Ideas of cosmism and pedagogy of noospheric education. Advances of modern natural science Noospheric models of education in the Russian Federation
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The creation of an advanced education system is a key ethical, economic, and strategic task for Russia on its way to the 21st century.
The concept of noospheric education is part of the concept of the noospheric path of development of Russia, developed by the Academy of Natural Sciences in 1993–1995, and is based on its basic concepts and principles.
Concept noospheric education is a system of scientific-theoretical, epistemological, methodological and practical views on nature of education and the possibility of its effective achievement in society at the stage of noospheric transition.
The concept of noosphere education is a convergence of natural science, humanities concepts and educational practices of the late 20th century.
The concept answers the following questions of the time:
1. What are the scientific-theoretical, epistemological, methodological foundations of education?
2. How to practically organize the pedagogical space in order to find the necessary conditions and optimal technologies in a truly environmentally friendly, humane educational process?
3. How to organize a viable education management system within the framework of programs for the end-to-end development of all links of the educational process (family–kindergarten–school–university)?
4. How to economically organize a self-developing educational process?
6. How to restructure the pedagogical process and educational technology towards harmonization and greening of education at the stage of the noospheric transition?
7. How can the educational process be organized in the existing system of training and retraining of teaching staff in such a way as to give impetus to a natural transformation of the thinking, methodology and worldview of each individual teacher in a short time?
8. How to orient a person in modern society?
The concept presents the inextricable unity of 4 parts: scientific-theoretical, epistemological, methodological and practical. The structure of the concept of noospheric education is presented in diagram 1.
Scheme 1
vConcepts and definitions.
vGoals, objectives, principles noospheric noospheric education.
vTechnology of noosphere education.
vMethods of teaching academic disciplines.
vTextbooks for noospheric education.
vTeacher of the new generation.
vAbout the program of transition to noospheric education. about education.
vScientific and theoretical foundations of noospheric education.
vTheory of knowledge at the present stage.
v Methodology
CONCEPTS AND DEFINITIONS
Education – individual or collective process of creation HUMAN IMAGE; formation by the subject of education of SELF-IMAGE (self-identification) through individual assimilation and processing of knowledge, skills and abilities developed by humanity about nature-society-man.
Knowledge – this is an information-shaped reflection in the individual’s consciousness of natural, reproducible connections between units of the objective and subjective worlds.
Self-identification - a way of being in which the full, comprehensive use of all essential powers and abilities of a person is assumed in the process of his adaptation to the world, in acts of acceptance or rejection of this or that existential position and value system, of this or that social structure. In other words, self-identification is a person’s appropriation of a system of life meanings and attitudes that exist in society.(The concepts of self-esteem, self-realization, self-affirmation of personality are not synonymous with self-identification, they carry their own specific functional and semantic load, point to rational acts of human thinking).
Education and upbringing constitute a single process of educating human thinking.
Education in the family and society aims to give a person ideas and skills for orientation in the world of people. This is a system of ethical and moral norms, rules of behavior, etc.
vEducation in primary, secondary and higher schools aims to give a person knowledge, methods, and tools for orientation in the world of thought, ideas, knowledge, and life. As we see, upbringing and education have different goals in the areas of application of knowledge.These two processes are united by the very object of upbringing and education - a person, and the single task of upbringing and education - acquiring knowledge (regardless of the scope of application).Upbringing and education have an impact on the consciousness, subconscious and superconscious of a person.
Education and upbringing are a single process (impact on a person) and differ only in the scope of application of acquired knowledge. Their nature grows from the same root. Recently, the difference between educated and well-mannered people has become increasingly realized. Society's awareness has increased, however, as practice shows, this is a one-sided, inharmonious process. People use the information received, not knowing the consequences of their activities. Awareness of the role of man in nature is “lame.” One-sided awareness leads to incorrect setting of goals and objectives of education. From this follows the result of a person’s subsequent activity, his choice of means to achieve his own or social goals.
In fact affairs in the process of upbringing and education there is an impact on human thinking, education of thinking. In this sense, indeed, currently separated processes constitute a single entity– human education.
Education system – a social institution, including setting goals, creating general and special concepts of education, curricula, techniques, methods, means for implementing the idea of education: educational institutions, their logistics and financial support, a system of training and retraining of teaching and administrative personnel, means of teaching communications (magazines, newspapers, other printed publications, seminars, conferences, etc.).
