The main components of relationships Relationships are holistic, not divided. It reflects the whole individual, the whole personality of a person. However, based on practical expediency, it is possible to single out separate components in relation to: cognitive, emotional and

The Components of Records in Your Life The First Component Set Goals That EnergizeChapter 7The Five Characteristics of a Goal That Energizes You personal growth. So let's figure it out for

part of the socio-cultural space, zone of interaction educational systems, their elements, educational material and subjects of educational processes. The educational environment also has a large measure of complexity, since it has several levels - from federal, regional to its main primary element - the educational environment of a particular educational institution and class. The educational environment is also created by the individual, since everyone develops according to their individual characteristics and creates their own space for entering history and culture, their own vision of the values ​​and priorities of knowledge. And since all knowledge is personal, since the educational environment of each is, ultimately, a special, personal space of cognition and development. The educational environment of modern educational systems is formed in the interaction of new educational complexes - systems, innovative and traditional models, complex systems of education standards, complex integrating content curricula and plans, high-tech educational tools and educational material, and most importantly, a new quality of relationships, dialogic communication between the subjects of education: children, their parents and teachers. Another characteristic of the modern educational environment is the interaction of many local educational environments, the mutual use of specific features of the innovative environments of one country in the educational space of other countries, which creates similar educational situations in many countries and contributes to the development of the education sector as a whole. This is a manifestation of the trends in the integration of educational processes in different countries and regions into the world educational space, which today is developing on the basis of the ideas of humanization, democratization and raising standards. (Chernik B.P. Effective participation in educational exhibitions. - Novosibirsk, 2001.) - a specific form of human practice aimed at transforming people's life activities in order to organize conditions that support human development, in which they are given opportunities to solve important problems of their life and educational tasks that allow a Man to cognize the World and himself in the World. (Berezhnova L.N. Multi-ethnic educational environment. - St. Petersburg, 2003.) See also Wednesday

An analysis of the works of philosophers of antiquity, the Middle Ages and modern times on the problem of "educational environment" is presented. As a result of the analysis, the features of the formation of the concept of "educational environment" as a philosophical category are determined. A conceptual review of Russian pedagogical literature of the first half of the 20th century has been carried out. The characteristics of the educational environment as a pedagogical category are highlighted. Approaches to the formation of the concept of "educational environment" in the psychological and pedagogical literature of the late XX - early XXI centuries are considered. A generalized definition of the educational environment is given.

educational environment

philosophy of education.

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2. Boguslavsky M.V. XX century of Russian education. - M: PER SE, 2002. - 336 p.

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5. Korchak J. Pedagogical heritage. - M .: Pedagogy, 1991. - 272 p.

6. Kodzhaspirova G.M. History of education and pedagogical thought: tables, diagrams, reference notes. M., 2003.

7. Krupenina M.V., Shulgin V.N. On the interaction of school and environment // Soviet Pedagogy. - 1990. - No. 2.

8. Kulyutkin Yu., Tarasov S. Educational environment and personal development // New Knowledge, 2001, No. 1. URL: http://www.znanie.org/gurnal/nl_01/obraz_sreda.html.

9. Lebedenko I.M. The educational environment of the educational institution of the Ministry of Internal Affairs of Russia: Dis. … c.p.s. (13.00.08). - M., 2011. - 261 p.

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12. Pedagogy of the environment and methods of its study: in 2 volumes / ed. M.V. Krupenina. - M., 1930. T.1.

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14. Rubtsov VV Evaluation of the educational environment of the school // 2nd Russian Conference on Ecological Psychology. Abstracts. (Moscow, April 12–14, 2000). - M., 2000. - S. 176-177.

15. Results of a pilot study of the assessment of educational microenvironments: Scientific report of the CCFL RAO, 1999.

16. Rusakov Yu.T. Developing educational environment of the college as a factor in the formation of students' readiness for professional activity: Dis. ... c.p.n. (13.00.08). - Magnitogorsk, 2006. - 191 p.

17. Rousseau J.-J. Emil, or About education // Ped. cit.: in 2 volumes / ed. G.N. Dzhibaladze. – M.: Nauka, 1981. – 592 p.

18. Slobodchikov V.I. On the concept of the educational environment in the concept of developing education // 2nd Russian Conference on Ecological Psychology. Abstracts. (Moscow, April 12-14, 2000) - M., 2000. - S. 172-176.

19. Shatsky S.T. Selected pedagogical works: in 2 volumes / ed. N.P. Cousin. - M .: Pedagogy, 1980. T. 1.

20. Yasvin V.A. Educational environment: from modeling to design / under. scientific ed. V.P. Lebedeva, V.P. Panov. - Chernogolovka, 1997.

21. Yasvin V.A. Examination of the school educational environment / V.A. Yasvin. - M., 2000.

22. Yasvin V.A. Educational environment: from modeling to design. – M.: Meaning, 2001. – 365 p.

HISTORICAL REVIEW OF THE FORMATION OF THE CONCEPT OF "EDUCATIONAL ENVIRONMENT"

1 Orenburg State Pedagogical University

abstract:

The analysis of the works of the philosophers of antiquity, the Middle Ages and modern times on the issue of "educational environment". As a result of analysis, the peculiarities of the concept of "educational environment" as a philosophical category. An overview of the concept of national pedagogical literature of the first half of the XX century. Highlight the characteristics of the educational environment as the educational category. The approaches to the formation of the concept of "educational environment" in psychological and pedagogical literature the end of XX – beginning of XXI century. Given the generalized definition of the educational environment.

keywords:

educational environment

category of environmental

the philosophy of education

AT last years the term "educational environment" is beginning to occur as often as "training", "development", "education", "innovations in education", etc. However, this does not mean that the concept of "educational environment" has appeared only in recent decades.

