Ushinsky and Tolstoy - the greatest pedagogical writers of the 19th century in Russia - had a huge impact on Russian pedagogy in the 20th century. The first bequeathed the idea of organic synthesis in pedagogy, the second put forward the motive that played such a huge role in the pedagogy of the 20th century - the motive of freedom. But next to them, the 19th century brought forward in Russia a number of outstanding educators and thinkers, such as Pirogov, Rachinsky, Lesgaft, Stoyunin, Bunakov, and others. The lively and thoughtful work of these teachers, the development of pedagogical journalism - all this paved the way for the work of pedagogy in the 20th century , created the legacy that the 19th century bequeathed to the 20th century. First of all, Russian pedagogical thought finally and seriously absorbed the belief in the need for a strict scientific justification of pedagogy. By the beginning of the 20th century, the desire to connect the pedagogical process with what science provides for its understanding reaches a very high strength. This affects the development of scientific psychology in Russia and the appearance of translations of the most important manuals from foreign languages into Russian. The study and development of experimental psychology becomes so noticeable that in the 20th century even several currents in this area are determined.
Along with this, a critical attitude towards the foundations of the former pedagogy is growing, and above all in the name of the child's personality, in the name of freeing the child from the fetters that hinder his "natural" development. The problem of the freedom of the child becomes one of the most significant, one might say, the central themes of Russian pedagogical thought. At the same time, the idea of a labor school began to emerge more and more clearly (under the enormous influence of Western Europe), an idea whose roots had long been in pedagogical quests as far back as the 19th century. The problem of upbringing gradually puts aside the problem of education - and in connection with this there is an initially weak, but then more and more vividly developing desire for integrity in the educational impact on the child. This motive of integrity is of great importance in Russian pedagogical consciousness, since it is adjacent to a homogeneous motive in Russian philosophy, which ardently supported the idea of the integrity of the individual. In this respect, the successes of psychology were also of great importance, because in the very psychology of that time the idea of personality, the idea of the unity and integrity of mental life, is increasingly evident. All this not only refreshed the pedagogical consciousness, not only put forward new foundations for pedagogical thought, but also gave it the strength that pedagogy found in psychology in general. Along with this enthusiasm for psychology, which was still developing, but already strong enough, new perspectives were outlined in the life of the Russian school, which also called for creativity. The first sign of this spring was the organization - in the early years of the 20th century - of the Pedagogical Museum under the control of military educational institutions (headed by General Makarov). Many specialists in pedagogy (Nechaev and others) gradually gathered around this museum. In the same early years, commercial schools emerged, free from routine, uniting young forces around themselves. The emergence of the first public pedagogical journals, which played a big role in the development of pedagogical thought, belongs to the same first years, namely, the Russian School and the Bulletin of Education, and somewhat later the School and Life, etc. In the field of theoretical pedagogy, one can note the appearance of Lesgaft's remarkable sketches on family education, the organization of pedagogical societies in a number of university centers. Russian pedagogical thought entered the 20th century with a rich legacy created by the works of Ushinsky, Pirogov, Tolstoy, Rachinsky, bar. Korf, Bunakov, Stoyunin - with a vague but lively idea of holistic education, with a deep faith in the scientific transformation of school work, with great energy.
After the collapse Soviet Union Little attention has been paid to education. Teachers and educators throughout the country suffered from non-payment of wages, schools suffered from a lack of educated personnel and required mechanization.
Only at the beginning of the 21st century did they begin to raise education again, finally they began to pay attention to the education of the future generation.
At present, each educational institution computerized, because the process of human development is moving forward with long strides.
Even now there are problems in the development of society and all mankind. Television, print media, yellow press, the Internet (global network - "web") have a great influence. It destroys everything that has been created over many centuries (self-respect, discipline, and ...).
Many are currently trying to send their children to several sections at once to increase the amount of knowledge, but they do not understand that the more a person is involved in different processes, the less he knows. It is necessary to specifically determine the goal of education from childhood - what the child wants, and not what you yourself want.
At present, education has again begun to divide into different strata: the rich and the poor. Special schools are being created for the rich, and public schools are being turned into "poorly endowed cesspools" for low-income children. Of course, the state again began to think about the fact that the stratification of society could soon occur again. Therefore, they begin issuing decrees on free services for students, on better nutrition and on free education.
At the moment, there has been a peak in higher education, when people "rushed" to get the first, second, and who is the third higher education. People strive, but now the institutes do not give the knowledge that was given to our parents.
