Scientific journal
European Journal of Natural History
ISSN 2073-4972


Parkhomenko E.A.
гидроксохлорид алюминия
The education is being included in itself, however, the two aspects: on the one hand - this is the social experience transfer process to the rising and coming generations by the society, that is the teaching process, on the other hand - this is the social experience mastering level by the man, which in the given case, it is being included in itself the accumulated and the stored knowledge on the nature, the society, and the man transfer process, these knowledge use methods in the practical activity, the new knowledge getting methods, and the relations nature towards the reality orientation and the awareness on the basis of the accumulated and the stored knowledge and also the know - how. So, they are being formed and their own and the proper relation towards the reality orientation and the awareness in the experience transfer process to the rising and coming generations by the society [2, 7].

The education, as the system is being presented itself the establishments and the institutions developing network of the quite different type and their level. So, the education basic elements, as the macrosystem, having had the state status, - these are the preschool, the school, the secondary special, the higher, and the post graduation additional education [9].

The education content is being defined in the Russian Federation (RF) Law, as the one «from the economic and the social society progress factors, and it should be oriented: upon the personality self - determination provision, the conditions creation for the self - realization; upon the civil society development; upon the legal state strengthening and the further improvement and the perfection» [6].

So, it should be noted, that the education content - this is also and the didactical implementation and the knowledge realization on the world, and the man´s activity methods in this world, his creative activity implementation and his further realization experience, the relations standards to the world, to the people and to themselves. The education content - this is, however, the education basic types elements defined and the specified correlation [3].

And the «education system» notion and the conception is the not less considerable one. It is being considered, as the educational programs aggregate, the educational establishments and the institutions network and the management corresponding bodies by them in the Law. So, the educational system is quite able to be considered, as the education significant types defined and the specified aggregate, in the scheme [8].

At the different and the various society evolution stages, and the corresponding education types have been appeared, the correlation and the aggregate of which have been defining the content and the education system at the public development each stage. So, the education process has generally been borne, however, the imitative activity character, at the very first stages of the human society formation. The experience has been perceived by the rising and coming generations in the direct practical activity process, where, first of all, the practical abilities, the skills, and the experience for the different and the various activity types carrying out, which are the significant ones, for the defined and the specified society development level at them: the food getting, the fire strike, the human body protection from the temperature fluctuation and its variation, the simplest means of the labor and the work use and so on. The knowledge on the ambient nature by the mankind during the prolonged period of time has been accumulating rather slowly. The people have been observing the defined and the specified, and the repetitive phenomena, having taken their place in the reality orientation and the awareness, they have been noticing their regularities, but not always they were able to be comprehended all these phenomena causes and the reasons. At the very first stages, the education process society formation has been borne, however, the rising and coming generations´ pre - occupational training and the preparation elementary prototype on the most significant practical abilities, the skills, and the experience working out, having provided the man´s vital functions and his vital activity [9].

And, it is no mere chance, the education present - day process, as such, is being begun not so much from the knowledge formation, as, first of all, from the man´s labor and the work activity natural organs development (e.g. the child´s brain, the hands, and the feet) and also from the treatment practical abilities, the skills, and the experience formation with the simplest means of the labor and the work (e.g. the skills to use a pencil, a pen, a knife, a needle, an awl, scissors and so on and so forth), and also from the reading, the counting, the writing abilities and the skills and the experience. The other abilities and the skills and the experience are being formed at the children already at the preschool age, they are familiarizing themselves with the man´s practical activity significant and the important types: they are playing in the hospital, in the store, in the school and so on. Such education character is quite able to be considered, as the elementary pre - occupational education first stage.

This is the education original and the peculiar type, and it is quite impossible to be brought it only to the technological training, the peculiarity and the special feature of which is being consisted in the fact that it is being realized at the school just in its pre - occupational (e.g. general labor) part, as it has been noted in the basic scheme [1, 4, 5].

It is quite possible the educational process development, as through the contradictions settlement, well as by the evolutional way through the well - established educational system further improvement. The contradiction between the social demand to the man´s scholarship and the academic literacy and his educational level, the education quality and the type is being come out, as the main educational process contradiction [7, 8].

The educational systems, as well as the every systems, in general, having had their structure, are being consisted in the defined and the specified elements, which are being interconnected between each other. The personality teaching, the upbringing, the education, the training, and the development is the every educational system aim. Thus, the educational system all the elements have been included not so simply into the interaction process, but the main peculiarity and the specific feature of their connection is the mutual assistance, having directed upon the personality teaching, the upbringing, the education, the training, and the development aims achievement.

