Ushinsky and Tolstoy - the greatest educational writers of the 19th century in Russia - had a huge influence 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 pedagogical 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 prepared the ground 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 substantiation of pedagogy. By the beginning of the 20th century, the desire to connect the pedagogical process with what science provides for its understanding reaches 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 trends in this area were identified.

Along with this, a critical attitude towards the foundations of previous 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 interfere with his “natural” development. The problem of the child’s freedom is becoming one of the most significant, one might say, central themes of Russian pedagogical thought. At the same time, the idea of ​​a labor school begins to emerge more and more definitely (with the enormous influence of Western Europe) - an idea whose roots had long been in pedagogical quests back in the 19th century. The problem of upbringing gradually pushes aside the problem of education - and in connection with this there is an initially weak, but then increasingly brightly developing desire for integrity in the educational influence 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 stood for the idea of ​​personal integrity. In this regard, the successes of psychology were also of great importance, because in the psychology itself of this time the idea of ​​personality, the idea of ​​unity and integrity of mental life are increasingly reflected. All this not only refreshed the pedagogical consciousness, not only put forward new foundations for pedagogical thought, but also gave it the power that pedagogy in general found in psychology. Along with this passion for psychology, which was still just developing but already quite strong, new perspectives were emerging in the life of the Russian school, which also called for creativity. The first sign of this spring was the organization - in the first years of the 20th century - of the Pedagogical Museum under the management of military educational institutions (headed by General Makarov). Many specialists in pedagogy gradually grouped around this museum (Nechaev and others). In those first years, commercial schools emerged, free from routine, uniting young forces around themselves. The emergence of the first publicly accessible pedagogical journals, which played a large role in the development of pedagogical thought, namely “Russian School” and “Bulletin of Education”, and somewhat later “School and Life”, etc., also dates back to these first years. In the field of theoretical pedagogy, it can be noted the appearance of Lesgaft’s remarkable sketches on issues of family education, the organization of pedagogical societies in a number of university centers. Russian pedagogical thought entered the 20th century with a rich heritage created by the works of Ushinsky, Pirogov, Tolstoy, Rachinsky, bar. Korf, Bunakov, Stoyunin - with a vague but living idea of ​​holistic education, with deep faith in the scientific transformation of school affairs, with enormous energy.

Elena Vysotskaya
Essay “Teacher of the 21st century”

Teacher of the 21st 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, good, eternal". You can draw an analogy with a 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 will remain the same – teachers are preparing the future: countries, planets.

Teacher of the 21st century must be an ideal for his students. An integral, valid, comprehensive, educated person. To be a teacher means to be an example of good manners, to combine spiritual wealth, moral purity and physical perfection. It is the teacher who lays the foundations for a comprehensively developed personality and prepares children for independent adult life. Harmonious development of personality presupposes not only harmony "spirit" and body, but also harmony between the 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 included. 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 successful work teacher. This skill helps to establish proper contact with children and predict their behavior.

We must not forget that teaching is work that requires physical, mental and moral stress; this is the will aimed at acquiring knowledge; it is the discipline of desires and duties; this is the ability to subordinate one's “I want - I don’t want” mandatory "necessary"; This is a conscious attitude towards one’s behavior, towards academic work, towards the rules of school life. That's why teacher must have such qualities as will, perseverance, patience.

In my opinion, teacher of the 21st century must pay great attention to patriotic, aesthetic education, instill love for the older generation. This is increasingly forgotten by modern teachers, chasing new technologies. But this is so lacking in modern society. Teacher I am obliged to instill a sense of beauty in children. After all, we even train the habit of doing good, kind deeds from childhood.

Ideal for me pedagogical work is the creation of a healthy a person 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, awaken a keen interest in the environment, the desire for personal self-improvement, and the constant expansion of mental horizons.

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, this is the growth of information volumes associated with the rapid development of digital technologies. The intensity of its flow sometimes exceeds the optimal perception capabilities by an order of magnitude. The new generation, therefore, found itself in conditions of, one might say, information pressure.

First of all, the “blow” came to the process of professional training: knowledge, skills, abilities do not keep pace with the growth rate of “data transfer”. This was also reflected in the creative aspect - “faith” appeared in various kinds of models, schemes, templates. But, worst of all, they staggered universal human values, such as culture, morality, law.

