Student self-government is one of the most effective areas of youth social development. modern education, the system of educational institutions, a single educational institution cannot develop in an isolated environment, be cut off from society, its tasks, its state at a certain historical stage. Attention to the problem of the social development of student youth, the growth of their leadership and creative potential, the possibility of independent choice of one form or another of socially significant activity make it possible to determine the significance of students' social activity in modern society. The history of the development of student self-government in Russia is closely connected with the development of higher education and has its own specifics. Self-government is not only a necessary condition for establishing and maintaining order, but also a means of educating active, skillful organizers, instilling in each member of the team responsibility for the common cause, self-discipline.
student self-government as a form of activity
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8. Soviet encyclopedic dictionary. - M.: Soviet Encyclopedia, 1985.
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Student self-government is one of the most effective areas of youth social development. Modern education, the system of educational institutions, a single educational institution cannot develop in an isolated environment, be cut off from society, its tasks, its state at a certain historical stage. Attention to the problem of the social development of student youth, the growth of their leadership and creative potential, the possibility of independent choice of one form or another of socially significant activity make it possible to determine the significance of students' social activity in modern society.
The development of leadership qualities of students cannot take place outside the team. The development of the creative individuality of children, adolescents and youth is interconnected with the level of their independence and creative activity within the team. Man lives and develops in a system of relations with nature and the people around him, in cooperation with them.
One of the most important forms of cooperation is the self-government of an educational institution.
The ideas of turning to self-government in order to solve problems important for the life of the community are attributed to Comenius and Diesterweg, Dewey, Neill and Frenet in the West; to Ushinsky, Wentzel and Kapterev in Russia, as well as to progressive teachers of the post-October period: N.K. Krupskaya, S.T. Shatsky, A.S. Makarenko, V.N. Soroka-Rosinsky and V.A. Sukhomlinsky.
The history of the development of student self-government in Russia is closely connected with the development of higher education and has its own specifics. Various "prototypes" of student self-government began to appear in 1755, when Moscow University was opened by decree of Elizabeth. A little later, student self-government was developed at St. Petersburg, Derpt and Kazan universities. But the lack of demand for university education in society doomed universities to a difficult existence. If abroad the development of student self-government was due to social factors (universities were private, self-financed associations; salaries for lecturers were paid from students' funds; society needed personnel trained at universities, and therefore reckoned with autonomy and democratic principles of organizing universities).
In Russia, studying at a higher educational institution was equated with public service, and this did not contribute to the development of student self-government.
At the beginning of the XIX century. the position and status of higher education in the Russian Empire has changed significantly. In 1804 the government gave autonomy to the universities. From the 20s. nineteenth century the authorities, fearing the spread of revolutionary ideas among young people, began to limit autonomy and interfere in the life of students. After the suppression of the Decembrist uprising and the accession of Nicholas I, strict control over the minds of students and teachers was added to disciplinary measures. According to the new charter of 1835, university autonomy was abolished. The development of student self-government in general, the legal status of university youth corresponded to the legal state of society in autocratic Russia, where there was no freedom of speech, assembly, unions, press, etc. The charter considered students as “individual visitors to the university” and did not allow any collective actions, including and creation of mutual aid funds, libraries, reading rooms. Community associations were forbidden - traditional associations of students, people from the same locality or graduates of the same educational institution. The administration interfered in the private lives of students. The authorities tried not to leave any opportunity for the development of student self-government. But the rapid development of capitalism in Russia forced the autocracy to go for some democratization of higher education. The charter, approved by Alexander II in June 1863, restored the autonomy of universities, defined the rules of conduct for students in and outside the educational institution, abolished uniforms, but at the same time, students did not receive corporate rights and were subject to a court elected from among the professors of the university. Collective actions of students were prohibited. The creation of any student organizations was a protest against the existing system, which led to an active political struggle.
At the end of the XIX century. the indignation of the university youth spilled into the streets. Student demonstrations, all-Russian student strikes acquired a political character. In 1905, revolutionary-minded students opened classrooms for rallies, fought in combat squads with troops and police in Moscow, Kharkov, Odessa and other cities. In February 1917, students took an active part in the overthrow of the autocracy. Beginning with the first student uprisings in 1861, the authorities treated the universities as a source of "unrest." The government tried to prevent young people from speaking out not only with bans and repressions. In 1901 and 1905 it made some concessions: "temporary" rules and "temporary" autonomy were introduced in the universities; students were allowed to organize meetings, create organizations, etc. The continuation of the policy in this direction opened up the possibility for the legitimate development of student self-government. Forms of student self-government underwent significant modifications: societies, corporations, conventions, later the institute of elders, student police, student court of honor, student "gatherings" appeared.
In Russia, self-government attracted teachers as a form of development of democratic societies and relations. At the beginning of the XX century. The theoretical and practical foundations of self-government were developed by S. T. Shatsky, A. U. Zelenko, N. N. Iordansky, V. P. Kashchenko, D. I. Petrov, G. I. Rossolimo, I. G. Rozanov and others .
The most important stages in the development of student self-government in Russian higher education fall on the post-revolutionary years and the last two decades.
After the October Revolution of 1917, N.K. Krupskaya, A.S. Makarenko and others.
An outstanding teacher-experimenter S.T. Shatsky was one of the first in Russia to develop such issues as self-government of schoolchildren, leadership in the children's community and the functioning of the school as a complex of institutions that implement continuity and integrity in education.
After meeting A.U. Zelenko (an outstanding teacher, one of the first architects who brought up the problem of creating special architecture for children) decided to found the "Settlement" - a kind of village of cultured people who settled among the poor to organize educational work.
They started at their own expense and, taking with them several children from the orphanage for the poor, went to Klyazma for the summer, where they settled with them in the dacha of their friends. The system of education was based on labor, and the principle of children's self-government became the main organizational law. In the fall, they continued by organizing the Settlement society within the walls of a real school, in which children of the lower classes studied, and the following year an apartment was rented for classes in Vadkovsky Lane. Of course, there was not enough space, but by that time Zelenko and Shatsky were no longer alone, there were teachers, trustees, sympathizers, and they managed to raise funds to build their own house.
In the autumn of 1907, the Settlement moved into its own building. The Settlement combined the functions of a kindergarten for the children of workers, elementary school and vocational school. The system of education was based on labor, and the principle of children's self-government became the main organizational law. The students of the "Settlement" were organized into groups of 12 (boys and girls separately); each group independently planned the curriculum and developed its own rules of conduct, and in total up to two hundred children studied in the building. Practical work with children was based on a pedagogical concept developed by members of the society. At the heart of the educational system of the "Settlement", all the structural elements of which were subordinated to the goal - to create the most favorable conditions for the self-expression of the personality and its self-realization, was the idea of \u200b\u200bthe "children's kingdom", where each pupil received the opportunity for the comprehensive development of forces.
In training, the emphasis was on the assimilation of knowledge that is practically significant for the life of children. Relations between teachers and children were understood as relations between older and younger comrades. Great importance was attached to instilling in children a sense of camaraderie, solidarity, and collectivism. Boys and girls united according to interests and the principle of partnership. Children went to various clubs: carpentry, shoemaking, singing, astronomical, theatrical, biological, etc. Each club had its own name and rules developed by children for regulating relationships, which were strictly followed by adults, club leaders. Decisions made at meetings of clubs, as well as at a general meeting, were considered binding. The society conducted cultural and educational work among the adult population. In 1908, the Settlement school ceased to exist.
Of interest is the experience of the Soviet school, which is based on the development of problems of self-government by N.K. Krupskaya. She considers self-government as an integral part of the labor polytechnic school. The task of self-government in the Soviet school is to educate a social collectivist, an active participant in the entire life of the school, preparing to become a citizen of the Soviet state, an active participant in communist construction. Self-management helps to teach children to collectively build a new life. Children's self-government is one of the means of the system educational work
In a number of speeches, Krupskaya expresses the idea of the need for special training of children to perform organizational functions, so that schoolchildren, actively participating in managing the affairs of their team, develop organizational skills, acquire organizational skills and abilities. She outlines the following stages of organizational work: the first stage is the discussion of the goal, setting the main tasks in the work of the team, taking into account the real needs of his life; the second stage is the distribution of responsibilities among its participants, taking into account the abilities and capabilities of each; the third stage - accounting and control of the work performed; the fourth stage - summarizing.
The most important are Krupskaya's instructions on the correct relationship between the Komsomol and Pioneer organizations and children's self-government bodies, on the role of the Pioneers and the Komsomol in self-government. She constantly supported the need for the leading role of the Komsomol and the pioneer organization in the work of self-government and pedagogical guidance in the development of amateur schoolchildren.
N. K. Krupskaya explained that children's self-government in school team- this is a "governing body", and the pioneer organization is "a political organization of teenagers", acting on the basis of its charter, which cannot be opposed, and also identified.
The foundations of children's self-government, developed by N. K. Krupskaya, became the starting point for their further development in the theoretical and practical activities of the outstanding Soviet teacher A. S. Makarenko.
The basis of Makarenko's pedagogical theory is his doctrine of the collective. Makarenko introduced the term "collective" into professional and pedagogical vocabulary, understanding by it a certain organization of children.
"The collective must be the first goal of our education, it must have quite definite qualities." Makarenko defined these qualities of the team as follows: the team unites people in the name of a common goal, in common work and in the organization of this work. At the same time, private and general goals do not oppose each other. Each action of an individual student, each of his success or failure should be regarded as failures against the background of a common cause, as a success in a common cause.
Through the collective, each of its members enters society, hence the idea of discipline, the concept of duty and honor, the harmony of personal and common interests.
The collective is not a crowd, but a social organism, a “purposeful complex of individuals”, it has self-governing bodies authorized to represent the interests of the collective and society. Thanks to the experience of collective life, schoolchildren develop managerial skills, everyone learns to manage and obey the majority, a comrade learns to obey a comrade and be his leader at the same time, develop responsibility and consistency in actions. The team contributes to the education of energetic and active members of society who are able to find the right moral criteria for their personal actions and require others to behave in accordance with such criteria - this was Makarenko's conviction and it was carried out in the children's institutions he led. The job of the teacher is tactful and wise leadership of the growth of the team.
A single team should be a school in which all educational processes are organized, and an individual member of the team should feel his dependence on him, be devoted to the interests of the team and cherish them.
The team goes through 3 stages in its development.
- There is no team yet, and the teacher at this time plays the role of a dictator, making demands on the pupils.
- There is an active group of the most active pupils who want to take part in various types of work that support the undertakings of the teacher and his requirements for pupils
- Self-government bodies are formed, the team becomes able to independently solve a wide variety of educational, economic, cultural and other issues, the requirements go to an individual pupil from the whole team.
Depending on what stage of development the team is at, the features of its pedagogical leadership, the position of the teacher and the relationship with the pupils are determined.
Organizational structure of the team. Primary teams (for Makarenko - detachments) of an educational institution - the first link in the organization of pupils, can be created according to the principle of same-age, uneven-age, production, etc. At the very beginning of work, when there is still no strong team of the institution, the younger ones can unite separately into (teams), when the team has developed, it is better to create primary detachments of different ages.
With a union of different ages, there is a constant transfer of experience by the elders, the younger ones learn the habits of behavior, they learn to respect the elders and their authority. The elders have care for the younger ones and responsibility for them, generosity and exactingness, the qualities of the future family man develop.
“I decided that such a team, most reminiscent of a family, would be the most educationally beneficial. It creates care for the younger, respect for the elders, the most tender nuances of comradely relations.
In boarding schools, special attention should be paid to the clear organization of life. So, the bedroom cannot be just a hostel, it is an additional form of labor, economic education, it is a place where educational and industrial relations continue, and if you lose sight of the life of children, the bedroom will become a place of gravity organization, sometimes even with an anti-social bias.
The detachment is headed by a commander, who can be appointed as an educator (until there is a strong team) or elected at a general meeting (in well-organized teams). The commander is a pupil devoted to the interests of the institution, a good student, a production drummer, tactful, energetic, honest, attentive to the younger ones; he performs a very responsible task. The commander has an assistant, a sports organizer is allocated in the detachment, etc. The duties of leading the detachment include: monitoring the sanitary condition of the detachment, performing their duties by duty officers, fulfilling the daily routine, organizing assistance in educational work; the commander and his assistants involve pupils in various circles, help in publishing a wall newspaper, and introduce them to reading books; they regulate relationships, seek to resolve conflicts without quarrels and fights, and much more.
All this diverse and diverse activity of the pupils was well-coordinated and clearly organized thanks to self-government. Self-government is not only a necessary condition for establishing and maintaining order, but also a means of educating active, skillful organizers, instilling in each member of the team responsibility for the common cause, self-discipline.
Self-management is an effective educational tool. In the presence of school public opinion, general school discipline, supported by school self-government bodies, the educational work of teachers is greatly facilitated. And the management of self-government bodies is the main concern of the head of the institution, for this "you need to discard the old pedagogical frown, excessive "adult seriousness"". The main body of self-government is the general meeting, the authority of which must be maintained by the administration and which should be carefully prepared: to talk with members of the collective bodies, individual pupils, and activists. At general meetings, one should not “burrow into the little things of today”, but should discuss the development of the team and the prospects for the institution, the improvement of educational work, study and production.
The head of the educational institution must remember:
- it is impossible to replace self-government bodies and resolve issues that are subject to the jurisdiction of these bodies;
- do not cancel erroneous decisions, but turn to the general meeting for their consideration;
- not to load self-government bodies with various trifles that can be solved in the current order;
- make sure that work in these bodies does not take much time and that pupils do not turn into "officials";
- to clearly establish a record of the work of self-government bodies, this can be done, for example, by the secretary of the team.
