« National traditions Russian education: values ​​and meanings»

XXVI International Christmas Educational Readings
"Moral values ​​and the future of mankind"
January 23, 2018, White Hall of the Cathedral of Christ the Savior, Moscow

The national traditions of education of any country are the basis of the pedagogical system and are based on the national ideal of the people. The national ideal is not associated with any ideology or project of an ideal society, but always permeates the history of the development of the people, the nation from the very beginning of its genesis and is manifested in the best achievements of its culture and moral principles. It is the core of civilizational identity and has the property of continuity, since otherwise it is impossible to preserve any form of identity. The new always replaces the old, but at the same time retains its core and individual elements. This is how the principle of dialectical synthesis is realized and the transfer of social and cultural values ​​from generation to generation is ensured.

The current geopolitical state is characterized by confrontation between the West and Russia, and we are talking not just about the conflict of civilizations, but about the war of civilizational antagonists. “The civilizational antagonist is not just an adversary, but the embodiment of world evil. The rivalry of civilizational antagonists is a struggle for annihilation.” A tough confrontation is being waged with the use of new, primarily non-power technologies - information, economic, cognitive. This is a war of values ​​and meanings, the purpose of which is not just to discredit national ideals, but to destroy them and plant their own, axiologically directly opposite ones. On the arena of civilizational confrontation, the West and Russia clashed, the values ​​of liberalism and individualism, on the one hand, and traditionalism and catholicity, on the other. It is impossible to resolve the conflict peacefully, if only because “differences are found between the genesis foundations of Russian messianism with the dominant idea of ​​saving the world and the Western planetary project – world domination. In one case, the world must be saved, in the other, it must be subdued.”

For the Russian people, the national ideal is Holy Russia. It was through Orthodoxy that the inhabitants of Russia separated themselves from the rest of the world, felt the uniqueness and originality of their people. Not "good old" (like England), not "beautiful" (like France), not "sweet" (like Italy), not "above all" (like Germany), but "holy". The chronological framework and even the geographical outlines of Holy Russia cannot be determined, since the ideal of holiness on Russian soil was, is and will remain forever, as highest peak spiritual growth of man, society and the state.

Therefore, despite the dramatic and even tragic events of the past century, not always consciously, and sometimes covertly, the national ideal of the people, as the core of historical memory, was preserved in the best works culture and traditions of education, which ensured the self-preservation of the people in the face of persecution, repression and war.

Until recently, myths about the West were cultivated in Russian society. In particular, about the possibility of Russia's "entry" into the Western world, moreover, on an equal footing. Periodically, this idea became the leading one in state policy, as it reflected Western-centric thinking and the desire of the elite for the consumer standards of Western countries.

After 2014, the situation escalated sharply: the war of civilizational antagonists took sharp forms. In the new political realities, Russia declared its sovereignty in a polycentric world. President of the Russian Federation V.V. On December 31, 2015, Putin signed the National Security Strategy of the country, which clearly indicates the priority of traditional values, including in the education of young people. Therefore, the return of the education system to the national educational ideal has become an urgent task of maintaining the country's security.

At the same time, the process that “opened the way” for Western values ​​and technologies in Russian education was already launched in the post-Soviet period at the turn of the 20th and 21st centuries. and by now more than one generation of children have passed through the “renewed” Russian school. “Liberals talked about common standards of Western values, conservatives about a common Christian platform. Both of them were wrong. Russia has always been a different from the Western, a special civilization. Her value system was different, and even alternative to the West,” says prof. V.E. Baghdasaryan.

The "liberals in power" did what their predecessors the Bolsheviks did not encroach on - the eradication of the moral guidelines of the former system, which became unfashionable "retro-morality". To ensure success in this endeavor, two theses were voiced:

• education is only learning, which destroyed the basis of traditional educational system which considers education as a single process of education and upbringing;
• the totalitarianism of the former (Soviet) system, manifested primarily in personal lack of freedom. Well, the most free from totalitarianism is, of course, the Western world, so its values ​​should become both our property and the property of our children.

The attempt was partially crowned with success: instead of educating duties, respect and friendship, care and mercy, the education of rights, tolerance, leadership and consumerism was implanted. The result turned out to be threatening - the spiritual and moral degradation of society and the dehumanization of the individual.

Why did the new values ​​and moral ideals turn out to be so destructive specifically for Russia, while in their homeland (in the West) they are not so catastrophic? Because in Russia they do not correspond to the moral educational ideal, which is in no way connected with ideology and cannot be introduced from outside, but grows out of the moral ideal of the people, as its distinctive mental trait or civilizational dominant.

The inversion of key moral concepts, undertaken as an attempt to “implant” Western values, would be difficult without the use of the principle of substitution, since open lies and deceit are too obvious. Substitute (from Latin substitutio - replacement) was originally a special legal term for a reserve heir. Then the boundaries of the concept were expanded to the idea of ​​the interchangeability of one product with another, and then the principle of substitution entered the practice of social relations. In fact, we are not talking about the implementation of a real deed, but about obtaining personal satisfaction, that is, the development of what is called passions in religious practice. In pedagogy, the principle of substitution turned out to be a convenient tool for changing the vector of personality education, as well as the nature of interpersonal relationships. The next step is to replace the value orientations of both the individual and the family. Behind the signboard of the similarity of concepts and identity lies a crafty substitution of moral categories and life meanings [see more details 2].

This problem is as old as the world and is repeated in the life of everyone, starting with Adam and Eve, who wanted to become “like gods, knowing good and evil” (Gen. 3:5), but instead “the eyes of both of them were opened, and they knew they are naked” (Genesis 3:7). Although the consequences of these and similar attempts are very tragic, they, thanks to the principle of substitution, do not seem so, but, on the contrary, look attractive. But in the conditions of the modern civilizational war, the substitutional approach acquires a particularly sharp character, since the choice of value-semantic orientation is precisely that key link, on the strength of which the future of not only an individual, but society as a whole depends. The substitution of the true value of spiritual and moral education with an imaginary surrogate is a deliberate action, since the ultimate goal is to replace a way of life based not on virtue and moral consciousness, but on vice and depravity, on base meanings of life, on false spiritual guidelines.

Here one could talk about the distortion of the understanding of the essence of spiritual and moral education, such categories as freedom, conscience, love, etc. But we will focus on only one example - distortion of the principle of hierarchy, as an axiological (value) basis of the universe.

Here we highlight 2 aspects: the connection of hierarchy, beauty and harmony; and what is proposed (and is already “working” in the youth subculture!) instead of a hierarchy.

