Teacher Shchetinin Mikhail Petrovich. About admission to Shchetinin’s school

If your child is already asking questions to you, his parents, about whether there are any other schools where children acquire knowledge in a completely new way, then our material will be very useful to you. If he, your child himself, asks to go to the unique and world-famous school named after Mikhail Petrovich, then here too, with the help of our information, you can help him get there, and it is also possible to become its student. We will prepare parents for the opportunity for their children to touch and recognize themselves, revealing themselves in the educational process at the school named after Mikhail Petrovich Shchetinin.

We interviewed Valery Katruk, the father of our compatriot from Moldova, David, who studies at this school.

- Where does your parental responsibility and actions begin on the way to Shchetinin’s school?

From the understanding that this is the place where the Russian spiritual army is raised. The point is that belligerence is not meant as belligerence, but as the defense of very high moral values ​​of the Russian people. This is all something that is far from European values. On the one hand, you accept these Russian values, and on the other hand, you must be worthy of them. That is, you must be very strong to be their guardian. Therefore, it is very difficult there: uncompromising demands on physical fitness, mental and emotional self-control. The person is asked to be very strong. But not everyone wants to be strong people. Many people prefer to live half-empty and enjoy some very simple things. Decide whether you want to become the parent of a renewed child who has entered this brotherhood. Explain this to your student. And if the child sincerely wants this, then enrolling in Shchetinin’s school becomes a very simple action. , when they have a reception for enrollment of students.

- What documents do you need to have with you for admission?

There is also a full list of required documents on the website. It is standard and no different from documents for any school (birth certificate/passport, certificate from the clinic, certificate from the mayor’s office about family composition, Moldovan health insurance).

- What actions should you take next?

Send an electronic request to the school via the Internet.

Get consent.

Arrive there in the village of Tekos.

And understand this circumstance. You need to understand that they may ask you to leave on the very first day. If this happens, they will definitely explain to you why. Maybe they will see that your child doesn't want to, if that's really the case.

- Maybe then we should go straight to school, and then rent a hotel room?

Not necessary. Because the hotel and farmsteads near the school are inexpensive and daily. It’s better to arrive a day or two before you arrive at school. Firstly, you arrive from the road tired and need to rest and recuperate. Secondly, your attention is scattered, so you shouldn’t immediately go to the sea upon arrival.

For a day or two, it is advisable to stay in this environment, the same applicants for admission to school. As long as the general environment allows the child to prepare and mobilize for the main reason for which he is there. Tune in. It is very important.

- How much does hotel accommodation cost there per day?

Two hundred rubles per person. Relatively speaking, 70 lei per person per day.

-So the setup has happened, everyone is ready, what next?

Next, you need to show up on time at the appointed time, without being late. People gather at the barrier, a person meets them at a strictly appointed time, picks them up and they leave. Next, parents fill out questionnaires, specific and detailed. All the characteristics of your child will need to be indicated and described, including difficulties. The questionnaire is not formal. She reveals in great detail the essence of the child from the point of view of the parent. The form is filled out and submitted. Meanwhile, children study separately from their parents. And on this first day they may also be asked to leave. So be prepared. For some, even the first day is enough to understand that the child either cannot or does not cope with the educational process at Shchetinin’s school.

Then comes the second stage. Three days during which the parent still lives with the child in a hotel and just comes to school. In the event that during these three days such a rubicon comes at which some of the children will still be eliminated.

At the next stage, those children who move on move to live at school. And their parents stay separately in the hotel and support them. After this time, a new selection of children occurs again. Parents are gathered and the final decision is made whether the child remains in school or not. Explain why this decision was made, the difficulties and reasons. Parents whose children remain in school are encouraged to leave Tecos and go home. Now all hotel expenses are over.

-How long did your child stay at school?

For two months. During this time, the school bears full responsibility for the child. And during the same period at school, a final determination regarding further enrollment in school takes place. After a probationary period, the child can be officially enrolled in school.

-What changes with official enrollment in this institution?

Now the school is also responsible for the moral character of your child. There they will “hold him out” at least until the next year of study. So that he gets a certificate for the ninth grade, for example. By the middle of the year, no one will weed him out. Unless it's something outrageous.

-Were there any other expenses?

Yes. For food, during your stay, for travel. You also need to purchase a uniform for the student, without bright symbols. Clothing should be formal and special (white top and classic black pants). Appearance matters. Everything is quite calm in the style of clothing. We also need military clothing, a set and combat boots. Practical military uniform for strength training. Then you also need a set of bed linen and hygiene products. A list of everything will be given to you.

-You gave pocket money child and to what extent?

The easiest way, as I see it, is to open a card there, on the spot, and transfer pocket money there. To ensure that money is not lost and is controlled only by the owner, a bank card is perfect. There are no safes at school to store valuables. All documents are handed over to the administration, and everything else is freely available to students.

- What would you highlight regarding the parents of future lyceum students?

The main thing is that parents are no less involved in the process of entering school than the child. You can only cook, maintain morale, and go shopping if you take a vacation during this time. For about two weeks.

Thank you Valery for the interview and detailed description of your interesting parenting experience!

Valery Katruk

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Only the lazy do not know about Mikhail Petrovich Shchetinin’s school in the village of Tekos, Krasnodar Territory - its fame has spread far beyond the borders of the region, throughout Russia and abroad. Not a day goes by without guests: teachers from Siberia, the Far East, the Urals, and the Arctic come here to become students themselves for a while.
To understand what kind of miracle this is, Shchetinin’s school...

To see this huge courtyard flooded with the generous southern sun, an unexpected, amazing complex of buildings, merrily sparkling with multi-colored mosaics, humpbacked bridges in the courtyard and fabulous paths that lead to spreading trees. Hear a clear-voiced choir of children singing half-forgotten, poignant songs about the Motherland, duty and honor. Feel with all your open, stunned hearts all the novelty and dissimilarity of Shchetinin’s innovative pedagogy. Absorb and greedily catch every word of the author of this - I want to say - teaching, because there are no boring pedagogical lengths and descriptions in it, there is deep respect for the Child and the understanding that Rod and Love are the two main assistants of the teacher. Realize that there are no textbooks in the world - how to teach children “in Shchetinin’s way”, and this can only be learned this way - sitting and standing next to the Teacher, peering where his blue-blue gaze is directed, singing along to the melody falling from the tips of his fingers, grabbing a brush or a hammer - this is just as necessary and, together with the children, climbing onto the roof of a new tower under construction.

