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Education
(Discussion on materials of the unit)
E.BenYekhuda*
of
Humanitarian Engineering
(SHE)
CONCEPTUAL PROJECT
A fundamentally new direction of the
reforming of education, which brings it into correspondence with the public
processes, the world tendencies and the vital prospects. As the first step of
reforming the School of Humanitarian Engineering is projected.
The main ideas of reforming:
- representation of education not so much as the tool of a local (in a place and
time) social policy, but as means of public development and of public
significant problems solution; school not only as the mechanism of
reproduction, but also mechanism of development of a society;
- moving of the centre of attention from pprocess of transfer of knowledge to the
process of training of universal intellectual functions;
- expansion of a set of types of knowledgee and reorganization of an educational
material around of activity, instead of around of a subject.
- The localness of reforming, which considder a variety of conditions and needs
for education and providing safety of reforming the best.
Humanitarian Engineering are technologies of enrichment, multiplication of means
of thinking and activity of the person. It is opposed with social engineering as
to technologies of a manipulation by people
Within the Project framework solution have got such "eternal" problems of
school, as definition of an age scale, motivation of teaching, "selection of
necessary knowledge from the ocean " (what should teach to ), individualization
and socialization etc.
As a first step of reforming the School Humanitarian Engineering is projected.
The process of projection is composed of two stages: Conceptual (strategic) and
Working Design. This document is dedicated mainly to the first stage, so it
discusses the following subjects: analysis of the situation, introduction of
necessary concepts (such as the ideology of new education), consideration of its
purpose and public functions, the requirements for content and organization of
Working Design (which in its last stages is combined with the development of the
activity of real SHE). Working Design begins after the presence of the necessary
resources for performing of all work is revealed and confirmed.
The document is addressed to those, who can support this undertaking by
resources, including specialists, ready to become part of initiative-taking
group or to participate in the Working Design. The target of present publication
is find such people and organizations.
This version original was prepared by Dr. A.Kazarnovsky (laan34@013.net.il) and by Prof. M.Rats (ratzm@netvision.net.il), translated by U.Skomorovsky (skyurij@narod.ru), and it is intended for the first acquaintance with the Project.
Israel - 2001
1. Concept.
2.
Posing of problems .
3.
Modernization or development? Cultural and historical
orientations of the Project.
4.
Sources of requirements for the educational projects.
4.1. Cultural-historical
situation.
4.2.
Sociocultural situation.
5.
Project Concept.
5.1.
Why "Humanitarian Engineering"?
5.2.
Why SHE in Israel?
5.3.
Strategy of conversions.
6.
Characteristics of the Project.
7.
General plan of Working Design and its
organization.
8.
Applications.
8.1. Problems of policy and sectoring (particularism).
8.2.
Problems of mastery of activity.
8.3.
Situation in the Israeli school.
8.4.
Bases.
8.5.
Parts of the Working Design.
Part
I.
Part
II.
Part
III.
8.6.
Sense
of the Project within the framework of the school education
reform.
At the end of 2000 -
beginning 2001 the subject of Israeli education was discussed in the press. One
of the theses proposed was to make Israeli education the best in the world,
causing a considerable increase in the export potential of the country [1].This
idea seems to us very attractive, especially due to the deprivation in Israel of
economic resources and the complicated situation in the region (whose solution
isn’t going to happen soon). We consider it, not only a key to the relevant
reforming of education, but also a way to develop of the country, so that Israel
would occupy an appropriate place in the system of world labor division. We
believe that realization of this idea is possible by changing the orientation of
education from a science oriented education into an activity oriented education.
Such education will make it possible not only to explore, but also to change
human world. Our concept of achieving it consists of the creation of the
precedent of this education - the Schools of Humanitarian Engineering.
We begin from the development of the conceptual project, which organizes the
Working Design. We understand it clearly that the project will change during the
realization of the concept, and that it will affect methods and results of the
Working Design. For this reason, we do not describe the arrangement of SHE "from
Scratch". The declaring such "ideal project" as a final objective would be a
harmful utopia: it is the question of not the adaptation of known samples to the
local conditions, but of the creation of the new sample of school. Instead we
will draw a way towards SHE, by using the conceptual project as a vector, a
working layout, which assigns the direction of developments, the method of
motion. This forces us to conduct the work under a continuous reflexive control
and to ensure the cognitive means of the operational modification of the
project. In turn, this means that in the conceptualization, the organization and
the performance of the project, the methodological aspect appears (not only the
technical aspect). This methodology [ 2 ] is
developed almost half a century by a school of G.P.Shchedrovitsky and appears today (in many places
around the world) as the most effective version of methodologies.
Last time in USA, Russia, Israel, European countries and others, as well as in
UN related organizations, an increasing number of practitioners and public
workers come to the conclusion that there is a need to reform the education
system. What such like-mindedness is caused by? It is especially surprising if
we take into account the significant differences in public education systems
among those countries. We believe that it is due to three very important and
tightly interrelated tendencies of contemporary world.
One of them is widely known by the name of globalization, although more
precisely it should be divided into pare of tendencies: civilization
globalization and cultural regionalization. The second tendency does not have
this bright sign, but is discussed usually as the acceleration of changes. The
third, on the contrary, is known predominantly in its local manifestation and
"converted" forms (informatization, growth of the role of knowledge, the human
capital, and so on). We consider that behind all these details stands the
deepest tendency - intellectualizations of activity: an increase in role and
diversification of "intellectual labor" in the majority of the existing systems
of activity, and moreover in the forming of a new systems (For understanding of
the aforesaid one should consider that the knowledge is a product and a
converted form of the work of intellect). The intellectualization of activity
designates at the same time a constant renovation, artification of itself and
its products, artificial (mental) origin is playing an ever-larger role in the
world. The development of global economy becomes dependent not on manufacture of
the goods only, and from manufacture of innovations.
On the other hand, the system of education ruling in the world of European
culture had been formed in its present form in the epoch of the formation of
science and Enlightenment (XVII-XVIII centuries) and has the training process or
the process of translating of knowledge as its base process (see
8.6. Sense of the Project within the framework of the school education reform).
1-2 hundred years ago this system worked very effectively: the knowledge
obtained by people in the period of training became sufficient to them for all
their life. In the recent decades the world gradually, but radically changed.
Now even the young specialists encounter a deficiency in the knowledge obtained.
In many spheres of activity becomes it necessary to renew the knowledge every
couple of years. The idea of "disposable" knowledge, i.e. knowledge which are
operationally formed, according to the situation, and utilized, when the
necessity of them is passed, are extending . The nature of the knowledge
changes: it is required from it to be "not eternally true ", but situationally
efficient. As the school ignores this metamorphosis of knowledge and obstinately
continues to emphasis "fundamental" knowledge, the public needs do not change,
but the school becomes of inadequate to the new public function, brakes of
public development ever more.