The problem of the educational environment and its influence on the quality and effectiveness of education occupies one of the central places in modern pedagogical science and practice.

In general, the concept of environment is defined in pedagogy as a set of conditions that affect the development and formation of abilities, needs, interests, consciousness of the individual.

The concept of "educational environment" acts as a generic concept for concepts such as "school environment", "family environment", etc., which are a number of local educational environments. In addition, it is necessary to take into account the complex structure of the educational process, which includes the processes of training, education and development. This allows us to characterize the elemental composition of the educational environment as a system that includes "learning environment", "educational environment" and "developing environment". At the same time, the organic connection between the processes of education, upbringing and development, the complex nature of pedagogical interaction suggest a high degree of conventionality of the concepts of "learning environment", "educational environment", "developing environment". In this regard, in the future we will mainly use the concept of "educational environment".

It should be noted that this concept has appeared relatively recently in the vocabulary of pedagogical science. However, a historical and pedagogical analysis shows that many outstanding teachers from various countries, starting from the ancient era, called for the use of the educational and educational opportunities of the environment.

In the history of pedagogy, the problem of the formative influence of the environment on human development is reflected in the studies of philosophers and scientific teachers, mainly in the aspect of analyzing the role and significance of the environment in raising a child (F.A. Disterweg, A.F. Lazursky, P.F. Lesgaft, L.N. Tolstoy, K.D. Ushinsky, S.T. Shatsky and others). Theoretical justification the idea of ​​education by the environment acquired in Germany, where "integrated", "neighborhood" schools were developed (E. Nigermeier, J. Zimmer); in the USA - "schools without walls" (R.H. Walter, S. Watson, B. Hosken), "ecosystem" schools (J. Goodlen); in France - "parallel school" (B. Blo, A. Porsche, P. Ferrat). In the history of foreign pedagogy of the XIX-XX centuries. The problems of interaction between the environment and the personality are reflected in the works of J. Adler, T. Brameld, W. Brickman, G. Wieneken, M. Duverger, J. Dewey, E. King, J. Conant, P. Kershensteiner, A.V. Lay, J. Laueris, P. Natorpp, E. Nigermeier, A. Ottoway, H. Rugg, G. Rers, J.-J. Rousseau, O. Rule, G. Spencer, S. Frenet, J. Friedman, J. Zimmer. In Russia, the idea of ​​education by the environment was updated in the 20s of the XX century. Researchers of this period singled out the environment as an essential factor in social education and believed that the environment has a direct impact on the upbringing of children (A.A. Bogdanov, K.N. Wenzel, L.S. Vygotsky, A.K. Gastev, S. .T. Shatsky, F.I. Schmidt). The idea of ​​upbringing by the environment was embodied in the theory of “environment pedagogy” (N.I. Iordansky, A.G. Kalashnikov, M.V. Krupenina, A.S. Makarenko, S.T. Shatsky, V.N. Shulgin). At the beginning of the XXI century. the interest of researchers in the phenomenon of the environment has noticeably increased in connection with the problems of socialization, social adaptation in our country (V.G. Bocharova, Z.A. Galuzova, I.A. Lipsky, L.V. Mardakhaev, A.V. Mudrik, V.D. Semenov and others), ethnopedagogics (D.M. Abdurazakova, G.N. Volkov, G.V. Nezdemkovskaya and others), history, theory and practice of the functioning and development of educational systems (V.A. Karakovsky , L.I. Novikova, N.L. Selivanova, etc.), the development of the environment of the microdistrict (V.G. Bocharova, M.M. Plotkin, etc.), the school environment (G.A. Kovalev, E.A. Klimov, V. I. Slobodchikov, V. A. Yasvin and others), schools of culture (T. V. Tsyrlina). The relationship between the socio-cultural environment and the cultural environment of the school was partially disclosed in the works of E.A. Alexandrova, N.B. Krylova, L.P. Pechko, the environmental approach and the structure and content of the social environment are presented in the works of E.P. Belozertseva, R.A. Kassina, Yu.S. Manuilova, A.I. Pavlenko, I.I. Sulima, L.N. Shilova, etc. All these studies can be united by one concept - "educational environment".

The impact of the educational environment of the school on the processes and results of learning has been of interest for research for quite a long time. However, the very concept of "educational environment" remains unclear. There are different opinions about what is meant by the meaning of the educational environment, what boundaries can or should be in its definition. Although there have been significant advances in the cross-fertilization of the meaning of this concept in various studies of the educational environment, its definitions are still varied and include a wide range of scientific concepts.

The educational possibilities of the environment began to be taken into account even in primitive society, when there was a gradual transition from adaptation to the environment to its transformation for one's own purposes. The constantly accumulated social experience could be assimilated by generations under the condition of a purposefully organized environment for the transfer of this experience.