And all this time, slowly, gradually building in your soul the image of your new School - the school of the future.

“It’s surprising, but at first it seemed to me that I was in some other reality! - says Tamara Sergeevna Borisova, a primary school teacher from Gorno-Altaisk. - It doesn’t happen like that! - I wanted to say every time I saw something unimaginable in our ordinary high school.
- For example?

Yes, even how they greet a student: “Hello, great one!”... Or how the children themselves study the entire textbook and then themselves (!) teach the subject in their groups! Or how a seventh grader easily enters a university! And how the children sing and dance! Professional ensembles cannot keep up with them! In a word, everything here excites the pedagogical consciousness and makes us understand that the future of education is here, and not in our schools!..."

Tamara Sergeevna came here on behalf of the parent committee, which financed the entire long journey with one condition: to bring the Shchetinin method. Of course, she now understands that it was naive to think that in seven days you can comprehend what has been cultivated for decades. But we have to start somewhere! Why not study the methods of teaching subjects?

Mikhail Petrovich Shchetinin has a wonderful rule: do not waste a single minute forgetting educational material. Therefore, school subjects are taught here on the principle of “total immersion.” For example, studying mathematics. Firstly, there are no “classes” as such. There are laboratories with in-depth study and multi-age groups. Students in such groups complete the entire course in several “immersions” during the academic year. Each is more difficult than the previous one, and at the end - consolidation of the material. Therefore, here it is possible to complete the entire school educational course not in 11, but in 9 years. And in the remaining time, “immerse yourself,” for example, in higher mathematics at the 2nd year level of the institute.

By analogy, the example of pearl divers suggests itself. Yes, this technique also has “pearls” - this is self-acquired knowledge. The child does not just “go through” the subject, he engages in research. Therefore, at Shchetinin’s school there are no assessments - how can you evaluate research work, where a negative result is extremely important, since it allows you to begin working on the next model! And is it even possible to insult your fellow researcher with some kind of point mark?! And here we come to the main difference between the Shchetinin school.

Shchetinin's children - special. Calm, radiating some kind of special friendliness, welcoming, collected. In their gait, posture and wide turn of their shoulders, one can discern the refinement of movements, almost dancing fluidity. Yes, they all dance here. The dances are very different: Cossack dances and even mountain dances. And everyone sings too.
Simply, as in theory, all children are born talented. But at Shchetinin’s school this is also confirmed by practice.

No, they didn’t immediately become like that. We just found ourselves in the right environment. An environment where respect for each other, regardless of age and merit, is an axiom. Where they teach you to think and express your thoughts without fear of condemnation. Where they understand that being educated also means being able to work, draw, dance and have self-defense skills. Where they remember and honor their ancestors, and realize that they are not just boys and girls, but continuers of a glorious family. That's why everyone is great. And they study here not for a grade, but because they have to. After all, school is just a stage and adult life will begin outside the school walls, where you need to take responsibility.

For your knowledge. For the work. For family. For the country.

It seems - can a fourth grader feel such responsibility? Shchetinin - maybe. That’s why the topics of junior high school students’ reports could be, for example, “Reform of the teacher training system.” Or “Information war is a product of confrontation between cultures.”

Tricky? Of course, it is tricky and difficult to apply such a system to our ordinary secondary school. That’s why teachers come from all over and from all countries, because here the countdown is different. It is not in the system of marks and not in the introduction of Western education systems that they are taught to see a person of a new era, but in awakening the memory of the family, the memory of the seeking moral imperatives imprinted in history, words, traditions!

Is this new? Still so new! After all, we have forgotten where respect for a country begins - with respect for a Person. Even if he is five or fifteen years old, he already carries within himself everything necessary for the most complete and correct development.

As Mikhail Petrovich himself says: “No one teaches a grain of wheat how to build an ear, so are we, people, more primitive in origin? The ancestral memory contains all knowledge. Therefore, the only way we can help a child is to realize himself.” And one more thing: “The school in Tecos is doing everything so that there is no school. School is life. The school cannot operate within its walls. It’s not a school that needs to be created, but a homeland.”

Indeed, are knowledge and technology the main product of the education system? Personality is the basis that will find everything necessary to realize your plan. If there is a healthy, strong personality, nothing will lead such a student astray, force him to retreat or rush in the wrong direction. And what makes a country a country is not unknown electoral groups, but individuals.

This year, the Shchetinin school in Tekos, or more precisely, the boarding lyceum for the comprehensive formation of the personality of children and adolescents, turns 18 years old. All these years, the honored teacher of the Russian Federation, professor, academician of the Russian Academy of Education, and innovative teacher Mikhail Petrovich Shchetinin has been at the helm of this bold experiment. Over the years, UNESCO three times declared Shchetinin’s school the best in the world, and the name of M.P. Shchetinin is included in the list of outstanding people of the millennium.

It is gratifying that interest in Shchetinin’s school today is only growing. Does this mean that someday Shchetinin’s technique will be used on a much larger scale? Of course, time will tell, but I would still like to believe in it!

Elena Minilbayeva

Imagine that you are still in school. Most likely, you don’t like a lot - the attitude of teachers towards you, the attitude of students towards teachers, the way of teaching, the way of testing knowledge and much more, if not all. Now try to imagine an “ideal” school - one from which everything that you didn’t like was removed. Presented Then try to think about whether this ideal can be realized. It probably seems to you that this is impossible. But some people are not afraid of this, and they are actually trying to create a school where children want and enjoy studying (“teach THEMSELVES”) and teach others, and teachers help them with this.

Have you ever heard about Shchetinin's school? Both younger and older children there become students, teachers and methodologists for each other. But the main feature of the students of this school is something else - each of them is looking for their own answers to important questions: what is a Person, a Student, a Teacher Parents People who are nearby Homeland Nature Space What does this mean for me Some adults think that children are not able to think about such “sublime adult concepts” and perceive them. But no one at Shchetinin’s school would agree with this opinion. And they also say here: man came not to adapt to the world, not to copy it, but to build and transform life. Otherwise, how will the wishes of fathers, who always want their children to live better than them, be fulfilled?