The scientific origin of our education is manifested in its subject
organization and orientation to scientifically substantiated, and therefore the
uniquely correct solutions (subject is understood as one of possible "cuts" or
"projections" of the whole object; subject - basis of any specialty or
scientific branch). The subject organization of education and the knowledge
transmitted in this case deprives the students of an integral view on the
processes and the objects of real world. Due to the fast increasing complexity
of knowledge, the students lose capabilities for the goal-directed conversions
of it. This effect is aggravated by the habit to look for scientifically valid
solutions, even when there is a contradiction to the plurality of cultural and
value orientations, characteristic for the contemporary society. As a result the
capability to co-ordinate the different positions is losing: a political
activity degenerates into a political intrigue, conflicts last to infinity and
so forth (here and throughout the discussion deals not about the crisis of
science, but with the crisis of the scientific type of thinking, when it exceeds
the limits of its scope and becomes total).
Thus, the fundamental features of our system of education arrives in
contradiction with the realities of contemporary world (we will examine this
situation in detail below). From here follows the tendency of the communities
(and even of state structures) of different countries to reform the national
systems of education.
Nevertheless, it looks like as the concepts of the educational reforms don’t
take into account directly the considerations we discussed above. The concepts
are usually veiled, and frequently displaced by more pragmatic and simpler
considerations. This is natural: the potential reformers are themselves products
of the same, very unfit education system they want to change. Israel is not an
exception: situation lies in the fact that our local problems completely replace
in the consciousness of potential reformers the deep reasons for the necessary
changes in the sphere of education. Therefore the content of the “fundamental
concepts” or educations as a whole, the subject organization of knowledge and
their partial nature, rigid structure of class-lessons system are not discussed
at all. A similar narrowed regarding of a question deliberately causes the
reforms to be like a cosmetic repair of the obsolete system.
In general education is thought as
double process: translations of culture and formation ("education") of human
person. The pedagogic provides this process with means and ways.
Two types of the frame requirements to the educational projects are possible, at
least: basing on culture and outgoing from the analysis of contemporary [3]
historical processes.
The bearing on culture is connected to representation that somewhere (in various
countries, at various pedagogical schools) the norms, measurement standards and
samples of «ideal» school education are existing and could be involved. "The
Best Education" is understood as "assembly of the best in education", known for
today. Orienting on these anyhow known samples is necessary to decide task of
reforming of our education. In this case the pedagogic fall into a centre of
attention: talk is about pedagogical methods, technologies, about pedagogical
art. From that, apparently, it is necessary to determine, from what modes and
how far we have lagged, and the problem of improvement of education is reduced
to "refinement" and distribution of pedagogical methods and innovation
pedagogical projects. It's clear what to undertake: it is necessary to acquaint
with world samples, to transfer them to Israel, and also to intensify that
activity, that teachers at schools are engaged in now, to do the same, but more
and better, to increase "a level of knowledge" of the schoolboys. A Situation is
comprehended in the forms of such thinking, when one is follow from other,
including future is supposed to be a logical objective prolongation of the past.
This methodology of public transformations is widely known under a name of
modernization.
At a bearing on a history, the main sending (as it should be understandable from
item 2) is that the today's education has ceased to correspond to public
processes, world tendencies and vital outlooks, it does not prepare the people
for the solution of modern vital problems. Then sense and the paths of reforming
determine not known cultural samples and even not today's situation (as at
orientation to culture), but future, desirable situation. I.e. the aim on the
due which turns out not by a choice from a field of cash opportunities, as in
modernization, and at the expense of expansion of a field, is realized. In the
centre of attention the question on the contents of education [7]
is put, and only in its frameworks probably intelligent discussion of
pedagogical culture and pedagogical innovations.
And the maiden problem of reforming consists in definition as and what is
necessary to think about this due, why it is valuable for us. But between
current and future situations - anything is not present, any frames of
intellection and operating, any new resources, gap. So that simply to refuse
from maiden and directly to pass to second it is impossible. Firstly they are
thought in opposition to each other, and exist only in a pair, as two poles.
Only on a following step between them begins to be under construction some kind
of «bridge»: a program of action on transfer of an existing situation in
desirable. Programming - second problem of transformations. In the "cultural"
approach these problems do not exist. Such way of transformations is called as
development.
We receive the second approach and we see the purpose in executing the Project,
resting not on known samples (though, certainly, taking them into account), but
on actual historical processes and perspective zoetic problems. Here it is
required to organize broad front of analytical, exploratory and design
activities. For the first time for last 50 years it is necessary really to solve
the problem on a place, assigning and contents of our education, including "the
Jewish education", in modern Israel and world (in the rhetorical form it is
annually asked at the eve to September 1: " What purposes of school and that she
there teaches?").
The severe changes in our
life and the world indicate that the ontological representations about modern
world demand revision.
The general global tendency consists in transition from the industrial society
to the society of diverse type conditionally called post-industrial. The paces
of transition are those, that in developed countries, still it is not enough
having understood that by itself represents post-industrial, already discuss a
subject of the post-post-industrial society. It looks as if lose sense of
representations about a new social order as certain terminal arrival station.
This station does not any more exist , and we perceive, that we live in the
world, intrinsic feature which one becomes continuous variations of a social
order.
Not going into in-depth study of this unprecedented historical situation, we
shall pay attention to its propulsion: appearance in all spheres of life of the
public subjects, the intellectual power which one is commensurable to such
traditional structures, as a community, locale, state. They originate new public
processes at the expense of transformation of an intellectual potential into
universal resource and control its usage. "A game of processes" as
implementation "games of intelligence" sprang up. We are present at historical
replacement of pictures of the world: "the world as the subject" succumbs a
place to "the world as the process". The discrepancy of concepts and
representations acquired by us from a past world to this world secure constant
stay in a field of problems. Really, that in "world - process" mean customary
words: "safety", "stability", "prosperity", "policy", "conflicting" and many
other things, at last, "education", "training", "upbringing"? Same, as earlier,
or behind them other essences are situated already [13]?
Sense of this question - in necessity to change attitude to "concept": it
already has removed from a sphere unloved by broad masses of philosophy in the
practice and becomes a means of maintenance of effective operating. Probably
therefore there is a growth of value not of things and of even not ways of their
creation and use, not of the "know-how", but of intellection technologies, ways
of organization and reorganization of activity, of a production of new
knowledge, concepts and ideas, problems solving and a freshening our views on a
world. Today and in a visible outlook welfare of the people, the nations and
separate persons, capability of coexisting depend no more so much on possession
of "labour", natural resources, means of both "know-how" and other material
benefits, how much from capacity to accumulate and to use an intellectual
potential.
From here - demand not only and not it is so much on the specialists in those or
diverse domains of subject knowledge, not it is so much on "the aware people"
(because it is possible to know only about that is or was), how much on "the
thinking and perceiving people", capable to create new representations, ideas,
cultural shapes of thought and operating indispensable for coexisting in
dynamical and uncertain "world - process".
Other characteristic of the situation is the tendency to increase of cohesion
and interrelationship of processes, systems, infrastructures which one
determine a level and quality of our life - globalization. From here - essential
"incidental", often long-time and not up to the end counted influencing as if
local events on many other processes and a practice areas [14].
