Many parents come to the conclusion that a modern comprehensive school is not exactly what their child needs. That the current education system is not always able to grow a Personality. But the question remains: what are the options? And there are several options, from the mildest to the most drastic.

1. The child’s transition to external studies.
2. Transfer of the child to another type of school (lyceum, college, alternative schools).
3. The child’s transition to home schooling without the need to take exams and receive a certificate, or, simply, living with parents.

Externship– this is the procedure for passing exams for courses in a complete secondary school for persons who have not studied in them (externs). That is, the child comes to school only to take exams. How he worked and with whom should not worry anyone. Minus: you will still have to take exams according to the same school curriculum.

Alternative school and alternative education methods.
Unfortunately, in the post-Soviet space, even the very concept of “alternative school” seems blasphemous to our certified teachers, and the examples of such schools can be counted on one hand...

Despite the many positive aspects of alternative schools, one cannot help but notice that the basic principles of their educational system are very poorly combined with the normative field of mass education. Therefore, as long as the current System exists, alternative schools are unlikely to be able to survive in the form of an institution, but only in the form of a non-profit partnership uniting individual entrepreneurs engaged in individual labor teaching activities (Article 48 of the Law “On Education”). This activity is not licensed and does not fall under numerous legal acts regulating the work of educational institutions. Which, in principle, cannot greatly frighten parents, since even now not a single alternative school issues state-issued education documents...

Almost everyone understands that studying at school does not guarantee comprehensive learning, that a diploma (of higher education) does not guarantee a high position and a large salary, that it is much more important to teach a child to find information when needed, and not to keep it in his head for a long time. volumes. And many are ready, so that their child will not be subjected to creative castration, and in addition, will also learn independence, to send him to an alternative school. But to make the right choice, you should familiarize yourself with the options for such schools.

Here are a few of the most famous:

Western options:

Montessori school system , while a licensed school system that treats students as “independent learners,” is nonetheless essentially a kindergarten system in that it only covers children up to age six. Therefore, we can talk about the principles used in Montessori pedagogy, but we cannot talk about actually operating schools...

Waldorf education system – also an “American” type school. It is the largest and fastest growing non-religious movement in the world with 800 schools in more than 30 countries. It should be noted that there are no textbooks as such in Waldorf schools: all children have a workbook, which becomes their workbook. Thus, they write their own textbooks, reflecting their experiences and what they have learned. Higher grades use textbooks to supplement core lesson work. Waldorf schools in Russia can be found only in a few large cities (Moscow, St. Petersburg, etc.). There are also disadvantages - often ordinary teachers go to such schools for a “long ruble”, having slightly adjusted their work experience in a regular school. The result is reviews like this:

– Undoubtedly, initially, Waldorf pedagogy contained many good and beneficial ideas. The center here is the child himself, the revelation of his creative abilities, the development of natural talents. However, my daughter's Waldorf school experience was unsuccessful. In Waldorf pedagogy, much, if not all, depends on the teacher. In the absence of a rigid program and textbooks, the teacher becomes the only bridge between the child and the knowledge and skills that the student must master. And here the teacher’s professionalism comes to the fore, and most importantly, his love and concern for children. I say with bitterness that in our case there was neither the first, nor the second, nor the third. A year later we moved to a regular school, which we don’t regret at all. When sending your child to this school, read more about the basics of anthroposophy, think about whether you accept it, whether your child will accept it. And most importantly, look into the teacher’s eyes: is there enough love in them... Margarita Andreevna, mother of 8-year-old Vika

Free schools. A striking example from the UK is Summerhill.

Summerhill School was founded in 1921 by Alexander Neill and still exists today. The most important principles in it are the freedom of children and their self-government.
This is what Alexander Neil himself wrote in his book “Summerhill - Education with Freedom”:
“Summerhill is probably the happiest school in the world. We have no truants and it is rare for children to feel homesick. We almost never have fights - quarrels are inevitable, of course, but I have rarely seen fist fights like the ones I took part in as a boy. It is also rare that I hear children scream, because free children, unlike repressed ones, have no hatred that requires expression. Hatred is fed by hate, and love is fed by love. Love means acceptance of children, and this is essential for any school. You cannot be on your children's side if you punish or scold them. Summerhill is a school where a child knows they are accepted.”

Feature film “Summerhill School” / Summerhill (episodes 1,2,3 and 4, UK, 2008)

An analogue of a “free” type school in Russia is Shchetinin school.

This type of school is characterized by the boarding principle - during their studies, children live separately from their parents, which may not be suitable for everyone.

Domestic options for alternative schools:

School-Park Miloslava Balobana

There are three fundamental positions in the Park: the rejection of compulsory classes, the same age in education, and almost completely the grades. Ideally, no certificate or grades are needed.

School-Park is an educational system (the full name is “Educational Park of Open Studios”), the author of which is the famous Russian teacher Miloslav Aleksandrovich Balaban. Its experimental testing was carried out at two federal experimental sites: on the basis of the Moscow “School of Self-Determination”, and on the basis of Yekaterinburg schools No. 95 and 19. Currently, the “school-park” project is being implemented in Kyiv under the leadership of Yaroslav Kovalenko.

