The main directions of development of military pedagogical science. Military Pedagogy. Department of Defense of the Karaganda region

“A recruited and even organized mass is a crowd, not an army, if it is not educated and not educated in a military sense.”

/ M. Bonch-Bruevich/

Developing, any science enriches its theory, is filled with new content and carries out intra-scientific differentiation of the most important research areas. This process also affected pedagogy. Currently, the concept of "pedagogy" denotes a whole system of pedagogical sciences. Among the independent pedagogical disciplines are:

1. General pedagogy, which studies the general laws of upbringing, education and training.

2. Pre-preschool and preschool pedagogy.

3. School pedagogy.

4. Surdo-, tiflo- and oligophrenopedagogy, studying the upbringing of deaf, blind and mentally retarded children.

5. Private teaching methods various items in educational institutions.

6. History of pedagogy.

Such parts of pedagogy as school science, the pedagogy of family education, and the pedagogy of children's and youth organizations are again taking shape. Ethnopedagogy, pedagogy of vocational education, pedagogy are being developed as independent scientific disciplines. high school and etc.

Military pedagogy is also an independent branch of Russian pedagogical science. Military pedagogy is the science of education, training, development and psychological preparation of military personnel, the preparation of subunits and units (ships) for successful actions in the armed defense of the Fatherland in the conditions of modern warfare.

The origin and development of military pedagogical thought in Russia are closely connected with the struggle of the peoples of our Motherland against numerous foreign invaders. The history of preparing young people for the performance of military duty goes back centuries. However, a noticeable development of military pedagogy begins only from the period of the creation of regular troops - the army and navy in the era of Peter 1.

Even then, the subject of military pedagogy was the training of soldiers and sailors in what is necessary on the battlefield, the education of their honesty, loyalty, courage, stamina and discipline1.

The subject of modern military pedagogy is the study of the essence and patterns of development and formation of the personality of an armed defender of the Motherland and the development on this basis of the theory and methodology of organizing military pedagogical process in part (on a ship).

Under the conditions of reforming the Armed Forces, military pedagogy is called upon to explore and reveal the essence and patterns of the military pedagogical process, its main contradictions and ways to resolve them.

On the basis of the revealed regularities of the military pedagogical process, its main contradictions, military pedagogy develops the principles of training and education of servicemen, determines the pedagogical conditions for their effective application.

In the context of the transition to the qualitative parameters of military construction and training of troops, one of the important tasks of military pedagogy is the improvement of existing and the development of new forms and methods of training and education based on the latest achievements of domestic and world pedagogy.

The peculiarities of the current socio-economic situation in society and the army, the requirements of modern warfare determine such an important task of military pedagogy as the comprehensive development of ways and means of developing in the personnel the qualities of a citizen-patriot, high moral and psychological qualities, readiness with arms to resist the strong, technically equipped enemy.

The collective nature of military labor, operation and maintenance of military equipment and weapons today makes special demands on the military team. Proceeding from this, military pedagogy is called upon to comprehensively explore the ways of creating and strengthening military collectives in the conditions of their formation both on conscription and on contract, to substantiate the conditions and factors that contribute to the growth of their educational role.

From this far from complete list of the main tasks that are developed and studied by military pedagogy, it is clear that it is of great theoretical and practical importance in preparing personnel for combat operations in the conditions of modern warfare and in solving issues of maintaining constant combat readiness of troops at the stage their reforms.

Solving its inherent tasks, military pedagogy effectively applies research methods inherent in pedagogical science. Research methods are understood as ways of cognition of pedagogical processes and phenomena. The development of pedagogical science largely depends on their constant enrichment and improvement.

Currently pedagogical research carried out using a whole system of various methods. These include: pedagogical supervision; research conversation; study of documents and results of activities; pedagogical experiment; study and generalization of advanced pedagogical experience; Sociological research methods (questionnaire, rating, method of competent assessments); methods of mathematical statistics; Theoretical analysis of pedagogical ideas, etc. Let us briefly consider the essence of these methods.

Pedagogical observation consists in a purposeful and systematic perception and comprehension by a military teacher of occurring phenomena and events. The study of pedagogical phenomena requires the researcher to directly observe them, accumulate and record factual material related to pedagogical work. The results of observations of the actions and deeds of soldiers, the dynamics of their development, the technology of using various means of pedagogical influence, and their results allow the teacher to study the features of the formation of various qualities in soldiers, the effectiveness of certain methods and techniques of educational influences.

The research conversation as a method differs from any other conversation in its purposefulness. It is carried out by posing certain questions to specific people in order to study the aspects of education and upbringing that are of interest to the researcher. The value of this method lies in the fact that it allows you to establish personal contact with people who are the objects of research. It helps to find out the necessary data, quickly clarify and raise additional questions that arise during the conversation. The success of a conversation largely depends on the tact of the speaker. It is important to create a relaxed atmosphere, to give the conversation a tone of mutual exchange of views. With the help of this method, the researcher penetrates deeply into the essence and cause-and-effect relationship of many pedagogical phenomena.

Study of documents and results of activities. In the study of many pedagogical phenomena, it is of great importance to study the documentation maintained in the unit (journals of combat and public-state training; books of outfits, dismissed and sick; service cards, etc.). Their study makes it possible to reveal the level of knowledge, skills and abilities, as well as the formation of certain properties and qualities of a warrior's personality, to draw conclusions about the effectiveness of the applied forms and methods of training and education. The quality and effectiveness of the results of the practical activities of trainees and educators make it possible to judge many aspects of the military pedagogical process, its regularity, systematic organization and educational orientation. It is quite understandable that all this is taken into account when developing certain issues of training and education of military personnel in a subunit (unit).

pedagogical experiment. The essence of experiment (from lat. experimentum - test, experience) as a research method lies in a special organization pedagogical activity commanders and subordinates in order to test and justify pre-developed theoretical assumptions or hypotheses. When a hypothesis or assumption is confirmed in practice, the researcher makes appropriate theoretical generalizations and conclusions. Depending on the target settings, the following types of experiments are distinguished: ascertaining, creatively transforming (forming) and control. What is their essence?

The ascertaining experiment is usually carried out at the beginning of the study and has as its task the clarification of cases in the educational practice of the officers of a particular unit (unit) on any problem. Let's look at an example. If the issue of professional training of junior commanders as leaders of training places in firearm training classes is being studied, then first of all it is necessary to establish to what extent they are ready to conduct classes in theoretical and methodological terms. For this, it is necessary to carry out an ascertaining experiment. It is carried out using various methods, in particular, monitoring the educational process, conducting surveys and interviews, conducting control exercises with junior commanders and their trainees, etc. As a result, the researcher states the achieved level of training of sergeants as leaders of classes, identifies a number of shortcomings in their professional training, develops the proposed conditions for eliminating shortcomings and improving the professionalism of junior commanders.

Subsequently, the researcher proceeds to prepare and conduct a formative experiment. Its essence lies in the fact that the experimenter develops a research hypothesis, or, in other words, the theoretical foundations and specific organizational and methodological measures to solve the problem under study. To take the above example, the researcher provides for those specific measures that would help in practice to overcome the shortcomings in the work on the professional training of junior commanders. In other words, the researcher creates a new pedagogical situation in order to transform the state of affairs for the better. If the results turn out to be effective, and the hypothesis is confirmed, the data obtained are subjected to further theoretical analysis and the necessary conclusions are drawn about the methodology for organizing this work in the unit (part).

The next step in the study of this problem is the verification of the findings and developed practical recommendations in mass military pedagogical practice. This problem is solved with the help of a control experiment, the essence of which is the application of a proven methodology in the pedagogical practice of officers of other units and subunits. If he confirms the conclusions made, the researcher generalizes the results obtained, which become the theoretical and methodological heritage of pedagogy.

Study and generalization of advanced military-pedagogical experience. This method is based on the study and theoretical understanding of the practice of the best units (units) and officers who successfully train and educate servicemen. It's about about the fact that empirically (from the Greek empirio - experience), that is, by experience, military educators often approach important methodological improvements that were often not known in military pedagogy. If these innovations are not generalized and a theoretical basis is not brought under them, they will remain the property of individuals. K. D. Ushinsky wrote about this. He noted that for pedagogical science, practical experience matters only when a theoretical thought or a generalized methodological position is derived from it. “A thought derived from experience is transmitted,” Konstantin Dmitrievich emphasized, “but not the experience itself”1.

