Introduction to the professional

pedagogy.
General issues of Pedagogics
Professional Pedagogy prepare educators for
a changing world by requiring as outcomes
general education, pedagogical content
knowledge, content proficiency, pedagogical
strategies, communication skills, values, and
analytical abilities
Pedagogy – Academic discipline that deals with the
theory and practice of teaching how these influence
learning
Aims:
Liberal education – general development of human
potential
Vocational education – narrower specifics, the imparting
and acquisition of specific skills
 PEDAGOGY
as the
SCIENCE of
teaching:
research
informed
decision
making
PEDAGOGY PEDAGOGY
as the CRAFT as the ART of
of teaching: teaching:
mastery of a responsive,
full repertoire creative and
of skills and intuitive
practices capacities

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1) Pedagogy as the SCIENCE of teaching – research-informed
decision-making
2) Pedagogy as the CRAFT of teaching – mastery of a full
repertoire of skills and practices
3) Pedagogy as the ART of teaching – responsive, creative and
intuitive capacities
Watkins and Mortimer (1999) define it as ‘any conscious activity by one
person designed to enhance the learning of another’.
Pedagogy is the act of teaching together with its attendant discourse. It is
what one needs to know, and the skills one needs to command in order to
make and justify the many different kinds of decisions of which teaching
is constituted.
Leach and Moon (1999) expand further on what may define pedagogy by
describing a Pedagogical Setting as ‘the practice that a teacher, together
with a particular group of learners creates, enacts and experiences’
 System Approach to Forming of
Professional Education Basis
SEMINAR
TUTORIALS
RESEARCH SEMINAR
EXERCISE CLASSES OR COURSES
WORKSHOPS
PROBLEM-SOLVING SESSIONS
LABORATORY TEACHING
DEMONSTRATION CLASSES
PLACEMENT (INTERNSHIP/TRAINEESHIP)
WORK BASED PRACTICE
FIELDWORK
ONLINE/ DISTANCE OR E-LEARNING
 Main Categories of Professional Pedagogy
THE BASIC CATEGORIES OF PEDAGOGY ARE PERSONALITY
FORMATION, DEVELOPMENT, UPBRINGING, EDUCATION, AND
INSTRUCTION.
UPBRINGING IS A KEY CONCEPT REFERRING TO THE GOAL-
ORIENTED ACTIVITIES OF SOCIETY AND FAMILY DIRECTED TOWARD
FORMING A FULLY DEVELOPED PERSON, CHIEFLY IN INSTITUTIONS
AND ORGANIZATIONS SPECIALLY CREATED BY SOCIETY.
INSTRUCTION (TECAHING) AND FORMATION (EDUCATION) ARE
INCLUDED IN IT.
EDUCATION IS THE PROCESS AND RESULT OF ASSIMILATING A
SYSTEM OF KNOWLEDGE AND OF DEVELOPING SKILLS AND HABITS
EVENTUALLY ENSURING A CERTAIN LEVEL OF DEVELOPMENT OF A
PERSON’S COGNITIVE NEEDS AND CAPACITIES AND HIS ABILITY TO
PERFORM SOME KIND OF PRACTICAL ACTIVITY. A DISTINCTION IS
MADE BETWEEN GENERAL AND SPECIALIZED EDUCATION. GENERAL
EDUCATION PROVIDES EACH PERSON WITH THE KNOWLEDGE,
SKILLS, AND HABITS HE NEEDS FOR OVERALL DEVELOPMENT
A most important means for effecting education and upbringing is
instruction, the process of transmitting and assimilating knowledge,
skills, and habits and the modes of cognition necessary for the
realization of a continuous educational process. The process of
instruction comprises the two interconnected parts of a single
whole: teaching, the pedagogue’s transmittal of knowledge and his
supervision of students’ independent work; and learning, the
students’ mastery of a system of knowledge, skills, and habits.
Pedagogy is one of the sciences studying man, human society, and
the conditions of human life; thus, it takes its place alongside such
disciplines as philosophy, ethics, aesthetics, psychology, political
economy, ethics, sociology, history, anatomy, physiology, and
medicine. It uses their hypotheses and research methods, including
mathematical statistics and cybernetics, as well as the results of
their empiric research
 Pedagogy studies
key child
pedagogical as an object and subject Functions of
concepts of the people upbringing upbringing

