ENGLISH FOR UNDERGRADUATE AND GRADUATE STUDENTS OF PEDAGOGICAL SPECIALTIES

1.6 Read the text

Research methodology for the culture of intellectual work

Psychological features of personality development, as well as features of the intellectual sphere of personality in student years carry rich psychological prerequisites for the formation of a culture of intellectual work.

The variety of approaches to understand the development of personality culture that has developed so far in modern philosophy, psychology and pedagogy makes it possible to build a holistic humanistically oriented methodology for studying the culture of intellectual labor as a phenomenon and process. It is on this basis that it is possible to explore the development of the culture of intellectual work as a pedagogical phenomenon, to see its possibilities as a factor in the development and self-development of the individual.

To build a holistic concept of our study, it became necessary to analyze various positions of educators in their scientific works that touched upon the problem of developing a culture of intellectual work of students and teachers.

The study of pedagogical literature, scientific research allowed us to analyze the works of scientists who have devoted their studies to the development of intellectual labor (Table 1).

Table 1 – The interest of pedagogical science and practice in the problem of developing a culture of intellectual work

№	Main idea	Authors
In the 1920s - 1930s attempts to introduce SOL at schools were not successful enough, since there were neither conditions nor trained teachers who knew the methodology to introduce SOL. In the late 1930s the SOL movement was discredited and declared dogmatic. The term «scientific organization» is replaced by another one – «rational», «correct», «normal» and others
1	Promotion of the scientific organization of labor at school	N. A. Bernstein, V.M. Bekhterev, L.S. Vygotsky, N.K. Krupskaya, P.P. Blonsky, ST. Shatsky, A.S. Makarenko, V.M. Myasishchev
2	Teachers and students’ tasks, forms and methods of the SOL and the most important starting points for the scientific organization of all school work in the works «Reminder on SOL for the school and young pioneers», «How to read», «Labor school and the scientific organization of labor».	N.K. Krupskaya
3	«The ABC of Labor», «Labor School», «Organization of the Labor as an Academic Subject at school of the Second Stage». The author proposed to introduce the subject «scientific organization of labor» at general education schools and pedagogical educational institutions. The scientist considered it rational to combine mental labor with physical labor.	P.P. Blonsky
4	His research on the complex study of the brain and personality as a whole made a significant contribution to the development of the movement for SOL at school.	V.M. Bekhterev
5	The scientist emphasized the need to apply psychotechnical knowledge to practical activities.	L.S. Vygotsky

Continuation of the Table 1
№	Main idea	Authors
6	The dependence of labor productivity on the degree of overwork. In his study «The current state of the problem of fatigue» the scientist pointed out that this problem is much broader than physiological science.	A.A. Ukhtomsky
In the pedagogical literature there is no single point of view on the problem of developing a culture of intellectual work.
7	7 The problem of activity in learning considers the culture of intellectual work as a system of techniques, methods and habits that determine the style of mental work.	L.I. Bozhovich, N.A. Menchinskaya
8	Problems of the development of human intellectual abilities. Works on formation of rational methods of cognitive activity	D.N. Bogoyavlenskaya, A.V. Brushlinsky, P.Ya. Galperin, N.P. Brastov, E.N. Kabanova-Meller, A.V. Karpov
9	The culture of mental labor means the mastery of all the elements of the content of education, stereotyped actions and operations, the experience of creative activity, norms of attitude towards the surrounding reality.	I.Ya. Lerner
10	The scientist connects the culture of mental work with the upbringing of the individual’s special qualities and a system of rational methods, skills and abilities of mental (cognitive) activity that humanity has developed in the process of development.	N.P. Erastov
11	«... the ability to rationally organize the mode of working methods, accurately keep the workplace and materials in order»; «a complex of mental phenomena and skills of students' educational work»; «mastering the skills to gain knowledge, set goals, allocate time and effort, ensuring high performance» [21].	E.N. Kabanova-Meller
12	In pedagogy the concept of «culture of intellectual work» is often used along with the «culture of educational work». Scientists consider the culture of educational work as the foundation of the mental work culture.	Yu.K. Babansky, P.I. Pidkasisty
13	The culture of mental work is identified with the scientific organization of labor. The scientist believed that SOL is, first of all, using the exact data of science in the organization of labor; the principles and recommendations of the SOL are distinguished by their ultimate accuracy.	I.P. Rachenko [10]
Ending of the Table 1
№	Main idea	Authors
14	The central link in the development of a culture of intellectual work is the development of the student's motivational sphere.	L.I. Bozhovich, L.S. Vygotsky, A.N. Leontiev, V.N. Myasishchev, S.L. Rubinstein
15	General theory of motives, their connection with mental labor	B.G. Ananiev, L.I. Bozhovich, D.K. Kiknadze, A.V. Petrovsky
16	A motivational-value attitude to mental activity allows the student to realize that educational work is a value, significance. It includes the student in an active cognitive process, leads to the diversified development of consciousness, thinking, mind.	Yu.K. Babansky, O.S. Grebenyuk, N.V. Kuzmina, A.K. Markova, T.A. Matis, A.B. Orlov, V.A. Slastenin, V.P. Schuman
17	The motive «interest in the subject» has a strong influence on the process of the student's cognitive activity, due to which mental work becomes intense.	N.P. Arkhangelsky, Yu.K.Babansky, L.V. Baiborodova, V.P. Bespalko, M.P. Makhmutov, M.I. Rozhkov, I.F. Kharlamov, T.I. Shamov.

