I was asked the question, what would I regard as a good education. The pause has already dragged on, but I still can’t answer (this is difficult to do because you sort through people whom you consider educated and look for the area of intersection - it is small). I would like to redirect this question to all readers. With a preliminary clarifying question: is it possible to talk about the circle of knowledge necessary in order to be educated, and if not, is there enough of some volume or is something else needed? And if so, how extensive can it be?
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Indeed. I can imagine an answer finding support in the literature on the subject. That is, ancient languages and mathematics. I can roughly imagine what arguments such a point of view has, what kind of theory it is. But I have never seen a person educated in this way, that is, that he normally knew only this. I can formulate an "ideal" - for example, to know universally a lot, not just facts, but to understand the essence of the surrounding phenomena of the world. I met such people, although extremely rarely - of course, I can only be responsible for the fact that I did not see their shores, they knew much more than me. At the same time, they all complained that their education was terrible, insufficient, bad, they know amazingly little, study all their lives and do not stop regretting that, out of laziness, they do so little. And such people usually mention their teachers, who were really educated people, and here they are, those whom I have not seen - here they are.
I would probably phrase the question like this. In order not to be limited to rare, unique people, who in life are one, many - two. Let's start with ten. That is, the education of one person is a unique thing, there is nothing to compare with, but if ten well-known people are recruited with a certain education, it makes sense to look at the level of education.
That is - you meet a person, get acquainted, talk. Gradually it turns out that, if asked, you would say that your friend has an excellent education. At the level of the ten most educated people you've met in your life, well, or even more if you're lucky.
By what criteria will you determine this? Speech? Phrase structure? Knowledge? Ability to reason? Understanding the basics? Rare sanity? Knowledge of small details that betray a close acquaintance with different subjects? Special deep knowledge in one discipline? Universality, some knowledge of a wide range of problems? The same ancient languages? Or simply upon graduation from a certain university or school?
Why would you say that someone has a good, even excellent education?
Everyone knows what a BAD school is. But what is a good school?
I have heard dozens of different answers to this question. Moreover, in the family there are TWO different points of view on what a good school is - I think one thing, but my beloved, without five minutes a doctor of pedagogical sciences and a former (already) deputy director of the school, is completely different.
All the answers to the question in the title of the post that I happened to hear can be reduced to the following:
"A good school is one that teaches well" is the most popular answer.
"A good school is one where children feel comfortable"- the next most popular
"A good school is one that does not require anything from parents and copes with all its own and (children's) problems" - this is what parents rarely say directly, but very often mean.
"A good school is one where children are taught to THINK correctly, a school that prepares INTELLECTUALS" is my own answer
"A good school is one that correctly SOCIALIZES children, allows them to subsequently take their rightful place in life" - a variant of the beloved.
"A good school is a school that gives a holistic worldview"- the answer of one very intelligent theorist of pedagogy and teacher of the Siberian Federal University with many years of experience
Behind each of these answers latent form there is one or another idea about the MISSION of the school, about its goals and objectives. For some, the mission of the school is the transmission of knowledge, they are ready to give the rest to the child themselves, for others, the school is such an entertainment center where the child can, of course, learn something, but the main thing is to have a good time and get a lot of good emotions, for still others, the school is a "luggage office" where you can "hand over" your child every day and free yourself from caring for him for at least half a day. For her beloved (and this position is quite popular among the "new" teachers), the school is primarily a social institution and must ensure social stability and social progress. For me, the school is only in the second place a social institution, and in the first place - an institution for the reproduction of culture, and therefore the intellect is more important than socialization (however, for me, a person is just an epiphenomenon of thinking, what can I take from me, an unfinished SMD-shnik ...).
It seems to me that ALL of these ideas about a good school have a right to exist. Just schools should be MANY DIFFERENT. And parents (and from a certain age together with their children) should have the right to CHOOSE the type of school for their child. If you want a "translator of knowledge" - here's a school-translator of knowledge for you, if you want a "luggage locker" - here's a school-"luggage office for children", if you want successful socialization - here's a school-socializer for you. Only schools should honestly offer exactly what they actually do. We need a law, modeled on Western laws "On poor-quality advertising" - if you promise that your school trains intellectuals, but in fact the children just enjoy learning, but they fail at all the Olympiads - be kind, pay a fine to compensate for the loss of parents time and energy to teach your child is not the right thing. what they think is important to him.