In addition to permanent self-government bodies, in institutions led by A.S. Makarenko, teams were created, headed by commanders appointed to carry out a single task (combined detachments). It was not only convenient, but also educationally useful. Makarenko argues that a comrade must be able to obey a comrade and be able to order a comrade, demand responsibility from him; it is a complex principle of dependence and subordination in a team. The boy, the commander on duty, today leads the team, and tomorrow he is already subordinate to the new leader. There should be as many representatives of the collective as possible, therefore, various commissions, one-time affairs of the collective should be entrusted to different members of the detachments; this creates a complex relationship of interdependence and mutual responsibility of each. The commander manages his power, even if it is for one day, with confidence, without reinsurance, and all the rest accept this power as quite natural, necessary and authoritative.
The work of self-government bodies will be successful “if an asset accumulates all the time in the team”, which means all pupils who are well related to the institution and its tasks, taking part in the work of self-government bodies, in the work of production management, in club and cultural work. The asset has a positive attitude towards the head of the institution, supports him. The asset is divided into operating and reserve.
The active asset is those pupils who clearly lead the team, “responding with feeling, with passion and conviction” to every question. The reserve always comes to his aid, supports the commanders, the active asset is replenished from the reserve.
It is necessary to strive to ensure that the majority of the members of the team constitute an asset; it is especially important to involve the most active children in the work as soon as possible, in the initial period of the organization of the children's team.
It is necessary to constantly work with members of the active: to gather them to discuss upcoming cases, to consult, talk about what difficulties there are in work, etc. The asset is the support of the educator, thanks to him, the requirements of the teacher are indirectly transferred to the members of the team, becoming the requirements of the children themselves. Members of the asset can hold certain posts and positions in the team, there can be no material privileges and indulgences, it is necessary to make increased demands on the asset.
The head of the team must follow the rule: commanders of detachments, seniors, members of the asset and self-government bodies best of all follow the rules of life of the institution and bear increased responsibility for violations of the rules.
Success in team building work depends on being clear and precise about the tomorrow every student and institution. Tomorrow's joy is the stimulus of life for any person, tomorrow must be planned and presented better than today. Therefore, one of the most important objects of the work of educators is to determine, together with the collective, the general prospects for life, in the absence of which there can be no movement forward, even the established collective rots.
Thus, in the 30-50s. 20th century Soviet pedagogy developed an approach to self-government as a means of manipulating the behavior of students; the formal-bureaucratic style of its organization prevailed. A mandatory form for all schools was a student team, working under the guidance of the director. Self-government was practically reduced to meetings and meetings. In the foreground, punitive functions were concentrated (the study and re-education of guilty students by activists).
In the post-war and up to the 80s. F. F. Bryukhovetsky, I. P. Ivanov, V. A. Karakovsky, O. S. Gazman, T. E. Konnikova, V. A. Sukhomlinsky and others worked on the problems of the children’s team and new ways of using self-government. A. Sukhomlinsky, like all Soviet teachers, considered the team as a powerful means of education. For V.A. Sukhomlinsky did not have a dilemma: the individual or the collective. "These are two facets, two sides of a single human existence. No, and there can be no upbringing of the individual outside the collective, just as there cannot be an" abstract "collective without personalities." Sukhomlinsky believed that a team is always an ideological association that has a certain organizational structure, a clear system of interdependencies, cooperation, mutual assistance, exactingness, discipline and responsibility of everyone for everyone and everyone for everyone.
Modern pedagogical literature gives us the following interpretation of the term "student self-government" - this is a form of management that involves the active participation of students in the preparation, adoption and implementation of management decisions related to the life of a higher educational institution or its individual divisions, the protection of the rights and interests of students, the inclusion of students in various types of socially significant activities.
N.I. Prikhodko understands self-government as a purposeful, specific, systematic, organized and predictable activity of students, in the process of which management functions are implemented aimed at solving the problems facing the educational institution. V.M. Korotov considers self-government as a method of organizing an educational team, and the Belarusian researcher V.T. Kabush concludes that self-government of students is independence in showing initiative, making a decision and its self-realization in the interests of their team or organization.
In general, A.S. Prutchenkov defined the essence of this phenomenon at the present stage as a technology of educational work aimed at developing the child's subjectivity (in other words, the ability for introspection, self-planning, self-organization of one's life).
Student self-government of the 21st century implies the involvement of young people in various types of social practice based on a conscious choice of means and ways to satisfy personal and social interests.
Reviewers:
- Koroleva G.M., Doctor of Pedagogical Sciences, Associate Professor, Director of the Center for Youth Policy of the State Educational Institution of Higher Professional Education "Moscow City University of Management of the Government of Moscow", Moscow.
- Gladilina IP, Ph.D., Deputy Director of the Center for Youth Policy of the State Educational Institution of Higher Professional Education Moscow City University of the Government of Russia, Moscow.
Bibliographic link
Shafeeva N.D., Gladilina I.P. METHODOLOGICAL BASIS FOR ORGANIZING STUDENT GOVERNMENT ACTIVITIES // Modern problems of science and education. - 2011. - No. 6.;URL: http://science-education.ru/ru/article/view?id=5318 (date of access: 01.02.2020). We bring to your attention the journals published by the publishing house "Academy of Natural History"
Oh. A. Buryakova
PEDAGOGICAL CONDITIONS FOR THE DEVELOPMENT OF STUDENT SELF-GOVERNMENT
The work is presented by the Department of Theory and Methods of Vocational Education
Belgorod State Institute of Culture and Arts.
Scientific adviser - Doctor of Pedagogical Sciences, Professor S. I. Kurgansky
In this article, the author substantiates the dependence of the effectiveness of the process of developing student self-government on the quality of the implementation of a set of pedagogical conditions. Special attention paid to the process of social partnership of student self-government bodies.
Key words: student government; pedagogical conditions; social partnership.
The author of the article motivates the dependency of efficiency of students’ self-government development on the quality of realization of the pedagogical conditions set. Special attention is paid to social partnership of students’ self-government bodies.
Key words: student self-government; pedagogical condition; social partnership.
Under the pedagogical conditions, we will understand a set of measures to create an educational developmental space that contributes to
development of the system of student self-government of the university in accordance with the purpose of the educational work of the educational institution.
The effectiveness of the process of development of student self-government, as a process of transition of its subjects from one level of integrity to another, is ensured, from our point of view, by the implementation of a set of complementary and interrelated pedagogical conditions: general pedagogical conditions; conditions that indirectly affect the development of student self-government at the university (organization of the student team; the maturity of the educational system at the university; a high level of professional training and the creative potential of students), and the conditions that directly affect the development of student self-government at the university of culture and arts (the degree of formation of the subject- subject relations in the system of student self-government; the level of formation of self-government skills as a starting point in the development of student self-government; the maximum involvement of student youth in student self-government; a variety of forms and methods of work of student self-government bodies that contribute to the socialization of the personality of student self-government subjects; social partnership of bodies student self-government in the internal and external environment as the highest level of development of student self-government).
We are of the opinion that general pedagogical conditions are singled out in a separate group on the grounds that student government is not a separate element of the education system, but functions as its subsystem, which implies the influence of the selected group on the activities of student government bodies.
The fundamental pedagogical
condition for the organization of student
th team, as the initial stage in the formation of student self-government, is the starting point in the implementation of pedagogical conditions that indirectly affect its development. Being the subject of research by V.A. Karakovsky, V.M. the individual to society, including him in public life, teaching behavior in groups, asserting subjects as individuals and fulfilling social roles.
An important pedagogical condition that directly affects the development of student self-government is the theoretical and practical preparation of subjects of student self-government for self-government activities, which depends on the professionalism of teachers who teach this to students and guide their practical activities, since it is practical activity that is an indicator of the assimilation of theoretical knowledge. At the same time, it is necessary to avoid "a temporary gap between practice and knowledge, since they fit into the mind not as a result of automatic repetition of theoretical rules and abstract concepts within the walls of the classroom, but are acquired in the process of activity" .
The next condition that directly affects the development of student self-government is the creation of subject-subject relations, considering the specifics of which T.N.
teachers and students". Harmonious coexistence and cooperation, according to the author, makes it possible to form and develop individuality, independence, the subjective position of everyone, the necessary professional competencies and reflective abilities.
One of the most important pedagogical conditions for the development of student self-government is the social partnership of its bodies in the external and internal environment, since the upbringing of the individual should be based on the specific values of the nation, due to its traditions.
Today's students are future specialists, on whose potential the formation of ideals and values, national ideas and projects of Russia directly depends. At the same time, in the process of social partnership, the student as its subject already today forms in himself the qualities of an active personality, which allows, to a certain extent, to avoid the warnings of the Russian teacher and psychologist P.F. Kapterev, who wrote: “Modern education sacrifices the present to the future, in those who are brought up, they actually see not children and youths, but future adults, figures in various fields. Education is understood not as the development of what is, but as preparation for what will be ... ".
The Soviet philosopher and publicist E. V. Ilyenkov, anticipating the role and significance of social partnership and interaction of students with the external environment for the university, notes: “Do you want a person to become a personality? Then put it in from the beginning. in such relationships with others. people within whom he would not only be able, but also forced to become a personality. The author is convinced that a person is a social unit,
a person becomes a subject, a bearer of social and human activity only when he himself performs this activity.
In our understanding, social partnership is one of the types of interaction between subjects aimed at the implementation of a common socially significant task, while considering interaction from the point of view of the theory of education, the essence of which is that the perception of everything around is determined by the knowledge and experience gained in the course of interaction with the environment.
The formation of purposeful interaction by student self-government bodies within the framework of a long-term social partnership with institutions that are part of the educational development space and need students of a cultural university as carriers of the culture of modern society and relays of the cultural heritage of the nation is an indicator of the level of development of the student self-government system of the university.
The socialization of the individual as a result of social partnership covers all processes of familiarization with culture, communication, adaptation in modern society. The role of socialization in the formation of personality is difficult to overestimate, socialization, in fact, is the only way to form and develop it.
A conscious purposefully organized educational developmental space on the basis of a higher educational institution contributes to the adaptation of students in society and creates conditions for the isolation of its subjects in accordance with the specifics of their professional activities. This approach allows the individual to acquire a social nature, the ability to associate
mingle with society, participate in social life, to bring to society the experience acquired in the process of social partnership, which becomes her personal neoplasm.
The educational value of the external environment in the process of organized interaction with it lies in the expansion of opportunities for the professional development of university graduates. This idea can be traced in the works of S. L. Rubinshtein, who argued that a person is formed, realized and revealed in activity, and “a person’s personality is expressed in activity and at the same time activity forms his personality” .
The activities of student self-government bodies in the external environment, on the one hand, testify to the high level of development of student self-
management at the university, on the other hand, has an impact on its further improvement. Students who actively participate in the system of social partnership are more promising in their further professional self-determination.
However, at any level of subject-subject relations in the "student self-government - teacher" system, at any level of students' assimilation of the theoretical foundations of student self-government, at any degree of student activity as a subject of student self-government, the development of student self-government implies active pedagogical support, expressed in activities teachers to create a developing space and have the opportunity for self-development and self-realization of each student.
BIBLIOGRAPHY
1. Volotkevich T. N. Self-government of students as a factor in the organization of educational work at the university: Dis. on sois. scientist degree cand. ped. Sciences: Krasnoyarsk, 2005.
2. The wisdom of education: A book for parents / Comp. B. M. Bim-Bad, E. D. Dneprov, G. B. Kornetov. Moscow: Pedagogy, 1989. 304 p. (B-ka for parents).
3. Rubinshtein S. A. Fundamentals general psychology: In 2 vol. M.: Pedagogy, 1989. 485 p.
Chapter I
1.1. The history of the development of self-government in domestic pedagogy.
1.2. Functions and tasks of student self-government in higher education in Russia at the beginning of the XXI century.
Conclusions on the first chapter.
Chapter II. PSYCHOLOGICAL AND PEDAGOGICAL ASPECTS OF THE DEVELOPMENT OF SELF-GOVERNMENT IN THE CONTEXT OF THE ORGANIZATION OF THE STUDENT COLLECTIVE.
2.1. Students as a social phenomenon; his readiness for self-government.
2.2. Structure and forms of self-government of university students.
2.3. Pedagogical leadership of student self-government.
Conclusions on the second chapter.
Introduction to the thesis (part of the abstract) on the topic "Pedagogical conditions and organizational forms of development of student self-government in a modern university"
The relevance of research. In Russian society at the beginning of the XXI century. special responsibility in the field of spirituality falls on the field of education: it is necessary to democratize not only the system of social relations, but also to prepare a new generation of Russian citizens - thinking, active, socially responsible, creative people guided by universal values. The old ideas about the goals and objectives of the school are being replaced by a philosophical understanding of the problems of education, an awareness of the value of the human person, the need to protect its dignity, the proportionality of a public institution to the nature of individuality, a combination of natural proportions of the public and the individual.
Higher education is faced with the task of improving the management of the education system, delimiting competencies at various levels between the education authorities and the educational institution. Initially, when the idea of an institution of higher education was born, it was based on public-state forms of management. In history, there has been a deformation in the relationship between public and state forms of government in favor of the latter.
The task of today is to propose and introduce into the practice of higher education acceptable and most promising forms of public administration, one of which is self-government, subdivided into self-government of teachers and staff and student self-government.
A feature of the organization of the educational process in higher education is its orientation not only to the training of highly qualified specialists, but also to managers of various levels, production organizers. Along with professional training, the student must acquire the knowledge necessary to master the basics of the "science of management", form the ability to communicate, make managerial decisions, guided by the principles of universal morality. On the other hand, it became obvious that school and university (that is, pre-industrial training) do not provide sufficient training precisely in the field of mastering practical behavioral skills, the ability to behave, and manage people.
The works of G.A. Aminova, S.A. Antonov, N.I. Asanova, L.N. Bankurova, V.M. Belkin, I.M. Besedin, V.P. Gavrikov, V. G. Gorchakova, V. V. Grachev, B. P. Gribkova, Zh. S.I.Kordon, V.V.Koreshkov, N.M.Kosova, E.A.Levanova, N.A.Leibovskaya, A.GTMyadel, T.V.Orlova, I.A.Pravdina, E.V. Rodina, I.M.Rozova, D.A.Rusinov, E.P.Savrutskaya, T.A.Strokova, N.D.Tvorogova, I.E.Timermanis, A.E.Tregubov, M.V.Firsova, V.E. Chenoskutov, S.N. Shakhovskaya and other domestic scientists.
