PEDAGOGY IS THE LEADING CULTURE OF TODAY

Abstract

The article examines: the state of modern pedagogy and its place among the main cultures; factors influencing its content, an analysis of publications by research topic was performed. A comparative analysis of the essence of pedagogy and pedagogical systems is provided, the concept of total pedagogy is defined. The purpose of the work The purpose of the article is to determine the place of pedagogical culture among the main existing ones and reveal its possibilities in relation to the challenges of modernity.

Methodology – study of scientific publications, analysis of literary sources, Internet sources, disclosure of the main definitions of the problems under investigation, generalizations and conclusions. The scientific novelty lies in the definition and posing of problematic questions, according to which modernity sets certain requirements for pedagogical culture, the origins of which are related to its essence, and their solution provided the opportunity to determine the connections between manifestations in society and pedagogical guidelines and to formulate the concept of «total pedagogy».

Conclusions. The human, social and technical factors that affect the essence of the culture of pedagogy were considered, the conclusion was formulated – industrial technologies are reaching a high level, and the level of social humanization is sharply declining, which contributes to the decline of the human personality in society. Concern was expressed about the «loss» of the young generation, the deprivation of its cultural, including national, heritage as a result of the narrowing of aspirations, interests and understanding of human dignity! The concept of total pedagogy in a totalitarian state is proposed and substantiated, and its manifestations in modern pedagogical practice are indicated. Based on research standards on design and specialty passports stated the need for a critical distinction in the training of professional and scientific personnel between the concepts of art history and technical aesthetics, in which the latter is a design theory with the main method – artistic construction. The problematic situation regarding the motivation to perceive the educational material, its easy understanding and organic memorization, in order to use the acquired knowledge without stress, is formulated, and the need to use systematic practices for this, outlined in the Waldorf pedagogy of R. Steiner and the works of M. Montessori, is justified. able to provide continuity of influence of the educational process and its integrity. The analysis of the adaptation of the recommended materials in modern pedagogical practice is promising in further research.