I think that in the future education will be completely computerized, and the sooner the younger generation realizes that modern technology does not provide much knowledge, and only you yourself study the world, the faster society will develop, the more competent specialists will be in a particular area of state activity. .
And yet the Russian school of all the steppes is alive. And it will live as long as real Russian patriots and genuine enthusiasts of their work work in the field of public education.
Conclusion
The origin and formation of pedagogically should be considered only through the prism historical development educational systems that have developed historically and have no scientific validity.
In the course of practical application, many founders of pedagogy and didactics, in particular, took the historically established systems of education as a basis.
In Russia, the founder of scientific didactics can be considered K.D. Ushinsky, who managed to accumulate the accumulated experience, generalize and theoretically prove his didactic system.
Unlike foreign didactic systems that underwent historical transformations, didactic systems in Russia for a long time were influenced by communist ideology and the imposition of party stereotypes, which prevented them from developing naturally, scientifically and theoretically justified.
Only with the acquisition of freedom and democracy by Russia did pedagogy get the opportunity to follow foreign experience, as well as to put into practice previously unclaimed developments.
Modern pedagogy, first of all, is aimed not at the impersonal masses, as it was before, but at a specific person, an individual with his inherent uniqueness and uniqueness.
I would like to believe that it is the school that will become the initiator, organizer and center of the enlightenment of our people, and thereby make its invaluable contribution to the revival and prosperity of our great Motherland - Russia.
1986 Shalva Amonashvili, Lena Nikitina, Simon Soloveichik, Sofia Lysenkova, Vladimir Matveev, Boris Nikitin, Viktor Shatalov, Vladimir Karakovsky, Igor Volkov, Alexander Adamsky, Galina Aleshkina, Evgeny Ilyin
Photo: Mikhail KUZMINSKY
In October 1986, teachers gathered in Peredelkino near Moscow, who were then called "innovators".
These were teachers who started an unusual school practice in the late 1950s: Viktor Shatalov (the idea of reference signals), Sofya Lysenkova (the idea of learning ahead of time), Shalva Amonashvili (teaching without coercion) and others. Their ideas, experience and results were reflected in the text, which Simon Soloveichik called "Pedagogy of cooperation", highlighting the main principle of the new school: cooperation between a child and an adult as the basis of school success and success.
In "Pedagogy of cooperation" one can see the reliance on the works of domestic psychologists L. Vygotsky, D. Elkonin, V. Davydov, teachers V. Sukhomlinsky and I. Ivanov.
Many teachers, inspired by the "Pedagogy of cooperation", began in the 90s to create their own educational projects, schools, innovative networks, came to educational policy with new ideas and plans.
Many of us have been actively involved in school changes: as teachers, scientists, managers, experts, and almost 30 years after the publication of Pedagogy of Cooperation, we, the authors of the Manifesto, have gathered on the Web to think together about how the school has changed during this time what ideas are driving education today.
The world is changing fast.
Technologically, socially, economically, psychologically, culturally. Even the patterns of change themselves are changing. There are no more familiar schemes and trajectories, everything is unpredictable and dynamic.
The school is changing slowly.
She is behind the times. And the consequences affect everyone. The school either prepares a person for changes, accustoms to the multidirectionality of the ongoing changes, or leaves the graduate alone with the new and unexpected. Often the consequences of this stupor are sad: nostalgia for the past, allergy to everything new, rejection of development, deification of the idea of security (not the conditions of normal life, but its only goal!). We are witnessing an escape from freedom, a slide into the archaic, consolidation on the basis of fear, a search for enemies and those to blame.
Problems are piling up. Politicians, managers, some teachers try to solve them mechanically: adding one more subject to the schedule, fixing compulsory knowledge in the standard, promoting the idea of uniform (basic) textbooks, strengthening checks, destroying diversity, creating monopolies to provide the school teaching aids, shape, whatever. As a result, children are not interested; managers tremble in anticipation of the next commissions; teachers are crushed by accountability: they simply have no time to deal with children.
It is not only officials or politicians who are to blame for this. Society itself is conservative. It seems to many that if we return to the Soviet experience, everything will work out by itself. This is self-deception.
We decided to offer teachers, parents, all citizens interested in the development of education an alternative image of the future of the school, to expand the idea of where it can move.
We are teachers, managers, scientists and experts who share the views of humanistic pedagogy - a pedagogy of dignity.
We are confident that society can move forward only based on faith in man, on a culture of dignity. Education is a great power. It is able to form a new generation that will not be afraid of the present and that will respond to the challenges of the future. Based on humanism, on Pushkin's "independence of man", education will allow the child to take place. The pedagogy of cooperation is a pedagogy of hope. Our humanistic manifesto is aimed at the creative consolidation of the country.