Only a theoretical comprehension of the advanced experience of teaching and educational work allows us to include it in the system of pedagogical science. This was the case, for example, with new methods of teaching school disciplines developed by innovative teachers. Many leading teachers and school leaders became widely known: V.F. Shatalov, E.N. Ilyin, N.N. Paltyshev, as well as prominent military educators: A.V. Drummers, V.I. Vdovyuk, N.F. Fedenko, N.I. Kiryashov, V.N. Gerasimov and others who have made a significant contribution to the improvement of the military pedagogical process in units and on ships of the army and navy.

Sociological research methods (questionnaire, rating, method of competent assessments). The research methods discussed above, with all their merits, have one drawback: with their help, the scientist receives a relatively limited amount of data, and these data are not sufficiently representative (representative) in nature, since they relate to a small number of units and military personnel. Meanwhile, it often becomes necessary to conduct a mass study of certain issues. When, for example, you need to find out how military personnel use their free time, it is legitimate to conduct a survey and invite them to answer a few specially selected questions. Thus, it is possible to study this problem relatively quickly and interview a large number of soldiers and sergeants.

Rating is a research method when subjects are asked, for example, to assess the importance of certain moral qualities in personality development. Close to it is the method of competent assessments. Its essence lies in the fact that the assessment of the behavior, character and other qualities of trainees and educators is given by competent persons (officers and ensigns of the unit); Based on these estimates, the researcher draws appropriate conclusions.

Methods of mathematical statistics are used for quantitative analysis of the factual material obtained in the process of research.

Theoretical analysis of pedagogical ideas makes it possible to make deep scientific generalizations on the most important issues of training and education of military personnel and to find new patterns where they cannot be revealed using empirical (experimental) research methods.

These are the most important research methods used in military pedagogy. It should, however, be said that each of these methods fulfills its own specific role and helps to study only certain aspects of the military pedagogical process. For its comprehensive study, the entire set of the considered methods is used.

SUMMARY:

1. Pedagogy is the science of the laws of education and upbringing of the individual. The priority constant task of pedagogical science is the task of revealing patterns in the areas of education, training, management of educational and educational systems.

2. The need to transfer social experience to the younger generations arose together with man. However, as a purposeful process of education, it originates from the period of division of labor. Since that time, education has become the content of a specially organized activity to prepare the younger generations for life and work. The same period should include the birth of one of the most ancient professions - the profession of a teacher, educator, teacher.

3. Social progress is accompanied by the accumulation of knowledge, the expansion of intellectual wealth in all areas of human activity. The area of ​​pedagogy is no exception. As the stock of knowledge grows, the branches of pedagogy expand, the main ones are: preschool pedagogy, school pedagogy, pedagogy of secondary and higher education, social pedagogy, comparative pedagogy, medical and others.

4. In the system of the main branches of pedagogical science, a special place is given to military pedagogy, which reveals patterns, provides theoretical justification, develops principles, methods, forms of training and education of military personnel of all ranks. Elements of military pedagogy are used in general education schools and in the system of higher education when teaching the basics of military training. The main discoveries and developments revealed by military pedagogy are actively used in universities, in units and divisions of the Armed Forces, where young people master military specialties and prepare themselves for the defense of the Fatherland.

COMBAT EXPERIENCE stable practical knowledge and skills acquired by command personnel, headquarters and troops (navy forces) in the course of hostilities. Accumulates and consolidates in a combat situation. It is one of the important qualities that contribute to the successful conduct of combat and operations, the ability to find the right solutions and perform complex combat missions.

It is reflected in charters, instructions, instructions, directives and orders, military-historical and theoretical works, information bulletins and messages, in the preparation and conduct of subsequent military operations. Through combat experience special meaning has "the shelling of the troops", their direct participation in a number of battles and operations. As the conditions of war change, previous combat experience may lose its significance or even turn into a negative factor.

However, some of its elements retain their role and should be used in a revised form in subsequent wars. This provision also applies to modern conditions, despite the fundamental changes that have taken place in military affairs. Therefore, a deep critical analysis of the combat experience of the past and the introduction of its positive elements must be considered as one of the main tasks in the training of personnel of the Armed Forces.

MILITARY GAME is a methodical form of training of command and control bodies of troops (naval forces) and officer cadres to improve knowledge and skills in assessing the situation, making decisions, planning operations and combat operations.

The educational questions posed during the game are worked out on cards with the distribution of the role of the game participants according to the corresponding positions and the tasks they perform, assigned to them in accordance with the requirements of the service. In terms of scale, war games can be strategic, operational and tactical, in content - combined arms and special, in terms of the distribution of areas - one-sided and two-sided, single-stage and multi-stage.

In a number of cases, in the course of war games, new questions of military art can be studied and explored. In special cases, war games are used to work out plans for upcoming operations and military operations, to evaluate various options for completing assigned tasks.

MILITARY PROFESSIONAL TRAINING training of personnel for the impeccable and accurate performance of their professional duties and tasks in peace and war time. It provides for the development of solid military-professional and special knowledge and skills, techniques for handling military equipment and weapons, the ability to use all potential opportunities in any situation.

It underlies the training of officer cadres who have chosen military affairs as their profession, and military personnel who have been performing military service under a contract for due date, usually exceeding the time of active duty in accordance with the law on defense.

MILITARY EDUCATION is the process of systematic and purposeful influence on the spiritual, moral and physical development of military personnel in order to form in them high political and moral-combat qualities necessary for military service and tasks in combat.

It is carried out on the basis of the dominant ideology in society, legislative acts of the state, the requirements of military doctrine and the military oath in the course of the daily life of troops, combat training, educational and cultural work with personnel. It is one of the ways to strengthen the morale and discipline of the troops. Conducted in close coordination with military training.

MILITARY TRAINING is an organized and purposeful process of arming the personnel of troops (naval forces) with the military knowledge and skills necessary to perform combat and service tasks.

The main principles of military training are scientific character, the requirement to teach troops what is necessary in war, not to teach what turns out to be superfluous, unnecessary in battle, the maximum approximation of training to a combat situation, consciousness, relevance, systematic, consistency and accessibility of training, consolidation of knowledge, acquired skills, individual approach to trainees.

It is carried out in the system of combat training, as well as in combat practice and daily official activities. The success of military training is ensured by a correct understanding of the nature and nature of modern warfare, operations and combat, limitation of conventions and the exclusion of concessions, careful preparation of each lesson and exercise, comprehensive consideration and reproduction of possible combat conditions, the level of professionalism of commanders, the skillful use of combat experience of past wars, the use the latest achievements of military pedagogical science, improvement of teaching methods, creation and efficient use modern material and educational base.

Military training is closely related to military education and is one of the main factors in increasing the combat readiness and combat capability of troops (naval forces).

GROUP EXERCISES is a methodical form of operational and tactical training of officers. They consist in the development of individual training questions, in which all participants act, as a rule, in one or two or three positions. They can be carried out on maps, on layouts of the terrain and directly on the terrain. In the course of them, as a rule, methods of performing combat missions in sequentially created variants of a combat situation are worked out. It is a means of preliminary training of military personnel for participation in more complex forms of command training, as well as in exercises with troops (forces).

MANEUVERS are the highest form of training troops (naval forces). These are large-scale bilateral exercises of a strategic, operational-strategic or operational scale, involving a large number of command and control bodies, troops, forces and means of various types of the Armed Forces and combat arms (navy forces).

They are an all-encompassing means of comprehensive training of command personnel, headquarters and troops (naval forces), checking and improving their combat readiness, and studying new issues of military art. In some cases, they pursue the goal of a show of force or disinformation, as was the case, for example, with the maneuvers carried out before the entry of the Allied Forces of the Warsaw Pact member states into Czechoslovakia in 1968.

As a rule, they are carried out with the partial mobilization of a number of formations and units (ships), their withdrawal to the maneuver area and subsequent deployment over a vast territory and water area of ​​the adjacent seas and oceans.

In the Soviet Army, maneuvers were widely practiced in the 30s of the twentieth century. The most famous of these are maneuvers in the Kiev and Belorussian military districts, where for the first time in the presence of foreign military attaches of many states, military operations of various branches of the armed forces based on the principles of "deep combat" were practiced. With the beginning of the repression of military personnel in 1937-1938. were discontinued and forgotten. Restored in the 60-70s of the twentieth century. The most significant of these were the Dnepr and Ukraine maneuvers. They were held in the Belorussian and Kiev military districts, as well as on the territory of a number of adjacent districts.

NATO Allied Forces annually practice large-scale OTEM FORJD maneuvers, which are divided into a number of private exercises conducted over a long period of time.