Several years ago, a TV show called “Press Club” was released about the school of Mikhail Petrovich Shchetinin in the village of Tekos, Krasnodar Territory. This fact itself suggests that the school is a bright and unique phenomenon. But the program did not become a calm and objective story about this school. It contained accusations: “sectarianism,” “isolation,” “children do not master knowledge in accordance with the state standard.” For as long as pedagogy can remember, since the time of Socrates, the crowd has sought to “stone” bright teachers-philosophers for embarrassing the youth and teaching not according to the standard.

Of course, Shchetinin’s system, being a unique phenomenon in the world of modern education, causes controversy and mixed assessments. But the arguments of the “pedagogical killers” (the expression of Alexander Radov, a participant in the program) differ from the arguments of those arguing with Shchetinin on the merits. Killers don't argue, they seek to destroy.

The attempt to “destroy” Shchetinin’s school was not accidental. Many officials, encountering something unusual, that does not fit into their usual ideas, that is unlike what, in their opinion, a school should be, or what a teacher should be, or how the education system should be structured, find themselves unable to coexist with it incomprehensible and does not fit into their consciousness. What I don’t understand has no right to exist—that’s their simple and deadly logic.

Those who tried to understand the basic concept of Shchetinin’s school reacted to this school differently. From their point of view, Shchetinin made the greatest educational discovery. He discovered a new content of education. He built the way of life in his school, on his pedagogical “island,” in such a way that this way of life became the content of education. Of course, the regular school curriculum (academic subjects) is also available here; schoolchildren study both mathematics and biology. But this is the material, and the content was the way of life of Tekos. Building houses, getting food, protecting homes, art, communicating with each other.

And one more thing: all teachers have been saying for a long time that all children are different, and they not only have different learning rhythms, but also different areas for the fullest development of abilities. But so far only Shchetinin has been able to ensure that different children progress in learning at their own, exclusively individual pace. At Shchetinin’s school, the same student (for example, a tenth grader) can study, for example, physics according to the 9th grade program (because he needs a slower pace), history according to the 11th grade program, and architecture according to the university program. He does not have to stop studying all other subjects until he has passed all the tests in all subjects for a particular class; he can study each subject at his own pace. This is the principle of “continuous learning”.

In the “official” pedagogical science, the technology of M.P. The bristles are called "dipping". This means long-term study (from 3 to 9 days) of one verbal-symbolic subject (mathematics, or physics, or geographies, etc.). At the same time, lessons of the “main” (“left-hemisphere”) subject are interspersed with lessons in the figurative-emotional sphere (“right-hemisphere” subjects - music, painting, modeling, dancing), and the “immersions” themselves are repeated after a certain period of time.

Shchetinin expressed the idea that the decline in children’s health from class to class is largely due to the uneven load on the left- and right-hemisphere centers of the brain. “Our school specializes in the development of verbal-sign thinking, which means that almost all subjects, if we use the terminology of the study of brain asymmetry, are “left-hemisphere,” that is, they form, so to speak, “algebraic” thinking. And that type of thinking , which we call intuitive, imaginative, actually creative, which is determined by the work of the right hemisphere of the brain, is negligibly represented in the system of school subjects - in their overall proportion in the curriculum.

What happens? Lessons of mathematics, literature, physics, chemistry go one after another - and part of the brain requires not just rest, but replenishment of energy expenditure. The other part, which has accumulated energy, urgently requires its release. Reset, as we see, practically does not occur. Both areas of the brain find themselves in an extremely uncomfortable state. The brain turns off. The student does not work, and if he does work, it is with low productivity. This imbalance leads to the fact that two thirds of the teaching time are “asleep”. That’s why we need a curriculum in which the subjects of the figurative-emotional and conceptual-logical cycles would be presented equally.”

For the first time, a curriculum designed for the technology of “alternating” lessons for all grades was approved in June 1988 for the secondary school of the opening Center for the Comprehensive Personality Formation of Children and Adolescents (director M.P. Shchetinin) in the village of Azovskaya, Krasnodar Territory.

The obvious decrease in the number of hours on “left-hemisphere” subjects leads to the problem of concentrating knowledge or “compressing time” (the term of M.P. Shchetinin). Then the idea of ​​“immersion” as a “way of knowledge” arose. The doctrine of the dominant activity of A.I. was taken as a theoretical basis. Ukhtomsky, to systematize knowledge - the ideas of enlarging didactic units by P.M. Erdniev (he was a consultant for the experiment), for organizing collective educational activities - elements of V.F. Shatalova, Sh.A. Amonashvili, P.M. Erdnieva.

The first “dive” using this technology was carried out under the leadership of M.P. Shchetinin at the Zybkovsky secondary school from September 24 to 29, 1984 in the 9th grade in algebra (teacher O.A. Udod). "In 32 teaching hours, a year's course was completed (initial acquaintance with the subject). The second took place in the second quarter, a month and a half after the first, the third - three months after the second, in early March, the fourth - in mid-April. Each lasted from four up to seven days, but the essence of the subject, the area of ​​​​knowledge into which the class was immersed, were already familiar. The basic concepts and ideas of the course, captured in the first immersion, were further developed and specified, theoretical issues were studied deeply, comprehensively.

In November, already familiar formulas were derived, theorems were proved, and the system of concepts was revealed. In March, they reproduced the theory at a new level - in writing, orally, relying on visuals, models... In mid-April, the highest level of assimilation: inventing problems, experiments, creativity." In the same academic year, trial "immersions" were carried out in physics, in chemistry, geography. Constant consultations and scientific and methodological assistance were provided by scientists from the Poltava Pedagogical Institute.

The “immersion” model proposed by M.P. Shchetinin, tested in the period from 1983 to 1985. in the conditions of an experimental school in the village of Zybkovo, Onufrievsky district

Kirovograd region and from 1988 to 1994 in the conditions of the school of the Center for the integrated personality formation of children and adolescents in the village of Azovskaya, Seversky district, Krasnodar region. The fundamental difference between the work in the two schools is that in the conditions of the Zybkov school, the testing of the “immersion” model alternated with regular lesson classes, and in the conditions of the Azov experiment, training for the entire school was constantly carried out by “immersion” and in student groups of different ages.