In this study, we largely relied on the concept of V.A. Slastenin, which reveals the main directions of the professional development of the teacher's personality, the ways of his self-education and self-upbringing. The author considers the structure of pedagogical activity as a holistic education, the logical center of which is the motivational sphere, which determines the social, professional, pedagogical and cognitive orientation of the individual.

Methodologically, it is important to interpret the personality as a level of human development at which his actions are determined not only by certain external circumstances, but also by internal conditions: worldview, target strategic settings, the entire structure of the motivational-need sphere [4].

Thus, at the level of personality a student can no longer be interpreted as a personification of normative professional activity, he acts as an active subject, realizing his own way of learning activity, willingness to define tasks, use appropriate ways to solve them, push the boundaries of intellectual activity.

In our opinion, the culture of intellectual work can be defined as an integrative characteristic of the student's personality, which «sets» the social and humanistic program, predetermines the orientation of the personality, its value orientations and the results of educational and cognitive activity. The culture of intellectual work is formed as if intellectual activity becomes a personal goal for the student. Therefore, the formation of a culture of mental work occurs at two levels: motivational-value and procedural. The results of educational and cognitive activity, first of all, depend on students’ motivational and value attitude to intellectual work.

At present,there is a number of studies have appeared in pedagogy related to the problem of developing a culture of intellectual work of schoolchildren and students. Research by L.N. Barenbaum deals with the pedagogical assistance to students’ self-education [22].

The analysis of the sources on the problem of the development of a culture of intellectual work allows us to draw the following most general conclusions. The problem of developing a culture of intellectual work of students was not only posed, but also developed at various stages in the history of Soviet pedagogy.

The phenomenon of «culture of intellectual work» is usually expressed in terms that are genetically related to it, such as «culture of educational labor», «culture of mental labor», «culture of thinking», «information culture», «mental education», «scientific organization of labor», «culture of self-education», etc. Although they are all interconnected, their correlation and significance in different scientific approaches are not the same.

Summarizing various pedagogical approaches to understanding the culture of intellectual work, it can be stated that this problem has attracted and continues to attract a large number of scientists’ attention; significant material has been accumulated in pedagogy that has explanatory power and stimulates further research of this phenomenon.

1.6.1 Answer the questions

1) What can you tell about the development of the concept of «scientific organization of labor» in the 20-30s of the XX century. What pedagogical problems existed at that time?

2) Which of the scientists deal with the ideas about the promotion of the scientific organization of labor at school, the dependence of labor productivity on the degree of overwork, the connection between the culture of intellectual work and the education of special personality traits, a system of rational methods, skills and abilities of mental (cognitive) activity?

3) According to scientists L.I. Bozhovich, L.S. Vygotsky, A.N. Leontiev, V.N. Myasishcheva, S.L. Rubinshtein, what is the central link in the development of the culture of intellectual work? Which of the researchers associated motives with mental labor?

4) Explain the structure of pedagogical activity by V.A. Slastenin. How is the concept of «personality» interpreted by the scientist?