Philosophy of education includes ideas about education as a system of preparing a person for life: an intellectual understanding of the history of education, its current state and its possible scenarios for the future. The philosophy of education discusses the ultimate foundations of education and pedagogy: the place, meaning of education in the universe of life, understanding of man, the ideal of education, meaning and features of pedagogical activity.
Philosophy of education is not a science or philosophy in its pure form. This is the identification of ontological, epistemological and axiological components of the education process. It includes the necessary generalization of social reflection expressed in philosophy, methodology, history, cultural studies, axiology, etc.
The term “philosophy of education” has emerged in recent years and is not completely established.
in Russia is the proclamation of the high humanistic goals for which it was created, and the impossibility of the education system to effectively move in this direction.
Reasons for the main contradiction in the education system:
vinability to understand the strategic function of education in modern and future society;
vinability to structure the functions of the education system (managerial, methodological, educational, teaching, etc.);
vinability to understand educational technology and methodology from the perspective of modern science;
vinability to see the true deep ones, i.e. natural or bioadequate educational objectives.
vlack of informationpedagogical community about modern achievements of science.
A crisis modern systems education is an objective result of this contradiction. The crisis of the education system lies in its inability to function in such a way as to ensure the development of human potential and the reluctance of the human person (student, teacher, parent) to act in conditions that violate the original expediency and possibility of self-realization.
The crisis of the education system is closely related to the general civilizational crisis. It cannot be understood as a result only of social, political, narrowly understood environmental or cultural-ideological influences in Russia. Its roots go deep into the history of mankind and are associated with the phenomenon of the development of human consciousness. Historical type left hemisphere, i.e. Discursive-logical thinking prevailed in human society starting from the end of the 5th century. BC e.and prevails to this day.
Structure civilizational crisis conditionally presented in diagram 2.
The diagram shows the historical tilt towards the discursive-logical (left hemisphere) human thinking, disruption of the balance of human natural capabilities, which led to disharmony of human attitudes in activity. In total this led to civilizational crisis.
It is obvious that no amount of “patching” holes and solving “problems” associated with discursive-logical thinking will lead to a transformation of the situation. The crisis of civilization at the end of the 20th century. – there is a crisis of thinking, or rather, left hemisphere type of thinking. The crisis of thinking consists in the non-ecological exploitation of one of the parts of an integral human organ - the brain, while other symmetrical human organs work harmoniously. Dysfunction of the right hemisphere of the brain has led to the disharmonious work of the entire organ, which does not meet the principle of ecological expediency.
Along with the established tradition of relying on discursive-logical thinking, humanity also accepted the principle of the inexpediency of the socio-ethical imperative instead of the previously existing principle of the environmental imperative.
Ecological imperative – an objectively necessary moral socio-anthropological principle, which is an imperative for the co-development of man, nature and society.
According to this principle, the individual, the state, and society have no right to be guided by any moral principles other than the ecological imperative, which takes into account the general laws of co-development of nature, man, brain, society and the processes of formation of the noosphere.
Histor And I civilization is a history of spontaneous development, “domination” left hemisphere thinking and energy criterion of progress: accumulation of labor energy by the ruling classes. In connection with the predominant development of non-ecological ( left hemisphere, pathological, unnatural, unhealthy, anthropospheric) thinking in modern industrial society, all systems of society (education, healthcare, politics) are focused on non-ecological human thinking.
Modern civilizational a crisis shows the end of the era of spontaneous, non-ecological development. The movement towards environmentally friendly development means the gradual transformation of one-sided thinking and the energy criterion of progress, the establishment of a universal criterion of progress based on improving the qualitative characteristics of its thinking.
The transition to holistic environmental thinking is a turning point in the history of mankind on its way to the noosphere (sphere of the mind) and is the essence of the noospheric transition.
Thinking type – conscious orientation of preferential use of brain functions. There are two main types of human thinking:
veco-friendly(bihemispheric);
vnon-ecological(unihemispheric).
Eco-friendly thinking (synonyms: harmonious, natural, universal, biosphere, healthy, all-dynamic) is determined by consistency with the natural laws of the Universe, because The left and right hemispheres of the human brain are collectively involved in the work. Such thinking does not lead to disturbance of the biosphere.
Human quality determined by his type of thinking.
A harmonious, universal, healthy person demonstrates the natural, biosphere-compatible its quality, which is determined fully dynamic(two-semi-spherical), environmentally friendly thinking.