In ancient times, the Greeks considered the personality of a person as a particle of the microcosm, paid attention to its interaction with the environment and the artificially created environment of beauty (temples, theaters, sculptures, etc.). Coming into contact with the outside world, a person, according to the Greeks, streamlined his consciousness and acquired the ability to think. In all known educational institutions(Lyceum, Academy, school of Epicurus, etc.) the created environment was permeated with the principle of harmony: the combination natural environment with man-made works. Plato was one of the first to ask a question about the factors influencing the formation of personality, and believed that the environment should be "kind to arouse memories of the world of ideas." His student Aristotle continued to study the factors influencing the development of a person, among which he distinguished three groups: external, surrounding and perceived by the senses, the internal forces that develop in a person his inherent inclinations, purposeful education of human abilities. Already during this period, attempts were made to theoretically substantiate the role of the environment in the harmonious development of the individual.

During the Christian Middle Ages, the entire surrounding reality, with its minimalism in Everyday life and majesty in the temples, was supposed to contribute to the education of an obedient, self-disciplined Christian. In the monastic schools that were created, the environment was built on the basis of strict rules, regulation and a strict system of punishments. The problem of the influence of the environment on human development has been the object of research since the 17th century. English materialists of the 17th century. and French enlighteners of the 18th century. defended the idea of ​​the need to take into account the role of the environment in the development of personality. The term "environment" mainly meant the social environment, and the "influence of the environment" - the role of social factors in the formation of personality (K.A. Helvetius, D. Diderot, J. Locke). At the same time, the philosophers of the past understood the social environment as something unchanging, fatally predetermining the fate of a person, who, in turn, was considered as a passive object of the influence of the environment.

Thus, the English educator J. Locke (1632-1704) in the formation of personality paid much attention to a purposefully organized environment.

The problem of the influence of the environment on a person, reflected by J. Locke in the empiric-sensualistic concept, became the subject of discussions between the French enlighteners C.A. Helvetius (1715-1771) and D. Diderot (1713-1784). K.A. Helvetius associated the reason for the difference in mental abilities and views of people solely with the influence of the external environment, denying innate inclinations. D. Diderot in his work "Systematic refutation of the book of Helvetius" Man "" argued with the author about the underestimation of the inclinations laid down by nature. In the pedagogical views of J.-J. Rousseau (1712-1778) considered the environment as a condition for the optimal self-development of the individual. In man, according to J.-J. Rousseau, favorable tendencies of self-development were initially laid down. These tendencies are suppressed by existing education systems, which are based on a social environment that is unnatural for a person and ignores nature. For effective education, Rousseau proposed creating a special environment that would establish a balance between his real capabilities and natural needs. The idea of ​​taking into account the environment in the purposeful education of the younger generation was expressed in the works of both domestic and Western sociologists and teachers already in the 19th century. The study of the problem of the formation of a person's personality through the use of the possibilities of the socio-cultural environment is closely connected with the name of K.N. Wentzel. In 1896, in his article on pedagogy "Environment as a factor in moral education" K.N. Wentzel argued that nothing should be presented to children in finished form, and even more so inspired by them. The task of educators is to minimize the bad influence of the environment, to create conditions and provide material for mental and conscious moral activity, to put children before the need to act for others.

In the history of Russian pedagogy, the idea of ​​creating a special environment for the education of young people arises under the influence of the French Enlightenment as early as the 18th century. I.I. Betskoy, having accepted the ideas of the French enlighteners, tried to implement them on a national basis. He dreamed of opening various educational institutions to create in them a "special breed of people" free from the vices of contemporary society, and thus improve the morals of people. The created closed educational institutions were aimed mainly at limiting adverse environmental impacts and strengthening specially created environmental factors: pedagogical activity, organization of pupils' time, organization and design of space, environment of peers.

Later, the problems of the formative influence of the environment on the development of the child's personality occasionally arose in the studies of philosophers and scientific teachers, mainly as an understanding of the role and significance of the environment in the upbringing of a person (P.F. Kapterev, A.F. Lazursky, N.I. Pirogov, K.D. Ushinsky, L.N. Tolstoy, P.F. Lesgaft and others). For example, P.F. Kapterev proposed to create a certain environment for the development of the child in accordance with his inclinations given by nature. He wrote: “It is necessary to create an environment corresponding to pedagogical goals for the development of the child, material and moral. The environment will give the child material and spiritual food, therefore it must be healthy, clean, rich in content, so that physical and spiritual nutrition is plentiful and varied.

The revolutionary transformations that began after 1917 marked a new period in the development of the theory and practice of the educational and educational environment in our country. The ideology of social education in Soviet Russia was developed by the leaders of the People's Commissariat of Education, who attached paramount importance to the organization of the environment. “We need to study the environment in all its features,” wrote A.V. Lunacharsky, - ... as an object of our influence and ... as a force acting nearby. The school must find in the environment and unite around itself all the positive forces, organize them and direct them to the upbringing of children, to the fight against what interferes with this upbringing. Already in the first Declaration on a unified labor school (1918), it was noted that the development of the child would proceed successfully if an appropriate material and civil environment was created in an educational institution. The problem of environmental education within the framework of the concept of social determinism of education was actively developed by S.T. Shatsky. He believed that without taking into account and using the educational potential of the social environment, the teaching staff would not be able to qualitatively solve the problems of education. “Life, environment educate,” noted S.T. Shatsky, - but usually we only state this as a fact, without drawing any serious conclusions from it.