MORAL SPIRIT OF THE ARMY AND ITS STRENGTHENING the spiritual readiness and ability of the troops (navy forces) to endure the hardships of war, actively conduct military operations in any situation and achieve victory over the enemy, consciously giving all their strength for this. It is one of the most important factors in the high combat potential of the Armed Forces, overcoming difficulties and achieving a decisive victory. An indicator of moral and psychological superiority over the enemy.

It provides for a conscious attitude to this war, support for its goals, a deep understanding of one's military and patriotic duty, and a readiness to give all one's strength and life to fulfill the assigned tasks. It depends on the nature of the social structure of society, the degree of unity between the army and the people, and patriotism.

Increasing and maintaining a high morale of the troops (naval forces) in all wars was a matter of special concern to generals and commanders, and in many cases led to victory over a numerically superior enemy.

It is formed and develops in the general system of spiritual education of the people, the preparation of those liable for military service, the moral psychological preparation personnel of the armed forces. A favorable course of the war, victories achieved by the army and navy or, conversely, defeats, failures, and a difficult situation in the rear can have a great influence on the morale of the troops (naval forces).

Religion, the education of the people on religious and national dogmas, has a certain influence on the morale of the troops. At the same time, morale can be undermined as a result of major defeats, inconsistencies between the goals of the war and the interests of the people, as well as as a result of enemy propaganda. In this case, appropriate countermeasures should be developed in advance.

MILITARY PEDAGOGY an integral part of general pedagogy and the field military science. It studies the patterns of training, education and psychological hardening of military personnel and military teams, their preparation for the performance of combat missions, determines the principles, forms and methods of the educational process.

As a field of scientific and practical knowledge, it is closely connected with operational, mobilization and combat training, military psychology. Gives directives to the commanding staff and staffs on the organization of all types of training of troops (naval forces) and their combat use.

BATTLE TRAINING A system of measures for the training and military education of personnel, the coordination of subunits, units and formations of all types of the Armed Forces for conducting combat operations or performing other tasks in accordance with their intended purpose. The main goal of combat training is to increase the combat capability and combat readiness of the troops (naval forces), to develop in the military personnel the necessary qualities for conducting successful military operations.

Includes individual training of soldiers, sailors, sergeants and foremen, ensigns and officers of the military level, training of subunits and units, coordination of units and formations, command training of officers and training of headquarters, services and command and control bodies.

Covers a number of disciplines. The most important of them: tactical, fire, tactical-special, special, physical, drill and other types of training. The content and general direction of combat training are determined by the military doctrine of the state, the likely nature of a possible war, the requirements of combat manuals, manuals and guidelines, training courses orders, plans, programs.

The main forms of combat training include theoretical and practical exercises, group exercises, training camps, demonstrative and instructor methodical exercises, tactical and special maneuvers, and exercises of various branches of the armed forces.

The main requirement for combat training is its approximation to combat reality (teaching troops what is needed in a war), consistency, high quality, organization, a gradual transition from simple to complex, a combination of training and education in a single educational process, etc.

The effectiveness of combat training is determined by its careful planning, comprehensive creative preparation of each lesson and exercise, developed modern material and training base, skillful use of training equipment, simulators, objective control tools, etc.

TRAINING OF THE AF A DAILY system of measures for combat training and indoctrination of personnel of the troops and forces of the fleet, training of military personnel and combat coordination of subunits, units, formations and associations. Includes operational, combat, psychological and mobilization training.

Each of these types of training has its own varieties. The training of the Armed Forces must be carried out systematically, purposefully, with the transition from simple to complex. If the state adopts a defensive military doctrine, it is mainly aimed at practicing defensive combat operations, preparing troops and fleet forces to repel sudden aggression by retaliatory actions.

At the same time, the training system should ensure the readiness of the Armed Forces for all other actions, including delivering powerful strikes against the enemy, conducting counteroffensives and offensives, and the ability to successfully solve tasks in any conditions, terrain and weather.

During operational, combat and mobilization training, various forms and training methods: strategic, operational, tactical and special exercises, command and staff and staff exercises, war games, classes, training, training camps, reconnaissance trips, maneuvers, live firing, training flights, ship cruises, etc.

In all cases of training of troops and naval forces, conventions must be reduced to a minimum, and concessions must be excluded. Training must fully comply with the tasks of wartime.

MOBILIZATION TRAINING is a special type of training of command personnel, headquarters, military commissariats, and other command and control bodies of troops (navy forces). It is a set of organizational and training activities aimed at increasing the mobilization readiness of troops (naval forces) and practicing actions in the implementation of military mobilization.

It consists in studying the basics of military mobilization, mobilization plans, job responsibilities of officers and all personnel for managing mobilization, planning, organizing and carrying out mobilization activities of all types, in working out the actions of units and units during the transition to wartime states, commissioning conscripts, training weapons and military equipment for combat use.

It is carried out by conducting mobilization gatherings and classes, training for the practical development of individual mobilization measures, random checks with training mobilization of units and formations, bringing them to full readiness.

MORAL AND PSYCHOLOGICAL TRAINING A set of activities carried out in the army and navy for the formation of high morale and combat qualities and psychological stability of personnel.

It involves the education of military personnel of moral principles, hardening, activity, selflessness, courage, courage, military camaraderie, discipline, loyalty to one's military duty, readiness for self-sacrifice, mutual assistance, the ability to endure high moral and psychological stress, resist confusion and panic.

It is achieved by the entire system of service and training of the Armed Forces, improved in exercises and directly in combat. To develop psychological stability, imitation of difficult combat conditions, a critical situation, and the performance of tasks in the event of mass defeats and heavy losses of troops is widely used.

In modern conditions, especially in the case of the use of nuclear and high-precision conventional weapons, it is of particular importance, becoming one of the decisive factors in achieving success in operations and combat.

OPERATIONAL TRAINING is the main type of training of operational control bodies, command personnel and headquarters of the strategic and operational level, coordination of formations of all types of the Armed Forces. Includes study theoretical foundations strategy and operational art of own troops (naval forces) and a potential enemy, theater of operations, improving the knowledge and practical skills of officials in directing subordinate troops (naval forces) in daily activities and during all types of operations, improving methods of analyzing and assessing the situation, making informed decisions, planning and preparing an operation and combat operations, organizing interaction and all types of support, developing the art of command and control of troops (naval forces) in the conduct of hostilities.

The most important task of operational training is also coordinating command and control bodies and maintaining them in readiness to perform tasks in peacetime and wartime, mastering modern methods the work of commanders and staffs on leadership everyday life, the service of troops (naval forces) and their combat activities.

The main forms of operational training are theoretical classes, group exercises, operational training, war games on maps, operational and operational-tactical command and staff exercises, including with designated troops (navy forces), maneuvers, strategic and operational exercises of formations, field trips. , operational, reconnaissance and military-historical trips.

TRAINING COMBAT AND OPERATIONAL METHODS A set of rules, forms, methods and techniques for training and educating personnel, coordinating subunits, units, formations and command and control bodies (naval forces). Determines the procedure for organizing and conducting classes and exercises in various disciplines. It is based on the main provisions of military pedagogy.

Provides an instructive learning environment, increasing intensity, efficiency and quality educational process, rational use educational and material base, the development of reasonable criteria for assessing and monitoring the results of training and education.

Recommendations on the methodology of combat and operational training are contained in the organizational and methodological instructions of the headquarters, teaching aids, manuals and instructions for conducting exercises and classes, programs and courses of combat training, etc.

The methods of combat and operational training must be constantly developed and improved, and restructured to take into account the use of new training aids, automated control systems, means of designating and reproducing the situation.

To improve the methodology, methodological training is organized, which includes conducting educational and methodological gatherings, demonstration classes and exercises, instructor-methodical classes, showing educational films, etc.

MILITARY-HISTORICAL TRIP of the commanding staff to the area of ​​past operations to study their course on the ground, to get acquainted with the military-geographical conditions for the fulfillment of tasks, the nature of the actions of troops and forces.

It is carried out as one of the forms of operational training and military-historical research work. It is an important means of studying military history, mastering combat experience, and drawing lessons for the future. It can be carried out by various methods: by listening to reports at selected points or lines, by analyzing combat episodes, by reproducing them with the participation of designated troops, etc.

FIELD OPERATIONAL TRIP is a special type of operational training conducted on the ground and on movement routes. At the same time, defensive lines, initial areas, directions of action, water barriers, areas of their forcing, operational objects are studied, and methods for performing possible operational or operational-tactical tasks are worked out at established points.

It can also be used to work out issues of interaction or individual options for conducting combat operations of troops.