Of course, this will “fall down”, or rather, will put the responsibility for the fate of the child COMPLETELY on the parent. But does anyone else sincerely believe that some smart (or not very smart) uncles who call themselves the "Ministry of Education" or "teachers-innovators" or just teachers are better than the parents of the child can take care of his future fate? For example, I don't believe in it. Education must become a PRIVATE MATTER, a personal project of the child and his parents, and educators must take their place among other professionals offering vital social services - doctors, media professionals, social technologists, etc.
And finally, a survey - naturally on the topic of the post.
What is a good school
a school that teaches well
3 (18.8 % )
a school where children feel comfortable
3 (18.8 % )
a school that does not require anything from parents and copes with all its problems on its own
0 (0.0 % )
school preparing INTELLECTUALS
2 (12.5 % )
a school that correctly SOCIALIZES children allows them to subsequently take a worthy place in life
Wikipedia gives the following definitions of education:
- transfer process knowledge accumulated in culture, to the individual.
- totality knowledge obtained in the process, as a result of training.
- level, degree knowledge or education (school, higher, etc.)
The transfer, receipt or possession of knowledge, in short. Those. the flood of theory into the brain of a child, in which the Russian education system has succeeded. In the West, by the way, the approach is more practical. Practice and application of theory in real life. In France, for example, there is a system of coefficients, i.e. each subject is assigned a certain coefficient, which affects the importance of good grades in a particular subject. Thus, in a college (high school), for example, this system forces the child to know mathematics and French as well as possible if he wants to pass a normal brevet (analogous to the OGE). At the same time, there is a compensatory system of the so-called average score, which allows you to get, for example, 8 points in history, which are compensated by 20 points in biology. The maximum score is twenty points, the passing score is ten.
Who is responsible for education?
In a global sense, the process regulates and forms the state, which, in the person of teachers, often believes that parents should actively participate in the process. Getting an education up to a certain level is an obligatory tick in the life of every citizen in most developed countries. In Russia, as far as I know, parents can get fined if the child does not receive an education. Another question is that there are several forms of this very education: from the now popular home education to external studies.
I like the definition from another article. Education isetc process or product of the formation of the mind, character and physical ability personality. And if we proceed from this approach, then the main thing is not to instill the skill of cramming and pouring information into short-term memory, but to develop curiosity and understanding what exactly interests a particular child. Awareness of one's desires, abilities and interests (rather than an imposed compulsory school curriculum) and an interesting presentation by teachers who spur curiosity is the key to a child's happiness in the future and endless self-knowledge, self-development and self-education. And then education is not limited to the walls of the school, then the child wants to read, go to museums, the opera, etc.
I would also add here an integral function of the school as an institution is the comprehension of the science of communication, which is one of the most important in the life of every person. As we know how to communicate, so we form friendly and professional ties, surround ourselves with a certain circle of people who shape us. And here the role of the school cannot be overestimated. The most important criterion when choosing a school is the psychological comfort of the child. If it is not there, then the school or form of education can be safely changed.
Answering our question, what is good education, I would use the following words:
Environment, people, interactions and processes that develop in a person the desire to learn, dig deeper, create and create.
And the key role here, if we are talking about the school, of course, is played by the teacher. In primary school, the school is not important, the teacher is important. Seniors are teachers. In our country, unfortunately, education is a priority more in words. The profession is not respected and not prestigious, people go there who have not managed to enter somewhere else .... In Europe, for example, teachers become teachers out of "love for art", since it is long and hard to study, the competition is unrealistically high, and passing exams very difficult. There are even one-year courses that help prepare directly for this exam, since it’s not easy to pass the first time! That's why The motivation of our and Western teachers is somewhat different.
What happens? We as parents have a certain vision of a "good education" for our children, given to us by previous generations and the system. Namely, a "good", or rather a private school, where the child will have fives in all subjects. And since a private school will give you any grades for your money, and fives in ordinary schools are also unclear what spill, we hire 150 tutors so that the child passes the exam at the exit. For the same reason, many are switching to home education. This is to the question of the level of education in Russia, which, according to Russian ratings, is almost ahead of the rest, which does not correspond to the estimates of independent world ratings. And in the middle of the 20th century, by the way, Russia was in fourth place in terms of the level of education in the world. So, at the exit, our poor unfortunate child goes to tutors all day long and does hateful lessons. And childhood transitional age with all the consequences, the first love and unwillingness to embody our ambitions, becoming excellent students, has not been canceled! ..... or canceled?.... we..... ourselves? Therefore, in one era we have 13 million unemployed lawyers, in another - economists, and happy people No!