At the park school, all types of certification (except for the final one, which is still mandatory) are replaced by a summary of the student’s personal achievements in the studios; These resumes are not evaluative and do not calibrate personal achievements against any standard scale. The final certification is carried out in accordance with the law in traditional forms. The results of experimental testing of the Park School educational system in 1993-2007 show that park school graduates successfully pass standard final certification procedures and continue their education.

Primary school using the methods of V.I. Zhokhov

Features of the Zhokhov system:

Does not contradict the federal education standards of the Russian Federation.

– Based on the traditional school curriculum, but adapted to the child's needs to MOVE, TALK and PLAY.

– Learning is UNFORCED and healthy.

– No effects on the subconscious.

– High pace of work, which corresponds to the speed of thinking of children at this age.

– Changes in class composition are not permitted. Because according to Zhokhov’s method, first-graders finish the 1st grade program in September, and at the beginning of 2nd grade they finish the entire elementary school program.

– THERE ARE NO LAGGADS IN THE CLASSES. Even if some child did not understand something the first time, they will support him and will never label him.

– Help and mutual assistance are ENCOURAGED in classes. Children can teach each other, help, check. By passing on knowledge to each other, children learn a wonderful principle: if you can explain it to someone else, then you understand it yourself.

According to Zhokhov’s system, children study the regular school curriculum, classes are just held “according to different rules.”

A normal first grader is a creature running and screaming. You definitely have to move and scream. This is necessary for full growth.

Zhokhov V.I.

Video about V.I. Zhokhov’s technique:

Methods of teaching primary classes by Vladimir Filippovich Bazarny:

The Bazarny system is used in the Komi Republic, in the Stavropol Territory, in some schools in Moscow, Moscow, Yaroslavl, Tambov, Kaluga regions, Tatarstan, Bashkortostan, Khakassia. The program was approved by the Ministry of Health of the Russian Federation in 1989.

Sitting at a desk for long periods of time and heavy visual stress affects many students from the first grade in the form of weakened vision and curvature of the spine. Over time, school-age myopia develops, posture is impaired and physical development slows down.

Bazarny's research has shown that the body position of the average student with his chest bent and pressed against the desk can cause symptoms of angina pectoris already in the 20th minute of the lesson. Fixing this position for a long time contributes to deformation of the chest and weakening of the diaphragm muscles, which is fraught with pathological changes in the heart.

In addition, V.F. Bazarny refuted the prevailing opinion that a schoolchild’s head bent low over a notebook is a consequence of poor eyesight. The scientist showed that at first the student instinctively tilts his head while reading and writing, and after this, over time, a decrease in visual acuity is observed. That is, according to Bazarny, myopia is secondary and it is the result of the “low bowed head syndrome.”

One (but not the only) distinctive feature of Bazarny’s method is that schoolchildren periodically get up from their desks and spend part of the lesson at desks - special tables with an inclined surface, at which students work while standing. This mode of operation has shown high effectiveness in preventing myopia and postural disorders. And these are not the only advantages of using the Bazarny technique.

Standing schoolchildren feel more free, their shoulders are relaxed, the diaphragm is not compressed by the desk lid, which does not disrupt the normal functioning of the respiratory and circulatory systems, allowing for improved supply to all organs, including the brain.

In psycho-emotional terms, working while standing at desks allows schoolchildren to not feel lonely during difficult moments of the lesson and helps to foster a sense of mutual assistance. Students in lessons are more active, independent, more confident in their abilities, and show greater interest in learning.

Video about Bazarny’s technique:

Home schooling

But some parents go even further and, becoming heretics in the eyes of the educational System, completely take their children out of school, that is, transfer them to home schooling. What motivates such rare crazy people who were not afraid to take full responsibility for the lives of their children, who were not afraid of paperwork and bureaucratic obstacles and the furious persuasion of others, not to mention their relatives? And really, how can you even live in our world without school, acquire knowledge, learn to communicate with people, get a good prestigious job, make a career, earn decent money, provide for your old age... and so on and so forth?

We will not remember that in tsarist times home education was universal, we will not even remember that in Soviet times quite famous personalities studied at home. Let's just think about what guides the average person when sending his beloved child to school? The basis of everything is worry about the future. FEAR of him. The future in the case of home education is very uncertain and does not fit the mold: school - college - work - retirement, where everything follows a once-established pattern.

But are you sure that the child is satisfied with this “established scheme”?

Conduct this experiment: take a piece of paper and write down 100 of your friends on it. Then call them and find out what education they received, what their specialty was, and then find out HOW MUCH time they worked in this specialty. Ninety-five people will answer that not a day...

Question: Why finish school?
Answer: to get a certificate!

Question: Why get a certificate?
Answer: to enter a university?

Question: why go to university?
Answer: to get a diploma!

And finally, a question: Why do you need a diploma if no one works in your specialty? ?

I agree, until recently, if you did not have a diploma, you simply could not get ANY job, with the exception of a janitor, elevator operator and loader. There were two options: either become a loader, or... an entrepreneur (which, according to the erroneous opinion of the majority, is not given to everyone). In business you don't need a diploma either. Enough ingenuity...

