Asmol enlightenment optics in fb2. Alexander Asmolov
List of used literature
1. Asmolov A. G. Optics of education: socio-cultural perspectives. - M.: "Enlightenment", 2012. - S. 447.
2. Asmolov A., Semenov A., Uvarov A. We are waiting for changes. // Children in the information society. - 2010. - No. 5. pp.18-27.
3. Asmolov A. G., Soldatova G. V. Social competence of the class teacher: directing joint actions. - M.: Enlightenment, 2007. - S. 321.
4. Bauman Z. Fluid modernity. - St. Petersburg: Peter, 2008. - S. 240.
5. Vygotsky L. S. Questions of child psychology // Psychology. - M.: Eksmo-Press, 2000. - 1008 p. - S. 892-997.
6. Carr N. Empty. What the Internet is doing to our brains. - M: BestBusinessBooks, 2012. - S. 253.
7. Lau H. An information literacy guide for lifelong learning. - M.: MOO WFP UNESCO "Information for all", 2007. -S. 616.
8. Luman N. Social systems. - St. Petersburg: Nauka, 2007. - S. 648.
9. Media and information literacy: an educator training program. - M.: UNESCO Institute for Information Technologies in Education, 2012. - P. 200.
10. Approximate basic educational program of an educational institution. Main school. - M.: Education, 2011. - S. 332.
11. Semenov A. L. The quality of informatization of school education. // Questions of education. - 2005. - No. 3. - S. 270.
12. Sobkin V. S., Adamchuk D. V. Monitoring the social consequences of informatization: what has changed at school in three years? - M.: Institute of Sociology of Education of the Russian Academy of Education, 2008. - P. 159.
13. Soldatova G., Zotova E., Chekalina A., Gostimskaya O. Caught by the same Net: social-psy- a psychological study of children's and adults' perceptions of the Internet. - M.: Internet Development Fund, 2011. - P. 176.
14. Soldatova G. V., Nestik T. A., Rasskazova E. A., Zotova E. Yu.Digital competence of adolescents and parents: results of an all-Russian study. - M.: Internet Development Fund, 2013. - P. 144.
15. Fedorov A. V. Media education: yesterday and today. - M: MOO WFP UNESCO "Information for All", 2009. - P. 234.
16. Finkelhor D. False alarm? // Children in the information society. - 2012. - No. 11. - S. 30–37.
17. Gilster P. Digital Literacy. - New York: Wiley, 1997. - P. 276.
18. Ilomaki L., Lakkala M., Kantosalo A. Which areas of digital competence are important for a teacher? - Finland: University of Helsinki, 2011. [Electronic resource] // URL:
http://linked.eun.org/c/document_library/get_file?p_l_id=22345&folderId=23768&name=DLFE-742.pdf/.
19. Johnson L., Smith R., Levine A., Haywood K. Horizon Report: K-12 Edition. - Austin, Texas: The New Media Consortium, 2010. P. 36.
20. Johnson L., Adams Becker S., Cummins M., Estrada V., Freeman A., Ludgate H. NMC Horizon Report: 2013 K-12 edition. - Austin, Texas: The New Media Consortium, 2013. - P. 44.
21. Martin A., Madigan D. Digital literature for learning. - London: Facet Publishing London. 2006. - P. 500.
22. Mossberger K., Tolbert C. J., McNeal R. S. Digital Citizenship. The Internet, Society and
participation. - Cambridge, Massachusetts: MIT Press, 2007. - P. 235.
23. Mossberger K. Digital Cities: The Internet and the Geography of Opportunity. - Oxford: Oxford University Press, 2012. - P. 26
ANd ANd RANGE 41 READERS AND CHILDREN
Questions for self-examination
1. What generations exist today under the same school roof?
2. How does the life of different generations correlate with development information and communication technologies?
3. How do representatives of the digital generation differ from their predecessors?
4. How does the digital divide between generations affect their relationships?
5. What are the reasons for the need to reduce the intergenerational digital divide
v educational environment?
6. What are the components and types of digital competence?
7. In what areas of life is it necessary to increase digital competence?
8. What opportunities does the digital age offer in education?
9. What technological changes in the field of education can be considered as key factors in its development in the coming years?
10. What educational technologies have the greatest potential for secondary school education?
11. Name the main types online risks for children and teenagers.
12. What age-psychological characteristics of adolescents determine their entry
v risk zone of using modern technologies?
13. What is the difference between security rules in the real and virtual world?
14. What are some ways to keep children safe online?
15. What is the role of parents in teaching children to be safe online?
16. What is the role of the school in teaching children to be safe online?
technical aspects of use |
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INTERNET* |
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tech race
Every year we are surrounded by more and more technical devices that perform various household, professional, and entertainment functions. Among them, the most important place is occupied by computers and other devices that provide access to the Internet. Many people cannot imagine their lives without them.
