ФИЛОСОФСКИЕ ВЗГЛЯДЫ НА ВОСПИТАНИЕ МАЛЬЧИКА В ИНТЕРПРЕТАЦИИ ЗАПАДНЫХ ФИЛОСОФОВ

Аннотация

This article examines the philosophical views of Western philosophers on the upbringing of boys through contextual analysis. As society developed, the forms and methods used in the theory and practice of upbringing gradually changed, and we can observe that various views, opinions, and theoretical approaches related to the problems arising from upbringing and their solutions have been refined in connection with socio-historical developments. Concepts of upbringing methodology, its place and role in human life, as well as issues of its significance in practical life, were reflected in the works of such Western philosophers as Socrates, Plato, Aristotle, Jean-Jacques Rousseau, Claude Adrien Helvezi , Denis Diderot and Immanuel Kant. Key words: education, family, society, boy, education methodology, state, Renaissance. ФИЛОСОФСКИЕ ВЗГЛЯДЫ НА ВОСПИТАНИЕ МАЛЬЧИКА В ИНТЕРПРЕТАЦИИ ЗАПАДНЫХ ФИЛОСОФОВ Аннотация. В данной статье рассматриваются философские взгляды западных философов на воспитание мальчиков посредством контекстуального анализа. По мере развития общества формы и методы, используемые в теории и практике воспитания, постепенно менялись, и мы можем наблюдать, как различные взгляды, мнения и теоретические подходы, связанные с проблемами воспитания и их решениями, совершенствовались в связи с общественно-историческим развитием. Представления о методологии воспитания, её месте и роли в жизни человека, а также вопросы её значения в практической жизни нашли отражение в трудах таких западных философов, как Сократ, Платон, Аристотель, Жан-Жак Руссо, Клод Адриан Гельвези, Дени Дидро и Иммануил Кант. Ключевые слова: воспитание, семья, общество, мальчик, методология воспитания, государство, эпоха Возрождения. Western thinkers have always strived for a human originality, a distant memory of the mysterious and legendary East, for simple human relationships, especially sincerity and love, devoid of false and hypocritical compliments, egoism, and material interests. They were convinced that the question of education lies at the very core of these relationships. Scientific knowledge of educational theory among the ancient Eastern peoples began to be mastered by the Greeks and Romans by the first millennium BC. The development of city- states in Greece in the 9th - 8th centuries BC and the great Greek colonization in the 8th - 6th centuries BC allowed them to become acquainted with other peoples of the Mediterranean and Black Sea and exchange products with each other. On the other hand, during this period, the process of forming centralized states was completed in countries such as Ancient Egypt, Babylon, Assyria, Syria, and Phoenicia. By this time, "a decisive step had been taken toward understanding the world by the human mind, from its religious and mythological understanding" [1]. It is noted that in the states that emerged during this period, the issue of education rose to the level of state policy, was considered a state task, and direct participation in education was 587 ResearchBib IF - 11.01, ISSN: 3030-3753, Volume 2 Issue 10 transferred to the state. For example, the Spartans strove "to raise children to be strong, physically healthy, hardy, and trained warriors." Their boys lived at home until they were 7 years old, then were placed in a state educational institution called " Agella ", where they received an education and were raised until they reached the age of 18. The heads of these institutions were prestigious and famous people appointed by the state, they were called " pedonomists " and they supervised all educational work. In particular, special attention was paid to the education of adolescents, who were taught to be physically healthy through various exercises, taught to endure cold, hunger and thirst, and to tolerate pain. In the Spartan educational system, after boys reached the age of 18-20, they were transferred to a special group of "ephebes" (in Ancient Greece, ephebes were called adolescents who had reached puberty) and underwent military service" [ 2]. Thus, in the process of education in Sparta, mental, moral, aesthetic and physical education were carried out harmoniously. As society developed, the forms and methods used in educational theory and practice gradually changed, and we can observe that various views, opinions, and theoretical approaches related to the problems arising from education and their solutions were refined in connection with socio-historical developments. These "changes in the socio-historical, socio-scientific, and cultural foundations led to changes in the foundations of educational methodology and the formation of a new educational methodology." Concepts of educational methodology, its place and role in human life, as well as the problems of its significance in practical life were set forth in the works of such Western philosophers as Socrates, Plato, Aristotle, Jean-Jacques Rousseau, and Claude Adrien. Helvezi, Denis Diderot and Immanuel Kant. E.E. Fedorova writes: “