At the same time, the study of psychological and pedagogical literature and dissertations on the problems of organizing student self-government showed that the questions of a holistic historical and retrospective study of the development of student self-government in the domestic higher school until the 90s of the XX century, the study of the functions and principles of activity of student self-government bodies in Russia at the turn of the XX-XXI centuries, as well as the study of the experience of organizing the process of self-government of students of modern domestic universities. Also, the role of pedagogical leadership in the formation of student self-government bodies is not clearly shown. However, it should be recognized that this idea is actively declared and its implementation carries a large pedagogical and managerial reserve.
The contradiction between the needs of society in specialists of a new formation, who are able to put into practice the skills and abilities acquired at the university, supplemented by knowledge through the system of postgraduate professional education in the field of fundamental sciences, and the fact that the pedagogy of higher education does not reflect the conditions that would contribute to the formation of a creative, seeking personality of a young specialist, determines the urgent need to establish a connection between the conditions for the formation of skills to apply theoretical knowledge in practice and the conditions for preparing for self-education already at the stage of university education. This is possible in the conditions of student self-government at a sufficiently high level of its development.
Thus, the problem of our study is to try to resolve the following contradictions:
At the theoretical level: between the need to organize student self-government at the university and the insufficient development of the conceptual foundations of the pedagogical model of student self-government in the context of the current educational system of the university;
On a practical level: between the need to form social and personal activity, organizational skills and civic responsibility of a future specialist and the fragmentation of knowledge about the ways of their implementation in the educational process of a modern university.
We believe that student self-government (SSU) is a process of real participation of students in the management and management of the activities of their team, in cooperation with all the governing bodies of the university, the leading factor in activating learning activities, the formation of social and personal activity, organizational skills and civic responsibility of the future specialist, the basis for expanding intra-university democracy and enhancing the role of higher education as a social system.
It is important that the entire life of students at the university become a school of civic and moral development, active participation of students in the public life of the country, and the formation of a Russian intellectual. To do this, it is necessary to more actively use the rights of student self-government to raise the fundamental issues of teaching and educating students, creatively mastering their profession. Competitiveness, independence and initiative must be returned to university life. Reforming higher and secondary specialized education in the country involves the active involvement of broad sections of students and young people in this process, increasing their real impact on the qualitative improvement of the educational process, for which it is necessary to develop student self-government, initiative and amateur performance of student groups in solving all issues. student life.
A comprehensively developed person must master the culture of self-government, which is the result of managerial self-development in the unity of such processes as managerial self-education and managerial self-education. A person who has mastered the culture of self-government can act proactively and independently, skillfully plan his time, work out a personal life regime, his own system and methods of leadership, skillfully control and discipline himself, overcome his internal frictions, inertia, in a word, function as a citizen, as a socially active person in various spheres of public life - economic, scientific, artistic, etc.
The theoretical and practical significance of the problem of the development of self-government in higher education, as well as its insufficient elaboration, determined the topic of our study “Pedagogical conditions and organizational forms of the development of student self-government in modern university».
The scientific apparatus of the research includes:
Object of study: the educational process in the conditions of modern higher education.
The subject of the research is the pedagogical conditions and organizational forms of the development of student self-government in the structure of educational work.
Disclosing the pedagogical conditions of development, functions, principles, structure and forms of self-government in modern higher education in Russia is the goal of the study.
The implementation of this goal involved the solution of the following tasks:
1. Analyze the process of formation of student self-government in the context of the development of domestic and foreign higher education.
2. To reveal the main functions and principles of student self-government in the context of the democratization of modern higher education.
3. Reveal the conditions, explore the pedagogical forms of organizing students' self-government in the context of improving educational work.
4. Determine the role of pedagogical leadership in the formation of student self-government bodies.
The main stages of the study. The study was conducted in the period 2000-2004. and included three logically connected stages:
1. Problematic - search stage (2000-2001). The main goal of this stage was to determine the initial parameters of the study: to localize the problem, to set goals, to formulate tasks, to substantiate methodological approaches to the study of theoretical and empirical material and research methods. In the course of studying the literature on this issue, the conditions for improving the educational process based on the development of student self-government were identified. The result was the definition of the problem field of the study, its categorical apparatus, the construction of a system of basic concepts.
2. System-forming stage (2002-2003). Work was carried out on an in-depth study of various aspects of the organization of student self-government in a modern university, the structure of the study was determined, the main trends in the development of higher education and the related problems of improving university educational practice were identified and analyzed. At this stage, the development of the conceptual apparatus of the study was carried out, the hypothetical foundations for modeling the educational system of the university were determined.
3. Productive - generalizing stage (2003-2004). At this stage, the systematization and generalization of the results of the study was carried out, the conceptual and methodological apparatus of the study was clarified, and its leading provisions were tested. The results were summarized in scientific publications, were the basis of reports made at international, all-Russian, regional and interuniversity conferences; the scientific and literary design of the dissertation was completed.
The methodological basis of the study is based on the dialectic of the general, particular and singular, the fundamental ideas of the philosophy and sociology of education, psychological and pedagogical knowledge.
In the process of analyzing the scientific literature on the topic under study, the following methodological approaches were identified:
Axiological, aimed at understanding education as a state, social and personal value;
Systematic, which allows modeling the educational space of a modern university, identifying and studying the fundamental principles of its construction and development;
Culturological, highlighting the cultural and value aspects in education and revealing the socio-cultural basis for the development of the educational system in modern world;
Socio-pedagogical, substantiating the development of education as a social phenomenon and establishing the dependence of the principles of educational policy on social situations of development;
Comparative-pedagogical and historical-pedagogical, which provided a comprehensive analysis of the process of formation of ethno-regional education systems in Russia.
The theoretical basis of the study was the ideas of philosophical and pedagogical anthropology (N.A. Berdyaev, B.M. Bim-Bad, V.V. Zenkovsky, V.P. Zinchenko. N.O. Lossky, N.I. Pirogov,
V.S. Soloviev, K.D. Ushinsky, N.G. Chernyshevsky, M. Sheler and others), scientific works of domestic and foreign scientists - representatives of the humanistic direction in psychology and pedagogy (Sh.A. Amonashvili, R. Burns , J. Korchak, V.V. Makaev, A. Maslow, G. Allport, K. Rogers, V. Satir, V. A. Sukhomlinsky, S. Frenet, E. Fromm, etc.), publications on opportunities and conditions the use of personality-oriented and cultural approaches in pedagogical practice (A.Yu. Belogurov, D.A. Belukhin, E.V. Bondarevskaya,
S.L. Bratchenko, A.P. Valitskaya, O.S. Gazman, V.V. Gorshkova,
A.Yu.Grankin, E.N.Gusinsky, Z.K.Kargieva, I.B.Kotova,
V.M. Lizinsky, L.M. Luzina, V.V. Serikov, B.A. Takhokhov, Yu.I. Turchaninova, V.K. Shapovalov, E.N. Shiyanov, L.A. Eneeva, I. S. Yakimanskaya and others), scientific provisions on the essence, formation and development of the educational system of an educational institution
S.G.Vanieva, B.Z.Vulfov, A.V.Gavrilin, V.A.Karakovskiy, L.K.Klenevskaya, I.A.Kolesnikova, L.I.Novikova, S.D.Polyakov, N. L. Selivanova, A.M. Sidorkin and others), works that reveal the essence, forms and tasks of student self-government at the university (G.A. Aminova, I.M. Besedin, V.V. Grachev, Zh.M. Grishchenko , A.Ya. Kamaletdinova, T.V. Orlova, I.A. Pravdina, A.E. Tregubov and others).
In the course of the study, a hypothesis was put forward, consisting in the assumption that student self-government, which is realized in such organizational and pedagogical forms as the student council, student dean's office, student scientific society, student club, student committee, student public personnel departments or public bureaus for employment of students, debatable political clubs of students, etc., is socially and pedagogically the most appropriate form of development of higher education in the direction of the personal development of students, increasing the level of their professional and civic training.
To solve the tasks and confirm the hypothesis, the following methods of pedagogical research were used: analysis of philosophical, psychological, pedagogical, sociological, methodological literature on the topic of research; analysis of the documents of the Russian Federation related to the problem under study; observation; study of documentation; modeling of problem situations, etc.
The study used a set of interpenetrating and complementary research methods that are adequate to the nature of the phenomenon under study, the purpose, the subject of the study, as well as the formulated tasks: theoretical analysis of philosophical, psychological-pedagogical, sociological, methodological literature; generalization of pedagogical experience; modeling of the educational process; forecasting; observation of the pedagogical process; studying the results of educational activities; peer review and self-assessment; generalization of independent characteristics; modeling of problem situations, etc.
Scientific novelty of the research. The most significant results that determine the scientific novelty of the study include:
1. The idea of student self-government as a socially and pedagogically expedient form of development of modern higher education in the direction of increasing the level of professional and civil training of future specialists, the formation of their own personal strategy.
2. Development of organizational and pedagogical forms for the development of student self-government, the most acceptable in modern conditions (student council, student dean's office, student scientific society, student club, student committee, student public personnel departments or public student employment offices, student political debating clubs, etc. etc.), their structure and features of implementation in the educational system of a modern university.
3. Determining the main stages in the development of student public self-government in a university, highlighting ways to improve it as an integral part of intra-university self-government, understood as the joint participation of all members of the staff of a higher educational institution in solving issues of both personal development and professional training and education of future specialists.
4. Substantiation of the organizational structure of student self-government in a modern university, based on the following provisions: a clear hierarchy for building a student self-government system (group - course - faculty - university-wide bodies); allocation of nodal bodies of coordination, integration and management at each hierarchical level (council of student activists, various elected public bodies, etc.) with the optimal distribution of tasks and functions, responsibilities, powers and rights within this level and the system as a whole; organically arising in student self-government internal and external, direct and feedback vertically and horizontally between specific groups of people, which reflects a certain ratio of centralization and decentralization in the overall management system.
The theoretical significance of the study lies in the fact that it carried out a historical and retrospective analysis of the main stages in the development of student self-government in the domestic higher school of the 20th century, which made it possible to identify general patterns that testify to the continuous process of development of its specific forms and methods; the level of readiness of students as a social group to participate in the management of their own life activity is characterized, the dependence of the choice of forms of student self-government on the level of formation of the student team and the university as a whole is revealed, the role of the curator in the deployment of the self-government system of young students is determined.
The practical significance of the work lies in the fact that the conclusions and recommendations developed by the author on the basis of studying the experience of developing student self-government in domestic universities can be used in the work of the administration and public organizations of educational institutions. The research materials can also be taken into account when developing special courses and special seminars on organization problems. educational work at the university, in scientific and lecture work.
The following provisions are put forward for defense:
1. Democratic principles of student self-government in higher educational institutions of various eras and countries (management and control by students over all spheres of university life, including academic; decision-making and status of universities by a general meeting of students; the presence of elected executive bodies; the possibility of rotation of those elected to bodies management, obligatory subordination of all members of the student community to decisions made at the general meeting, etc.) have much in common, which indicates the optimal development of student self-government as the basis for shaping the personality of a future specialist in higher education.
2. The process of developing the system of student self-government as a dynamic system in the context of the modernization of higher education in Russia at the turn of the 20th-21st centuries is designed to ensure a genuine democratization of the management of the affairs of the university team based on the participation of all members of this team, including students, in the interests of solving the main task - training of new generation specialists capable of making a breakthrough in our society to a new qualitative stage of its development, meeting the needs of the individual in intellectual, cultural and moral development.
3. An important role in the organization of student self-government is played by the personality of a higher school teacher, the ability of teachers to build relationships with students on a humane democratic basis, their desire to transfer their experience of self-government to pupils.
4. The democratization of management, the improvement of educational management bodies, the development of amateur student organizations of a new type contribute to solving the difficult task of restructuring higher education and providing our country with new-formation personnel. Therefore, the study of the history of the development of self-government in universities, the understanding of the existing forms of student participation in the management of higher education have importance to analyze previous experience and use it for the purpose of today's democratization of the management of universities, the full expansion of the initiative and initiative of university staff, including students.
The reliability and validity of the results of the study is ensured by the reliance on modern methodological principles, the use of a wide range of complementary methods that are adequate to the subject, purpose and objectives of the study; studying a large number of student groups and the opinions of individual students.
Approbation and implementation of the main results of the study were carried out at all its stages.
The main provisions of the dissertation research were discussed at meetings of the Department of Pedagogy of the Pyatigorsk State Linguistic University, the Department of Pedagogy of the Higher School of the North Ossetian State University. K.L. Khetagurov, where they received a positive assessment.
The results of the research were reported by the applicant at the III and IV International Congress "Peace in the North Caucasus through languages, education, culture" (Pyatigorsk; 2001, 2004), a scientific and practical conference of teachers of the Novorossiysk branch of PSLU and the Novorossiysk Pedagogical College following the results of research in 2001. (Novorossiysk, 2002), interuniversity scientific and practical conference of young scientists, graduate students and students "Young science - higher education - 2003", dedicated to the 60th anniversary of the Russian Academy of Education and the 200th anniversary of the Cavminvod (Pyatigorsk, 2003), interuniversity scientific and practical conference of young scientists , graduate students and students "Young Science - Higher School - 2004", dedicated to the 65th anniversary of PSLU (Pyatigorsk, 2004), and also published in a number of scientific collections published in Vladikavkaz, Volgograd, Novorossiysk, Pyatigorsk, Chelyabinsk (2001-2004).
Dissertation materials are used by university professors
of the Southern Federal District in the course of lectures and practical classes on pedagogy and methods of educational work, at advanced training courses for teachers of higher educational institutions in Pyatigorsk and Stavropol, in the process of writing by students of the Pyatigorsk State Linguistic University and its branches in Novorossiysk, Stavropol, Uchkeken term papers and theses on the problems of organizing educational work.