1. For a person brought up on humanistic values, the hierarchical principle seems to be unequal, as restricting freedom, suppressing the individual, subordinating the power of another. Such an understanding always causes in any audience (teacher or student) the rejection of the idea that beauty is impossible without hierarchy. Hierarchy, like violence and totalitarianism, cannot be beautiful - this argument is always repeated in discussions in courses for teachers or classes with students. Indeed, in interpersonal relationships hierarchy can be based on different principles: fear (then it is slavery), contract (mercenary). But in Orthodoxy it is based on love and therefore cannot be ugly. Pedagogical correction of the understanding of the Christian essence of the hierarchical principle, as experience shows, is possible by introducing an "intermediate" concept of harmony: beauty is always harmonious, harmony is ordered, as well as hierarchy. The analysis of the concept of harmony leads course participants and students to understand the beauty of hierarchy. But it is difficult to understand and accept this principle, because the understanding of love as a sacrifice has been largely lost, and the education of sacrifice in a consumer society is a complex pedagogical problem.
2. The opposite of hierarchy is heterarchy (from the Greek heteros - another, alien and archia - power, control) - literally "that which is under the control of another." As you know, “in heterarchical systems, elements are in diverse, but equivalent in relation to each other, links, therefore, such a system is structured not according to the principle of unidirectional progression (as in hierarchical systems that have subordination), but according to the most diverse links, the choice of which is determined by an outside observer. Any heterarchical structure does not have a core dominant and therefore is perceived as incomplete, imperfect, contradictory. In relation to society, this concept reflects modern relativism, when there is no single absolute principle (in the case of spiritual and moral education - an absolute moral ideal), and the system of relations is structured by the individual depending on his personal attitudes.

Humanistic (relativistic) pedagogy sees the goal of education as the formation of a comprehensively developed personality, which excludes its hierarchy (spirit-soul-body) and does not provide clear (absolute) criteria for personal moral choice (good-evil). At the same time, it is known that the absence of a hierarchical core foundation leads to a confusion in the individual consciousness of the criteria of good and evil, and the situational choice is determined and justified by the current need, which leads to the relativity of moral and vicious. It is the problem of choosing the vector of personality education (all-round development or hierarchical structure ) is an ideological choice between the principles of humanistic (relativistic) and Orthodox pedagogy, moral values ​​of the "consumer society" and Orthodox moral culture in the formation of personality and interpersonal relationships.

The pedagogical aspect of heterarchic relations lies in their complementarity (from the Latin comper - to supplement). It is impossible to grow a whole personality on relative values, therefore such an individual seeks to satisfy his functional complementarity at the expense of the Other, while not feeling any gratitude towards him, as he believes that he is owed more than he can give himself. Under such conditions, responsibility for one's life choice is not formed, and infantilism, emotional immaturity and a lack of ability to perceive the world from points of view other than one's own are observed in the structure of the personality. This is the way of cultivating egocentrism, which underlies many life tragedies, both for individuals and for the modern family as a whole.

Here are examples from the criminal chronicle of just one week of the recently begun 2018: tragedies in schools - January 15 - Perm, January 17 - Chelyabinsk region, January 19 - Ulan Ude. It seems that soon the teaching profession will become as dangerous as the military profession: the front line is already passing through the school.

What can we observe in these tragedies in common: incomplete families or stepchildren, attacks on those who are younger and on teachers; the lack of real good deeds in the life of the attackers and the enthusiasm for the Internet. This leads to falling "under the control of another", a passion for the criminal and nationalist subculture and imitation of the "heroes" of a similar American attack. The problem of moral ideal, distortion life values and meanings, intra-family relations and the absence of children's and youth associations, etc., etc. What measures are proposed? Basically, prohibitive and preventive, i.e. external in relation to the essence of the educational process.

While we will prove to officials the importance and argue with them about how many years spiritual and moral education should continue at school and on what values, while we will train teachers to teach the “narrow” subject “Fundamentals of Orthodox Culture” at the so-called fighter" to work with any separate textbook, even a very good one, and not to integrate "Orthodox culture" (see note) into the education system based on the value-anthropological approach, our civilizational antagonist will invent more and more sophisticated ways of influencing the axiosphere of the individual.

We are far from victory, but to know what good is is only possible by separating it from evil and calling it by its proper name.

NOTE

The term "Orthodox culture" as applied to school subject is in quotation marks, as it is conditional and combines training courses, disciplines, modules with various titles. They have a single value and worldview basis - the Orthodox Christian doctrine, the patristic understanding of spiritual, moral and artistic culture and are implemented in the education system with the participation of organizations of the Russian Orthodox Church. All these disciplines are aimed at the spiritual and moral education of children at the choice of their families on the basis of the historical and cultural traditions of Orthodoxy, but without involving students in the educational process in religious practice (“teaching religion”) and their mandatory confessional self-identification.

Sources and literature

1. Bagdasaryan V.E. Russia-West: civilizational war. M.: FORUM: INFA. M. 2017.
2. Rozina O.V. Moral categories in today's wihavanni: zumisnapidminachivipadkova substituciz? // Science notes. Series "Psychology I Pedagogy". Thematic entry “Spiritual and moral development of the young generation. Vinyanii i zarubizhniy dosvid". Ostrog, 2013, Vip. 23, pp. 215–222
3. Rozina O.V. Orthodox culture at school: the formation and development of professional competencies of a teacher. 2nd ed., rev. and reworked. Moscow: Science and Word, 2015.

Your Eminence, dear organizers and participants of the Christmas Readings!

IN last years Much has been said about innovation in education. So, once at the August Novosibirsk city conference of teachers, the rector of the NSPU Alexei Dmitrievich Gerasev said that, in his opinion, the half-life of a specialist in education is 10-15 years. Those. after 10 years, the teacher, if he does not follow the innovations, is no longer able to work as a teacher. One cannot but agree with this opinion.

So, on the one hand, the teacher needs to respond to the changes that are brought about by the endless reforms of the education system and the so-called innovations. On the other hand, it is absurdly reckless to forget about the Russian pedagogical traditions that have shaped the Russian school for centuries.

Article 2 federal law No. 273-FZ of December 29, 2012 "On education in Russian Federation”, in particular, the concepts of education and upbringing are given:

1) education - a single purposeful process of education and training (note that education comes first - A.M.);

2) education - an activity aimed at the development of the individual ... on the basis of socio-cultural, spiritual and moral values ​​​​and the rules and norms of behavior accepted in society.

The President of the Russian Federation, Vladimir Vladimirovich Putin, in his Address to the Federal Assembly dated December 13, 2012, said: “It hurts me to talk about this today, but I must say about it. Today, Russian society is experiencing a clear lack of spiritual bonds ... A lack of what has at all times made us stronger, stronger than we have always been proud of. The President explained that he meant such phenomena as mercy, compassion, sympathy. Putin also stressed: "We must fully support institutions that are carriers of traditional values." The bearers of traditional values ​​are the Church, the family and the school.

The lack of spiritual bonds gives rise to serious contradictions in the modern school system of education and training. Let us explain what these contradictions are, and justify the following thesis: contradictions in the modern system of education and training are resolved through the synthesis of educational traditions and innovations.