care, education, labor, and,

a native child, an orphan,
instruction, adoptive, peers, friends, health care, love
teaching, learning people's children, children's environment to the beauty
Upbringing
factors methods of
Facilities of
upbringing
upbringing

nature, game, word, conviction,

communication, tradition,
life, religion,
example-ideal
Stories, historical places,
talk, explanation,
proverbs, riddles,
approval, prohibition,
epic, fairy tales,
punishment legends, myths

Organization of Labor, festivals,

upbringing youth holidays
celebrations
Different aspects of pedagogy:
1. curriculum, or the content of what is being
taught;
2. methodology, or the way in which teaching
is done;
3. techniques for socializing children in the
repertoire of cognitive and affective skills
required for successful functioning in
society.
 Education
Education is a deliberate process of drawing out
learning, encouraging and giving time to
discovery. Education is a social process – a
process of living and not a preparation for future
living. (John Dewey)
Education is rooted in human nature; it is a
matter of head, hand and heart. (Pestalozzi)
 The Swiss Johann Heinrich Pestalozzi (1746-1827), who refined
the developing a method of holistic education, which educates
‘head, heart, and hands’ in harmonious unity. Stimulating children
intellectually and arousing their curiosity of the world around
them would, as Pestalozzi stated about the ‘head’, form their
cognitive capacity to think. The moral education of the ‘heart’
constituted the basic aim to ensure a ‘sense of direction, […] of
the inner dignity of our nature, and of the pure, higher, godly
being, which lies within us. This sense is not developed by the
power of our mind in thought, but is developed by the power of
our heart in love.’ As the third and complementary element, the
‘hands’ symbolise that learning is also physical, involving the
whole body and all senses: ‘physical experiences give rise to
mental and spiritual ones’,
Pedagogy is a normative science (formulating norms, rules,
principles and guidelines for education and upbringing) and a
descriptive science. It is also an explorative science (exploring and
studying new educational phenomena), as well as an explanatory
science (identifying and explaining processes, results and factors of
education), which is an essential activity for pedagogy. And last but
not least, it is a projecting science (proposing new and more
effective processes, resources or entire programmes).

Pedagogy is concerned with all forms and means of education (in

family, at school, extracurricular and media effects) and pays major
attention to anthropogenic factors of education.
Pedagogy is a science as it meets the following requirements:
1. Pedagogy has an object of study, i.e. education.
2. According to J. Duchovičová (2012), pedagogy has its scientific
theory: a verified, comprehensive and coherent set of findings
from the field classified in the scientific discipline structure. It
operates with specific terms and uses a scientific language
(terminology).
3. Pedagogy has its own methodology, dealing with principles,
strategies and procedures, tools and norms for the functioning
and development of objective findings and practical
transformation of objective reality phenomena. Pedagogy is
concerned with all aspects of research, theoretical studies and
innovation cycle within theory, including research methods.
Traditional pedagogy described the opinions and
concepts of pedagogical theoreticians who were
merely presenting their ideals on education without
any support from research findings and/or practice.
Modern pedagogy is useful for the contemporary
development of the science. It explains real
phenomena of upbringing and education through
specific research procedures.
What is the history of pedagogy?
The role of ‘teacher’ can be traced back to Ancient Greece, with Socrates in the
5th Century BC as the keystone of what we now consider to be modern education.
The content of the curriculum could be split into two sections: Trivium and
Quadrivium. Trivium: grammar, rhetoric, logic. Quadrivium: arithmetic,
astronomy, geometry, music.