An inharmonious, limited, sick or problematic person exhibits an unnatural, pathological quality, which is determined by the anthropospheric not environmentally friendly thinking.However, it differs left hemisphere (exact sciences, rationalism) and right hemisphere (Humanities, creative directions) orientation and intermediate options.
Growth of human quality means expanding human capabilities to transform their relationships in the biosphere and society in the direction biosphere compatibility through mastering the methods of combined work of both hemispheres of the brain.
Progress of man and society is to expand the personal and social spheres of possible transformation of negative problems into positive ones.
Eco-friendly development corresponds to the case when progress is carried out on the basis of growth in the quality of human thinking, i.e. transformation of thinking in the direction of its greening. Ecological development is consistent with the natural laws of nature and does not disturb the biosphere - it is generated by environmentally friendly thinking.
Eco-friendly , healthy, harmonious thinking period of the noospheric transition will be established through the removal of the worldview of anthropocentrism “biosphere for man” (“everything for man”, “man is the king of nature”, “conquest and transformation of nature”) and the formation of biocentrism - “man in the biosphere”. Naturally, ultimately the biosphere (both Earth and Space) is for humans. Biocentrism only states that human activity in the biosphere should be illuminated by reason and aimed at preserving natural systems.
A person with noospheric thinking will begin to correctly understand his place in nature and his evolutionary role, performing the biosphere function of maintaining the “stability reserve” of natural systems. The natural component of this person’s morality will relate to his relationship with nature: everything that contributes to a person’s performance of his biosphere function is moral. , everything that contradicts this is immoral. Noospheric thinking means a person’s conscious choice in favor of eco-life, the “I am in nature” position, love for nature, awareness of one’s place in nature and finally, the co-creation of man and nature ( in contrast to ego life, the position “I am the king of nature”, conquest-transformation of nature - ultimately, the position of consumer and predatory attitude towards nature).
Our time, the period of humanity’s transition into the era of the unity of individual and collective intelligence and spirituality, is increasingly called the era of reason - the era of the noosphere.
The inevitability of planet Earth’s entry into the NOOSPHERE era was shown by the great Russian scientist V.I. Vernadsky. According to his views, human activity is now becoming the main geo-forming factor.
Noosphere – this is the era of unity individual and collective intelligence and spirituality, a new quality of integrity of thinking.
Noospheric development - it is consciously controlled value-wiseoriented co-development of man, society and nature, in which the vital needs of the population are met without compromising the interests of future generations and the Universe.
Noospheric development is aimed at restoration of ecological balance on the planet and the emergence of a new man, whose distinguishing feature will be a new quality of thinking – holistic thinking.
The education system is a key link that will help Russia fulfill its role as a leader in the noospheric transition.
Noospheric transition – this is a period and process of correcting excessively and thereby disastrously manifested distorted components of human life and society.
During the noospheric transition, there is a gradual awareness and acceptance by man and society of the principle of the ecological imperative, a departure from the one-sidedness of logical methods of thinking. I.A. Efremov wrote about the significance of this stage: “It is in this overcoming dead ends of mathematical logic and that was the power of the future."
This stage on the path to greening society can be called pro-ecological . Pro-ecological The stage arose spontaneously, as an alternative movement in education, and it successfully proceeds in accordance with the law of self-organization of subjects of ecological systems. The transition from an alternative movement to public policy is inevitable.
The result of the noospheric transition there will be an increase in the rate of restoration of the components of human life (material, intellectual, spiritual) and the subsequent flourishing of society based on the harmony of these components.
The idea of noospheric development must ultimately be transformed into a system of new spiritual and professional attitudes of humanity. This requires:
vdeep awareness of the population on all aspects of noospheric development, including noospheric consciousness;
vreorientation of education, medicine, production and other sectors of the country’s economy towards noospheric technology, methodology and practice.
The creation in society of a system of noospheric thinking and, consequently, new values will contribute to the formation of environmentally friendly structures
Scheme 4
education, production, consumption, aimed at a higher standard of living of the population.
Thus, in a certain sense, noospheric formation is a key link in the noospheric transition. The sequence of this transition is inevitable:
EDUCATION OF HOLISTIC THINKING
The education of holistic thinking, based on the synthesis of modern achievements of quantum physics, biology, physiology, systems theory, neurophysiology and other sciences, is a method of psychological and pedagogical influence that can serve as a tool for transformation left hemisphere(mostly) the thinking of modern man.