In 2013, every second inhabitant of our country was already an Internet user and had at least one technical device with Internet access. It could be both stationary computers and various mobile gadgets that have become and are becoming more and more advanced and “smart”. Modern digital technology is improving every month and is gradually gaining popularity among representatives of all generations. Gadgetomania - a passion for digital technology - has swept the whole world. Psychologist Mark Griffiths proposed the term "technological dependence", which describes in a wide range the relationship between a person and technical means. Gadgetomania is one of its manifestations. The question of where the border lies today between various kinds of addictions and following a modern lifestyle remains open. Technological progress shifts the boundaries of norm and pathology. Thinking about the answer to this question is up to adults. Children and teenagers do not reflect on this topic, every child dreams of owning the most modern gadget. Two-year-olds, in an incomprehensible way, begin to deftly and effectively use tablets, mobile phones. And by the time they enter adolescence, many of them already own a variety of handheld and desktop devices.
* This module was written with the participation of S. Ovcharenko
Key technology changes are driven by increasing communication speeds (the ubiquity of broadband Internet), shrinking devices (from giant computers to tablets and smartphones), and improving people's ability to interact (through always-on apps and social media). Already, the number of mobile devices with Internet access exceeds the number of people on the planet, and by 2017, according to analysts, it will exceed 10 billion. All of these portable devices will generate 13 times the amount of traffic from similar devices.
in 2012 .
Largely due to the presence of personal gadgets that allow you to go online around the world.
around the clock and from almost anywhere, 15% of Russian schoolchildren in 2012-2013 spent almost all of their day on the Internet. According to a study by the Internet Development Foundation, more than 60% of children access the Web from their computer or laptop, almost every second has access to the Internet through mobile phones and smartphones, every tenth child is a happy owner of a tablet (Fig. 13).
Rice. 13. Devices used by children to access the Internet, (Digital Competence Study, Internet Development Foundation with the support
Google, 2013)
All these various digital devices, in order to satisfy demanding users, must be not only stylish, beautiful, comfortable, but also “smart”. Today's mobile phones are comparable in functionality to desktop computers. The latest developments in the field of software are aimed at uniting all Internet access devices under a single interface. According to Lawrence Lessing, author of Code and Other Laws of Cyberspace, modern society is already so heavily dependent on the Internet and digital technology that in the near future it will be regulated not through laws, but through software and technical solutions.
The younger generation contributes to the development of programs and applications that enable the operation of digital devices and the Internet. There are many young computer geniuses,
who began to be interested in gadgets and programming from the age of 4–5, and by the age of nine they were already recognized professionals. Schoolchildren interested in computer technologies realize their potential in special programming environments that provide a lot of opportunities: from writing simple programs to creating controlled robots.
Modern digital inventions do not fit into the usual patterns of thinking. The headlines of a section of a news portal dedicated to interesting inventions in the world of digital technologies may seem like fantasy from books of the last century. Device Management
With with a glance, "air display" - a full-color, physically transparent image directly in the air, controlled by multitouch gestures; transmission of information through the human body, glasses that analyze reality - much of this already exists or is about to be born.
Technical devices are improving every day, and children and youth are traditionally the first to master new technologies. They are inseparable from their portable devices and live by the principle of "Internet anytime, anywhere". Children and adolescents, as a rule, unlike adults, do not experience any particular difficulties in mastering digital devices at the user level. Indian scientist and educator Sugata Mitra conducted a series of experiments called "Computer in the Wall" in different countries of the world. The essence of the experiment was that he left for some period of time children who had never seen a computer before, alone with it. The results were stunning. For example, four hours after the first acquaintance with the computer, the children recorded their own music and played it to their friends. After two months, children from a remote Indian village not only learned how to use a computer, but also learned the basics of biotechnology in English and asked for a computer with a more powerful processor, based on independent active research.
Marshal McLuhan, in his book Understanding the Media, considered mass media as direct technical extensions of the human body, its organs, senses and abilities. In other words, as an external extension of a person, defining new
opportunities. The Internet today provides universal access to various information to people
With different opportunities and needs around the world. The Internet gives everyone the right to vote
sa, regardless of age, social status and education. However, in order for technology not to take us over, we need to learn to master it. As a necessary technical minimum, it is important for an Internet user to master the basics of using technical devices that provide access to the Internet, skills in working with software and online technologies.
Three whales of the Internet
Using the Internet is impossible without ensuring the normal operation of three components: "hardware" (devices that allow you to access the Internet), software for using the Internet and directly connecting to the Network. All three components have evolved over time: the increase in hardware performance has led to the complication of programs, the emergence of new programming languages and operating systems. The emergence and improvement of local and global computer networks has become the next stage in the development of information technology and made it possible to combine individual devices to solve one problem. Currently, all three components stimulate the development of each other:
powerful computers allow the creation and execution of more complex programs, which in turn require increased hardware performance. Computer networks created
new tasks, which also require the development of the other two components. As a result, the pace of technological development in the field of Internet access and use is constantly accelerating. Let's take a look at the three building blocks that enable users to access the Internet in the context of the increasing pace of technological change.
Hardware (Hardware)
The first computers began to appear on the eve of World War II. These were mostly mechanical or combined electronic-mechanical devices,
performing a specific class of tasks, such as calculating the trajectory of a projectile or deciphering intercepted messages. These electronic computers were based on the ideas of the Englishman Alan Turing and the American Emil Post, who worked independently of each other. Based on the ideas of Turing, John von Neumann, one of the outstanding mathematicians of the 20th century, developed the principle of operation of the device, which is still relevant today, when both the executable program and the data are stored in the same memory space.