Today, thank God, the range of opportunities for those without a diploma has expanded: most commercial firms no longer require an education diploma, but a resume and portfolio, that is, a list of your achievements. And if you YOURSELF learned something and achieved something, then this is only a plus.

And what, tell me, can one learn if, instead of what a child is interested in, he is forced to study integrals and benzene rings at school for six to eight hours, and then also do homework?

Now let’s return to the question again: are you sure that the child is happy with this scheme? That he would prefer to spend 15 years on something that is of no use to him, studying what he likes now, so that in a year or three he can become an expert in it?

Based on materials from shkolazhizni.ru/archive/0/n-22348

Nowadays, it is not only “forced” education – when, for example, a child cannot study in a regular school due to health problems, etc. In our time, the meaning of the concept of “alternative education” has expanded: imagine a different – ​​radically changed – education system, which has almost nothing to do with memorization and “obligation”. Hard to imagine? Everything impossible is possible.

Alternative school- This is, first of all, a change in attitude towards the student: the student becomes the center of such education, and not the impersonal education system as a whole. And now we are faced with the first specific aspect of alternative education: the student must be so developed intellectually, spiritually, socially, he must have a heightened sense of mutual respect and responsibility, in order to independently coordinate his learning - in a word, learn like an adult, and not like a child: with full responsibility and awareness of the expediency of what is happening. In other words, for an alternative system there must be an alternative soil.

Let's look at some of the most famous types of alternative education.

Externship– the most common version of alternative education. Externship is passing exams at an educational institution(for example, at school), in which the subject did not study. In other words, the student came to school only for the purpose of passing exams and receiving a certificate. The process of preparing for exams remains on the conscience of the student, and no one should be outraged by the presence of such a situation. Every Russian comprehensive school that has state accreditation is obliged to provide the “entrant” with the opportunity to demonstrate their knowledge in an external internship.

Montessori school system sees the dominant principle treating students as independent learners- independent individuals. Prince n, implemented in Montessori schools, is good, but in these schools it is applied only to children under 6 years of age. In high school - when implementing this principle - one should remember the characteristics of growing up and the transitional age of schoolchildren, although the Montessori principles need to be adopted.

“American” type schools, or the Waldorf education system, is the most common phenomenon in modern education (more 800 schools around the world). The school has developed tutoring system– the class teacher takes care of his students for 8 years – until graduation. American schools also have some specific features: for example, children are taught to read only in the second grade, although they are introduced to letters earlier. For the Russian primary education system, which requires that a student enter first grade already prepared, this is not entirely clear. Another feature of the Waldorf system is refusal of textbooks: younger schoolchildren use only a workbook, while high school students use textbooks as an additional source of information. There are several Waldorf schools in Moscow and St. Petersburg.

School of Academician Shchetinin is a community located in a forested area. The school is built on the principle small state, in which no divisions by"castes" - classes, i.e. There are no groups of students based on age here. There are many other innovations in such a school: here They don’t use textbooks And don't give lessons. The work of the school is based on the “5” pillars: moral and spiritual development, aspiration for knowledge, work, the formation of a sense of beauty, powerful physical training. Everything that students use was built with their own hands: this is how their love for work is manifested (educational buildings, living quarters, etc.).

A discovery and a shock for Russian education was in many ways School-park Miloslav Balobanov(Ekaterinburg). School practices refusal of compulsory activities, classes, assessments. The teacher at School Park is positioned as studio head, and the students - what’s his name journeymen. School representatives recommend using all the teacher’s reviews of the student’s work as a graduate’s “portfolio” when applying to a higher education institution or job.

Another type of alternative education – probably the one that is most understandable to us – is home schooling. On the one hand, such education - with desire, effort and focus on results - allows the student to receive an excellent education - through regular and consistent work with the strongest teachers. On the other hand, with home education, the child “does not receive enough” communication, which can lead to certain problems with socialization and interaction with others, especially strangers.

Alternative education - of course, not in its extreme manifestations - is definitely indicates the development of the field of education, the introduction of innovations in education, diversity, which allows the individual to become multifaceted and comprehensive. On the other hand, alternative schools do not issue their graduates with any state-issued documents. Therefore, while the legislative aspect of the issue has not yet been resolved, you should think: is it worth it?

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• Content

Introduction

1. Social and pedagogical conditions for adapting models of alternative education in the theory of foreign education

2. Types of alternative parenting models

Conclusion

Bibliography

Introduction

Within the framework of educational paradigms, various models of education are emerging. There are currently four main models of education in the global educational process: traditional, rationalistic, humanistic (phenomenological), non-institutional.

Recently, in modern Russia, as in many countries of the world, there has been increasing interest in non-traditional, alternative forms of education. The general trends of innovation that have developed in the domestic education system are the ideas of humanism, the priority of the development of the child’s personality, creative cooperation between teachers and students as equal subjects. In addition, principles and provisions have been established in Russian pedagogical reality that have given school leaders broad rights to diversify curricula and programs, regionalize the content of education and create original schools.