How did the first schools approach pedagogy?

By 1780, the church responded to the need to educate the illiterate, and Ragged
Schools, Parish Schools and Church schools educated those who didn’t have the
money to send their children to the fee paying schools.
Ragged schools started with large classes of 30-40 students, and were taught to
read from the Bible, often orally, as they couldn’t be trusted with books. Parish
Schools curriculum includes general religious education. The church schools
tended to use the ‘Lancaster Method’ where the brightest student taught what they
had learnt to his fellow students, each of whom then passed it on, and continued
until everyone had been taught.
In 1846, the church and the government started the first teacher training colleges,
and graduates were given a certificate of teaching. There was a Committee of
Council of Education, and they issued grants to day schools.
The greatest representative of Sophistic philosophy was Socrates (470 / 469-399
BC). He was one of the founders of dialectics, paving the way for the truth through
conversation. Socrates contributed to the development of Greek philosophy,
making the concept a subject of philosophical research. He preached/propaganda
the development of mind, saying that a person can only be kind when he has a
deep understanding of ethics, compassion, wisdom and kindness, and that truth is
a prerequisite for the human mind.
Plotous (427-347 BC). Ancient Greek philosopher, a student of Socrates. He
advocated for pre-school education on the part of society. He aimed to combine
Athenian and Spartan education. Highly appreciating the role of play in preschool
education, the method of conversation focused on conveying it to children in a
clear and understandable form.
Aristotle (384-322 BC) was the first teacher in the world to develop Plato's views.
He was the founder of the Lykei in Athens. According to him, ethical ideas are
realized in society. He defined morality and ethics as important characteristics of
human beings. He said that public education and family education should be
interrelated. He made the right conclusion that a person is born with the ability
and it’s developed through education.
The historical stages of development of pedagogy.
a) In primitive society the purpose of education was to acquire experience and employment skills.
b) Ancient Greece (Sparta and Athens)
Sparta - a place where the dominant role played sports, then the purpose of educational and
pedagogical process considered education and training of the brave and hardy warriors, who later
would become the slave owners.
Athens - in contrast to Sparta, the purpose of education in Athens becomes mental, moral, aesthetic
and physical development, as it is considered an ideal one who is perfect and physically and
morally.
c) Ancient Rome and the Roman Empire
In ancient Rome, family education were developed when all the training was conducted in the walls
of the house. But, the nature of education depended on material wealth and social status of the
family. The purpose of education were a mental, moral, aesthetic and physical development of a
child.
d) The Middle Ages (XIV-XVIII centuries).
Religious character was the main type of education during the Middle Ages, education lost its
progressive direction. Therefore, the aim of education is to cultivate a moderate, patient, obeiyng
man.
e) Renaissance (XIV-XVI centuries). Much attention was paid to the physical and mental education
of children, in which provide development of creativity, independence, emotional freedom,
initiative to children.
Proceedings of the early utopian socialists T. Moore (1478-1535), and T. Campanella (1568-1639)
became a wonderful manifestation of the revival of the human spirit. Thomas Moore proposed the
idea of ​teaching children in their native language, and Moore emphasized the importance of
physical education. Тоmmаsо Campanella believed that "the study of science should be combined
with regular visits to different workshops to give pupils the technical knowledge and the ability to
consciously choosing a future profession."
Development of pedagogical ideas in the western world
Czech John Amos Comenius, prominent representatives of pedagogical school that
time, the founder of scientific educational system, highlighted the pedagogy of
philosophy and designed it into a scientific system. He was the founder of class-lesson
training system and developed the basic questions of the organization of academic
work. One of the important landmarks here was the publication of John Amos
Comenius’s book The Great Didactic [Didactica Magna] (first published in Czech in
1648, Latin in 1657 and in English in 1896). For Comenius, the fundamental aims of
education generate the basic principle of Didactica Magna, omnis, omnia, omnino – to
teach everything to everybody thoroughly, in the best possible way, Comenius believed
that every human being should strive for perfection in all that is fundamental for life
and do this as thoroughly as possible…. Every person must strive to become (l) a
rational being, (2) a person who can rule nature. Comenuis emphasized that we have to
formulate the following qualities in youth: courage, self-determination, respect, love for
labor, love for motherland and etc. He was against for school rules on the order of
punishment, but they have to warn that they should be required to follow school
requirements.
Provides the following stages of education: autopsy (self-control); auto-transaction
(practical action); autocression (use of knowledge and skills learned); autolection
(ability to tell the results of their work); and correspondence of the educational period to
the age of the person as well.
John Locke proposed a system of secular education of a young
man Immanuel Kant (1724-1804) explored education. In On
Pedagogy (Über Pädagogik) first published in 1803, he talked as
follows:
Education includes the nurture of the child and, as it grows,
its culture. The latter is firstly negative, consisting of discipline;
that is, merely the correcting of faults. Secondly, culture
is positive, consisting of instruction and guidance (and thus