The development of electronic computing technology is usually divided into generations, each of which is determined by the physical elements used and the manufacturing technology. The first generation of computers used vacuum tubes as the element base of the processor, which made the devices fragile, huge and extremely energy intensive. For example, the popular IBM 650 machine, released in 1954, weighed about 900 kg (not including the power supply, which weighed another 1,350 kg), and both units were the size of a small room. The cost of the car was $500,000 (more than $4 million in 2012 terms). The first Soviet computer was developed by Sergei Lebedev in the early 1950s. She
was called the "Small Electronic Calculating Machine", contained 6,000 vacuum tubes and consumed 15 kW, about the same as 100 modern computers
The invention in 1947 of a faster, lower power, cheaper and smaller transistor led to the creation of the second generation of computers. However, computers were still extraordinarily expensive and were used primarily for scientific or military purposes.
A real breakthrough in computer technology was the emergence of integrated circuits - crystals of semiconductor material (usually silicon), which house a huge number of transistors (up to several billion). Modern microcircuits allow you to place a processor, RAM, permanent memory, and input and output ports on a single chip the size of a fingernail. Computers built on the basis of integrated circuits are called third-generation computers.
WITH over time, production technologies have improved, computers have decreased
and became cheaper, which led to a new qualitative breakthrough at the end of the 20th century: the emergence of personal computers and the penetration of microprocessors into most consumer devices. However, microelectronics has approached the limit set by physical laws: an increase in the number of components on an integrated circuit chip may soon lead to the fact that the technical production process will approach atomic distances. This will require engineers to develop new approaches to creating computational
devices. Some of these approaches are already emerging: optoelectronic components have taken their place in building computer networks, and some research centers are producing prototypes of optical processors. The technologies of quantum and DNA computers are also being laid down today. Perhaps one of these technologies will become the basis for the emergence of fifth-generation computers.
As we already wrote in the introduction, in 1986 a new subject “Fundamentals of Informatics and Computer Engineering” was introduced in Soviet schools, and at the same time, the construction of computers for education began. In many schools, computer science started with a piece of paper and a programmable calculator until the first generation of Soviet computers got to them. The characteristics of those computers were very modest by modern standards: a processor from 1 to 10 MHz, RAM from 32 to 128 Kb, storage media -
tape cassette or floppy disk. Only by the beginning of the 1990s, computers appeared in almost every school in large cities, but only in the early 2000s did school computer classes begin to be updated.
Software
A computer, unlike other computing devices, such as abacus or a slide rule, thanks to software, can solve a wide range of problems.
Software (SW) is an intermediary between the computer hardware and the user. It provides the user with a convenient and clear way to tell the computer what to do. To do this, we must use only the mouse, the keyboard, and the structures known to us: input fields, links, and buttons in various programs and on web pages. Few other than professional programmers can "communicate" with a computer in its language. However, even very young children can use ready-made software and get the desired results, without suspecting that their simple actions hide significant calculations, accesses to the local memory of the computer or other computers over the Network.
Programs running on a personal computer or device can be divided into two main groups: system and application. System software controls the components of a computer system and provides application programs with a convenient means of interacting with the hardware. Often, users do not notice or even suspect the work of these programs, at least until something breaks. Application programs interact directly with the user and are created to solve specific problems. These are programs familiar to every user for working with text, listening to music or watching videos, and working on the Internet.
The most popular application for working on the Internet today is a browser (from English to browse - browse) - a program for viewing websites. Browsers come with all desktop operating systems and are installed on most devices that have Internet access. Browsers and the World Wide Web improved simultaneously, and the development of these programs greatly contributed to the popularization of the Web. Therefore, now many still call the browser "Internet access".
Children and teenagers growing up in a digital world not only intuitively master programs, but also sometimes learn how to create new applications on their own. Moreover, large IT companies and software development institutions encourage the creation of applications
Google Docs. Sharing documents, spreadsheets
and presentations, collaboration within a group or the entire educational institution in real time. Administrators can manage file permissions system-wide, and document authors can grant or revoke access to files at any time.
Google Sites. Dynamic and secure web pages for students, educators, clubs, and more. Collaborate and centrally store related documents, web content, and other information on one site.
Google Video for Education. A video hosting and sharing solution that enables schools and other organizations to use video as a powerful means of internal communication and collaboration.
Hangouts on Google+. The ability to conduct video lectures and interactive webinars with the simultaneous connection of up to ten different points.
Learn more about Google Education Solutions and Connectivity Packages: http://www.google.com/apps/intl/ru/edu/.
In addition to a wide variety of technical means of accessing the Internet, there are many options for connecting these devices to the World Wide Web. Internet access technologies can be divided into two main groups: wired connection - data is transmitted via cable, and wireless connection - data is transmitted by radio waves in a certain frequency range.
, books , news
Why was The Optics of Enlightenment written?