Here we involuntarily recall the predictions of science fiction writers of the last century about the victory of artificial intelligence over human intelligence, the enslavement of its mind. And if such realities do not exist yet and, perhaps, will not exist at all, then, perhaps, as an allegory it already exists.
How to build training under these conditions? It is undoubtedly clear that the motto of 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 passion”, has impaired reflection, an objective assessment of oneself, one’s capabilities - there is simply not enough time for analysis. And as a consequence, the result of introspection: “all are geniuses.” Try to teach such a “genius” - I think many have already encountered this. But let's go further, learning is nothing more, in the language of digital technologies, as the transfer of experience from one “carrier” of information to another possible “carrier.” This only happens if the other “carrier” has free space for this information. If not, then it must first be “unloaded” and then “loaded”.

This suggests the conclusion that the one who conveys the experience must certainly have “greater weight” in relation to the perceiver - be an authority for him. How to achieve this, how to interest your opponent? We will talk about the highest values, and, so to speak, the level of spirituality of the teacher - his level of the highest values ​​- should be higher. Only then, by increasing the level of spirituality of the student, will he be able to “introduce” higher ideals into his consciousness, displacing some and replacing them with others. And they will be on the same side of knowledge.

Probably, it will not be a discovery for anyone that the first postulate of spirituality can be the principle of humanism: “each 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 makes it possible to consider any issue in the complex of existing relations and connections and in the context of certain existing conditions and circumstances, follows a priori from the first two. It says: “Imagine yourself in someone else’s place.” Taken together, these postulates could constitute the principle of didactics - the principle of spirituality or higher values.

Secondly, against the backdrop of an abundant growth in the flow of information and thanks to it, the divergence of individuals and their isolation is becoming 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 and views into a theory common to all, to create a common worldview - only in accordance with the principles of didactics, implementing a differentiated approach. This should become the creative method of the teacher of the future - the preamble 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 exclusively his point of view, giving a one-sided, subjective vision of the subject?

The teacher’s creativity lies precisely in explaining and comparing different points of view, “pushing” them against each other, to create that favorable atmosphere - that “fertile soil” on which the desired result will then “grow” - training and education - the goal any pedagogical process. And this is even more relevant 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, there is a perfect organism in which all its small structures certainly interact - influence each other. Anything wrong and it’s a disaster. As a result, the role of professionalism is increasing. And in this aspect, teachers are no exception.

In light of the above, the teacher, strictly speaking, is obliged to base his professional activity on the principles of didactics and operate with one or another set of pedagogical methods and means, achieving results not at the cost of “sacrifices and offerings” - chaotically, hastily and anyhow - but as a result of progressive movements - 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.

Let's say we have such an ideal teacher who has sufficient authority, uses the necessary methods, relies on principles, has perfect command of the subject, and has a creative approach to individuality. It would seem that he should get the attention of the audience and, “as per the script,” carry out the act of “introducing” information into “frozen heads”? But no, being a teacher, even in our case ideal, is not enough for this - it is a necessary condition. To really own an audience and keep their attention constantly engaged, you need to be a special kind of person - to contain a certain quality, an idea, an obsession, if you like.

Let's look at this from a psychological point of view. Audience attention in general is an ephemeral phenomenon - this is well known to everyone. It is expensive, and “keeping your 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. There are no concepts of “infect” or “intrigue” in them. And, as previous experience shows, the effectiveness of such methods is very low. Only inner faith, conviction, personal interest, dedication can respectively interest, convince, make believe and thereby captivate and lead.

From the point of view of evolution, the key to maintaining order in forward motion - 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 by resolving emerging contradictions.
Thus, summing up all of the above, we emphasize: it is pedagogy that faces the difficult task of taking into account the facts of modern times, to find ways and means of teaching and educating the new generation that would ensure the further cultural development of society. And this, in turn, would lead to his perfection - to his material and spiritual prosperity. In this regard, pedagogy must, by isolating what is common to 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, 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 entire society as a whole organism is under “barrage of information” and is thereby subject to informational “oppression.” Including that part of it that, by collecting and processing data, directly manipulates it information resources. As a result, the share of unpredictability increases - the circle of causality seems to open - logical methods of cognition give way to intuitive ones.