In order to find their direction of development, modern authors rely on analogues that have proven their educational and educational effectiveness. In this case, two main ways can be distinguished. The first involves the revival of national traditions, rethinking and adaptation to the needs of a modern school of the teachings of such classics of Russian pedagogy as K.D. Ushinsky, L.N. Tolstoy, K.N. Wentzel. At the same time, the need for new targets, forms and methods of teaching and upbringing encourages modern pedagogical theorists and practitioners to study more modern concepts along with classical foreign concepts (Ya.A. Komensky, I.G. Pestalozzi, R. Steiner, M. Montessori, A. Neill, S. Frenet).

1. Social and pedagogical conditions for adapting models of alternative education in the theory of foreign education

Almost all directions, forms and models of the so-called alternative education and upbringing are based on the ideas of reformer teachers, adherents of the pedocentric model (Rousseau, Disterweg, Grundtvig, Dewey, Kerschensteiner). After the Second World War, humanistic psychology became widespread in pedagogy in Western Europe and the United States, aimed primarily at identifying and diversifying the development of the student’s individual abilities and interests, at developing his personality, and at humanizing (“humanizing”) his needs. Psychological and pedagogical ideas in this direction were actively developed by Rogers, Maslow, Patterson, Brown, Buhler and others. The concept of free education has appeared and is developing in pedagogy. In all new pedagogical concepts, the historicism of continuity is obvious, supplemented by a number of fresh ideas (for example, in the theory and practice of the French New Schools Movement, Les Ecoles Nouvelles). Taking into account all the risks and limitations of modern spontaneous socialization, the emphasis of education is increasingly moving from the “should” to the “potentially possible”, the probable.

Pedagogical priorities are given to the interests and rights of the child, he ceases to be perceived as an “inferior adult.” In the concept of “child-centrism,” a person’s childhood is considered as a special, incomparable full-fledged age of development as an individual and a citizen (J. Korczak, M. Montessori, R. Steiner, L. Kohlberg, A. Neil, I. Illich).

In the second half of the 20th century, almost for the first time in the history of pedagogy, a special “space of childhood” was identified (I.D. Demakova) as a special state and environment for the life of students. In the practice of teaching, theorists and practitioners of alternative (traditional school) education and upbringing are heading towards the so-called non-adaptive socialization, that is, the self-actualization of the child’s personality, the development of his subjectivity and initiative, the ability to choose, self-determination and further development.

The prerequisites for the formation of a new educational paradigm are being formed, where non-traditional forms of the didactic process are likely to be enriched with a non-standard socialized and educational component. Symptoms of this phenomenon are the quite actively emerging new directions of pedagogy (these are pedagogical hermeneutics, axiology, small group pedagogy, “new school”), focused on finding ways to increase the effectiveness of lifelong education, also conceptually rethought as lifelong education, “lifelong”, starting with “ mother's school", i.e. since kindergarten.

In the situation of contradictory sociocultural adaptation of a modern multicultural and multiracial society, constantly faced with challenges and risks generated by a multi-structured economy, migrations of large masses of the population (Balkans, Middle East, West Indies, North Africa, Eastern Europe - Western Europe), heterogeneity and gaps in socio-economic development of entire regions, the identity of a person as a citizen becomes a problematic pedagogical situation.

In this regard, the models of upbringing and self-realization of a person are being updated in those conditions in which he is not “given to be,” but “is meant to be,” with conscious assumptions of selective education and unequal starting conditions for the socialization of children of different social strata and ethnic groups. It is expected that this will minimize the already manifested shortcomings of the so-called “blended learning” (comprehensive education). Theorists and practitioners of the non-egalitarian approach see the advantages of individualization of the pedagogical process not in the similarities, but in the differences in socio-pedagogical conditions and content of education, not in equality, but in the inequality of opportunities for students - according to the idea: equality drowns out, inequality develops individual abilities, stimulated by the variability of education .

The developments of Western sociologists and educators over the past 40 years have implied that modern society is not just elite, but “poly-elite,” that is, there are many different elites in it, distinguished on different grounds and characteristics. At the same time, education based on inequality of abilities and opportunities in most works is interpreted as personality-oriented, capable of adequately orienting graduates to the specifics of modern corporate society and the “social elevator.” Free education, according to its supporters, does not tolerate equalization.

In the logic of the theory and practice of “free education” in the so-called “democratic schools”, the child was even given freedom to choose both subjects and forms of education. Personal freedom is adaptive to unexpected future situations precisely because of its non-adaptive socialization. It is interesting that within the framework of the cultural-historical approach to education, according to JI.C. Vygotsky, freedom is “characteristic of a person of culture... free action is aimed at the future,” therefore, education is oriented not towards the existing environment of development, but towards its “highest tendencies.”

2. Types of alternative parenting models

Models of alternative education and upbringing (alternative education models) are models that demonstrate both the possibilities and disadvantages of social and pedagogical adaptation of a non-egalitarian, interpretative, explanatory, hermeneutic, personality-oriented approach to education. Let's list some of them.

