Rus Articles Journal

Fruits of alternative education. Part 2

the Beginning

Experience of many teachers shows that if at elementary school and teenage classes to pay prime attention to formation of collective, then and quality of education, even the most traditional, considerably increases. The teachers able to grow up such relations at which in collective a variety is appreciated and to children it is interesting to live together and it is pleasant to care about each other, achieve good results even in separate classes of schools, in general not focused on the designated values at all.

Alternative sprouts on the usual field

“Secret“ of these teachers that in work with children they seek to let to feel to everyone successful and understand that the known external “teenage manifestations“ - not wine of children, but only an indicator of these or those problems which are available for them which need to try to be resolved. Simply speaking, they go in for “normal“ pedagogics. It strongly differs from a mass situation when all problems of the teenager are shifted to him or parents, and a task of school only observance of the established framework of educational process where are recognized for norm the competition, emotional pressure and race behind the external mark which is put down by formal criteria is considered.

Most often in an arsenal of “normal“ teachers approximately. But, of course, alone to provide such approach within mass educational institutions very not easy and therefore “normal“ teachers against the general educational conveyor look nearly devotees.


In Russia in line with such “normal“ pedagogics supporters of sotsioigrovy approach, theatrical pedagogics, a collective way of training, pedagogics of support and other currents are able to work. If to step aside a little from children`s pedagogics, then it is important to note that today the idea of “the trained community“ is rather popular and very productive (learning society). It is actively used, in particular, in business and in social practice, setting a certain framework and reference points for the organization of activity of the developing collectives.

Training bypassing establishments

Alternative schools are remarkable

first of all creation of effective motivation to study. But quite often to solve this problem, and also it is possible to find community for nonlearning life of the child besides school. In this case the excessive time spent in school collective actually is lost and, it is worse than that, can kill interest in study at all. Search of ways of development of the school program taking into account specific features of the child and without serious consequences for his mentality, in particular with the individual choice of speed and an order of training, and also taking into account a way of life and the mode of activity both the child, and a family in general becomes a key task for parents.


in recent years the number of the parents who are taking away the children from school and training them independently constantly grows. It is one of the brightest indicators of trouble in system of mass school education. And this phenomenon is far not only Russian. In the USA already several million families refused to teach the children at schools and took the responsibility for their education. And in Russia every year this movement extends. It is clear, that parents, rather provided to spend necessary time with the child, and rather educated are able to afford such step to help it with development of school objects.

First of all they face need to teach the child to independent work with the text. And it is frequent, especially at teenage age, happens so that the child is rather ready to obey “foreign uncle“ - the teacher, than the family the father or mother. But responses and the multiplied descriptions of own experience which are easy for finding in the Internet, demonstrate that most of the parents who chose a way of family education cope with these problems. They are quite often come to the rescue by associations of the parents helping each other with training of the children.

Strangely enough, one of obstacles in a way of development of family education in Russia is lack of information of parents on such opportunity. The term “compulsory secondary education“ is perceived by many as obligation for the child of visit of school. However the Russian legislation explicitly allowed such form of education as family education. It is only necessary to decide on this difficult way, to write the application at the regional school and to pass there the flowing tests and examinations in objects. It is possible to do it, in particular, at schools through system of the external studies.

the External studies - the phenomenon not new to Russia if you remember, still Vladimir Ulyanov passed examinations without attending lectures. But in recent years, as the discontent of parents with mass school increases, it found new breath. In total with a possibility of individual occupations with the tutor the external studies - quite real way of education taking into account individual needs of the pupil. Restrictions are clear here: it is necessary to be valid in itself to pass for once examinations in all subjects of the school program and, of course, it is important to have if necessary financial opportunities for payment of individual occupations.

the Main advantage of the external studies - independently chosen rate of training allowing to pass examinations before usual terms without spending time for “otsizhivaniye“ of school lessons. And individual selection of teachers - tutors can increase quality of training. However, in this case responsibility for interest in study, depth of knowledge and examination completely lays down on parents and the pupil. The school carries out only function of the filter here - holds exams and issues the relevant document.

of Knowledge with home delivery

in the Soviet Union correspondence schools very promoted profound preparation on physics and mathematics, especially for the pupils living in the province, in rural areas. Regular rhythm of receiving tasks, the benevolent analysis of the sent works, opportunity to participate in groups “collective pupil“ when the school teacher is engaged with group on the “correspondence“ tasks, summer subject schools - all this actually was a parallel specialized education system. It opened for much the world of science and, the main thing, allowed to find tsennostno close people, to enter into community keen on common cause.