In analysts lexicon the terms "butterfly's effect" and "domino's
principle" expressing a complete sight on new realities have appeared. This
circumstance with all sharpness puts forward a problem on the responsibility of
the reformative subject and symmetrical to him of the adversarial subject, if he
is present (usually subjects are collective, and our question concerns to each
participant of body). We speak not about moral or legal, but about the
historical responsibility.
The states, peoples and even large corporations taking the responsibility for
the future, are compelled to take into account these circumstances and to
arrange for a motivation and conditions of social and professional mobility.
These directions of development become now in the centre of socio-cultural
policy of the states. In the field of education first of all they require the
answer to the question: to that to learn of a children, if it is not known, in
which conditions they should live? Also it is not clear, what experience to
transfer them: you see experience - not that other, as sheaf of the certain
actions with the certain type of object and situation, which we have taken
possession in the past of, but the situations and objects are updated with
kaleidoscopic speed. The loss of clearness in this question simply means loss of
freedom.
Such statement at once deduces for limits of methodology of regular thinking and
"scientifically proved" forecasts and requires" to be ready to all". The
constructive answer guesses changes in education systems: in the center of
attention it is necessary to put formation of abilities to manufacture of
indispensable knowledge - not only for adaptation to changes, but also for their
creation, and if it is required, also oppositions to certain changes. This
maiden and major requirement to the educational projects and programs. It is not
necessary to perceive it, certainly, so, that the training, as such, is
cancelled. The the matter concerns to combination of learning processes and
education (formation of the human person), to such organization, at which one a
certain fundamental knowledge is joint work of group of the pupils and teachers
"here and now" conformably to this or that educational situation. "Fundamental"
thus is became not naturally scientific knowledge about "objects" (physics,
chemistry etc.), but reflexive knowledge of intellection and activity, about
ways of obtaining, systematization and use of
knowledge of a different
type. Accordingly, base process of education becomes not customary transfer
to the pupil of finished knowledge, but development of functions of intellect
(look at the scheme 2 in the appendix 8.5. Parts of design
engineering). Obviously, requirements to the teachers also change. Let's
specify only one, but key, moment:: if until now sufficient was professional
Self-determination in spaces of samples and Fundamental knowledge, now for
teacher is necessary Experience of self-determination in space
thought-activity.
The second demand is to form an indispensable condition of responsibility of the
performance - capacity to perceive and to think whole, to construct whole and to
operate by whole, within the framework of which one the changes are implemented.
Differently, to arm the pupils by a ways of manufacture of knowledge not only
about that "that is necessary" and "probably", but also about that "that is
permissible" (safely on consequences) to do practically.
For an example we shall indicate only
two acute problems - are problems of the resolution of conflicts and problem of
mastering activity.
In the first case the matter is about a deficit of means of the resolution of
conflicts and formation of the society on a stuff of local communities (more
detail see 8.1. Problems of policy and sectoring.). Therefore
before the kernel system of education there is a problem to execute a function
of consolidation of communities. A path of its solution - accenting of mastering
of non-subject knowledge - about activity and intellection. This knowledge is
equally necessary for different communities as thought tools of conducting
dialogue for the sake of achievement of mutual understanding and public
arrangements.
In the second case the graduates leave school with a deficit of knowledge and
skills of an operation by activity, because of it their activity loses a
practicality. In "world - process" habitual means of modernization
(intensification of a digestion of knowledge, constant training for a new
profession and so on) lose efficiency (see 8.2. Problems of
mastering by activity). Obviously, the base school education should be such,
that disappeared, let not completely, necessity in constant raising the level of
one's qualification. That it was not necessary to pretend, as if by increase of
"quantity" of education it is possible to compensate his low original quality -
partial, incompleteness of a set of types of knowledge and absence of means of a
production of new knowledge indispensable for construction of integrated
activity and an operating by it.
— " —
At the same time, the today's mass school
is not that place, where the formulated above requirements to the educational
projects can be realized: its philosophy, the value reference points and
structure are incompatible to them. Are incompatible neither in the
objectively-ontological world-outlook plan, nor in plan of organization of the
pedagogical process (see 8.3. A situation at the Israeli school).
In Israel this situation one might as well to consider as the important
component of national safety.
Apparently, the transition to the doctrine of development in a sphere of
education will be long and very not easy. Is certainly unreal to attempt
suddenly to reform an existing national education system in such key. However
beginning to this process is necessary and probably to put already now.
We do not claim to elaboration of the reform concept, but we confine the
intentions with the project, which one nevertheless could be by a first step on
the path of implementation of the doctrine of development. It is the Project "
School of humanitarian engineering " (see 8.4. The basis and
8.6. Sense of the Project within the framework of school
education reform).
In the highest degree the demands of section 4 are realized in the sphere of contemporary [3] engineering.
When we use the term “Engineering” we usually mean a purposeful artificial and technical transformation of all kinds of material objects, using scientific knowledge. But lately such a concept is being changed at the expense of denialing the materiality of objects and broadening the use of all types of knowledge we know.
Up to nova days the main object of engineering export into our life is series of the products of its activities. They surround us. However engineering is bringing about an expansion of a special type in all other areas of life and activity: in the last decades is registered a still tendency of seizure by engineering new bases at the expense of transferring them itself – ways and means to organize its own thinking and activity, its values and world views. Such are the characteristic features and processes of engineering - calculation, purposefulness, work in scheme and over scheme, planning, projecting, constructing and so on – do not look exotic in the most different spheres of activity; we speak about social engineers, about engineer approaches in psychology, linguistic, pedagogy, ecology, we speak about financial and political technologies and so on – all quite seriously and sensibly.
Everywhere where is built new activity or transformed the existing activity and arise a necessity to overcome non-standard situations – an engineer become the main active participant and his activity itself – new particular object. The working out of new educational programs, planning and putting into effect election campaigns, absorption of repatriates, regional and urban development, assimilation of new territories (Negev, Galilee), reforming of electoral system, conflict solutions and so on – at present all these wants engineer work, engineer approach [25]. Engineering is turning into universal practice.
A human being was thought from time immemorial as a centaur-system in its way, a creature of two kinds, something artificially-naturally. In an analogous way can de presented the life of social system and the society as a whole. It is very important to mean that in engineering are combined “the natural” and “the artificial” in contradiction to natural sciences which deal with the first and technique which deal with the second one. But this is not enough. Modern engineering approach to transformation limit them not only in the framework of the “possible” (natural) and “wishable” (artificial), but also to be “obliged” or “permissible”, and that is not allowed to do in spite of possibility and wishability. The engineering approach allow to avoid irresponsible social experiments, taking into account only one of those extremes or being carried out disregarding “collateral” influences and the engineer education is called to arm people with methods and means of transformations not only objects of the material world but also the systems of activity and thinking which give birth to this objects. Special stress is laid on the social-humanitarian sphere. Such complex transforming activities we call humanitarian (or modern) engineering and speak about humanitarization areas of practice in which engineering penetrates and which it transforms. A glaring example is the humanitarian engineering activity in reforming the language by E.Ben Yehuda, we would like his name to be the symbol of our school.