Models of alternative education and upbringing in schools created in accordance with the project method. This model of “programmed learning” and education comes from the USA (W. Kilpatrick), within its framework, students are given the right to freely choose classes and adjust the content of individual educational programs. The teacher provides assistance to the student as an educator and tutor-mentor. The most popular model of education according to the John Howard system (USA), the so-called PACE-model, a model of programmed autonomous advancement of the student along the so-called individual development trajectories (with step-by-step advancement and self-control - from the English race - step) in integrative courses. adaptation alternative education didactic

Model of alternative education, corresponding to the didactic model of role-playing games (Role play educational models). As a special sociocultural value that needs to be brought up in the new generation, foreign teachers today especially emphasize and value team spirit. It is noted that role-playing games contribute to the development of this team spirit, allowing students to develop their communication abilities. A striking example of such educational practice is the International Korczak Camp, which partly takes on the functions of compensatory family education. A type of educational practice of role-playing games is the model of simulation (imitation) games (for example, creative conflict solving - theories and practices of creative conflict resolution). Team work - this sociocultural practice most often gives optimal results in the formation of a structured open children's or child-adult community, which is important for a more complete and gentle cultural adaptation of children from different ethnic groups.

The most famous “new schools” of the 20th century in the world include “free school communities” - these are boarding schools organized in the interests of free development, pedagogical interaction and cooperation between children and adults. The most famous and popular among them today is the education model of Janusz Korczak. The origins of this general model of education go back to the beginning of the 20th century, since the crisis in the forms and methods of traditional teaching and upbringing was recorded. In line with pedagogical innovation, “new schools” appeared that paid increased attention to moral education, manual labor, and school self-government, as if continuing the ideas laid down by Robert Owen at the beginning of the 19th century. The teacher taught all academic disciplines from first to last grade. Parents were involved in the learning process. When assessing learning outcomes, only the individual achievements of each student are taken into account. The same type of alternative models of free education included the anthroposophical model of education of the so-called Waldorf schools, comprehensively developed by Rudolf Steiner and his followers. Educational practices of the “New Schools” in Denmark under the leadership of N.F-S. Grundvig and H-M. Kolda (Friskole), in England under the leadership of S. Reddy, in Germany (G. Lietz) and in Belgium (O. Decroli), in the USA (D. Dewey) rethought the very essence of the position of pupils in the school environment, gave new meanings to pedagogical interaction and self-government. Today, a very promising branch of the “New Schools” has become the model of alternative teaching and education Pedagogical Workshops (Workshops - in the British tradition, les Ateliers - ateliers - in the French practice of the New School “les ecoles nouvelles”). Under the influence of J-P. Piaget, on the initiative of a group of figures from the national education system (P. Colin, O. and A. Bassis, etc.), from the 1960s to the present, the social movement “New Schools” (Les ecoles nouvelles) has been active in France, which has become an international forum testing new cultural forms and practices of training (formation) and education (education). An example is the educational model of pedagogical workshops - workshops, les ateliers. At the same time, the form of implementation of this educational practice is not a lesson at all, and not an educational event in the usual sense, but the so-called 1st demarche, reminiscent of the educational practice of collective creative activities (CTD), implemented in the form of a personally significant “event”, “reconstruction” of reality for all participants in pedagogical interaction.

Model of alternative training and education Teach-in: “teach-in” (literally: “learn within”). This is a model of interpretative education, educational training, since about 1968-69, popular both in secondary schools and in the practice of higher educational institutions in the USA, Great Britain, Canada, Australia, etc. is a debate-seminar, a kind of discussion platform. This is even a kind of analogue of the “educational gathering” of KTD School 825 in Moscow for free discussion of topical topics.

Model of training and education within the framework of the didactic project of situational analysis (Case studies). This model of training with a very strong educational component is based on the idea of ​​​​improving the system of educational training by applying methods for analyzing unusual and non-standard, or, on the contrary, typical and typical situations. As a special technology for training and education of not only qualified personnel of enterprises and organizations, but also students and schoolchildren, case studies imply practice-oriented methods of socialization and education. For example, team work - team work, that is, collective work and activities that go beyond the immediate educational situation, widely based on everyday experience and observation of students and pupils. Since 1924, when case studies were successfully tested as a teaching tool at Harvard Business School, it has become a model for business games based on real-life examples. The goal of this sociocultural practice is for schoolchildren, students and specialists to learn to see processes that are different in typology, but completely reducible on general grounds, which are what needs to be found. The convenience of this approach as a sociocultural practice has been fully appreciated by linguists and foreign language teachers. The apparent “subjectivity” of a foreign language as an academic discipline results in maximum educational effectiveness precisely in the logic of case studies of holistic topics that lead to a stream of holistic, comprehensive linguistic thinking in the process of educating a “linguistic personality.”

Model of free education in the system of Maria Montessori. Anthropological and pedagogical basis of the pedagogy of the Italian teacher, philosopher, doctor Maria Montessori. Free education is the fundamental idea of ​​this system, which provides for its basic principles: concentration of attention, sensitivity, development of fine and fine motor skills of pupils in primary school, forming their readiness for further development.