The idea of ​​upbringing by the environment has found practical implementation in the domestic pedagogy of the environment (A.G. Kalashnikov, N.V. Krupenina, V.N. Shulgin) and in the practice of social education. "We need to actively intervene in the pedagogy of the environment - by studying to build it and by building to study," they emphasized. Some representatives of pedagogy identified the environment itself with education in it and turned it into a central concept. “It is not the teacher himself who educates, but the environment,” wrote A.S. Makarenko.

The environment was considered not only as the "main lever of education" in a large pedagogical process(V.N. Shulgin), but also as a condition for the study and formation of personality. According to N.V. Krupenina, you can’t talk about children in general: “They don’t exist. There is a working child and a village child.

“Pedagogy of the environment” also had experimental bases (the First experimental station of the Narkompros of S.T. Shatsky, the school-commune of the Narkompros named after Lepeshinsky, led by M.M. Pistrak, and others), research institutes that set themselves the task of determining indicators and measuring units of the environment.

The problems of the environment and upbringing were widely developed in Soviet pedagogy in the second half of the 1920s and early 1930s. Later, at the end of the 30s, an additional separating formula "environment - heredity - education" appeared (I.M. Shmalgauzen, G.S. Kostyuk). During this period, the concept of "working environment" arises, which receives a deep pedagogical and pedological justification and becomes one of the main theoretical foundations of the "Soviet labor school". According to one of the main theorists of the labor school, P.P. Blonsky, the "working environment" should surround a person throughout his upbringing, which makes it possible to prepare him for a wide social activities. At the same time, as the leading means of training and education, "instead of manual labor, we introduce a broader concept: social labor." Scientist-pedologist and teacher S.S. Molozhavy put a slightly different, narrower content into the concept of "working environment": from his point of view, "working environment" is an educational environment artificially created within a labor school in order to adapt children to life in a "big" social environment through it. It is in such a "working environment" that children can and should feel not only the conditional, but also the vital and labor meaning of such educational moments as maintaining order, accuracy, cultural forms of communication with each other in the process of work, etc.

A peculiar approach, in fact, developed the ideas of P.A. Kropotkin, developed in those years by V.N. Shulgin and M.V. Krupenin. This approach is called “environmental pedagogy”. According to scientists, it was necessary to start the process of creating "school-enterprises", "school-collective farms" and, moreover, creating cities of a new type, where schools and teachers in the traditional sense of the word did not exist. All adult residents of these utopian cities performed teaching and educational functions. As expected, thanks to this, an ideal, pedagogically instrumented environment was created, where the formation of an exemplary personality was carried out. In practice, these ideas were tested in 1928-1929. in the activities organized by M.V. Krupenina "Station of social education" at the Trekhgornaya manufactory, which included 10 schools, 10 kindergartens, kindergartens, a children's library and a club. The main problem that was in the focus of attention of the teaching staff was the study of ways to include students in active work to transform the environment. Perceiving this environment initially as quite conservative and even reactionary, teachers involved students in the implementation of a wide variety of work, which in modern terms can be described as "social projects" and "social actions". It was believed that it was thanks to the active participation of children in specific cases that it would be possible not only to form the necessary moral qualities of children, but also to significantly change the lives of their parents, adults in general.

History shows that interest in the concept of "environment" as one of the leading factors in the education and development of children melted away after the infamous "Resolution of the Central Committee of the All-Union Communist Party of Bolsheviks on pedological perversions in the system of the People's Commissariat of Education of 06/04/1936". A new wave of interest in the educational environment as a factor, a condition for the learning and development of children and, of course, as a concept of pedagogical and psychological science and practice arose in the 1990s during the so-called perestroika period of the development of our country and the corresponding reform of Russian education. The range of domestic works devoted to the problems of the educational environment is expanding significantly. At the same time, the main part of the research is carried out in the following areas:

General issues of research, design and formation of the educational and educational environment, the nature and conditions of its influence on the younger generation (G.Yu. Belyaev, O.B. Ershova, Yu.N. Kulyutkin and S.V. Tarasov, Yu.S. Manuilov , V.A. Yasvin and others);

Educational and upbringing environment of a general education institution (I.G. Aktamov, T.V. Anikaeva, A.V. Ivanov, L.G. Ineshina, T.G. Ivoshina, N.V. Kamalova, S.M. Lepshokova, S. .V.Tarasov);

Educational and sociocultural environment of a modern university (A.I. Artyukhina, S.L. Atanasyan, E.A. Burdukovskaya, A.A. Verbitsky, A.A. Efremov, E.G. Zueva, N.Yu. Kalashnikova, T N. Klochkova, V. A. Kozyrev, A. V. Mezhuev, M. A. Nedosekina, etc.).

A powerful breakthrough in the problem of the educational environment was the work of V.V. Rubtsova with colleagues in the psychology of designing a communicative-oriented learning environment, in which various models for organizing joint activities of children and adults in communicative-oriented learning environments using computer tools were presented. The educational environment is understood by V.V. Rubtsov as such a form of cooperation (communicative interaction) that creates special types of community between students and the teacher and between the students themselves, ensuring the transfer to students of the norms of life necessary for functioning in this community, including methods, knowledge, skills, skills of educational and communicative activities. At the same time, considering the school educational environment as an object of psychological expertise, V.V. Rubtsov defines it as "a more or less established polystructural system of direct and indirect educational and educational influences that implement explicitly or implicitly presented psychological and pedagogical attitudes of teachers that characterize the goals, objectives, methods, means and forms of the educational process in a given school" . In accordance with this definition, his employees N.I. Polivanova and I.V. Ermakova distinguish the following structural components of the educational environment: “... the internal orientation of the school, the psychological climate, the socio-psychological structure of the team, the psychological organization of the transfer of knowledge, psychological characteristics students, etc.” .

