Анотації

Скринська О.Л. Дисциплінуюче виховання в педагогічній спадщині Джона Локка. – Рукопис.

Дисертація на здобуття наукового ступеня кандидата педагогічних наук за спеціальністю 13.00.01 – загальна педагогіка та історія педагогіки.

   Дисертація присвячена аналізу педагогічних поглядів англійського філософа та просвітителя ХVІІ століття Джона Локка. На основі дослідження теоретичної спадщини Джона Локка визначено чинники, що вплинули на становлення і розвиток його педагогічної теорії, сформульовано авторські принципи виховання Джона Локка та його виховний ідеал. В дисертації проаналізовано три складові дисциплінуючого виховання – фізичне, моральне і розумове виховання, які розглядаються як дисципліна тіла, дисципліна характеру та інтелектуальна дисципліна.
   У дисертації здійснено порівняльний аналіз поглядів англійського педагога та сучасних дослідників щодо проблеми виховання свідомої дисципліни, визначено основні положення педагогічної теорії Джона Локка, що мали значний вплив на подальший розвиток як англійської системи виховання зокрема, так і європейської педагогічної науки в цілому, окреслено перспективні шляхи актуалізації педагогічної спадщини Джона Локка.
   Ключові слова: Джон Локк, теорія дисциплінуючого виховання, дисципліна, свідома дисципліна, вправляння, звички та навички.

Скрынская О.Л. Дисциплинирующее воспитание в педагогическом наследии Джона Локка. – Рукопись.

Диссертация на соискание ученой степени кандидата педагогических наук по специальности 13.00.01 – общая педагогика и история педагогики.

   Диссертация посвящена анализу педагогических взглядов английского философа и просветителя XVII века Джона Локка. На основе исследования теоретического наследия Джона Локка определены факторы, которые повлияли на становление и развитие его педагогической теории, сформулированы авторские принципы воспитания Джона Локка и его воспитательный идеал. В диссертации анализируются три составные дисциплинирующего воспитания – физическое, моральное и умственное воспитание, которые рассматриваются как дисциплина тела, дисциплина характера и интеллектуальная дисциплина.
   Автором проведен сравнительный анализ взглядов английского педагога и современных исследователей относительно проблемы воспитания сознательной дисциплины, определены основные положения педагогической теории Джона Локка, повлиявшие на последующее развитие как английской системы воспитания, так и европейской педагогической науки в целом, очерчены перспективные пути актуализации педагогического наследия Джона Локка.
   Ключевые слова: Джон Локк, теория дисциплинирующего воспитания, дисциплина, сознательная дисциплина, упражнения, привычки и навыки.

Skrynska O.L. Disciplining education in the pedagogical heritage of John Locke. – Manuscript.

Thesis for a candidate's degree by specialty 13.00.01 – history and theory of education.