The model of free education in “hang glider” schools (Great Britain, USA) was also focused on the ideas of free development of the child. Pupils have the right to choose classes according to a flexible and variable schedule, learn to work and live in micro groups (this option of education within the framework of the project method model is called cooperative learning, cooperative learning). The freedom of the student presupposes the opportunity to study at an individual rhythm, and in the subjects that he has chosen. Interaction in the study group is carried out on the basis of intensive communication between students of all ages. At the beginning of each month, the student receives a learning task and completes it at his own discretion; he has the right to choose laboratories, classrooms according to a flexible, variable schedule and work independently in them. The disadvantages of a hang glider include excessive liberalization of forms of pedagogical control over the achievements of students, one-sidedness, gaps and incompleteness of acquired knowledge and the formation of social intelligence in the amount of increasingly complex modern socio-cultural requirements.

Model of alternative education and upbringing “Open Schools”. Open schools emerged in the UK in the early 1970s. This model of education actually abolished the classroom form of education and abandoned programs altogether. In such a school, there is no traditional timetable at all, classes go beyond the lesson form, turning into some form of “integrated day” using a number of models (that is, educational practices) of “deschooling the school community” (this is how the ideas of the “training ground” are implemented). For example, the ideas of “open learning” have been tested in the form of experiments: “city as a school” and “school without walls” (UK, USA). The “Snow Classes” model (France) is an acquaintance of children with nature, everyday life and life in the mountains during the holidays, under the guidance of a teacher. The “Sea Classes” model solves the same educational problems in river and sea travel: in the domestic practice of additional education, their analogue is the popular Youth Clubs, clubs for young sailors.

Model of alternative training and education - Expedition (educational, educational purposes) or: Test site. This is a popular educational practice, a model of cultural or ecological tourism, popular in colleges in the United States (and now in a number of European countries, for example, Italy or France). This model involves participation in specialized scientific expeditions led by university research staff. The subject of its activities is usually ecology, archeology, paleontology, landscape science, ethnography, and folklore. In the educational community of the United States, great educational importance is attached to familiarization with the relics of the National Heritage, memorable places of American history.

Thus, summing up some of the results of the review of alternative models of training and education, we can note the following socio-pedagogical conditions for their further adaptation to the theory and practice of foreign and domestic education:

This is the modernization of the classroom and lesson system with the pedagogization of the latest technical means, forms and opportunities for network and distance learning.

This is a full-fledged socio-pedagogical integration of the systems of school education and out-of-school (additional) education.

And, finally, this is the translation of large-scale sociocultural goals into the language of promising pedagogical tasks (for example, it is required to explain how specifically alternative models of training and education of students of different ages can promote sociocultural processes of integration of the educational space, make it continuous, compatible in educational effects and results, variably -multi-level and adaptive).

Conclusion

Turning to the experience of foreign pedagogy, borrowing and adapting its achievements is quite logical, since it stimulates the progress of the domestic education system. In modern conditions, despite the fact that public life has acquired a spiritual and moral orientation, democratic and humanistic values ​​of national and universal significance are being established, school educational practice retains a formal form, where students are objects of pedagogical influence with limited opportunities for self-development and self-determination.

While modern society requires active, creative, internally free individuals oriented towards universal human values ​​and capable of self-realization. This goal is achievable with the systematic implementation of the ideas of alternative education, among which the most relevant are such as the intrinsic value of the individual, the intrinsic value of childhood, freedom of development, natural conformity of education, the internal potential of the individual and creative self-expression.

The traditional model of education is a model of systematic academic education as a way of transmitting universal elements of culture of the past and present to the younger generation.

Alternative education strengthens new meanings and values ​​of pedagogical culture - mutual understanding, dialogue, partnership, creative cooperation, pedagogical support for self-development, self-organization and self-determination of the growing individual.

The rich experience of foreign countries in creating multi-choice alternative schools, their successful activities and global recognition leads us to the conclusion about the relevance of studying the experience of alternative schools and its significance for the development of domestic schools and pedagogy.

Bibliography

1. Alieva L.B. Trends and problems of education / JI.B. Aliyeva // Issues of education. - 2014. No. 1(18). - P.9-16.

2. Belyaev G.Yu. Social and pedagogical conditions for adapting models of alternative education and upbringing to the theory and practice of foreign education / G.Yu. Belyaev Theoretical and applied aspects of modern science. - 2015. - No. 7. - P. 15-21.

3. Bessarabova I.S. Features of the process of educating schoolchildren with alternative development in the USA / I.S. Bessarabova, A.V. Kobzar, I.S. Nikitina // Modern studies of social problems (electronic scientific journal). - 2014. - No. 11. - P. 88-105.

4. Gerasimova K.Yu. Creative methods of teaching and education in German alternative schools / K.Yu. Gerasimova // Humanities in the 21st century. - 2014. - No. 19. - P. 109-112.

5. Kurovskaya Yu.G. Case study as one of the optimal strategies for teaching a foreign language / Yu.G.Kurovskaya // Education and pedagogical science in the modernization of Russian society. - 2012. - P. 44-50.

6. Kutyreva N.I. Alternative approaches to teaching and upbringing primary schoolchildren / N.I. Kutyreva. In the collection: Prospects for the development of science and education, a collection of scientific papers based on the materials of the International Scientific and Practical Conference: in 14 parts. - 2012. - pp. 86-87.

7. Selivanova N.L. Prerequisites for creating promising models of education // Pedagogical Journal. - 2013. - No. 3. - P. 25-29.