A different approach to understanding the educational environment is offered by V.I. Slobodchikov. As an initial prerequisite for introducing the concept of the educational environment, he considers the principle of development, emphasizing that development in modern human knowledge is considered both as a natural, spontaneous process (“essence of nature”), and as an artificial process, regulated with the help of a specially designed “developmental activity” (“according to the essence of society”), and as self-development, which is not reduced to either procedural or activity characteristics, but expresses fundamental feature man "to become and be the true subject of his own life. And from this point of view, a truly developing education can be considered that, and only that, which implements all three types of development, the central of which (and in this sense, essential) is self-development.

In his approach, V.I. Slobodchikov, like V.V. Rubtsov, also uses the concept of joint activity of the subjects of the educational process, but in a different logic, emphasizing the relativity and mediating nature of the educational environment, its initial lack of predeterminedness. At the same time, Slobodchikov relies on two different meanings of the very concept of “environment”:

1) “as a set of conditions, circumstances, the environment surrounding the individual, and, accordingly, the boundary determined by the scale of protection from the environment and its utilization (the ability to assimilate and accommodate)”;

2) as an environment, understood through "another series of ideas, where the environment is the middle = core, connection = mediastinum, means = mediation" .

As parameters (indicators) of the educational environment V.I. Slobodchikov proposes to use: its saturation (that is, resource potential) and structuredness (that is, the way it is organized). At the same time, depending on the type of connections and relationships structuring a given educational environment, he identifies three different principles of its organization:

Uniformity, which is characterized by the dominance of administrative-target ties and relations, determined, as a rule, by one subject - the authorities; in this case, the structuredness indicator tends to a maximum;

Diversity, in which connections and relationships are of a competitive nature, as there is a struggle for various kinds of resources, as a result of which the atomization of educational systems begins and the destruction of a single educational space; in this case, the indicator of the structuredness of the educational environment tends to a minimum;

Variability (as a unity of diversity), when connections and relationships are of a cooperative nature, due to which various kinds of resources are combined within the framework of the enclosing educational programs, providing their development trajectories to different subjects: individuals, communities, educational systems; in this case, the indicator of the structuredness of the educational environment tends to the optimum.

It is significant to note that in the context of his approach, V.I. Slobodchikov correlates and differentiates the concept of the educational environment with such concepts as "place of education" and "educational space". At the same time, the creation of an educational resource, acting as a non-traditional pedagogical task, turns the existing socio-cultural content of a given educational space into a means and content of education, that is, into the actual educational environment.

It is easy to see that the educational environment “according to Slobodchikov” is not “a given of the totality of influences and conditions”, as noted in the approach of V.A. Yasvin and S.D. Deryabo, but dynamic education, which is a systemic product of the interaction of the educational space, education management, the place of education and the student himself.

The work of the employees of the CCFL RAO under the leadership of V.P. Lebedeva, V.A. Orlov and V.I. Panov. Thus, in the work carried out at the TsKFL RAO, V.A. Yasvin "Educational environment: modeling and design" (1997), for the first time, pedagogical ideas about the school (educational) environment, psychological and ecological-psychological ideas about the educational environment were brought into a certain system, which made it possible to define the concept of "educational environment", to define it structure and, accordingly, the parameters of its design, modeling and examination. In methodological terms, V.A. Yasvin relies on the ecological approach to the perception of J. Gibson, which, as already noted, is based on the understanding of the environment as a habitat, that is, the totality of the possibilities of the surrounding world that ensure or hinder the satisfaction of the vital needs of an individual (a person or a representative of any biological species). ) .

The key in this definition is the concept of "possibility", with the help of which J. Gibson connects, on the one hand, the needs of the individual, and on the other hand, the physical (spatial and other) properties and relations of the surrounding world as being in a complementary relationship. Proceeding from this and based on a fairly detailed analysis of the different understanding of the educational environment in the pedagogical and psychological literature, V.A. Yasvin gives a definition according to which the concept of "educational environment (or education environment)" should mean "a system of influences and conditions for the formation of a personality according to a given model, as well as opportunities for its development contained in the social and spatial-objective environment" ,.

As another methodological prerequisite for his approach to the educational environment, V.A. Yasvin uses pedagogical ideas about the student's personality and the influence of the school environment on it, drawn from the works of such famous teachers as J. Korchak, P.F. Lesgaft, Ya.A. Comenius, Zh.Zh. Russo, I.G. Pestalozzi and others. Based on the types of “educational environment” identified by J. Korchak and backing them up with “school types” of the child’s personality according to P.F. Lesgaft, V.A. Yasvin proposed to consider four types of educational environment as basic:

Dogmatic, focused on the educational ideal of a passive and dependent personality (as noted, this type of educational environment is most common in the history of pedagogy of different countries and eras, including the modern period);

Serene, oriented towards the ideal of a relatively independent, autonomous, but at the same time passive personality, living in conditions of the greatest possible comfort;

Career, aimed at the formation of an active and dependent personality, able to easily adapt to the manipulative nature of social relations in a market society;

Creative, guided by the ideal of a free and active personality and ensuring the process of self-development of the student. , .