Thus, the term “modern engineering” is loaded with two groups of meaning: Engineering-1 or E-1 – traditional (that is oriented on material objects) engineering together with providing it applied (including, scientific) knowledge and E-2 - engineering as realization of the engineering approach irrespective of a nature of transformable object with the accordingly extended case of providing knowledge. And the system of modern engineering education is understood, accordingly, in two senses: as system of introduction in actually engineering disciplines (E-1) and as system of coming-to-be of engineering thinking, penetrating into different areas of practice and reformative them (E-2).
The key spheres of humanitarian-engineering practice appear organizing-administrative activity, business (if to distinguish it from business), policy, military science. The last is directly closed with so-called reflexive management, the concept of radical reconsideration of methods and means of conducting modern war, and also new concept of safety is here again formed.
In our Project humanitarian engineering acts in three "persons":
As the sphere thinking-activity, inside which is created SHE (that is, we uses engineering means and forms of organization of works in creation SHE);
As universal practice, on which, as on a material, the processes of coming-to-be of intellectual functions of the pupils (so, the thinking-activity scheme becomes as a map of organization of educational process);
As sphere future ("adult") activity, for which it is necessary to prepare the schoolboy (that is, in educational process the processes engineering-2 - their start, expansion, realization, curls, and also trainings of these processes - should be reproduced).
Thus, the idea modern (humanitarian)
engineering is for us strategic idea-organizing bunch and the concept (thinking
about education and a place of its realization - about school), both design
engineering of school, and educational process, and further life of the
graduates.
Essential value for our Project have the features of
the State Israel - its brightly expressed artificial component. (We hope, the
term “artificial” after all said is not accepted negatively). Not enough time
has passed, that this artificiality has taken roots in a history, became
habitual, got natural. From our point of view, the processes of innovations
transition in state of nature in Israel should continuously be indemnified by
formation of following innovations: we see our country at the head of process of
intellectualization and artification of life.
Israel - state, originating which one can be represented as outcome of
humanitarian-engineering thought (Zionists): let's not forget that in the
precursor term the location of our country and its arrangement was debated. Just
so by product of engineering thought (E.Ben Yehuda) is modern Hebrew. Somewhat
and people of Israel as a nation which is generatrix the state, is revived
(hardly this process it is possible to consider finished) to life artificially.
We do not speak about the nature of modern Israel, which one largely is human's
handwork. With a problem of the future we consider formation of the Israeli
culture, which one only starts to peep out through the mosaic of cultures of set
of miscellaneous communities. We still fairly from being send from the period of
intensive self-creation, for the present we - the nation-project.
The idea of humanitarian engineering is conformable to experience of Zionistic
thought and practice. At all events urgency of this idea for Israel (and not
just for the Israeli education) is difficult for overestimating even if to mean
only forms of understanding of the modern history, and furthermore if to take
into account outlooks of activity on a further arrangement of our country.
Place and the role of Israel in the Jewish world gives this idea the special,
additional sense. Today children of many Jews from the whole world go in Israel
for obtaining conventional Jewish education. We would like to keep this
tradition, having supplemented the Jewish education with
humanitarian-engineering once. Let Jewish children go to Israel to consolidate
the national identification and to receive education giving to them even on some
time (while ideas of humanitarian engineering there was no generally accepted)
an advantage in relation to their whose is the same age, such education yet not
receiving.
On our view, said gives large sense of implementation of the Project of the
Humanitarian Engineering School in Israel. It, by the way, does not hinder
subsidiary study of version with parallel cultivation of a system of new
education at the Jewish schools of Russia and other countries. (Especially since
in Moscow there is a school (#1311), where the soil is already loosened for
sabadilla such).
As well as in any plutonic
transformations crucial importance in the given situation get a choice of
strategy and organization of works. The transition to performance of the
requirements of item 4 in scale of the country is connected to radical change of
the educational doctrine and all system of education. As this activity is
volumetric and is long, demands essential resources, and the today's society,
including a sphere of education, to it is not ready, we suppose, that the policy
of transformations should be based on ideas "of local social engineering" by
Karl Popper (It is useful to note, that the development strategy sold in a
series of the local projects, under all parameters, is diametrically opposite
officially selected in Russia and Israel of a path of modernization of the
national education system as a whole). In particular, the nearest steps of
transition should consist in creation of local precedents of engineering
education to preform a public opinion and to work through of the method. All to
begin, obviously, it is necessary from opening-up of the school teachers.
So, we carry out local experiment
supplied with research, analytical, methodological and expert support. Duration
of experiment 5-6 years. Experimental base - one of evening schools (working or
again created).
At a stage of experiment SHE supplements today's school and exists in parallel
with it. SHE (certification) does not compete to today's school on "to quantity
of knowledge" and legal status of the graduates (certification).
In SHE the study of school subjects is not cancelled. The main feature is, that
the pupils are included in subject (or polysubject) practical activity
- For executions which one are necessary kknowledge different (not only subject)
types;
- On which structures, as on a material, tthe processes humanitarian engineering,
individualization and socialization and trainings of intellectual functions are
developed. The forms of translation of scientific knowledge become one of kinds
of ensuring of the specified processes and, hence, are modified for execution of
this function.
The work will be carried out in cooperation with Igud Morim, MOFET MAFTEAH and
colleges of Israel, methodological and educational canters of Russia (Moscow)
and Ukraine (Kharkov).
We reckon on, that in experiment the following results will be received:
Generally valid:
- The concept and techniques of organizatiion of humanitarian engineering
education at school;
- The educational programs.
Local:
- Group of the teachers owning techniques;;
- Working SHE in Petah Tiqwa (Israel).
Personal:
- Trajectories of the further movement of the concrete graduates (" the plan of
life" on close prospect).
- Possession of ways of statement and probblem solving , conducting dialogue.
- Readiness for the creative acts and deveelopment of different spheres of
practice.
Thus, conditions for replication of experience SHE and creation of a network of
its branches will be created.
Financial estimation of the Project ~ up to 3 min. $ USD within 6 years. A
substantiation of expenses in a stage of study.
The stage of Working Design is under
construction in view of three "faces" humanitarian engineering (see
5.1. Why "
School Humane Engineering "?) also provides realization of different type works,
which are shared on three parts:
In the first part the initiative group solves tasks of base preparation of the
personnel future SHE:
Creates structure for preparation - Rates of preparation (RP).
Develops the Program of preparation (contents, forms of preparation).
In parallel carries out a set of the students on RP.
Carry out base preparation.
In the second part the preparation proceeds - students develop the Project SHE.
The in parallel initiative group carries out material and financial preparation
for opening SHE. Also together with the students the initiative group collects
the future schoolboys.
The third part of Working Design includes realization of the Project SHE,
correction during realization, author's supervision, judgment and distribution
of experience.
0 1 2
3 4 5 6
7 8 9 10
11 12 1 2 3
4 5 6 7
8 9 10 11
12 1 2 3 4
5 6
The circuit 1. A stage Working Design.
0 - beginning of design engineering.
The number of the executors, + - qualified executor, ++ - executors of maximum
qualification is specified in brackets
In the Appendix (8.5. The details of Working Design) are given for each part.