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Photo: roxanaraducan.blogspot.com

Motto: Give me a fish and I'll have food today

Teach me to fish and I will have something to eat for the rest of my life.

Each of us noted that in the 21st century, more than ever, the education system is viewed as if “through a magnifying glass,” which can be explained both by changes in society and by the assimilation of the values ​​of the Western education system. This trend has manifested itself in Romania through the introduction of new alternatives to the education system, most of which are based on private initiative.

Received with restraint at first, these private initiatives are today highly appreciated by the majority of participants in the educational process. If until recently, Romanian society refused to talk about alternatives to the Western education system, today it gives preference to them.

The press release of the Romanian Ministry of Education dated March 31, 2004 presents 5 forms of alternative education in Romania:

* Waldorf pedagogy (1990)

* Montessori Pedagogy (1993)

* Pedagogy of Frenet (1995)

* Alternative Step by Step (1996)

* Jena Plan (1996)

Professor Gheorghe Felea, coordinator of alternative education in Romania, argues that traditional education is static, while alternative education is dynamic. Thus, in the traditional education system, the student is prepared for life, while in the alternative education system, school is part of life, and the child finds knowledge on his own.

Waldorf pedagogy

Waldorf pedagogy was created at the beginning of the twentieth century by Rudolf Steiner, on the initiative of the director of the Waldorf Astoria cigarette factory, Emil Molt. It is based on anthropological theory developed by Rudolf Steiner in introductory courses organized in the fall of 1919, before the creation of the first classes. This education system has become widespread throughout the world. From the very beginning, the organizers proposed creating a school based on the pedagogical concept of the art of educating not only the earthly person, but also his soul and spirit.

This education is anthropologically oriented, taking into account the needs and capabilities of each individual. The content of the disciplines is not aimed at mastering them, but at awakening the child’s interest in knowledge. The development of the child’s thinking, feelings, and will is the key task of this alternative education.

Waldorf pedagogy is built and functions on the basis of 7 pedagogical principles. The main principle is an integrative approach to a person depending on his characteristics, the main goal is the development of the child’s personality. The principle of lifelong learning assumes that education begins from a person’s birth and becomes part of his existence throughout his life. The principle of rhythmic organization of the educational situation is reflected in the planning of “eras of education”. Creating an environment appropriate to goals is the fourth principle, while the principle of ensuring a balance between theory and practice involves the formation and development of the student not only from a cognitive point of view, but also from the point of view of his will. The principle of teaching as an art is expressed in the fact that teaching is considered an art and is presented as such, as a result of which at the stage of lyceum education the student is able to develop abstract thinking. Finally, the principle of picture-based teaching involves meeting the primary school child’s need for “living pictures.” This need is satisfied not only by demonstrating drawings, slides, and live models, but also by creating “living pictures,” the main one of which is the word.

The need for fantasy, truth, and a sense of responsibility are the three forces that make up the nerves of a teacher, said Rudolf Steiner. Waldorf pedagogy is an art that directly influences the formation of the human personality. Teachers teaching in such a school are faced not so much with different teaching methods or different forms of organizing the educational process, but with the questions: what strengths does the child have? What strong-willed traits does the child have? What is his thinking and his emotions? Recognizing them, the teacher works to develop them. Methods used to develop the child's thinking, will and feelings are expressed in artistic activities (develop the will), spoken words (influence the child's emotions, giving him the opportunity to concentrate on the subject being taught), practical exercises (learning is carried out on facts, specific practical activities) .

The homeroom teacher has been teaching the Waldorf class from the beginning for 8 years. He represents the interests of the class at the teacher level. Specialists teach foreign languages, sports, practical skills, and music. The class teacher teaches mathematics, physics, history, etc. periodically (for 2-5 weeks). Sequentially, no parallel classes. The class teacher can only be a teacher with a broad outlook and in no case a routinist*.

After daily basic education for 90-100 minutes, classes follow in a weekly rhythm: foreign languages, sports, practical skills, mastering crafts, teaching religion at the request of the parents, or secular education if the child does not belong to any religious community. Depending on age, training lasts 24-36 hours per week. Add to this the theater, orchestra, etc.

There are no official exams; only the teacher's opinion about the child's evolution matters. Add to it tests (notebooks of the era, by time periods) written by the child. At the end of the year, a written reference is issued by all teachers, which guides both children and parents.

Everything is based on interest in learning, and not on external pressure.

Harmoniously influencing the three main characteristics of a person: thinking, feelings, will, Waldorf pedagogy combines analytical and synthetic thinking, carrying out the gradual development of the child’s intellect through artistic and moral perception. Features of Waldorf pedagogy are focused on the following areas:

1 * rhythm value

2 * training by eras (stages)

3 * school without textbooks

4 * notebooks and writing instruments

5 * great value of artistic and practical activities

6 * school without ratings

7 * class management is conducted by the same teacher even after the fourth grade

8 * peer leadership

9 * special items and events

1. In the Waldorf school, rhythm plays an important role in the development of the will; there is the rhythm of the hour, day, month and year. The rhythm of the hour is expressed in dividing the main course into three parts:

The rhythm that a child needs for the development of will;

Cognitive part for the development of intelligence;

A piece of material that appeals to the senses.