Field reconnaissance trip Departure of a group of commanding personnel to the area to get acquainted with the military-geographical conditions of certain directions or areas, to check the expediency of decisions made on the map, developed plans.

For each reconnaissance trip, its purpose, main tasks, area and time, composition of reconnaissance groups, movement routes, work points, and issues to be resolved at each point are determined. A reconnaissance plan is drawn up, work points are assigned and equipped accordingly, and the procedure for working at each of them is established.

FIELD (AIR, SEA) TRAINING is the basis of combat training of troops, aviation and naval forces, a complex of knowledge, skills and practical skills necessary for the successful completion of combat missions on the battlefield, in the air and at sea.

It assumes a high level of practical training of personnel, combat coherence of subunits, units, formations and command and control bodies, their ability to skillfully use weapons and military equipment, use favorable terrain and weather conditions, successfully conduct fighting in a complex, rapidly changing combat situation at any time of the year and in any meteorological conditions.

It is one of the main indicators of combat readiness and combat readiness of troops (naval forces) and characterizes the degree of readiness of units and formations of military branches ground forces conduct combined arms combat in difficult terrain and weather conditions.

Air training is a set of practical skills of flight personnel, as well as the degree of training and coordination of Air Force units, units and formations in conducting combat operations in the air and delivering effective air strikes against enemy ground and sea targets, overcoming its air defense system and evading enemy strikes in any air, ground and meteorological conditions.

Maritime training is a set of practical skills of ship crews in conducting combat operations at sea in various combat, maritime and hydrometeorological conditions.

In all cases, field, air and sea training presupposes the presence of high professional skills of the personnel, skillful use of the maximum capabilities of military equipment and weapons.

TRAINING special, usually short-term training sessions to develop the issues of command and control of troops (naval forces) and improve the skills of performing individual elements of actions (duties) in the course of the daily activities of troops (naval forces), bringing them into the highest degree combat readiness, as well as the conduct of combat (operations).

They can be command, staff and command and staff, combined arms, fire, technical and special, single-stage and multi-stage. They are carried out on maps, on layouts of the terrain or at prepared command posts, without means of communication and with means of communication, as well as on simulators, combat vehicles, in firing camps, firing ranges, etc. They are the most important means of improving and consolidating the acquired knowledge and skills, bringing practical actions to automatism.

TRAINING MATERIAL AND TECHNICAL BASE (MTB) is a set of material and technical means used for training and education of personnel, conducting exercises and classes, combat coordination of subunits, units, formations and command and control bodies.

It is created and improved in accordance with the change in the nature of operations and combat operations, the development of the organizational structure and the equipment of troops (naval forces) in relation to the tasks and needs of combat, operational and mobilization training of the Armed Forces.

Includes: training centers, ranges of all kinds, training fields, shooting ranges, tank tracks, autodromes, training classes, firing and other training camps, various simulators, training devices and accessories, other technical means, visual aids, target installations, various kinds of simulators, training films, as well as training (combat training) complexes of weapons and military equipment, training ships.

At the beginning of the 21st century, the widespread introduction and use of computer technology, means of objective control, and automation of workplaces are of paramount importance in the development of educational MTB. The development, building up and updating of the training MTB is carried out continuously on the basis of specially developed annual and long-term plans.

EXERCISES AVIATION exercises conducted with formations, formations and units of various types and branches of aviation, as well as groupings of air defense zones and areas of the Air Force (Air Force and Air Defense armies, Air Force and Air Defense corps, Air Force and Air Defense divisions) in order to work out issues of their operational and combat applications in combined arms, air or anti-aircraft operations.

For their implementation, an appropriate plan and plan are developed, a certain operational-tactical and air situation is created, the composition of aviation, air defense forces and means and the forces and means of both sides interacting with them is determined, aviation is relocated, the necessary flight resource and material consumption are established, appropriate target environment at the range.

The subject and content of the exercises are determined depending on the purpose of the aviation formations and units involved in the exercise and the training goals set. In all cases, the exercises are conducted with real aviation flights and the practical implementation of combat missions. Usually arranged as bilateral. When planning and conducting such exercises, much attention should be paid to ensuring the safety of aviation flights.

A special place in the development of tasks of operational and combat use in anti-aircraft operations (or their individual components) is given to groupings of areas and zones of air defense forces of the Air Force. This is largely facilitated by the imitation of the enemy by the forces of their own aviation.

EXERCISES Naval exercises conducted with formations and formations of the Navy, as well as with consolidated groupings of fleet forces to work out a set of specific tasks in naval operations and fleet operations. They usually involve diverse forces of the fleet, but there may also be exercises of homogeneous forces, in which questions of their combat use are studied.

They are carried out in the established zones (regions) of the seas and oceans with ships going out to sea and with the actual use of weapons or with the so-called "silent shooting". In most cases, naval exercises are organized as bilateral or with a designated enemy. They are a decisive means of improving naval skills, coordinating the forces of the fleet and preparing it for operations in a difficult situation in the fight against a strong naval enemy.

COMMAND-STAFF (STAFF) EXERCISES are a form of training and combat coordination of command and control bodies. During the exercises, the preparation and conduct of an operation or battle are practiced against the background of a specially created military-political, strategic, operational or combat situation. As a rule, they are conducted on complex topics covering various types of combat operations and the entire set of tasks that may arise in the course of an operation and combat.

The commanders (commanders), staffs in full force, command and control bodies of the combat arms (naval forces) and services take part in the command and staff exercises (KShU). The senior chief and his staff act as the leader. In the course of them, special attention is paid to working out the issues of preparing operations (combat actions), organizing interaction and support, as well as solving problems in the most important stages in the development of military operations. The most important exercises can be carried out with the participation of designated troops.

Staff exercises (SHU) involve only headquarters and services. The commanders (commanders) act as leaders of the exercises. Particular attention is paid to the assessment of the situation, the execution of decisions, the development of documents on planning military operations and command and control.

KShU and SHU differ:

By scale - into strategic, operational-strategic, operational, operational-tactical and tactical;

On the organization of management - with and without means of communication;

By composition - attracted forces and means with designated troops (naval forces) and without them;

By the nature of the goals set - ordinary, ostentatious, research, experimental and special;

According to the methods of conducting - unilateral, bilateral, single-stage and multi-stage.

The largest strategic exercises in the history of the Soviet Armed Forces were those held in 1987 on the territory of five military districts, as well as in the Black Sea and Baltic fleets.

COMBINED ARMS EXERCISES exercises of combined arms units, formations and associations (motorized rifle and tank regiments, brigades, divisions, combined arms corps, combined arms and tank armies) with the involvement of Air Force units and formations, various types of troops and special forces, and in coastal areas - and fleet forces.

They form the basis for the training of all types of aircraft. They are used to master the methods of conducting combined arms combat, corps and army operations, working out interaction and control. As a rule, they are timed to coincide with the completion of the corresponding stages of combat and operational training. Conducted on complex combined arms topics in various terrain conditions, usually using the territory of the training grounds. The development of the most important episodes in such exercises can be carried out with live firing, real missile launches and bombing.

EXERCISES OF STRATEGIC ROCKET TROOPS exercises with formations and formations of the Strategic Missile Forces. They are carried out independently or in the system of large strategic exercises. They can be conducted without launches and with real combat launches of missiles, in which the warheads are replaced by cargo mock-ups and introduced into the training flight mission.

During the exercises, the troops are usually put on high and full combat readiness, delivering missile strikes against one of the options for combat use, protecting missile launches from enemy attacks, restoring the combat capability of missile systems, and preparing for subsequent missile launches.

In formations and units with mobile missile systems, in addition, combat patrols, access to field launch positions, maneuver to new position areas are mastered, issues of camouflage and other types of combat, special, technical and logistics support are carefully worked out. Particular attention is paid to improving control systems and preventing unauthorized missile launches.

TRAINING WITH TROOPS is the main most effective form of training troops (naval forces), improving their field, air and naval skills, combat coordination of subunits, units and formations, and comprehensive training in issues of interaction, command and support.

They are carried out with the participation of command and control bodies in full force of specially allocated troops (naval forces), combat assets and the corresponding forces and means of providing associations, formations, units, subunits. As a rule, appropriate means of strengthening various types of troops and forces, support aviation are also involved in exercises, which makes it possible to control, maintain and increase the combat capability and combat readiness of troops (naval forces).