Natalia Burova
Presentation book "The Optics of Enlightenment: Sociocultural Perspectives" (2012) by Doctor of Psychology Alexander Asmolov took place just in that hall of the publishing house "Enlightenment", where eight years ago, he and his colleagues began to develop standards for Russian education.
“Is your book about glasses?” Director of the Federal Institute for the Development of Education (FIRO), Academician of the Russian Academy of Education Alexander Asmolov was asked more than once. And he always answered: “Yes, about glasses. Only about philosophical, methodological.
Shalva Amonashvili, Gennady Burbulis, Galina Zakhoder, Ilya Lomakin-Rumyantsev, Alexander Kondakov, Vadim Petrovsky, Andrey Svinarenko, Elena Soboleva, Evgeny Yamburg and other colleagues gathered in the audience, according to Alexander Asmolov, are not only co-authors of his ideas, thoughts, but in literally co-authors of his life. No wonder Doctor of Psychology, Professor of the State University-Higher School of Economics Vadim Petrovsky believes that personality is the sum of what we invest in each other.
That is why the "Optics of Enlightenment" is very personal, different in articles and meaning, and full of passionate stories related to love for teachers, life stories, and poems. The author boldly combines the incongruous: children's poems and a detailed analysis of the ascent to diversity, how our life is connected with historical-evolutionary psychology and cultural-historical pedagogy.
The counterpoint is the idea that there is no education outside of evolution, freedom and culture, moreover, it is a complete product of it. The book has three sections: socio-cultural, variability and tolerance. The first “What the hell?, or Naked meanings” begins with the lines of Andrei Voznesensky, from whom Alexander Asmolov also studied. Despite the fact that they were written in 63, they really sound modern. “You can’t come to education just like that, but only come forever, to breathe and live, and to find navigation and landmarks, and for this you need to expose the meanings,” explains Asmolov.“I have always dreamed of seeing education as a unique historical and evolutionary mechanism of ascent to diversity.”
In Witch Hunt: The Historical Experience of Intolerance, Alexander Asmolov tried to analyze the movements of the so-called pendulum of civilization, the trajectory of which determines whether we face xenophobia, totalitarian cultures, genocide, or freedom and a culture of dignity. In one visual row - portraits of Galileo Galilei, Giordano Bruno and Andrei Sakharov.
Another article is devoted to pseudo-patriots. Asmolov contrasts the “Internationale”, the most conflictogenic song, in his opinion, with the poem “Mr. Of course, the pendulum of historical motivation swings from conflicts to mutual assistance, but the Optics of Enlightenment is that the main driving force is not conflict at all. If the words of Lev Vygotsky that it is learning that leads to development can be considered the refrain of the book, then its main themes are the sociocultural design of education as a key mechanism for ascent to personality diversity as a history of rejected alternatives. The speech sounded the thoughts that education, personality, culture of dignity, freedom and love are the symbol of our era.
The Prosveshchenie Publishing House hosted a presentation of the book by the director of the Federal Institute for the Development of Education, Alexander Asmolov, The Optics of Education: Socio-Cultural Perspectives.
The presentation brought together a circle of people who are unlikely to be seen together at any other event.
Among them are politicians who in different years participated in making key decisions for the state - Gennady Burbulis, Ilya Lomakin-Rumyantsev, Andrey Svinarenko, and representatives of psychological and pedagogical science - Vadim Petrovsky, Shalva Amonashvili, Alexander Kuznetsov, and well-known masters of educational policy - Efim Rachevsky, Evgeny Yamburg.
Since many of those present, as often happens at such events, did not have time to read the book, having received it only at the entrance to the publishing house, the conversation turned out not so much about its content, but about the personality of the author.
First, Asmolov himself spoke, then in turn - all those gathered. The result is an amazing mixture of high philosophical generalizations and everyday, sometimes anecdotal stories, scientific truths and poetic quotations (it is easier to list those poets whose poems did not sound), reflections on the fate of the country and declarations of love to the hero of the occasion. Love, of course, mutual: as Alexander Grigorievich said, many of those gathered here are not just co-authors of ideas and thoughts, but also “co-authors of my life”: “The concept of personalization developed by Vadim Petrovsky is based on the fact that personality is those contributions that we make into each other. And when I look at you, I think: how much you all invested in me!
... On January 9, 1992, the Minister of Education of the Russian Federation, Eduard Dneprov, came to First Deputy Prime Minister Gennady Burbulis and offered to appoint Alexander Asmolov, who had already worked as the chief psychologist of the State Education of the USSR, as his deputy. "Psychologist?" asked Burbulis. - "Psychologist", - answered Dneprov. - “The one who wrote the book “Psychology of Personality”?” - "Wrote." - "What should he do in the administrative system?" - "He should help us in culture." - “Culture? Well, help me." Thus began the path of Alexander Asmolov in public politics.
Why do scientists at a certain stage of their lives come into the system of administration, “get into the administrative galley”? Not in pursuit of social status. They just want their ideas to organically enter the history of culture, to have an impact on the development of society through the development of the state. When it is possible through the administrative system - and no one has thought of another way of managing - to "push culture from a culture of utility to a culture of dignity", you find justification for your actions. At the same time, there is a danger of shifting the motive to the goal, when the status unexpectedly and imperceptibly for a person becomes an end in itself. Then you stop being both a scientist and a manager, and you start designing comfortable programs for survival, but not for development.