The new task of the school is to teach lifelong learning
In times of rapid change, many are looking for an island of stability. Someone - in the Soviet experience of total control: they say, then the level of education was higher. Someone is in the modern managerial dictatorship: they say that in our country it is impossible to do otherwise. The preservation of a single educational space is often opposed to variability.
This is worse than a mistake. Managerial dictatorship only provokes paperwork. And an attempt to cut the school one size fits all is fraught with dangers.
The monolith is unstable; when time accelerates, only a flexible model can withstand.
Therefore, the answer to the challenge of a dynamic era is obvious: diversity as a norm of life. Only it will ensure the individualization of education, a personal approach, without which the school will turn into a dead and completely useless institution of violence. Relying on the same materials, the same type of methodology, a single "speech mode", textbook, timetable and programs for all 40 thousand schools in Russia is at least naive. At the very least, dangerous. Only a variety of programs, schools, textbooks, methods, teaching practices will give different children, with different abilities, inclinations, opportunities, from different cities, villages and regions - equal chances.
School missions are changing. If earlier the school was obliged to prepare for life, now it will no longer be possible to study for the first 25 years of life, and then apply ready-made knowledge. The new reality is lifelong learning from task to task, from experience to experience.
We are convinced that the school is able to teach you to learn independently, set tasks for yourself, develop the main competence - constant updating of competencies!
The central figure in such a school is ... the student himself, his motives and attitudes. The task of the teacher is to help the student discover these needs, choose a path and help move along this path.
The voice of the student is essential in setting goals and determining the means of education. This presupposes not only equal rights, but also shared obligations. The student gradually, step by step, takes on more and more responsibility for what happens to him, for his own personal development and for the space in which he lives - his city or village, his region, his country and the planet as a whole . The school forms such a picture of the world, such a system of values that aims at this. But he offers the student some ready-made tools, although the main thing is to teach how to create new ones so that the task is solved.
But the over-centralized management of schools, insanely bureaucratic, built on strict control and endless accountability, slows down the process. 40,000 schools are despondently waiting for a command, the same for all, to change their way of life and methods: "It's time to experiment"! But who will react faster and more adequately to changes? School staff or department in Moscow? The answer is obvious.
The Soviet principle "If you want to live, know how to obey" and the philistine bazaar formula "If you want to live, know how to spin" are being replaced by the formula "If you want to live, know how to learn."
Transition to an ecosystem of mass personal education
In fact, the field of school education is no longer subject to centralized decisions made by one person or even a group of people. Not because there is sabotage, but because the archaic model is powerless. The more rigid the management vertical, the less manageable are the processes. Investments in school are growing, and satisfaction with education is falling!
This does not mean that there are not and will not be common approaches and a single educational space. Strategies should be clear to all; one of them is a direct link between the skills that a person gets from school and labor markets. But false standardization is unacceptable, when the student is adjusted to the educational scheme, and not the scheme is adjusted to the student.
We are one step away from the era when mass and personal education will be built on the principle of individual trajectories, personal programs that are implemented taking into account personal motives, abilities and needs of a person at every stage of his development.
We are one step away from the era when "lifelong learning" will become a reality, when education will accompany a person everywhere, from birth to the very last days.
We are on the verge of an explosive growth of "off-system" providers working with the help of new technologies - remotely, using augmented reality, creating game universes ... Online education is not YouTube videos. Imagine your own personal extravaganza, such as Cirque du Soleil or the ballet at the Bolshoi Theatre, a 7D cinema fully customized to your individual tastes. This is what online education will look like, and in just 10-15 years.
Thanks to the inevitable coming era of pluralism, diversity, and variability, unified approaches will form themselves. As it happens in the financial markets, where hundreds of thousands of traders trade, each within the framework of his own strategy, but according to general rules. The economy is an example of a self-organizing system.
Another example of natural self-organization is ecosystems. Such as forests middle lane Russia. There is no centralization in them, but each element is correlated with another. In a social system, mutual coordination of priorities, harmonization of strategies, goals, wills is not a matter of the management vertical, but of all participants. Having embarked on the path of interaction of strategies, they will be able to act in common interests, not destroying each other's undertakings, but supporting them.
This is what humanistic pedagogy, which was born more than a century ago, calls us to. The great movement for cooperation between adults and children will manifest itself more than once. Not without reason, the new Law "On Education" supports the joint developmental activities of children and adults, sealed by their mutual understanding. But in order to implement these humane principles, the school must comply with certain conditions that are far from always obvious.