1986 Shalva Amonashvili, Lena Nikitina, Simon Soloveichik, Sofya Lysenkova, Vladimir Matveev, Boris Nikitin, Victor Shatalov, Vladimir Karakovsky, Igor Volkov, Alexander Adamsky, Galina Aleshkina, Evgeniy Ilyin
Photo: Mikhail KUZMINSKY

In October 1986, teachers, who were then commonly called “innovators,” gathered in Peredelkino near Moscow.

These were the teachers who began an unusual school practice in the late 50s: Viktor Shatalov (the idea of ​​reference signals), Sofya Lysenkova (the idea of ​​proactive learning), Shalva Amonashvili (teaching without coercion) and others. Their ideas, experiences and results were reflected in the text, which Simon Soloveitchik 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” there is visible 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 to create their own educational projects, schools, innovation networks in the 90s, and came to educational policy with new ideas and plans.

Many of us actively participated 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, gathered online to think together about how the school has changed during this time , what ideas drive education today.

The world is changing quickly.

Technologically, socially, economically, psychologically, culturally. Even the patterns of change themselves are changing. There are no longer the usual patterns and trajectories, everything is unpredictable and dynamic.

The school is changing slowly.

She lags behind modern times. And the consequences affect everyone. The school either prepares a person for change, accustoms him to the multidirectional nature of the changes taking place, 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, refusal to develop, deification of the idea of ​​security (not the conditions of normal life, but its only goal!). We are witnessing a flight from freedom, a slide into archaism, consolidation based on fear, a search for enemies and those to blame.

Problems are piling up. Politicians, managers, and some teachers are trying to solve them mechanically: adding another academic subject to the schedule, fixing mandatory knowledge in the standard, promoting the idea of ​​uniform (basic) textbooks, strengthening inspections, destroying diversity, creating monopolies to provide schools with textbooks, uniforms, etc. whatever. As a result, children are not interested; managers are trembling in anticipation of the next commissions; teachers are overwhelmed by reporting: they simply have no time to take care of children.

It is not only officials or politicians who are to blame for this. Society itself is conservative. Many people think that if we return to the Soviet experience, everything will work out on its own. This is self-deception.

We decided to offer - to teachers, parents, all citizens interested in 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 - the pedagogy of dignity.

We are confident that society is able to move forward only by relying on faith in people and a culture of dignity. Education is a great power. It is capable of forming a new generation that will not be afraid of the present and will respond to the challenges of the future. Education based on humanism, on Pushkin’s “independence of man,” will allow the child to become successful. A pedagogy of collaboration is a pedagogy of hope. Our humanistic manifesto is aimed at the creative consolidation of the country.

The new task of school is to teach lifelong learners

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 - in the modern managerial dictate: they say, in our country it is impossible to do otherwise. The preservation of a unified educational space is often contrasted with variability.

It's worse than a mistake. Managerial diktat only provokes paperwork. And trying to paint a school with one brush 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 the norm of life. Only this 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 uniform materials, uniform methods, a single “speech mode,” textbook, schedule and programs for all 40 thousand schools in Russia is at least naive. At most it is dangerous. Only a variety of programs, schools, textbooks, methods, and teaching practices will give different children, with different abilities, inclinations, opportunities, from different cities, villages and regions, equal chances.

The school's mission is changing. If previously school was obliged to prepare for life, now it is no longer 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 school can teach you how to learn independently, how to set learning goals for yourself, and how to develop your main competency—the constant updating of your competencies!

The central figure in such a school is... the student himself, his motives and attitudes. The teacher’s task is to help the student discover these needs, choose a path and facilitate movement along this path.

The student's voice is essential in setting goals and determining the means of education. Which implies not only equal rights, but also jointly accepted responsibilities. 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 value system that aims at this. But he offers the student some ready-made tools, although the main thing is to teach him how to create new ones so that the task at hand is solved.

But the over-centralized management of schools, insanely bureaucratic, built on strict control and endless reporting, slows down the process. 40,000 schools are sadly waiting for a command, the same for all, to change their way of life and methodology: “It’s time to experiment!” But who will react faster and more adequately to changes? School team or department in Moscow? The answer is obvious.

The Soviet principle “If you want to live, know how to obey” and the philistine market formula “If you want to live, know how to move,” comes 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 stricter the management vertical, the less controllable the processes. Investments in school are growing, but satisfaction with education is falling!