Considering the educational environment as an object of psychological and pedagogical design, V.A. Yasvin follows his own definition, according to which, in order to have a developing effect, the educational environment must provide a set of opportunities for self-development of all subjects of the educational process (that is, both students and teachers). This complex includes three structural components of the educational environment as a set of conditions and factors that are subject to design, modeling and expertise:

A spatial and subject component (premises for classes and auxiliary services, the building as a whole, the adjacent territory, etc.), which should ensure the heterogeneity of spatial conditions (heterogeneity and complexity), the connectivity of their functional areas, flexibility (the possibility of operational change), controllability , symbolic function, individualization and authenticity (conformity to life manifestations);

The social component, which should ensure mutual understanding and satisfaction of all subjects (teachers, students, parents, administration representatives, etc.) with interpersonal relationships, including role functions and respect for each other, the prevailing positive mood of all subjects, their cohesion and consciousness, authority;

The psychodidactic component, that is, the content and methods of teaching, due to the psychological goals of building the educational process and ensuring that the goals of teaching, its content and methods correspond to the psychological, physiological and age characteristics of the development of children.

Thus, developed by V.A. Yasvin built the model of the educational environment by transferring to the educational space of the school the logic of studying the perception of the natural environment and attitudes towards it, which were developed in the psychology of environmental consciousness and in the pedagogy of personality education. Therefore, on the one hand, the starting point is the concept of the environment as a habitat that provides the ability to meet the vital needs of a living organism, in this case a person. The key concepts are: opportunity, need, complementarity, personality of the student.

However, despite a significant number of psychological and pedagogical research, which are devoted to the problems of the educational environment at school, a unified position in the definition of the concept of "educational environment" and its structure, in understanding the functions of the educational environment, methods of its design and examination, and other aspects of this problem is still at the formation stage.

One of the reasons for this situation is the relatively recent allocation of the educational environment as an object of pedagogical and psychological research. This is true, but the most likely reason is the difference in the methodological assumptions and empirical foundations that are used by different authors for theoretical and practical research on the problem of the educational environment.

Usually, using the concept of "educational environment", teachers and psychologists want to emphasize that the training, upbringing, development and socialization of the child occur not only under the influence of the teaching and educational actions of the teacher and not only depending on the individual psychological characteristics of the child.

The effectiveness of these actions, as well as the actual education and development of the child, always occur in certain spatial-objective, interpersonal, sociocultural conditions, which can both contribute to and impede the education and development of the child under the influence of pedagogical influences. The educational process always takes place in a certain social and spatial-subject environment, the quality of which undoubtedly affects the development and formation of the participants in this process and the effectiveness of this process as a whole.

The approaches to determining the structure of the educational environment of various researchers differ somewhat from each other. According to all authors, the educational environment has a multicomponent structure, while the following structural components can be distinguished:

Informational, social and technological - O.Yu. Mondonen; - social, spatial-objective and psychodidactic - G.Yu. Belyaev;

Spatial-semantic (architectural and aesthetic organization of living space; symbolic space), content-methodical (content of education; methods and forms of organization of education), communication-organizational (features of the subjects of the educational environment, their social statuses and roles; style of communication and teaching; organizational conditions) - Yu.N. Kulyutkin and S.V. Tarasov;

Behavioral (style and nature of the interaction of subjects), eventful (system educational projects events and other matters, the subjects of which are students), object-spatial (design of the spatial environment, equipment of educational and other premises, compliance with sanitary and hygienic requirements) and information-cultural (library, media library, recruitment teaching materials) - THEM. Lebedenko;

Social-contact (socio-cultural features of the territory; personal example of others; institutions and organizations with which the student has to interact; micro-societies in which he is included), informational (regulatory and legal space; the way of the educational institution; means of visibility and advertising; personally targeted impacts) , subject (physical organization of space, objects and equipment used; specific activities in which the student is involved; sanitary and hygienic conditions) - V.A. Yasvin;

Spatial-objective, social and technological (activity), while the content of the last component is the connection between the first two, i.e. pedagogical support of the developing possibilities of the environment - V.A. Karpov and V.A. Yasvin.

In modern mass pedagogical consciousness, in general, a similar approach is used to determine the structural components of the educational environment. Thus, the All-Russian Forums "Educational Environment", held at the All-Russian Exhibition Center in Moscow since the late 90s, currently include three sections ("specialized exhibitions"), corresponding to the structural components of the educational environment: "Modern educational technologies" (technological, or the activity component, as well as, in part, the social-contact component - within the framework of the subsection "A new teacher for a new school"); “Material and technical equipment of educational institutions” (subject, or subject-spatial component) and “Educational and developing literature” (information, information-cultural or content-methodological component). A comparative analysis of the indicated approaches makes it possible to identify a certain invariant, which includes three main components of the educational environment: first, the material (object-spatial) environment; secondly, the social environment (including informational, cultural, psychological components); thirdly, connecting the two previous ones, the activity component (it is also technological or methodical).

In the system of diverse "opportunities" contained in the educational environment, the activity component occupies a central place. The educational environment, in general, can be defined as the space of the subject's activity. Moreover, in a number of cases, the very concept of activity is defined through the concept of the environment: "Activity is the active interaction of a person with the environment, in the process of which consciously set goals are achieved" .