Subdivided:

- by scale - into strategic (operational-strategic), operational (operational-tactical) and tactical;

- by target orientation - for ordinary, control (verification), research, demonstration, experimental;

- by the nature of the actions being worked out - into combined arms, joint, aviation, naval, missile;

- according to the composition of the participating units - into company, battalion (divisional and squadron), regimental, brigade, divisional, corps, army;

- on the use of weapons - for exercises without live firing and with live firing (with the actual use of weapons);

- according to the form of organization - into unilateral and bilateral, one-two- and multi-stage.

The exercises of associations, formations and units of various types of the Armed Forces, combat arms and special forces differ in their nature, content, methods of preparation and conduct. They are based on the development of operational actions and the tactics of their use in operations and combat.

Usually, exercises are held after the completion of individual training of troops (naval forces) and the training of small units (ships), most often at the completion of one or another stage of combat training. To conduct the exercise, a leadership headquarters is created, a district and military intermediary apparatus is appointed, points and communications of the leadership are organized, identification marks of the parties are established, training of troops (navy forces), the leadership apparatus and the exercise area is carried out.

In most cases, exercises are conducted continuously day and night for a set period of time, which is larger the larger the exercise. In some cases, during the exercise, partial lights out are allowed to prepare for the next stage of the exercise. For each exercise, the consumption of motor resources and all types of material resources is determined in advance. The exercise ends with the lights out, after which it is analyzed separately with the officers and separately with the personnel of the units.

EXERCISE JOINT exercises during which issues of preparing and conducting joint operations (air, anti-air, airborne, anti-airborne) are practiced or coordination of command and control bodies, troops and forces of various types and nationalities that are part of one military bloc is carried out. To conduct such exercises, as a rule, a single plan is developed, overall plan, a joint leadership headquarters and a joint command are being formed.

Usually, the exercises are divided into stages in relation to the stages of the corresponding joint operations. In some cases, they can be carried out with the actual use of military means.

EXERCISES SPECIAL exercises of formations and units of special branches of the armed forces (naval forces) - reconnaissance, electronic warfare, engineering, chemical, communications, space and others, as well as testing various types of support, for which an appropriate operational-tactical and special situation is created. Accordingly, reconnaissance, communications, engineering, chemical exercises, electronic warfare and camouflage exercises, special tactical, technical, rear, including medical, and transport exercises are distinguished.

They are carried out independently or in the system of combined arms exercises, as a rule, with the involvement of the entire composition of formations, units or designated forces and means.

During the exercises, units are deployed in advance in established areas in accordance with the training plan, an appropriate operational-tactical and special situation is created, the implementation of planned or suddenly arising tasks for the purpose of special troops, formations, units and support institutions is organized, the combat readiness and combat capability of special units is checked and formations, the effectiveness of various types of operational, combat, special, technical and logistics support.

As a rule, they are organized as one-sided or carried out with a designated enemy.

LOGISTICS EXERCISES Exercises for the integrated development of logistic support issues in various types of operations, the deployment of rear services and the performance by rear formations, units and institutions of tasks for their intended purpose. They are a special kind of special exercises. They are carried out independently or as part of combined arms (common fleet) exercises.

In the course of the exercises, against the backdrop of the created operational-tactical and rear situation, they practice bringing the rear formations and units to full combat readiness, deploying and building up the rear, organizing its protection and defense, all types of logistics support when performing various operational and combat missions, separation, transportation and material maneuver. Along with general rear exercises, transport, medical and other special exercises in the rear may be conducted.

Reviewers:

Honored Worker of Science of the Russian Federation, Honored Worker of the Higher School of the Russian Federation, Doctor of Pedagogical Sciences, Professor V. Ya. Slepov

Head of the Department of Pedagogy, Military Medical Academy. S. M. Kirova, Honored Worker of the Higher School of the Russian Federation, Doctor of Pedagogical Sciences, Professor A. V. Kozlov

© Series "Textbook for universities", 2017

Foreword

One of the important areas of activity for the modernization of the Russian Armed Forces is the further development of military pedagogical theory, in which a special place belongs to the issues of training, education and development of military personnel of military units and subunits. Such a formulation of the question is determined by modern approaches to the development of the Armed Forces, in which the goal and measure of the success of the activities of units and subunits is the unconditional and impeccable fulfillment by military personnel of their tasks. In this regard, there is a need to create pedagogical systems in the troops, which would be based on the principles of efficiency, quality and innovative development.

The purpose of preparing the textbook "Military Pedagogy" is to develop the theoretical, methodological and methodological foundations for organizing an effective educational process in military units and subunits. This goal involves solving a set of tasks related to:

Systematization and concretization of information in the field of organization of the educational process in units and subdivisions;

Formation of an attitude towards a technological approach to the design of training and education processes, carried out from the position of a personal-social-activity and professionally oriented pedagogical process in a unit and subdivision;

The development of the pedagogical culture of those studying military pedagogy, which ensures, on the one hand, the self-realization of the creative potential of officers, and, on the other hand, an increase in the quality of their pedagogical activity.

The textbook has been prepared on the basis of the latest achievements in military pedagogy, taking into account the peculiarities of modern combat and daily activities of units and subunits of the Russian Armed Forces. It takes into account the conclusions of the philosophical, sociological, cultural, psychological, managerial and historical sciences. The content is practice-oriented and presented in an easy-to-understand manner. The structure of the textbook allows not only to understand the methodological and ideological foundations of military pedagogy, to understand modern approaches to the effective organization of training and education of military personnel, but also to check the level of one's theoretical and practical preparedness for solving military pedagogical problems.

The textbook discusses in detail the issues of the pedagogical space of military units and divisions, the design of effective educational systems, pedagogical goal-setting, the use of modern methods and technologies of training and education.

The textbook consists of three parts, logically interconnected: the first part allows you to understand the essence and structure of the pedagogical space of units and subunits of the Russian Armed Forces; the second - reveals topical issues of training military personnel; third - provides an understanding of the theoretical and methodological foundations of the organization of the educational process in units and subunits of the Armed Forces Russian Federation.

The textbook is intended for cadets, adjuncts, teachers, commanders of military units and divisions of the Armed Forces of the Russian Federation, their deputies for work with personnel, and other officials who have subordinates.

Introduction to the military-pedagogical space of the units of the Armed Forces of the Russian Federation

Military Pedagogy as a Science, Military-Humanitarian Practice and Academic Discipline

1.1. Methodological foundations of military pedagogy as a theory and practice of training, education and development of military personnel

The dynamic change in Russian society and the development of military affairs are constantly replenishing military pedagogy with new facts that must be constantly analyzed and taken into account in military pedagogical activity. Effective comprehension and accounting of facts is facilitated by the methodology of scientific knowledge and the construction of practical activities.

Methodology -it is a system of knowledge about the principles and methods of carrying out research and transformational activities, as well as these principles and methods of cognition and transformation of reality.

Methodology performs in relation to military pedagogy a number of functions : rationing, prescription, knowledge (epistemological), transformation (praxeological), evaluation (axiological), scientific self-knowledge (reflection).

Normalization function determines the criteria and measure of the optimal ratio of parts and the whole in military pedagogical theory and practice, guidelines for the development of training and education of military personnel.

prescription function answers the question: based on what principles and approaches should the study and construction of the educational process in parts of the Russian Armed Forces be carried out?

Implementation cognitive (epistemological) function makes it possible to describe the current state of military pedagogical science and practice; explain why everything turned out the way it did, and not otherwise; to predict in what direction the change in military pedagogical science and practice will be carried out.

Transformative (praxeological) function provides scientifically substantiated goal-setting and the choice of optimal methods for achieving the set educational goals, as well as ways for the practical implementation of developments in military educational practice.

Role evaluation (axiological) function development of military pedagogy is to substantiate the methodology for assessing the organization of training, education and development of military personnel.

The purpose of the function of scientific self-knowledge is to analyze the effectiveness of the organization of military pedagogical science and practice.

In the methodology of military pedagogy, one should highlight five levels :

1) philosophical(aspects: epistemological, formal-logical, social-philosophical, philosophical-ideological, ethical);

2) general scientific(represented by general approaches to the organization of the study of military pedagogical systems and practical activities for their creation);

3) interdisciplinary scientific(reflects the borrowing of military pedagogy from other sciences with which it is associated);

4) scientific and pedagogical(includes the initial general theoretical provisions of pedagogy);

5) research and technology(defines the technology for organizing military pedagogical research).

Consider philosophical level of methodology military pedagogy.

The epistemological aspect of the philosophical level of methodology is represented by the significance of the provisions of the theory of knowledge for military pedagogy.