The main contradiction is as follows. According to the Federal State Educational Standard of the new generation, along with subject results, the student must achieve meta-subject and personal results. However, very often the understanding of meta-subject and personal results is narrowed down to the ability for self-education, the ability to obtain information, show leadership qualities, etc. This often replaces the actual upbringing, the inculcation of traditional spiritual and moral values.

The thought of Vasily Andreevich Zhukovsky, the educator of the Grand Dukes, is gradually forgotten: "Education is education for doing good."

Let's see what this leads to.

Fyodor Mikhailovich Dostoevsky once remarked in The Writer's Diary: “A teacher is a delicate thing: a folk, national teacher has been developed for centuries, kept by legends, countless experiences. For example, you can build schools with money, but you won’t get teachers right now.” If, according to Dostoevsky, the folk teacher is kept by traditions, i.e. traditions, which means that without referring to the centuries-old Russian and European pedagogical heritage, it is impossible to build a solid education system.

Considering the best pedagogical traditions, let us pay attention to two points.

First. In the very concept of “school” there are semantic notes of continuity and traditions. After all, we say, for example, “Russian singing school”, “Soviet school of figure skating”, etc. Therefore, in the words "secondary school" we should hear not only an educational institution, but also the age-old educational and educational traditions of Kamensky, Ushinsky, Sukhomlinsky, whose heirs we consider ourselves to be.

Second moment. In such new concepts as "educational competencies", "the ability to independently acquire knowledge", "work with talented children", etc. - not so much new as it might seem at first glance. Isn't the Soviet school teaching us the same thing? Isn't the same goal achieved, for example, by a student's thoughtful reading of two scientific articles for a lesson?

And let's take the concept of "activity approach" and ask: did the Soviet school have an inactive approach?

Until recently, the results schooling were assessed according to the “knowledge - skills - skills” scheme, and now the “children’s ability to learn independently, as well as their personal and social competencies” are being assessed. This approach is considered innovative. What is essentially new here? Really before school teacher did not develop in his students the ability to learn independently? Developed, of course! Developed all 10 or 11 years! In the classroom, however, there was no computer or interactive whiteboard. But the teacher still developed the ability of students to independently acquire knowledge - he taught them to write essays and essays, taught them not to copy, taught them to read books, thanks to which the student could increase their knowledge.

Output. With the introduction of innovations in the educational process, a synthesis of tradition and innovation is already being carried out at some level. And on this path of synthesis there is an opportunity to reveal the potential of the teacher.

However, for 15-20 years, schools have been using Computer techologies, internet, interactive whiteboards, etc. These new technologies facilitate access to information, increase the visibility of training - these are indisputable advantages. But has the quality of education improved during this time? Have children's literacy improved, have students become better at math problems Has morality improved?

Not at all!

Why? Are these innovations bad in and of themselves? No, not bad. The bad thing is that these innovations are sometimes elevated to a cult and implemented due to the neglect of pedagogical traditions.

Practice shows that the greatest success in studies and in life is achieved by those people who first acquire elementary knowledge, skills, such as arithmetic, writing essays, thoughtful reading of books, and only after that they receive a computer with the Internet. And only then the computer does not harm them, but benefits them.

What kind of traditions can be recklessly neglected by introducing innovations? First of all, there is a danger of neglecting diligence. Indeed, the Internet not only provides useful information, but also makes it possible to find ready-made homework or an essay that you can download and hand over to the teacher without even reading it. This is the neglect of hard work.

There is an illusion that work and difficulties are obstacles to the quality of education. And there is an illusion that new educational technologies are able to overcome these obstacles and lead us immediately (directly) to high results in the educational process.

But after all, traditional Russian pedagogy brought us up in such a way that high results are achieved not in addition to diligence, but through diligence.

And this idea is not an invention of pedagogy proper of the 20th century - this idea was expressed 155 years ago, in 1860, by Dmitry Konstantinovich Ushinsky in the Journal of the Ministry of Public Education in the article “Labor in its Mental and Educational Significance”. This article by the great Russian teacher is not only very interesting, but also amazingly relevant, despite a century and a half ago!

In particular, in this work, Ushinsky writes: “Without labor, wealth and an abundance of capital have a disastrous effect not only on the moral and mental development of people, but also on their material well-being.”

Unfortunately, our cultural environment is not conducive to instilling industriousness in children. So, for thirty years we have been hearing the saying: "If you want to live, know how to spin." In the 80s of the twentieth century, the word "twisted" appeared - apparently, one who knows how to spin. In the 90s, the word "cool" appeared. “To live, you need to work, but to live well, you need to come up with something else” - such jokes are still popular. And sayings like: "If you want to live, know how to work" are still not popular.

Let's go back to educational innovation.

Maxim Gorky in 1930 noticed that the cinematograph (as cinema was then called) both sharpens and dulls the senses at the same time; sharpens the surface perception and dulls the deep assimilation of the material. Isn't there a similar danger when using an interactive whiteboard? Probably, you can get so carried away with an interactive whiteboard that you develop in children the habit of clipping, of flashing.

But let's ask ourselves, does an interactive whiteboard necessarily lead to a dulling of perception? Does the Internet necessarily wean from the thoughtful assimilation of the material? Finally, do innovations in education necessarily lead to a decrease in the quality of education?

Not at all! On the contrary, there is a huge pedagogical potential in innovations. But this potential is revealed only in synthesis with traditions, and above all in synthesis with the tradition of diligence, in synthesis with a view of work as a virtue, as a joy, in synthesis with a view of work as a way of self-realization of a person, teacher and student.

In this regard, it is appropriate to quote Ushinsky's thought: "Only the inner, spiritual, life-giving power of labor serves as a source of human dignity, and at the same time morality and happiness."

It should be noted that the upbringing of industriousness is achieved through the personal example of teachers and parents.

And, it seems, diligence is the root, the core, the foundation for solving so many problems of education.

Diligence is only one of the many values ​​of traditional Russian pedagogy, but we can also talk about respect for elders, about obedience and discipline, about gratitude. And all these traditions are not a restriction of rights and freedoms, but a way to unlock the potential of the individual, both teacher and student.

This idea was remarkably expressed by the Russian philosopher and theologian, priest Pavel Florensky in the book “The Pillar and Ground of Truth”, in which he writes that tradition, “... raising to the height reached by mankind, ... releases energy ... to new achievements, to new creative ups ". Let's pay attention to the words "energy release". Imagine a class with 30 students, each of whom comes to school on time, obeys the teacher, prepares for lessons, and so on. The teacher does not need to waste energy on establishing discipline, on punitive measures for unfulfilled homework, etc. Is this not a release of energy? Is this not a reserve for the development of education and society as a whole?

