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 basic principle 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, 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 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 - 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 for learning, 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 individual trajectories, personal programs that are implemented taking into account 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 "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. How does it happen on financial markets, where hundreds of thousands of traders trade, each within their 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 another. AT social system mutual coordination of priorities, harmonization of strategies, goals, wills - this 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 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 XXI For centuries, filters have been needed 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, modern child more and more often asks 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.

— School — center 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 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 student's senior friend. Or, speaking in a learned language, the organizer of the free educational activities of children, whose main function is the development of universal learning 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 teacher's task may 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). In the 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 interesting task in the environment, planning 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 technologies are not a threat to pedagogy, but another opportunity for the development of the child.

subject teacher. He is a high professional who understands the peculiarities of the age development of the child and is superbly oriented in his subject area.

In reality, the teacher uses all these roles in different situations and to different extents.

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 joy human communication and the possibility of joint creativity and cognition—this will be the main content of 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 does not so much explain the material and bring new information to students in an exciting way (Google easily does this for him), but he knows how to motivate students, build relationships between them, organize 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 goal, achieve understanding - all this has become important in various fields of activity: 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 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 again at school, and other possible combinations. This opens education to other modern areas of activity, allows you to borrow and master new educational technologies from various humanitarian practices, constantly improve working methods, use 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 various pedagogical projects(and participate in them) outside the traditional secondary school and acquire core teaching competencies outside of traditional teacher education.

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 that means we need to look for answers to critical issues:

– How should initiative projects be supported so that they develop, are relatively sustainable and become a place of learning and practice for everyone more 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 new system 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. Crushing into individual academic subjects and educational, knowledge units 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 distance courses and programs, and count them as educational achievements 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 when implementing public 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. living life schools, rather than 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 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 Federal Institute 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"

Creation of a unified educational space

The Federal State Educational Standard of the second generation is aimed at providing equal opportunity obtaining a quality education, spiritual and moral development and education of students. Along with other areas, ensuring the unity of the educational space has been chosen Russian Federation. The educational space of Russia is understood as the totality of its educational institutions different type public and state organizations interacting with them, as well as ongoing educational and educational processes. Together they create a space for the socialization of a person, turning him into a person, provide a certain level of education, intelligence and culture of society, interpersonal, political, economic, social, military, ethical and all other relations.

A single educational space, according to E.A. Yamburg, is the “space” of the region. Its structure includes a medical and psychological service for diagnosing children; service of social and pedagogical rehabilitation of "problem" children; service of work with gifted children; service of cultural and informational relations and communication, etc. All this contributes to the cause of education, training and development. The creation of such a space requires a change in goal-setting, the content of education, teaching and upbringing methods, styles of relationships, living conditions, and the management system.

In the context of the diversity of educational systems and types of educational institutions, in order to achieve the main result of education - knowledge of the world, effective implementation and development of the educational program by students, individual development for all students, on the basis of mastering universal educational activities, it is necessary to create a single educational space within the framework of one educational institution.

The requirements of the new generation of the Federal State Educational Standards imply: "... the active role of all participants in the educational process in the formation of a competent personality; ... ensuring the transition in education ... from simple relaying of knowledge to the development of students' creative abilities, revealing their capabilities" and provide for the preparation and implementation of "... development programs for students universal learning activities.

The task of developing a creative personality in the process of education and training is one of the significant tasks of modern Russian society. This is also stated in the law "On Education"

The problem arises of creating favorable conditions in a single educational space of the school, which contributes to the manifestation of the natural inclinations of the student and their development into general or special abilities.

Educational space is a world of activity and a world of ideas, imagination, cultural meanings and signs. It contains many ideas, concepts, scientific knowledge and human values, experiences, emotions. A person “plunges” into this world, makes his personal choice.

Space in an educational institution adapted to solve educational goals, exists within pedagogical reality, thanks to specially organized activities created by adults with the help of children, serves the cause of children's development. An active educational space is remarkable in that it provides each child with the opportunity to choose different types of activities (educational, artistic, sports, profiled, etc.), including students in them through dialogue and self-realization on the principles of mutual enrichment, mutual respect, cooperation of teachers, students, parents and administration , i.e. positive experience of joint activities of children and adults

Turning real environment into a single educational space is possible only in a purposeful way. main feature of a single educational space lies in the fact that educational and upbringing processes are interconnected.

The task of the teacher is to make the most of the educational opportunities of the unified educational environment and space where the educational institution operates; connect knowledge with the interests of the individual; help the child take an active position in the team and fill the educational process with personal, emotionally colored events; give a socially useful orientation to his individual hobbies, abilities and needs; organize joint activities of children and adults; cause positive changes in the minds of pupils, manifested in emotional reactions, behavior, activities.