forming part of education). Guidance means directing the pupil in
putting into practice what he has been taught. Hence the difference
between a private teacher who merely instructs, and a tutor or
governor who guides and directs his pupil. The one trains for
school only, the other for life and him or herself, and (3) a being
mirroring the creator.
I.G Pestalozzi (1746-1827) - Swiss educator who believed the
purpose of education is development of human capabilities, its
constant improvement, the formation of moral character, self-
development of natural forces, pledged at the genetic level.
The economic situation is not cause in the poverty of the
population, but the lack knowledge. He said that Labor develops
and educates the personality. He was against for religion and its
instructors.
The task of education is to develop all natural forces of human,
improve abilities and it should be all-round development. Teachers
have to support the right direction for his learners. For the
children's’ education the place of family is important, especially
the mother's role is very much appreciated.
Proposed the theory of elementary education for the child. It means
education have to be conducted from simple to complex form of
education.
K.D. Ushinskii (1824-1870) - the great Russian teacher highlights
one of the leading principles of pedagogy principle of nationality.
According to him, mother tongue take he first place in the
formation of human, which helps to know perfectly the history of
his nation and homeland.
Another important principle of pedagogical system Ushinskii
considered the principle of labor education.
Outstanding Russian educator and writer Anton Makarenko
(1888-1936) developed a method of labor education, defined the
basic principles of community, group work, he identified a
problem of education in the community and through the team
work. Makarenko was one of the first Soviet educators who deal
with the issue of family education.
At the beginning of the XX century in the world pedagogy started
actively to propagate the idea of free education and development of the
child's personality. For the development and promotion of this work the
Italian teacher Maria Montessori (1870-1952) did a lot work. In the
book "The Method of Scientific Pedagogy" she emphasized that need
to maximize all the possibilities of childhood. The main form of
primary schooling should be self-training and self-education.
Montessori compiled the didactic materials for individual study of
younger schoolboys grammar of the native language, geometry,
arithmetic, biology and other subjects. These materials are constructed
so that the child can independently detect and correct their mistakes.
Role of Teacher. The role of a Montessori teacher is that of an
observer whose ultimate goal is to intervene less and less as the child
develops. The teacher's first objective is to prepare and organize the
learning environment to meet the needs and interests of the children as
well as promote independence.
Development as a science. The first attempts to interpret upbringing in terms of
the needs of society were made during the period when slaveholding states
flourished in the Mediterranean. Statements about the goal, tasks, content, and
methods of upbringing—only for the freeborn, of course—were prominent in the
works of Democritus, Plato, Aristotle, and other ancient Greek philosophers.
These statements were not independent pedagogical theories but rather parts of
philosophical systems or of programs for organizing society. The ancient Greek
philosophers wrote about the reliance of upbringing on principles of ethics and
psychology and about the unity of intellectual, moral, and physical development
and the division of human development into age periods. Their views were of
great importance for the later development of pedagogical thought. In ancient
Rome there arose in rhetorical schools a special interest in problems of the
organization, content, and methods of instruction. Quin-tilian’s Institutio
oratoria was the first specialized work summarizing teaching methods and
formulating what was required from teachers and educators; it also indicated the
necessity of taking into account the individual traits of each child.
During the Middle Ages, pedagogical views in Europe were strongly influenced
by Christianity, and all views on upbringing developed strictly within the
confines of Christian theology
Pedagogical views of the 14th to 16th centuries reflected from writing in diverse
genres, Renaissance humanists such as T. More, T. Campanella, Erasmus of
Rotterdam, F. Rabelais, and M. Montaigne advanced ideas of an all-around
harmonious development of man’s spiritual and physical resources.
The first important contribution to the history of pedagogy was made by the
Czech thinker J. A. Comenius, who summarized and theoretically interpreted
European educational traditions to create a harmonious pedagogical system.
In The Great Didactic he examined the basic problems of instruction and
upbringing. Comenius founded the classroom system of instruction. His
pedagogical theory formed part of the broad sociopolitical concept set forth in
his major work, General Consultation About the Improvement of Human Affairs,
one of whose parts, the Pampaedia, is wholly devoted to pedagogy. In
particular, it contains the first formulation and exposition of the idea of
continuous education and upbringing throughout a person’s life and also the
contention that books should be the chief instrument of education.
The establishment of pedagogy as a science in Russia is linked with K. D.
Ushinskii, who made use of all the positive achievements that had been made by
the mid-19th century in pedagogy and psychology. Ushinskii originated a
harmonious concept of psychology and pedagogy and based upon it a theory of
upbringing and instruction.
Pedagogues and teachers in ancient Greek society
Within ancient Greek society there was a strong distinction between the activities of
pedagogues (paidagögus) and subject teachers (didáskalos). The first pedagogues were
slaves – often foreigners and the ‘spoils of war’ (Young 1987).