This does not mean that there are not and will not be common approaches and a common educational space. The strategies should be obvious to everyone; one of them is a direct connection between the skills that school gives a person and labor markets. But false standardization is unacceptable, when the student is adjusted to the educational scheme, rather than the scheme being 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 the personal motives, abilities and needs of a person at each 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 “out-of-system” providers working with the help of new technologies - remotely, using augmented reality, creating game universes... Online education is not videos on YouTube. Imagine your own personal extravaganza, such as Cirque du Soleil or the ballet at the Bolshoi Theatre, in 7D cinema, completely customized to your individual tastes. This is what online education will look like, and in just 10-15 years.

Thanks to the inevitably approaching era of pluralism, diversity, and variability, common approaches will form themselves. How does this happen in 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 the forests of central Russia. There is no centralization in them, but each element is correlated with the other. In a social system, mutual coordination of priorities, harmonization of strategies, goals, and 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 initiatives, but supporting them.

Humanistic pedagogy, born more than a century ago, calls us to this. The great movement for cooperation between adults and children will manifest itself again and again. It is not without reason that the new Law “On Education” supports joint developmental activities of children and adults, cemented by their mutual understanding. But in order to implement these humane principles, the school needs to comply with certain conditions, which are not always obvious.

A child in a world of uncertainty

Today's children easily solve diverse, sometimes incompatible problems, keep several problems in the spotlight at once, and display an amazing ability to multitask. And the school still requires the student to consistently perform single tasks.

Today's children are constantly building multi-channel communication. Perceives the world as a complex open system. He is in constant dialogue with him, with other people and himself. And the school continues to offer one single channel for perception, an authoritarian monologue.

Children do not so much receive information as live in its flow. It is impossible to hide from this flow. People of the 21st century need filters to filter out the unnecessary, dubious and dangerous. Navigators and route 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 you heard and said in class is not only possible, not only important, but also very interesting. Only this creates educational motivation; the modern child increasingly asks questions: why? for what? and why?

The new child is still vulnerable. He trusts the adult world - and is acutely aware of deception.

School of learning with passion

We must find a school image that will inspire children, teachers, parents, trustees, and partners to create a new reality.

On what principles will the new school be built?

— Globality and identity.

— Lifelong learning.

— Diversity, variability, developmental education.

— The school is a center of open education and a 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.

— Priority of motivation over coercion.

— Independence of the school and freedom of the teacher.

— Openness of the school and involvement of parents as partners.

— Institutional educational policy instead of manual vertical school management.

The main goal of the new school is to provide the skill of extensive interaction with the world, knowledge, and oneself, as a result of which a semantic picture of the world is born.

The main condition: focus on the personal interests 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 and cooperation. That is, to build humanistic pedagogy around joint actions aimed at a common result, but carried out according to personal will. What matters is not how well the student fits the system and criteria, but how accurate and comprehensive they are. What modern models can and should schools focus on? There are many of them and they are varied.

The school is a laboratory for life research.

In such a school, the teacher is not a transmitter of knowledge, not a controller-evaluator, but a teacher-researcher, a creative creator of motivation for independent study, the main assistant, the student’s senior friend. Or, in scientific language, an organizer of free educational activities for children, whose main function 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 students for educational growth and personal self-determination. As he rises through the stages of age, he each time individually chooses the trajectory of his education. The teacher helps him in his independent journey of understanding the foundations of science and culture.

School is a space of dignity, a platform for cooperation between adults and children.

Humanistic pedagogy recognizes man highest value. For such a school, the main thing is to affirm and develop the dignity of the individual, support his rights and freedoms, reveal the potential of the unique individuality, abilities and gifts of each 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 a teacher can be not only the direct transfer of 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 obtain it. A person is born to explore, study, master his environment and improve the world based on his experience. We must respect children and trust them fully. And support real steps to humanize the school space.

The school is like a Technopark.

One of the possible models of the new school goes back to the ideas and principles of STEAM (integration of sciences around technology, engineering, artistic thinking, collective creativity and entrepreneurship). In the new school, as in a real technology park, it is interesting and convenient for children to study together, discover new things and make this new thing available to others.

These are 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 provide 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 it to his advantage. his unique gift to society.

Free teacher

Today, many teachers are experiencing a drama: they want pedagogical creativity, but in fact they have turned into subject training trainers. It is important to redefine the teacher’s place in school and in life and offer him a meaningful role.