On the other hand, the task of the teacher, psychologist and parent is to create a space that would allow this student to experience the situation of success in the chosen type of activity. Here, emotional positive acceptance of any result and the task performed by the child is very important. Thus, we can talk about the space of success for the child.

The personality of the student and teacher is central to the educational space. According to L.S. Vygotsky, the creative potential is inherent in every person, it must be developed, formed in order to receive a comprehensive developed personality. The rich, varied structure of the space provides a high probability of realizing the child's subjective position. The converse statement is also true: the student's subjective position creates the conditions for his self-realization. The child, being the subject of space, structures it himself, thereby creating a space for himself.

Work to improve the creative experience of students is carried out in a single educational space school, which builds educational and educational activities in the following areas:

Educational activities(lessons, special courses, elective courses, electives);

Extracurricular activities (a system of additional art education, as well as circles, studios, sports sections according to personal interests and abilities);

Interaction between family and school;

Cooperation between schools and cultural and educational institutions;

Improving the qualifications of school teachers and additional education.

The educational process is one pedagogical system where three of its components are interconnected: training-education-development. When planning their system, aimed at obtaining a competent subject of education of the 1st level, the teacher primary school it is important to implement one of the main provisions “there are no main and negative subjects in primary education. Each item is significant for the overall development of the child. At the same time, subjects must be studied in interconnection, focusing on the educational and general educational skills of students.

The school is a space of trials through which self-development, self-realization, socialization of the student takes place. The school with its culture, traditions, system of values ​​and attitudes becomes a factor in improving the creative experience of students and at the same time reflects existing norms and values. The school has the following tasks:

To create a comfortable educational environment for the disclosure of the creative potential of students, to ensure the development, self-development, self-realization of students through health-saving technologies of education and upbringing, cooperation between students and teachers in various types activities;

To form a professional environment conducive to the successful work of teachers;

To educate a person of the new millennium: self-sufficient, self-developing, able to adapt and live in modern society.

Many teachers put forward requirements for the modern lesson. The emphasis is on the developmental nature, so the lesson must be enriched with new information and communication technologies.

The formation of educational and general educational skills, ensuring the individual needs of students is facilitated by an increase in teaching hours, the introduction of interest courses and extracurricular activities in various areas.

Along with classroom, extracurricular, extracurricular and out-of-school work, additional education of children is also developing in a single educational space. A positive effect is produced by the joint activities of the school with educational institutions of additional education for children, as a result of which programs of work with gifted children and children with disabilities are being implemented.

Modern society needs a personality capable of self-improvement and self-development, therefore, it is necessary to apply various, unusual teaching methods that ensure the formation of educational and general educational skills of students, the growth of creative potential, cognitive motives, the enrichment of forms of interaction with peers and adults in cognitive activity, as suggested by the Federal State Educational Standard.

On October 24, 2015, in Moscow, as part of the traditional autumn interregional conference "Author's School" Evrika ", a panel discussion "Unified Educational Space and Personalization of Education" was held. Moderator – Alexander Adamsky, Scientific Director of the Evrika Institute for Educational Policy Problems; participants - Alexander Asmolov, director of FIRO, academician of the Russian Academy of Education, Isak Frumin, scientific director of the Institute of Education of the National Research University " graduate School economy".

Alexander Adamsky began the discussion by identifying the points of discussion:

• Today, the problem of a single and individual educational space has become acute, the problem of the possibility of bringing them together. It is impossible to solve the problem of educational policy forever, each generation solves it independently;
• the specificity of the present moment is that education has inevitably become open: the activities of a child, a teacher, a school exist in the global educational space;
• the possibility of manifestation of the individual capabilities of the child today is greatly enhanced by technological tools.

The discussion was based on the discussion of the materials of the manifesto on the subject of a unified educational space and personalization, which recorded the ideas of humanistic pedagogy formulated in the pedagogy of cooperation 30 years after the appearance of these ideas.

When discussing the materials of the manifesto, two approaches are combined:

1. Understanding a single educational space and personalization as a stamp, behind which there is nothing;
2. Fixing the central moment of the development of the innovation movement is the possibility of an autonomous educational policy in each school or kindergarten.

Alexander Asmolov turned to the manifesto in the context of a coordinate system, where we are all hostages of one or another egocentrism (nothing prevents you from seeing like a point of view).

The changes concerning the value of the appearance of this manifesto relate to the question - to be or not to be a civil society - a society of equals, a society of citizens, and not a society of subjects. The discussion about values ​​when choosing the path of development, according to the expert, should be based on the thesis that a single educational space is a homogeneous space, a space without development, inert, closed. And equality is born in a balanced environment.