A powerful reserve for the development of the education system and society as a whole lies in the synthesis of the best educational traditions and the most advanced innovations, and such a synthesis can be carried out by including such virtues as diligence, honesty, respect for others, modesty, obedience, among the meta-subject and personal results of schoolchildren, gratitude, sympathy, compassion, mercy.

It is gratifying that the country's leadership pays attention to the problems of education.

Gratitude, obedience, hard work are the traditional values ​​of Russian pedagogy, but they are also Christian virtues. And the virtues are inculcated and brought up not so much by an individual subject teacher, but by the cultural environment, the whole teaching and educational atmosphere. At the same time, it is important to note that traditional values ​​are instilled not only in students, but also in teachers.

Academician Dmitry Sergeevich Likhachev, who during his lifetime was called the conscience of the nation, wrote in the book “Russian Culture”: “ secondary school should educate a person who is able to master a new profession, be sufficiently capable of various professions and be, above all, moral. For the moral basis is the main thing that determines the viability of society: economic, state, creative... People are brought up: directly - religion, and in a more complicated way - music ... literature, art, the study of logic, psychology, the study of languages.

So the introduction subject"Orthodox Culture of Russia" is a very important step in shaping the moral foundations of our society.

We understand - and this is enshrined in law - that the appeal to religious and moral values ​​does not contradict the secular nature of Russian education. We also understand that education is not a restriction of rights and freedoms, it is a way to unlock the potential of an individual.

An appeal to the pedagogical traditions of Russia and, above all, an appeal to Russian educational traditions is not just one of possible ways development of education. This is the only way in which the educational system can fulfill its functions, fulfill the social order.

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• Introduction
• Education as a way of organizing the pedagogical process
• Learning Functions
• The role of innovation in school development
• New pedagogical technologies
• Conclusion
• Bibliography

Introduction

Currently, our country is undergoing significant changes in the national education policy. This is due to the transition to the position of personality-oriented pedagogy. One of the tasks of the modern school is to unlock the potential of all participants in the pedagogical process, to provide them with opportunities to manifest creativity. The solution of these problems is impossible without the implementation of the variability of educational processes, in connection with which there are various innovative types and types. educational institutions that require deep scientific and practical understanding.

The modern Russian school is the result of huge changes that have taken place in the system of national education in recent years. In this sense, education is not just a part of the social life of society, but its avant-garde: hardly any other subsystem of it can confirm the fact of its progressive development with such an abundance of innovations and experiments to the same extent.

The search for a solution to the pedagogical problems of innovation is associated with the analysis of the available results of the study of the essence, structure, classification and features of the flow of innovative processes in the field of education. At the theoretical and methodological level, the most fundamental problem of innovations is reflected in the works of M.M. Potashnik, A.V. Khutorsky, N.B. Pugacheva, V.S. Lazarev, V.I. Zagvyazinsky from the standpoint of a system-activity approach, which makes it possible to analyze not only individual stages of the innovation process, but also move on to a comprehensive study of innovations.

Today, innovative search has entered the “calm channel”, has become part of the image of any self-respecting school, an element of the “regular situation” in the system of life of many educational institutions in the region. But there is a huge variety of innovations applicable to education in general and to schools in particular. They play a huge role in the existence and further development schools.

Purpose of the work: to study and characterize the traditions and innovations in Russian education.

Education as a way of organizing the pedagogical process

Education is the most important and reliable way to receive systematic education. Education is nothing but a specific process of cognition, managed by the teacher. It is the guiding role of the teacher that ensures the full assimilation of knowledge, skills and abilities by schoolchildren, the development of their mental strength and creative abilities.

Learning is a two-way process. The activity of the teacher is usually called teaching, and the activity of the student is called teaching. The term teaching should be considered conditional, since the teacher not only teaches (presents) knowledge, but also develops and educates students. Teaching is not only a process of mastering what is given by teaching, it is a complex process of cognitive activity, in which the generalized experience accumulated by mankind in the form of knowledge is mastered, it is also the acquisition of individual experience of cognition with the help of independent operation of knowledge, mastery necessary actions and ways.

Cognitive activity is the unity of sensory perception, theoretical thinking and practical activity. It is carried out at every step of life, in all types of activities and social relationships of students (productive and socially useful work, value-oriented and artistic and aesthetic activities, communication), as well as by performing various subject-practical actions in the educational process (experimenting, designing , solving research problems, etc.).

But only in the process of learning, knowledge acquires a clear form in a special educational and cognitive activity inherent only to a person, or teaching.

The process of cognition of students takes place in joint activity with the teacher, under his guidance. The teacher directs this process in accordance with the age capabilities and characteristics of the students, he systematizes, concretizes the content of training, gives a logical justification to the knowledge that students master, he seeks the most rational ways to equip his students with the skills needed in independent cognition, develops skills.

The cognitive activity of students also takes place in communication with peers. On the basis of this, diverse relationships are created, which, although indirectly, have a significant impact on learning through the exchange of scientific information, support and mutual assistance in the search, public evaluation of the results of educational work.

In the modern sense, learning is characterized by the following features:

Purpose (general as an adaptation to life), tasks;

Joint activities of teachers and students;

Teaching (guidance by the teacher);

Teaching ( independent work students);

Organization of the process;

Compliance with the laws of age development of students;

The combination of manufacturability and creativity of teachers and students;

Compliance with the requirements of life;

Simultaneous implementation of education, development, formation of students.

The success of learning is ultimately determined by the attitude of schoolchildren to learning, their desire for knowledge, the ability to consciously and independently acquire knowledge, skills, and activity. The student is not only the object of teaching influences, he is the subject of specially organized cognition, the subject of the pedagogical process.

Since the development of the student occurs only in the process of his own activity, the basis of learning should be considered not teaching, but learning.

Learning Functions

learning innovation pedagogical cognitive

The need for a comprehensive implementation of all components of the content of education and the focus of the pedagogical process on the comprehensive creative self-development of the student's personality determine the functions of learning: educational, nurturing and developing. At the same time, the educational function is associated with the expansion of the volume, developing - with structural complication, and educating - with the formation of relations (V.V. Kraevsky).

educational function. The main meaning of the educational function is to equip students with a system of scientific knowledge, skills and abilities in order to use them in practice.

Scientific knowledge - the main component of education includes facts, concepts, laws, patterns, theories, a generalized picture of the world. In accordance with the educational function, they must become the property of the individual, enter the structure of her experience. The most complete implementation of this function should ensure the completeness, systematicity and awareness of knowledge, their strength and effectiveness.

The end result of the implementation of the educational function is the effectiveness of knowledge, expressed in the conscious operation of them, the ability to mobilize previous knowledge to obtain new ones, as well as the formation of the most important both special (in the subject) and general educational skills and abilities.