What might these roles be?

Teacher-moderator. Students must learn to cooperate, be able to express their position and listen carefully to others. This means that a discussion platform moderator is vitally needed. The ability to moderate is a special art; the moderator hears everyone, fuels the debate 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, where the teacher makes final judgments about right and wrong.

Teacher-tutor. He relies primarily on the child’s inclinations, inclinations, and abilities; 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 through coercion, but through passion and success.

Organizer of project work. The teacher looks for an interesting problem in the world around him, plans project work and conducts creative research together with the students. It does not give answers, but asks questions and launches a live search for answers through a school educational project, bringing the school closer to the local community.

Game teacher. A 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 grow knowledge in oneself. The game generates a whole range of roles: it must be developed, played, and performed as characters. And in this sense, modern gaming technologies are not a threat to pedagogy, but another opportunity for the development of a child.

Subject teacher. He is a highly professional who understands the peculiarities of a child’s age-related development and has excellent knowledge of 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 will remain human. The standard (routine, repeatable) in the educational process can be performed by the computer, and the teacher should focus on creative and interpersonal interaction. There is nothing more valuable than the joy of human communication and the opportunity for joint creativity and learning - this will be the main content of living pedagogical work. The pedagogy of cooperation in the 21st century can only be implemented and replicated with the use of advanced technological tools. They do not suppress, but, on the contrary, enhance the personal element in the teacher’s work; a lively interest in the subject, in the student, in the dialogue - there is no alternative condition. This comes into conflict with the “factory” education system, starting with the training of teachers themselves.

We are confident that in the new school, each individual teacher 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.

In the environmental education system, the roles of methodologists and textbook authors will be preserved and strengthened. They will perform a supporting function, just like online education.

Today, a teacher does not so much explain the material and convey new information to students in an exciting way (Google easily does this for him), but rather knows how to motivate students, establish relationships between them, and 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 effective to train such teachers in creative workshops, just like 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 working at the moment, and support each child in the group.

The classical 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 lectures 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 a variety of areas of activity: recruiting personnel, organizing staff development, consulting services, administration and management, organizing public relations. It turns out that professionally trained teachers can work far beyond the boundaries of the school. But in teacher training itself, not only the potential of a pedagogical university can be used. Alternative trajectories of teacher training are becoming increasingly popular: pedagogical bachelor's degree and subject master's degree; subject bachelor's and pedagogical master's degrees; various advanced training courses allowing teachers to master methods of working with gifted children, children with disabilities disabilities health, with children from migrant families; use constantly updating information Technology. 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, work at school again and other possible combinations. This opens up education to other modern areas of activity, allows you to borrow and master new ones. educational technologies from various humanitarian practices, constantly improve working methods, use the latest equipment.

Teacher education has gone beyond the school. Museums, libraries, clubs, Internet projects and other humanitarian practices become part of the school.

The school goes beyond its boundaries

Important changes have emerged in educational policy and in relations between people and institutions.

Young people are eager to work in education, but avoid school.

Increasingly, young people are organizing (and participating in) a variety of teaching projects outside the traditional mainstream school setting and acquiring core teaching competencies outside of traditional teacher education.

This is a positive symptom for society as a whole. This means there is someone to rely on for inevitable and speedy reforms. But this means we need to look for answers to the most important questions:

— How should initiative projects be supported so that they develop, are relatively sustainable and become a place of training 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 do not send their children to school.

Today's school increasingly does not suit adults and children. And behind every refusal there is a search! The “homeschooling” movement is growing powerfully, when parents take their children out of 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 learning is connected with practice and corresponds to the psychological age of the child, educational process is based on the interests of a particular student - schoolchildren know how to negotiate, set standards and respect each other. And if such schools exist, parents are happy to cooperate with them.

This is how the future enters our lives and sets tasks:

- construction new system pedagogical education of parents;
— infrastructural support for home education.

We are convinced that total standardization of education and the emphasis on “control and accounting” have not justified themselves. Achieving a standard in various subject areas does not guarantee the formation of a holistic picture of the world. The division into separate educational subjects and educational, knowledge units was carried out masterfully. But not a single subject program or 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. A personal order for education becomes more significant than an official one. The number of people who simply do not need the educational standard provided by the state has grown sharply. Needed - exceeding, specific, or different.