After all, what do we really want for our children? We want our children to be happy, right? To find their life's work, become professionals and enjoy their work. To do this, it is not necessary to spend childhood and adolescence embodying someone's idea of \u200b\u200bhappiness and a good education, no matter what you put into this concept. For this they you just have to love: without conditions and claims! Do you agree?
What is a "good school"?
Essay
,
Director of the Lyceum No. 3 in Irkutsk
At all times, the most advanced parents were ready to make any sacrifice in order to arrange a child in a good (prestigious) school. It's only outwardly that all Soviet secondary educational institutions were similar. The difference in the quality of education (which was never officially advertised anywhere) was so significant that it was simply impossible to get from an ordinary public school to a prestigious university without long and expensive classes with tutors. However, in those years there was one, but a very significant difference from today: they taught everywhere for free. Modern secondary education already costs a pretty penny from the first grade. But also in prestigious public schools have to pay for additional services.
What is a good school? Some believe that everything is determined by a specific set of knowledge. For others, the development of the child's personality comes first. Many are sure that the school that provides admission to a certain institute is good. Ideally, a combination of all of the above is required.
Let's think together what general education educational institution can be classified as “good” and what it gives to a potential consumer - its student.
The first day of school - Knowledge Day, September 1. Colorful flowers, colorful balloons, well-dressed students, happy parents, good-natured teachers... Day of Knowledge... School and knowledge - this parallel, the connection in our perception is as stable and obvious as, for example, "shop - shopping". Children, why do we go to the store? Go shopping. What do they give us at school? Why do you go to school? For knowledge! And the imagination of any of us already draws alphabetic and alphabetical pictures hardened from childhood, numbers with white chalk on a green board, faces of loved ones and not so teachers, kids running after knowledge. And no one cares anymore that children go to school, if out of a thirst for something, then not knowledge.
In what year did the Battle of Grunvale take place and who won it? What family does the potato belong to? Who are halogens? What is the induction vector and where does it rotate? A rare adult will be able to answer any of these questions, and almost no one can answer all of them at once. Meanwhile, it is the responsibility of any student to know all this. He is given such dictations and equations that his parents cannot handle. They vaguely remember that they once had something the same ... when they were small ... And now they are big and can no longer. You, son, yourself somehow. And leaving school, a person begins to intensively get rid of the information that was stuffed into him there. He replaces knowledge in himself with data. Numbers cease to be numbers - these are already car numbers, dates, addresses, sums of money. In a word, everything to which logarithms and derivatives are inapplicable. Life passes according to some other laws than those studied at school. A broken TV cannot be explained in terms of physics. You need to hit him with your fist or, if everything is very serious, call the master - and he starts working.
To create the world in which we live, it was necessary to know a lot. To live in this world, to use it, you do not need to know practically anything. You will be surprised to learn that Montaigne could quote the ancient classics by heart, Denis Davydov could only speak to ladies in verse, and Captain Tatishchev alone, without ensembles, reference books and institutions, designed dams, factories and fortresses. But, since the construction of the world has been completed, encyclopedism and erudition are rapidly leaving it, in any case, going out of fashion.
On the other hand, there is too much knowledge. A person gives in to their shaft: it is impossible to know everything, but to know "at least something" - what's the point?
Therefore, the school becomes an anachronism. She, like centuries ago, is trying to teach the little man everything from quantum physics to modern poetry - an undertaking as impossible as it is absurd. Enthusiastic to the point of cloying "School years are wonderful, / With friendship, with a book, with a song ..." turns out to be unexpectedly accurate. "With a book" does not mean "reading". You can admire the book or even hold it under your arm.
A good school does not leave knowledge with a person, but the joy of participation in it. The delight of discovering the world, the conviction that it is knowable and lives by the rules - and the desire not to use the world, but to build it.
The main thing is to instill in your child a love of learning. If this is not done, he will not like to study all his life.
And a person should study all his life. Read all your life, improve your skills, keep up with the highest international standards. Then it will be a highly qualified specialist, an interesting interlocutor, an erudite.