Skill as a skillful action is directed by a clearly realized goal, and a skill, that is, an automated action, is based on a system of established connections. Skills are formed as a result of exercises that vary the conditions of educational activity and provide for its gradual complication. To develop skills, repeated exercises in the same conditions are necessary.

educational function. The educational function follows from the content, forms and methods of teaching, but at the same time it is also carried out through a special organization of communication between the teacher and students. Objectively, training cannot but bring up certain views, beliefs, attitudes, qualities to the personality. The formation of personality is generally impossible without the assimilation of a system of moral and other concepts, norms and requirements.

developmental function. Properly delivered education always develops, however, the developmental function is carried out more effectively with a special focus on the interaction of teachers and students for the comprehensive development of the individual. In the context of traditional approaches to the organization of learning, the implementation of the developmental function, as a rule, comes down to the development of speech and thinking.

The role of innovation in school development

Once the situation in the school has been comprehensively analyzed, and what school results need to be improved have been determined, naturally, there is a need for an informed choice of ideas with which this could be done in the best way. The choice of ideas is inevitable because different innovations can be selected to achieve the same goals, certain results, each of which has its own strengths and weaknesses. It would seem that such a logic of thinking is obvious, but in real practice it is often not maintained. Instead of a reasoned approach to choosing ideas, we see:

- the desire to introduce almost without any choice, to master literally everything that did not exist before, that they heard somewhere, saw it (it is no coincidence that they say about such schools that they are developing so “madly” that they do not have time to function normally);

- the desire to try, learn new things in a row, in order to find the best idea for your school. This is, in fact, a blind work (blind trials and, of course, numerous errors);

- the desire to master by all means what neighbors from neighboring schools master in order to withstand competition in the struggle for a contingent of students, for the good opinion of parents, heads of educational authorities of their district;

- there is a clear desire to keep up with fashion at any cost, to be on its crest, and therefore they are headlong striving for the status of an innovative school and, of course, with an elaborate, complex name;

- willingness to accept for implementation any recommendation, any indication of local education authorities regarding the development of a particular new idea.

It is easy to understand that all these approaches to innovations at school are fraught with serious costs, such as colossal overloads of children and teachers, a decrease in academic performance in those subjects that are not covered by “experimental” work, since the development of an irrelevant, non-optimal someone else's idea, and even the development of an illiterate takes away from the teachers involved in this activity, all the strength and time, which inevitably leads to the destabilization of the pedagogical process.

The choice of ideas is implemented by discussing them, thinking through a group of competent persons - experts (these are the most mature and progressive employees of the school, invited experts). It involves a comparative evaluation of ideas on a number of parameters and is a creative act. Evaluation of ideas can be carried out both with the help of mental experimentation and on the basis of the development of projects for the activities of the alleged participants in the transformation.

It is necessary to think over the entire organizational mechanism for choosing ideas, including collecting suggestions from teachers, children and parents through interviews and questionnaires, identifying the preferences of all groups of people participating in the innovation process, discussing selected innovations at meetings of methodological associations, creative microgroups, departments, and, if necessary, - at a board meeting. To achieve the goal, the leader must go not only and not so much from himself, but from others - performers, implementers of future innovations. It is very important that they themselves participate in the search, evaluate and select new ideas for development. Otherwise, their work will not be motivated and there will be no update in the way innovation is managed in the school.

An analysis of the specialized literature and the experience of schools indicates the insufficient intensity of the application of pedagogical innovations in the practice of work. educational institutions. There are at least two reasons for the lack of implementation of pedagogical innovations. The first reason is that an innovation, as a rule, does not pass the necessary professional examination and approbation. The second reason is that the introduction of pedagogical innovations has not been previously prepared either organizationally or technically, or, most importantly, in a personal, psychological sense.

A clear understanding of the content and parameters of pedagogical innovations, possession of the methodology for their application allow both individual teachers and heads of educational institutions to objectively evaluate and predict their implementation. The haste in introducing innovations more than once led the school to the fact that the recommended, more often from above, innovation after some (short) time was forgotten or canceled by order or order.

One of the main reasons for this situation is the lack of an innovative environment in schools. - a certain moral and psychological environment, supported by a set of organizational, methodological, psychological measures that ensure the introduction of innovations in the educational process of the school. The absence of such an innovative environment is manifested in the methodological unpreparedness of teachers, in their poor awareness of the essence of pedagogical innovations. The presence of a favorable innovative environment in the teaching staff reduces the coefficient of “resistance” of teachers to innovations, helps to overcome stereotypes professional activity. The innovative environment finds a real reflection in the attitude of teachers towards pedagogy.

New pedagogical technologies

Innovations in the field of education are aimed at shaping the personality, its ability for scientific, technical and innovative activities, at updating the content of the educational process.

Each pedagogical era has generated its own generation of technologies. First generation educational technologies were traditional methods; technologies of the second and third generations were modular-block and whole-block learning systems; integrated technology belongs to the fourth generation of educational technologies.

Introduction of non-traditional pedagogical technologies has significantly changed the educational and developmental process, which allows solving many problems of developing, student-centered learning, differentiation, humanization, and the formation of an individual educational perspective of students.

All technologies are characterized by certain common features: awareness of the activities of the teacher and students, efficiency, mobility, valeology, integrity, openness, projectability; independent activity of students in the educational process is 60-90% of the study time; individualization.

Computer technologies not only help to organize the learning process using game methods, but also to get stronger feedback.

Multimedia tools make it possible to provide the best, in comparison with other technical teaching aids, implementation of the principle of visibility, to a greater extent contribute to the strengthening of knowledge and practical exercises- skills. In addition, multimedia tools are given the task of providing effective support for game forms lesson, active dialogue “student-computer”.

The analysis of the existing experience shows that conditionally the system of using a computer in a technology lesson can be divided into three stages (stages).

The first is computer support for lessons. Here the computer is used only by the teacher as a means of visualizing lesson materials.

The second is computer support for technology lessons. At this stage, in addition to using the computer by the teacher as an effective means of presenting or illustrating lesson materials, the computer can be used by students as a means of repeating previously studied material (for example, the device of a machine tool or sewing machine, the properties of materials, the choice of decorative finishes, assistance in selecting an object work for thematic creative work etc.). Here the computer can be trusted current control knowledge of students, for example - in order to allow a student to work on a particular machine, etc. Since students are allowed to work with a computer, the teacher must know and follow the rules for organizing the safe work of students with computer equipment, and a workplace equipped with a computer, should be organized accordingly.

The third stage is the use of modern computer programs in teaching. A feature of this stage is the conduct of technology lessons with the work of all students on computers under the guidance of a teacher. The role of using the technology of various electronic reference books, encyclopedias, and programs in the classroom is high.

The use of Internet resources and services greatly expands the possibilities of both the teacher and the student in all activities.

Project activity is also a method of enhancing educational and cognitive activity. This is facilitated by the high independence of students in the process of preparing the project. The teacher, acting as a coordinator, only directs the activity of the student, who explores the chosen topic, collects the most complete information about it, systematizes the data obtained and presents them using various technical means including modern computer technology.