The goal of noospheric education is the formation, or rather the motivation, of a harmonious, holistic, environmentally healthy type of thinking, based on the conscious combined mastery of logical (left-hemisphere) and imaginative (right-hemisphere) thinking. This is the type of thinking that can give a person a holistic picture of the world and can become a tool solving global problems and transition to noospheric development of society.
The result of the educational process, thus, is a person who owns a harmonious bihemispheric all-dynamic thinking. However, What does “owning” mean?Is this not yet another declaration of a “bill of rights” for man and nature?
Real result educational process should be considered learning personuse of discursive-logical, intuitive and all-dynamic(together logical and figurative-intuitive) methods of thinking when solving various life, production, social, universal problems. Let us explain that we should talk about holistic thinking when the combined work of the two hemispheres of the brain becomes not only an individual’s skill, but also an ordinary conscious technique, a method for solving various problems. In this sense, we will talk about methodologization human thinking.
Noospheric education issocioculturalthe process of transferring knowledge, skills and abilities through the organized motivation of individual educational mental images and the realization of the energy contained in them. The purpose of noospheric education is – teaching holistic dynamic thinking through mental images.
The main difference of noospheric education is the disclosure of the internal resources of the student’s personality, the identification of the potential possibilities already inherent in it. When summed up in the student’s personality, these resources increase his creative potential. When summed up in society, they increase the level of passionarity of the entire society. Main characteristic noospheric education is its compliance with the nature of human perception, ecological purity, focus on revealing the higher “I” of the teacher and student through their creative interaction through all channels of perception.
Noospheric education is possible at all stages of study in all academic disciplines.
OBJECTIVES OF EDUCATION
Societies and countries set and solve different problems at different times. The choice of a task for education is adequate to the specific level of development of a given society: the level of need for a particular educational result, its social demand, feasibility, resource availability.Russia’s position in the world as a Euro-Asian, industrially developed country at the stage of transformation of social guidelines determines the strategic country's education goals in the following way: development of defining primary and general education followed by vocational education to provide industry and agriculture with functionally competent, creative specialists with the transition to a higher level of continuous education.
Modern education solves a whole range of problems, among which the following can be listed as the most socially important:
vformation of worldviews of students;
veducation of students, i.e. familiarization with general scientific ideas about nature, man, society, as well as with the main directions and features of the spatial, activity, cultural, mental structure of man;
vsocialization of the individual, i.e. its involvement in the processes of social division of labor through the individual’s mastery of knowledge and skills in one or another professional segment of this division, as well as introduction to the lifestyle accepted in a given society and the principles of social interaction between people;
venculturationpersonalities, i.e. its introduction into the system of value and semantic guidelines and evaluative criteria, into the normative and regulatory establishments of social existence, the system of languages and technologies of social communication and the main parameters of the historical social experience of the collective life of humanity in general and a given society in particular. This is precisely the goal of education in itself general view.
vTranslating all of the above into everyday language, we can say that if the socialization of a person comes down primarily to a person’s mastery of a profession - a system of principles and technologies of a particular activity for the sake of creating a socially significant product and obtaining the desired social benefits as a reward, then the enculturation of a person is a person’s mastery of historically developed rules within which it is allowed to acquire these same social benefits, interact with other people, obtain and disseminate information and knowledge, evaluate and interpret various phenomena, etc.
Ultimately, this is culture as a set of norms and rules that regulate any form of human life, building value and semantic hierarchies of the results of this activity, supporting the functioning of communication channels and symbolic languages, with the help of which this kind of regulation is carried out. Culture is an attitude people's consciousness that their interests and needs should not be satisfied by any means, no matter how utilitarianly effective they are, but only acceptable to nature, society and people in terms of their consequences and price. From the position of culture, the end never justifies the means. Hence the special the role of culture as a historically accumulated bank of socially acceptable means of satisfying human interests and needs, as well as harmonizing people’s connections with the world.
But the social experience of ancestors, unfortunately, is not inherited by people genetically. Each person needs to be individually introduced to this experience, to the “bank” of cultural patterns and institutions. These tasks are solved in the processes of education and practical social interaction, introducing a person into the realities of cultural normalization of life; art, morality and religion, setting standard patterns of normative or anti-normative consciousness and behavior; public opinion approving or condemning certain human actions; a state that rewards or applies violent sanctions depending on the degree of normativity of a person’s actions, etc. But the main “educator,” it seems, remains education, because it is called upon to carry out this kind of inculturation of the individual in the most systematic, comprehensive and productive manner, according to a specially developed plan for solving this problem.
The task of noospheric education is to ensure the human right to economical and instrumental creative thinking.