Dissertation structure. The dissertation consists of an introduction, two chapters, a conclusion, a bibliographic list, and an appendix.
Similar theses in the specialty "General Pedagogy, History of Pedagogy and Education", 13.00.01 VAK code
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Pedagogical conditions for the development of student self-government as a means of preparing students of universities of culture and arts for professional activities 2008, candidate of pedagogical sciences Buryakova, Olga Anatolyevna
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Conclusions on the second chapter.
Today, every student (or rather, every one of us) is a student of the school of democracy, but not everyone is aware that democracy does not mean anarchy, irresponsibility or blind subordination. Student self-government will become an effective school for teaching democracy only when each student clearly knows the essence, goals, tasks of self-government, learns that discipline, responsibility, activity are the most important qualities that can successfully pass the exam for a certificate of civil and professional maturity. And the sooner this task is solved, the more intensively student self-government will develop. That is why at present, one of the urgent problems is the strengthening of work among students to clarify the essence, tasks, and powers of student self-government.
In the system of higher education, a unified point of view on the essence and goals of student self-government has not yet been developed. The development of self-government must be viewed as a process that requires deliberate actions, ever-increasing efforts, the ability to move from solving simple problems to more complex ones. To begin this process, in our opinion, it is necessary to transfer to the competence of student organizations issues of socially useful work, life and leisure of students, maintaining order in dormitories and canteens, classrooms and libraries. Among the problems that student groups must independently solve, one can also include the choice of specific forms of organizing leisure, work activities during extracurricular time, settlement in a hostel and eviction from it. In our opinion, with the participation of student groups, issues of encouraging students and imposing penalties on them, electing and dismissing teachers, administrative workers, changing curricula, and the internal regulations of the university should be resolved.
Student self-government should boldly touch upon the educational process itself. In this regard, measures aimed at reducing the classroom load, increasing the proportion of independent work of students, searching for forms of flexible individualized learning based on the development of extracurricular activities, individual study schedules, classes in problem groups, etc. deserve strong support.
To significantly increase the level of self-government in a higher educational institution, it is necessary:
A high level of development of self-government is one of the main conditions that stimulate the activity of future specialists who develop professionally significant qualities and skills. Our study showed that the development of student self-government directly depends not on the increase and complexity of assignments for the active part of students, but on the involvement of the maximum number of them in social work.
The organizational structure of student self-government at the university is based on the following provisions:
The degree of readiness to make independent decisions, the introduction of self-government is not the same for students of different courses. In this regard, it is expedient to introduce in some cases not full, but partial self-government. The results of the conducted operational sociological research will undoubtedly show the degree of readiness for self-government of students of various courses. Based on this, it is possible, for example, in the first years to introduce partial self-government, which will include: control over discipline; distribution of scholarships; organization of the competition. In the second year, you can expand the scope of self-government. In addition to the already listed aspects of it, you can enter: monitoring progress; distribution of places in the hostel; participation in the scheduling of classes; establishing the order and sequence of passing exams and tests. At the same time, the institution of curatorship is preserved in the first years, as well as the appointment of elders as deans. In the second year, curatorship is abolished, but elders are still appointed by deans. From the third year, full self-government is introduced, including the participation of students in assessing the quality of the classes. Senior students also receive the right to make proposals for the re-election of the teaching staff by competition.
The system of student self-government introduced in a higher educational institution is not a dogmatic scheme for all times. It must change and improve. The state of student self-government is under constant public control, which involves hearing the reports of the chairmen of the group councils at meetings of student self-government bodies, conducting regular, at least once every two semesters, sociological surveys.
We have identified the stages of the introduction of student public self-government in a higher educational institution.
The first is the creation of an initiative group, familiarization of its members with the experience of organizing self-government in other universities, drawing up and approving a plan of preparatory work.
The second is the preparation and conduct of an operational sociological study aimed at identifying problems associated with the introduction of self-government, determining the degree of readiness of students for self-government.
The third is the development of a draft regulation on public student self-government.
The fourth one is to familiarize the student groups of the university with the draft regulation on student self-government, discuss the project in academic groups, on the pages of the university's large-circulation newspaper.
Fifth - collection of proposals, comments and wishes of students expressed during the discussion of the draft regulation on student public self-government. Generalization and analysis of the obtained data.
The sixth is the finalization of the draft regulation on student self-government at the university. Discussion and approval of this provision.
Seventh - making decisions on providing the possibility of full or partial self-government in specific student groups.
Eighth - the order of the rector of the university on the introduction of student self-government, bringing it to all departments of the university.
The ninth - elections to the councils of student self-government in academic groups, the election of chairmen and deputy chairmen of these councils. Election of student representatives to the councils of faculties and the university.
The tenth is the organization of public control over the functioning of the student self-government system.
In publications and everyday university life, there is still an erroneous interpretation of student self-government only from the standpoint of understanding students as a specific social group. But students are, first of all, members of an integral university team, including both teachers and staff, and therefore there can be no special student self-government without the self-government of teachers and staff. In the university there is and should be a single, and not separate, intra-university self-government, organized in the interests of all members of the team by its members themselves, and not by its individual representatives. Further intensive development of student self-government is possible only through its development as an integral part of intra-university self-government, understood as the joint participation of all members of the staff of a higher educational institution in resolving issues of professional training and education of future specialists.
Such an understanding of self-government is quite legitimate. Students do not and never will have enough experience to manage the affairs of the university on their own. They are able to independently resolve many issues of socially useful and productive labor, everyday life, leisure, and recreation. But only together with teachers and administration can participate in the organization of the educational process, in monitoring its results. The joint activity of teachers and students in the educational process will not only be a decisive step in improving the quality of training of specialists, but also a means of their socialization, development and education, mastering the principles of democracy and humanism, and the formation of social activity.
Teachers are called upon to turn joint activities with students into a community, cooperation and co-creation based on mutual understanding, mutual respect, mutual support and mutual assistance. Their areas of cooperation and lines of interaction should expand and be filled with content depending on the experience of joint activities and the level of democratization of university life. Co-creation in practical matters should be supplemented by the search for collective thought: through a joint discussion of the urgent problems of the team, acquisition of a bank of ideas, development of plans for the implementation of ideas, summing up and evaluating the activities carried out, substantiating the prospects for the development of the university.
The former, predominantly authoritarian style of relations and administrative methods of leadership must give way to new relations based on openness, collegiality, mutual responsible dependence and humanity. Various aspects of the internal life of the team can be managed by teachers and students through joint working bodies, currently operating in many universities, academic councils, councils for educational work, educational and methodological commissions, councils of departments of social sciences, career guidance commissions, commissions for legal education, organizations leisure, patriotic and international education, etc.
In their activities, teachers-curators of student academic groups, everyone who works with student governments, should rely on the help of parents. The family has ethnopedagogical functions and is the main carrier of ethnocultural patterns inherited from generation to generation, as well as a necessary condition for the socialization of the individual. In family upbringing, extremely important from all points of view processes of the formation of moral and civic self-awareness and self-government of the individual, its spiritual culture are born and intensively proceed, the well-being of children and youth, and the nation as a whole, is formed or, conversely, undermined. With all the complexity of involving parents in the education of students within the walls of the university, it is necessary to find the most optimal ways of interaction between the family and the university staff.
CONCLUSION
Student self-government originated with the advent of higher education, namely in the first universities of medieval Europe, which were autonomous with developed democracy and student self-government (the term “student self-government” itself was introduced much later), associations of professors-lecturers and students created for academic purposes . At that time, students through the official bills of the university and the election of their own executive, the rector, exercised strict control over the professional activities of the teacher and over his relationship with the community. The work of a significant number of teachers and in the later period of the formation of universities was paid by student contributions, and not by the church or secular authorities. The early period of the development of universities, as the study shows, left a deep mark on later history, from which come the traditions of student solidarity, autonomy and self-government.
In the higher school of America, the tendencies of democracy and student self-government have been most fully developed in the so-called new universities - Cornell (New York), John Hopkins (Baltimore), the University of Antiah. The development of student self-government in these educational institutions was due to social factors: universities were private, self-financed associations (the salaries of lecturers were paid from students' funds); society needed personnel trained at universities, and therefore reckoned with the autonomy and democratic principles of the organization of universities.
The traditions of student self-government were further developed in the higher school of pre-revolutionary Russia, starting with the formation in 1755. Moscow University. The tendencies of self-government and democracy in the universities of pre-revolutionary Russia underwent changes up to complete disappearance, depending on the change in state policy towards authoritarianism (the higher school of Russia from the day of its formation was an imperial institution, teachers were awarded the degrees of officials and even the nobility).
A study of the status of European, American and Russian universities showed that the democratic principles of organizing student self-government were similar in all universities. This is the management and control by students over all spheres of university life, including academic; adoption of decisions and statutes of universities by the general meeting of students; the presence of elected bodies of executive power; the possibility of rotation of those elected to the governing bodies; obligatory submission of all members of the student community to the decisions taken at the general meeting, etc.
The democratic principles of the development of student self-government in Soviet Russia were similar to those described above, however, the self-government of Soviet students developed taking into account the class principle. Thus, the highest form of development of self-government in universities was Proletstud - an organization of proletarian students. Students of non-proletarian origin formed their own self-governing associations in opposition to Prolet-Study and Komstud (an organization of communist students), which indicates a high level of development of democracy in higher education in the first decades of Soviet power.
As the study showed, the Soviet authorities, which carried out fundamental changes in the system of higher education, saw in student groups a force capable of influencing a change in the political climate in the country's universities, and therefore was interested in the development of student self-government. To this end, a self-government structure was created, which included such non-politicized bodies as the general meeting of university students and the council of elders. The measures taken made it possible to involve student groups in the restructuring of the educational process in the country's universities, to achieve the consolidation of student youth who continued their studies, and contributed to the restructuring of the higher education system.
After the victory of the October Revolution of 1917, various student organizations were created and a number of documents were adopted that expanded the powers of student organizations in universities. So, in October 1918, the Council for Higher and high school, which included public organizations of universities and the Central Student Committee. A conference of students in Petrograd, held in November 1918, determined that the competence of the Central Student Committee, whose representatives were full members of the Council for Higher and Special Schools, included issues of economic needs and social security of students, the organization of academic life, student self-government, and cultural and educational activities.
Komsomol and trade union student organizations played an important role in the development of student self-government. Komsomol student organizations participated in the formation of the governing bodies of the educational institution, nominated their representatives, and carried out direct political and educational work among students. However, it happened that Komsomol organizations took on administrative functions unusual for them, tried to replace academic and economic bodies. Along with the Komsomol, issues of developing the initiative and amateur performance of students were dealt with by trade union student organizations, which were led by the Central Bureau of Proletarian Students (Proletstud) established in 1923, which did a lot to establish an active civic position of future specialists, involving them in the work of building a socialist higher school .
One of the forms of participation of students in the life of higher educational institutions, collegial solution of issues of study, life, student self-government were production meetings and conferences of students. Production meetings, as a rule, were convened at the initiative of the students themselves, Komsomol and trade union activists at the level training course, faculty. Production meetings contributed to the development of student self-government in the educational process. They were "the laboratory of collective thought and collective will". At the meetings, professors' reports were heard, students made an assessment of the activities of a particular teacher, made recommendations to the board of a higher educational institution for their admission to the competition, or made proposals for removal from teaching.
At student conferences, the activities of students in the social security of students, the organization of academic life, student self-government, and participation in cultural and educational work were determined. Students had an active influence on the organization of educational work. They often determined curricula and programs themselves, supervised the work of student factions of subject commissions, academic performance, and compiled the schedule of classes. At the request of students, production meetings were organized, where professors' reports were heard, an assessment was made of the activities of a particular teacher, a recommendation for his re-election for a new term, and issues of streamlining academic life were discussed. Students held conferences of former graduates of the university, at which they identified shortcomings in the training of specialists, analyzed ways to improve its effectiveness. There were cases when students, not satisfied with the quality of teaching, applied to the board of the university with a proposal to close it. Thus, student self-government made it possible to take control of all the main issues of organizing studies and political and educational work in universities.
Special bodies of student self-government were not created in higher education, but the principles of self-government underlay the organization of the educational process, social work, life and leisure of students.
During the period under review, the activities of student cooperatives, mutual aid funds, various kinds of artels, and student communes created in student dormitories were of great importance for the development of student self-government. Almost all the main issues of a material and everyday nature were resolved with the direct participation of students, student self-government bodies. Student clubs, circles, sports associations were also self-governing.
Period 20-30s. characterized by a further search for ways to rationally organize the activities of universities. The active participation of the proletarian students in the institutions of higher education made it possible for the People's Commissariat of Education and the part of the teaching staff supporting its policy to achieve full administrative leadership of the life of the higher school.
Student self-government in these years relied on the emerging structure of student organizations and the management system of a higher educational institution. However, it was not without excesses in matters of the powers of student self-government, the organization of its work. Students often interfered too actively in the educational process. For example, at the initiative of student groups, some universities introduced control in the form of representing students at exams to determine the degree of readiness of groups for them; trade union. Excesses were also encountered in the organization of the life of students, for example, when creating communes in hostels.
In the mid 30s. the development of self-government in higher education institutions began to slow down. A number of documents were issued that led to the restriction of the initiative and powers of public organizations of students, management went in the direction of strengthening centralization and administration. The November (1929) Plenum of the Central Committee of the All-Union Communist Party of Bolsheviks considered it expedient to concentrate all administrative and pedagogical functions in the management of universities, freeing student organizations from this, to replace the election of management (rector, deans, etc.) with the appointment of the relevant governing bodies of the Soviet government.