V.A. Yasvin and V.A. Karpov formulate the following principles for organizing the educational environment: complexity and heterogeneity; personal adequacy; orientation to the actualizing potential of the educational environment . G.Yu. Belyaev, on the basis of his analysis, identified the following general features of the educational environment, identified by most researchers, among which we note the following:

1) the educational environment always exists as a certain social institution in a specific socio-cultural (historical and pedagogical) context;

2) the educational environment always includes a variety of types and kinds of local environments of different, sometimes mutually exclusive quality, specific for each type of educational activity, specific educational institutions, individual educational groups, teachers, etc.;

3) the development of an individual, as a rule, is carried out simultaneously in several educational (sociocultural) environments;

4) the educational environment of the educational institution, and of the child-adult community (communities) is open in nature and acts as an element of a wider socio-cultural environment, correlated with the quality of life, with the quality of the living environment;

5) the educational environment can act not only as a condition, but also as a means of education (as a social phenomenon), learning (as a subject of joint pedagogical activity) and development (understood as a process of transformation of an individual into a personality, a community into a society).

AT modern science different approaches to the typology of educational environments are used. Yu.N. Kulyutkin and S.V. Tarasov suggests the following grounds for such a typology: the style of interaction in (competitive - cooperative, humanistic - technocratic, etc.); the nature of the attitude towards social experience and its transfer (traditional - innovative, national - international, etc.); the degree of creative activity (creative - regulated); the nature of interaction with the external environment (open - closed).

Thus, the historical and pedagogical analysis of the development of ideas about the environment shows that at all times the environment was considered by teachers as the most important factor in the development, formation and upbringing of a person who, in terms of his general cultural and professional qualities, meets the requirements of society. Depending on the socio-pedagogical and scientific position of the researcher, one or another facet of its influence on the personality became actual in the environment.

Common in most theoretical approaches to the definition of the pedagogical category "educational environment" is the recognition of the importance of this phenomenon for the quality organization of student support, their personal development.

Summing up the above, we consider the environment as certain objective circumstances, which, given a certain goal, can be more or less successfully controlled. The main characteristics of the educational environment as a pedagogical phenomenon are: purposefulness, special organization of specific pedagogical activity, interaction of all subjects of the educational process, integrativity and variability.

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Analysis of the concept of "educational environment"

Term "educational environment" firmly entered into use at the end twentieth century. In today's world, it is increasingly clear that education personality should not be identified with mastering special educational programs under teacher guidance. Education is the result of a wide range of heterogeneous factors.

At the end of the 20th century, there was a surge of interest in the educational environment as a complex of factors, defining training and personal development. At the same time, the authors give different interpretations of the definition of the concept of "educational environment", understanding of its structure, functions, attitude to the methods of its design and examination.

Yes, according to I.G. Shendrik, education as a unity process and result of movement subject to prototype, contained in culture can be considered as mastering the educational environment and thereby expanding the educational space, which can be described by a combination of four concepts: educational environment, position, place and space. The educational environment is a set of prototypes that culture needs for its implementation and development.

Wednesday contains opportunities for creating conditions conducive to human education, those. has educational potential. Educational environment defined as set of factors components and parameters planned at the level of the system of educational institutions. environment sets limits of existence subject. The cultural environment in which a person finds himself after birth carries certain ways of interacting with the reality surrounding him and with himself. Education purposefully influences the position of a person in the cultural environment . It affects the formed or/and he environment.

The educational environment appears as a system of cultural facts, which is invented by man. Formative the impact of the educational environment on a person is carried out directly no through its educational environment, in which, first of all, it is necessary to select content and educational practice. The adequacy of the educational environment in the educational environment (modern culture) is a determining factor in the demand for education by society. The educational process appears as a process of understanding the meaning of the cultural facts of the educational environment and thus turning it into an educational space. Education is nothing else, as process and result development and creation by the subject of culturally acceptable ways solving their problems of existence in some environment, society, i.e. his existence primarily as a person.

V.V. Rubtsov defines educational environment as "the prevailing polystructuralsystem of lines and indirect educational and educational influences, realizing explicitly or implicitly presented pedagogical attitudes of teachers that characterize the goals, objectives, methods, means and forms of the educational process in a given school.

The educational environment is the process of a special organized purposeful formation of a personality according to a certain pattern, which always has a socially determined character.

To design an educational environment, it is important to identify its components. To do this, it is necessary to analyze the existing models of the educational environment.

Communication-oriented model educational environment developed by a team of authors led by V.V. Rubtsov. It highlights the following structural components of the educational environment: the internal orientation of the school, the psychological climate, the socio-psychological structure of the team, the psychological organization of the transfer of knowledge, the psychological characteristics of students, etc.

Anthropological and psychological model educational environment was proposed by V.I. Slobodchikov. As the main parameters of the educational environment, he proposes to consider its saturation (resource potential) and with structuredness (the way it is organized). Depending on the type of connections and relationships that structure a given educational environment, the author identifies three different principles her organizations: uniformity, diversity and variability.

Psychodidactic model the educational environment of the school was proposed by V.P. Lebedeva, V.A. Orlov, V.A. Yasvin and others. Based on the concept of student-centered education, the authors emphasize the ever-increasing role of differentiation and individualization of education in modern conditions, but they understand this role somewhat differently than it was traditionally accepted. The authors propose to focus education on the recognition of the priority of the student's individuality, while in traditional education the student became a person as a result of a special organization of training and education, with targeted pedagogical influences.

