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Perfect Man
PLAN:
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The formation of an independent thinking free person is the main goal of the national model of education and personnel training.
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The individual's decision in the team, understanding of the team.
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Stages of formation of children's team.
The formation of an independent thinking free person is the main goal of the national model of education and personnel training. The expansion of the scope of social relations sets the task of preparing the growing generation for the process of relations with a very complex nature. A mature person psychologically, intellectually and physiologically can avoid life contradictions, in particular, falling under the influence of various destructive ideas, having an unhealthy marriage and committing illegal acts. Also, the intellectual potential of a person is the main factor that ensures the socio-economic development of society. In the present conditions, where a democratic and legal society is being established in the Republic of Uzbekistan, the ability of the young generation to think independently and freely allows them to express their personal attitude to the events taking place. The formation of a personal point of view in relation to the changes taking place in the social existence is one of the important aspects indicating the activity of the individual. In addition, a person with an independent opinion can freely demonstrate his capabilities and abilities. The main goal of the successfully implemented educational reforms is to educate and bring up a competent person with a free, independent opinion and a qualified specialist. In this regard, the President of the Republic of Uzbekistan IAKarimov acknowledges the following: "The main goal of the implemented reforms is to provide every citizen with all the opportunities to develop as a person, use his abilities and talents to improve his life and enrich his life. consists of creation"1.
The issue of forming a perfect person has been put on the agenda as an important social task in all times. In particular, if it is emphasized that the foundation of perfection in Zoroastrianism consists of good thoughts, good words and good actions, then according to the ideas of Islamic teachings, the main criterion of maturity is knowledge.
In the works of Eastern thinkers, special importance is attached to the illumination of the image of a perfect human being. In particular, Abu Nasr Farabi emphasizes that the formation of a perfect person and the formation of a virtuous community (mature society) are two directions of education. According to Alloma, a virtuous society can be established by perfect human efforts. Therefore, he believes that the person who manages the country should be able to embody the highest human qualities. Abu Nasr Farabi in his treatise "On Reason" mentions twelve qualities that should be displayed in the image of a leader. In our opinion, these qualities should be reflected in every modern person, because they guarantee a moderate life and success in organizing certain professional activities.
Abu Rayhan Beruni also believes that the basis of perfection lies in being knowledgeable and emphasizes that the main cause of all evils is ignorance. According to Alloma, morality, correctness, justice, entrepreneurship, self-restraint, modesty, honesty, prudence, as well as being fair and conscientious are the most basic qualities that should be reflected in the image of a perfect person.
Abu Ali ibn Sina also mentions being educated as the first criterion for reaching maturity. Evaluating that a knowledgeable person will be fair, it will ensure his further rise, the Allama says that justice is an important indicator of spiritual pleasure (spiritual peace).
In the works of Alisher Navoi, the problem of the perfect person occupies a central place, and he tries to embody the perfect person of his dream in the form of the heroes of his works. In the views of the thinker, the idea that a perfect person should have the following qualities is put forward: intelligent, moral, educated, creative, capable, wise, humble, humanitarian, generous, patient, just, kind, healthy, physically strong, brave and brave1.
Abdulla Awlani enriches the thoughts of Eastern thinkers with his views on the education of a perfect person, and believes that the qualities of patriotism and discipline should also be manifested in the image of a perfect person. Alloma, as a fan of the nation's destiny, considers the development of the national language to be the main factor that ensures the spiritual development of the society.
The individual's decision in the community. A person is a psychologically developed member of a certain society, distinguished from others by his personal characteristics and behavior, and his formation takes place in the process of social relations. On the basis of participation in this process, he learns the essence of moral and ethical as well as legal norms recognized by society. As a member of the society, he initiates labor activities that ensure its social and economic development. Also, they interact with others to satisfy their personal needs and interests.
A person cannot exist without a social environment. An example of this is Mowgli in the work created by R. Kipling. Although a human being is a child, he cannot adapt to the life of people because he has not formed the skills and competences to participate in the process of social relations.
From a young age, the child adapts to the social environment based on the organization of play, work and study activities together with peers. The social environment provides an opportunity for the child not only to understand existence, but also to understand his identity. The child's constant presence in the community, his formation under the influence of the community, creates social activity in him.
