Modern pedagogy has gone through several stages in its development as a science.One of them is pedagogical anthropology - the doctrine, which has been repeatedly subjected to persecution for ideological reasons in the USSR.The main reason for such a "thorny path" was what she had expected to consider the educational process, not only as an act of systematic human exposure to formal institutions of the state and society, but also non-institutional factors of nature, heredity, environment, social habitat.In this sense, pedagogical anthropology is a complex doctrine, which is closely correlated with such disciplines as psychology, sociology, psychiatry, history, genetics, etc.
With regard to the problems of school education, this meant that the educational role of the school should not be regarded as dominant in relation to other factors, or even a single (there were some hypotheses).According to representatives of the academic direction of a lesser role in the upbringing of play and the objective environment - society, the family, the mentality of the people, traditions and beliefs, and even climatic conditions.
Based on this thesis, psychological and pedagogical anthropology argues that to successfully achieve the goals of education must take into account the achievements of various sciences, where, as stated Ushinsky, "studied physical and mental" nature of the individual.In 20th - 30th years of the twentieth century in the Soviet Union formed an entire school of teachers, anthropologists, who emphasized the need for an integrated approach to the determinants of education.
Among the most prominent representatives of this school - Ushinsky, Sevostyanov, Uznadze.The most widespread among the scientific and pedagogical community received pedagogical anthropology Ushinskogo.That is why Ushinsky by participating in the formation of the Soviet system of teacher education, even offered to create not just educational institutions and faculties, and anthropological.In his deep conviction that such an approach would ensure the expansion of the limits of human vision and understanding of the world and, consequently, promote the formation of Soviet man of the future.
Ushinsky and pedagogical anthropology asserts the principle of all-round development of the personality, which is not enough to teach a person to read, write and count.Such a one-sided education, according to teachers, anthropologists, may lead to the fact that people grow quite unadapted to the conditions of rapidly changing social reality, and therefore will be the "ballast" in the construction of a new society, which implies a communist.In practice, this meant that every teacher and educator must be prepared in such a way as to be able to use any of the facts of reality for education.Only in this way can be achieved full impact on the nature, feelings and the quality of the young generation.
Soviet pedagogical anthropology pointed out here that you should carefully study the advanced pedagogical experience of Western Europe and other countries, but we should not blindly copy them, since it is itself contrary to the main idea of teaching anthropologism.
Rational anthropologism pedagogy involves consideration of socio-cultural, mental, historical and political circumstances of the formation of the personality that predispose to its development on the basis of psycho-physiological characteristics of individuals.Asked about the combination of socio-cultural and psycho-physical components in education, teaching anthropologism proposes to use as a criterion prirodosoobraznosti principle which is to reconcile in the educational process to achieve as the natural sciences, and humanities.