According to G.A. Kovaleva in The sphere of structural psychological analysis of the educational environment, aimed at identifying its components of different quality, most often includes three interrelated factors:

physical environment(the architecture of the school building, the degree of openness-closedness of the structures of the intra-school design, the size and spatial structure of classrooms and other premises, the ease of their spatial transformation if necessary, the possibility and breadth of spatial movements of students in them, etc.);

human factors(the degree of student crowding and its impact on social behavior, personal characteristics and student performance, changes in personal and interpersonal space depending on the conditions of a particular school organization, distribution of statuses and roles, gender, age and national characteristics of students and teachers, etc.);

training program(the structure of students' activities, the style of teaching and the nature of control, cooperative or competitive forms of education, the content of training programs (their traditional character, conservatism or flexibility), etc.).

The typological features of the educational environment are:

The educational environment of any level is a complex object of a systemic nature.

The integrity of the educational environment is synonymous with achieving a systemic effect, which refers to the implementation of the comprehensive goal of training and education at the level of lifelong education.

The educational environment exists as a certain social community that develops a set of human relations in the context of a broad socio-cultural and ideological adaptation of a person to the world, and vice versa.

The educational environment has a wide range of modality, forming a variety of types local environments different, sometimes mutually exclusive qualities.

In evaluative-target planning, educational environments give the total educational effect of both positive and negative characteristics, and the vector of value orientations is ordered with the target settings of the general content, the educational process.

The educational environment acts not only as a condition, but also as a means of teaching education.

The educational environment is a process of dialectical interaction of social, spatial-objective and psychological-didactic components that form the coordinate system of the leading conditions, influences and tendencies of pedagogical goal-setting.

The educational environment forms the substrate of individualized activity, transitional from the educational situation to life.

The parameters of the examination of the educational environment include its:

modality, as a qualitative and meaningful characteristic of the environment, given from the typological point of view developed by him;

breadth, as a structural and content characteristic of the environment, showing which subjects, objects, processes and phenomena are included in this educational environment;

intensity, as a structural and dynamic characteristic, showing the degree of saturation of the educational environment with conditions, influences and opportunities, as well as the concentration of their manifestation;

awareness as an indicator of conscious involvement in the educational environment of all subjects of the pedagogical process;

generalization as an indicator of the degree of coordination of all subjects of this educational environment;

emotionality as an indicator of the ratio of the emotional and rational components in the educational environment;

dominance as an indicator of the significance of this local environment in the system of values ​​of the subjects of the educational process;

coherence, (consistency) as an indicator of the degree of consistency of the influence on the personality of a given local environment with the influences of other environmental factors;

social activity as an indicator of socially oriented creative potential in the expansion of this educational environment into the environment;

mobility, as an indicator of the ability of the educational environment to organic evolutionary changes, in the context of relationships with the environment;

sustainability as an indicator of the stability of the educational environment over time.

Functions of the educational environment (According to A.I. Artyukhina):

1- integrative, based on premises -

a) the human body reacts not so much to the surrounding circumstances as such (situation), but to cognitive ideas about them,

b) these cognitive representations are functionally related to the processes and parameters of learning,

c) most human knowledge is cognitively mediated,

d) thoughts, feelings and forms of behavior are causally interconnected, which "ensures the integrity of the reflection of the versatile manifestations of being, due to the integrity of the human personality and the isolation of the learning process on the personality of the student";

2 - adaptive, provides the conditions for the full entry of the subject into the educational process, leveling the manifestations of normative and other crises, contributing to the assimilation of the norms and values ​​of the educational environment, as well as the transformation of the environment in accordance with the new conditions and goals of activity;

3 - sociocultural, which characterizes the transfer and assimilation of social and cultural values ​​from generation to generation, orientation towards the value-semantic entry of a person into culture.

4 - the function of professional and personal development is immanent for a special type of educational environment - personality developing, teaching in which is based on the humanitarian and personal paradigm. Criteria that make it possible to characterize the educational environment of a medical university as personality-developing, that is, as an environment for professional and personal development and self-development:

Currently, both in science and in practice, there are different interpretations of the concepts of "educational space" and "educational environment". As a rule, "educational space" is considered in the context of the development of educational systems in a region, city, etc. Those. connect geographically the education system (preschool, general, vocational, etc.) and the place where it operates.

According to Kozyrev V.A. the most general idea of ​​space is associated with the arrangement order (mutual arrangement) of simultaneously coexisting objects. Under educational space is understood a set of conditions that are interconnected in a certain way that can influence a person's education. At the same time, the meaning of the very concept of educational space does not imply the inclusion of a student in it. Educational space can exist independently of the student.

concept"educational environment" also reflects the relationship of conditions that ensure the education of a person. In this case, the presence of the student in the educational environment, mutual influence, interaction of the environment with the subject (in our case, the student) is assumed.

A.A. Zucker under educational spaceunderstandsplace to dohumaneducational movement.Place, wherein a person can move or advance about own education, i.e. general condition of any education. At the same time, the main principle of allocating or generating a particular space is the limitation of a certain territory with the simultaneous designation of some homogeneous and evenly distributed quality within the drawn boundaries, the presence of which will distinguish this space from everything else.

Fomina T.A. )