevitable. But it is always true claim that functionalism is only one of the necessary conditions for a systematic approach.

Ignoring this principle and today an important position leads to the dominance of functionalism in many studies the problems of education. This is reflected in the oblivion of the real relationships that exist in education, leads to a distorted reflection of pedagogical reality.

The predominance of this approach is now largely due to the inertia of the functional specialists thought that emerged in the last decade. He was in the traditional theory, although the practice can not accept this. Extremes of functionalism, despite the declaration of an integrated, systematic approach to education, imbued with all the programs and benefits in education, they are reflected in the structure of research institutions involved in the study of educational problems.

Preservation of the prevalence of the functional approach and promotes the existing system of planning research. When planning are based on the regular legislative documents, and rightly so. However, often neglected in science is made, the logic of its development, the efforts of researchers did not focus on important areas, the "points" of the intensive growth of the theory of education. Such planning is, essentially, from the research interests and expertise of specialists in education, formed in the process of functional studies. Therefore, it ultimately turns out to be subordinate to the previously-established canons.

Verify the validity of the above can be acquainted with the coordination of educational research plans, at least for the last three five-year period. The situation in the study of educational problems does not alter either the existence of separate works, giving the characteristic of an integrated approach, methods of implementation, nor the fact that a comprehensive approach is declared in nearly every study performed essentially in the tradition of functionalism. This approach is one of the reasons a sort of "deafness" of specialists in the theory of education: each of them, exploring any one "piece" of a holistic education process, "torn" out of it, almost no interest in other aspects of this process, although it insists that considers the problem from the standpoint of an integrated approach to the formation of personality.

As before, there is a stream of publications about the education of individual human qualities (and there are about fifteen hundred), the use of specific methods, tools, and synthesis of lessons in teaching science is still far behind the analytical work in this area. With the continuing prevalence of the functional approach to the education of the flow of these publications are becoming more plentiful, unmanageable. It is difficult to navigate even for an expert. Yes, and the need for reading such works, even among theorists no longer be felt, as many publications such repeat what was previously known. And it's inevitable, because in the functional approach to the study of educational problems, the conclusions derived by the authors of the work, anyway, if not adequately reflect the conditions of education but the whole personality. Therefore, numerous studies on the formation of various qualities, over and over again is a repetition of well-known general conditions. As a result, a significant movement forward the theory of education is not observed. Practices such studies are of little use, they are more likely to say that they need an integrated theory of personality formation.

What is the solution? What are the practical steps to promote a real theory of education forward, toward the needs of teachers?

They are all the more in-depth, multifaceted knowledge of the subject of our science - the communist education of future generations. In addressing this very fundamental methodological problem of the theoretical teaching of science - a necessary condition for its further intensive development and a sharp increase of its influence on mass teaching practice. Lenin's demand - to disclose the "necessary", "objective link" on all sides, the forces and trends of the effects of a fully applies to the analysis of the state of the theory of communist education.

These days there are all prerequisites for the transition theory of education to the next stage of its development, which should be at a new level, taking into account the current conditions disclosed as a "synthetic" (Makarenko) is raising a person, how to ensure the effectiveness of This holistic and yet multifaceted process.

The objective prerequisites are contained in the social development, which is becoming more and more integrity, including myself and the creation of an integrated educational system. Sequential development of this system, the acquisition of its increasingly branched-ness and at the same time, harmony, integrity, creates conditions for increasing the efficiency of communist education, for more in-depth knowledge of the process and committed its management.

The subjective conditions are primarily in the fact that the Soviet armed pedagogic methodology, the transition to a new stage of its development - a Marxist-Leninist teaching about society, about the communist upbringing. Further development of this doctrine gets new momentum in the energetic measures taken by the party to improve all aspects of our life, in conditions where substantially increases the role of science in society.

Necessary assistance to the theory of education in the transition to a new level of development can (and should!) To the science of psychology, in particular those of its industry, as the psychology of the collective and individual - complex, yet coherent socio-psychological phenomena.

Herself teaching science has accumulated on the basis of functional studies are needed to move to a new level of theoretical material on the aims and objectives of communist education, its various aspects, factors, tools, methods, its various components. In popular practice ever born of good educational experience that reflects the most progressive trends in the educational system, are continuing to seek ways to improve it. In the life of the school are produced innovative ideas, interesting organizational and methodological findings. At the same time every now and then is heard in the media criticism of the theory and practice of education. All this testifies to the increasingly pressing need in the intensive development of pedagogical science.

Should be universally recognized and steady conduct of the idea that the only correct approach to the knowledge of parenting, giving real practical knowledge on the management of this process is a systematic approach. He was in educational research should be subordinated to the functional approach. This also applies to training, which is a factor of communist education.

In a systems approach as a principle of Marxist-Leninist methodology reflected one of the essential features of the real world, which has crucial importance for the practice and science. This feature is v'tom that all aspects of our reality are collections of objects, and related to each other and with the environment. Moreover, these sets can be quite different in the nature of their internal and external communications. They may be deprived of these connections, it is easy to decompose and may have an internal organization to be relatively stable, relatively demarcated from the environment. The most complex of the existing collections are organic or system integrity. Their essential characteristics: a) the interaction of the components of these systems gives rise to new, quality inherent only in them, and b) the relationship between these components are so close, important that they not be identified as a separate appearance, but a change in one component of the system causes changes in other components of the system c) by virtue of the same organic relationship, such a system actively works on its components and is a self-developing.

Fundamentals of systemic understanding of man and society have laid down, as you know, Karl Marx and Friedrich Engels, who showed that all social systems are "organic integrity", the largest of which is human society. An important component of society as a system is a certain way of production-duction of material goods - the basis of its functioning and development. Society exists as a distinct socio-economic system - the organic unity of the productive forces at a certain level of development, and the corresponding relations of production. The structure of society as an integrated self-governing system is diverse. It manifests itself as the relationship of people to each other and how the relationship between different spheres of life - economic, social and political, family and spiritual home. Moreover, each of the systems within the "global" whole has its specific organization, which is a specification of a more general structure, the dominant society.

Scientific knowledge and the transformation of social reality is impossible without taking into account the specifics of natural connections, typical of the systems (or wholes) complexes that make up human society. In a permanent account and use these relationships in the process of learning and practice is the essence of a systematic approach that will allow teaching science to adequately reflect the diverse and yet a complete picture of education. This approach is called, and comprehensive, holistic, putting in the content of these terms or that specific shades, but they do not change in principle, their essential characteristics, as the basis of all these approaches is the understanding of social reality as organic systems, wholes, and complexes.

System approach - the use of its various sciences in understanding and transforming reality - becomes inevitable specificity. And this is natural, since the universal laws of dialectics, as pointed out by Friedrich Engels, appear in different areas of reality in specific ways. Features of manifestation of the laws of dialectics in each of these areas and thus the specificity of the systems approach it is predetermined by the peculiar phenomena and processes that constitute it.

Of the generally recognized provisions with the objective necessity implies the thesis in a new phase of development of pedagogical theory, when it comes to the fore the idea of ​​an integrated approach as the most important problems of this theory gets more and more in-depth and diversified knowledge of communist education in terms of its understanding of the system. На этом, одном из центральных направлений развития методологии и теории воспитания сегодня, важно сконцентрировать коллективные усилия педагогов и ученых.

Ю. Сокольников, председатель совета Научного центра по проблемам системного подхода к воспитанию Советской ассоциации педагогов-исследователей, заслуженный учитель ЧАССР, доктор педагогических наук, профессор

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