Child in a world of uncertainty
Today's children easily solve heterogeneous, sometimes incompatible tasks, keep several problems in the spotlight at once - they show an amazing ability to multitask. And the school still requires the student to consistently perform single tasks.
The current child is constantly building multi-channel communication. Perceives the world as a complex open system. It is with him, with other people and with himself in constant dialogue. And the school continues to offer a single channel for perception, an authoritarian monologue.
Children do not so much receive information as they live in its flow. It is impossible to hide from this stream. People of the 21st century need filters to filter out the unnecessary, the dubious and the dangerous. Navigators and road maps are needed to choose a reasonable movement strategy. And the school offers an established view of the world, a ready-made and immovable concept. While almost any knowledge today is subject to verification. Checking what was heard, said in the lesson is not only possible, not only important, but also very interesting. Only this creates educational motivation, the modern child is increasingly asking questions: why? for what? and why?
The new baby is still vulnerable. He trusts the adult world - and is acutely experiencing deception.
School of learning with passion
We must find an image of the school that will inspire children, teachers, parents, caregivers, partners to create a new reality.
On what principles will the new school be built?
— Globality and identity.
- Teaching throughout life.
— Diversity, variability, developing education.
— The school is the center of open education and the center of the local community.
— A culture of cooperation and dignity.
— A teacher is a tutor, a navigator in the ocean of information, a creator of motivation for education.
— The priority of motivation over coercion.
— The independence of the school and the freedom of the teacher.
— The openness of the school and the involvement of parents as partners.
— Institutional educational policy instead of manual vertical school management.
The main goal of the new school is to give the skill of branched interaction with the world, knowledge, oneself, as a result of which a semantic picture of the world is born.
The main condition: focus on the personal interest of the student and teacher, on their motives, following the formula: interest is a springboard for knowledge.
From the model of competitive relations (between students, classes, ages), we propose to move to a model of cooperation, cooperation. That is, to build a humanistic pedagogy around joint actions aimed at a common result, but carried out according to personal will. What is important is not how the student fits the system and criteria, but how accurate and voluminous they are. What modern models can and should the school be guided by? There are many and they are varied.
The school is a laboratory for the study of life.
In such a school, the teacher is not a translator of knowledge, not a controller-evaluator, but a teacher-researcher, a creative creator of motivations for self-study, the main assistant, the senior friend of the student. Or, speaking in learned language, the organizer of a free educational activities children, the main function of which is the development of universal educational activities.
School is a space of self-determination for children and adults.
Such a school is designed to create conditions for the student's educational growth, for personal self-determination. Climbing the steps of age, each time he individually chooses the trajectory of his education. The teacher helps him in an independent way of comprehending the foundations of science and culture.
School is a space of dignity, a platform for cooperation between adults and children.
Humanistic pedagogy recognizes a person as the highest value. For such a school, the main thing is to affirm and develop the dignity of the individual, support his rights and freedoms, unleash the potential of the unique individuality, abilities and gifts of everyone and direct this unique wealth for the benefit of other people and the whole society.
School is a space of respect and trust.
Today, the task of the teacher can be not only the direct transmission life experience and knowledge to an unintelligent child, so to speak, in a ready-made package, as if the child himself, due to inexperience, cannot get them. A person is born to explore, study, master his environment and improve the world based on the experience gained. We must respect children and trust them fully. And to support real steps to humanize the space of the school.
School as Technopark.
One of the possible examples of the new school goes back to the ideas and principles of STEAM (the integration of science around technology, engineering, artistic thinking, collective creativity and entrepreneurship). V new school, as in a real technopark, it is interesting and convenient for children to study together, discover new things and make this new available to others.
This is just a few possible directions. We artificially described them as different, but in a real school all these models complement each other, although they manifest themselves differently in each school. They are united in that they set the task not only to give specific knowledge, but also to develop universal skills: choice, interaction, reflection, they teach to understand what exactly, when and why the student himself needs, where and how to acquire the necessary information, how to use to society its unique gift.
free teacher
Today, many teachers are experiencing a drama: they want pedagogical creativity, but in fact they have become subject trainers. It is important to redefine the teacher's place in school and in life, to offer him a meaningful role.
What might these roles be?
Moderator teacher. Students must learn to cooperate, be able to express their position and listen carefully to the other. So, a discussion platform moderator is vital. The ability to moderate is a special art; the moderator hears everyone, warms up the dispute with questions, but does not impose his own interpretation too harshly. He gradually leads the debaters to general conclusions. This role is incompatible with authoritarianism, when the teacher makes final judgments about right and wrong.