8. Additions
8.1. Problems of Politics and Separateness.
There were much said about no effectiveness, inabilities of our policy to manage with social conflicts. It's no wonder: our policy is regarding as struggle for power, as personage's activity for occupation of places in state hierarchy. This policy (lets call it policy-1) doesn't own methods of statement and solving problems, which are lying in the basement of any socially significant conflict. So in the center of attention fall methods of bargains and redistributions, including pressure by force, e. d. technical and technological aspects (the same as pedagogical means of nowadays education - see above), and corresponding political mind is characterizes by no wholeness. Because of its features it's not capable to grasp and understand the whole, by serving interests of the unique social group [21] (because of it we distinguish between "politician" and "statesman", we have plenty of the first kind, and the second ...). As the whole can't be represented in mind of such "technical" kind, policy-1 can't bear responsibility for the whole. What it lead to?
It is known, that we have different social groups (communities) as the traditional as modern. Till the last time status quo was supported privately as the balance of interests and pretensions of groups, based not on political pressure, but on ideological principles, shared by the most of population - Zionism principles in one of its variants. Now this balance was disturbed. Associations (of the clan - community type) are trying to intrude into other's "territory'', rebuild others with respect to its own pattern and likeness and step over borders which have been set before. Each group's
representations pretend to truthfulness and universality. And it is our reality. But the very fact of presence of different "universalities" talking, in the best case, about their truthfulness in the frames of their partial world, from view of mind dominating nowadays - scientific in naturalistic variant - can't be apprehended and realized, as nowadays science (as religion by the way) confessed the principle of uniqueness, universality of the truth. By interfering with social processes, this arguing transfer to them its structure. So the plurality of "truths" existing in reality is qualified as mistake, recreancy and should be removed immediately for the sake of principle of singleness. And it isn't surprising: as representatives of such insights are today's education's products. Conflict proceeds in forms which are standard, ideologized and reproduces ineffective solutions, moral exhortations, the calls for strong personality, preservation of the outer threat as uniting (more similar to restraining) force or simply abolishment of the no clear, means dangerous, at worst - its unification.Radical solution of situations of such unordinary kind (in contemporary world it became a rule) is impossible by means of policy-1. Attempts to find adequate means in culture's frames proved fruitless also (idea of "multiculturness" and its crafty, not legal expression in "
politcorrectness" - in reality, permissiveness, based on thee same policy-1 - policy of interests), namely because any culture - by virtue of source idea - has no priority. We do not own other active methods, and the end of this destructive process doesn't visible. The situation has gone out of control, thereby we actually acknowledge inability to cope it by today's type of organization of our thinking. As shown by Mark Ratz, "multicultural society qualitatively differs from monocultural from monocultural one: the second can reproduce peacefully with the help of its culture; while the first doesn't reproducible in principle: or it lives in the regime of constant problematization and solving problems, that is develops, or collapses to component parts". With bitterness we recognize, that last 5-7 years the second variant becomes the Israeli reality more and more while " the public consent " passes in area of the Israeli rhetoric more and more these are the two sides of one medal.Absence of means of achievement and support of the public consent represents for us real strategic threat. What does mean been bored "the world has come to movement"? It means, that new international elites are formed, contributions of the countries to world processes of updating are weighed, positions, the places occupied by the countries on political, economic, cultural and other world places are reconsidered. And these new places being on which welfare of any country in strongly connected world depends, are determined in a competition of images of the countries - by how these countries appear from the outside. Many of us who maintains communications with the Europe, America, Russia and other countries, come to confusion and despair, facing with a uncooperative altitude to Israel (though at a personal level, as a rule, all is
okay), with obstruction of various Israeli initiatives, with easing of cultural, scientific, trading communications till break. It is possible to find the concrete reasons in each case of such actions, to be indignant with unconscientiousness and juggling of our opponents, to hint at errors, anti-Semitism, etc. It is possible to call "to strengthen, "speed up" "to improve" campaigns in world mass-media, performances of intellectuals at the international conferences, friendly meetings, briefings in protection of Israel, etc., it is possible even to realize these appeals - all this doesn't cost of a broken penny. Therefore as an external image of the country doesn't forms by means of its transfer, but that became real contents of an internal public consensus. This contents and values standing up behind it are expertise by the world community. "It is not important, that other nations think, it is important, that Jews make", - such could be was possible to say and to act only in conditions of the public consent and then it had value, external authority and moral force. Today these words sound inappropriate, and more likely, sarcastically. It's look like that our place in the future world will be determined not by us.Two questions can be here: (1) is it enough for contemporary democracy the political thinking in
nowadays apprehension or social- cultural situation have changed so much from times of English bourgeois revolution, that the preservation of democracy as instrument for coordination of the various social interests demands other understanding of democracy - in the frames of another type of thinking? (2) Does the nowadays type of political thinking able to supply us with practical social transformations and lead us from the second regime of multiculturness?As a result arena of fight for ''light futures'' (Israel - "galachic" state, Islam republic, part of ''world village'', country of ''equal opportunities'', open society and others) has moved to area of demographic competitions. By estimations of exerts its outcome will come through about 30-40 years. Plurality and variability will be radically eliminated to pleasure of some groups and grief of others: someone again will appear in Diaspora. At all times and all people had "wise gudgeons", speech isn't about them , but about those few citizens, completely do not belonging to "week" social layers, in which experience of this prospect causes reaction of alienation "let it all gone to hell", conducts to asocial actions, 'suitcase mood'', emigration (lets take a look to Ben Gurion airport), weakness of spirit and state. Is this an inevitable final?
Statement of this question leads to problem of limitation оf sphere оf application of scientific type of thinking. How can it be done?
The radical limit can be set by accomplishment of two conditions: (1) occurrence in the first half of this period the big enough number of citizens with view of non the "uniform" world, defined by this or that cultural dogma, but many real worlds a variety of forms of life and thinking which are their intrinsic feature, and preservation of which is considered priority value; (2) Transition to a policy-2 which is constructed as competition of organizational - administrative programs and is focused on intellectually provided dialogue for revealing and resolution of problems and of conflicts behind them (that is not to be focused on redistribution of resources but on their increase). Opposite to policy-1 - this is not policy of interests but development. Both of these conditions can not be produced by means of propaganda, reading newspapers, religious literature or passages of fast training courses. They are connected with the other type of thinking which bases should be pawned since the childhood.
Let's pay attention that the brought example isn't single, conflicts and problem situations staying behind them - constant satellites of our life (we have reminded it in part.2). This circumstance couldn't be ignored more, opposite, it should be used for good. It means that educational system have to "supply" for these situations with people capable and able to join in collective activity, to adjust communication and cooperation
in it; to formulate purposes within the limits of this collective activity; to organize collective activity on achievement of the purposes; to look for new creative decisions in various conditions of situations; to criticize constructively the own decisions and the decisions of others, to find problem staying behind it to pass to looking for new decisions and so on.In connection with permanent variability and individuality of situations causing conflicts in "world-process", supporting of social agreement maintenance of the public consent demands permanent enrichment of our methods and means helping to recognize a constructive potential
in conflict: reveling and solving problems staying behind them. Other words, social consolidation represents not as state but as process, demanding not only the other forms of intellectual activity providing it, but it development also.Today's mass education is unable to provide these processes.