Value orientations of the manifesto:

• humanization - from a culture of utility to a culture of cooperation;
• personalization of society - a society where the value of a person is higher than the value of the system in which he is located.

Isak Frumin emphasized that our society has not yet been “satiated” with humanism. In a humanistic society, the highest value is a person, where not a person for the economy and the state, but vice versa. But we all live together, and then how valuable is our “hostel”? How respectful is the difference and dissimilarity of people? In this perspective, the idea of ​​the unity of the educational space is seen by some as a "barrel with iron hoops." The question of a unified educational space is a question of understanding the space without "iron hoops". It must be understood that, firstly, the basis of a single or common educational space is the availability of quality education for everyone. Another understanding of unity is as connectedness, exchange of meanings, cooperation. It is important for a person, especially a growing one, to understand the connectedness, his inclusion in organized networks.

A unified educational space is not like a hoop put on from above, but connectedness and cooperation in space.

Continuing the discussion, Alexander Adamsky suggested discussing the indicative fact of the appearance of similar trends in different school educational systems, when in different countries educators discuss similar issues. There are internal laws in education, determined by the nature of the activity itself - the universality of the activity itself in education: motives, means of implementation, they are evaluated according to similar mechanisms. There is something in common, and this arises due to the universality of activity, and not due to given external, uniform requirements. What is set externally - kills the essence common space. Is a reasonable combination of internal initiative, the activity of schools and kindergartens, and external regulation possible?

Can the regulatory framework become an incentive for cooperation? Answering this question, Isak Frumin emphasized that the production of norms and the expansion of these external norms are felt quite strongly - the activities of schools are extremely regulated. The number of regulators turns into a punitive restriction.

Fixing two positions, Alexander Asmolov indicated that there are no contradictions: unity - diversity, control of unity - control of diversity. Any system is a system of cooperation and connectivity, unity - the integration of various forms and various types of capital through networks, symbols. Integrity is a space where parts acquire unique individual properties. As long as there is symbiosis, connectivity, there is a space for constructing universal paths.

Without an understanding of values, there will be no understanding of unity. A single space is a super-complex system, not homogeneous. The value, ethno-cultural and universal components of the identity must be united to create the conditions for the development of the individual.

Isak Frumin suggested that the idea of ​​multiple identity is difficult to implement. Our society is not ready to negotiate how to move from one state to another with a different set of identities. At the same time, connectivity can be built on cultural unities - on mathematics, for example, that is, on a language that is recognized by everyone: music, fine arts.

At the end of the discussion, Alexander Adamsky highlighted three key conclusions:

• divisive learning activity harms unity. It is necessary to involve children in an interesting common cause (collective-creative affairs), which can serve as a prevention of negotiation and tolerance;
• There are two subject spaces: the first is how the system actually develops, the second space is a reflexive, elite-expert, the space of system construction. It is important to understand how large the gaps are between abstract construction and existing reality;
• a person must determine for himself who he is, or he perceives it as a kind of given. Between these two poles, education plays its role.

Erzheni BUDAEVA

All over the world, education is based on stable national and regional traditions, but at the same time it does not stand still, but is constantly in motion. We cannot and should not stop this movement, but it is in our power to determine its vector. The controlled movement of the education system leads to its development.

The theme of the plenary session of the educational forum is designed to draw attention to the importance of two components of the development of the education system:

• on the one hand, the need to form a single educational space both at the level of the region and at the level of the whole country;
• on the other hand, the need to create a variety of opportunities in this space for the development and self-realization of children with a variety of abilities and aspirations.

Today, the key characteristic of progress is the growth of diversity - this is the whole logic of development.

At the same time, we proceed from several theses that we would like to take as a basis for discussion:

Firstly, the task of ensuring the unity of the educational space is fundamental and a priority, which is enshrined in federal legislation;

Secondly, an appeal to the essence of the concept of "unity" allows us to note a fundamental feature - one does not mean the same - this is confirmed by the diversity of regional education systems in our country;

Thirdly, considering the adopted educational standards, we consider it important for each region to have the optimal combination of the invariant part, that is, the actual content of the standards, and the possible variable component, which reflects the characteristics regional system education.

Education standards set the basis for the activities of the entire educational system of the Russian Federation. However, the characteristics of the regions imply the possibility and necessity of adapting the general requirements to the available resources and the socio-cultural context. An important role in this is played by innovations, which in Russian education are set by the innovation strategy of the Russian Federation and should organically fit into it. This is a significant managerial task!

