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Higher education level and cultures was in Novgorod at this time. First, because it kept the freedom, former forms of culture and education; secondly, because was the trade city – the republic, and it demanded a certain education level.

Disintegration of the uniform centralized Kiev state, though caused decrease in rates of a development of education, but did not stop this process, especially in such advanced city what was Novgorod.

Thus, comparing stages of development of the West European education, we can state as the general moments in their development, for example, during the first period of development and during Modern times, and their essential divergences, especially during an era of the late Middle Ages.

Improvement of forms and methods of training was aimed at the maximum development of creative abilities of each. Since the end of the XIX century intensive development and a of the organizational forms and technologies of training and education focused on creative development of a began. At the same time, since Modern times, the accruing crisis of a family leads to the hardest deformations in spiritual and moral education and development of a family. In dynamics of the West European pedagogical consciousness it is possible to allocate the following characteristics.

From here already logically the neglect the culture and history followed and on the contrary, a worship for culture of others, first of all the West European people, and as a result — all to do the requirement, or, in any case, to, estimate to foreign measures, without reflecting on their truth, their applicability to our conditions.

In research it is necessary to see original value of each stage and at the same time to reveal concrete mechanisms of communication between different forms of education and pedagogical consciousness. Therefore the principle of concrete judgment and understanding of each form of education and pedagogical consciousness has to become the basic methodological principle of our research.

The pedagogical consciousness of Renaissance found the most expression in humanistic pedagogics. Her ideas develop, starting with A. Dante, F. Petrarch, K. Salyutati and finishing M. Montaigne and F. Bacon. Within the humanistic movement the pedagogics was actually allocated in independent science — P.P. Verdzherio's works, E. Rotterdamsky, HL. Vivis, etc. Belong to humanistic pedagogics, ideas of the leading role of education in development of the person, his formation as comprehensively (harmoniously) developed free individual, organization of formation of creation of its contents according to age of the child, etc.

Education of farmers and handicraftsmen was carried out generally in families by means of participation in labor process. If the child from other family had to master a profession of a, it passed to live in his family.

For the solution of objectives the complex of methods of research was used: theoretical, comparative-historical, retrospective and predictive analysis of sources, systematization and classification.

It is provided with methodological validity of initial positions of research, use of system of the methods adequate to its tasks and logic, a representativeness of sources of base, a variety of documentary and literary data.