8.2. Problems of mastering by activity.
At present time already many people should receive the second higher education during a life, change specialization not once, and even a trade, an image, a way of life. The former kinds of activity are modified and new kinds arise, new trades, new cooperative connections of activities, requirements to the mastered kinds of activities change. In search of worthy workplaces many to some extent collide with necessity to transform their activity, to collect or disassemble it, to enter or to leave it, to bury, when it has exhausted, and to build new activity for oneself. In works of thinkers of the past and our contemporaries that fact was emphasized, that as people we exist as far as we are included in some activity, as we are figures, as during activity we enter different sorts of relation with other people. But only now, before our eyes concepts of activity became claimed and start to be realized, activity is realized as mass-like "object", operations above which are similar to what are carried out by the engineer (in traditional sense of this word) above the objects. And so there are in all spheres of our life, in all areas of concrete practices. To master these operations, conceptions about activity as the whole (activity does not have parts) are necessary, the complex of polytypic knowledge of activity is necessary, and only scientific (subject oriented) knowledge of it appears insufficiently.
Similarly to variability of activity, mobility of a manpower both in space, and in qualification continues to increase. The school has answered it with an orgy of means: more subjects, more lessons, more refined technique, more dense "packing" of knowledge due to psycho-techniques, instead of the unwrapped knowledge - their catalogue, etc. It is race behind own shadow, the limit of exhaustion of which is already visible.
Uncertainty of the future career of the graduate forces to doubt and of expediency of subject specialization (profiling) in the senior classes which appears as useful as and harmful. (Schools in America and England already refuse from profiling. Years, probably, through 10 our organizers of education will understand it also. In conditions of changes subjectivness in "world-process" any conciliatory proposal ("golden mean") of this question will be at random also.
Other answer in a pursuit of a labor market became a network of establishments for improvement of professional skill and a training for a new profession which was established in many countries at a level of the state programs (its logic conclusion - in the thesis: "to study all life"). Its purpose - fast "adjustment" of the person under the certain activity: in ideology of this network the person still remains on the same level as material, product, means, and other components of activity as was appreciated in an industrial society. Today this ideology is still alive (we have it maintained by influential figures of education who risk to lose incomes and the social status at its canceling), but is inefficient: it was quickly enough found out, that the system manages very expensively and does not justify itself economically. It, certainly, gives the certain rates of growth in industrial sectors which are still kept, but expenses often exceed the achieved effect. Thus it also is late, so cannot be applied in a mode of development. But if the school not in a condition to serve a labor market which dynamics is now defined outside of school, it could be worth to think of increase of its role in formation of a labor market? [20]
8.3. Situation in Israeli school: why and which educational reform is needed.
Whether there are bases for realization of new requirements at our school? No, and attempts of such base's creation are not visible too.
Our public including pedagogical, and the more to the bodies responsible for education, the situation in general is represented absolutely other. Actually, in conditions of domination (by the way, not only in Israel) the natural-science doctrine it cannot be differently. The analysis of a situation in sphere of education - extensive enough theme. We hope, that as a whole this situation is clear from told above and we'll be limited here to brief consideration of its two fragments which seem to us key fragments.
Reproduction of naturalism.
Up to now the mass school professes all the same ideas of its purpose and construction which have been put forward in XVII - XVIII centuries, all the same orientation on accumulation of knowledge almost as synonym of erudition and guaranty of development of the person and society. And knowledge of the certain type - scientific in a naturalistic variant. Any subject is simply copy of a scientific subject. Probably only healthy natural " resistance of a material " and imperfection of pedagogical methods and techniques saves schoolboys from prospect to become scientists without exception. This orientation is based on "the cultural approach" (see item 3), and the culture is represented in the form of vast pantry in which "there is all". In this sense the school is as though switched off from historical time, and only spasms from a soreness of the mouth caused by next "experiment" of political establishment, run on its serene face.
Meanwhile "fundamental" (in dominating sights) natural sciences, roughly speaking, describe only processes, which proceed without intervention of man (or can be presented so), that is form the volume of knowledge about natural component of the process-world. Artificial component, set by the men-figure, is not seized by scientific knowledge (but it is represented in knowledge of other types: constructive-technical, practice-methodical, humanitarian and methodological - see the Scheme 2). It is especially important for understanding, that opposition "natural" and "artificial" as major category of our thinking yet did not become property of culture.
Within the limits of opposition "artificial" and "natural" the future can be thought, accordingly, or as “ an empty place ” which filling depends on our actions, or, on the contrary, as a condition connected with the present by a chain of natural relationships of cause and effect. In the second case it appears as a picture though drawn by a fog of uncertainty, which density symbolizes a fragmentariness of scientific knowledge, but always this place is already filled with something, there is something already lays on it - by virtue of certain scientific laws. Anything is impossible to put in the future by the own will, and any project activity within the limits of a scientific picture of the world, strictly speaking, is impossible. Therefore there are no converting tasks in a science. And cognitive activity is represented one-sidedly: mainly as accumulation of scientific knowledge to the detriment of its "symmetric" representation as transformations of system of the saved up knowledge.
On a popular appeal " the school should teach to think " the most advanced today's teacher reacts an intensification of teaching of mathematics and natural sciences: as a rule, his cogitative means do not allow to distinguish thinking and its product - knowledge. And at the best, his concepts about thinking are limited by one form of existence of thinking - a reasoning, a discourse when the thinking moves with respect to preset (scientific) logic. Such forms as supposing o (frameworks, schemes, ideas, ontology, concepts, etc.), transcendental thinking (an exit from the frameworks put, change of spaces of reasoning), self-determination, appear are inaccessible neither to him, nor his pupils.
Total scientific character of school education appears not only in a priority of knowledge of scientific type, but also in the organization of pedagogical process when, for example, on the basis of "scientific researches" age groups are determined by mental ("natural") opportunities of the pupil under which those or other pedagogical methods and the technologies adequate to his intelligence then steal up. However, as it has been proved forty more years before (V.V.Davydov), all is much more difficult: in practice the today's age scale is determined not so much by mental characteristics of the age, as by existing pedagogical methods and the class-lessons organization of educational process. But the scientific thinking does not notice this "artificial" moment. As a result at our school, especially, initial and average, "effect Maugli" arises (this consequence is noticeable by all): if to think of and concern to the child as to " natural object " we shall receive him in a reality. In the senior classes, on the contrary, child is concerned as to pure "artificial object" which it could be filled with a chasm of knowledge: there is no place to escape - "bagrut" and a life are ahead, here is not up to a science, it is necessary to make pragmatically decisions. But the pupil leaves the elementary grades, being not burdened by functional literacy (the account, the writing, connectivity of a statement of the ideas, skill to concentrate attention, skill to work, etc.), And to make up for it is already late. Result - fragility of knowledge, inability to use them: whatever is proclaimed, actually senior school is focused on success of entering to the high school, but not on success of the learning in high school. The pedagogical public discusses this phenomenon as "break of initial and senior schools" and offers the obvious decision: to distribute a teaching material more or less in regular intervals along years of training. But business does not go further, as the problem consists not in loss of a way of division of a piece to equal parts, and in lack of scientific thinking of tools of a combination "artificial" with "natural" without which every redistribution threatens to become the next mechanistic inefficient entertainment.