“A school is a workshop where the thought of the younger generation is formed, you must hold it firmly in your hands if you don’t want to release the future,” noted the famous writer, humanist Henri Barbusse. .

Undoubtedly, innovations stimulate the renewal of the content and technologies of education and are aimed at improving the quality of education. They should contribute to real changes in pedagogical and managerial practices, ensuring the unity of the educational space and expanding the opportunities for children to choose different educational routes.

It is important to note that the Federal target program development of education last year, a new and very effective mechanism for supporting innovation appeared. I mean those events in which projects and programs are presented by educational institutions themselves.

Petersburg School supports this format and takes an active part in competition projects of the Ministry of Education and Science. This is another means of supporting and disseminating innovation in line with the innovation strategy.

Active innovation processes in recent years, they have covered not only the system of general and professional, but also additional education. This is understandable and understandable. Additional education expands the possibilities of basic education. The inclusion of additional education resources in the individual educational routes of students is in the interests of children and contributes to the growth of variability in the conditions of education and upbringing. It is additional education, its variability that gives us the opportunity to correctly motivate schoolchildren and, to a greater extent, adolescents for comprehensive creative activity.

To create educational routes, a variety of opportunities are widely used both in the urban environment and in educational institutions. It seems to us possible in modern conditions move to a new level of management of socio-cultural resources in the interests of education. Considering the features of each district, we comprehensively structure the educational space, determining the vectors of its development through the optimal distribution of resources. For example, the historical center itself is a rich socio-cultural environment in which educational institutions organically fit in. At the same time, there are areas of active housing development remote from the center, in which it is schools that become socio-cultural centers.

This approach to management forms a kind of map. On the one hand, it demonstrates the distribution of resources of various directions, on the other hand, it can show the dynamics of changes and change itself under the influence of various factors. As resources, institutions and departments of additional education, educational programs of cultural institutions, scientific and educational projects, programs of the "industry of children's recreation and family leisure" and others are considered.

The leading universities have a special influence on the development of young Petersburgers. educational establishments of our city, interaction with which expands the "horizons" of the St. Petersburg School. In recent years, together with universities, the content of the work of institutions of additional education, especially in the technical field, has been significantly updated, numerous programs for schoolchildren have been implemented: preparing students for Open Olympiads on cybernetics, projects "Through education" and many others.

The unique historical and cultural environment of the city is of great importance for the education of young Petersburgers. We have accumulated interesting experience in its use in educational and extracurricular activities. For this, the resources of the oldest museums and theaters of the Cultural Capital are involved: the Hermitage, the Russian Museum, the Mariinsky Theatre. Unique scientific and educational projects of our partners - "Umnikum", "Labyrintum", "TransForce", "Grand Maket Russia", the programs of the "Water Museum" and the children's city of professions "Kidburg" find their participants, as well as many others that provide a wide range of opportunities for educational leisure for all children, including children with special educational needs. Immersion of children from an early age in a rich historical and cultural environment Petersburg helps teach them to appreciate and love beauty, develops curiosity, interest in art and science. By integrating a young citizen into this space, we stimulate his spiritual and moral growth. It seems to us extremely important that educational work was not limited to the walls of the school, even if it in itself is the center of social life. After all, in any locality has its own socio-cultural environment, which is a reliable assistant in the education of a person, a citizen and a patriot. And it must be used to the fullest. Today we are dealing with a new generation of parents who were brought up in a different cultural and information environment.

And modern children grow and form, feeling around b about more informational freedom, not always positive. This means that the influence of the socio-cultural environment on the development of children's self-awareness should be creative, form openness and responsibility, and support the desire for creativity.

One more " calling card» of our city has become the approach of additional educational programs to the place of residence of the child. For this, 452 departments of additional education have been created on the basis of schools, professional lyceums and colleges. Such a decision, taken 5 years ago, today made it possible to provide access to additional education for 88% of young Petersburgers. At the same time, it is important that more than 90% of the programs are implemented on a budgetary basis, and we are planning, on behalf of the Governor Petersburg, bring this figure to 100%.

An analysis of the state of additional education and trends in demand for it demonstrates the existing deficits and the need to create a system of "professional trials" for schoolchildren.

As the ancient Greek philosopher said: "Children should be taught what will be useful to them when they grow up." And “professional tests” are needed just in order to understand what kind of knowledge will be useful to the child in the future, that he is really interested in what he will be strong in. At Petersburg has its own unique experience, its own know-how in this area - by the decision of the Governor of our city, the Academy of Talents was created in the Kamennoostrovsky Palace - an atypical institution of additional education, within the walls of which every child can try his hand at various disciplines. Having become interested in some business, he can develop his abilities already in other institutions of additional education - for example, in regional palaces and houses of creativity. The Academy was opened just over a year ago, but the first results of work on completely new principles inspire optimism. Tens of thousands of schoolchildren, participating in the projects of the Academy, were able to make up their minds and get an impulse to further develop their abilities. In the near future, we plan to use the accumulated experience in creating a new City Palace of Science and Technology for schoolchildren, which has no analogues in the world practice.