The decisive factor determining the degree of participation of student groups in the organization of intrauniversity life was the political situation that was developing in the country. The approval of administrative-command management methods deformed student self-government, which resulted in the loss of independence and initiative in the activities of student groups. It has become a "transmission belt" from the administration and party organizations to student groups. The methods of work have changed: now they were reduced to the performance of control functions over the attendance and academic performance of students, as well as the punishment of the guilty.
In the post-war period of development of the Soviet higher school, the social life of students took place within the framework of the activities of student public organizations. As special studies have shown, the role of student public organizations, the scope of their activities in the life of higher educational institutions was limited. They carried out only internal work among their members, which was of an educational nature.
In the second half of the 1950s, the civic activity of student youth sharply increased. This was the result of democratic transformations in society, which released the initiative and energy of student youth, which has great creative potential, and created the opportunity to use it in the interests of improving the quality of education. The Ministry of Higher Education of the USSR, the Union and Russian ministries that had higher educational institutions under their control and carried out the reform of the higher education system, formed a special policy aimed at including student groups in the organization of the educational process.
In connection with the democratization of the apparatus government controlled public education since 1960, the process of intensifying the participation of students through student public organizations in the life of higher educational institutions began. A number of normative acts are being issued that fix the participation of students in various governing bodies of an educational institution, it is envisaged to expand the powers of student organizations in the university. In the same period, such new form student self-government, as the "third working semester", during which students work at facilities in various sectors of the national economy during the summer holidays. A concrete form and an important element of student self-government were student construction teams.
The democratization of society, the restructuring of higher education in the 80s of the 20th century changed the attitude towards student initiative on the part of the administration and faculty, which acquired the character defined by the term "pedagogy of cooperation", which was also one of the conditions for the development of student self-government.
The draft Concept for the development of self-government in higher and secondary specialized educational institutions notes that the relevance of the problem is due to the following factors that are clearly manifested at the present time: the desire of students to unite; organizational and personnel problems in the activities of student associations; imperfection of the system of student self-government in educational institutions; fragmentation in the actions of public and trade union student associations; a significant increase in the social activity of students and the absence of a system for directing this activity into the mainstream of social utility; indifferent (and even negative) attitude of the administrations of educational institutions and public authorities to the needs of students.
In the course of the study, we defined self-government as a form of organization of collective activity, which is based on the development of pupils' independence in making and implementing decisions to achieve significant collective goals. We have found that in relation to the individual, self-government performs the following functions: adaptive (provides the individual with harmony in relationships in the team); integrative (makes it possible to combine collective and individual activities; unites the efforts of teachers, parents, children for effective activities); prognostic (helps to determine real prospects based on diagnostics and reflection); mastering a managerial culture (there is an opportunity to make an independent choice in making a decision that is important for oneself and for the team; awareness of freedom and responsibility).
Due to the fact that student self-government and its organizational forms are formed under the influence of structural changes in social production, the main requirement for the process of functioning of the student self-government system is not directive planning for the accelerated growth of self-government principles of student life, but the search for the most vital ones in real student self-activity, expressing direct public relations, forms of student self-government. Based on this, we distinguish the following directions for the development of self-government in the university:
Ensuring the direct, real and decisive participation of each member of the team, including students, all bodies of representative and direct democracy in the management of all areas of the life of the university (preparation and decision-making, selection of optimal means, methods and ways of implementing the decision, accounting and control over the implementation of decisions );
Implementation of the goals and objectives of reforming higher education in the country;
Search for optimal and effective means and forms of education, upbringing, approval of the pedagogy of cooperation;
Ensuring a new quality of training of specialists in close connection with a radical improvement in their use on the basis of the development of scientific and technological progress;
Development of humanization of higher education;
Enriching the ideological and theoretical content of education and strengthening its connection with social practice;
Training of new generation specialists with a high level of political culture, skills of active political action;
Creation of a science-based and well-established system of university self-government, combining all forms of representative and direct democracy.
The most important goals of student government are:
Educational: preparing students for conscious and skillful participation in public self-government, developing their high social activity and responsibility, shaping the need for creative participation in the affairs of the team, moral norms and principles of collective activity, involvement in the affairs of the team and society as a whole, feelings of the owner, acquisition independent work skills; socio-psychological: the creation of a favorable moral and psychological environment aimed at increasing the level of psychological involvement of students in educational and socio-political activities, the formation of a friendly team capable of successfully solving the problems of effective collective activity, the development of cooperation relations between teachers and students;
Information: the development of publicity, operational information of students on all issues of the life of the university, the decisions made and the results of their implementation, discussion of the main issues of the life of the team, the work of self-government bodies;
Control: over the content of the activities of the student team, the fulfillment of the duties of the student by the members of the team, compliance with the decisions of the student team, the implementation of the rights of student self-government.
The solution of the problems considered involves the development of a clear system for organizing student self-government at the university. It is very important to take into account the public opinion of students. According to students, the most important principles of organizing student self-government should be: independence, initiative, equality of all students, broad powers of student groups, adherence to principles and responsibility, transparency and democracy, awareness, accounting and control. We believe that it is the awareness of the semantic change in student self-government at a university that can help overcome the inertia of a negative attitude towards various forms of student self-government as a kind of socio-political game - an attitude that has existed for the last ten years after the collapse of the communist education system.
The study of the problem of student self-government, analysis of the work experience of university teams allowed us to identify and substantiate the main functions of the teaching staff, striving for the comprehensive development of social activity and amateur performance of students. We include the following main functions:
1) ideological, providing for the provision of a worldview orientation in the work of student self-government bodies;
2) psychological and pedagogical, ensuring the development of stable stereotypes of pedagogically expedient behavior, positive motivation to participate in self-government activities, stimulation and adjustment of character traits and personality traits;
3) methodical, providing for equipping students with the necessary skills and abilities to carry out work on the development of self-government in their team.
When deciding on the organizational structure of student self-government, it should be emphasized that it cannot be uniform in all universities of the country. The diversity of student life spheres also requires various forms of student initiative and independence. Functioning in the team of a higher educational institution, each of the student public organizations performs its internal functions. Their powers extend to participation in the formation of various bodies for managing the life of a higher educational institution, participation through elected representatives from student public organizations in the activities of these bodies, etc.
At present, in the system of organizational and mass activities of students, it is necessary to pay great attention to improving the forms and methods of student self-government. As our study has shown, the most effective form of developing initiative, attracting more students to active work, developing the ability to make independent decisions and increasing responsibility for the implementation of assigned work is the student dean's office.
Public student dean's offices are collegiate bodies of student self-government, which are created at the faculty in order to further develop social activity, acquire by students the skills and abilities of organizational work. The student dean's office consists of 7-9 people (dean, deputies in various areas of work, secretary, etc.). The student dean's office organizes the work of the student council of the faculty, which is created to consider current and future issues related to the organization of educational, scientific and extracurricular work of students, control over the progress of the educational process, development and implementation of activities to enhance the educational, scientific and social work of students, increasing the level of self-government in study groups, assisting students in organizing independent work and monitoring it.
An analysis of our experience shows that the student dean's office is an effective form of student self-government. He directs the headman, the amateur arts council, organizes the participation of students in subbotniks, agricultural and construction work, etc.
Such a form of work with students as a business game has become widespread in universities, which acts as a means of modeling all spheres of the life of a student team: educational and extracurricular activities, communication, etc. The transition to collective forms of activity creates the necessary conditions for the inclusion of each member in communication collective, turning it into a subject of activity and communication. This confirms the conclusion made by A.V. Mudrik: "The organization of communication is not something isolated from the entire process of education, from the content of educational work and from the organization of the entire life of the team, on the contrary, it is an organic part of these processes."
The most common form of organization of student self-government in domestic universities is the councils of headmen, which include headmen of the study groups of the stream. They organize control over the educational process, participate in the work of the methodological commissions of the university, distribute scholarships, places in hostels, assign students to the facilities where they should have an internship, sum up the results of the competition between groups. Representatives of the council of headmen of the course can be elected to the academic councils of the faculty and the higher educational institution. In addition, there are such bodies of student self-government as councils of specialties, which include all the headmen of groups from the first to the fifth year of this specialty. The Council is engaged in the distribution of the scholarship fund between groups of a given specialty, participates in the development of schedules for independent work of students and exam schedules, helps the dean's office in organizing the educational process, life and leisure of students in a particular specialty.
Noteworthy is such a form of self-government as the creation of scientific student circles in various fields of knowledge. Students of 2-5 courses participate in their work, they are led by elected student scientific councils, headed by leading scientists of this university. Student scientific councils approve the work program of circles, control their classes, determine best work, apply to the governing bodies of higher educational institutions to encourage students - members of the circle. At conferences, students and teachers analyze the work of circles, make specific proposals for improving the educational process at the university.
An effective form of developing the creative activity of students can be student research and production teams (SNPO), in which students during the academic year develop a range of issues on orders from institutions and organizations, and summer holidays participate in the implementation of their developments in production. Unfortunately, this form has not yet become widespread. It is important to remember that in the SNPO, future specialists receive not only professional, labor hardening, but also the skills of a leader, an organizer of production.
An interesting form of student self-government can be student departments created at graduating departments. The essence of their work is that the research supervisor of the topic recruits a group of undergraduate students who have expressed a desire to engage in scientific work. At the same time, the distribution of work and control over their implementation is carried out by the students themselves. In addition, student departments can conduct career guidance work in schools, enterprises, and institutions.
As an analysis of the experience of a number of Russian universities shows, student committees can also act as one of the organizational forms of student self-government. Student committees are a student administrative body responsible for the educational and social aspects of the life of the student team, all academic groups.
Forms of student self-government in the field of socially useful labor are organized on the basis of the functions of this sphere of life of a higher educational institution, which are aimed at the labor education of young people, and aim to ensure the active participation of all students in socially useful activities. The main forms of student participation in this sphere of life of a higher educational institution include student teams (construction, agricultural, pedagogical), which are led by the headquarters of labor affairs of a higher educational institution, public personnel departments, public bureaus for student employment. The practice of a number of higher educational institutions shows that at the headquarters of labor affairs or other bodies of student self-government, public student personnel departments or public employment offices for full-time students are created to work (preferably in their specialty) outside of school hours. For this purpose, student public personnel departments or public student employment offices conclude contracts with enterprises in the relevant industries, analyze data on the need for personnel of the relevant profile, and send students for employment.
As one of the forms of student self-government in the field of socio-political activities of students, the most important school for increasing civic engagement is becoming debatable political clubs of students. They are based on the amateur and creative initiative of their members, they are voluntary agitation and propaganda associations of youth. The main functions of student political debating clubs are as follows: in-depth study and promotion of works famous philosophers and economists, regulatory documents; testing new forms and instilling self-management skills in students; initiation to civil liability; development of public speaking skills; participation in the development of professional skills.
It is also important to point out that student self-government has created its own organizational forms in the sphere of organizing the life and leisure of students. This sphere can be conditionally divided into the sphere of student self-government in student dormitories and the sphere of meeting the spiritual needs and interests of students in their free time.
As a result of the study, we came to the conclusion that in order to significantly increase the level of self-government in a higher educational institution, it is necessary:
Strengthening the individual educational impact, differentiated work with different categories of students based on an in-depth study of their personal and psychological characteristics;
Determination of practical matters that form self-government and social activity, increasing the personal responsibility of each for the task assigned;
Systematic accountability of the asset at different levels to increase the social maturity and responsibility of youth;
The phased training of the asset, its psychological and methodological preparation (the creation of a permanent school of trade union activists, the development of methodological documentation "To Help Student Self-Government" on the selection and placement of self-government personnel, with specific methodological materials, sample documents, etc.);
Setting up research and development work on the formation of self-government within the framework of a targeted research program on the formation of a socially active personality of a future specialist;
Stimulation, encouragement of initiative and activity, formation of public opinion about the importance of work in student government bodies;
Qualitative restructuring of the distributive relations of teachers and students for work in self-government bodies (in order to increase the responsibility of students);
Accounting for the increase in the complexity of work and responsibility according to the age educational level of students, the consistent development of organizational and methodological skills of students;
Raising the level of educational work at the faculties as the main prerequisite for the formation and training of self-government bodies.
A high level of development of self-government is one of the main conditions that stimulate the activity of future specialists who develop professionally significant qualities and skills. The study showed that the development of student self-government directly depends not on the increase and complexity of assignments for the active part of students, but on the involvement of the maximum number of them in social work.
We have found that the organizational structure of student self-government at the university is based on the following provisions:
A clear hierarchy for building a system of student self-government (group - course - faculty - university-wide bodies); allocation of nodal coordination, integration and management bodies at each hierarchical level (student council, various elected public bodies, etc.) with the optimal distribution of tasks and functions, responsibilities, powers and rights within this level and the system as a whole;
Organically arising in student self-government, internal and external, direct and feedback vertically and horizontally between specific groups of people, reflecting a certain ratio of centralization and decentralization in the overall management system. These communications act as a working mechanism of the control system and affect the level and quality of tasks performed.
The degree of readiness to make independent decisions, the introduction of self-government is not the same for students of different courses. In this regard, we substantiate the expediency of introducing, in a number of cases, not full, but partial self-government. However, both the introduction of full and partial self-government should be guided by the following steps:
1. Creation of an initiative group, familiarization of its members with the experience of organizing self-government in other universities, drawing up and approval of a preparatory work plan.
2. Preparation and conduct of operational sociological research aimed at identifying problems associated with the introduction of self-government, determining the degree of readiness of students for self-government.
3. Development of a draft regulation on public student self-government.
4. Familiarization of student groups of the university with the draft regulation on student self-government, discussion of the project in academic groups, on the pages of the university's large-circulation newspaper.
5. Collection of proposals, comments and wishes of students expressed during the discussion of the draft regulation on student public self-government. Generalization and analysis of the obtained data.
6. Completion of the draft regulation on student self-government at the university. Discussion and approval of this provision.
7. Making decisions on providing the possibility of full or partial self-government in specific student groups.
8. Order of the rector of the university on the introduction of student self-government, bringing it to all departments of the university.