“Immersion is a joint active work of the teacher and students (one and all), filled with specific, real content and meaning. In it, knowledge is not only better and more deeply absorbed, but also the ability to self-regulate activities, self-esteem, cooperation, and business communication is formed. As a result, common positions are developed, the collective mind is strengthened, a sense of duty and responsibility is developed, the best character traits are formed, the socially significant orientation of the individual is formed. The children get to know each other, the teacher, and he - his students, their interests, abilities, each person’s performance, the causes of difficulties. conflicts. All this helps the teacher make reasonable adjustments to his methodology, designing the further development of each student in the classes where immersion is carried out, a healthier psychological climate.”

So, the model of “immersion in the subject” proposed by M.P. Shchetinin, has the following required components:

1. Alternation of “contrasting” lessons, stipulated by a fundamentally new curriculum, which makes it possible to make the load on both hemispheres of the brain even.

2. Variety of forms of lessons with unity of content of educational material.

3. The presence of a “difference in potential” in the knowledge of students (either due to the fact that individual students are ahead of their peers in this subject, or due to the fact that students of different ages study this subject together), allowing them to “turn on” the work of mutual learning .

4. Systematization of knowledge, structuring it and presenting new material using compact structural and logical diagrams (concepts).

5. Collaboration between teacher and students to plan the educational process and analyze it. It is important not to neglect any of these components - otherwise the technology stops

"work". However, even if all these rules are observed, such a system has its drawbacks. If a student misses one or several days of classes (due to illness or any other reason) leads to a serious lag in his studies from his group, and, as experience shows, attempts to independently master such a large volume of material are not always successful. Usually, a lagging student is invited to classes in the corresponding “department”, where he is taught either by consultants from among the advanced students or by a teacher, but the main task of these “departments” is to work ahead, and not to catch up.

Another serious problem with immersion technology is the lack of suitable textbooks. Most textbooks are designed for lesson-based presentation of material and cannot meet the requirements of “immersion”, because they are not intended for this. This leads to either a superficial familiarity with the textbook or a refusal to use it. Experience shows that this negatively affects the student’s ability to work independently with a textbook.

The third serious drawback is the absence (yet!) of serious substantiated research that allows us to say with confidence after what period of time it makes sense to “immerse” ourselves in the subject again.

Further long-term experimental work on testing various models of “immersion” showed the inappropriateness of “immersion” in a subject in elementary school. To avoid this problem, it was decided to return to the idea of ​​“immersion in the image” (the original unsuccessful name was “thematic immersion”), which was already implemented in the conditions of the Azov ESPC school. The essence of this idea remains the same - most lessons (regardless of the subject) of the entire week in one or more classes work to create a single image. To enhance the learning effect, such a week can end with a themed holiday, which involves summarizing the knowledge gained during the week.

At the AESPC school, two options for “immersion in the image” were tested. The first was based on the calendar-everyday principle. According to the calendar (both agricultural and Orthodox) the “dives” were called “native”, “Christmas”, “Easter”, “spring”, “sea” (during a visiting school), “space” (for Cosmonautics Day),

“Pushkinskoe” (for the anniversary of A.S. Pushkin), “Mama’s” (for March 8), etc. All lessons of the week are permeated with a single spiritual and moral idea, which, without detriment to the program material, is supported by reading, languages, mathematics, music, art, and choreography. This allows you to fill them with spiritual and moral meaning. Experience shows that with this approach, interest in learning becomes higher.

The second version of “immersion in an image” was developed on the basis of a course in Russian history and tested in the second and third grades. Its essence lies in the fact that part of the weeks of the school year were based on topics of national history. During the first lesson on Monday, the history teacher gives an introduction to the topic of the week. Then, throughout the week, the leading teacher in language, reading, and mathematics lessons constantly returns to this topic, appropriately preparing language assignments and reading texts.

Experiments continue, schools work, children study - and parents have a question: where did it all start? Where did such a teacher come from who wanted to change the usual order and teach children differently? Let us turn to the book of M.P. himself for the answer. Shchetinin "Embrace the immensity. Notes of a teacher." (The full text of the book appeared in the library on our website today - come!)

It all started many years ago, when Mikhail Petrovich worked as a teacher at the Kizlyar music school. “We decided to find out (as far as possible in our conditions) what was the difference between those who “succeeded” and those who “didn’t succeed.” And the reason for success or failure was sought precisely in this difference. What are the interests of our students What do they like to do and would like to do in their free time? What is their daily routine? What do they manage to do in a week? To find out, we compiled various questionnaires.

These studies initially disappointed us. Students in the “strong” groups did not seem to have any significant differences from the “average” and “weak” groups. We already began to think that our idea had led nowhere. But, going through the questionnaires again and again, we suddenly discovered that there was a difference. It consisted in the breadth, quantity and depth of “side” interests. What if success in music depends more on the level of general development of a person than on any special, individual musical abilities? Maybe there is no ability in one without ability in many. We found another confirmation of this assumption when we compared the results of training the same students in a music school with their success in general education. It turned out that out of 100 percent of our excellent and good students, 98.3 percent studied at “4” and “5” and in general education subjects.

We decided to take a group of so-called “musically poorly gifted” students, that is, in the usual sense, “unpromising” students, and, by influencing the formation of “side” (!) interests, see whether this will affect the quality of their musical performance.

At first, we almost abandoned the usual form of specialty lessons. We read poems, wrote stories, made sketches, played sports games, went on hiking trips to the Terek, to the forest, and listened to mysterious stories by the night fire. Musical activities were not the main part of our work. During the lesson, I often played myself, and the guys listened. It is very difficult, almost impossible, for someone who “can’t do it” to maintain the desire to learn. Therefore, as the most precious thing, I cherished in them the feeling of love for music. The main thing is life, the story about it, about your impressions through music. There were lessons without a single musical sound, only heated, excited discussions about something this time more important than playing an instrument.

This is how the first year passed. Everyone moved to second grade. In the exams we looked no worse than anyone else. And the results of the second year of study exceeded even our expectations. Already in winter and spring, at the academic concert, the guys are among the best. And the third spring is ahead, a competition for the best performance of musical works. We all decided to get ready. The competition took into account culture, emotionality and, of course, performance technique and complexity of the works. We took a risk: we took plays of very high complexity. By that time, the students’ interest in music had strengthened and they began to believe in their abilities. We played a lot: the musical material changed for each (!) lesson. We had a firm opinion: the same thing cannot be given two lessons in a row, we must protect the feeling, the freshness of perception, and attention. To play quickly, to move your fingers quickly, means to think quickly. And what kind of thinking can there be during tediously monotonous endless exercises! Overnight trips to the forest or to the legendary Terek, stories about what we read, arguments, poems around the fire, and games still occupied a large place in our lives. Everyone grew as a person. That was the main thing.

