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Pedagogical archeology» and its concepts in educational environment^*

Smolyak A.R.

Educational system in contemporary Russia includes the realization of educational tasks with the help of in-depth acquaintance of young students and pupils with world-famous, Russian and regional natural, cultural and historical heritage.

One of the most effective way of forming the personality of young people is the complex joint health-recovering, creative, research and culture protecting activity - archeological activity of pupils from secondary schools, students from higher education, school teachers - organizers of search and research work, specialists in a specific science - heads of youth archeological units of further education, professors of higher education, scientists - archeologists, museum workers, employees from higher schools and universities of Academy of Science of Russia.

Nowadays when Russia is in period of changes, the educational system of the country contributes to this process a lot and supposes the possibility to realize this activity via the system of general and complementary education of our children. The main education links studying process with archeology by implementing regional component1. According to the existing normative base of Russian Ministry of education and science this activity becomes a competence of institutions of additional education and has to be realized through the touristic centers for children, out-ofschool center to work with students, creation houses for young people, system of school and inter-school archeological clubs and centers. These centers in Rostov region are regional youth archeological center “Sirguis» and archeological section of Don academy of science of young researchers in the Rostov Palace for young people's creative works, Rostov regional archeological and ethnographical youth organization “Boyan”; inter-school archeological clubs “Skif” and и “Rarog” in Shakhti and Novoshakhtinsk, youth archeological organization of students from historical faculty (South federal university. Since 1993 on the territory of Rostov oblast there has been implemented work with youth archeological unions in the frame of special author's programs. The Organizing center of this work on the regional level is the youth Archeological center «Sirguis» located in Rostov Palace for young people's creative works. Scientific and methodological background of above-mentioned activity is held by the chair of pedagogy and pedagogical psychology of South Federal University. In the frame of the system of school and out-of-school education this activity with pupils takes the following forms: city, regional, competitions throughout Russia, implementation of regional component, optional classes, off-classes and off-school activities (clubs, participation in city, regional and scientific seminars, conferences and archeological expeditions).

Joint archeological activity of pupils, teachers and scientists has become lately in the focus of professional attention of archeologists, teachers and professors[2]. Elaboration of theory and methods on organizing youth archeological unions, interference of archeology, pedagogy, academic and educational process led to the appearance of new educational environment: «pedagogical archeology» (PA) [3]. For young, developing personality of a teenager PA represents a real possibility to become though their research activity a participator of new scientific facts discovery and their implementation in teaching process, science culture. The most prospective in this activity are information and project technologies which are considered to be the first steps in the retrieval and research activity and scientific research activity of pupils in the future.

“PA” includes a huge potential for developing in pupils:

? In-depth studies of history of the country and the home land;

? Abilities to analyze and interpret archeological sources;

? Skills of project and search-research activity on the basis of school museums and expedition camps;

? Solicitous attitude to historical and cultural monument and others.

Transformation of “PA” into an independent branch of pedagogy allows improving the results of educational and training system.

Pedagogical archeology represents an integrated system of practices, forms, methods of organizing cognitive, creative, social activity of children with broad prognosis orientation. Thus:

? object of pedagogical archeology is a special pedagogical system of land studies in additional education;

? subject of pedagogical archeology is a cooperation of pedagogical practices and applicable integrated principles of archeology;

? method of pedagogical archeology is an activity-based approach to personal development, system-based principle of the activity as anthropological phenomenon4.

Integrated nature supposes a wide use in PA concepts and terms of several specific sciences such as pedagogy, psychology, archeology, museum studies etc.

To illustrate this idea we can list some very often used concepts of specific sciences. Pedagogy: education, educational activity, educational process, educational environment, educational volume, educational adaptation, civil education, patriotic education, human pedagogical position, human educational paradigm, self-education, self-determination, self-development, self-actualization [5]. Psychology: adaptation, socialization, communication skills, social competence, age-specific psychology, micro-team psychology, creativity, scientific research activity, surviving in extremes6. Archeology: archeology, archeological periodization, archeological monuments, artifacts, archeological facts, experimental archeology, field archeology, civilizations, adjoining sciences in archeology (ethnography, toponymy, heraldy etc.), classification and typology, archeological exploration, cultural layer, culture, artifact, archeological source, archeological object, typology, systematization [7]. Museum studies: museum museum-reserve (archeological, ethnographical, landscape etc), school museum; school museum regulations, social, educational functions of a museum; school museum team, school museum council, school museum certification, documentation, funds, collection, exhibit, school museum competition, search-research and collecting activity8. Natural and cultural heritage: natural heritage, cultural heritage, protected historical and cultural territory, conservation zone, recreation, protection of cultural heritage, monitoring [9].

The literature

pedagogical archeology pupil teacher

1. Pejemsky V.g. 2002. Pedagogical potential of archeological activity//Interaction between personality, education and society in Russia in changing social and cultural conditions. collected research works. Part.1. St Peterburg.

2. Zakharuk y.N. 1992. To the discussion of archeology status / Russia archeology, № 4; Kruchinina T.A., 1987. Archeological group as a form of senior pupils labour units / Teaching history at school, № 4; lipavsky S.А., 1993. School archeological hobby group / Teaching history at school, № 1; Shulga P.I., 1998. About the work of archeological pupils groups in Altay / humanities' studies in Siberia, № 3;

3. Burovsky А.М., 1990. Subject and problems of “pedagogical archeology”//Methods of school archeological groups. Novosibirsk.

4. Brovko D.V. Phenomenon of pedagogical archeology// http://teacher.org.ru/files0/files1/ files40/files555/files167/static/statya.rtf;

5. Mijerikov V.A. 1999. Psycological and Pedagogical dictionary; Bondarevskaya E.V. 2000. 100 notions of personality-oriented education Rostov-on-Don.

6. Psychological dictionary. М. 1999.

7. Martinov A.I. 2000. Archeology. М. «Byschaya shkola»;.Matushin g.N. 1967. Archeology at school. М.

8. yureneva T.y. 2004. Museum studies. М.; Museum studies. Museums with historical focus. 1988. М.; Seynensky А.Е. 1988. Meseum educates the youth. М.

9. About the objects of cultural heritage (monuments of history and culture) of peoples in RF. From От 24.05. 2002.// Rossijskaya gazeta 29 06. 2002. № 116-117. www.rg.ru.

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