Its efficiency is achieved through the use of 5 channels of human perception, the intensification of creative thinking and a holistic view of the phenomena being studied, and the rejection of the “patchwork quilt” system - disparate rules. Turning to the student’s personal experience and the natural biorhythms of the human body reduces the time spent studying any subject by 3-6 times, frees up the student’s health resources, leads to savings in material and financial costs, and makes it possible to increase the efficiency of acquiring knowledge and skills by the same amount.
Noospheric education is so multifaceted that it can becharacterized from different points of view:
vEco-friendly , healthy, non-pathological, natural - because is based on natural channels and processes of reception-transmission-awareness of information and sets goals that are natural for humans.
vBiosphere, because does not aim at the subjugation of nature by man (anthropocentrism), focusing on the co-development of nature, man, and the cosmos.
vScientific , because is based on modern achievements of the natural sciences, humanities and humanitarian practices.
vSystemic, because considers the “Man-Society” subsystem in the “Nature” and “Space” systems and uses a set of system capabilities of a wide range of scientific and practical areas.
vCreative , because realizes the creative potential of teachers and students.
vVirtual , because uses forms and methods of cognition implicitly (internally) inherent in any person, naturally occurring in the form of movement of three-dimensional holographic mental images.
vBiorhythmic (relaxation-active) according to the form of organization of classes (alternating rest and activity).
vHarmonious, because provides the joy of learning, self-realization at all levels of human development (physical, creative, interpersonal, social, fundamental, universal levels).
vHumane by goals, methods, means.
vInstrumental , because it gives a person a tool for thinking and further independent knowledge without codependency with the teacher.
vEconomical, because reduces time, financial, social, logistics and other costs by 3-6 times.
vLeading, because prepares people with advanced holistic thinking.
vInnovative according to basic and auxiliary components, scientific, theoretical and methodological parameters.
vProgressive, because significantly advances a person’s knowledge of his own nature and gradually “takes him away” from the environmental crisis.
vOptimal , because eliminates unnecessary steps in the process of cognition.
The main contradiction of the modern education system– the proclamation of high humane goals and the inability to act effectively towards the goal is largely explained by the lack of clarity of the fundamental principles of education.
A necessary and sufficient principle for the formation of the period of transition to the noosphere is its conformity with nature or bioadequacy This new principle for education can be explained through the sum of the principles that are more familiar to us. Let us list them.
1. Principle greening education means turning to the natural, inherent in man by nature, methods, methods and channels of information perception without the increased use of discursive-logical left hemisphere thinking.
2. Principle systematic education means building pedagogical activity based on system-wide scientific theories of the development of systems of nature, society, and thinking. This means functional systematicity, and not its theoretical model.
3. Principle harmonization education means the use of technologies and methods of holistic perception of the world and thinking, immersing students in the harmony of the world already at the entrance of classes.
4. Principle humanization means a transition from a technocratic model of education to a model sociocultural, which opens up opportunities for broad humanitarian training of the student. Humanization in itself does not protect the individual from marginalization, but is a reliable “bridge” in the transition to the integrity of education.
5. Principle instrumentality education means the opportunity to apply knowledge, skills, abilities in all spheres of human life: personal, interpersonal, social, universal. The last sphere of life means
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not the alienation of education from nature and society, but the condition of its existence in nature and society. This principle inclusion in the totality .
6. The principle of student-centered education, meaning freedom of choice of forms, directions, means of education.
7. The principle of anticipatory(compared to other sectors) of the development of the educational sector means focusing on the latest achievements of science and psychological and pedagogical practice.
8. The principle of simplicity of cognition, being a specific human way of ensuring life, underlies the principle of simplicity of education.
9. The principle of cost-effectiveness of education means the construction and implementation of technologies and teaching methods that do not exceed the necessary social
costs and at the same time leading to saving time, effort, money, finances.
10. Principle of Potential Intellectual Security.
The principle of Potential Intellectual Security is not just a new principle of pedagogy. It is the first proposed principle, originating from the depths of a holistic, healthy human consciousness. (We have already used the term ecological consciousness in connection with holistic consciousness).
Potential Intelligent Security is based on system-wide principles, the most important of which in this case:
vconformity with nature;
v self-organization of information;
v invariance.
Working with natural symbols and images is potentially safe. Let us remember that man learned to listen to nature and his surroundings, precisely by choosing natural samples for himself. Man’s first ecological ideas are expressed in the phenomenon of the totem. The species at the top of the ecological pyramid of the region’s ecosystem was chosen as a totem. Communication, protection, Imitation of a totem by a person gave a feeling of connection and unity with the Universe, with the world around a person. All senses were connected by a person when he learned from the totem.