So Asmolov, years later, explains his "going to power" and does not regret anything - after all, he, like some of his other fellow scientists, has always been, figuratively speaking, above his social status. It is not difficult for such people to part with power: the story of Asmolov's departure from the post of First Deputy Minister of Education, told by the president of the Prosveshchenie publishing house Alexander Kondakov, testifies to this in the best possible way. In the autumn of 1998, refusing to work in the Ministry of Education under the leadership of Vladimir Filippov, who was considered a protege of the communists, leaving his office in the building on Chistye Prudy, Alexander Grigorievich took with him several books and a two-meter model of an earthworm, donated by biologist Dmitry Kavtaradze (also present at the presentation of the book). The watchman mistook this model for a carpet and immediately called Filippov: “Asmolov is taking out ministerial property! ..”
“In 1998, a scientist, a professor, came to me and began to explain that the country simply needed the federal target program “Tolerance,” recalled Andrei Svinarenko, in those years the first deputy minister of economy of the Russian Federation, and now deputy chairman of the board of RUSNANO. - And this person was so convincing, bright, captivating from the first minute of communication that the program appeared. He still amazes people with his knowledge and erudition, he knows how to convince them and make them his allies. “When a serious scientific or methodological problem arises, we call Asmolov and turn on the recorders,” Alexander Kondakov said. “After that, ideas are formulated that materialize in projects that are now being implemented throughout the country.”
"The Optics of Enlightenment" is a heavy tome, 450 pages, with an outlandish space collage on the cover. The book has three sections: "Sociocultural", "Variability", Tolerance". The last chapters of each section are combined into separate blocks under the heading "Naked Meanings". There are three such blocks, respectively: "Childhood", "Education", "Personality".
“We got an author who has done a lot for both Enlightenment and education in a broader context. This book outlines the history of psychological and pedagogical thought, but most importantly, the author shows how the idea of sociocultural modernization materialized, what scientific, methodological and other foundations underlie his work in the last ten to fifteen years. Much is said about the greatest scientists of our time, about his teachers,” these words of Alexander Kondakov, perhaps, can be considered a deliberately simplified annotation reflecting the content of the book. How this book was born is another story. It was not enough to write the text and give it to the publishing house - it took, in the words of the author, the "unique patience" of the Prosveshchenie publishing house and especially those editors who helped work on the book: they selected illustrations, created a layout. After all, Asmolov is one of those authors who remake and rethink everything ten times.
According to Alexander Grigoryevich himself, "The Optics of Enlightenment" is "a mixture of everything: life, poetry, and attempts to create an approach to education, and what is literally freedom." Education in the book is "a unique historical and evolutionary mechanism of ascent to diversity", "there is no education outside of culture, evolution and freedom." Many plots in the book are dedicated to teachers - those from whom the author himself studied in the broad sense of the word. On one of the first pages - portraits of Russian psychologists: Vygotsky, Luria, Leontiev, Elkonin, on the next - foreign psychologists with whom they argued: Piaget, Tolman, Bartlett, Bruner. Scroll further through the book - and in front of you are Bakhtin and Bibler, Vavilov and Vernadsky, Luther, Chaadaev, Galich ...
It will probably be difficult to translate “The Optics of Enlightenment” into another language, even more difficult than poetry - the reason for this is Asmolov’s special style: a stream of associations, unexpected allusions and verbal constructions, catchy subtitles, a heap of quotes from scientists and poets from different eras. So far, only the table of contents has been translated into English in the book - for example, the title "Complex of usefulness" is translated as The James Bond complex. And how to translate the title of the book itself? “Some colleagues asked: is it about glasses? Yes, about glasses, ”Asmolov answers. - "About philosophical, methodological glasses." Vadim Petrovsky saw in Asmolov's style "natural spontaneity and unstoppability": "I listen to you, well, it's impossible, I want to join this stream, to be with it all the time." “Asmolov combines different ways of knowing the world: scientific - through categories and poetic - through metaphors,” Evgeny Yamburg continued his thought. - "This combination is organic, so the optics are stereoscopic."
“This is not the kind of book that is read overnight, covered in hot girlish tears and put under the pillow - then you won’t sleep,” said Mikhail Bogulavsky. “It must be read in difficult moments line by line, page by page.” “It is impossible to read it from cover to cover, and it is pointless to do it,” Yefim Rachevsky agreed. - “It’s good to keep it on the table and periodically return to it. On this book, one can guess: every line is a powerful associative series. And it is quite suitable for film adaptation - you can make a film of any genre, a tragicomic cartoon or something epochal, it all depends on what the script will be.
Here are some more excerpts from the speeches of the participants of the presentation:
“What Sasha does, what he dreams about and talks about - everything is his vocation, his mission to spiritualize the reality of the universe and level value meanings. And in this sphere of life-creation, not a single moment is useless.
(Gennady Burbulis, Vice-Rector of the International University in Moscow).
