L.P. Dodonova, associate professor, Ph.D. Novosibirsk teachers' professional re-training institute, Novosibirsk

Key words: labour phenomenon, method, factor of development and training for future.

The scale of changes taking place today in the sociohistorical development (SHD), and their intensification show that the aggravated struggle of opposing forces is not accidental. We take these changes as a period of bifurcations, the ends of era, when the conversion of the old world occurs as a further progress of evolution. In science, the new integrity and universality are being searched in the cultural space of humanity, expressing the common feature of modernity. In these circumstances human knowledge should keep pace with the progress of the scientific and technological revolution, otherwise breach is inevitable. But it is on the contrary: the share of the research activity of the world's scientific school in the form of publications, concerning biology and biochemistry, is 7,5% (4^th in the ranking), psychology and psychiatry – 2,87% (12^th in the ranking), education – 0,4% (23^rd in the ranking out of 24), and clinical medicine – 24,0% (1^st in the ranking) [6]. The state of education as a component of culture is called crisis and it includes the actual problem of human development (PHD), solution of which is associated with the strategy and tactics of development of pedagogical science and educational practice [4], that finally determine the development of the country. Today the notion of "hard work" is not used in pedagogics and its understanding [8; 293] has limitations and narrows the meaning of life. Here specifically the need to update the methodology of educational researches is revealed, and the framework of categories and concepts is one of its components.

The purpose of the study was to determine the meaning of the labour phenomenon for man’s psychophysical evolution, the specifics of its manifestation in education, including the sphere of physical culture and sport (PCS) and prove the statement that labour is a method and key factor of human development and training in socioeducational conditions and the component of the productive-economic sphere of the country.

Research methods. The analysis and synthesis of scientific-methodological literature and practice were applied to find the areas of solution of the noted problem and modernize theoretical and practical aspects of pedagogics.

Results and discussion. Work, activity (MA and mental) fulfill the function of some kind of universals, are the most valuable human treasure and determine the growth of his abilities, various forms and types of energy (forces) and their growth lay their basis. And each ability has its century long experience of long-term accumulation in onto-anthropogenesis. In other words, during training energy is transformed, converted into abilities which is gained by a long and hard work, and the thousand-year experience can separate persons (with different levels of development of psychophysical qualities), sitting at the same table. That is thousands of years of experience determine the level of human abilities, transmitted genetically and brought up in a family, society. But if the society intends to develop, it gives the right to determine the place of man in the social work and construction. Long term aspiration along the chosen path generates motion inertia, and it becomes natural and legitimate. Here it is similar to classes of physical culture and sport (PCS): the leader is the one who worked a lot and qualitatively. Understanding the deeper meaning of work (psychophysical activity) as a method of waking the human energy and keeping enthusiastic about it, the way of progressive rise is revealed to us. The latter was justified in [5]. In this case, the aspiration along the right direction will be a solution of the PMD, because each step along this path brings closer to victory. These proofs justify the axiological aspect of the new reaction of nature-conformable pedagogics (NRNP), where labour, which is widely understood here, is its component.

The phenomena of action (labour) and inactivity (laziness, "doing nothing") are antipodes. It is known [6; 39] that the more complex the shape and the structure regulating it are, the higher the intensification of internal flows (information, energy, substance) is in it; reduction in the intensity (power) of flows leads to degeneration of the form, complicated by timing cycles and feedbacks. In other words, inaction means decomposition of the primary substance and a loafer robs himself. Therefore, deserters of labour and toilers are antipodes. Hence, it is better to be mistaken in action rather than to be completely inactive. Since the human body weakens and decrepitates without MA and physical labor, while even a simple hand movement provokes a nerve impulse (as an element of higher mental functions) through the nerve "wires". Otherwise, physical (biochemical) energy moves a muscle, but the nerve impulse influences it, which is already invisible for the human eye. It is to be noted, that many people work only to rest, but not to improve. But it is creative work which is evolutionary, because it requires special (physical and mental) stress, concentration and display of all major psychophysical qualities, human properties as elements of its essence, since activity is stipulated by the action of the law of energy expenditure and energy recovery in the structure of human complex organization and provided the once-for-all manifestation of his psychophysical qualities, properties. That is the phenomenon of labour can be different in its quality: labour can be perfect, creative and imperfect, destructive, so one can rouse or kill oneself using any work. According to this, we understand that these opposites explain different forms and types of work and, ultimately, determine the direction of life (evolutionary or involutional) [3]. So, it was proved that energy is the phenomenon of deep foundation of the phenomenon of work (its various forms and types). The experience of diverse human activity during the SHD shows that human energy is practiced only in doing and so it increases in accordance with the law of superrecovery. Energy is given to man by nature, but its application depends on the free will of man. Energy itself is neither evil nor good. Man makes it bad or good, directing its strength by his choice respectively. In this case, everyone must first understand and estimate the direction of his movement in ontogenesis: where "up" or "down," if it moves evolutionary or involutionally, and the choice of direction generates appropriate consequences.

It follows that it is necessary to think not about comfort of young people, but to prepare better to struggle in life, which is an immutable law of opposites, acting at all levels (from micro-to macro-and mega-levels). Struggle is the basis for existence and promotion. Coming back to the fact of imbalance in relationship in basic human systems, we find the contraposition, which lies within a person and is displayed in the struggle of biological and psychosocial in him. These opposites define the driving forces and the source of human development (DFaSHD) at all stages of onto-anthropogenesis. The use of these forces occurs either by inertia (to fit in) or purposefully (I know why).