9. Elections to the composition of student self-government councils in academic groups, election of chairmen and deputy chairmen of these councils. Election of student representatives to the councils of faculties and the university.
10. Organization of public control over the functioning of the system of student self-government.
At the level of a constituent entity of the Russian Federation, where the status of a student self-government body should be determined by an agreement with the Russian Union of Rectors, the Board of Directors of colleges, legislative and executive authorities of the constituent entities of the Russian Federation, the following forms are possible: 1. Regional student public organization (association of student public and trade union organizations ). 2. Coordinating student body (council), which can be: an independent association; an association under a legislative or executive body of a constituent entity of the Russian Federation; association with a public organization (association of organizations).
The Coordinating Student Council is created on the principles of equal representation from educational institutions, coordination of the actions of all members of the council and non-interference in their internal affairs.
At the all-Russian level, a coordinating body created under the Ministry of Education and Science of the Russian Federation (or an interdepartmental Council) can become a possible form of student self-government. It may include representatives of: all-Russian and interregional student public associations (Association of students and student associations in support of the Russian Union of Youth; Russian Union of Students; Associations of Foreign Students, etc.); Russian Association of Trade Union Organizations of Students of Higher Educational Institutions (RAPOS); trade union of workers of public education and science of the Russian Federation (other branch trade unions); coordinating student bodies or student public associations of the constituent entities of the Russian Federation; executive authorities of the constituent entities of the Russian Federation; ministries and departments in charge of universities and colleges; legislative authorities of the Russian Federation; Federal State Employment Service; other interested ministries and departments.
The combination of forms of student self-government bodies at three levels will help to find optimal interdepartmental mechanisms and ways to solve students' problems by the efforts of the students themselves, will allow developing their initiative not only within educational institutions, but also beyond them, will increase the role and importance of consolidated student opinion, student initiatives in the fate of Russia.
In the process of further study, the subject of research can be the educational opportunities of student self-government in the formation of moral, aesthetic, intellectual qualities of the personality of a future specialist, the development of the foundations for the development of student self-government in terms of improving its content and forms of organization, the issues of preparing a teacher to work in conditions of self-developing self-government, an individual approach to pupils in the process of their preparation for management activities, etc.
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Introduction
Chapter I Theoretical aspects of the study of the pedagogical potential of student self-government 13
1.1 Student self-government in the context of the development of a modern university 14
1.2 Essential characteristics, criteria and dynamics of the development of the pedagogical potential of student self-government 40
1.3 Organizational and pedagogical conditions for the effective implementation of the pedagogical potential of student self-government 66
CONCLUSIONS ON CHAPTER 95 I
Chapter II. Realization of the pedagogical potential of student self-government 97
2.1 Analysis of the problem of student self-government in the educational concepts of Russian universities 97
2.2 Implementation of the pedagogical possibilities of student self-government at the Novgorod State University. Yaroslav the Wise 124
CONCLUSIONS ON CHAPTER 152 II
Conclusion 156
Literature 161
Introduction to work
Relevance. AT preparation of a generation of highly moral, intellectually developed, creatively working professionals - citizens of Russia and intellectuals - is the mission of higher education, because higher education has always acted not only as an institution for training highly qualified specialists, but also as an institution of civic education that forms personal qualities and a socially active position among students.
In the higher school of the USSR, a fairly effective system of education was created, which had an administrative and public character. Much attention was paid to the upbringing of students in the educational process, where the cycle of social and humanitarian disciplines was called upon to form a worldview and value attitudes. In the extracurricular process, the education of students was carried out through a system of public organizations, primarily party and Komsomol. Cultural, leisure and sports organizations played an important role in carrying out educational work in universities.
At the present stage of development of Russian society, there is a revival on a new democratic basis of student organizations that build their activities based on the educational, professional, social needs of the youth whose interests they represent, correlating them with the sociocultural context of the development of youth as a stratum and higher education as a social institution. .
In this regard, the formation of a new educational field in higher education, focused on the development of student self-government, the deep actualization of its pedagogical potential, the active inclusion of students in
social processes and support at all levels of student social initiatives. The formation of such a field is impossible without a theoretical understanding of the essence of modern student self-government, the study of significant conditions for the effective implementation of the pedagogical potential of student organizations.
The scientific literature contains a number of works devoted to
student groups (groups), social role students, his
the most important activity, socio-psychological features
(V.G. Afanasiev, R.A. Bychkova, V.A. Van, I.P. Volkov, A.D. Glotochkin,
E.B. Huseynov, N.P. Dobronravov, I.V. Kolesnikova, SM. clubfoot,
Yu.I.Leonavichus, V.T.Lisovsky, P.G.Luzan, N.F.Osipova,
L.P. Panasenko, I.A. Pravdina, L.Ya. Rubina, A.Yu. Khovrin, L.F. Shalamova, K. M. Kostyuchenko, K.M. Levkovsky, N.N. Novichenko I.N. Kreshchenko and others), various areas of pedagogical support (O. S. Gazman, E. I. Kazakova, O. M. Zaichenko, M. N. Pevzner, I. I. Prodanov, T. A. Sokolenko, V. V. Tarasov, L. G. Tarita, A. P. Tryapitsina and others), essential characteristics, structure and features of the educational potential (A. V. Volokhov, M. E. Kulpedinova, T. N. Kurganova, A. V. Savchenko, O. D. Chugunova, G. V. Derbeneva and others), the problems of strategic management of a modern university (A. L. Gavrikov, R. M. Sheraizina, E. A. Knyazev, D. V. Puzankov, A. V. Sadovnichiy and others .)
However, the studies do not fully reveal the possibilities of student self-government as a subject of pedagogical activity, do not show the conditions under which this kind of activity can be most successful, and also do not study the areas of student self-government functioning that contribute to the implementation and development of various types of socially-oriented activities. , not
the role is shown and the essence of pedagogical support of such activity is not characterized.
The study of the modern experience of student self-government and the analysis of scientific and pedagogical works on the problems of youth in general, and students in particular, allows us to identify a number of significant contradictions:
between the rapidly growing interest in the theory of pedagogy to the problem of the development of student self-government in a modern university and the weak methodological development of this issue;
between the student's need for social activity, creative self-realization and the lack of adequate organizational forms of work with students;
Between the potential educational opportunities of student self-government and the lack of organizational and pedagogical conditions for their implementation;
Between the need of student activists for pedagogical support from the administration and teachers of the university and the lack of development of the main forms of pedagogical support for the socially oriented activities of student youth.
Taking into account the indicated contradictions, the research problem, which consists in identifying the conditions under which the pedagogical potential of student self-government can be most fully updated.
Purpose of the study- to develop and scientifically substantiate the conditions for the successful implementation of the pedagogical potential of student self-government in a modern university.
Object of study- student self-government in a modern university.
Subject of study- conditions for the realization of the pedagogical potential of student self-government. Research hypothesis.
1
. Student self-government in a modern university may have
significant pedagogical potential, which is manifested in
implementation of educational, educational and developmental functions
subjects of self-government, contributing to professional
personal development of students and their participation in various types of
socially oriented activities of students.
2. Actualization of the pedagogical potential of the student
self-management in a modern university will be successful if the university has created
a number of organizational and pedagogical conditions for the development of such
capacity:
providing a command basis for the activities of the student organization;
purposeful pedagogical support of socially oriented activities of students;
organization of the educational space of the university.
Based on the purpose and hypothesis of the study, we put forward the following tasks:
1. To reveal the essence of the phenomenon of student self-government and to characterize the features of its main subjects, to show their role in the organization of socially oriented activities.
2. Determine the principles of student self-government, reflecting its democratic nature.
3. To reveal the main functions of student self-government, characterizing its pedagogical potential.
4. To identify the most significant organizational and pedagogical conditions for the successful actualization of the pedagogical potential of student self-government.
5. To develop and theoretically substantiate a typology of various types and forms of pedagogical support for students' socially oriented activities.
Theoretical and methodological basis of the study amounted to:
theoretical provisions about the creative nature of activity, about
activity of the subject of cognition, about the transforming role of the subject himself
activities (B.G. Ananiev, V.I. Andreev, A.G. Asmolov, L.S. Vygotsky,
A.N. Leontiev, S.L. Rubinshtein and others), ideas of systemic and holistic
approaches to education (V.P. Bespalko, N.I. Boldyrev, A.V. Karakovsky,
N.V. Kuzmina, V.S. Lazarev, B.T. Likhachev, L.Yu. Sirotkin,
Yu.P.Sokolnikov, V.A.Yakunin and others), the theory of modern university management (A.L.Gavrikov, E.A.Knyazev, D.V.Puzankov, V.A.Sadovnichiy, V.V.Timofeev , R.M. Sheraizina and others), the concepts of pedagogical support and pedagogical support (O.S. Gazman, O.M. Zaichenko, E.I. Kazakova, M.N. Pevzner, L.G. Tarita, A. P.Tryapitsina, and others), the pedagogical aspect of student self-government research in higher education (V.G. Afanasiev, R.A. Bychkova, V.A. Van, I.P. Volkov, A.D. Glotochkin, E. B. Huseynov, N. P. Dobronravov, I. V. Kolesnikova, K. M. Kostyuchenko, I. N. Kreschenko S. M. Kosolapov, K. M. Levkovsky, Y. I. Leonavichus, V. T. Lisovsky , P.G.Luzan, N.N.Novichenko, N.F.Osipova, L.P.Panasenko, I.A.Pravdina, LL.Rubina, A.Yu.Khovrin, L.F.Shalamova and others) , conceptual provisions on the pedagogical potential of public organizations (A.V. Volokhov, G.V. Derbeneva, M.E. Kulpedinova, T.N. Kurganova, A.V. Savchenko, O.D. Chugunova, etc. )
To solve the tasks and test the hypothesis, we used the following research methods:
-theoretical: analysis of philosophical, psychological and pedagogical literature on the problem under consideration; comparative analysis, content analysis of documentation;
-empirical: written and oral surveys (questionnaires, interviews, conversations), the method of independent characteristics, observation.
Experimental base and research stages. Novgorod State University Yaroslav the Wise: Institute of Continuing Pedagogical Education, Institute of Medical Education, Institute of Economics and Management, Faculty of Law, NOMOOS "Student Union of NovSU", Dortmund and Jena Universities (Germany).
The study was carried out in several stages.
First stage(2001-2002). Studying the problem of student self-government in the scientific literature. Development of the theoretical foundations of the study. Studying the interest of NovSU students in the existence and development of student self-government as a factor in the student's professional and personal development.
Second phase(2002-2003). Creation of a student organization (Student Union of NovSU) and practical implementation on its basis of the main theoretical provisions of the dissertation.
Third stage(2003-2004). The study of the activities of the subjects of student self-government. Comparative historical and pedagogical analysis of student movements in Germany and Russia.
Fourth stage(2004-2005). Practical study of the conditions for updating the pedagogical potential of student self-government
at Russian universities. Studying the implementation of pedagogical
opportunities for student self-government at NovSU. Analysis,
generalization, interpretation and registration of the results of the dissertation.
The following are submitted for defense:
1. Theoretical substantiation of student self-government as
polysubjective social institution with
significant pedagogical potential, the actualization of which
promotes professional and personal development
students.
A set of principles that reflect the democratic nature of student self-government and the specifics of student management: the principle of ambivalence of value orientations, the principle of joint organizational design, the principle of cooperation with social partners, the principle of focusing attention and choosing priorities, the principle of corporatism and identification of students with the organization.
Criteria for updating the pedagogical potential of student self-government: the implementation of the educational function of a student organization related to the social and professional and personal development of students; educational function, involving the use of self-government as a resource for self-organization of students' educational activities; implementation of the developing function of student self-government, which ensures the development of students' organizational, communicative and creative abilities.
4. A complex of organizational and pedagogical conditions for successful
actualization of the potential of student self-government: ensuring
command base of the student organization,
purposeful pedagogical support socially
oriented activity of students, organization of educational
university space.
Scientific novelty of the research, is that:
the features of the student organization and student movement as subjects of student self-government with pedagogical potential are revealed.
principles are formulated that reflect the democratic nature and specifics of the management activities of students.
the organizational and pedagogical conditions that ensure the actualization of the pedagogical potential of student self-government are determined.
the concept of pedagogical support of socially oriented activities of student youth has been introduced into scientific circulation, a classification of types (pedagogical care and pedagogical support) and forms (consulting, mentoring, seminars, trainings, business games, etc.) of student self-government pedagogical support has been developed.
Theoretical significance of the study:
theoretical provisions on the essence of student self-government are enriched by the scientific substantiation of its pedagogical potential in the context of the development of a modern university;
the pedagogical possibilities of student organizations are revealed and criteria for updating the pedagogical potential of student self-government are developed;
theoretical provisions of the concepts of pedagogical support of various objects of society and the organization of the educational space of the university are enriched due to the scientific
substantiation of the conditions for updating the pedagogical potential
student government.
Practical significance of the study lies in the fact that the scientific ideas and conclusions contained in it can be:
Used to train student activists, as well as for
lectures on general pedagogy, methods of educational work and
higher education pedagogy.
Reliability and validity The results were ensured by the consistency of the methodological foundations, the adequacy of the tasks, the logic and methods of research, the correspondence of theoretical provisions and practical results, and the qualitative and quantitative analysis of the data obtained.
Testing and implementation of research results and verification of the results was carried out on the basis of the Novgorod State University, the public organization "Student Union of NovSU", Dortmund and Jena Universities (Germany), the Youth Education Center "Democracy and Development".
The course and results of the research were discussed and presented at conferences of different levels: international: "The development of the Bologna process and the problems of students" (Dortmund, 2003), "Political and socio-pedagogical aspects of student organizations" (Jena, 2003); All-Russian: "Initiative of the young - the future of Russia" (Moscow, 2001), "Technologies for managing organizations of student youth" (Moscow, 2002), "Program activities
12 public associations of young students" (Moscow, 2002); intra-university: "Scientific-practical conference of students, graduate students and teachers of Novgorod State University" (Veliky Novgorod, 2002).