“Asmolov is the leader behind whom there is a pedagogical tradition, a social phenomenon that we call modern pedagogy, innovative pedagogy, cultural-historical and activity approach. Asmolov is what he writes and talks about: he himself is activity, tolerance, creativity, and not stories about them.
(Alexander Adamsky, scientific director of the Evrika Institute for Educational Policy Problems).
“I have known Alexander Grigoryevich since 1992, and in relation to him I have gone through a path that I have never had in my life: from rejection, first to acceptance, then to interest and, finally, to love.”
(Elena Soboleva, Director of the Department of Educational Programs of RUSNANO).
One can treat Asmolov differently as a scientist, administrator and public figure - it is known that even today he has irreconcilable opponents both in the scientific community and among representatives of the educational beau monde. But there is no doubt that the very personality of Asmolov, his courage, his corporate identity nullify scientific and any other disagreements. Psychologist colleagues reproached Asmolov for distinguishing between the theory of set and the theory of activity in his scientific works, to which Vadim Petrovsky reacted impromptu back in 1977, which he willingly recited at the presentation of Optics of Enlightenment:
- Asmolov tore off
Activities from the installation…
Meanwhile, as the truth is in docking,
And not in the gap between two principles ...
But even if, tearing
Asmolov lied a little,
We - without hiding admiration:
"Blimey!
Here it is tore off!”
October 30, 2013 at 18.00 at the Moscow House of Books on Novy Arbat will be a presentation of Alexander Asmolov's book "The Optics of Enlightenment: Socio-Cultural Perspectives" (Moscow, "Prosveshchenie", 2012). The presentation is open to everyone.
When, in the mid-90s, Alexander Asmolov became deputy. Minister of Education of Russia, his work confirmed the words he said to his friends: “Scientists enter the system of administration not in order to acquire a social status, but in order for their ideas to organically enter the history of culture, to have an impact on the development of society through the development of the state. Administrative growth in itself is dying, and it is poorly compatible with moral growth. His position was reflected in the "Optics of Enlightenment ...":
“My dream, for the sake of which, together with my colleagues, I participated in the development of educational standards for a new generation, is that a generation of people who do not know fear, including fear of power, will appear ... So that people of perspective, not retrospectives, will be born.”
But, nevertheless, the main thing in the book is not the struggle. She is an “encyclopedia of meanings”, about which Asmolov himself remarked: “You cannot come to education just like that, you can only come to it forever, to breathe and live with it, to find navigation, landmarks and expose meanings ... This book for me is a mixture of everything: and life, and poetry, and an attempt to create an approach to education, and indeed what is literally freedom. Amazing words were found by a friend and colleague of the author prof. Vadim Petrovsky:
“For me, Sasha Asmolov is not just a person who discovers meanings. This is a constructor of meanings. He brings meaning to the universe."
Although Asmolov's book is written in a living, and not "academic" language, even after reading the text "from cover to cover", you cannot put it on the shelf. This is a teacher's desktop encyclopedia. But to be a teacher, you don't have to stand in the pulpit every day or enter crowded classrooms. The teacher lives in almost everyone, manifesting himself in the family, team, virtual space. And if you are still not indifferent to other people's destinies, the fate of our state is not indifferent, you will become a reader and admirer of this book. And the point is not only that "education today is Russia's security system... but even a cursory analysis of the place and functions of education in Russian society shows how the thesis of the priority of education diverges from social reality." It is the author's view that deserves special attention, about which the Honored Teacher of Russia Yevgeny Yamburg said quite definitely: “He (Asmolov) really had his own optics, his own angle, his own look from the very beginning. I would say "stereoscopic", not a linear look. In essence, Alexander Grigoryevich is a psychologist in any position, and a psychologist is a specialist in diversity. It is extremely valuable when there is a line for variant education.”
There is no education outside of culture, there is no education outside of evolution, and there is no education outside of freedom. It is about this - "The Optics of Enlightenment ...", where various storylines are combined into three semantic blocks: "Sociocultural", "Variability" and "Tolerance". They are the meaning of life and struggle. It is not for nothing that everything begins with the words of the author that “quite recently I happened to be in the emergency room with God. And while the question was being decided whether the receiving rest would turn into eternal, while the pulse of thought argued with the pulse of the heart and beat, in the Hamletian sense, to be - not to be, then this book began to be created and built.
"OPTICS OF ENLIGHTENMENT: Sociocultural Perspectives"(Publishing house "Enlightenment", 2012)
Dear colleagues. Reading with a pencil in hand, I made these extracts, which, perhaps, will be of interest to you. (A.Churgel)
From the theory of A.N. Severtsov about changing the way of life as the basis for the progress of evolving systems, it follows that it is in the system that an element acquires a resource for the growth of diversity - an opportunity for variability.
V.A. Wagner discovered the following pattern of evolution: the higher a particular community is developed, the greater the variability of the individuals included in it.
It is necessary to take into account ... works in which imagination is considered as an evolutionary mechanism for creating new worlds by individuality, testing new ways of development.
Since individuality, with its being, brings variability, diversity, creativity, freethinking and other “chaos” into culture, is the main destroyer of totalitarianism and the sworn enemy of the centralized system.