The use of rhythm in education is aimed at teaching the whole personality, and not just its intellectual component. The daily rhythm involves teaching cognitive subjects in the first part of the day and artistic and practical classes in the second half of the day. This division allows you to deepen theoretical knowledge by applying it in practice. Rhythm means the existence of some modules for 2-4 weeks, in which every day from 8 and 10 the main disciplines are studied (Romanian language, mathematics, physics, chemistry, biology, history, geography, etc.). These modules are called epochs.

2. Cognitive material is studied by era: for example, one class studies physics every day, the first two hours without a break for 2-4 weeks. In such an era, you can cover the material for the entire school year. The Waldorf school considers forgetfulness its ally for two reasons: firstly, because, having forgotten physics, the student will be able to devote all his energies to another subject, for example, literature, and secondly, because after physics has been completely forgotten, When faced with this discipline again, the student will better remember the material covered.

3. The absence of a single textbook promotes respect for the book and strengthens the authority of the teacher who communicates directly with students. On the other hand, students learn to use different sources when studying one topic. Forming an objective opinion, training the development of abilities for independent acquisition of knowledge and the life of a self-didact* are obvious positive qualities that students acquire.

4. In a Waldorf school, from the very beginning, a child writes in notebooks without lines; it is assumed that the lines are used precisely for the purpose of limiting writing according to clearly established rules. The Waldorf alternative does not advocate illegible handwriting; on the contrary, order and aesthetics in general are largely cultivated in the school. In the absence of lines, the student will have to put more effort into writing in an orderly manner; in terms of writing instruments, students work more with surfaces, especially in the early grades. In the first grade, students write with crayons and felt-tip pens; in the second grade, the thickness of the line decreases and colored pencils are used; in the third grade, students practice their handwriting and only then begin to write with a pen. The notebooks are organized in such a way that the aesthetic aspects of writing, illustration and decoration are always appreciated from an artistic point of view. Corrections are a personal contribution to the textbook that students compose themselves.

* A routiner is a backward person, acting out of habit, afraid of any innovations.

* Self-didact, that is, a person who has raised and educated himself.

Since 1991, private educational institutions have been allowed to open in Russia. The Charter of the Russian Association of Non-State Education was adopted. To obtain permission to open a private school (kindergarten, university, etc.), which is issued by the Department of Education, it is necessary to submit a package of mandatory documents (the concept of training and education, the program and charter of the institution, information about the composition of the teaching staff, a certificate of funds for maintenance institutions). Based on the focus and content of their work, private educational institutions can be divided into several types:

Privileged, in which high quality education is provided for a very high fee;

For children who need special conditions for learning and individual development, who adapt poorly, have difficulty withstanding the strict regulation of their behavior and activities, and the intense rhythm of the educational institution; gifted children who need a special atmosphere for development and a special training program.

A new trend in the development of the Russian educational system has been the emergence of so-called non-traditional educational institutions, alternative public schools, kindergartens. Non-traditional educational institutions are characterized by such features as the specificity of the goals and content of education; voluntariness when parents and their children choose an institution of a certain orientation; relative administrative independence; a special atmosphere and moral climate that contribute to better adaptation of the child and his multifaceted development.

Alternative educational institutions include some gymnasiums and lyceums that have chosen their own profile and model of education (Moscow linguistic gymnasium with in-depth study of English and other foreign languages, including ancient ones; medical and philosophical school-lyceum at Moscow State University named after M.V. Lomonosov, etc.).

Alternative educational institutions are also kindergartens and R. Steiner schools, or the so-called waldorf schools, on the model of which educational institutions operate in 25 countries of the world, including Russia. Created in the early 20s. XX century Based on religious and philosophical teachings (anthroposophy), the pedagogical concept of Rudolf Steiner (1861-1925) was aimed at the spiritual development of the child’s personality, revealing his abilities with the help of special exercises. The core of the concept of education is the labor, artistic, and theatrical activities of the child. There are no stable curricula, programs, or textbooks in a Waldorf school; There is no strict regulation of students' lives. Children study without grades and have no fear of expulsion or repetition. Families of students are actively involved in the work of Waldorf schools.

Another example of non-traditional education is Maria Montessori's school (1870-1952). In this school, the main goal of education is to form a person who is responsible for his actions, who knows how to draw conclusions and independently make unconventional decisions in difficult situations. The basis of a child’s interaction with a teacher is the rule: “Help me do it myself.” A significant place in the educational process is given to the child’s work with M. Montessori’s didactic material, organized on the principle of autodidactism.

Unconventionality distinguishes work with children in national educational institutions, which are springing up everywhere (Tatar, Armenian, Jewish kindergartens in Moscow, St. Petersburg, Christian school “Pure Heart”, etc.). These institutions implement the ideas and traditions of national education in their work, provide education in their native language, and introduce people to the culture, history, and religion of the people.

Alternative educational institutions, complementing and expanding the framework of the state education system, provide great opportunities for choosing a model of training and education. However, the public in countries where the development of non-state educational institutions is taking place fears whether the creation of such institutions does not contradict the principles of democratization of education, or whether they will become a factor in the stratification of society.