Tutor teacher. He relies primarily on the inclinations, inclinations, abilities of the child, he knows how to find what the student is most successful in, and builds his educational program on this. Based on success, such a teacher develops the child in those areas where he is still weak, achieving results not by coercion, but by enthusiasm and success.
Project organizer. The teacher is looking for an interesting task in the surrounding world, plans design work and conducts creative research with students. Doesn't give answers, but asks questions and launches a live search for answers through the school curriculum, bringing the school closer to the local community.
Game teacher. The game is not just a way to have a good time and not even just a means to captivate students - it is an opportunity to deeply, truly live any topic, to germinate knowledge in oneself. The game gives rise to a whole fan of roles: it must be developed, run, and perform the functions of characters. And in this sense, modern gaming technology- not a threat to pedagogy, but another opportunity for the development of the child.
subject teacher. He is a high professional who understands the features age development child and superbly oriented in his subject area.
In reality, the teacher uses all these roles in different situations and to varying degrees.
And there is no need to be afraid of virtual space. With a humanistic approach, the machine will remain machine, and man - human. Standard (routine, repeatable) in the educational process can be performed by a computer, and the teacher should focus on creative and interpersonal interaction. There is nothing more valuable than the joy of human communication and the possibility of joint creativity and knowledge - this will be the main content of a living pedagogical work. The pedagogy of cooperation in the 21st century can be implemented and replicated only with the use of advanced technological tools. They do not suppress, but, on the contrary, strengthen the personal principle in the teacher's work; a lively interest in the subject, in the student, in the dialogue is a non-alternative condition. This is in conflict with the "factory" education system, starting with the training of the teachers themselves.
We are confident that in the new school, each teacher individually and the team of teachers as a whole will be able to communicate directly with those students who are interested in him and who are interested in him.
The role of methodologists and authors of textbooks will be preserved and strengthened in the ecological educational system. They will perform a supportive function, just like online education.
Today, the teacher not only explains the material and conveys it to the students in an exciting way. new information(Google easily does this for him), how much he knows how to motivate students, build relationships between them, organize an educational environment in which creative research and appropriation of educational material becomes possible.
It is important for a new teacher to be able to independently choose educational material.
How to teach a teacher
It is more efficient to train such teachers in creative workshops, as well as representatives of any other creative profession. This is how they will learn to recognize their own and others' interests, create original programs, understand the children with whom they are currently working, and support each child in the group.
The classic approach to teacher training “from theory to practice”, with the development of a finite number of teaching methods approved by universities, is a thing of the past. The characteristic scholasticism of university textbooks on pedagogy, cramming and teaching no longer help future teachers find an approach to children.
On the other hand, a wide range of pedagogical competencies has become in demand far beyond education. Communication skills, the ability to correctly formulate a problem, set a task, achieve understanding - all this has become important in the most different areas activities: recruitment, organization of staff development, consulting services, administration and management, organization of public relations. It turns out that professionally trained teachers can work far outside the school. But not only the potential of a teacher training university can be used in the preparation of a teacher. Alternative trajectories of teacher training are becoming more and more popular: pedagogical bachelor's degree and subject master's degree; subject bachelor's degree and pedagogical master's degree; various advanced training courses that allow teachers to master methods of working with gifted children, children with disabilities, and children from migrant families; use constantly updated information technologies. Mixed career trajectories become effective, involving, for example, work at school, in other humanitarian practice, back at school, in the management system, participation in research work, re-work at school and other possible combinations. This opens up education to other modern areas of activity, allows borrowing and mastering new educational technologies from various humanitarian practices, constantly improving working methods, and using the latest equipment.
Pedagogical education has gone beyond the school. Museums, libraries, clubs, Internet projects and other humanitarian practices become part of the school.
The school goes beyond
In educational policy, in the relationship between people and institutions, there have been important changes.
Young people are eager to work in education, but avoid school.
Increasingly, young people organize (and participate in) a variety of pedagogical projects outside the traditional mainstream school and acquire core teaching competencies outside the traditional teacher education framework.
This is a positive symptom for society as a whole. This means that there is someone to rely on in the inevitable and imminent reforms. But it means that we need to look for answers to the most important questions:
- How should initiative projects be supported so that they develop, are relatively stable and become a place of learning and practice for an increasing number of young people interested in this?
— How to achieve recognition of new forms of training for future teachers — outside the framework of the traditional university system?
Several paths are possible. By analogy with business incubators, establish a system of pedagogical incubators. Launch educational workshops when a well-known master in the field of pedagogy recruits a group of young people for an educational project.