And finally, the White Acacia competition. What words can we convey what we experienced when the jury unanimously decided to give all the prizes to representatives of our class? All the prizes are ours! Victory! As I see now, the head of the department of folk instruments comes up to me and says: “This can’t be... something is wrong here...” He expectantly looks into my eyes, looking for an answer, hoping to find out some secret. “The way you work on plays” - “We work on the person.”

I will remember this “it can’t be” ten years later, when a group of public education workers from the Kabardino-Balkarian Autonomous Soviet Socialist Republic, having visited the secondary school complex in Yasnye Zorya - a direct continuation of the Kizlyar Musical School - left an entry in the guest book: “What we saw in Yasnozorensky school, this cannot happen..." And a teacher from Severodonetsk, having read about us, will write angry lines to me: "You are misleading people by claiming that a person can do anything. How many tragedies, dissatisfaction, broken hopes will this one leave behind! a beautiful and completely false slogan: “Man can do everything!” You act cruelly and inhumanly. You tell him: “You can,” but your life is divided and will be divided into the strong and the weak. strong!" And he suddenly turned out to be, in fact^), not in words, weak, even insignificant. What would you order such a person to do? What advice would you give him? The science of genetics has proven the correctness of my words. So let's not look at the sky, dreaming of a "better lot" "Let's take a closer look at the actual state of affairs... Talent is an anomaly, dear colleague!"

More than twenty years have passed since the problem of talent first excited me. And we can say, without fear of exaggeration: there was not a day when I didn’t think about her. How to explain the unexpected rise of talent in one and the futility of the efforts of another Where are the limits of human capabilities Are there catalysts for talent These questions arose with me in the morning and haunted me everywhere I went. And sometimes they burst into sleep. It seemed that the answer was somewhere very close, now, grasping the saving thread, I would pull it out, but days passed, then years. The “found” revealed its imaginary nature.

And a thought arose: what if we look at our essence differently? Look at our body and brain differently; Imagine them as one whole. A very beautiful word: mind. Two things are heard in it: time and intelligence. One mind. A lot of information, “casts of reality” are simultaneously combined into a totality in the interrelation and difference of the components.

Is it possible to conduct training and upbringing without taking into account how they are perceived by the child? After all, what we give is accepted or rejected not by “something” with the name “child”, but by a living person who breathes, moves, feels, analyzes, generalizes, etc. .e. thinks. It is an integral biosystem, and underloading of one or another of its structures leads to a decrease in the activity of the thinking “I”.

Philosophy, psychology, sociology and other sciences provide new and new data about man. And we sometimes limit the range of searches. Today, success in pedagogy is impossible without understanding the origins of the development of life itself and synthesizing all knowledge about man.

Our experiment continues; there is still much to be tested. However, the path traveled, victories and defeats give reason to assert: in creating conditions for the timely development of all the child’s internal forces, all his inclinations, lies the key to talent. The search for ways to intensify the educational process, in particular a short lesson and daily training of the leading organs of perception in a variety of activities, is aimed at identifying the potential capabilities and abilities of each child and providing the necessary time for their formation and maximum implementation.

From the point of view of the impact on the student’s entire organism, on his psychophysiological system, the school day is actually one gruelingly long, intermittent lesson, glued together from various pieces of complex, mostly abstract, information. In our opinion, a different structure of the school day is needed. Harmonious development also requires a harmonious relationship between objects addressed to both signaling systems. Therefore, for the development of the first signal system, as well as the second, systematic and constant special educational and training activities are needed, designed to develop and improve the three leading analyzers - visual, auditory and motor!

The human sensory world requires a specially organized educational and training environment, where it is not just used, but thoughtfully, purposefully and comprehensively developed. Lessons on which the quality of mental activity in general depends should be on the school schedule every day. Currently, we have pedagogical practice that confirms the correctness of this conclusion. This is evidenced, for example, by the experience of Academician R.V. Silla in a number of secondary schools in the Estonian SSR. Daily physical education lessons significantly contribute to improving performance in natural and mathematical subjects. Research by A. Arshavsky, Yu. M. Protusenich, and T. V. Volkova speaks in favor of daily physical education lessons that relieve mental fatigue, which is a physiological prerequisite for normal brain development. Reliable scientific data indicate the positive impact of muscle activity on all physiological systems and functions of the child’s body.

They are consistent with research by domestic and foreign physiologists and hygienists on the harmful effects of physical inactivity on a person’s functional state. This confirms the correctness of I.P.’s conclusions. Pavlova about the interdependence of two signaling systems, about the need for their parallel development. If the activation of even one or two forms of perception gives a noticeable shift in improving the mental activity of students, then the improvement of all forms should lead to the full flowering of a person’s spiritual powers. Systematic, sufficiently deep development and improvement of the first signal system, non-verbal forms of thinking will return to school, in the figurative expression of J. Korczak, “Cinderella - feeling” wandering around the world.

Thinking about improving student self-government, we saw more and more clearly the need to create a different structure for the team itself. In the end, we came to a multi-age association, which has proven itself brilliantly in the experience of A.S. Makarenko. We tried to create multi-age associations before, but they were temporary. Some of the most successful were the production teams of the labor and recreation camps "Valiant" in Yasnye Zory and "Yasnye Zori" in Zybkov. Those who went through labor school in these groups were noticeably different from their peers in their combativeness and goodwill, willingness to take on difficult assignments, and a pronounced desire for both self-education and participation in the education of others.

The position of elder in which our students found themselves worked wonders. They were demanding of themselves and others, pulled themselves up, tried to improve and became better in order to be an example for their students. In turn, the younger ones, with the zeal of lovers, ran to carry out the instructions of the elders, catching “in both ears and both eyes” their every word and gesture.

“Anyone who is of sound mind,” Plato also testified, “always strives to be next to someone who is better than himself.” The elders are impressed by the attention of the younger ones. Seeing in him recognition of their merits, they actually discover them and get used to respecting themselves. By raising their younger comrades, they rebuild themselves and strive to become better. An excellent basis is created for the serious education of both, the spirit of collectivism arises as if by itself, the need for self-improvement, self-development, and the establishment of humane relations is formed.