The motivation to study became an inescapable
problem of school. And it's connected with understanding of study as process of
purchase of subject knowledge also. Therefore, when speak, that study should be
a holiday, one mean that children whether congenitally, whether under influence
of education, like to receive knowledge. In practice it's not observed.
" Why or what for to study? " - a natural question of the child. " To receive
knowledge, they are useful always and will be useful in a life ", - the adult
answers. More in detail, there are three variants of answers: the appeal to the
past (family or national traditions, the law on general education), the appeal
to the future (positive - "when you'll be taught - you'll become the owner, the
academician, well-known person, you will continue business of parents" and
negative - "if you'll not study, you'll not receive "bagrut", you'll be street
cleaner as uncle Igal"). At last, the reference to the present - attempt to make
a subject interesting, more often through the person of the teacher.
Effectiveness of first two variants is limited by small horizons of child's
thinking capacity and his inability to
incur the responsibility for his life and keeps only on authority of adults - a
basis that is rather shaky in our time of changes.
The third variant it is more complex. Certainly, the certain activity is carried
out at school which is training. By not incoming in characteristics of its
quality, but only having looked at structure (see for example,
here),
it is possible to see easily, that the child takes a place of "a processable
material" in it, but not a place of the subject. The third variant it is more
complex. Certainly, the certain activity is carried out at school which is
training. By not discussing characteristics of its quality, but only having
looked at structure (see for example, here), it is possible to see easily, that
the child takes
It is considered, that " the school prepares for a life ", that is models a "adult" life in the cognizable child forms. If to concern to this key thesis seriously, it would be necessary to pay special attention, in particular, to "pair" processes of an individualization and socialization.[16] Now the form of the socially-spatial organization of children's collective is the class. In a life in one business people of 2 - 3 generations usually cooperate that provides transfer of experience. Whether did anybody see in a "adult" life one-age collectives (except for army and similar extreme cases)? [22]. Then what experience of socialization is taken out by the child from school? And why we are surprised to "bad behavior" and "absence of culture" if the school puts the child in position when he is compelled to be socialized itself "under a fence", spontaneously? Whether the high-grade individualization of the child in conditions of the deformed socialization is possible? Also what it is possible to oppose movement for externalization of educations, as reaction to the deformed socialization (in a number of countries, including in America, this movement becomes more and more popular, so, will come to Israel soon)?
Often proclaimed thesis that the school should release " the free people, capable to live in a democratic society ", could not be realized in conditions of transfer of knowledge of scientific type: the scientific thinking is monologue like, scientific knowledge is normative and cultivating them forms such thinking which aspires to be entered in the norms preset, that is very useful for "operated democracy" and democratic rhetoric. It appears, that all these theses carry out today only function of unfair advertising of rudimentary social policy.
One more consequence of the scientific organization of
thinking is shown in actions of the teacher, aspiring to develop in children
understanding. As a rule, to the pupil is offered to retell the text ("text" -
in the broad sense of the word) and to answer questions on the contents of the
text. Satisfactory, logical answers should testify that the understanding is
achieved. Frequently, however, this certificate of presence of memory.
At present time the three types of understanding is known:
1) through correlation of the text with experience of thinking that the pupil
could continue logically of the reconstructed from the text contents (to develop
it or to reject ideas on some bases); 2)
correlation with activity which subject is the pupil, for overcoming the
difficulties which have met in it or its designing from origin;
3) correlation of the text with its source when the pupil reconstructs a
situation speaking (writing, showing) and is positioned in relation to him - a
necessary condition of human coexistence. All three types "are built in" our
intelligence. The school at the best is limited
The religious thinking practised in a number of schools, is based approximately on the same categorial logic, as scientific. Therefore specified above feature of secular education are shown at religious schools also, and more convex. Both these types of outlook and education are equally partial and equally apply for universality. For this reason they also conduct to irrepressible conflict.
It is necessary to tell about the educational projects,
realized by repatriates from the UIS - schools of "additional" education, MOFET
and similar to it. These projects arise in a situation of unemployment of
teachers-repatriates, within the limits of the imported demand. Therefore the
emphasis in them is done on the subjects of a natural-science cycle adequate to
habitual requirements of an industrial society. The level of teaching and
qualification of teachers at these schools have appeared much more above Israeli
owing to what these schools have got popularity. The departmental decision on
distribution of similar schools is recently accepted, blessing to that for a
long time teaching in many of them is conducted in a Hebrew already. However it
is success within the limits of all of the same scientific doctrine, all of the
same "cultural approach" which adequacy to modern requirements to education we
put under doubt. Certainly, the broadest field of action for reduction of the
Israeli schools to MOFET's level opens.
However it is necessary to mean, that it is a situation of catching up
modernization ("the better, the worse"): its ending - the best in the world
school "of the third world ".
The second theme, we would like to touch, - is
Politization of sphere of education.
In Israel there are five officially recognized types of the comprehensive schools reproducing corresponding communities (religious-secular - state-private plus of school SHAS). All of them have there own programs and techniques. Today the sphere of our education has turned to field of social fights: one communities aspire to weaken others due to entering handicaps into processes of their reproduction. This process, frequently accepting aggressive forms, is justified by necessity "to rally people". Hardly there will be in Israel a person doubting vital importance of such argument. However in practice the platform of "rallying" can considerably change in favor of that or other communities, depending on current arrangement of political forces in the government, instruments of "rallying" always become the same knowledge of subject oriented type ("more mathematics, geography and biology!" - "no more the Jewish history and a Torah!", etc.). And ideologies inspiring this process ("democracy", "general freedom", "correction of customs", "belief", "political correctness", etc.) are incorrigibly partial. And all these stupid experiments, distracting from understanding of the valid problems and disorientating of teachers, our school is compelled to bear on itself! Domination of the subject oriented organization of knowledge favors to temptation to use school as the tool of political strike (for example, for expansion and strengthening of party electorate).
--"--
Thus, at today's school we all the time collide with discrepancies each other
and breaks:
- That is proclaimed as values and the purrposes of education, on the one hand,
- Real results of education - with other,<
- Objects of a reflection in occasion of ddiscrepancies - with third,
- Objects of reflection in occasion of impproving
And if one ask, what for is necessary reform of education, the answer is obvious: for elimination of these breaks and restoration complete "thought-action"
of educations. Means, original reforming is not changes of orders at school, the ministry, etc. the organizations, but reforming of thinking of reformers.8.4. The bases.
Certainly, we plan the given work not on an empty place. Ideas, more or less similar with developed in our Project, are successfully realized in a number of educational institutions of Russia and the UIS
[23] (From time to time there are interesting publications in the Internet-periodical press, for example, one of the last here и here).The special analysis of the Russian experience in this area, as far as we know, was not made, and we can list addresses known to us only
. These are:The Development's School "NOOGEN" in Novosibirsk, http://www.noogen.ru/index.php .