1. Matter is objective, eternal, infinite, has the properties of motion, space and time. Consequently, the pedagogical systems (PS) of units and subunits are of an objective nature, limited by the space of life of a military unit (subunit), are in constant change, cover service and combat, educational, household, leisure and intra-collective spheres; the time frame is determined by the time of existence of the part (subdivision).

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SCIENTIFIC ASPECT No. 1 - 2013 - Samara: Publishing house of Aspect LLC, 2012. - 228p. Signed for publication on 10.04.2013. Xerox paper. The print is operational. Format 120x168 1/8. Volume 22.5 p.l.

SCIENTIFIC ASPECT No. 4 - 2012 - Samara: Publishing House of LLC "Aspect", 2012. - V.1-2. – 304 p. Signed for publication on 10.01.2013. Xerox paper. The print is operational. Format 120x168 1/8. Volume 38p.l.

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Historical development of military pedagogy

Shikharev Denis Nikolaevich- Post-graduate student of the Chelyabinsk State Pedagogical University.

Annotation: The relevance of the development of military pedagogy is revealed. The historical significance of military pedagogy in the development of the armed forces is emphasized. The entire period of development of military pedagogical thought is covered, from the practice-oriented stage of development to the scientific one. The results of the pedagogical activity of the army and navy training system at different times are presented as key factors in increasing the importance of military pedagogy.

Keywords: Russian army, education, military pedagogy, period of development, military operations, education.

In our time, in order to decompose historiography into time intervals and trace the formation of military pedagogy, it is necessary to conduct a series of historical studies. Revealing the problems in science and practice, highlight the stages of its development. Building in chronological sequence the socio-historical, scientific and theoretical conditions for the formation of the problem, ensuring its development.

The training of aviation specialists both for the army, navy, other law enforcement agencies, and for civil aviation campaigns is based on modern pedagogical theories. Cultural and historical experience, traditions of education and upbringing, accumulated by the ancestors, have not become obsolete, moreover, practice shows that abandoning them does not give positive results.

If it is said that history teaches nothing, then this is true of those who are indifferent to its lessons and consequences. History teaches those who care about the future. History teaches and gives strength to those who carefully study the experience of past generations and accept it, taking into account modern factors of social life.

The army and navy have existed since the emergence of nation-states. Initially, these were a few permanent armed formations. For Russia, the period of formation of regular armed forces is determined no earlier than the 17th-18th centuries, which are associated with the names of consistent state military reformers - Peter the Great and his father Alexei Mikhailovich. Other names are also known - princes Svyatoslav, Igor, Alexander Nevsky, Dmitry Donskoy, Dmitry Pozharsky, who showed their military pedagogical successes with glorious military victories.

In history, military-pedagogical practical thought was the leader. Scientific pedagogical thought developed and penetrated into the army as the latter developed.

The entire period of development of military pedagogical thought can be divided into two stages:

1. Practice-oriented stage. This is a stage that is characterized by the accumulation of pedagogical experience from the time of the emergence of civilization to the 17th-18th centuries. It ends with the works of such bright personalities of encyclopedic knowledge, philosophical mindset and practical pedagogical orientation as Ya.A. Comenius, John Locke, M.V. Lomonosov, J.-J. Rousseau. Peter the Great and, especially, A.V. Suvorov. Their meaningful and scientifically translated experience gave rise to the second stage in the development of military pedagogy.
2. Scientific stage. The emergence of a social need for the purposeful formation of a person's personality has led to the need to highlight the cultural and historical foundations for the development of society and the processing of accumulated knowledge.

The development of military-pedagogical thought and the national directions of military pedagogy depend on the development of pedagogy as a whole. The cultural and historical experience of the development of the Russian Armed Forces shows that military pedagogical knowledge and historical experience served as the basis for state and military construction. But, at the same time, domestic military pedagogical thought has its own characteristics, both in content and in organizational and temporal aspects.

Every time the history of Russia found itself at a crossroads, the system of pedagogical activity was rebuilt, the system of training the army and navy changed. So it was under Peter I (XVII-XVIII centuries), Catherine II (XVIII century: G. Potemkin and Orlovs), Alexander II (1860-1870: D.A. Milyutin, M.I. Dragomirov), Nicholas II (1905-1912), V.I. Lenin (1918), I.V. Stalin (1925-1929 and at the end of the 40s).

At the beginning, the process of transferring and generalizing the experience of education and military training was spontaneous, passing from one generation to the next in oral and practical forms. Soon, with the advent of writing, military pedagogical knowledge began to be reflected in chronicles, state acts, decrees, as well as in military historical works of art. In the future, acquiring new knowledge, organized forms, the army became stronger. Confirmation of this is the appearance of written statutes, instructions, instructions: “The Code of Service” (1556), “Boyar Sentence on Stanitsa and Guard Service” (1571), “Military Book” (1607), “Charter of Military, cannon and other matters related to military service "(1621)," Teaching and cunning of the military structure of infantry people "(1674), etc. Their main ideas are regular training and constant education of army soldiers. The soldier was required to honestly serve the sovereign, to know his place in the ranks and in battle, not to spare his “body”, to be ready to give his life for “his friends”.

Formed on a regular base "amusing" regiments in the XVIII century. became the prototype of the Russian army with a regular system of training and education of soldiers.

The results of the fighting at the beginning of the Northern War suggested the order and methods of training and educating soldiers in the spirit of patriotism.

There were big changes in terms of preparing troops for practical training after the Narva defeat, where it was clear that the Russian army was psychologically unprepared for a field war, there was a lack of experience and training in tactics and education of soldiers. In the decrees of that time, the Russian regiments were allowed to engage in battle only in case of numerical superiority over the enemy. During the fighting, the troops were trained in combat, offensive, defensive actions, and victories raised the morale of the soldiers.

The Northern War played a significant role in the promotion of military pedagogical practice. Adjustments were made to the duties of commanders to train and educate subordinates. The chiefs made a differentiated approach in training young recruits and old-timers, they began to teach "how to act in battle."

During this period, the spiritual, moral (inspiring the fear of God) and military (devotion to the sovereign and the fatherland) aspects of education were developed. Practical educational activities in the army of Peter the Great were fundamentally different from those in the West. In the armies of European states, "cane" discipline was imposed, the soldier was considered as a "mechanism provided for by the article", and the officer - as a transmitter of commands (Frederick II). In Russia, moral principles were the main thing in education. Peter I entrusted the main functions of training and education of soldiers to the national officer cadres.

After Peter I, in the 30-40s. 18th century in the preparation of the Russian army, negative trends began to prevail over the progressive innovations of Peter the Great. The new charters and instructions drawn up by the "temporaries": Osterman, Munnich, Biron, and others worsened the content of the training of soldiers: outwardly, they did not cease to meet Peter's requirements, but lost their personal, national character. In the training of the troops, the preparation of soldiers for service in a linear formation began to be carried out, they were taught to obey orders unquestioningly. In fact, they were "cannon fodder" and any initiative was punishable. The whole system underwent a change: service in the army was not at all prestigious, but rather became a punishment, they were given to the service for faults. There was no longer any talk of patriotism, the soldiers did not swear allegiance to the fatherland. Particularly slow-witted and disobedient were often subjected to physical torture.

In the 50-60s. 18th century An important role in the formation of military pedagogy was played by eminent commanders and politicians: Suvorov A.V., Potemkin G.A. , Kutuzov M.I., Saltykov P.S., Rumyantsev P.A., Panin P.I. , and etc.

President of the Military Collegium G.A. Potemkin (1784) continued the progressive traditions of military pedagogy. His instructions said that "a soldier is an honest title." The officers were independent, but were limited by the "Rules of the authorities", which did not allow the guilty soldiers to be punished with the use of force. His subordinates were some of the best commanders P.A. Rumyantsev and A.V. Suvorov. In the history of Russia, this outstanding personality has not yet been truly appreciated for his contribution to military strategy.

Field Marshal P.A. Rumyantsev was one of the first to increase the effectiveness of military training using the experience of old-timers, passing them on to young soldiers. Constantly conducted training of troops, and in non-wartime - with special "attention". He considered the "moral element" the basis of the education of the "moral principle", while he shared education, moral training, training and physical training.

In the same period of time with P.A. Rumyantsev A.V. Suvorov creates a multifaceted military pedagogical system, the priority features of which were:

• the need for psychological preparation;
• development and practical application of the method of designing combat operations;
• education of subordinates in the process of active learning;
• perception of the direct dependence of the results of the battle on the training and psychological stability of the troops, etc.