The union of a younger student with an older one quenches a person’s thirst to be recognized and significant in the eyes of others. “When I grow up, I...” - the baby dreams. And how he wants to bring this “when” closer! The guys really want to get ahead of themselves, into their tomorrow, to try themselves in the big and important affairs of adults, to be where real life is. You can’t help but remember: “A spoon is for dinner,” when you look at the little hands of a first-grader grabbing adult tools. With what love his eyes look at the one who gave him the joy of testing himself! With what dignity he works next to his elders! So we need to give him the opportunity to act as his heart asks.

If we consider that a day in childhood is much “longer” than an adult’s day, it is not difficult to understand how hopelessly unrealistic a young person’s tomorrow seems. And as a consequence of our shortsightedness, the social activity of children decreases, the nihilism of a teenager “suddenly” appears, and his growing detachment from the adult world. We did not let him into our world when his heart cried out for it with prayer and hope. Is it any wonder at the disunity between the elders and the younger, their deafness to each other, if everyone is busy with his own business that is interesting only to him. Ask younger students if they often date older students. Is it possible to observe the communication of these children at school? But we want a community, a collectivity, in which gradually, step by step, every day the student grows “a little bit” as a person.

In order to meet this surprisingly beneficial need for education for recognition and respect from others, it is necessary to test children in a real socially significant matter. Such a business is the production of material assets. Productive work is the tempting door to the mysterious world of adult relationships to which a child’s heart is drawn. Even a younger person can open it if there are older guys next to him. Behind this door, unprecedented horizons for the education of students open up for the teacher. Philosopher E.V.

Ilyenkov emphasized that a person’s personality is formed when he produces a product that excites everyone else and is understandable to everyone else. And in fact, in order to somehow evaluate another, one must at least understand his very work, his product. Without knowing things, you cannot understand a person.

Productive work is a colossal means of education only because what it creates is visual, material, and accumulates the personality qualities of the creator, making a “freeze frame” of his strengths and weaknesses. In a work collective of different ages, the participation of everyone in a common cause makes it possible to unite the efforts of juniors and seniors, to distribute the load between them depending on the strengths, capabilities, and interests of each. The acuity, freshness of emotional reactions, spontaneity of judgments and impressions of younger people help those who are older to better see the matter itself, themselves, and others. In turn, the elders help the younger ones understand the essence of the matter, its significance, and organize work on the basis of mutual assistance and collectivism. In direct communication, actions and behavior of each and every person, “what is good and what is bad” is concretized, the most important human ability is formed “to see eternity in an instant, the vast world in a grain of sand.”

This concludes the story about Shchetinin’s school and we hope that everyone who is interested in this topic will read his book in full. If any of you have personal experience with this school (as a student, parent, teacher or just a guest) - we will be very glad to read (and possibly publish) your letter.

Attention! In a few months, such a school will open near St. Petersburg. If any of our readers wants to take part in the creation of this school or just try to send their child there, please write to me about it as soon as possible.

After we wrote about Shchetinin’s school last year, many readers asked where they could get additional information about when such a school would open in St. Petersburg, how to place their children there and how to get a job at Shchetinin’s school themselves. Unfortunately, I did not have answers to these questions - last year a school did not appear near St. Petersburg, and I do not yet know what will happen next.

If any of our readers can tell you about such schools in other cities, we will be happy to publish your letters.

And today I want to introduce you to a person who offered us several articles about Shchetinin’s schools and about eco-villages (it’s easy to guess that one is connected to the other). Articles can be found on the Internet, so today's edition of our newsletter is intended mainly for those who cannot or do not want ;-) to look for this information on their own.

Again about Shchetinin’s school. Sergey Trenkle

What is Shchetinin's school? In 1998, the UNESCO commission named it the best in the world.

Another thing: try to find a school where children study the program of a 10-year school in 1 year, learn 3 foreign languages ​​at the same time, can sing, dance, draw, learn 10-15 working specialties and receive 2-3 higher educations by the age of 16 . Moreover, it is not child prodigies who study there, but ordinary children.

It turns out that the whole secret lies in treating the child as an equal person. It is in an equal atmosphere of cooperation between children and adults that our (children and adults) previously dormant internal potentials are revealed.

It is probably not by chance that we were told about such a school, and it is precisely such a school that will be in the new eco-villages around our cities.

Only on equal terms does true cooperation occur and the impossible becomes possible.

V.A. Prilukin, "Hope of Russia" Yuri Krugloe, "Understanding Sinegorye"

The school of academician Mikhail Petrovich Shchetinin is an experimental secondary school, created in its current form in 1994 in the village of Tekos, Krasnodar Territory. THIS IS LIKE ALL OUR SCHOOLS SHOULD BE!

Mikhail Shchetinin is known throughout Russia for using innovative methods in pedagogy that promote early creative development. His students graduate from high school at the age of 14, and by the age of 18-20 they have three higher education degrees.

His experience and his pedagogical findings are studied by teachers from different countries.
He repeatedly became “Person of the Year” in the field of education.

The world organization UNESCO three times recognized the education system he developed as the best in the World and included the name of M.P. Shchetinin in the list of the greatest people of the past millennium.

The main goal of Mikhail Shchetinin’s school is the spiritual revival of Russia, service to the Fatherland, service to people.

At the same time, an information ban has been imposed on this school (almost nothing is said about it on television). And no wonder, because in this school the education is radically different from the universally implemented system of zombification and creating neurotics out of children. At Shchetinin's school, children teach children. The school program is completed over 1-3 years.

Shchetinin’s pedagogical system is based on several principles:

The first of them is the spiritual and moral development of a person. Love for one's neighbor and love for God, love for the Motherland. Spirituality is not declared at the level of rules and moral teachings, but is demonstrated by the own behavior of adults and children.

The second principle, which can be considered key for the acquisition of knowledge, is the desire for knowledge. At Shchetinin’s school they study by immersion in groups of different ages, and then each student can act as a teacher and explain to his peers everything that relates to the topic being studied. Being a teacher is very responsible and honorable.