This list obviously is not full.
.Search, the review, ordering and the analysis of set of publications, which contents vould be consider as elements of history or background of our Project, make a theme of independent scientific work. Therefore we shall be limited here to brief instructions on books and articles which stand directly "behind the staff" of given text and will be involved during realization of the Project.
Major of them are G.P.Schedrovitsky's setting the direct bases of our Project the works. With a name of Schedrovitsky is the connected action oriented
approach used by us, As opposed to the naturalistic approach, dominating now, within the limits of the action oriented approach our world is considered as the world of thinking and activity in their historical expansion. (we tried to unwrap this thesis, in particular, characterizing educational process in SHE). The basic sources brought below is possible to divide on two groups.1. Works of the general character from which we shall specify mainly G.P.Schedrovitsky's works. More or less representative case them is accessible only in the electronic form (on СD-rom). Partially they are collected in Schedrovitsky's books (and on Internet sites http://circle.ru , http://www.shkp.ru/, http://gp.metod.ru/):
Selected works. М., 1995, 800 с.
backAs possible introduction to these difficult enough works books of authors of the given project could be recommended
:Ratz M. Policy of development: first steps in Russia. М. !995
and
Kazarnovsky A. Theory of floors washing. Jerusalem, 1998.
To the concept of engineering in the action oriented approach are devoted works
:Gorokhov V. To know, for to make. M., 1987.
Problems of organization and development of engineering activity",
Obninsk,1990
Proskurin V.
Humanitarian engineering? Yes.
2. The works, specially devoted to application and development the action oriented approach in sphere of education:
Gromiko Y. Methasubject "Problem".
The manual for pupils of the senior classes. M. 1998.
Zinchenko A. Pedagogical engineering. Kiev, 1997.
Zinchenko A. Play pedagogic. Toljatti, 2000.
Zelzerman B, Tanzorov S. Lithuanian schools with Russian language
education:
problems and perspectives. Working map of situation. Riga, 2000.
Nikitin V. (edit.) Culture and technique of culture in educational
context.
Toljatti. 1995.
The Jewish school problems in Post Soviet Russia (edit. Karnozova L. and
others).
M. 2000.
Pinsky A., Rokitjansky V. Tradition and Mainstream. M. 2000.
Proskurin V..
Management of the humanitarian engineering processes.
Proskurin V.
ConnectionsWithCommunications.
Proskurin V.
Modern orienteer of higher education: management
of an advancing.
Khasan B., Khromchenko M. The world
without confrontation or Long live the Conflict. The Gymnasia of
Krasnoyarsk "Univers", M. 2001.
Khasan B., Sargomanov P. The resolution of conflicts and
negotiating.
Educational manual. M.2001.
G.P.Schedrovitsky and others. Pedagogic and Logic. M. 1993 (The
book is printed on the imposition
kept 1968 г., when the set of the book was
dispersed).
G.P.Schedrovitsky. Temptation by development.
The report which has been read through at conference
“Pedagogic of development: age dynamics and stages of education”,
taken place in Krasnoyarsk on 24-26 April of 1997 y.
G.P.Schedrovitsky. Sketches on philosophy of education.
M. 1993.
For completeness of a picture we shall specify proceeding editions:
"Questions of Methodology". During 1991-1999 y.y. have been
realized 32 numbers of Magazine.
"Centaur", methodological and play technique almanac. From 1990
y. have been realized
26 numbers.
Ethnomethodology: problems, approaches, conceptions. From 1994 г. have
been released 6 numbers.
8.5. Details of design engineering
Courses of preparation of personnel (CP) of school. The program of preparation should provide listeners by development of the contents of humanitarian engineering education: the world outlook bases, the conceptual corpus, procedural features, and also a method and processes of designing.
The program will provide translation of the new contents (lecture), disconcerting forms of work (reflective seminars, gamed, imitations) and forms of fastening of experience (trainings, reflection). Psychological support of a course, and for some listeners - material grants should be provided
Command preparation is carried out. Listeners are collected in 2 complex groups (team), in each of which subject- teachers and administration of the future SHE are presented. Number of a team - 10-15 members. An action oriented and psychological criterions, and selection of listeners procedures for CP should be designed, taking in account their abilities (in future may be) to introduce the pupil into modern spheres of activity (formation of the first notions, concepts about subjects, objects, main principles of construction, purpose of the given sphere of activity in the expanded frameworks on a background of history - propaedeutics, about prospects of its transformations by means of the engineering approach): in private enterprise, ecology, economy, sociology, psychology, engineering-1, a policy-2, organizational management, etc. Purpose of introduction - demonstration of possible spaces "after school" self-determination and providing of pupils by means of their construction in the further (how to build them). It is quite possible and even desirable to collect listeners from among students of the senior rates of pedagogical high schools and the persons practising in the chosen sphere of activity.
Process of preparation itself should be provided by the reflective control over initiative group.
In the future transformation CP to constantly operating establishment of preparation of the personnel for schools of type SHE is possible. Also it is not excluded, that CP experience could be useful for the future reform of pedagogical education across the nation.
Main principle: In SHE there are working those who are projecting of it. The main process of preparation of personnel following from it - projecting of SHE. Project of SHE is developed in following structure:
educational plans (EPL),
Educational programs are intended for management of a course of educational process in SHE. They are thought as (documentary fixed) connections of the concept of humanitarian engineering education, pedagogical techniques
and procedures, a way of life at school, and Curricula - as means of distribution of educational and recreational processes in time and current coordination of processes.Development of EPR
will originate from the following principles:(1) accentuations of their historical component (History of development of subject knowledge in the given area, on the one hand, and ways of their practical use, with another. The subject material thus is used for demonstration. The history is treated, certainly, not as “ history of wars and empires ”, but as history of thinking and activity together with the transformed forms generated by them, including wars and empires. It is important to understand, how and for what tasks decision various modified forms have arised, - starting from knowledge (culture) and finishing things (the second nature), - from processes of thinking and activity, why and in what conditions these tasks were set. Within the limits of teaching history there should be special courses of philosophy of history and historiographies, historical reconstruction and the analysis, natural history and history of a society the task of which - to learn to distinguish and correlate desirable and possible in the efforts directed on change of circumstances a life);
(2) Introductions of the special disciplines training function of understanding (for example, studying of languages. At studying languages in SHE alongside with traditional studying of grammar, a lexicon, language practice and in parallel with them a special emphasis should be laid on ways of creation and the use of various language designs and speech genres. New aspect (for school) gets thus studying of the literature as special system of the use of language. Besides the literature should be used as a material for formation of comprehended skills (of "slow", “stumbled”) readings. The history of the literature thus will be separated from bases of the theory of literary).
(3) statements of the different points of view on one question and the organization of discussions on them (it is important to reveal and discuss senses and the bases of the points of view, their argument).
In the limits of design of EPR the following tasks are solving:
- choice of area of practical activities (for example, engineering-1), which will serve as a material for expansion on it (in occasion of its organization and realization) other processes; its organization should provide also introduction of the pupil in a position of its subject (subjectivization
);