More and more parents are not sending their children to school.
Today's school is increasingly unsatisfactory for adults and children. And behind every refusal is a search! The “homeschooling” movement is growing powerfully, when parents pick up their children from school and try to build autonomous routes for their education. They need a school where everyone moves at their own pace. A school in which teaching is connected with practice and corresponds to the psychological age of the child, studying proccess is based on the interests of a particular student — students are able to negotiate, set standards and respect each other. And if there are such schools, parents are happy to cooperate with them.
So the future enters our lives and sets tasks:
- construction of a new system of pedagogical education of parents;
— infrastructural support for home education.
We are convinced that the total standardization of education and the emphasis on "control and accounting" did not justify itself. Achieving a standard in various subject areas does not guarantee the formation of a complete picture of the world. The division into separate academic subjects and educational, knowledge units was carried out masterfully. But not a single subject program, not a single school does the reverse assembly - into a three-dimensional picture of the world.
As a result, the resources of additional personal education are often an order of magnitude more effective than the resources of the main one. The personal order for education becomes more significant than the official one. The number of people who simply do not need the educational standard provided by the state has grown sharply. Need - superior, specific, or different.
It is no coincidence that out-of-school educational resources are much more efficient than in-school ones. Freed from strict total control, resources on the Internet are developing. Here the explanation of the material is often better and more accessible than in most schools. Because here teachers are free from dull controllers. Such correspondence schools and courses can afford modern didactic principles (for example: modular organization of subject material). A technological breakthrough that took place in last years allows for a personalized education for everyone. It also provides the possibility of forming an individual educational trajectory and moving along it.
All over the world, the very concept of school is being transformed. More and more schools (already at the state level in various countries) open the educational program outside, including programs and courses offered by organizations additional education and distant courses and programs, and count them as educational achievements of the student.
There is such a thing as an “educational quarter” (when a city, district, microdistrict becomes an educational structure). There is a transfer of attention from the achievements prescribed by the standard to the child's own achievements. The student and the family turn themselves into an educational institution. They are the customers of an individual educational trajectory.
New educational policy: not control, but support
The total control that has permeated the entire school system today can be explained quite simply. The authorities do not trust teachers and parents to implement education on their own. But 25 years of successful private school experience has shown that teachers and parents can be trusted in choosing educational programs, in providing them, and in achieving state standards.
They know how to work with both gifted children and children with special needs.
This means that in the implementation of state policy, the emphasis should be shifted from total control to independence and support for initiatives.
We are convinced that the rejection of manual vertical management of the school is a key condition for its development. The living life of the school, rather than administrative circulars and verbal directives, can determine institutional norms. Their source is the school, not the administrative apparatus. The basis of the changes is the innovative experience and experimental practice of pedagogical communities, the ability to choose a school in accordance with the needs.
Educational policy and pedagogy cannot oppose each other - one must submit to the other. As long as authoritarian educational policy opposes humanistic pedagogy, the school will not be able to break out of the past, will not be able to meet the demands of the times. And if humanistic pedagogy determines educational policy, then education will become truly modern and will be able to meet the challenges of the future. And then the new generation has a chance.
Alexander ADAMSKY, scientific director of the Institute for Problems of Educational Policy "Evrika".
Alexander ASMOLOV, Academician of the Russian Academy of Education, Head of the Department of Personality Psychology, Lomonosov Moscow State University M.V. Lomonosov, director of the Federal Institute for the Development of Education (FIRO).
Alexander ARKHANGELSKY, writer, literary critic, tenured professor at the National Research University Higher School of Economics.
Vladimir SOBKIN, Academician of the Russian Academy of Education, Director of the Institute of Sociology of Education of the Russian Academy of Education.
Isak FRUMIN, Scientific Supervisor of the Institute of Education, National Research University Higher School of Economics, Honored Teacher of the Russian Federation.
Igor REMORENKO, rector of the Moscow State Pedagogical University.
Pavel Luksha, professor of practice at the Moscow School of Management SKOLKOVO, member of the expert council of the Agency for Strategic Initiatives.
Elena HILTUNEN- Expert of the Association of Montessori Teachers of Russia.
Sergey VOLKOV, Literature teacher at School No. 57 in Moscow, editor-in-chief of the Literature magazine (First of September), member of the Public Council of the Ministry of Education and Science.
Tatiana KOVALEVA, President of the Interregional Tutor Association, Head of the Department of Individualization and Tutoring of the Moscow State Pedagogical University.
Dima ZITSER, Director of the Institute for Non-Formal Education (INO).