The method of integration, which contributes to the formation of interdisciplinary concepts, determines the nature intersubject communications by the time factor (previous connections, perspective, synchronous), allows for interdisciplinary coordination of content educational material in order to optimize it (eliminate duplication, discrepancy, chronological inconsistency). This method allows you to adapt the content of curricula to the capabilities of specific students, creates favorable conditions for the development of the personality of each student, the formation of positive motivation for learning, the adequacy of self-esteem, the maximum possible success in learning.

Integrated lessons occupy a special place in the system of our pedagogical activity. They help to develop the cognitive and creative activity of students, increase the motivation for learning. Conducting such lessons is one of the ways to increase the efficiency of the educational process based on the implementation of the principles of the activity approach in teaching.

Inclusion of students in the active academic work, the use of various forms, methods of cognitive activity significantly expands the educational opportunities of the lesson, which is the leading form of organization of educational activities.

Innovative methods in teaching are new methods of communication with students, a position of business cooperation with them and familiarizing them with current problems. Innovative methods are methods that allow students to assert themselves. And self-affirmation is the way to the right choice of your profession.

Conclusion

In the modern learning process, both traditional and innovative teaching methods are used. It is necessary not only to promote innovative methods, but also not to forget about traditional methods, which are no less effective, and in other cases they simply cannot be dispensed with.

A. Adamsky argued that: "Only a naive or deluded person can believe that innovative pedagogy is a universal replacement for traditional teaching methods."

It is necessary that traditional and innovative teaching methods be in constant relationship and complement each other. These two concepts must exist on the same level.

The modern concept of "education" is associated with the interpretation of such terms as "training", "education", "education", "development". However, before the word "education" was associated with enlightenment, it had a broader meaning. Dictionary meanings consider the term "education" as a noun from the verb "to form" in the sense of "create", "form" or "develop" something new. Creating something new is innovation.

Thus, education is inherently already an innovation.

Bibliography

1. Slastyonin, V.A. Pedagogy / V.A. Slastyonin. - M.: School-Press, 2010.

3. Rapatsevich, E.S. Pedagogy. Great modern encyclopedia / E. S. Rapatsevich. - Minsk: modern word. - 2005

4. Tyunnikov Yu.S. Analysis of innovative activities of educational institutions: scenario, approach / Yu.S. Tyunnikov// Standards and monitoring in education. - 2008. - № 5. Lazarev, V.S. The concept of the pedagogical and innovative system of the school / V.S. Lazarev// Rural school. - 2007. - No. 1.

5. Orlova, A.I. Revival of education or its reform? / A.I. Orlova // Teaching history at school. - 2006 - No. 1.

6. Erofeeva, N.I. Project management in education / N.I. Erofeeva//People's education.-2010.-№ 5

7. Zagvyazinsky, V.I. Innovative processes in education and pedagogical science / V.I. Zagvyazinsky//Innovative processes in education: Collection of scientific papers. - Tyumen: 2009. - p. 8.

8. Kamensky, A.K. Legal Framework public-state management of the school / A. K. Kamensky / / Director of the school. - 2006. - No. 3.

9. Rudnev, E.N. Mission, strategy and practical actions / E.N. Rudnev // Director of the school. - 2006. - No. 8.

10. Lazarev, V.S. Management of innovations - the way to the development of the school / V. S. Lazarev / / Rural school. - 2009. - No. 1.

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The main principle of the modern concept of education is the interpretation of the ideal of education through knowledge and cognition. Proceeding from this, education is a way of transferring the socio-cultural experience of mankind, one of the main components of which is science. (5, p.186)

In any education, a lot is assigned to memory, to the process of knowledge, preservation and reproduction of tradition, to the repetition of the past.

Tradition, unlike memory, works with the historical past, with the past of the once former, with the past present. Tradition does not let the past pass, it blurs the line between the past and the present, it keeps the presence of the real past in the lasting present. (4, p.123)

The Soviet school focused on vocational training; it linked a person's success in life with the extent to which he is able to master a profession that is useful and society needs and realize themselves in social production. At the same time, the focus on knowledge was the dominant feature of the Soviet school. The school provided fundamental training that involved the development of universal abilities - thinking, creativity, collectivist qualities, which allows you to see the profession not in a narrowly operational way, but on a large scale, which means not to be a slave to the profession: Soviet specialists were "generalists", they easily mastered related professions . The Soviet school did not set the task of introducing the child into the life of tradition. Moreover, the ideology implemented in school education, deliberately created barriers in the minds of new generations for the perception of those values, the source of which is the culture-forming tradition of Orthodoxy. So, for example, one of the most important categories of self-consciousness - human dignity - in the church tradition is associated with the education of such a quality as humility. This concept was excluded from the educational thesaurus of Soviet times, and human dignity was revealed through the category of pride - in the Orthodox tradition, this concept is opposite to humility, just as sin is opposite to virtue.

In post-Soviet Russia, two opposing processes can be observed. On the one hand, there is a reduction of the "knowledge" model of the school to the "information" model. The school is faced with the task of adapting students to the labor market. Orientation to the labor market displaces the understanding of the uniqueness of the human personality, its high purpose, its talents and abilities from the educational sphere. Only those abilities should be developed that will allow solving the problem of adaptation.

At the same time, the understanding is being strengthened and growing that vocational training is only a part of the education system. The goals of education are much more significant and include a person's awareness of the purpose and meaning of life, his destiny in this world and responsibility for his life in the face of eternity. The task of education - to ensure the historical continuity of generations - is formulated among the main priorities of the National Doctrine of Education.

To ensure this priority, it is necessary to build new cultural foundations of national education, it is necessary to build the goals of education hierarchically, to consciously determine the goal of introducing new generations into the life of tradition as hierarchically dominant. It must be recognized that these culturally compatible foundations of education will necessarily be connected with the Orthodox tradition, open to the spiritual experience of the Church.

In order for the school to be able to solve the problem of mastering the tradition, it is necessary to ensure the development of the following content elements in the educational process:

• 1. Work experience;
• 2. Experience in creative activity;
• 3. Values ​​and meanings of tradition;
• 4. Experience of interpersonal communication based on the values ​​and meanings of tradition;
• 5. The experience of spiritual life, the conditions, the acquisition of which is transmitted in the forms of tradition.

If the school does not provide this, it does not fulfill the task of mastering the tradition. However, it should be understood that the school alone is not capable of accomplishing this task.

This task is not solved by the school and not even by the education system, understood institutionally, according to the wording of the Law on Education, as a system of institutions, educational programs and management.

A person is educated by culture - a set of forms developed in line with the main traditions that determined the historical life of the people. In the upbringing of a person, in addition to school, the most important role should be played by the family and the Church.

However, institutionalized education has a significant role to play here. After all, if a school puts up barriers to gaining experience of spiritual life, if it conveys not traditional, but some other values ​​and meanings, all the more contrary to traditional ones, it becomes an instrument for destroying tradition.