Eastern thinkers paid special attention to the place and role of the community in ensuring the perfection of the individual. In particular, Abu Ali ibn Sina highly appreciates the role of the social environment in the formation of personality. It emphasizes that the external environment and people have a significant impact not only on the understanding of the nature of human being, the changes and processes that take place in it, but also on the formation of good and bad qualities in his behavior, therefore, in raising children, he emphasizes taking into account the characteristics of the microenvironment to which he belongs. Shows the need to protect the child from bad influences.
Also, alloma emphasizes the expediency of imparting knowledge to children on a team basis in order to ensure the effectiveness of teaching.
According to Abu Nasr Farabi, a person has a need to relate to others, to feel their help and support. He believes that practical actions to satisfy this need will lead a person to perfection. Abu Rayhan Beruni, on the other hand, in the development of a person, mutual assistance, cooperation, kindness towards people determine his role and place in the social environment.
Understanding of the team. A community (a translation of the Latin word "collectivus", which means gathering, mass, joint meeting, union, group) consists of several members (people), a group formed on the basis of a common goal of social importance. means In the modern interpretation, the concept of "community" is used in two meanings. First of all, a team means an organizational group consisting of several people joining together for a specific goal (for example, a production team, a factory team, an educational team, a household team, etc.). Second, a team is a highly organized group. First, the student body is a highly organized association.
Education in the team and with the help of the team is one of the important principles in the education system. Opinions about the leading role of the team in the formation of personality were expressed in the early stages of the development of the science of pedagogy. A special form of relationship between its members occurs in the team, which ensures the development of the individual together with the team. But not every group can be considered a team. A community has a number of characteristics that distinguish it from any sufficiently organized group of people.
A student body has important characteristics that make it unique. Below we will talk about the team and its characteristics (signs).
The community is a part of the social society, in which all the norms of social life and personal relations are expressed. After all, as the community is manifested in the existing system of relations in the society, mutual unity, cohesion, and connection arise in the goal and aspirations of the community and social society.
That is why community life is focused on a specific (unique) goal and acquires a socio-ideological character is considered its leading sign.
Each community exists in an integral relationship with other communities. Each member of a certain community participates together with his community in the process of organizing the social activities of the community. To understand the aspirations of the team members, to deeply feel the essence of the goal set before the team and to be able to correctly assess its role and role in the formation of the individual, general and private (personal) goals, interests, needs and activities of team members shows the unity between them and does not allow the team to be divided.
Each community has its own governing body and is considered an integral part of the general community. It also connects with the national community through unity of purpose and organizational features. Joint activity aimed at meeting the needs of the social community is another important feature of the community. It is important that the socio-ideological direction of team activity is reflected in the content of team activity.
The method of establishing a single social system of a group of people, that is, the method of organizing a team, was also considered important in determining the nature of the community.
Pedagogically, purposefully organized team, in particular, among its members, mutual spiritual closeness, diligence, care for each other, mutual help, concern for the benefit of the team, this way The organization of practical actions and a sense of responsibility are determined.
Joint activity awakens a sense of responsibility for the work of the community, brings the members of the team closer to each other, helps the members to feel a sense of belonging to the team, and increases the need to interact with the team. Mutual emotional unity (feeling of liking each other) occurs among team members. This attitude is often spontaneous and comes in handy as a teacher. The content of mental unity between team members is directly related to the nature of work activity formed among them.
It is necessary to distinguish between the official (working) and informal (emotional) structure of the team. The official structure of the team refers to the organizational aspects necessary for the implementation of various forms of team activity. This aspect, on the one hand, expresses the content of the business relationship between the team members, and on the other hand, it serves to clarify the nature of the management activities organized by the persons performing the leadership role in order to coordinate the actions and aspirations of the team members.
The informal structure represents the general system of interpersonal moral-psychological relations between all members of the team and the content of the selection relations between some members externalizing the microgroup. Each member of the team occupies one or another place in the existing system of relations. The place of the student in the team has an important influence on his formation and maturity as a person. When the formal and informal structures in a school or classroom are compatible, it can only be a real community when the formal leaders of the community occupy a prominent place in the system of informal relationships. Also, the community can show itself as a real community only when informal groups (microgroups) are groups fighting for the common social interests.
Groups of children connected to each other in living areas, no matter how close and friendly they are, cannot be a real community. A real team should be able to organize activities of social importance, establish relations and relations between team members in the nature of mutual cooperation and business. A sign of the commitment of the team is the introduction of teacher leadership.