Mikhail EPSHTEIN, CEO of the School League.
Anatoly SHPERKH, Informatics teacher, School League expert.
Elena USHAKOVA, teacher at the School of Dialogue of Cultures.
Project curator - Ludmila RYBINA, columnist for "New"
This is the second decade of the 21st century. What conclusions can be drawn from looking at the picture of the first decade? First of all, it is the growth of information volumes associated with the rapid development of digital technologies. The intensity of its flow sometimes exceeds the optimal possibilities of perception by an order of magnitude. The new generation, thus, found itself in conditions, one might say, of information pressure.
First of all, the "blow" fell on the process of vocational training: knowledge, skills, and abilities do not keep pace with the growth rate of "data transfer". This was reflected in the creative aspect - there was a "faith" in all sorts of models, schemes, patterns. But, what is most terrible, universal human values, such as culture, morality, and law, have been shaken.
Here one involuntarily recalls, as it were, the predictions of science fiction writers of the last century about the victory of artificial intelligence over the human, the enslavement of his mind. And if there are no such realities yet and, perhaps, there will not be at all, then, perhaps, as an allegory, this already exists.
How to build training in these conditions? Undoubtedly, it is clear that the motto of the pedagogy of the 21st century in order to achieve its goals should be the so-called triune task: "spirituality - creativity - professionalism". What is hidden under these three components?
Firstly, the new generation living in the age of “stress and passions” has broken reflection, an objective assessment of themselves, their capabilities - there is simply not enough time for analysis. And as a consequence, the result of introspection: "all geniuses." Try to teach such a "genius" - I think many have already encountered this. But let's go further, learning is nothing else, in the language of digital technologies, as the transfer of experience from one "carrier" of information to another possible "carrier". This only happens if another "carrier" has free space for this information. If not, then it must first be “unloaded”, and then “loaded”.
This leads to the conclusion that the one who conveys experience must certainly have “greater weight” in relation to the perceiver - to be an authority for him. How to achieve this, how to interest the opponent? We are talking about the highest values, and, so to speak, the level of spirituality of the teacher - his level of highest values - should be higher. Only then, by raising the level of the student's spirituality, he will be able to "implant" into his consciousness, displacing some and replacing them with others, higher ideals. And they will be on the same side of knowledge.
Probably, it will not be a discovery for anyone that the principle of humanism can become the first postulate of spirituality: "every person is valuable in itself and has the right to free development and manifestation of his abilities." The second is the postulate “do no harm”, expressed in ancient times by Hippocrates. The third postulate, which allows us to consider any issue in the complex of existing relations and connections and in the context of certain conditions and circumstances that have developed, follows a priori from the first two. It says: "Imagine yourself in the place of another." Taken together, these postulates could form the principle of didactics - the principle of spirituality or higher values.
Secondly, against the background of the abundant growth of the flow of information and thanks to it, the divergence of individuals, their isolation becomes more and more noticeable. This, as a consequence of the law of development, is a natural process. Thus, the probable reality of the 21st century is a “community of the disunited”. And it is possible to unite disparate opinions, views into a common theory for all, to create a common worldview - only in accordance with the principles of didactics, implementing differentiated approach. This should become the creative method of the teacher of the future - the preamble of the pedagogical process.
What is pedagogical creativity in general, if the teacher, at first glance, may seem to simply “retell” already known truths? Or, say, on the contrary, does he express his own point of view, giving a one-sided, subjective vision of the subject?
The creativity of the teacher lies precisely in explaining and comparing different points of view, “pushing” them together, creating that favorable atmosphere - that “fertile soil”, on which the desired result will then “grow” - training and education - the goal any educational process. And this is even more true in the new conditions.
Thirdly, modern society - with the control of digital technologies over it - as a springboard for the final "victory" of the scientific and technological revolution over nature, is a perfect organism in which all its small structures certainly interact - influence each other. Almost like a disaster. As a result, the role of professionalism increases. In this respect, teachers are no exception.
In the light of what has been said, the teacher, in fact, is obliged to base his professional activity on the principles of didactics and to operate with one or another set of precisely pedagogical methods and means, achieving results not at the cost of "sacrifices and offerings" - chaotically, hastily and anyhow - but as a result of forward movement - purposefully and systematically. He must rely on his creative intuition and universal values, responding to all individual aspirations, taking into account all private opinions and ambitions, in order to satisfy the knowledge needs of everyone. This is where his professionalism lies.