Love. A love of learning is what the school should instill. Then the child will teach himself.
The child must love learning. He must aspire to school, want to go there.
Now let's talk about modern schools, the stay in which children still give dubious pleasure. Our schools instill double standards in the child. At home, in the apartment, he sees at least a normal bathroom (something that is not found in many Irkutsk schools). Many children cannot go to the toilet normally and endure going home, because decent conditions have not been created at school. They say: "Let them adapt." But why should they adapt to the worst case?!
Destroyed gyms. Dirt, dust! After all, the child will get used to it and then it will be so in his life. And no matter how much I teach or educate him, he sees an example in front of him. Consequently, the child at school should be created comfortable conditions in everything: in communication with teachers and students, as subjects taught, in safety, in technical conditions.
Returning to the question: "What is a good school?" - I will say: “Comfort is important not only for those who “came for knowledge”, but also for those who give this knowledge - for teachers.” A good strong team of teachers is the key to the success of any school. And here the work of the entire administrative team, headed by a good director, is important. A good school is formed only from a combination of at least two reasons: long-standing good traditions in this school and a good principal. Everything else will take care of itself: there will be teachers, and textbooks, and sponsors, and funds for repairs, and programs, and plans, and teaching aids. Everything goes well in a school where there is a good director and he is not interfered with. And there is no means in the world to make a school good with a bad director, at least introduce thousands of standards, at least twenty licenses, at least thirty certifications. If the school has a bad director, only an earthquake will help it, which will destroy it. But no human casualties.
Undoubtedly, good schools are needed for education, nothing else. What is a good school - one can argue endlessly, but nevertheless, all people know which school is good, which is bad. For me, a “good school” is a school that leaves with a person not knowledge, but the joy of participating in it; this is a school where comfortable conditions are created for all participants educational process; it is a school with a good leader - director - and with a strong team of talented teachers.
Mikhail Yakovlevich Shneider, director of gymnasium No. 45, Moscow:
– A good school satisfies the needs of the surrounding society. This means that good schools should be different. And in Moscow there are such people - for example, I really like the experience of Yamburg or Rachevsky.
For me, as a person (and director) with a liberal outlook, the following provisions are obvious. First, we have no right to decide for the child what he should become. We can only guess what he might become, and we offer a set of educational services so that he chooses his own path. Secondly, we must create the most favorable conditions for the formation of tolerance, the ability to live in a civil society, and law-abiding. The social dimension in general is very important in education - now it has almost disappeared from schools. Parents and students, unfortunately, often perceive the school as a "knowledge store". It seems to me that in our country - not only at school, but in the country in general - there is a very serious problems in the sphere of "man - man". This is what education should do. Everything else is much more clear.
Natalia Anatolyevna Kurdina, director of the MOU secondary school No. 9 named after. A.S. Pushkin with in-depth study of subjects of the physical and mathematical cycle, Perm:
- I personally close and dear to the point of view that the education of a person is the process of finding his own image. A good school should help the child find his image. I confess that, despite my growing professional sophistication over the years, my heart skips a beat when I meet a good school.
I rejoice for the children who have the opportunity to attend such a school every day; for the parents of these children, who do not waste their efforts on the daily "putting out school fires" and can think about the education of their child without fuss; for teachers who did not spill their teacher's happiness in the hustle and bustle of life; outside the city, village, where there is such a school: next to it is warmer, more reliable to live.
I am convinced that a good school is a small miracle created by people.
Efim Lazarevich Rachevsky, Director of the Tsaritsyno Education Center No. 548, Moscow:
“A good school is an effective school. What is the concept of efficiency for me? First of all, the school must be culturally appropriate. It is necessary to exclude from it that archaism that interferes with life. It is necessary to see the personality and personalize the pedagogical process as much as possible: to teach not a class, but a child. In addition, it is time to move away from school-centrism in education. It's time to understand that the school as a source of information is now far from being in the first place. We have a slogan hanging in the school lobby - the words of Mark Twain: "Going to school should not interfere with my education." At first, those who do not like to go to school were delighted. But it quickly became clear what was meant. Look: additional education is becoming extremely relevant today. I do not remember who, but very correctly called additional education the zone of proximal development of general education. Here the motivation of the child is completely different, no one drives him here. Additional education is one of the most important elements of an effective school.