A.V. Suvorov did not separate education from training, did not oppose one to the other. His education system was based on professional, moral education and physical training. In the works of A.V. Suvorov, the following tasks of professional education are visible: the development of courage, vigor, bravery, reliability, decisiveness and discipline among soldiers; the task of moral education is the formation of truthfulness, piety, loyal feelings. The military-pedagogical ideas of the great commander found confirmation in his glorious military victories. However, military-pedagogical ideas did not spread throughout the army because they were in conflict with the authorities and were not recognized in the upper strata of the tsarist military bureaucracy.

IN late XVIII in., thanks to the activities, I.I. Betsky, P.I. Shuvalova M.I. Kutuzova, M.V. Lomonosov, and others, in Russia for the first time five military educational institutions closed type (cadet corps). Training acquires a planned and organizational character.

IN early XIX in. restructuring begins in Russia public education. Since 1803, the size of the army has increased due to the available education for commoners. Gymnasiums for the military were formed together with the cadet corps. Opened in 1832 military Academy for officer training. Until 1809, Pavlovian combat regulations were in force, which excluded officer initiative, but in practice they continued to train soldiers in Suvorov style, which made it possible to win victories in battles.

At that time in Russia, the paradox was that, on the one hand, democracy led to the emergence of officers with new views on military pedagogy, as well as progressive forms of training and education of soldiers. This is evidenced by a series of publications in the periodical press and in the Military Collection. On the other hand, the spirit of humility and servility was instilled in the officers' milieu by the government. The project of the Military Teachers' Institute did not receive its further development. Minister of Education Uvarov S.S. did not support the science of education. The officers were outraged by such a policy of the authorities and, as a result, an open protest arose from the "Decembrists" in 1825.

After the Decembrist uprising was suppressed, a time of stagnation began in the country and the development of new methods for training soldiers was forgotten. The logical consequence of the external gloss, parade drill was the defeat of the Russian army in the Crimean War of 1853-1856.

Second half of the 19th - early 20th centuries were marked by large-scale changes in many spheres of public life in Russia, and at the same time by the development of military pedagogy. Thanks to the Minister of War D.A. Milyutin. in the Russian state, military educational institutions were approved, such as: cadet and special schools, a number of military gymnasiums and progymnasiums, military academies. Developing and general humanities were taught in progymnasiums and gymnasiums. They were institutions with a military-professional orientation. In cadet, military and special schools, Finland and Page cadet corps, trained junior and middle-level officers.

At the Nikolaev Academy of the General Staff, at the Mikhailovsky Artillery School, at the military medical and military law academies, staff officers were trained with higher education. The military gymnasiums were taught by officers who had completed a 2-year course at the 2nd military gymnasium. In 1863 the Main Directorate of Military Educational Institutions was created for a more competent and streamlined management process in them. At the same time, a military pedagogical museum was created, which was responsible for disseminating the latest progressive ideas in the military field. In schools, soldiers began to be taught counting, writing, and literacy, and regimental schools appeared in the troops. According to statistics for 1875, the literacy of soldiers increased from 10 to 36%. Of course, not all officers of those times showed an interest in science and the education of soldiers. But still, the changes in the military school had a positive effect on Russian officers, on the structure of education and upbringing in the army.

In connection with the foregoing, the approach to the quality of training of military specialists becomes fundamentally different, which should result in the formation of their readiness and ability to carry out real professional activities immediately after graduation.

At present, a lot of work has been done on a thorough and objective rethinking of the domestic pedagogical experience. A coherent system of historical development of military pedagogy has been formed in Russia. Development is underway to create and improve a system of multi-level military education.

But there are still a lot of paradoxes and unresolved problems in the Russian army. Many problems can only be solved by changes in policy and social sphere. Knowing the history of pedagogy is important for every officer of the RF BC, who is able to think and solve the military pedagogical tasks inherent in his activity.

Bibliography

1. Bashlakov A.A. Military Pedagogy: textbook. allowance; under total ed. A.A. Bashlakov. - M .: Publishing house "Red Star", 2008. - 504 p.
2. Bykov, V.P. Monograph. Formation of basic professional skills of university cadets during flight practice [Text]: monograph. / V.P. Bykov; VUNTS VVS "VVA" (branch, Krasnodar). - Chelyabinsk: VUNTS VVS "VVA", 2012. - 151 p.
3. Ketko, S.M. Pedagogy. Training and education of an aviation specialist. Part 1 Introduction to the course of pedagogy. Problems of education and combat training: textbook. allowance [Text] / S.M. Ketko; CHVVAUSH (VI). - Chelyabinsk: ChVVAUSh (VI), 2008. - 136 p. 2 parts.
4. Ozhegov, S.I. Dictionary Russian language [Text] / S.I. Ozhegov, N.Yu. Swedes; Ros. acad. Sciences, Ros. cultural fund. - 2nd ed., Rev. and additional - M.: AZ, 1995. - 928 p.

The object of military pedagogy are military personnel and military collectives. Subject speaks military-pedagogical process in general and directly pedagogical patterns of training, education, education, training of servicemen and military teams for the successful solution of service and combat missions.

Military Pedagogy- This is a branch of pedagogical science that studies the patterns of the military-pedagogical process, training and education of military personnel and military teams, their preparation for the successful conduct of hostilities and military professional activities. This is the science of the upbringing, training and education of the personnel of the Armed Forces, the preparation of subunits (units) for successful operations in the conditions of military activity.

The specifics of military pedagogy due to the fact that from the first days of service or study at a university, military personnel do not just study and train as military specialists, but begin to solve real educational, service, and combat tasks. Accordingly, military-pedagogical influences and interactions have the most immediate practical, service orientation. That is, in fact, every serviceman is immediately involved in the functioning of the military collective, begins military professional activity and bears full personal responsibility (not only moral, but also legal, legal) for the quality of education, his behavior, discipline, for solving tasks as intended. At the same time, the subjects of pedagogical influence and interaction are mainly already quite mature people, over the age of 18, with their own, to a certain extent, already established views, worldview, and personal qualities.

That is, military pedagogy is different from most other pedagogical branches the direct involvement of objects (subjects) of upbringing, education, training in real professional activities related to the solution of responsible tasks that require high moral and psychological qualities, readiness, ability and training to act in a difficult environment, including at risk to life and health .

From point of view structures military pedagogy as a science includes the methodology of military pedagogy, the history of military pedagogy, the theory of training (military didactics), the theory of education of servicemen, the pedagogy of a higher military school, particular methods of combat training, and a number of other sections.

• * facts obtained as a result of military-pedagogical and military-scientific research and life observations;
• *scientific generalizations expressed in categories, patterns, principles, concepts of military pedagogy;
• * hypotheses that need practical verification;
• *methods of research of military-pedagogical reality;
• * system of moral values ​​of military service.

Military pedagogy is closely connected with other sciences. The data of the humanities and social sciences make it possible to obtain a holistic view of a person and a team as an object and subject of influences and interactions. Information about the biological essence of man is provided by the study of the natural sciences. The practical use of scientific-technical and military-scientific knowledge makes it possible to model the military-pedagogical process and its elements.

Military pedagogy operates with certain categories; the main ones are:

• *military-pedagogical process - purposeful, organized system of educational activities of commanders, staffs, specialists of educational structures, public organizations to prepare soldiers and military teams for actions according to their destination;
• *education of military personnel the process and result of purposeful influence on the development of the personality of a serviceman, his qualities, attitudes, views, beliefs, ways of behavior;
• *military training - a purposeful process of interaction between commanders (chiefs) and subordinates in the formation of knowledge, skills and abilities of students;
• *development of the military the process of accumulation of quantitative and qualitative changes, functional improvement of the mental, intellectual, physical, professional activity of a serviceman and his corresponding qualities;
• *psychological training of military personnel - formation of mental stability and readiness of military personnel to perform military professional activities;
• *military education - the process and result of military personnel mastering the system of scientific knowledge and military professional skills and abilities, the formation of the necessary personality traits for the successful performance of official duties and life in society.

In addition to those named in military pedagogy, such categories as the professional and pedagogical culture of an officer, self-education, self-education of military personnel, etc. are used.

Military pedagogy as a science decides the following tasks:

• *explores the essence, structure, functions of the military-pedagogical process;
• *explores problems of organization and improvement educational process in military educational institutions;
• * develops effective forms of organization of the military-pedagogical process and methods of influencing military personnel and military teams;
• *contributes to the humanization of the military-pedagogical process and military service;
• * substantiates the content and technology of training, education, development and psychological training of military personnel;
• *reveals patterns and formulates the principles of the processes of training and education of military personnel;
• * substantiates the methodology of training and psychological preparation of soldiers, taking into account the specifics of the types and branches of troops;
• * develops the content and methodology of self-education and self-education of military personnel;
• *explores the features and content of the activities of a military teacher and the ways of formation and development of his pedagogical culture and skills;
• * develops a methodology for military-pedagogical research, generalization, dissemination and implementation of advanced experience in training and education;
• *gives scientific recommendations on the creative use of the historical heritage of military pedagogy.