Labour-intensive process of check of works and conducting correspondence by mail in many respects stuck to

on enthusiasm of organizers of correspondence schools and the big case of students which practically on the volunteer beginnings checked works of school students. Emergence of computers and the Internet significantly changed possibilities of remote education. Delivery of texts accelerated sharply, became simpler and reduced the price. There is opportunity online - conferences and Internet seminars (them sometimes call webinars). There were all conditions for the real boom of remote education. However, with one important reservation.

In the correspondence study it is successful only that who already has a strong motivation and skill of independent work can join. Unfortunately, among the Russian school students such it is a little. Besides and to the most successful pupil real-life communication with peers and mentors is extremely important. So, it is necessary to create an environment of personal contact, and organizers of various correspondence schools pay it much attention now.

Other spaces

One of the most important functions of education - renewal, continuation and development of those communities in whom children are born and live. Children`s education - the most, perhaps, important mechanism of broadcast of culture of the relations and system of values therefore various sociocultural communities, in particular the ethnocultural groups living in a certain territory have to have an opportunity seriously to influence it. In this case fundamental difference from training in programs and textbooks - in transfer to children of not standardized knowledge of objects, and values and ways of a living arrangement of this district, culture, the people. Such way of training is characteristic of traditional societies where children live and work together with parents. In present society these links are broken, but the tendency is available: search of the forms of education allowing to combine modern mass education with traditional forms.


as Not less interesting and powerful resource of alternative education can serve the people who are carried away by the business. The former military who created national library and “warmed“ in it children who together with him sort read and discuss books; the artist - the restorer who is working in the village as the smith, took ten pupils whom he besides trains to fly on training in various arts at a paraplane; the researchers of dolphins involving in the researches of curious boys... Here children receive a lot of things that the school - from training of will power to knowledge will not give them, for example in biology which did not dream the school program. And all this not from - under sticks, and voluntarily and with huge interest.

From keen adults it is easy for p to throw the bridge in one more space of informal education. Once you in detail describe, scientific travel and expeditions are arranged. It is enough to tell that competently organized expedition - archaeological, ethnographic, ecological, astronomical in which children participate becomes for them not only the real school of life, but also science. It is very important that forwarding life naturally satisfies sharp need of teenagers for overcoming of daily routine and a monotonous daily routine. Huge value has experience of conducting active intellectual work in difficult living conditions, say, need daily irrespective of weather conditions to take readings from devices or to process field records. For most of school students experience of the concentrated “-headed work“ out of the comfortable educational room is absolutely new. Participation in similar activity increases self-confidence and develops ability to adapt to the changing circumstances, to overcome them and to independently obtain new information, new experience.

should mention

In this context the new round of popularity of “entertaining science“ observed in recent years. This tendency is especially noticeable in the western countries. The scientific museums with interactive exhibitions, educational travel serve as an additional resource for the school wishing to build in them the educational process. But more often the parents understanding that interest in study at the child is already undermined cool - fixed system address such programs and it should be restored somehow. In a similar situation the fascinating educational programs rehabilitating “sciences“ in the opinion of the school student visually are sharply necessary proving that excitedly it is possible not only to play soccer, but also to learn new.

What longer the mass school will resist natural desire of children to play and be fond of something and through it to study, that will develop more widely alternative education, taking more and more important place in life of society. And it is correct. Cool - the fixed system extended in the age of Enlightenment as a response to absolutely specific public need. Its shortcomings were obvious from the very beginning, and boys opposed many centuries to the cramming imposed to them. All literature of the 19th century is full images of the schoolboys hating the school and resisting it according to the lights. Remember Gek Fynn speaking: “I will not allow that circulation in school interfered with my education“. But only now the social system allows to hope for a wide circulation in the long term of alternative and more gumanistichny approaches to education.