Further, an effective school is one where the resource approach dominates. By the way, resources are not only money. The first and main one is the qualification resource of the personnel. The second is the time resource of the student and teacher. The third is informational. Today, the role of the school library has immeasurably increased. Nonsense that children began to read less. In the budget of our school, the library is a protected item.
Another aspect of an effective school is that its management should not be monopolized by the administration. In such a school there is a real legal space, and the subjects of the educational process are clearly aware of their rights and obligations. For example, we have ombudsmen - commissioners for the rights of participants in the education process. A very effective thing.
Tatyana Nikolaevna Romashina, director of gymnasium No. 1567, Moscow:
- A good school is one where you want to come without waiting for the end of the holidays, and where you don’t want to leave. This is the school where they teach. We have one parent who, before sending her child here, walked around the school and listened to what the children were talking about. And I found out that some people are talking about equations, others are talking about some kind of astrolabe - in general, about studying. And take a walk along the corridors, look. To just “buzili”, this is very little. During recess, children continue to learn.
Another good school is a school that has a good vector learning outcome, because it is important not only to study, but also to learn. It is easy to measure this result - how many children enter the university.
Tatyana Georgievna Malinkina, Principal of School No. 992 Izluchina, Moscow:
– I think that in a good school a certain common line should be built, for which all services would work. Maybe this aspect prevails for me, we ourselves are now engaged in the creation and running of the system, we are still taking shape as a school. We hope it's good.
For us, the main guideline in “construction” is the student: we want to educate, teach, prepare such a graduate who would not be ashamed of. After all, after us, they go to different schools, and we are always in a situation of “state acceptance” (our school is experimental: it has only primary classes). Therefore, if we graduate weak students, we will immediately feel it ourselves, losing the trust of secondary schools and parents of students, which we value very much.
Igor Anatolyevich Fastovsky, director of school No. 1301 with an in-depth study of economics, Moscow:
- This is the school that gives the child the opportunity to get the education he wants, the quality that he "can take." This is the main thing: it must provide an opportunity. And the child and his parents either use this opportunity or not.
- A child should receive in a good school the desire and ability to find knowledge, and through them the entrance to culture. We need to help the child build the primary vector of his immediate development. That is, to answer the question, how can I develop the individual that I have in order to move along the path of building my personality.
A good school should develop competencies that are somehow related to the future activities of a person. Simply put, this is what a person must be able to do in order to take action. The first is the generation of an idea, or the adoption of someone else's idea, which will become a working one, determining what I want to do. Then you need to initiate the emergence of a circle of people who will implement this idea together with me. This is an absolutely necessary competence for any person. Ability to design a move implementation of the idea, analyze the situation, calculate resources, the ability to present the entire course of work, communicate with people and use information technology - this is what is important.
Among other things, there is one more necessary thing, which I would define as the creation of one's own moral image. A lot of things are combined here: how to stop pride, and how to be tolerant, what it means to love, how to deal with hatred, and so on. After all, any activity, even carefully planned, is always threatened by something. If we learn to make envious comrades-in-arms, then we can say that we can do something.
A good school is an active school. Actively unlived knowledge is dead and useless. Here, perhaps, the main thing is to live knowledge in action, as it was lived by those people who generated it.
Alexander Semenovich Bubman, Director of the Moscow City Linguistic Gymnasium No. 1513:
A good school gives a good education. And for such education to take place, the student must evolve during the school from student to student. From training, in which he is the object of influence, it is necessary to go to teaching - an equal partnership.
Maria A. Steblina, Director high school No. 18, Surgut:
– A good school is a school in which no one is fettered by fear, where you want to go, where you can be yourself, and it will be pleasant for others. This is a place where respect for a person is a fact, where a child has the right to make a mistake, where the interaction of everyone with everyone is based on the norms of culture, and the main principles of life are purposefulness and naturalness, common sense.
Vladimir Lvovich Chudov, Director of Lyceum No. 1502 at MPEI, Moscow:
- A good school is a school with a strong teaching staff. A school that tries to meet the aspirations of parents - that is, first of all, it provides a basis for the development and self-determination of the child, a school with a good microclimate. You need a lot of trips, different events to make life interesting.
Children lack normal socialization - they sit in apartments, buried in computers. Parents raise them like flowers on a window, being afraid of everything and passing on their fear to their children. A good school is not necessarily a school that prepares for a university. This is an educational institution with a developed system of socialization of the child, including in working professions.