The roles and relationships of pedagogues

Plato talks about pedagogues as ‘men who by age and experience are qualified to serve as
both leaders (hëgemonas) and custodians (paidagögous)’ of children.

The pedagogue was responsible for every aspect of the child’s upbringing from correcting
grammar and diction to controlling his or her sexual morals.

Pedagogues and teachers

He was more important than the schoolmaster, because the latter only taught a boy his
letters, but the paidagogos taught him how to behave, a much more important matter in the
eyes of his parents.
The distinction between teachers and pedagogues, instruction and guidance, and education
for school or life was a feature of discussions around education for many centuries. It was
still around when Immanuel Kant (1724-1804) explored education. In On Pedagogy (Über
Pädagogik) first published in 1803.
Education includes the nurture of the child and, as it grows, its culture. The latter is
firstly negative, consisting of discipline; that is, merely the correcting of faults. Secondly,
culture is positive, consisting of instruction and guidance (and thus forming part of
education). Guidance means directing the pupil in putting into practice what he has been
taught. Hence the difference between a private teacher who merely instructs, and a tutor or
governor who guides and directs his pupil. The one trains for school only, the other for life.
(Kant 1900: 23-4)
Didactics
One of the important landmarks here was the publication of John Amos Comenius’s
book The Great Didactic [Didactica Magna] (first published in Czech in 1648, Latin in
1657 and in English in 1896). He developed sets of rules for teaching and set out basic
principles. For Comenius, the fundamental aims of education generate the basic principle
of Didactica Magna, omnis, omnia, omnino – to teach everything to everybody
thoroughly, in the best possible way, Comenius believed that every human being should
strive for perfection in all that is fundamental for life and do this as thoroughly as
possible…. Every person must strive to become (l) a rational being, (2) a person who can
rule nature and him or herself, and (3) a being mirroring the creator.

