| Summary: | The article deals with the issues of interaction between professional activity and professional education using the principle of historicism and the method of historical and logical analysis. The authors disclose the content of the historical approach, define the basic functions of the historical approach (cognitive, prognostic, heuristic). On the basis of a logical approach, the stages of the development of vocational training are identified, associated with the stages of development of material production: the stage of manual equipment and manual labor (apprenticeship); Stage of machinery and mechanized labor (handicrafts); The stage of automated labor and automation (secondary and higher professional education), revealed the relationship between professional activity and vocational education, which reveals the dependence of the forms and content of training on the level of development of technology, the nature and content of labor. The historical approach to the study of the problems of vocational education allows one to investigate pedagogical phenomena in the process of their emergence and development, interrelations with specific social, economic, and polytechnical factors of the development of society.
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