Understanding culture as a second nature or symbolic universe (Lotman), we introduce it basic concept – symbol– into education on a conscious (as opposed to unconscious) level, precisely as a symbol, and not as an example (illustration of what the teacher said). We propose changing the places of the terms. This changes a lot, because the perception of information is not mathematics, where by changing the places of the terms the amount does not change.Perception is a complex psychophysical process.
We propose that the symbol take a leading place in the educational process. We offer cultural samples and natural symbols for incarnations individual mentality.
In this case, students are invited to interpret first, and not after the teacher, and thereby first place What emerges is the formation of “participatory thinking” as an individual experience of knowledge (M.M. Bakhtin). By provoking the genesis of the experience of knowledge, we cultivate thought on the basis of natural and cultural (“second nature”) samples. This is the essence of the principle of Potential Intellectual Security. This is natural safety from overload, information foreign and unnecessary to the individual, from pressure from teachers and authorities, safety from wrong moves and paths, from falling into the extremes of painful hobbies and sectarianism. So, natural symbols in the process of education are the first guarantor of natural security of thinking. The second component of security is the highest potential of the individual. We understand the latter as the totality of the highest spiritual, intellectual, physiological capabilities of a person. The proposed methodology of educational activities in a broad sense is aimed at revealing the higher “I” of the individual.
Remember what you dreamed of becoming when you were a child. Restore your image as you imagined it back then desirable. Remember the feelings that filled your heart and soul when you wanted to become exactly this way. Restore a powerful positive desire to move faster, more efficiently towards your desired goal. You have probably already achieved a lot towards your desired goal. But let's look at a child's dream from the point of view of the principles of noospheric education. Is there at least one of the listed 10 principles that would not be suitable for characterizing a child’s dream? In any dream a person personality-oriented, is ahead of its time, simply and economically, humanely and harmoniously, systematically and environmentally, based on its potential (unmanifested) spiritual, intellectual and physical capabilities, it builds models of its needs and capabilities. The dream itself, as a model of the future, is the most important tool, a generator of energy for its achievement. Of course, dreams change and models become more complex. However, design thinking is the general code of the solution vital activity tasks. We call knowledge of this code and conscious use of it in upbringing and education conformity with nature or bioadequacy education at the stage of noospheric transition.
Noosphere education
Speaker Onopko T.A. Donetsk UVK No. 16
It's no secret that students' interest in knowledge is falling from year to year, the quality in all subjects is declining, despite the efforts of teachers and the dedication of their work. Only certain groups of children, determined to achieve a certain career, and therefore material well-being, through the efforts of their will, force themselves to study the “necessary” disciplines for them.
The modern search for a social solution is not aimed at essential conceptual modernization, but at searching for areas of financial investment and new technological means.
The health indicators of students - physical and psychological - are also disappointing.
Working at school, we know and see firsthand that man-made changes affect society. The information flows that hit us do not have time to be perceived and processed by our consciousness. An adult is a mature person, capable of defending himself against the “cultural” revolution of the media. What about children? Unfortunately, they cannot yet sort out the harmful from the useful, the unnecessary from the necessary.
Why did they lose their happiness and health? Why did you become lethargic and passive, losing interest in learning? Why did you learn to lie and pretend? Where have the love and kindness gone?
The child is confined within 4 walls, but he loves nature! The child must move - he was forced to remain motionless. He strives to understand - he was told to learn by heart. He loves to talk - he was ordered to remain silent. He loves to work with his hands and was taught theories and ideas. The logical question is: who invented such a school?
In addition, today's “problem” children require special attention and special upbringing. And here we need a teacher-psychologist, able to solve a range of problems, understanding the laws by which a person lives and develops. Hence the need arises to develop technologies that, if possible, facilitate the formation of new knowledge that would at the same time preserve the health of students.
Today, this is “Noosphere Education” (the author of the concept is academician Natalya Vladimirovna Maslova) as a system of new ideas, views, methods, models of activity - the only alternative to the outdated traditional educational apparatus.
Currently, the department of “Problems of School Education” of the Russian Academy of Natural Sciences (Russian Academy of Natural Sciences) has developed the programs “Noosphere Education”, “Holistic Thinking”, “Consciousness of the 21st Century”, “Bioadequate Pedagogy”, which allow one to learn a bioadequate, effective teaching method and preserve the health of the teacher and the student, to return the joy of knowledge, creativity for fruitful activity.