Theories of teaching
(General Pedagogics, 1806). Herbart also makes a distinction between education
(Latin: educatio) and teaching (Latin: instructio). ‘Education’ means shaping the
development of character with a view to the improvement of man. ‘Teaching’ represents
the world, conveys fresh knowledge, develops existing aptitudes and imparts useful
skills…
Socrates Self-awareness, moral perfection
Plato Education of mind, will and emotion
Aristotle Developing the mind and the will
I.A.Comenius Getting to know yourself, the environment, and worshiping to God
develop children's modesty, obedience, benevolence towards others,
politeness, deference to the elderly, and hard work; he considered wisdom,
temperance, courage and justice as the main virtues of an educated man.

John Lock Formation of a personality ("a wise and sober man who can manipulate
cleverly"). Natural rights of men is freedom
Jean-Jacques Rousseau Formation of public values
Johann Heinrich Pestalozzi His motto was "Learning by head, hand and heart“
Reasoning on a comprehensive, harmonious development of human natural
power and abilities
Johann Friedrich Herbart Forming a compassionate person who can adapt to existing relationships that
respects the established order in the society
Adolph Wilhelm Diesterweg Being diligent, serving in truth, beauty and kindness
K.D.Ushinsky The objective of training to the formation of civic identity. To set a new goal
of raising a true citizen who loves his homeland, who is ready to defend its
integrity and independence
A.S.Makarenko a capacity for high social and political activity, teamwork, an ability to
actively participate in the management of public and state affair
Kazakh pedagogues: Y.Altynsarin, He is best known for introducing
a Cyrillic alphabet for the Kazakh language, and was a proponent of teaching in
the Western style. As an educator, he opened numerous Kazakh-Russian boarding
schools, technical schools and schools for girls.
Altynsarin graduated from a Russian school in Orenburg and became the first Kaz
akh teacher. He was an inspector ofKazakh schools in Turgai from 1879. He devel
oped a system of education for the Kazakh people which included a two-
classboarding school in each district and Volost (small rural district) Russian
Kazakh boarding schools for Kazakh nomads. DuringAltynsarin’s activity in Turg
ai Oblast, four two-class boarding schools for Kazakh boys, seven elementary
volost schools, the Orsk Kazakh teachers’ school, a trade school in Turgai,
and a girls’ boarding school in Irgiz were opened. Altynsarin foughtagainst the age
old backwardness and religious obscurantism and popularized democratic Russian
literature, basing hiswork on the pedagogical experience of K. D. Ushinskii, L. N.
Tolstoy, and others. His first textbooks—for example,
Elementary Guide to Teaching the Russian Language to the Kirghiz (1879)—
artistic works, and translations for Kazakhchildren are imbued with democratic
and humanistic principles.
Abay Kunanbayev (1845- 1904) – the great Kazakh poet, composer,
educator, thinker, public figure, and also the founder of Kazakh
written literature and its first classic.
Chokan Valikhanov - a bright phenomenon in the scientific sphere of
Russia and Europe in ХІХ of an eyelid. The scientific orientalist, the
traveller, the geographer, the botanist, the ethnographer, a linguist ,
the artist and at the age of 21 he had elected the full member of
Imperial Russian geographical society (1857). In work, on the basis
of studying scientific, literary links about art creativity and the brief
"excursion" - analysis of drawings from a position of art criticism are
proved a role and importance of studying, preservation its heritage for
enrichment of history of arts of Kazakhstan and in use of spiritual
education of the younger generation.
Linguist-scientist, enlightener teacher, great poet and public figure A.
Baitursynov's ideas and attitudes about education, his activity in this sphere
are of great social significance in raising the spiritual world of the Kazakh
people. He was interested and combined educational, scientific and public-
administrative work.
Baitursynov engaged in Kazakh graphic arts since 1910, and in 1912 he
introduced the Arabic version of the Kazakh alphabet to the Kazakh public.
Magjan Jumabayev, one of the founders of the Kazakh literature was a
master of prosaism as well as poetry. He had books named “Pedagogika”
(Pedagogics), “Bastauysh mektepte ana tili” (Native Language in
Elementary School), “Sauatty bol” (Get Educated) in the educational field
as well as his stories, essays, articles and translation Works transferred from
western languages. In our study, Jumabayev’s works in the educational
field are introduced before mentioning the social and educational elements
in his poetry.
Jumabayev’s poems, which are studied in this study are in the book named
“Magjan Jumabayev Shyğarmalary” (Magjan Jumabayev Works) published
in 1989. Almost all poems written by the poet until 1937 are collected in
this book
As a result, methodological essays and books such as “Teaching Materials
to Write and Our School”, “Get Educated”, “Kazakh Language in
Elementary School” and “Pedagogics” were published from his vast
accumulation of knowledge. Especially, his book “Pedagogics” published
in 1922 was an essential education material for its period.
In this work comprising of 15 sections, Jumabayev put forward the
relation of national pedagogics with psychology for the first time and
discussed the education methods, ways of child education and mutual
behaviors with them from scientific point of view. Besides, he placed
scientific terminology of pedagogics in Kazakh language for the first time.
He constituted the basis for humanist pedagogics. He wanted Kazakh
people to have their own pedagogics and national school without
emulating any other country. He brought language issue into forefront in
his work and advocated that it would be correct to educate children only in
Kazakh language until fourth grade. He wanted to carry the status of
Kazakh pedagogics to the level of the developed countries by reinforcing
national pedagogics with the word pedagogics. Hence, he advocated views
that the young generation must be educated in accordance with the day.
 He addressed the children in his poem “Qaraqım (My Child)” as;