The solution of the tasks of military pedagogy is primarily associated with the search for ways to activate the human factor in the interests of strengthening the combat power of the Armed Forces of the Republic of Kazakhstan, the formation of modern pedagogical thinking among commanders (chiefs), the creation in military teams of an atmosphere of creativity, cohesion, mutual exactingness and personal responsibility for the qualitative implementation of functional duties, countering the violation of law, order and military discipline. military pedagogy officer

The performance of official duties by an officer is associated with the implementation of a number of pedagogical functions.

First of all, the officer is engaged education, training of subordinates, improvement of their military skills, combat training. As a direct supervisor to his subordinates, he is responsible for education, formation of qualities in military personnel defender of the Motherland, their observance of the requirements of laws, charters, development of their intellectual and physical qualities. Besides, the officer trains ensigns (midshipmen), sergeants (junior commanders) in the practice of training and educating subordinates, organizes and directs their pedagogical activities.

These provisions are enshrined in the relevant articles of the Charter of the internal service of the Armed Forces of the Russian Federation and are mandatory for implementation in daily activities.

The effectiveness of military professional activity is determined to a large extent by the fact that an officer - the head of a military team - has knowledge, skills and abilities in the field of military pedagogy.

Pedagogical knowledge allows an officer to:

• * skillfully organize the combat activities of subordinates, maintain the combat and mobilization readiness of the unit at the required level;
• *successfully manage combat training, methodically competently train personnel;
• *to be productive educational work in the unit, to educate the military personnel moral and psychological readiness to defend the Fatherland, pride and responsibility for belonging to the RF Armed Forces;
• * effectively carry out activities to maintain strong military discipline, rally the military team of the unit;
• * ensure strict observance of internal order in a subordinate unit, organize and conduct comprehensive training for service in a daily order;
• * it is advisable to build work with subordinate personnel, provide them with the necessary assistance in improving professional knowledge and methodological skill;
• * effectively improve personal professional training and management methods of the unit;
• * use a humane approach in dealing with military personnel.

The pedagogical knowledge of the commander (chief), his skills, skills in training and education of personnel must be constantly improved. This is due to the fact that the object of pedagogical influences (military personnel and military personnel) is constantly changing, developing and increasingly (in accordance with modern approaches) is considered as one of the subjects of pedagogical interaction. In addition, the conditions under which the military-pedagogical process is carried out are also changing.

The Armed Forces of the Republic of Kazakhstan have a system of arming officers with knowledge on military psychology and pedagogy. Its main elements:

• * study of psychology and pedagogy in military schools;
• *classes in the system of command training, primarily in public and state training;
• *specially held methodological meetings and classes with officers;
• * analysis of the practical work of officers in organizing the military-pedagogical process, the experience of communicating with subordinates during inspections and control of classes;
• * exchange of experience of officers in training and education of subordinates, promotion of best practices;
• * independent work of officers to study psychological and pedagogical literature, improve the skills and abilities of training and education;
• * Improving the psychological and pedagogical knowledge of officers in the course of professional retraining, advanced training in training centers, on course.

In this way, deep knowledge of the theoretical foundations of military pedagogy, and their skillful use in practical activities, allow the officer to effectively and efficiently organize the military pedagogical process, train and educate subordinates.

Pedagogical science occupies a special place in the life and activities of the Armed Forces, in the study and implementation of the patterns of training and education of military personnel, and in the training of officer cadres.

In this chapter, military pedagogy is considered as a branch of pedagogy, its essence, content, features, tasks, methods, main categories are revealed.

Since the emergence of the army as a specific social phenomenon, the most important component of military activity has been and remains the training and education of personnel. In essence, this is practical military pedagogy - a necessary, obligatory means of preparing soldiers for the successful conduct of combat operations.

Initially, military pedagogy arose as a practical activity of commanders and subordinates. Over time, knowledge was accumulated about the training and education of warriors, which were passed down from generation to generation in the form of legends, precepts, proverbs, and sayings. As military affairs become more complex, especially in the era of the formation of states, the creation of relatively numerous regular armies, military pedagogical thought is further developed. Relevant experience is reflected in instructions, manuals, charters, orders and other written sources. A significant contribution to this was made by Peter I, A. V. Suvorov, M. I. Kutuzov, D. F. Ushakov, S. O. Makarov, M. I. Dragomirov.

IN late XIX- early XX century. military pedagogy begins to take shape as an independent scientific branch. The works of M. V. Frunze, M. N. Tukhachevsky, I. E. Yakir, the experience of training and educating soldiers during the Civil and Great Patriotic Wars served as the basis on which modern military pedagogy was formed. Its development was promoted by A. G. Bazanov, G. D. Lukov, A. V. Barabanshchikov, N. F. Fedenko, V. P. Davydov, V. N. Gerasimov, V. I. Vdovyuk, V. Ya. Slepov , V. I. Khalzov and others.

Military-pedagogical process- this is a purposeful, organized system of educational and educational activities of commanders, headquarters, specialists of educational structures, public organizations for preparing soldiers and military teams for actions as intended.

The main purpose of the military-pedagogical process in peacetime- maintaining high combat readiness of military units and subunits, their successful solution of combat training tasks.

In essence, this is a social process designed to implement the provisions of the Constitution of the Russian Federation on the defense of the Fatherland, the current legislation on defense issues and other requirements of the authorities state power about the need to strengthen and maintain the country's defense capability at the level of reliable, reasonable sufficiency. The content and direction of the military-pedagogical process are determined by the military doctrine, internal and foreign policy state, the level of development of military affairs.

The main goal of the military-pedagogical process- ensuring the comprehensive readiness of military personnel and military collectives for the successful solution of the tasks assigned to them in peacetime and wartime for the armed defense of the Motherland. The training and education of servicemen is aimed at forming and strengthening high combat, moral, psychological and physical qualities in each serviceman and military team and, on this basis, develop combat skills, spiritual stamina, combined with a strong will to win in any conditions.

This goal determines the functioning of the military pedagogical process as a system: as a set of structural components that are organically interconnected with each other and with other systems of the life of a subunit, unit (combat readiness maintenance system, command and control system, logistics system, etc.) .

The main structural components of the military-pedagogical process as a system are as follows:

• *tasks of the military-pedagogical process;
• *content structure;
• *organizational structure;
• *subjects and objects of this process.

Tasks of the military-pedagogical process determined by its purpose and aimed at achieving it. Priority tasks include:

• 1) purposeful formation of a serviceman as a citizen and a professional soldier;
• 2) arming military personnel with a system of military, social, technical, professional knowledge and performance qualities that ensure effective practical actions in any situation;
• 3) ensuring the purposeful development of spiritual forces, intellectual and physical qualities of each serviceman;
• 4) the development of the personnel's emotional and volitional stability, psychological readiness to overcome the difficulties of military service, to act in a modern combat environment;
• 5) the implementation of combat coordination of crews, subunits and units as a whole, the maintenance of the statutory order in military collectives, the formation of relations of trust between military personnel, mutual assistance, mutual assistance, military partnership and friendship.

Organizational military-pedagogical process includes:

• * various types of training - combat, public-state, etc., implemented primarily in the course of training sessions;
• *pedagogical aspects of service-combat, social and other activities;
• *educational, cultural, leisure and sports activities.

The tasks of the military-pedagogical process determine the interconnected and interdependent activity of its subjects and objects.

The subjects of the military-pedagogical process commanders, staffs, officers of educational structures, educational activists, leading specialists in combat crews, ensigns, sergeants, and public organizations speak.

In organizing the military-pedagogical process, the decisive role belongs to the subunit (unit) commander. Being the direct head of the personnel, he is responsible for all aspects of his life and activities and, accordingly, for the state and quality of the military pedagogical process.

Objects of the military-pedagogical process(in the traditional sense) become all military personnel and military collectives. It should be noted that from the standpoint of the subject-subject approach, all servicemen of subdivisions, units, educational institution- these are subjects, active participants in the military-pedagogical process.

Of particular importance in the conditions of military service is such an object of pedagogical influence as a military team. In connection with this, commanders (chiefs) need to study the peculiarities of the psychology of each specific team and skillfully direct its efforts towards solving the problems of the military pedagogical process.