Thus, a team is a group of several (members) people, which is organized on the basis of a common goal of social importance. The activity carried out by the team expresses the content of the goal set before it. Mutual unity established between team members, as well as equality in the relationship between them is the basis for leading the team, for team members to obey the team leaders, as well as for them to realize their sense of responsibility to the team. creates.
The team and its formation is considered the goal of teaching activity. Individual examples of subjects with significant educational influence are an important means of forming a team, and training all or certain members of the team with the help of this tool gives positive results.
The leading educational task to be solved by the team is comprehensive education of a person, education of positive qualities in him and determination of a strong life position.
Team building is considered a responsible task in general secondary education and secondary special vocational education institutions.
The most stable link in the school team is the teams formed on the basis of certain classes. The main activity performed by students in the class group is reading activity. It is in the classroom community that interpersonal communication and relationships are formed. Also, a school team is formed on the basis of class teams. The school team is formed on the basis of two important links - the team of teachers and the team of students. The main part of the team of educational institutions is the student team. The community of students is a group of students with mutual unity based on their social status, as well as common responsibility to the general electoral authorities, equality of rights and duties of all members.
A student body is a complex combination of a group of teachers and children who lead it, has self-control and self-management, as well as its own psychological environment and traditions. will be
Formation of a team is a long-term complex process subject to certain laws.
Stages of formation of children's team. Four steps are necessary to create a team. At the stages of formation of the team, the teacher initially makes demands on the whole group and pays special attention to the formation of team activists in this process. At the next stage, team activists (active) formed at a certain level make certain demands on team members. At the third stage, the team generally requires each member of the team to carry out certain activities. At the last (fourth) stage, each member of the team will have the ability to independently set a demand that represents the interests of the team.
The difference in the content of the requirements placed on the team is considered a bright organizational indicator that determines the stage of team development. The content of the practical activity of the team, the responsibility of team members to the team, creative cooperation between them, as well as their behavior are shown as important signs indicating the level of moral maturity. When forming a team, it is necessary to take into account the essence of its internal process that determines its life.
Determining the stages of team formation is conditional, because team formation does not have a certain limit or interval. Nevertheless, it is very important to divide the formation of the team into certain stages from the point of view of the teacher. It is important to divide the children's team into certain developmental stages. Each stage of the development of the children's team allows to choose the optimal forms and methods of effective teaching influence on the members of the team.
The first stage of team development. At this stage, the demand is made only by teachers. This is the starting point of team development. The community in this period is not yet an educational community, but an "organizing unit" (class or group). At this stage, students ignore the demands made by the teacher. Only by organizing the continuous creative activity of team members and achieving their unification around a specific (single) goal, the team will be resolved. Due to the participation of students in team activities, gradually enriching experience, joint discussion of the results of activities, planning of the work to be done, the emergence of responsibility, accountability, unity of activity, as well as the attitude of work in students. causes the emergence of interest in team activities. Since children do not have experience in organizing team activities, the main goal of the teacher at the stage under discussion is to organize team members in a simple way.
At this stage, the teacher's demandingness, his ability to make the same demands on all members of the team, the strictness, consistency and intransigence of his demands are important factors. In this situation, the period of "rule" of the teacher cannot last long, although it is known that discipline has been established at first glance, at the same time, it is necessary to take into account the fact that the necessary conditions for the development of the activities of the group members have not yet existed. .
The emergence of a community activist at the first stage of community life is a characteristic phenomenon for this period. Community activists (active) are members of a certain group who act in the interest of the community, and have a benevolent attitude towards the work and demands of the teacher. Activists work as close assistants of the teacher.
The second stage of team development. This stage is characterized by the support of the teacher's demands of the community activist and his, in turn, imposing these demands on the members of the community. Now the teacher has appeared in the team and he does not solve the problems and issues alone. The team involves him in this work by conducting special educational work with the activist. At this stage, the way of organizing community life becomes more complex, that is, the community moves to self-management.
An important feature of this period is the constant increasing complexity of students' practical activities. In the second stage, independent planning of the team's important work by the students, willingness to hold events, holding it and discussing the results of the activity are considered factors that show that the team's activity acquires a creative character.
The positive development of the team leads to the emergence of motives (incentives) in its members, the rapid development of creative cooperation and mutual assistance relations.
