ДЕЯТЕЛЬНОЕ ЭКОЛОГИЧЕСКОЕ ОБРАЗОВАНИЕ КАК ЭЛЕМЕНТ ВОСПИТАНИЯ ГРАЖДАНСКОЙ ОТВЕТСТВЕННОСТИ И СУБЪЕКТНОСТИ ПОДРОСТКА

Abstract

The article examines the social and pedagogical foundations of the proactive and integrative environmental education and upbringing. It is shown that traditional secondary and higher education not only underwent a systemic crisis, but also largely lost the components of civic, moral, ethical, ecological and spiritual education. In this regard, at the end of the last century, there was a proposal from the western pedagogical school to create an education system for sustainable development. This education was based on the activation of experiential (experience and practice-oriented practiceoriented), in other words - empirical education. At the same time, education cannot be effective using mainly the principles of empirical pedagogy. Education must be balanced. It must have both deep didactic and empirical approaches. Taking into account the balanced traditions of the russian school and the new proposals of the western school, the author of the article tried to create and test their own modified model of upbringing and education. This model, to a greater extent, was created for the system of additional education, in particular, for children's camps. Using the pedagogical approaches of this model in the camp, it is possible to fill those gaps in knowledge and upbringing that in modern conditions cannot be given at school. The work describes the history of the formation of this pedagogical direction in Russia. The definition of active environmental education is given. A comparison is made with the empirical education and teaching of the western pedagogical model. Demonstrated many years of experience in the programs of the proactive and integrative environmental education and upbringing "Leisure and Learning with Pleasure" on the basis of various camps. Elements of programs are shown. An example of a lesson in education of civic responsibility and subjectivity of a teenager is given. Shows the value of knowledge of the language, history of the country and understanding of the importance of education at different stages of development of Russia.