The third basis of life at school is love of work. Students, with their own hands, in the literal sense of the word, build the world around them in which they live. They are proud of their achievements that are truly useful in life. The sense of beauty, the vision of beauty in the environment, the manifestation of creativity in all aspects of everyday life, as well as powerful physical training based on Russian hand-to-hand combat as a way of self-defense and helping to remove the aggression of the attacker are two more areas that do not go unnoticed in this pedagogical system, but occupy a very important place.

Shchetinin’s school in Tekos, or more precisely, the boarding lyceum for the comprehensive formation of the personality of children and adolescents, is already 20 years old. All these years, the honored teacher of the Russian Federation, professor, academician of the Russian Academy of Education, and innovative teacher Mikhail Petrovich Shchetinin has been at the helm of this bold experiment.

10 tips from a teacher who taught history at M.P. Shchetinin’s school:

1. The lesson begins with the student’s INTEREST in the subject.

2. Before you explain, please.

3. After students start smiling, INTRIGUE.

4. Once you are intrigued, EXPLAIN why they need it.

5. Convey your SURPRISE and ADMIRATION at what you explain.

6. AN UNEXPECTED EXAMPLE is remembered.

7. What is VISUAL and what CAN BE USED is remembered.

8. Higher class - when the student wants to RETHINK your information and EXPLAIN TO OTHERS.

9. They want to learn not from someone who knows the subject well, but from someone who has shown how much the STUDENT NEEDS it.

10. A lesson is not when someone who knows explains to those who don’t know, but when those gathered are GOOD TOGETHER. And what is also useful is a consequence!

You will learn more about Shchetinin’s school, its philosophy, how the educational process takes place, and the successes of school graduates from these videos.

Last year, while vacationing on the Black Sea, I accidentally visited Shchetinin’s School. It is located in the village of Tekos, Krasnodar Territory. For example, I learned about this school for the first time. I had never heard of anything like this before.
Anyone interested in esotericism is probably familiar with the book “Anastasia” by V. Maigret. They say that this school is mentioned there.
Shchetinin is one of the professors and teachers who, back in the 70s, were given the task of creating a school of the future. School of the 21st century. It seems that he is the only one who brought this matter to the end.

“Shchetinin, from our point of view, made the greatest educational discovery, which, of course, went unnoticed by his pogromists. He discovered a new content of education. He built a way of life in his school, on his pedagogical island, in such a way that this way of life became the content of education. Of course, there is a program, academic subjects, the guys study both mathematics and biology. But this is the material, and the content is the way of life of Tekos, getting food, protecting the home, art, communicating with each other. And one more thing: everyone talks about. the fact that children are different and they not only have different rhythms of learning, but also different areas of the most complete development of abilities. But so far only Shchetinin has been able to ensure that different children move in their learning at their own, exclusively individual pace. And therefore, in physics, Shchetinin’s student can. study in the 9th grade, and study architecture according to a university program. This is continuous education."

The excursion was given to us by the children themselves, and they told us (a small group, most of whom are very interested in all sorts of “knowledge”) about their lives. Here's what I found out.
In this school, the teachers are the children themselves. An eight-year-old child can be a teacher, for example, of a fourteen-year-old. All buildings were built by children (and very beautifully, real wooden architecture). The footprint is small. But everything is so cozy. And the inside of the buildings is very interesting and unusual: paintings on the walls and magnificent (I liked) frescoes.

“It’s impossible to understand anything on the spot. You just walk and look, with your eyes wide and your mouth open. And you really can’t believe your eyes.
A barely noticeable turn from the road - and immediate amazement: a strong stone tower with three floors, which in some important way is decisively different from the familiar cottages of our nouveau riche. This house-palace breathes with individuality and the charm of unfettered inspiration (later I will understand - it was built by children!).
We pass the courtyard-dining room, a passage, another courtyard, the front porch... Everywhere - in stone, wood, mosaic, paint - there is an imprinted search for beauty. One of Shchetinin’s formulas: “The artist is always right.” “Don’t redraw anything, don’t redo anything,” he said while they were building. And by the whim of childish inspiration, golden autumn splashed somewhere on the wall, stars scattered on the roof, flowers bloomed on the floor...
And there is not a speck of dust on everything. The attendants tirelessly wash and wipe the pavements, steps, and parquet floors after almost every person passing by. This usually shocks the “tourists”. In vain! Isn't it natural for an artist to cherish his creation? And isn't it natural for people tasked with maintaining cleanliness to maintain it honestly?
The same, by the way, can be said about the local custom of greeting everyone you meet. This is how things have been done since ancient times in any Russian village. It’s in the cities that we’ve gone completely nuts: now we go crazy with delight at the sight of elementary norms. It’s another matter that Shchetinin managed to poeticize this norm in the eyes of children. According to him, by saying “Hello!”, we encourage a person to live, to be, to continue. Moreover, we are “awakening the environment” - to assist him in this...
Behind the tower is the “dance floor”. The boards fit perfectly. The trees are not cut down - they are surrounded by flooring, which is why their trunks become like columns, and their crowns become patterned arches of this forest hall. Classes in choreography and hand-to-hand combat, “lights”, “round tables”, and general training sessions are held here. Here bedtime stories are told. Or watching a movie on VCR. As a rule, good, domestic, with a good meaning.
Further on there is a clearing with smaller towers, the dwellings of single “teaching staff”, boys and girls, often at the age of 15-18 having a higher education, or even more than one. There is construction going on behind the clearing. The school needs housing, a library, workshops, gyms... Behind the construction site there are forests, streams, lakes... "Tekos" - translated from Circassian - "Valley of Beauty"

I took these positive quotes here www.rodova.narod.ru
We asked the guys if school dropouts happen. They replied that there is no dropout as such. It happens by itself. Some can't keep up with the rhythm, some really miss their family. There we met one mother who said that she had come from some distant city (I don’t remember which one). He rents an apartment or house in the village and has been living next to his daughter for 3 years.
Our group was lucky. We met Shchetitnin himself. There were about 12 of us. And he invited all of us to visit him... in his office. He sat me down at the round table. Such a pleasant person to talk to. In some way he reminded me of my childhood favorite Doctor Aibolit. He told me a lot of interesting things. It even somehow fascinated me.
I'll quote a little more. This is almost what Shchetinin told us personally.