The role of the team activist in the emergence of independent activity in the team is incomparable. But it is very important that the team activist can earn respect among the team members, be an example to them, perform their duties clearly and cleanly, and not use their position inappropriately. At this point, it is permissible to recall ASMakarenko's definition of community activist as "community conscience". Although the community activist has some privileges (rights), at the same time, it is appropriate to impose increased demands on him.
The development of the team cannot stop at this stage, because the working force is only a part of the team. However, if team development stalls at this stage, the team activist may be at risk of confrontation with other members of the group. At this stage, it is necessary for all members of the team to show special activity.
The third stage of team development. This stage is very productive in team activity. According to ASMakarenko, during this period the whole community begins to make demands on "some aloof, capricious person".
At this stage, not only the active, but all its members are interested in the work of the team. The third stage in community life is represented by the presence of social thought. The teacher can achieve the formation of social opinion only in the conditions where he has done appropriate and consistent work in this direction. For this purpose, the plan of this or that event, the joint activities of the team and the behavior of its members are discussed as a team, conversations and lectures are organized on various topics, socio-ideological among students with the help of effective information tools. , promotion of moral, aesthetic, ecological, legal, economic, etc. knowledge is organized. While organizing the joint activities of the team members, the teacher uses forms and methods that influence the formation of their mutual relations, which allow them to contribute to the creative experience of the team members.
The ability of each member of the team to form the ability to organize socially significant activities in a purposeful manner helps to form stable human relations among the members of the team.
The reason for the formation of stable human relations in the team is the active participation of its members in the organization of activities with positive, cultural and educational content.
The characteristics shown in the third stage of team development indicate that at this stage not only team members, but also each member of the team begin to set ethical demands on each other.
The fourth stage of team development. This stage is characterized by the fact that all its members can make demands on themselves based on the tasks facing the team. It should be said that each stage is characterized by the team members making specific demands on themselves, but each demand has its own direction (for example, striving to fight for the happiness of all mankind from the game). 'difference between') is distinguished by.
The fourth stage is important because team members can make high moral demands on themselves. The content of the team's life and activity becomes a personal need for each team member. The process of education in the team becomes a process of self-education. However, this situation does not reduce the role and place of the team in the further development of a certain individual. The tasks performed in the fourth stage are more complex and responsible. At this stage, absolutely favorable conditions are created for setting promising, high and complex demands to the team.
Today, teacher-scientists (LINikova and others) analyze the essence of the development process of the children's team, dividing it into three stages:
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a) preliminary consolidation of the team;
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b) individual development of each member based on team formation;
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c) establishing the general activity of the team.
Distinguishing each stage that has an important place in the life of the community does not contradict the above-mentioned points, but emphasizes the leading importance of the community in the development of the individual.
ASMakarenko attached great importance to the internal characteristics of the relations between team members. The pedagogue singled out the following most important signs formed in the team:
1) major — constant alertness, students' readiness for activity (movement);
2) to understand the essence of the values of one's community, to realize one's value based on pride for it;
3) friendly unity among team members;
4) friendly unity in every member of the team;
5) educational activity leading to work;
6) the ability to manage emotions and follow communication etiquette.
Uniform requirements for team members and their activities are important in forming a team.
The ONLY requirement includes rules for student behavior during class, recess, extracurricular activities, as well as in public places and at home.
The regular implementation of a well-thought-out system of requirements ensures the establishment of a certain order in the school.
The requirements set by the teachers will give a positive result in the following conditions:
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The requirements should be combined with a sense of respect for the student's personality.
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Requirements should be set taking into account the existing conditions in a particular school or class.
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The demands placed on the team should be clear.
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The requirements for students' appearance, dress, behavior and behavior must serve to form their spiritual culture.
The student should be able to learn not only the volume and system of requirements, but also the methodology of making requirements.
The method of setting requirements for the group of students is to familiarize children with the content of the requirements, explain the importance of the requirements, gain experience, and regularly monitor the students' activities and the fulfillment of the requirements.
Acquaintance of students with the requirements is often carried out in general meetings, where the director of the educational institution or the deputy director for educational affairs introduces the students with the content of the future plans and the requirements in the process of their implementation. Detailed introduction is carried out in some cases on the basis of practical demonstration, later on the organization of class meetings or special interviews.