In addition, in the context of the professional orientation of schoolchildren, we consider it necessary to develop a new approach to organizing this process at the regional level.

As part of the planning and organization innovation activities for the next years, we set ourselves the task of developing an algorithm for the work of institutions for vocational guidance for students in grades 7-9 in the secondary vocational education. In addition, it is planned to create career guidance programs for different groups students, taking into account their age and cognitive interests.

The school in general, and additional education in particular, must respond to the steady signals that come from both children and their future employers. Now the focus of interest of many schoolchildren is 3D modeling, nanotechnology, the Internet of Things and robotics. And these same areas are in demand in the economy. Therefore, the development of the technosphere seems to be a modern and promising approach in the field of organizing additional education.

Complex solutions for creating a technosphere are already being successfully implemented in our gymnasiums No. 56 and 24, lyceums No. 30, 239 and 244, schools No. 169, 619 and others educational institutions. What is especially interesting is that even in the field of high-tech education, solutions typical of the classical St. Petersburg school are being successfully applied. For example, at Lyceum No. 239, a boarding school for gifted children “Formula of Success” was created, in which children from other regions of Russia and foreign countries permanently live and receive high-quality education.

A combination of traditional and modern approaches bears fruit. According to research by the Higher School of Economics, St. Petersburg, together with Tatarstan and Sevastopol, is one of the leaders in Russia in the development of additional technology education. Our best developments and solutions were presented to our colleagues within the framework of the Forum at the All-Russian Conference "New Technologies for a New School", which is being held for the 8th time! This work is also carried out outside the Forum: our projects and developments are presented at numerous competitions and festivals, such as Robofest, Innoprom ( Yekaterinburg), "RoboFinist" and many others. And schoolchildren aged 10-17, in turn, try their hand at competitions in the JuniorSkills system. Our students take part in JuniorSkills championships and seminars in Moscow, Yekaterinburg, Vologda and other cities, from which teams Petersburg annually they bring silver and gold medals in basic and presentation competencies. The available results demonstrate the correctness of the vector in development Russian education, which combines the traditions of the academic school, the applied nature of education and high "breakthrough" technologies.

An important characteristic of diverse educational programs is their accessibility for children with disabilities. St. Petersburg has fully preserved the network of specialized schools and classes for such children, which is successfully functioning today. Along with this, inclusive education is dynamically developing. Its development is facilitated by the implementation of the state program of the Russian Federation "Accessible Environment", within the framework of which a barrier-free environment has already been created in our city in 137 schools. Among the most successful practices of working with children with special educational needs are examples of schools No. 755 "Regional Autism Center", No. 616 "Dynamics", No. 584 "Ozerki", boarding school No. 16, schools No. 232, 522 and many others. Their experience is presented annually at the Forum; 2017 was no exception.

Determining the vectors for the development of education, which were mentioned at the beginning of the report, it is necessary to periodically check the course and answer the question: is the system moving in the right direction? Therefore, it is fundamentally important to develop methods for assessing the effectiveness of institutions for their use in management practice.

Effective management should be based solely on reliable information, on facts. They can be obtained as a result of research or in the process of monitoring. For maximum objectivity, not only internal, but also external analysis is necessary. This allows you to better understand the ongoing processes and plan development. Based on this, for many years we have been supporting the participation of schools in independent international and all-Russian studies, including in the all-Russian monitoring of the economics of education. The region also conducts special studies organized by the Higher School of Economics, Saint Petersburg information and analytical center, the Academy of Postgraduate Pedagogical Education and others.

An important category of any movement is the benchmark, the results we are striving for. Among the targets that we define for the education system, the most significant are:

Improving the quality of education;

Improving the quality of management;

Increasing the openness of educational systems.

Citizens' understanding of our activities and their results is one of the essential conditions for development. A successful outcome can be achieved by combining the efforts of the family, school and society. And the state provides opportunities for joint work - the development of family policy, the implementation of priority projects, the creation of a set of educational standards and much more. Concern for the younger generation and its future can be considered as a possible basis for the consolidation of the school and society.

In conclusion, I want to note that some of the issues were deliberately not raised in the speech. Today at the meeting, they will be presented in co-reports that summarize the results of discussions at more than 200 Forum events held this week.