Education - Mai Ngoc Lien

Information for Activity 1

1. Concept of education

— Since the dawn of mankind, in order to survive and develop, humans have had to constantly learn, explore and transform the objective world for the benefit of individuals and the community. In the process of that perception and transformation, humans have acquired life and activity experiences.

— At a certain level of development, when society accumulates a lot of life and activity experiences, the next generations no longer need to grope for simple, discrete and common experiences, but can inherit the experiences of previous generations through teaching and education.

— Education is the transmission and acquisition of a system of social experiences between generations.

Social experience

+ Is knowledge, skills, techniques, beliefs, behaviors and ethical habits.

+ Are labor skills and behavioral experience; are knowledge and habits about life; are creative activity experience, adaptive skills.

— Education is an inevitable need of society and the emergence of the phenomenon of education in society is an inevitable need of history.

2. Origin and development of education

— Education was born out of the needs of society. That need is to prepare the young generation to actively participate in all activities and different areas of human social life.

— Education has existed since the early days of human society. At that time, education was spontaneous in the process of practical activities, for example, men taught boys how to hunt animals; women taught girls how to gather, dig for roots, and prepare food.

— Education exists and develops along with the existence and development of human society (education is voluntary, purposeful, has increasingly rich content, has methods and organization, is undertaken by specialists, etc.).

— The driving force behind educational development is productive labor.

+ Production labor develops on various levels such as tools and materials; nature and types of labor; methods of labor management.

+ The development of production labor requires education to develop in terms of purpose, content, method and form to prepare workers to meet the new requirements of production labor.

+ The development of production labor requires the development of education and at the same time creates conditions for education to develop.

+ The relationship between education and production labor is the relationship between the superstructure and the infrastructure.

3. Education is a special phenomenon of human society.

— Human “education” activity is a purposeful, selective, inherited and creative activity of human beings, therefore education creates development for individuals and for society.

— The movements of some animals (for example, a mother cat “teaching” her kittens to catch prey) are just instinctive movements (because they repeat themselves exactly, do not create development, and only serve to maintain the species).

Therefore, education is a special phenomenon of human society, a unique creation of humans.

Task of activity 1

Task 1 : State the concept of “education”. Work in small groups.

— Teacher students read carefully the 3 ways of expressing the definition of "education" below:

1. Education is the process by which adults impart life experiences to children.

to let children enter (participate) in human society.

2. Education is the passing on of life experiences, production experiences, and social activities experiences in general by the previous generation to the next generations.

3. Education is the preparation of the young generation to enter social life.

— The student teacher finds out the common signs and essence of the concept of “education”.

— State the concept of “education” in your own words.

— Represent the relationship between general signs and the nature of education in the form of a diagram.

— Representatives of each group of student teachers presented the educational concept that had been developed.

Task 2 : State the basis for the birth and development of education. Work according to

class.

— Students answer questions like:

“In what social conditions did education come into being?”. “Why is education necessary?”.

“What social conditions require and allow education to develop?”

— Student teachers discuss collectively the answers to the questions raised. Give examples to illustrate the reasons that promote educational development.

— Student teacher seeks answer to the question: “Does education exist in the animal kingdom?”

?”.

+ The teacher recalls the basic nature of the activity; describes the phenomenon of mother animals "teaching" their babies.

+ Student teachers observe 4 images of educational phenomena (documentary photos) and state requirements such as:

Name the forms of education in the pictures.

Point out similarities and differences in education in different historical periods and in different countries.

Activity Review 1

Classroom exercises  Exercise format: Question and answer.

VI Lenin called education an eternal phenomenon associated with the development of human society . A short explanation (3 ideas) clarifies the importance of education for the existence and development of human society.

Homework  Exercise form: Short writing. Time: 1 period.

When observing the lives of different animals (mother cats teach their kittens how to stalk prey, mother hens teach their chicks how to dig the ground for worms, bears teach their cubs to climb, find honey, etc.), bourgeois sociologists and educators have come to the conclusion: It is necessary to find the seeds of human education in the animal world .

Is that argument true or false? Why?

Activity 2: Research the nature of education (1.5 periods).