The man´s development just in the educational system, as the personality, well as the activity subject - this is the obligatory thing: 1) the intellect development, 2) the emotional sphere development, 3) the stability to the stressors development, 4) the self - confidence, and the self - reliance, and the self - acceptance development, 5) the positive relation to the world development and the others reception, 6) the independence, and the autonomy development, 7) the self - actualization and the self - perfection motivation development [7, 8].

First of all, the present - day education kind or type is being defined by the educative - educational system, under the conditions of which the man is receiving his education, and it is substantially and purposefully depended on the human activity types that set mastering quality, and possibly on the occupation, which are being opened the educational system specifiс character, and also on the science and the technology achievements cultural values and the treasures mastering quality. This is being explained by the fact, that all the educational Institutions and the educative establishments are being concentrated the developed scientific knowledge bases and the sociocultural man´s activity superior standards of their epoch [3, 7].

Thus, the general education has been come into its existence, with the cognition and the learning development, with the knowledge on the nature, the society, and the man accumulation by the mankind, with the gradual knowledge role rise in the most general labor activity types implementation, side by side with such specific education type, which afterwards becomes to be named, as the occupational one. The general education, to an even greater degree, has been becoming the education leading type, the knowledge on the native nature quantitative accumulation by the mankind in the process, therefore, it is no mere chance, this education traditional type (e.g. the general one) is being considered, as the «fundamental (e.g. the general scientific and the general cultural) education» in the basic curriculum [2, 9].

In the final analysis, the education is being promoted not so much the mental abilities, the man´s thinking activity and his mental activity further formation and the development, as his cognition and his consciousness development, on the whole, the character and the level of which are being defined the efficiency, as the cognitive, well as the labor and the work activity.

So called «the second nature» has been created, with the general education role strengthening in the direct practical activity implementation, with the machinery and the machines advent and their further development in the mankind public production, side by side with the nature laws learning and the cognition deepening. Its own specific and the peculiar laws and the regularities, the learning and the cognition, and the use of which has been promoted the public production efficiency rise in the direct practical activity, have begun to be appeared just in itself with this second nature further development (e.g. the nature, which has been created by the man) [7].

The education is quite able to be considered, as the sociocultural phenomenon, the practice and the scientific investigation object, and also, as the social practice link.

It is so significant to know the education whole system specific character at the country, the specific region, and the separate educational Institution and the establishment level just from the practice position. So, this kind of the specific character is being revealed in the education models, in the educational aims, the education content, the received education forms, the types and the quality [5].

So, the aims and the content, as the every type constituent system and the education level are usually being defined by the state policy, and they are being revealed just in the educational standard, and they are being concretized in the real educational process at the every educational system and the every academic subject and the corresponding discipline level [6].

The education fruitfulness is usually being defined by the aims and the educational standard realization degree, by the type, by the quality and also by the education level.

Thus, the man has constantly been including in the self - educational process throughout the whole period of his life, side by side with the education, as the purposeful and the goal - directed, and also the specially organized teaching, the upbringing, the education, and also the training process under the specific educational system conditions [4, 5, 7].


  1. Gershunsky B.S., "The Mentality and the Education". - М., 1996;
  2. Zhuravlev E.M., "The Pedagogics in the Sciences System on the Man". - М., 1990;
  3. Lednev V.S., "The Education Content". - М., 1989;
  4. Liferov A.P., "The World Largest Regions Educational Systems Integration Potential (e.g. the Topology, the Comparative Analysis)". Ryazan, 1997;
  5. Liferov A.P., "The World Education Integration - Is the Third Millennium Reality". - М., 1997;
  6. The RF (Russian Federation) National Report "The Policy in the Education Field and НИТ" at the II - nd "The Education and the Information Science", The UNESCO International Congress // INFO. No. 5, 1996, p.p. 1 - 32;
  7. "The Formation: the Tradition and the Innovations under the Social Changes Conditions". - М., 1997;
  8. Smirnov S.D., "The Higher Education Pedagogics and the Psychology: from the Human Activity to the Pesonality". - М.: "The Aspect Press", 1995;
  9. Stefanovskaya T.A., "The Pedagogics: the Science and the Art". - М., 1998.

The work is submitted to the Scientific International Conference «Innovative Technology in Higher and Vocational Education», Spain (Costa del Azaar), August 8-15, 2009. Came to the editorial office on 01.07.2009.