Acquaintance of behavior with content-oriented requirements should be combined with training on these requirements. Educating behavior is more complicated than educating mind. Students may have a good understanding of the requirements, but in most cases they do not follow them. Therefore, regular practice turns cultural behavior into a habit.
In the process of setting requirements, it is necessary to establish control over students' compliance with them. Monitoring is carried out in various ways, such as keeping a behavior log, recording grades on the stand for class attendance, etc. It is necessary to monitor the fulfillment of the requirements regularly, consistently and truthfully. It is appropriate to notify the students of the results of the control.
Organization and cohesiveness of the team is closely related to education of the active (active) in it. Each teacher's action in forming a team begins with the selection of the core of the team.
The formation of team activity is based on the content of the team's need for this or that activity.
In order to create a reliable, active team member, it is necessary for the teacher to monitor the activities of students, their participation in team work, their behavior, and to determine the ability of each student to organize social activities.
The reputation of students in the team should also be taken into account when forming a team activist. It would be appropriate if the active members of the team were chosen by the children themselves, of course, with the participation and guidance of the teacher. The teacher organizes educational activities based on consultation with the community activist.
It is advisable to assign a certain task to each member of the team activist, to ensure that they report on these tasks in a certain period. The teacher makes high demands on the active. Self-management in active leadership in a student team should not lead to the dominance of some team members over others.
Therefore, the teacher should monitor the activity of the activist according to the purpose.
Student self-management is the active participation of students in the organization and management of team work organized by teachers. Among the forms of self-management, an important place is the meeting of team members, a conference, and the activity of various commissions (for example, the training commission or the cleaning commission).
Traditions play an important role in the formation of a student body. Community traditions are stable customs supported by the members of the community, and their content clearly expresses the character of the relationship and the social thought of the community.
Community traditions are conditionally divided into two:
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a) traditions of daily activities;
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b) holiday traditions.
Traditions of daily activities include educational activities (types of mutual assistance) and work activities (planting, organizing khashars, etc.) of students.
It is organized in order to celebrate various events and events of social importance to holiday traditions (in particular, "Alphabet Day", "Independence Day", "Navroz Day", "Day of Remembrance and Appreciation", etc.) includes activity.
Traditional holidays are celebrated differently in educational institutions. Its impact will be high only if students understand the essence of traditions and have a conscious attitude towards them.
In the emergence of traditions, the attitude of students towards it is of great importance. The school management and teachers should not ask the student body to organize too many events on specific dates.
When organizing and conducting events, the teaching team or the teacher working together with the student team in this process, paying special attention to the issue of teaching them to continue the traditions, gives pedagogically positive results.
A group of students is a group of students united on the basis of a common goal and joint activity of social and useful importance. The student body (as well as the student body of academic lyceums and vocational colleges) is led by an officially elected (appointed) student and teachers. Among them are the group leader, group activists (in particular, the group leader (starosta), the chairman of the group department of the "Kamolot" organization, the chairman of the cleanliness commission, the editor of the wall newspaper, etc.).
In children's groups, the presence of informal leaders along with official leaders is noticeable. Usually, formal leaders are made up of students who study with excellent grades and actively participate in team work, while informal leaders, although they do not show such qualities, can follow their peers according to some qualities. Such students are distinguished from others by their physical strength, determination, fearlessness, self-confidence. The moral image of informal leaders has a significant impact on other students. Therefore, it is necessary for the head of the class and the pedagogical team of the school to directly and indirectly monitor the activities of such leaders.
Pedagogical leadership of the students' union, as mentioned above, in most cases is carried out by the head of the class. Therefore, it is necessary for the head of the class to know the general and individual characteristics of each member of the group, to approach the team taking them into account. Having complete information about the informal leaders and their personality of the class leader helps to effectively organize pedagogical activities.
The following conclusions can be drawn from the above.
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A team is a specific group consisting of several members (people), which unites on the basis of a common goal of social importance and organizes activities directed to the realization of this goal.
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The team has several characteristics.
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Team building is a long-term, complex process subject to certain laws, which, according to the recognition of most researchers, consists of four stages.
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The formation of the team is carried out on the basis of a unique methodology. Within the framework of this methodology, the issue of setting requirements for the team, educating the team's active (active) is of particular importance.
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Team traditions play an important role in determining the strength of the team, mutual support and cooperation between its members.