Qaraqım oqu oqı, bosqa jürme!
Oyınğa, qur qalarsyñ, köñil
bölme.
Oqymay oiyn quğan balalarğa
Jolama, şaqyrsa da qasyna erme!
(Jumabayev, 1989, 32)
My child get educated, don’t noodle around!
Don’t allow too much time for play, you will lie
fallow.
Don’t get close, do not listen to invitations of
Children fallen to play without education!)
What is pedagogy?
What does pedagogy refer to?
What is a Pedagogical Setting?
Main categories/ characteristics, class of Pedagogy?
The process of instruction comprises the two interconnected parts of a
single whole:
the process of transmitting and assimilating knowledge, skills, and habits
the process of mastering of a system of knowledge, skills, and habits
The basic principle of Didactica Magna, omnis, omnia, omnino –
Comenuis, provides the following stages of education:
Education is rooted in human nature; it is a matter of head, hand and
heart.
Montessori is a method of education that is based on

What is the role of the teacher in a Montessori classroom?

The role of a Montessori teacher is?
functions of upbringing

factors of education

methods of upbringing

resources of education

main pedagogical concepts

organization of education
Seminar Tasks
1. The emergence of schooling and pedagogical ideas in ancient
China
2. Schools and pedagogy in ancient Greece
3. The development of education and pedagogical idea in ancient
Rome
4. Educational culture of ancient India
5. Ancient Egyptian school
6. Pedagogical approaches and educational value in Renaissance
7. Pedagogical approaches of Jan Amos Comenius, J.J.Russo,
John Locke, A.Disterwerg, I.G.Pestolozzi
Literature
1. Ж. Әбиев Педагогика тарихы Алматы. Дарын 2006
2. Қ.Сейталиев. Педагогика тарихы: Оқулық. – Алматы: « Білім » ,
2008.
3. Dialogues. Philosophical heritage, Moscow: Thought, 1986, 98, p.
607.
4. Knyazev V.A. Eurasian Law Journal, 2012, 7 (50), p. 57–60.
5. Dzhurinsky A.N. The history of foreign pedagogy: Training manual
for universities, Moscow: FORUM — INFRA-M, 1998, 272
6. Comenius J.A. Selected pedagogical works in 2 volumes, 2, Moscow:
Pedagogy, 1982, 576 p