Hence, our understanding of the meaning of actions or work is the following. Work is needed to waken and develop human energy (forces), and exercises are required to multiply them. Human energy is practiced in actions. Both muscles, and thoughts are required for exercises. Then, in our opinion, the purpose of all work is to acquire the desired qualities, meaning that the goal is not in working itself, but in the experience, knowledge and development of abilities that are given to man by his earthly work. They cannot be developed immediately, so constant rate is an important (2^nd) condition for growth, so that not to negate all the previous work. Constantly growing experience enriches and practice in any work is useful because it gives special powers revealing the abilities (given by nature), which belong integrally to the man. According to the law of motion, the effect of these energies cannot be restrained by means of occasional impulses: only constant, system and rhythmic work (mental, physical, including MA, etc.) sets the stream of these energies (forces). Therefore, at the progressive stage various actions of children in the field of PCS, cultural and artistic work and labour school were especially useful for timely preparing man’s musculoskeletal system (philo-ontogenetically most mature in this period) and laying the stereotype of the correct behavioral pattern in time when one is to act like an "adult". Energy exchange in man based on the rhythm (biorhythms) as an immutable law, and the effect of these energies cannot be stopped within us, as a stop destroys metabolism and energy flow, and ultimately leads to complete decomposition. The latter explains fatality of laziness, inactivity, especially at an early age. For example, the issue of quality of education, stated in the 21st century, is not solved, because no matter what imperfect people do, results of their actions will not be perfect, and we cannot achieve the permanent increase in the quality of labour without improving the quality of man himself. But playing actions or its imitation are widespread today, children copy it as a standard of behavior and the system-active approach of the new state education standard often remains as a declaration. The noted reasons determine the problem with personnel (in education, management, etc.).

Thus, labor is a value of each person, and its semantic meaning in the development of his psycho-physical qualities, properties and increase of the quality of labor is of evolutionary importance, as it provides progressiveness of onto-anthropogenesis and, accordingly, the SHD [1]. According to the immutable law of motion abilities manifested in something are not given in vain and every effort bears its fruit, the maturity of which is possible under certain circumstances. What is said justifies the position (4): the desire to perform all work well is justified and every creative work is meaningful. We should specify that the meaning of these actions is not in actions themselves, but in the fact what they give to consciousness and how they enrich it with experience. The position (4) is consistent with the hypothesis (3) in [5]. Using rhythmic work a person can express his energy (power) of its essence. In terms of urbanism, thanks to time spent for art, crafts, dance, movement, games and other activities children get involved in activity, needlework (usually using "hands and feet"), which we understand as a means of concentration, and the formula "work in the sweat of one’s brow" is a symbol of stress of the human machine. Focused or interesting work is good for the fact, that at least for a while it focuses thoughts, feelings and actions on one thing, making difficult for them usual wandering, generating the phenomenon of imbalance in the man’s inner world. For example, the one who is striving for excellence, seeking, intensing his will and attention, improves the quality of work, which refreshes human imagination. The consequence of the quality of work will be child’s stable consciousness, which is to be strengthened in the childhood. In short, the quality of work is achieved, if all levels (physical, mental and moral) of the complex structural and functional organization of man are enacted, so labour is also a factor of education. For this reason, education, including physical one, concerns the whole essence of man, his character in general. Hence it appears that our interpretation of the concept of "education" is introducing the basics of ethics in child’s consciousness since possibly early years that lay the rules of behavior as a core in the model of human way of life, agreed with the laws of nature, that control the processes in his body and psyche.

According to this statement (4), the diverse work for a man (and a child) is the firm foundation for the "house of his life", it is an urgent need, an indispensable condition and means of his development and prosperity at all stages of onto-anthropogenesis. Therefore, the problem of quality (work, education, etc.) can be solved in case of realizing by everyone each statement (4) and its application. For example, it takes some time for jack-of-all-trades or specialist in any specialization to become such, man’s abilities and talents are earned with his labour and many long efforts and it is senseless to envy his achievements. In view of the above, abilities and talents have deep roots as a link in the chain extending into the human essence, perhaps, of thousands of years through the genetic line. Usefulness (feasibility) of labour and explanation of its common sense assumes the statement (5): the beginning of his full consciousness is to be introduced in every work. It actualizes the task of raising the level of consciousness among the child population about usefulness of labor for everyone and on its basis restoring the balance of relations in the "man - work culture" system, including actions in the field of PCS. For example, PCS classes in the second decade and older depend to a large extent on the duration of previous experience in this area, the level of awareness of usefulness of MA and will in its implementation.

Based on the above, we can define the concept of “human physical culture” (HPC): human physical culture contains the combination of actions intended to transform his psychophysical characteristics using means and methods of physical culture and sport, in onto-anthropogenesis. A similar (but not identical) definition of the concept of “physical culture” is given by the authors [7]. The difference of our definition consists in the fact that it involves limited aspects of a man as an integral object of research and indicates the essentials: physical aspect (body) and mental aspect (with spirit assumed to be “peak”); the concept “spirit” expresses the essential features of culture. We describe the unity of marginal concepts (“spirit” and “physical body”, matter) by the category “spirit-matter”, obtained in [2].

Conclusions. Proceeding from the above: labour is a method and key factor of human development and training and also a method and condition of its constant training for facing the tomorrow’s reality (space-geo-climato-biospheric, cultural-civilizational-economic, socioeducational).

References

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Corresponding author: lp_dodonova@mail.ru