What is it: noospheric lesson technology and bioadequate methodology?
Let’s find out for ourselves: what is a harmoniously thinking person?
Brain - left and right his hemispheres, responsible for mental activity, are not equivalent in their functions.
The right hemisphere is intuitive, creative, corresponds to emotional-imaginative thinking.
The left is responsible for logical thinking. Integrity in any mental activity (and in children this is study) presupposes the harmonious work of the two hemispheres.
Today, the entire process of human education, starting from 1st grade and ending with university and post-university education, is based on the merciless exploitation of the left hemisphere and the complete oblivion of the right. Only certain disciplines: drawing, singing, and partially literature activate the figurative and creative center.
The activity of any one hemisphere allows unequal control of the organs. As a result, disharmony occurs in the functioning of the body's systems, which leads to all kinds of diseases. First of all, the psyche suffers, since it is directly related to the activity of the brain. Hence the instability of children to stress, psychological, and infectious diseases.
Very often we, teachers, complain that all efforts to transfer knowledge to students are not effective enough (“I almost turn myself inside out in front of them, and, it seems, they really understood, all the questions were answered. But the next lesson brings disappointment: how It’s like everyone is hearing it for the first time. Why is their memory so bad? It’s getting worse every year!”) the reason is still the same.
When there is an excessive overload of information entering the left hemisphere of the brain, the body’s self-defense forces are triggered. The brain protects itself from destruction by a natural reaction for it - moving most of the information to the so-called short-term memory.
There are such children (they are called “indigo children”) who are distinguished by outstanding abilities. It is noted that both hemispheres work equally for them. Hence the abilities.
Thus, a natural, nature-appropriate method of assimilation of information is the way of obtaining it through the activation of two hemispheres.
Let us remember how animals receive information about the world around them, as our distant ancestor, primitive man, received it. He first cognized any new object or phenomenon with the help of his senses, imprinting it in his memory in the form of an emotional image (it’s tasty, it’s bitter, it’s hot, it’s dangerous - it hurts, etc.), then he built a logical chain of connections between objects and phenomena and, depending on them, built his behavior and practical activities in nature. This way of thinking is natural, nature-friendly, and health-saving.
This is exactly the method that noospheric education teaches. Its main tool is a bioadequate technique aimed at using the internal natural reserves of human consciousness, mastering the resources of the brain as a tool of cognition.
The essence of the technique is to divide the lesson into phases of increased and decreased muscle activity, which is adequate to natural rhythms. During the relaxation phase, educational material is given, and the student, “living” the information emotionally, models and creates his own reference image . Consolidation occurs in the activity phase through reusable logical and figurative perception of information through 5 channels (hearing, vision, touch, smell, taste).
Muscle relaxation (relaxation of the muscles of the arms, legs, face, neck, body, abdomen), working with one’s internal images makes the lesson productive, does not violate the law of perception and passage of information, helps to harmonize discursive-logical and intuitive-creative processes in the brain, forming while thinking holistically.
For example, before starting to study a certain section, it is proposed to use the power of imagination to immerse yourself in the topic being studied, through a mental representation of a given era. It is wonderful to imagine an imaginary time machine that will take us to the desired era, country. A wonderful description of the climate, landscape, and life of people of past eras.
To make notes in notebooks more understandable and memorable, during lessons children are encouraged to replace individual words or phrases with drawings-symbols.
When working with terms, the use of tasks to compose images helps to better understand the essence of the term and contributes to its better assimilation.
When working withnew educational material You can supplement the diagrams with drawings; children remember these diagrams faster and easily reproduce them.
Students record mental images on the topic on paper, allowing their imagination to express itself fully. Next, we structure the received information on an image-symbol.
In the literary reading program, you often have to fantasize, find yourself in the land of “Imagination,” invent countries such as “Laughter,” “Galaklandia,” draw your robot double, and dream.
Familiarization in lessons with supporting notes, structural information, symbols, conventions - all this helps students successfully work with educational material.
The process of perceiving information is built on the psychological basis of the so-called personal experience (memory). Those. the child must associate (compare) the proposed image with what is in his experience and instantly accept or reject (at the subconscious level).
Students cannot always accept the proposed images on the topic being studied; they work with their internal symbols, and this is important because it does not violate the individual intellectual nature. They are happy to come up with methods for applying information.