Suppose we have such an ideal teacher who has sufficient authority, uses the necessary methods, relies on principles, is fluent in the subject, and has a creative approach to individuality. It would seem that he should get the attention of the audience and "according to the scenario" perform the act of "introducing" information into "zabubennyh heads"? But no, being a teacher, even in our case ideal, is not enough for this - this is a necessary condition. To really own an audience and keep its attention constantly involved, you need to be a person of a special warehouse - to contain a certain quality, an idea, an obsession, if you want.
Let's look at it from the point of view of psychology. The attention of the audience in general is an ephemeral phenomenon - everyone is well aware of this. It is expensive, and “holding a hand”, so to speak, “on the levers” is beyond the power of a random “passerby”. This is subject only to the "priest" - a person who sincerely serves his cause. All attempts to simply force the audience to listen one way or another do not give the desired result. They do not have the concepts of "infect", "intrigue". And, as previous experience shows, the effectiveness of such methods is very low. Only inner faith, conviction, personal interest, self-giving can accordingly interest, convince, make believe and thereby captivate and lead.
From the point of view of evolution, the key to maintaining order in forward movement One of the most important conditions for development is the continuity of generations. Their confrontation, from the point of view of dialectics, is driving force this process. Pedagogy, as a science, is called upon to maintain this continuity, resolving emerging contradictions.
Thus, summing up all of the above, we emphasize that it is on pedagogy that a difficult task lies - taking into account the facts of modern times, to find such methods and means of teaching and educating a new generation that would ensure further cultural development society. And this, in turn, would lead to its perfection - to its material and spiritual prosperity. In this regard, pedagogy, by isolating what is common, inherent in all generations, without imposing, be able to convince, artistically speaking, the future in the past; be able to defend universal human values, which will certainly help create an atmosphere of consolidation in society - necessary condition to achieve common goals.
At the same time, the pedagogy of the 21st century must take into account the personal interests - priorities - of each individual, paying close attention to them, without hurting anyone's ambitions. The sufficiency of all must necessarily follow from the sufficiency of each. Then, and only then, will the goals of pedagogy be achieved.
In conclusion, I would like to note that not only the new generation, but the whole society as an integral organism is under the “shelling of information” and thus is subject to informative “oppression”. Including that part of it that, being engaged in the collection and processing of data, directly manipulates it information resources. As a result, the share of unpredictability increases - the circle of causality, as it were, opens up - boolean methods knowledge gives way to intuitive.
Elena Vysotskaya
Essay "Educator of the XXI century"
Teacher of the XXI century. Who is he? And how is it different from teacher of the 20th or 19th centuries. From century after century the teacher sows"reasonable, kind, eternal". You can draw an analogy with the wheel - no matter how much it is modified, the function does not change. The wheel must roll, otherwise it will no longer be a wheel. So is the profession teacher– you can change the requirements every year, but the essence remains the same – educators prepare the future: countries, planets.
Teacher of the XXI century should be an ideal for his students. Whole, real, comprehensive, educated person. To be a teacher means to be an example of upbringing, to combine spiritual wealth, moral purity and physical perfection. It is the teacher who lays the foundations for a comprehensively developed personality, prepares the children for adult independent life. Harmonious development of personality implies not only harmony "spirit" and body, but also harmony between mental, moral, aesthetic and physical development and education. After all, today's youth especially need cheerfulness and vigor, a healthy spirit.
Among the most important character traits of modern teacher modesty and self-esteem, honesty, truthfulness, efficiency should be attributed. Yes, self-esteem in unity with business qualities and modesty makes noble man.
Real teacher at all times must have the ability to perceive the child, understand his inner world, which is an indispensable condition for successful work teacher. This skill helps to establish proper contact with children, to predict his behavior.
We must not forget that teaching is labor that requires physical, mental and moral stress; it is the will aimed at acquiring knowledge; it is the discipline of desires and duties; is the ability to subdue one's own "I want - I don't want" mandatory "necessary"; this is a conscious attitude to one's behavior, to educational work, to the rules school life. So teacher must possess such qualities as will, stamina, patience.
In my opinion, teacher of the XXI century should pay great attention to patriotic, aesthetic education, instill love for the older generation. This is increasingly forgotten by modern teachers chasing new technologies. But it's so lacking modern society. teacher must instill a sense of beauty in children. After all, we even train the habit of doing good, kind deeds from childhood.
For me ideal pedagogical work is the creation of a healthy a man with a strong will, strong and generous character, mentally and morally developed. To do this, it is necessary to develop healthy abilities, delay painful and harmful hereditary tendencies, arouse a keen interest in the environment, the desire for personal self-improvement, and the constant expansion of mental horizons.