The system most adequate to the task of transferring tradition continuing education. The system of continuous education is interpreted as a continuous process of life, in which educational institutions are included at a certain level, from preschool to postgraduate. Not a person goes to school, but a school enters a person's life. The unity and continuity of the process is ensured by the goal of preserving the transmission of the development of tradition. In the system of continuous education, this goal is a backbone element. If this goal is not there, there is no continuity.

The system of continuous education built in this strategy should be aimed not only at providing a person with an educational minimum corresponding to his age and the interests of society, but also at creating conditions for the spiritual development of a person, which every citizen of the country can use. It should ensure the inalienable right of the individual to the accessibility of Russia's thousand-year-old spiritual heritage and the moral experience of generations for all citizens of the country, regardless of their family traditions and social status.

Summarizing this summary tendencies, searches, inevitable conflicts between the unknown and the familiar in the difficult and controversial process of transition to a new era in the development of Russian society and its educational sphere, it can be argued that this result is generally positive. Hope for the best is already supported by the fact that there is an opportunity to freely discuss and evaluate what is happening. More and more people, including teachers, come to the conclusion that much in the fate of the people and themselves depends on them - on their independence, professionalism, readiness for action. The time will come for a calm evolution, and the relationship between innovations and traditions in pedagogical science and practice will also stabilize.

1

The article is devoted to the analysis of the correlation between traditional and innovative music education in pedagogy in the context of new quality requirements. vocational training musician. In domestic musical education, traditions have always been the basis for building educational activities. Today, one cannot limit oneself only to the preservation of traditions, they must be creatively developed. The interaction of traditions and innovations in music education is considered from different positions: as a certain whole and as an autonomous sphere of society in its diverse relationships with other areas of the economy and culture. This makes it possible to identify and substantiate the system of requirements and norms of modern music education, to identify innovations in music education and develop criteria for their evaluation, to identify factors of continuity in the process of historical change in music education paradigms.

innovative activity

innovation

traditions

musical activity

musical education

musical culture

1. Asafiev B. V. Selected articles on musical education and education [Text] / B. V. Asafiev. - L.: Music, 1973. - 144 p.

2. Zhigalova L. A. Modern concept programs of D. B. Kabalevsky: notes of lessons and extracurricular activities [Text] / L. A. Zhigalova. - Volgograd: Teacher, 2013. - 171 p.

3. Program for the development of the system of Russian music education for the period from 2015 to 2020 [Electronic resource]. − Access mode: http://mkrf.ru/ministerstvo/departament/list.php?SECTION_ID=59536. (Accessed 27.03.2015).

4. Sizova E. R., Nemykina I. N. Classical music education in Russia: questions of history and theory: monograph [Text] / E. R. Sizova. I. N. Nemykina. - Chelyabinsk: ChGIM, 2008. - 146 p.

5. Khutorskoy, A. V. Pedagogical innovation: textbook. allowance for students. higher textbook manager [Text] / A. V. Khutorskoy. - M.: Academy, 2008. - 256 p.

6. Cherepanova, NV Traditions and innovations (social-philosophical analysis) dis. ... cand. philosophy Sciences: 09.00.11 [Text] / N. V. Cherepanova. - Moscow, 2007. - 172 p.

7. Yudina, N. P. Pedagogical tradition: the experience of conceptualization: Monograph [Text] / N. P. Yudina. - Khabarovsk: KhGPU, 2002. - 83 p.

Today, the strategic goal of the political, economic and socio-cultural development of the country is to achieve an optimal level of development, confirming Russia's status as a leading world power. Special place this process is occupied by culture and art, which in this context acquire new qualitative features and spiritual meanings. It seems relevant to comprehend such a sphere of culture and art as professional musical education. This is due to the fact that music education, developing a person’s mental abilities and influencing the intellect through emotions, contributes to the formation of spiritual and moral values, a humanistic worldview and worldview, empathy and tolerance, a developed aesthetic taste and creative activity.

The centuries-old history of Russian musical education has formed unique system training of professional musicians and introducing the younger generation to musical culture and creative activity, the content of which is based on the historically established traditions of domestic musical education and upbringing.

Since the beginning of this year, the Program for the Development of the System of Russian Music Education for the period from 2015 to 2020 has been operating in Russia. In accordance with it, this system is defined as “... a set of educational institutions and educational programs implemented in them in the field of musical art and pedagogy, aimed at training professional musicians, disseminating knowledge about the musical heritage of mankind in society, developing creative potential and forming a holistic personality , her spirituality, intellectual and emotional richness". In this regard, innovative processes and innovative activities are of particular importance, which could ensure sustainable progressive development of music education.

Today in the scientific community there is no unity in the interpretation of the concept of "innovative activity". In the context of music education, we consider it possible to understand it as a purposeful and organized creative activity which includes various interrelated and interdependent types of work to achieve optimal results in music education. In the structure of innovative musical activity, one can respectively single out technological innovations (the introduction of new methods and technologies for the implementation of the musical educational process); organizational innovations related to changes in the organizational structures of music education; managerial innovations that define and change the competencies of employees, their culture and behavior.

For this, musical education should be considered both as a certain whole and as an autonomous sphere of the society of society in its diverse relationships with other spheres of the economy and culture. Such a multifactorial approach makes it possible to identify and substantiate the system of requirements and norms of modern music education, and on the basis of this, determine innovations in music education and develop criteria for their evaluation.

The purpose of our addressing this problem is to highlight the role of traditions and the impact of innovations, as well as to determine the prospects for music education in the formation of a socially and professionally significant personality.

Modern requirements for the system of Russian education have led to an interest in the active formulation of questions about the relationship between the concepts of "innovation" and "tradition". In this context, the problem of correlation and interpretation of the concepts of "innovation" and "innovation", "tradition" and "modernity" in educational activities has become one of the fundamental ones. This is especially true in the field of music education, where it is necessary to take into account the relationship and peculiarities of the ratio of innovations and traditions in the development of musical culture. The relevance of the study of this problem is due to the fact that although innovations and traditions should be considered as two equivalent components of the process of music education, in practice their balance is constantly violated.

Let's turn to the concept of "tradition". Translated from Latin the word traditio means "tradition", "custom". The verb tradere was also actively used - to transfer. The word denoted a material action - the transfer of an object from one person to another. But gradually it began to reveal other intangible actions, for example, the transfer of some skills and abilities. Currently, the term "tradition" is interpreted as various historically established rituals, habits, ideas, skills of social and political activity, which are passed down from generation to generation and act as regulators of social relations.

As for the traditions in culture or cultural traditions, this is the moral and aesthetic experience accumulated by certain peoples during the development. These are the skills and abilities that people have developed in certain genres. folk art and later in art. In this context, the term "tradition" allows us to consider social relations from the standpoint of culture and art.