Information for Activity 2

1. The historical nature of education

— Throughout the process of existence and development, education has a regular relationship with the development level of social productive forces.

— The nature of education is always consistent with the level of development of the productive forces and the inherent production relations of each socio - economic formation .

— Corresponding to each certain level of social development, there is a suitable education system, which shows the adaptation of education to the new development direction of society.

— The purpose, content, methods and forms of education are determined and limited by specific social conditions.

— Change and development of education is an inevitable law.

2. Popularity of education

— The dominant function of education is to care for, nurture and train the young generation, so every country, every nation, every historical and social period needs education. Education is an “eternal” category for human society.

— Education is a part of social life, demonstrating the connection between generations (the previous generation passes on social experiences to the next generation; the next generation acquires, applies and develops, enriching the treasure of social experiences of humanity).

— Education is present in all social regimes and historical stages of mankind without depending entirely on the nature and structure of society.

3. Humanity of education

— Education reflects the common cultural, ethical and aesthetic values of humanity.

— Education in each specific historical period has an orientational nature, the national identity and cultural traditions of each country and each ethnic group.

— Even within a country, at different historical periods, the level of educational development also has different features.

Therefore, human educational activities have similar nature, content, and implementation methods, but it is difficult to have absolute compatibility between two educational systems in two countries with different development conditions.

Vietnam's education system must be built by the Vietnamese people themselves on the basis of inheriting the national educational tradition and selectively absorbing the world's educational quintessence.

4. The class nature of education

— In a class society, education becomes an important tool of the ruling class, serving its political purposes.

— Education is one of the fronts of class struggle.

— Class character determines the purpose of education, the education system, the content, methods and forms of education, and educational policies (for example, in feudal society, education aimed to train people who were dogmatic, stereotyped by what was said in books, blindly serving the feudal class in power).

— Our schools are tools of the socialist-oriented proletarian dictatorship, so the general goal of education is to improve people's knowledge, train human resources, and foster talents for the country; create conditions for everyone to study, develop their personality comprehensively, and become citizens and creative workers, actively contributing to the cause of industrialization and modernization of the country.

Task of activity 2

Task 1 : Describe the history of education.

— Individual work: Student teachers study the documents [from pp. 9 to 20; document number 4] to:

+ Recognize the basic properties of education.

+ Understand the stages of social development and recognize the educational systems that have appeared in human history.

+ Learn about the outstanding characteristics of each historical and social period and its regulation.

the implications of these characteristics for education.

— Work in class: Discuss personal opinions through document research.

Task 2: Explain the universality of education. Work in classes.

— Student teachers observe 4 documentary photos about educational phenomena in different social stages and countries.

— Student teacher answers the question "What is the most common point between education systems at different stages?"

What are social segments, nations, and peoples?

- The whole class discussed and agreed on a common opinion.

Task 3 : Learn about humanity.

— Student teachers do individual research: Read the documents [from page 7 and page 8; document number 7] to

Find out the characteristics of humanism in education.

— Discuss in groups about the manifestations of humanity drawn from the reading material, and unify opinions in the group.

- Each group presents their discussion opinions and draws a general conclusion for the whole class.

Task 4: Understand the class nature of education (student teachers can study outside of class hours for tasks 1 and 2).

— Individual work: Study the documents [from p. 12 to p. 17; document number 7] and find the most basic signs in each of the following areas:

+ Educational purposes

	— Primitive commune
+ Educational content		— Slavery
+ Education form	Through the ages	— Feudal
+ Educated subjects		— Capitalism
+ Education method		— Socialism

Maybe you are interested!

— Group discussion on the signs of each field (purpose, content, educational objects, etc.); historical - social conditions that determine the purpose, content, and educational objects (each group discusses in depth one field).

— Group representatives report the results; the whole class discusses, supplements, adjusts and corrects the group's understanding (this is done in class).

Activity Review 2

Classwork

C. Marx and F. Engels affirmed that the nature of education is always consistent with the production relations of each historical social formation .

— What conclusion does this statement allow us to draw about the nature of education?

— Briefly explain the properties of education.