As a rule, the needle of the xenophobia barometer begins ... to shift when the growth of socio-economic instability in society awakens national and religious prejudices, inherited by the historical memory of the people and waiting in the collective unconscious in the wings ... During periods of social cataclysms and economic crises, political and intellectual competition, fanatical prejudice can both spontaneously influence people's behavior and be deliberately used by various leaders and groups to achieve their goals.
Today we are in a unique cauldron of simmering worldviews - they can germinate, or they can disappear without a trace.
Today we have a shortage of change providers.
Having analyzed the models of success that we practice today, first of all it is necessary to realize that we are a country in love with crisis, in love with failures; such a country is always blind... The social policy of Russia today is a direct flight from the value of success....
You can’t work with young people like with a dog that salivates… If young people do not perceive social competition or any other type of competition as the main model of success, then we will move on to a solidarity culture… where there is no final in the performance, and that’s fine, where there is no logic of survival , where the main logic is Life….
Not only does the country today follow the model of falling in love with failure in its state building, but we are also pushing young people to this model, equipping our culture with bureaucratic bodies of work in an unsuccessful situation. For example, the Ministry of Social Protection - we are only defending ourselves, not developing ... We need a crisis! We make all power structures crisis.
In this sense, we now have absolutely local manipulation projects: the Nashi movement. "Local" and so on. Their scale is small... but the idea necessarily presupposes "not ours" and "not locals", i.e. enemies. Such motivational absurdity and the behavior of these groups lead to the fact that the government itself multiplies opposition to itself.
It is time to realize once and for all that refraining from discussing the problems of patriotism and the Russian language in public policy leads to at least three mistakes - political, psychological and historical.
In the modern world, the competitiveness of countries with a post-industrial level of development is determined by the availability and quality of education…. Even a cursory analysis of the place and functions of education in Russian society shows how the thesis of the priority of education diverges from social reality.
As a result, society asks for education not only and not so much for its contribution to the education of children, but for those negative effects that are the result of defects in all institutions of socialization .... If the state and society, in relation to education, explicitly or implicitly occupy the social positions of the consumer and client, then the interaction between them and education is established on the principle of pragmatic exchange ("you - to me, I - to you"). As a result, there is an opposition "we - they", which complicates the relationship of social partnership between business, family, society and the state. In this socio-historical situation, the risks of the formation of a society of negative identity, represented by a generation that “does not know kinship,” are growing.
Adolescents, answering the question of what attitude in modern Russia is widespread towards national, ethnic, religious and linguistic minorities, put aggressive nationalism (18.6%) in the first place, then racism (17.1%), discrimination (16, 4%), violence (14.7%), intolerance (14.4%), terrorism (13.4%). Only about 2% of adolescents believe that none of the listed phenomena is common in relation to these minorities. The percentage of schoolchildren who are indifferent to this problem is also strikingly high (28.2%). It is also alarming that more than a third of the adolescents surveyed are indifferent to any informal youth groups, including skinheads.
The culture of dignity is much more ready than the culture of utility to overcome social cataclysms, to overcome crises in the dramatic process of human history... The culture of utility does not need personalities and sciences focused on what stands behind each personality - variability, variability, unpredictability. ... One of the injuries inflicted by the culture of utility on our consciousness lies precisely in the fact that the values of the individual are not evaluated as a guiding thread that can lead society out of the crisis ...
P.181. A utility-oriented culture, as always, strives for balance, for self-preservation, always concerned with surviving, not living. The culture of usefulness somehow adapts giftedness to itself, “training” it to fulfill an outwardly assigned life role. That is why the main, defining attribute of the culture of utility is the cult of the all-seeing and all-directing center...
The world develops primarily insofar as there are systems that support individuality, support variability ... Any talk about education as selection for averaging is not just a mistake ... Education has become - paradoxically - a unique sociogenetic mechanism (and this is the first time I am saying this sharply) , either supporting variations or extinguishing them... Education today is Russia's security system... Before us is a conscious process of "brainwashing"...
As a result, it happens, according to the apt remark of the classic of cultural and activity psychology A.N. Lontiev, the impoverishment of the soul when enriched with information... schooling is the supply of answers without questions posed by the student...
It is difficult to overestimate the sad consequences of reducing the essence of the personality to its individual knowledge and experiences. One of the consequences of such an understanding is the substitution of education at school for education, the illusion that to educate means to explain... inherited from parents and are not transmitted through the most correct words ... And this means that ... no instructions, explanations can rebuild the deep semantic attitudes of the individual.
One of the ways to unravel the “Japanese miracle” is the dramatic changes in the education system that took place in post-war Japan…. United States of America in the early 1960s. Among Americans, shocked by the first flights of Russian satellites, a joke is gaining popularity: “Either we urgently need to study physics and mathematics, or we all will have to ... learn Russian” ... According to American experts, in making a qualitative leap in the United States in the field of exact and natural sciences the role was played by the Merit program for searching for gifted children.
In the old Austrian army, the Order of Maria Theresa was specially introduced to reward those who succeeded against orders.