Speaking about traditions in Russian music education, it should be noted that they have always served as the basis for building educational activities, since they are the result of life experience. This is due to the interpretation of traditions as values ​​and behaviors that evolved and changed in the course of history, but remained the most stable and reproducible elements of sociocultural experience.

In modern music education, tradition should be understood as a way of legitimizing the norm by referring to the past. This is a peculiar and specific way of reproducing the norm. very important in musical culture. social functions traditions that serve as the basis for preserving the collective experience of culture, a guarantee of the continuity of the forms of musical activity of people, the development of musical culture based on traditional and innovative approaches. In modern conditions of musical and educational activities, tradition remains one of the essential funds regulation of this activity, but with a change in the mechanism of transmission of tradition.

Russian teachers, attaching great educational importance to traditions, but partly recognizing their conservatism and emphasizing that one should always pay attention to the past, where value was created, and not try to destroy it with a momentary whim (A. S. Makarenko). This fully applies to Russian musical education, which is realized on the basis of centuries-old national traditions that are repeatable, stable and preserved, durable and long-lasting, stable. However, it is necessary to note the ambivalence of the traditions of music education, which, on the one hand, are relatively complete, but not completely completed. They always contain both the conservative and stable old and the ever-changing new. A vivid example of this is the thesis of the continuity of musical education, which at different times was interpreted and understood in different ways, with an unchanged essential component.

The content of the pedagogical tradition in music education is heterogeneous. It reflects the pedagogical reality, stereotyped experience and results of musical activity, as well as ways of designating them, reproduced from generation to generation. Thus, the pedagogical tradition regulates, regulates, coordinates the activities of all subjects of pedagogical reality.

The development of the pedagogical tradition is a complex and ambiguous process: “It is characterized by stage-by-stage dynamics: the stages of origin, formation and extinction. Passing through three stages of development, the tradition changes qualitatively: the old is replaced by the new, and this leads to the replacement of the existing structure with a new formation (the process of changing traditions). At the first stages of development, an active personal assimilation of the invariant takes place, due to which its different variants can appear and coexist.

Music education and musical activity is a creative process: only creativity can lead us to success. But moving forward is possible only on the basis of the previous positive experience. Human history has proven that today one cannot limit oneself only to preserving traditions, they must be creatively developed: any tradition leads to progress if it develops creatively and meets the requirements of the time. Only a rethinking of traditions will lead to the renewal and improvement of musical education.

It is necessary to separate the concepts of "innovation" and "innovation". We understand innovation as a means (a new method, methodology, program, etc.), and innovation as a process of mastering this means. Innovation is a purposeful change that should introduce new stable components into music education, causing the system to move to more high level development. Since the innovative process in music education is aimed at changing the main components of the existing educational system, we also draw the main innovative ideas from our rich cultural past.

Any innovation, as a process of implementing a certain specific innovation in social (musical and educational) practice, is aimed at results and can be considered officially recognized (will receive the status of an innovation) provided that it has invariant (traditional) characteristics. In accordance with this, the relationship between tradition and innovation can be expressed by the following formula: tradition is a way to reproduce the norm, innovation is a way to change the norm. Tradition can be understood as a mechanism for the continuity of culture, and innovation as a mechanism for the development of culture. They act as complementary and interacting phenomena.

Thus, the pedagogical tradition is simultaneously updated, replicated, aging, that is, it has its own dynamics. concrete example this in music education can serve as a polyprogramming of general music education. Numerous learning programs in the subject “Music”, on the one hand, they serve as an indicator of the continuity of traditions, on the other hand, the aging of tradition, on the third, they are an element in the development of the main ideas of the concept, that is, an innovation that can be considered either as a retro innovation or as an analog innovation.

It is possible to classify pedagogical innovations on various grounds: by types of activity, by the nature and scale of the changes introduced, by the source of occurrence, etc. However, the classification of innovations on the basis of novelty seems to us the most appropriate for music education. In the indicated context, retroinnovation can be used as a modification of forgotten traditions; analogue innovation as a partial compilation and use in a modified form of existing traditions; combinatorial innovation, as a combination of well-known ideas, which results in a qualitatively new educational product; essential innovation, when a completely new phenomenon arises. As an example of an essential innovation in music education, one can consider the latest achievements in the use of information and media technologies.

Tradition and innovation do not exist apart from their relationship. You should pay attention to the words: "Everything new is a well-forgotten old." In music education, this trend can be traced like nowhere else. When it comes to music education, it is clear that everything old was once new, and methods, forms and means that were previously considered innovative have become a tradition. To illustrate, let me give you a few examples:

1. So, the main conceptual ideas of D. B. Kabalevsky, which became innovative in the 70-80s of the twentieth century, today have become a tradition.

2. The pedagogical ideas of B. V. Asafiev, expressed by him many years ago and aimed at implementing reforms in the field of music education of that time, remain relevant today. Based on them, we can specify the following: the process of musical education is aimed not only at the development of spirituality, aesthetic consciousness and artistic and creative education of students, it contributes to the development of professional and socially significant personality traits, such as professional mobility, organizational skills, initiative, perseverance, diligence, perseverance, etc. This is a real confirmation of the fact that in music education today, on the basis of historically established traditions, modern ideas of a competency-based approach and the continuity of the personal development of a professional are fully implemented.

3. The system of classical music education that has historically developed and exists today in Russia includes a multi-stage structure "school - college - university". This system is comprehensive, high quality, universal, modern and combines tradition with innovation in accordance with the trends of the times. It has no analogues in world educational practice, and education here is built on the basis of the principles of continuity and succession, interconnection and complementarity of communicating structures. This fully contributes to solving the problems of training qualified specialists in the "Musical Art" industry, identifying gifted students, and supporting youth musical creativity. However, today we should look for opportunities to update and develop music education in the new political, economic and socio-cultural conditions for the functioning of cultural and art institutions, while maintaining traditions.

Thus, the rethinking of many previous views, attitudes and traditions leads to the development of innovative processes in music education, its diversity and improvement.

Reviewers:

Rapatskaya L. A., Doctor of Pedagogical Sciences, Professor, Head. Department of Musicology and Music Education, Moscow State humanitarian University them. M. A. Sholokhov, Ministry of Education and Science of Russia, Moscow;

Vetrova I. B., Doctor of Pedagogical Sciences, Professor of the Department primary education and Pedagogical Technologies Moscow State University for the Humanities. M. A. Sholokhov, Ministry of Education and Science of Russia, Moscow.

Bibliographic link

Nemykina I.N. TRADITIONS AND INNOVATIONS IN MODERN MUSIC EDUCATION // Contemporary Issues science and education. - 2015. - No. 1-1 .;
URL: http://science-education.ru/ru/article/view?id=18760 (date of access: 04/27/2019). We bring to your attention the journals published by the publishing house "Academy of Natural History"