If you are asked to name famous pedagogues, innovators, founders of your own school or school, what names will come to mind in the first place? Most likely, these will be pedagogical practitioners of past years, for example, A.S. Makarenko or K.D. Ushinsky. Meanwhile, there are many such outstanding personalities in the education system today. And among them Mikhail Petrovich Shchetinin stands out. How is it remarkable? And the fact that he is the creator of the "Russian patrimonial school." But what is it?
Mikhail Petrovich Shchetinin: biography
The future teacher was born in one of the villages of the Dagestan SSR in 1944. Having chosen a future professional path and becoming the director of a music school in Kizlyar, he simultaneously graduated from the Pedagogical Institute of the Saratov Region.
After moving to the Belgorod region and becoming the director of the school, Mikhail Petrovich begins to implement his pedagogical ideas.
A big impetus for the development of his concept was given by work at the research institute of the Soviet Pedagogical Academy of Sciences.
In 1994, in the village of Tecos of the Krasnodar Territory, on his initiative, an experimental boarding school was created. A significant part of the photo of the pedagogue of Mikhail Petrovich Shchetinin, which can be found on the Web, was taken precisely within the walls of his brainchild. One of them is presented below.
Pedagogical ideas of Mikhail Petrovich Shchetinin
Over the years of practical activity in the educated system, he was able to clearly formulate the main postulates of his educational system, the purpose of which is the formation of an integral, systematically thinking, creative personality of the student.
Key ideas:
- education should provide for maximum freedom for self-development;
- self-development is based on natural inclinations;
- each of us has a lot of opportunities for development;
- each child develops on its own trajectory and at an individual pace.
As a teacher, Mikhail Petrovich Shchetinin fully shares the ideas of the theory of cooperation. According to this concept, morality is formed on the basis of lifestyle, not instruction. For this, a child needs a special educational environment, the ability to work and be creative.
Russian school of Shchetinin
The image of the created experimental boarding school has some parallels with the Anton Makarenko workshop school. The basis of education, according to Mikhail Petrovich Shchetinin, is the spiritual and moral development of the student. And the task of the teaching staff is to create the conditions for the upbringing of an active independent personality with the necessary knowledge and skills. The cognitive process is organized in such a way that the student does not “prepare for life”, but “lives” and strives for development himself.
Why is the school named "patrimonial"? According to the teacher, the child can draw the necessary potential for comprehensive development from the experience of his ancestors, a kind of memory. Hence the upbringing of a special respectful and reverent attitude towards parents, pride in their family.
Studying programs
At the Lyceum Boarding School of Mikhail Petrovich Shchetinin, several types of programs are being implemented. Among them: educational, musical, choreographic, artistic, labor, sports. In this case, training is conducted according to the "immersion" method (intensive study of a specific subject for a certain time). During the year, students go through 3-4 such dives with an increasing level of complexity of the material: from simple acquaintance to critical analysis and creative processing.
In this case, there is an alternation of subject, motor, figurative types of classes.
The legacy of the Makarenko system is the priority of mutual learning and collective creativity. Therefore, the educational process is built in the framework of not a class system, but of different age groups. At the same time, each student can choose the pace of work, engage without strict assessments and coercion. Teachers actively encourage students' research interest, their desire to identify interdisciplinary.
Study "with immersion"
The foundations of the “immersion” methodology implemented at the Russian school were laid in the pedagogical concepts of Sh. Amonashvili and A. Ukhtomsky. M. Shchetinin considers this practice as a method of concentrated perception of an annual course of study in a short time. At the same time, better-performing students become assistants to the teacher and help their comrades master the course.
The mechanism of "immersion" in the subject is as follows:
- Immersion in the subject (gathering a group of interests, the choice of the main direction in the study of the topic, the perception of information during lectures of famous experts).
- The way out of "immersion": self-training, work in microgroups, identifying teaching assistants and consulting with them, rethinking the material within the group, drawing up reference schemes and plans.
- The final stage includes tests, pedagogical activities of assistant students, exams at the university level, preparation for admission.
Features of the pedagogical process
In the books of Mikhail Petrovich Shchetinin, special attention is paid to the problems of building a system of pedagogical interaction and the position of the teacher in this process. In his opinion, the teacher should guide and advise, but not indicate and lead in any way. The director of the boarding school tries to put this principle into practice. The educational process itself is also unusual, in which there are no:
- traditional classes;
- permanent offices;
- assessment;
- traditional textbooks;
- calls
- homework;
- pedagogical advice;
- moralizing.
At the same time, the guys actively participate in the economic and organizational life of the school, in which, in addition to the usual infrastructure, there is a bakery, a bathhouse, workshops, a soy milk production workshop, water wells, etc. Classes can be held in any of these rooms or on the street.
The rhythm of school life
Mikhail Petrovich Shchetinin, having accepted the ideas of a number of pedagogical schools, developed his own principles, in accordance with which the mode of education in a boarding school is built.
Education is completely free. The entire contingent of the school is divided into pedagogical research and production associations, in the structure of which laboratories and lyceums operate. All of these structures together form the Association.
Given the work on the "immersion" system, the rhythm of academic life is very saturated. The guys wake up at 5 in the morning, are engaged in physical training, then have breakfast and begin classes. Classes are complex, include a training component, dancing, sports exercises. After that, lunch, a break for an hour, then the guys begin to work in workshops, workshops and so on. After dinner, students are allocated free time, at 10 pm they will hang up. During their studies, children receive basic education and a working specialty (cook, seamstress, builder, etc.), and acquire skills in self-defense and creativity.
Such an educational regime does not include vacations and weekends. Meetings with parents are rare (several times a year). Therefore, upon admission, each student is assigned a test adaptation period.
Opinions of the pros and cons
Given the specificity of some ideas and the format of training, the pedagogical activity of Mikhail Petrovich sometimes receives mixed reviews from colleagues. Some even see signs of a totalitarian system in the boarding school system and do not consider such a format useful for the development of students. For the same reason, a photo of Mikhail Petrovich Shchetinin can be found in the press along with rather catchy headlines and comments.
But there is also a camp of ardent supporters of the system of this teacher. It is enough to give an example of a competition for admission to a boarding school, when the number of applicants exceeds the number of places three or four. Children from different regions of the Russian Federation come here.
The pedagogical system of Mikhail Shchetinin was recognized three times by UNESCO as one of the best in the world. The boarding school closely collaborates with the Roerich Center, and also receives support from Shalva Amonashvili.
Such an extraordinary educational phenomenon cannot but arouse interest.