Our trouble lies in the fact that we created and implemented pre-established concepts of education of the “final person”, ignoring the fact that the moral qualities of a person are generated by the processes of development of a person’s line in the context of a joint flow of activities ... choosing one’s own “I” ... Education is precisely a dressing personality, not "shaping". Our upbringing was more of a "shaping".
Most often, the Russian government works like a "headless horseman", because it cultivates management without motivation, management without ideology ... We have a complete deafness not just to education, but to the motivation of human life in general.
Leading psychologists and educators in Russia have repeatedly emphasized that the main task of the school is to TEACH TO LEARN. But their voices were little heard... The development of the student's learning ability begins with the development of the teacher's learning ability.
You and I can come up with any systems, but pedagogy must move from systems to destinies ... The development of a free personality is to ensure the spiritual evolution of the individual. A free person is a person who is difficult to control. A free person is one who has his own morally whole position. A free man is above adaptation. He lives "above the barriers" (to use Pasternak's poetic trope). The pedagogy of cooperation is the pedagogy of the growth of the individual over barriers ... this is the pedagogy of civil society, since civil society consists of individuals, and not of robots, not of conformists or adaptants. .. Today, managerial relations, relations between society, the state and education are built in a dangerous logic of exchange, not cooperation.
Attitudes towards education should be determined by the fact that it plays a unique role in society - the role of a solution of culture. In this context, cooperation pedagogy is ... a project to build a civil society in our country. ..and the sphere of education is a key intellectual and value-spiritual sphere of the life of society, which leads the development of society and determines the value horizons of our culture.
We play almost all over the country in the Unified State Examination (USE), replacing, as D.B. Elkonin, a rough selection based on the assessment of the reproductive reproduction of standard knowledge, which is so necessary for our school to diagnose the development of personality and ensure control over the progress of the student's development. .. the strategy of educating the younger depends on the solution of such a “simple” question as the question of designing the ideology of society, that is, the political modeling of the image of the necessary future of Russia.
The formula "teach to learn" becomes the main strategy in the life of the school. Designing universal learning activities….that means… not turning into reproductive hamsters that carry knowledge behind their cheeks.
Primary school is a school in which the main new formation is born in a child - self-confidence. If we do not achieve this, then ... we will continue to produce neurotics, those who did not finish playing in childhood.
My dream, for the sake of which, together with my colleagues, I participated in the development of educational standards for a new generation, is that a generation of people who do not know fear, including fear of power, will appear ... So that people of perspective, not retrospectives, will be born.
P. 325. Today we have the following situation: the state is chaotically looking for where, to what ideals to go. It rushes between various models of totalitarianism, a religious state and the embryos of liberal scenarios for the development of society... The first and serious risk that should be avoided is the monopolization of spirituality by one or another confession... But spirituality and religiosity are "two big differences."
The shock of the present is the drama of teachers lagging behind students in the field of mastering information technology ... but ... Any "catching up modernization" of education is dangerous because the setting itself "catch up and overtake" other countries narrows the possibilities of predicting the future due to such a socio-psychological syndrome, as a syndrome of "hypnosis of the back". The essence of this syndrome is that a person who sees the back of an opponent running in front of him inevitably repeats his moves and mistakes. As a result, a person turns out to be “blind” in relation to other scenarios for the development of future events in a situation of “present shock” ... Therefore, we are faced with the task of designing such an education option in which a person would perceive changes as the norm and not experience “present shock”.
The attitude of the school to gifted children, however, as well as to children with developmental difficulties, is a kind of litmus test of the readiness of any national education system for changes, for the challenges that society poses to education systems ... Under the conditions of information socialization, the likelihood of the emergence of a whole generations of intellectual accelerators... Only by overcoming the disunity of representatives of various professional communities - teachers, university professors, scientists, entrepreneurs, managers and politicians, we will be able to fully solve the problem of creating a national program of "bounty hunters".
Children began to develop special social norms - "norms of denunciation" of their parents. And it turns out that instead of “love your neighbor…” we are building a completely different commandment in the minds of a whole generation of children and teenagers: “inform your neighbor”…
In totalitarian cultures, education is unified, “combat pedagogy” is born, and in cultures aimed at freedom, the diversity of education grows, and then education acts as a mechanism for maintaining the evolutionary diversity of society .... Variability and standardization in education should not contradict each other, these are two sides one process.
... you should never put dog tasks in front of cats. But we act exactly in this logic when we pray for ratings, translating tests from one culture to another.
It is necessary to look for variations, going beyond the usual schemes and ideas. Only in this way will we have a vision of prospects, the basis for moving towards the future - towards a society of "unity of diversity".
... the variability of education is a litmus test of fluctuations in regression and progress in education, a measure of whether we are dealing with the modernization of education or with a game of modernization, behind which is a return to the universal standardization of educational programs and the depersonalization of the younger generations.
All these lines of development of practical psychology as a methodology for variant education are not only history, but today and, I still hope, tomorrow, the formation of Russia ...
How to explain to managers the mortal danger of school profiling, which limits the professional and social mobility of the individual?
In textbooks and educational programs, the presentation of the history of the development of mankind, different countries and civilizations as the history of conflicts and wars prevails, which involuntarily contributes to the formation of an assessment of forceful methods of resolving conflicts as a social norm.