- Mikhail Petrovich, how did it all start, how was the idea of ​​such a center born?
-I think we are not starting, we are rather continuing what our ancestors did for centuries. It seems to me that we are not inventing anything, we are coming from the child. Perhaps I still have a child, a memory, a beginning. As a child, I dreamed a lot; then there was no TV in the house. We had a large library, my father collected us and read, and we listened. And then I fell asleep listening to my father’s reading, and the dream continued to rearrange the images in its own way. At an early age (I started reading around four years old, when there were no primers), I read fiction and classics. And then I told it to my peers and elders, but most often I fantasized, making up stories. Do you know what? About something that happened, is happening, and will happen, as if you are included in the imagery of Troy, this is how all our ancestors worked. Fairy tales like grandma told? She played on the occasion of what was happening, she did not invent them, she listened to the information field of life, the Universe and broadcast. And so are all children.

Mikhail Petrovich, by what principle do you select future students? Is this life experience or do you have psychic abilities?
- It seems to me that I am a very simple person. Like all ordinary people, I have an amazing gift of seeing, because people who imagine themselves to be more than an ordinary person do not see. Have you noticed that wise people, as a rule, are simple people, and when a person lacks intelligence, he begins to add to the lack of simplicity. I would really like you to look at me as a simple person, I am coming from sanity. And in the same way, when we meet people here, we want to find in them the basis for a simple, healthy vision of the world, we look for empathy in a person. The motives for teaching are very important to us. I just watched the girl, I took the button accordion and began to sing the song: “Oh, it’s not evening, it’s not evening.” (I am a Cossack, this is a Cossack song). It’s important to me how she feels about folk music, folk songs, whether the soul is alive or not. I see she feels it. I play “Slavyanka”, she cries, which means that the ancestral memory is alive. Man is an information system. When you start touching the information, you can immediately see the correspondence of the information. There is no way he will make anything of himself if in terms of informational aspirations he is not adequate, he has other interests, other needs, a different information space. Then, to what extent the first premises are confirmed, one can see in the process of ordinary simple labor: how one peels potatoes, how one washes the floor. If he engages in his chosen subject selflessly, as if it were his life’s work, if he does everything with quality, no matter what he does, this is the person who should be here. the most important thing is that everything he does is done for someone else. If I, as part of the world, work for the world, then I am the whole world, I am huge. I am big, I am in tune with him, and then he represents himself through me. I love this image, when the cell works for the body, the body works for the cell. The law of the whole. But no matter who comes to us, we try to work efficiently, even if it’s for three days. The direction of all our efforts so that when a person leaves here, he does not abandon us mentally, so that he goes, works, so that he does not leave humiliated, but with a feeling of gratitude.

He also interestingly said that each generation carries information about its great-grandfathers. And therefore, at school, children are brought up on stories, films and songs from the times of the Patriotic War.
He kindly took a photo with us. But something happened to my camera. It was at this point that he refused to work.
In general, personally, all this reminded me of old films from the “Youths in the Universe” series.

But this is all positive. Upon arriving home, I scoured the Internet to look for what they wrote about this unusual school. And I came across a lot of negative, negative statements. Here, for example, is an article.

WHAT IS HAPPENING INSIDE THE SHCHETININ SCHOOL: THE PRIEST'S VIEW...
UNDER THE CAP
“Shchetinin’s School” is a self-contained system that consumes what it generates: those who graduate from this school become its teachers. There is not a single case of fruitful work of a graduate of the Shchetininsky school outside its borders. “University students” undergo part-time and part-time studies without leaving the school walls.
Shchetinin’s school uses the “circle challenge” method, when the offender finds himself in front of the entire group, which is negatively disposed towards him and expresses his censure. Any non-compliance with the prescribed model of behavior is regarded as “Jewishness” (!?) and is subject to condemnation by the entire group. At the same time, the age of the person who has demonstrated “Jewish” qualities does not play any role: both an adult and a child are subject to measures of the same severity.
All information penetrating inside the “Shchetinin group” undergoes the most thorough filtering and strict control by the “Teacher” and his inner circle. Television and radio are completely excluded from the life of the group, as “sources of dirt.” Books, newspapers, magazines can be read only after Shchetinin’s personal sanction. According to adherents of the group, letters are illustrated before being issued to recipients, and telephone conversations are recorded and listened to. Visits with parents are strictly regulated and cannot be extended beyond the established period.
Adepts achieve the necessary qualities through the perception of the “clan school concept,” which presupposes the perception of oneself as a particle of the “clan.” This concept forces the adherent to inadequately perceive his role in the situation: for example, a 6-year-old boy on his birthday “to the question: “How old are you?”, answered: “A lot. Centuries are behind me. I am of a princely (?) family." And all the members of Shchetinin’s group do not imagine themselves in any other role than “saviors of Russia,” although, being divorced from real life, they are unlikely to imagine what Russia actually needs now. Leaving from the “Shchetinin group” is regarded primarily as a “betrayal of the Teacher.” In addition, the deterrent factor is the social benefits received by the group members: opportunities for free (including multiple higher education) education; exemption from military service - first as students, and then. like rural teachers. On top of everything else, an adept who has spent many years on a full salary, turns out to be completely disadapted outside the group, to the point that he has no experience in handling money.
The area of ​​marriage relations is also regulated by Shchetinin. There are cases when students of his complex who have long wanted to get married do not do this only because they do not have the sanction of the “Teacher”. On the other hand, there are examples of marriages concluded solely on the basis of the “blessing” of the group leader. One of the indications for marriage is the possibility of spouses traveling to their native places to live in order to create a branch of the Shchetininsky school there. In general, in publications covering the “Shchetinin” topic, the word “family” appears only in relation to “Shchetinin’s group.” The situation, however, is not new. Every totalitarian idea encroaches on the family. Everything described gives reason to see in the “Shchetinin group” typical signs of a totalitarian sect. The only thing that formally distinguishes it from a religious organization is the absence of a strictly formulated religious teaching. But a sect that disguises itself as a school of spiritual development and fist fighting is no less dangerous, if not more.
father ALEXEY (Kasatikov)

And under the article there are completely unflattering reviews.
Or here (if anyone is interested): http://www.sektam.net/modules.php?name=News&file=article&sid=550
I don't want to judge or condemn. But I know for sure that I would never send my child there. Even if my daughter met all their (school) standards and even, most likely, if I would never have had the opportunity to read such negative reviews.