Dissertation structure: the dissertation consists of an introduction, two chapters, a conclusion, a bibliographic list; the text is illustrated with figures and tables.
Student self-government in the context of the development of a modern university
The theoretical understanding of such a complex phenomenon as student self-government in a modern university suggests, in our opinion, the following research logic: firstly, it is necessary to highlight the pedagogical aspect of yunology - a complex of sciences that study the problems of youth at an interdisciplinary level, in line with which the features of education can be studied and education of students as a social stratum; secondly, the essential characteristics and subjects of student self-government, performing pedagogical functions at the university, are subject to study; thirdly, it is expedient to study the features of the development of a modern university, in the context of which the pedagogical potential of student self-government is realized. Such a logic of research will allow, in our opinion, to single out those conceptual ideas that underlie modern approaches to theoretical comprehension and practical development of pedagogical possibilities of self-management of students.
Based on this logic, we turn to the analysis contemporary research student youth as a social stratum. These studies are interdisciplinary in nature and are carried out in the context of a whole complex of sciences that study the problems of youth, which is called "juvenology" ("juvenis" (lat.) - "young") or "unology". As V.V. Pavlovsky notes, the sum of the approaches of the series scientific disciplines to the younger generations can be defined as juvenological research. Juvenology studies the general problems of the formation and development of the younger generations, has its own subject and object of study, research logic, methodology, etc., acts as a theoretical and methodological basis for studying youth, the basis for generalizing and systematizing the body of knowledge about the younger generations. It allows you to define and take into account the biosocial nature of new generations, the age stages of youth, the social structure of a new change of people in the specific historical conditions of nature and society, the types, steps and patterns of its entry into the natural and social spheres, the problems of alienation and overcoming it, the types of individuals' personalities. youth age, etc. Juvenology can serve as a basis for interdisciplinary research on the problems of this age group, considering eco-social phenomena, processes that ensure the formation and development of the younger generations, as well as regulators that affect youth
In the scientific literature, a number of aspects of juvenology are distinguished: sociological, psychological, historical and ethnographic, cultural, demographic, medical and physiological, etc. , his education and upbringing, professional self-determination and formation, historical traditions of student youth participation in socio-pedagogical processes.
Based on the studies of Yunology, it should be noted that the students, as the main reserve for the formation of a layer of the Russian intelligentsia, have always been distinguished by high social activity. Describing the Russian student, N.E. Olesich notes that "he possessed increased socio-political excitability, heroic maximalism. A significant part of democratic youth was constantly in ideological ferment, differentiated by party sympathies. Due to these circumstances, she represented a lively responsive audience for various political parties and trends and, in turn, supplied them with party replenishment.
During the Soviet period, the student movement in our country developed under the conditions of a one-party system, as a result of which the socially oriented activities of youth were programmed in advance, organizationally and ideologically supported by the party-state apparatus, because students were considered as an instrument of active social development. Today, when student and youth organizations have lost such patronage and, at the same time, ideological and political pressure, one gets the impression of the social passivity of students of Russian universities, including even those who have chosen the teaching profession.
In part, this view is based on data from sociological surveys conducted in 1995-2003. . In the course of these studies, the main reasons for the socio-political and civic passivity of students were identified. Firstly, this is the presence of more important problems for them: to complete their studies, to find a job. Secondly, a significant factor in restraining the civil and political activity of student youth is their distrust of politicians, the state and, as a result, a sense of the futility of such activity. Half of the students believe that representatives of the state authorities remember them only occasionally, when they need it (for example, to "buy" votes in elections) and assess the attitude of the authorities towards them as indifferent. Moreover, data analysis showed that the role of the first factor is gradually eliminated as the priority problems of one's age are solved, and the significance of the other two reasons, on the contrary, tends to increase with age. The majority of respondents are pessimistic about job prospects and experience fear and anxiety about unemployment. Only half of the respondents consider their financial situation more or less prosperous and are optimistic about the future. Almost all young Russians do not feel protected from criminals and arbitrariness of officials, moreover, in the last 2-3 years, 20% of the respondents themselves have become victims of crime. This situation is aggravated by the fact that less than half of the respondents know how to protect their rights. Most are not interested in the political situation, because it is so confused in the country that it is quite difficult for them to understand it; 91% are not members of any youth organizations or unions, and 67% do not want to join such organizations, especially political ones.
Studies of this kind very often form the society's view of students as a socially passive, marginalized group, an irresponsible consumer of social services and various types of gratuitous assistance and support from the state; a social group closed in the system of its internal, sometimes only purely material interests and needs. This point of view does not seem justified to us. We share the opinion of A.Yu. Khovrin and L.F. Shalamova, who note that the modern reality is such that among the youth, especially among students, tendencies have begun to form, although not too brightly, associated with the awareness and rethinking of their civic position and social role, expressed in active, conscious and constructive participation in the processes of reforming Russian society. Undoubtedly, such a positive transformation of the views of some of the youth should be taken into account and fully supported both by the state and the whole society.
Essential characteristics, criteria and dynamics of the development of the pedagogical potential of student self-government
The development of the theoretical foundations of our study involves the disclosure and theoretical understanding of such concepts as potential and pedagogical potential. Etymologically, potential means strength, ability, ability to carry out one or another activity. Based on this, we define potential as a category that is based on the understanding of a certain opportunity, ability, strength that requires support, insurance, and the creation of favorable conditions for their disclosure. In the psychological and pedagogical literature, the phenomena of educational and pedagogical potential are studied. The educational potential is defined as an integrated set of socio-economic, socio-psychological, socio-pedagogical factors that ensure the materialization of the educational opportunities of a children's or youth team in the process of life of a particular individual. According to G.V. Derbeneva, the educational potential of the social movement is to create real structural conditions for the individual to realize the goals and prospects for uniting his stay and activities in it, updating and developing personal interests, needs, opportunities; ensuring personally significant multi-role activity, intensive interpersonal and inter-age communication, a favorable position for everyone in the system of relations of a public association. Based on the works of A.V. Volokhov, M.E. Kulpedinova, T.N. Kurganova, A.V. Savchenko, O.D. Chugunova and G.V. Derbeneva, the following components can be distinguished in the structure of educational potential: - social activity; - self-realization; - positively directed activity. Thus, the following are proposed as criteria for the educational potential of a social movement, a public association and a public organization: - a criterion for the social activity of students, the indicators of which are: a) the manifestation of inclinations towards communicative and organizational activities; b) propensity for social activity. -criterion of self-realization, the indicator of which is the motivation of students' involvement in a public association. - criterion of positively directed activity; If the concept of educational potential is more established in pedagogical science, then the phenomenon of pedagogical potential is interpreted in different studies in different ways, depending on the position of the author and the angle of consideration of the problem. In particular, this phenomenon is understood as: -characterization of the possibilities of individual areas of educational educational activities (pedagogical potential of environmental education, local history, patriotic education, etc.); - not updated readiness to carry out certain types of pedagogical and managerial activities. Based on the points of view presented in the literature, we interpret pedagogical potential as an implicit opportunity or ability for individuals and groups to effectively perform pedagogical functions (primarily educational, educational and developmental) while creating the necessary contextual conditions for their implementation, mobilizing resources and versatile support from the outside. various subjects of society. With regard to student self-government, pedagogical potential can be understood as a combination of the capabilities of student self-government bodies, student organizations and individual initiative groups of students to ensure the expansion and strengthening of pedagogical influence on student youth. The criteria for realizing the pedagogical potential of student self-government are: successful implementation of the educational function of a student organization related to the social and professional and personal education of students; - the implementation of the educational function of student self-government, associated with the use of self-government as a resource for self-organization of students' educational activities; - effective implementation of the developing function of student self-government, which ensures the development of students' organizational, communicative and creative abilities. Let's take a closer look at these criteria. The implementation of the educational function of student self-government is associated with the creation of a self-organizing system at the university, which is based on the development of the subject position of students. According to T. Yu. Malakhova, this position of a student can be considered as a form of expressing a life position in relation to education. The subjective position determines the nature of human activity, aimed at the knowledge and transformation of culture and oneself in culture. The way of expressing the attitude to the object is activity as a human need for activity, the forms of manifestation of which are responsibility and initiative. A feature of the initiative as a form of activity of the subject is its occurrence either before the moment of formulating external requirements or as an alternative to these requirements. Initiative is the creative beginning of a person, responsibility is a kind of autonomy of a person. A number of authors (A. A, Usov, I.N. Kreshchenko, T.I. Volchonok and others). consider the student organization as an educational tool that ensures the development and self-development of students of the qualities necessary for a future specialist as a self-organizing, self-regulating personality, primarily social responsibility and professionally significant value orientations. A.A. Usov reveals the role of the student organization in educating students at the university a sense of social responsibility, which implies on the part of the student: awareness of his own motives for activity and an adequate assessment of his abilities; understanding of social expectations and requirements of society for the student and a sober assessment of what resources the society can attract to implement these requirements; a clear correlation of their own goals and general tasks of socially oriented activity, its humanistic nature.
Analysis of the problem of student self-government in the educational concepts of Russian universities
In order to identify real opportunities for updating the pedagogical potential of student self-government, we carried out a content analysis of the concepts of educational work of a number of Russian universities located in different regions of the country: Saratov State University, Krasnoyarsk State Pedagogical University, Chuvash State University, Pyatigorsk State University, Mordovian State University, Mari State University, Kazan State University and Rostov State University. Analyzing the above concepts, we set ourselves the task of identifying: what general and specific goals are set for various subjects of educational activities of universities in these concepts; what problems of students as a social stratum determined this goal-setting; what role is assigned to student self-government in the implementation of the goals and objectives formulated in the concepts; whether the specifics of individual subjects of student self-government are taken into account: student organizations, movements, elected bodies; do the authors of the concepts single out the pedagogical functions of student self-government; To what extent do the concepts provide for the creation of the necessary conditions that contribute to the actualization of the pedagogical potential of student self-government (the formation of the educational space of the university, pedagogical support, the creation of teams)? Let us turn to a more detailed analysis of the concepts, reflecting the answers to the questions posed above. The concepts under study permeate common ideas that unite their authors. These are the ideas of solidarity development, socio-cultural tolerance, discipline and responsibility, institutional consolidation of law and morality, individual rights and academic freedom, democracy and openness of educational activities at the university, freedom to choose an individual educational trajectory, pluralism, multiformity, variability and alternativeness. These ideas, as well as real problems that arise among students as a social stratum, determine the goal setting in the analyzed concepts. In the most general form, the problems of modern students are presented in the documents as follows. Many concepts point to the "collapse" of value orientations, life attitudes, moral deformations of today's youth, which to a certain extent extends to students. At the same time, it is noted that students are a special group of young people, significantly different in their aspirations, life guidelines, potential intellectual abilities, the level of spiritual, social, general cultural development, orientation of behavior and values from representatives of other groups of youth. Students are characterized by an active attitude to reality, the desire to find ways of self-knowledge, self-determination and self-affirmation as a subject of social life. However, in a number of concepts, the socio-psychological instability of student youth is noted. The main reason for socio-psychological instability at this age, "manifested in impulsiveness and dispersion, illusory and exotic romanticism, disappointment and pessimism, skepticism and nihilism, negative maximalism and volitional disharmony, insufficient social responsibility", according to the authors of the Mari State University concept, is underdevelopment of the social content of the motives of activity. Therefore, the concept of this university is aimed at educating students through a system of activities and relationships associated specifically with social activity, requiring a socially oriented application of knowledge and skills and with the acquisition of life experience. The authors of the concept take into account the specific features of student age, the transitional status of students, which is determined by their specific position in the system of social ties of society. On the one hand, students have all the features of adulthood (age, level of psychological, physiological and general development, etc.), on the other hand, they are in the position of learners and will acquire a real status of adulthood only after completing their studies, and at present they will still not full adults. Such a situation naturally gives rise to psychological uncertainty, a state of subconscious dissatisfaction with one's position, a desire to find ways of socialization outside of traditional cultural values, to oppose them with something different. And within the framework of this latter, satisfy their need for acquiring a full-fledged status position. From here grow countercultural manifestations and youth subculture, infantilism and conformism. As noted in a number of concepts, the socialization of students, their acquisition of a system of value orientations, social ties, relationships and ideals is largely determined by the direction of their socio-cultural activities and subculture. In a simplified form, the formation of a personality is determined by what culture it joins, the direction of this culture. The orientation of the cultural socialization of students is largely determined by the systemic crisis of modern Russia. In this regard, the authors of the concepts take into account the negative features of the subcultural activities of modern students: the predominantly recreational or entertainment orientation of leisure activities. Leisure activities satisfy the physical, psychological, spiritual (primarily communicative) needs of young people. But for many students, leisure performs a recreational function ("doing nothing"), which is facilitated by the "values" of mass culture, replicated by the mass media. Cognitive, creative, heuristic functions of leisure are practically not implemented; "Westernization" of cultural needs and interests, the predominance of attitudes towards supposedly "civilized and modern" life orientations, such as ethical pragmatism, boundless egoism, unmotivated cruelty, possession as a measure of success in life, labor activity, professional excellence are not considered as a way to achieve material and social welfare; the priority of consumer values over creative activity, the preference for ready-made cultural values over the process of participation in their creation, in creativity, stamps of mass culture as examples of high culture, etc.; lack of ethnocultural self-identification, insufficient development of the ethnocultural content of values, expressed in the perception of traditional folk culture as an anachronism, a relic. The process of familiarization with folk culture is carried out not through the history and spiritual heritage of one's ethnic group, but with the help of a more or less fashionable religion; differentiation of leisure activities of students, determined by the level of prosperity. Some have access to the possibilities of the recreation and entertainment industry, others - only communication and radio and television broadcasts. Sports, artistic creativity, reading are often on the periphery of interests.