It is no coincidence that out-of-school educational resources are significantly more effective 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 the courses can afford modern didactic principles (for example: modular organization of subject material). And the technological breakthrough that occurred in recent years, allows us to provide individual education to everyone. It also provides the opportunity to form an individual educational trajectory and movement 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) are opening the educational program outward, including programs and courses offered by organizations additional education and distance courses and programs, and count them as the student’s educational achievements.

A concept such as an “educational quarter” appears (when a city, district, microdistrict becomes an educational structure). There is a shift in attention from the achievements prescribed by the standard to the child’s own achievements. The student and family themselves become 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 education system today can be explained quite simply. Government bodies do not trust teachers and parents to independently implement education. But 25 years of experience in the successful operation of private schools has shown that teachers and parents can be trusted in the choice of educational programs, in their provision, and in achieving state standard indicators.

They know how to work with gifted children and children with special needs.

This means that when implementing public policy, the emphasis needs to shift from total control to independence and support for initiatives.

We are convinced that abandoning manual vertical management of a school is a key condition for its development. The living life of the school, and not administrative circulars and oral orders, 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 according to 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 and will not be able to meet the demands of the time. And if humanistic pedagogy determines educational policy, then education will become truly modern and will be able to respond to 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 "Eureka".
Alexander ASMOLOV, Academician of the Russian Academy of Education, Head of the Department of Personality Psychology, Moscow State University. M.V. Lomonosov, director of the Federal Institute for Educational Development (FIRO).
Alexander ARKHANGELSKY, writer, literary critic, full-time 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 Director of the Institute of Education of the National Research University Higher School of Economics, Honored Teacher of the Russian Federation.
Igor REMORENKO, rector of 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 Moscow School No. 57, editor-in-chief of the magazine “Literature” (“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 at Moscow State Pedagogical University.
Dima ZITSER, Director of the Institute of Non-Formal Education (INO).
Mikhail EPSTEIN, General Director of the School League.
Anatoly SHPERKH, computer science teacher, School League expert.
Elena USHAKOVA, teacher at the School of Dialogue of Cultures.

Project curator - Lyudmila RYBINA, columnist for Novaya

After the breakup Soviet Union Little attention was paid to education. Teachers and educators throughout the country suffered from non-payments 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, and finally began to pay attention to the education of the future generation.

Currently every educational institution computerized, because the process of human development is moving forward in long steps.

Even now, problems remain in the development of society and all humanity. Television has a great influence printed publications, yellow press, Internet (global network - “web”). It destroys everything that has been created over many centuries (self-esteem, discipline, and...).

Many people are currently trying to send their children to several sections at once to increase the amount of knowledge, but they do not understand what more people 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.

Currently, education has again begun to divide into different layers: rich and poor. Special schools are created for the rich, and public schools are turned into “meagerly provided septic tanks” for low-income children. Of course, the state again began to think that the stratification of society might soon occur again. Therefore, they begin to issue decrees on free services for students, on improving nutrition and on free education.

IN at the moment the peak came in higher education, when people “rushed” to get the first, second, and some even third higher education. People strive, but now in institutes they 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 understands that modern technology provides little knowledge, and only you yourself study the world, the faster society will develop, the more competent specialists there will be in one or another area of ​​government activity .

And yet the Russian school of all steppes is alive. And it will live as long as real Russian patriots and true enthusiasts of their work work in the field of public education.

Conclusion

The origin and formation should be viewed pedagogically only through the prism historical development educational systems that developed historically and did not have scientific validity.

During practical application Many founders of pedagogy and didactics in particular took historically established educational systems as a basis.

In Russia, K.D. can be considered the founder of scientific didactics. Ushinsky, who managed to accumulate accumulated experience, generalize and theoretically prove his didactic system.

Unlike foreign didactic systems that have undergone historical transformations, didactic systems in Russia have long been influenced by communist ideology and the imposition of party stereotypes, which prevented them from developing naturally, scientifically and theoretically.

Only with the acquisition of freedom and democracy by Russia did pedagogy gain the opportunity to follow foreign experience, as well as implement 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 originality.

I would like to believe that it is the school that will become the initiator, organizer and center of insight for our people, and thereby make its invaluable contribution to the revival and prosperity of our great Motherland - Russia.