— Give 3 examples of the regulations of Vietnam's socio - economic conditions on education during the period of industrialization and modernization of the country.

Activity 3: Research the functions of education (1.5 periods).

Information for Activity 3

1. Economic function manufacture

— Education is considered from the perspective of activities that form the personality of the learner.

 a special production activity.

— Education is considered a productive activity because:

+ It is the process of impact between the educator (subject) and the educated person (object of impact) and the result is the transformation of the personality of the educated person.

+ The educational process also has stages such as: input, output, information, and workers.

Education is a special production activity because each stage has its own unique characteristics, the technological process is highly flexible and creative (for example: at the same primary education level, each student has different psychological and physiological characteristics, different teachers choose different methods, means, and forms of education, so the output (primary school graduates) are not completely the same in terms of educational level, development of psychological and physiological processes).

— The product (output) of educational activities is the personality of the learner that meets the labor production requirements of society (education has formed knowledge, skills, attitudes, etc. about a certain field of labor for the learner).

— Education has recreated social labor, creating new, more effective labor.

— Education has created increasingly high labor productivity, promoting the development of social production.

— Education produces human resources that promote economic growth. Therefore, investment in education is investment in development in general and economic development in particular.

— Investing in education means investing in a production process (investing in each stage).

2. Ideological function culture

— Education and schools are the basic means of conveying the general ideology that guides all attitudes and behaviors of the whole society.

— Education contributes to raising the cultural level of the whole society, building a cultured lifestyle and way of life.

— Education contributes to preserving and developing the ideological and cultural values of humanity and the nation through teaching and education.

3. Political function society

— Education plays an important role in educating political ideology, civic ethics and law.

— Education and training of workers to meet political goals and requirements 

certain society.

— Education is related to social relations, to the division of groups, organizations and social classes (by providing a system of knowledge, skills, techniques, forming beliefs, attitudes, developing people's ability to act, etc.).

— Education has impacted the social structure, influencing the political regime of a country, a nation.

Task of activity 3

Task 1 : Prove the economic - production function of education.

According to C. Marx, human labor only exists in the living personality of the person.

there .

— Collective discussion on the question: What does Marx think about labor power? Where does labor power come from?

— Group discussion on the question: "Is education a special production activity?".

+ Student teachers work individually: Study reference document number 2 and comment on the characteristics of each stage of the educational technology process compared to the stages of the normal production technology process.

Reference #2

— Educational technology (in a broad sense) is the science of education, it establishes the rational principles of educational activities and the most favorable conditions for conducting education as well as establishing the most effective methods and means to achieve the proposed educational goals, while saving the efforts of teachers and students (definition of UNESCO at the conference in Geneva from May 10 to 16, 1970) .

— The educational technology process includes the following 7 stages:

1. Input  Learner's development level (intellectual potential, life experience, emotional awareness).

2. Output  Educational goals (personality model that education must train).

3. Content  The system of knowledge, skills, values and ethical behaviors that learners must acquire and must be formed.

4. Conditions  Material and spiritual conditions supporting educational activities.

5. Process - Form of educational organization.

6. Method  Educational methods so that learners can transform social experiences into personal life experiences, capital, reuse and create.

7. Check and evaluate  Collect feedback, compare with evaluation standards and make decisions.

+ Discuss in groups about personal opinions, reach consensus in the group on the issue

“Education is a special productive activity”.

+ Group representatives present the results of discussions on the characteristics of educational technology processes.

+ The whole class discussed and agreed on the answer to the question: "Education is a special production activity".

— Collective discussion on issues:

+ “Position of workers in the field of economic activities”.

+ “The relationship between the quality of workers and economic growth”.

+ “Education is one of the important factors to train and develop workers.

quality movement

Task 2 : Prove the ideological and cultural functions of education.

Work in class.

“ To carry out the ideological and cultural revolution, many forces need to participate such as literature, art, cinema, information, press, etc. On what basis can we affirm that education is a very important part of the ideological and cultural revolution?”

— Students listen and take notes to understand the participation of education in the "ideological - cultural" revolution.

— Collective discussion on “The role of education in ideological and cultural work ”.