Implementation of the pedagogical possibilities of student self-government at the Novgorod State University. Yaroslav the Wise
In the previous paragraph, we analyzed in detail the role assigned by the authors of the concepts of educational work with students in various universities of the country, and described in detail the pedagogical functions that the subjects of student self-government could potentially have. In this paragraph, we will turn to the real practice of implementing the pedagogical possibilities of student self-government at Novgorod State University. Yaroslav the Wise. The study of the process of updating the pedagogical potential of student self-government at NovSU was carried out in several stages. At the first stage, we studied the interest of students in the existence and development of student self-government and its relevance as a factor in the professional and personal development of a student. The first stage also included studying the readiness of students for personal participation in student self-government and in certain types socially oriented activity. The interest of students in the creation of a public organization that could unite students from various departments of the university was also revealed. The second stage of the study involved an analysis of the formation of student self-government both at NovSU as a whole and in its individual divisions. At the third stage, the main organizational and pedagogical conditions were analyzed that contribute to the effective implementation of the pedagogical potential of student self-government. At the fourth stage, the effectiveness of the implementation of the pedagogical potential of student self-government was analyzed in accordance with the criteria, indicators and indicators put forward by us. The choice of the research base was not accidental. At present, Novgorod State University has a functional and structural organization of the university complex and is a complex system that includes many departments and has extensive external and internal communications, which creates favorable opportunities for the development of student organizations and their implementation of various forms of interaction. A distinctive feature of the activity of the university complex is that, along with the classical university types of professional education - humanitarian and natural sciences, it supports engineering, agricultural, pedagogical and medical education. The total number of educational programs is 219, including various levels of continuing professional education: primary, secondary and higher, as well as postgraduate and additional education . Over 22,000 undergraduate and graduate students study at all levels and in various forms at the university. Novgorod State University includes the following main educational and scientific departments: six institutes (humanitarian, continuing pedagogical education, medical education, economics and management, agriculture and natural resources, electronic and information systems); two university-wide faculties (engineering and technology; architecture, arts and construction); faculty of advanced training; Borovichi and Samara branches of NovSU; five colleges (Polytechnic, Economics and Law, Medical, Pedagogical, Starorussky Polytechnic); fundamental library; research Center; center of new information technologies; University Internet Center; resource center for quality management and sociology of higher education; center for the study of culture; publishing and printing center; experimental design bureau, innovation and technology center; pilot plant. The general structure is supplemented by doctoral studies, postgraduate studies, internships, dissertation councils, the interregional center for educational policy of the Ministry of Education and Science of the Russian Federation, the interregional institute of social sciences, etc. Of the units listed above, by the beginning of the study, student self-government in one form or another functioned in five structural divisions of the university. In accordance with the concept of our work, at the first stage of the empirical study, the interest of students from various departments of NovSU in the creation and development of student self-government at the university was analyzed. For this purpose, we interviewed 446 people - representatives of 8 structural divisions of NovSU, in four of which student self-government existed in various forms. In the context of individual departments, the number of respondents was as follows: As the survey showed, the majority of respondents (52.69%) noted the need to create and develop student self-government in their faculties, expressing the opinion that this kind of activity can be useful: for more interesting and eventful student life (80.42%); to protect the interests of students (57.87%); to develop the corporate culture of the university and its divisions (63.83%); for the professional development of students (36.17%); for the development of organizational, communicative and creative abilities of students (69.79%o). However, a significant number of respondents (47.31%)) did not show interest in creating self-government, since they do not associate any specific expectations with it. Regarding the potential of student government to really reflect the interests of students and influence student life, the opinions of respondents were divided as follows: 25.11% of respondents believe in the ability of student government to really represent the interests of students. 31.61% of respondents believe that student government can solve only some issues related to student life, 43.28% are of the opinion that student government is deprived of real levers of influence on student life.
The democratization of higher education, modern psychological and pedagogical technologies and approaches to the organization of training and education at the university require the broad participation of students in the management of the university, in solving a significant number of issues of study, life and recreation, and providing an optimal system for shaping the personality of a future specialist. The leading role in these processes belongs to the student government. It occupies a special place in the formation of a socially mature personality, the development of managerial, organizational, communicative abilities of future specialists, has a significant impact on the growth of their professional competence, responsibility, independence, ability to self-organization and self-development, the development of a creative approach in solving tasks.
Student self-government originated with the advent of higher education, namely in the first universities of medieval Europe (in the 15th century in Italy: the medical school in Solerno, the Higher School of Law in Bologna, transformed into a university in 1158 in Paris, then 1168 - University in Oxford, a little later in Cambridge, in the 20th century in Spain, in 1348 in Prague and soon in Krakow, etc.). According to the works of domestic and foreign researchers, the first universities were autonomous with developed democracy and student self-government (the term “student self-government” itself was introduced much later), created for academic purposes by associations of professors-lecturers and students.
In the higher school of America, the tendencies of democracy and student self-government have been most fully developed in the so-called new universities - Cornell (in the state of New York); Johns Hopkins University, Baltimore, Antiah University. The development of student self-government in the above-mentioned educational institutions was due to social factors: universities were private, self-financed associations (the salaries of lecturers were paid from students' funds); society needed personnel trained at universities, and therefore reckoned with the autonomy and democratic principles of the organization of universities.
In Russia, the traditions of student self-government were further developed in higher education, starting with the formation in 1755. Moscow University. Student self-government in the universities of the Soviet Union throughout its existence was part of the educational process, was a means of purposeful formation of students' activity, responsibility to society and the state for the consequences of professional activity. In the late 1980s, as a result of the democratization of all public life, university and, in particular, student self-government received a new vector of development, however, overcoming the technocratic approach to higher education and, accordingly, to the education of students was rather slow. The rejection of the traditional approach to the student as an object of pedagogical influence did not happen quickly and automatically. Gradually, the understanding was established that the student is not only an object, but also an active subject of the educational process at the university, and the goal of the scientific and educational activities of the teaching staff is to train and develop the personality of a future specialist.
In modern theoretical and methodological literature there is no consensus on the definition of the term "self-government". Moreover, most authors who consider student self-government write about it as a matter of course.
In the Soviet encyclopedic dictionary, self-government is presented as the independence of any organized social community in managing its own affairs.
In the "Pedagogical Encyclopedia" self-government is seen as the participation of children in the management and management of the affairs of their team. Without denying this, many teachers make different accents. Some take team leadership as a basis and consider self-government as part of the management system. Others understand self-government as a form of organization of collective life. Still others - as an opportunity for students to exercise their right to actively participate in the management of all the affairs of an educational institution.
The term "student self-government" (SSU) in Russia was first officially used in the document "Main Directions for the Restructuring of Higher and Secondary Specialized Education in the Country". In particular, it stated that "... the issues of creative mastery of the profession, improvement of education in the learning process should be in the center of attention of the Komsomol organizations of educational institutions, student self-government bodies." At the same time, SSU was understood as the initiative and initiative of groups of students, Komsomol and trade union organizations of universities in resolving all issues of student life.
In the recommendations of the Ministry of Education of the Russian Federation on the development of student self-government in higher and secondary specialized educational institutions of the Russian Federation, published in 2002, student self-government is defined as “initiative, independent and under their own responsibility the activity of students in solving vital issues in the organization of education, life, leisure » .
In the Letter of the Minister of Education of the Russian Federation dated July 14, 2003 "On the development of student self-government in the Russian Federation", student self-government is considered as a special form of initiative, independent, responsible social activities students, aimed at solving important issues in the life of student youth, developing their social activity, supporting social initiatives.
In the modern scientific formulation of the problem of student self-government, there are three main functional meanings, namely: one of the forms of youth policy in the Russian Federation; form of educational work at the university; purposeful activity of students.
Student self-government, as one of the forms of the youth policy of the Russian Federation, is carried out in order to consolidate the student social movement, to make the most of the potential of students in the socio-economic transformation of society, and to solve student problems.
Student self-government, as one of the forms of educational work of the university, is carried out within the framework of the "Concept of Lifelong Education" and is aimed at the formation of a comprehensively developed, creative personality, with an active life position, training of modern specialists who are competitive in the labor market.
Student self-government, as a purposeful activity of students, is born within the students, on their initiative (with exceptions), and is implemented by them. In this perspective, very often in the statutes, conventions, resolutions, regulations and other documents, the SSU is considered as a special form of initiative, independent, responsible public activity of students aimed at solving important issues in the life of student youth, developing their social activity.
The goal of student self-government is to create conditions conducive to the self-realization of students in the creative and professional sphere and the solution of issues in various areas of student life.
The Federal Agency for Education in the instruction letter “On student self-government” indicates: “The bodies of student self-government are elected bodies of existing forms of student self-government (councils, committees, bureaus, etc.). The system of student self-government is formed by students independently, taking into account the characteristics of the educational institution and established traditions. The governing bodies of the educational institution are obliged to promote the development of the system of student self-government and coordinate its work.
Signs of student self-government are:
- 1. Consistency - a set of elements that are in certain relationships and connections with each other and form a certain unity.
- 2. Autonomy - the relative independence of student self-government in setting goals and objectives for the activities of the team, developing its main directions; the ability to form a position characterized by independence and autonomy in the choice of motivation for activity, its goals, means of achievement, style of implementation.
- 3. Hierarchy, which is reflected in the orderliness of the activities of student self-government bodies, structural divisions of the university, public student groups, the establishment of relationships between them, the division of powers, the degree of responsibility, etc.
- 4. Relations with the external environment, expressed in interaction with the governing bodies of the university, the teaching corps, economic services, with other educational institutions, public and government organizations, various forms of student amateur performance (interest clubs, public student organizations, sports sections and other public and structural formations of the university).
- 5. The presence of self-government bodies, expressed in the creation at each level of the hierarchy of student self-government of its bodies: councils of study groups (triangles), faculty councils, student deans, student councils, educational student commissions, councils of clubs of interest, headquarters of student teams, councils hostels, etc.
- 6. Self-activity, which involves creative activity in the implementation of managerial functions (planning activities, organization, motivating participants, control and leadership), involvement in the development and implementation of decisions.
- 7. Purposefulness, which implies the ability of the student self-government body to set goals for its own activities and development, correlate them with the key goals of the educational institution, state youth policy; a clear understanding of the desired results, the ability to see the best ways to achieve goals.
- 8. Election - the right to elect and be elected to student government bodies.
In the Russian Federation, four forms of student self-government have now been developed:
- 1) a public association of students of this educational institution;
- 2) a public body that performs the functions of student self-government (the status of the body is determined by the order of the rector or the contract);
- 3) a trade union organization of students, performing the functions of a body of student activities;
- 4) a branch of a municipal, regional, interregional, all-Russian public organization that has entered into an agreement with an educational institution.
Head of the Agency for the Implementation of Social Development Programs of the Krasnoyarsk Territory K.Yu. Gureev described three possible models for the formation of student self-government in an educational institution.
According to K.Yu. Gureev, the first model is the creation of student self-government "from above", when students are involved in social work at the call of the leadership of the educational institution, which gives them certain instructions and delegates some powers.
The second model is expressed in the creation of student self-government around the core of socially active students. The formed student body often independently determines the main directions of student life and actually monopolizes the right of students to self-government, without involving the bulk of students in decision-making processes.
The third model, according to K.Yu. Gureev, is today rather an ideal, which so far can only be strived for. According to this model, student self-government is formed in a natural way, by itself, due to the fact that the majority of students have a certain level of civic culture. Possessing high civic consciousness, students do not remain indifferent contemplators of how their life is organized in an educational institution. They create their own self-governing organizations and, whenever possible, influence the management of the university. It is this “third model” that essentially acts as an institution of civil society and, according to K.Yu. Gureev, seems to be the most useful and promising.
In fact, the system of student self-government at the university is an integral mechanism that allows students to participate in the management of the university through collegial interacting self-government bodies at all levels of government. At the same time, such bodies as the student council of the university (faculty), the student trade union committee of the university (faculty), the elder, as well as public youth organizations operating on the basis of the university are distinguished as basic ones. The most typical forms are student councils and student trade union committees, and the characteristic activities for all organizations are: scientific work (scientific student societies, scientific conferences, etc.), cultural work, employment, work in hostels, etc. .
Of course, the organizational structure of student self-government cannot be uniform in all universities of the country. The diversity of student life spheres also requires various forms of student initiative and independence. Functioning in the team of a higher educational institution, each of the student public organizations performs its functions. Their powers extend to participation in the formation of various bodies for managing the life of a higher educational institution, participation through elected representatives from student public organizations in the activities of these bodies, etc. student government, which is headed by the chairman of the Student Council. The activity of the Student Council of the faculty is built in accordance with the plan of educational work of the faculty of pedagogy and psychology and on the basis of the plan of educational work of the university.
The main goal of the Student Council of the Faculty of Pedagogy and Psychology is to coordinate the work of student self-government bodies at the faculty and in student groups. This goal is achieved by solving the following tasks:
- · assist the dean's office of the faculty, the teaching staff in the organization of the educational process, everyday life and extracurricular activities of students;
- · to form in students a responsible and creative attitude to educational, scientific and social activities;
- · carry out student self-government at the faculty. Due to the fact that student self-government and its organizational forms are formed under the influence of structural changes in social production, the main requirement for the process of functioning of the student self-government system is not directive planning for the accelerated growth of self-government principles of student life, but the search for the most vital ones in real student self-activity, expressing direct public relations, forms of student self-government. Based on this, one of the directions for the development of self-government in the university is to ensure direct, real and decisive participation of students in the co-management of various areas of the life of the university, in preparing and making decisions, choosing the best means, methods and ways of implementing decisions, accounting and monitoring the implementation of decisions.
Thus, summarizing the above, we can conclude that student self-government is a special case of self-government, a special form of student self-activity, organized in a public association of an educational institution, aimed at self-realization of the student's personality, the inclusion of students in the processes of making and implementing decisions on the organization of student life university.
As E.L. Gunicheva, student self-government is the real and active participation of all students in the adoption and implementation of decisions to achieve socially significant goals.