   The thesis is devoted to the analysis of the pedagogical ideas of the English philosopher and enlightener of the 17th century John Locke.
   In the first part of the dissertation peculiarities of John Locke's pedagogical ideas' development are exposed, his educational ideal and principles of breeding are formulated. On the basis of study of John Locke's theoretical heritage factors, which influenced developing his educational theory are defined, namely: methods of rearing, used in his own family; experience gained by the scientist while working as a tutor, a praelector in Greek, rhetoric, and a censor of moral philosophy in Oxford; his philosophical ideas; political and moral philosophy, and also his philosophy of religion. One of the main aspects of his empiricist-sensuous view is the concept of people being born as “tabula rasa”: a blank sheet, which is gradually filled in by experience. That is why John Locke considers education a very important activity that deserves careful consideration: education means helping to fill the blank with morals and knowledge. What arises here is basically the new Enlightenment idea of the pupil as a moldable entity, as a person who can be improved by a good education but also corrupted by a bad one.
   John Locke wants education to create the archetype of a gentleman: a rationally thinking, morally dependable, socially capable person given to both adequate reflection and adequate action. To achieve this ideal, he suggests that the disciplining education should be used. Requirements to the contents, organization and methods of educational disciplining process are defined by John Locke's principles of breeding: purposefulness, interaction between education and life, unity of consciousness and behavior, individual approach, complex approach to education, education in labor, respect to child's personality combined with reasonable demands, combination of strict and loving, friendly attitude towards a child.
   In the second part of the thesis the English educational practice of the 17th century is analyzed, factors, which stimulated appearing the notion of education as discipline are defined, the three parts of education (moral, physical and education of mind) are analyzed, methods of moral education, suggested by John Locke are classified, his principles and methods of teaching are formulated, with special attention paid to the scientist's ideas concerning adults' educational influence on developing children's disciplined behavior.
   Having analyzed the pedagogical works of John Locke (“Some Thoughts concerning Education” is the most important and influential of them), we have come to the conclusion that the main idea of his educational theory is that the education itself is the process of disciplining (training). Accordingly, moral, physical education and education of the mind include discipline.
   Physical education is the discipline of a body. John Locke is convinced that children's bodies are to be gradually hardened to withstand external changes. In his works the scientist emphasizes the importance of sober, natural, healthy physical development, points at the necessity of rigorous regime in a child's life, which furthers the development of his strength, perseverance, courage, and persistence.
   John Locke considers character to be more important than learning, and as far as knowledge is concerned, he stresses that it should be selected not just because of some educational tradition, but rather for reasons of usability and practicality. Consequently, the most important part is moral education, which is the discipline of a character. The goal of moral education is Virtue, Wisdom, and Good Breeding, which are the marks of sound mind. First comes the good life, based, as John Locke thinks, on knowledge of God. Then comes wisdom, not crafty cunning, but sagacity and prudence in the conduct of one's affairs. Thirdly, good breeding, which John Locke neatly defines as not thinking meanly of ourselves nor of others. In his pedagogical works the philosopher also formulates the task of developing child's mental abilities and will power, and inner want to act and behave in accordance to the universal moral principles. In order to achieve these goals John Locke suggests that such methods of moral education as conversation, example, exercise, pedagogical request, assignment, creating educational situations, encouragement, punishment, teacher's observation should be used.
   As for the learning, the elements of both real and formal education of mind can be found in the pedagogical heritage of John Locke. And formal education can be considered the intellectual discipline. The fact that upper-class boys used to be educated individually, by governors, allows the scientist to promote natural teaching methods as the most effective approach: that is, teaching that is more concrete than abstract, and that takes into account and makes use of individual pupil's temperament, interests, capabilities and environment. He points out explicitly that no two children are the same, or that compelling children to learn might turn out to be ineffective. But especially in moral respects John Locke draws a firm line: a child should in no way be spoilt. A pupil should learn his proper place in the social order: if possible without harsh punishments, but if necessary the hard way.
   John Locke approves of private family education. In his pedagogical theory parents and a tutor are the only sound basis of education. Their task is to be permanent witnesses and guides of children's actions, to help develop their disciplined behavior. Considering a governor to be an important link in forming a child's personality, the scientist stresses the importance of the serious approach to the problem of his choosing. John Locke is convinced that a tutor is to embody social experience, and by precept, even more by example, he will teach the child to control and discipline himself.
   In the third part of the dissertation the comparative analysis of John Locke's, the prominent pedagogues' (A.Makarenko and V.Suhomlyns'kyy), and also modern researchers' thoughts concerning development of conscious discipline are made, the key ideas of John Locke's pedagogical theory, which influenced the further developing both the English system of education and the European pedagogy are defined, prospects of creative use of John Locke's pedagogical heritage are described, which are the following: analysis of the pedagogical works of John Locke, their evaluation and adopting to meet modern requirements, publishing his theoretical heritage in Ukrainian language, promoting his pedagogical ideas among teachers and parents, propaganda of his works in the pedagogical press.
   Key words: John Locke, theory of disciplining education, discipline, conscious discipline, training, habits and skills.

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Дисциплінуюче виховання в педагогічній спадщині Джона Локка