So, one of the ways to increase students’ cognitive motivation is to work with mental images. What is it?
A mental image is a holistic image of an object or phenomenon individually perceived by all senses. One of the most important spheres of our consciousness is the perceptual one, that is, the sphere responsible for the perception of information. With the help of mental images, educational material is absorbed faster, more clearly and better, and, accordingly, it is easier to process in the perceptual sphere. The entire experience that a person has is reflected in mental images: for example, the aroma of mother’s perfume paints pictures of childhood, evokes feelings of joy, serenity, and security. It becomes clear that the more channels of perception are involved at the moment of acquaintance with an object or phenomenon, the stronger the mental image and the easier it is to evoke it.
What does a teacher starting to work with mental images need to know?
M The conceptual image consists of three components:
Material form, understood as a holographic form with color, smell, taste and sound.
Energy individual attitude, perception, evaluation.
Information, perceived by man.
Form, information, energy act in trinity and form the basis of the mental image.
According to the research of Vladimir Vulf, cape leopards appear in different ways:
As a result of perception of the surrounding world by all senses.
With the help of fantasy and imagination.
Passed on by inheritance (genetically).
M Leoforms have characteristic signs:
Multidimensionality and holographic(we present objects in real forms, in color, with smell).
Mobility(the items presented can be guided).
Variability(you can easily move from the image of a winter landscape to a summer or autumn one).
The ability to generate similar images ( morphogeneticity).
Thought images are stored for a long time in our minds and easily called by the "key"" - taste, smell, word, form, touch.
The technique provides the principle of potential intellectual safety through the development of natural thinking without overload and stress.
I would like to note that the bioadequate technique:
Meets the principle of medicine “do no harm”;
Restores the student's health;
Teaches to work and learn in joy;
Fosters human creativity;
Simple and natural in form, knowledge-intensive in technology, humane in essence.
In my opinion, noospheric education is a new and very promising educational system.
Methodological development for physical education teachers
The founder of the doctrine of the noosphere is Academician V.I. Vernadsky, who first noted that the biosphere, as humanity evolves, gradually turns into the noosphere - the sphere of the mind, when all people actively participate in public life, in political activity and the educational process.
Academician of the Russian Academy of Natural Sciences N.V. Maslova developed and scientifically substantiated a system of noospheric education. This turned out to be timely and relevant in connection with the need to eliminate the destructive effects of man on the biosphere. In our time, there are contradictions not only between society and nature, as envisaged by V.I. Vernadsky, but also the aggravation of relations between religions, cultures, and civilizations.
Numerous studies have established that noospheric education, based on the Laws of the World, provides a way out of the current situation. Today, humanity is experiencing an information revolution, entering new information spaces, while violating the conformity with nature, and overloading students with educational information leads to poor comprehension and the emergence of chronic diseases.
To solve these problems, qualitatively new institutions of education and family are needed. Noospheric education is the most effective and highly productive way to solve educational and educational problems, without additional financial costs and in full compliance with state education programs.
Noosphere education is an innovative technology of educational activities with the development of spiritual and value orientations based on the Laws of the World. The goal of noospheric education is to activate systemic, holistic (as a combination of left- and right-hemisphere) thinking, which heals the entire body. The product of noospheric education is a physically and mentally healthy person who, in practice, uses systemic holistic thinking in solving educational, life and production problems, and personally and socially realizes himself creatively.
Teachers who teach according to the ideas of noospheric education use a lesson form of teaching academic disciplines, applying elements of bioadequate health-preserving methodology. One of the main elements of the lesson, based on the ideas of noospheric education, is relaxation - achieving the deepest relaxation of the body through special exercises. In this state, self-regulation of those functions that cannot be controlled under normal conditions is possible. It should be noted that muscle relaxation is always an indicator of positive emotions, a state of peace, joy, balance (through communication with the subconscious, with the spiritual world, with one’s spiritual program). Deep muscle relaxation can weaken or even stop negative emotions and the changes in the internal organs that accompany them.
A constant lack of time, hard work, lack of rhythm in activity, and the need to restrain external manifestations of emotions create the preconditions for a person to lose the skills of direct relaxation and to develop persistent muscle hypertonicity. Research shows that students and teachers' immediate relaxation skills are at a low level, as a result of which worries, anxiety, fear and other negative emotions sharply manifest themselves. This interferes with creating a feeling of peace and contentment. Relaxation exercises help with self-monitoring, which is the process of remembering events and sensations.
A feature of the nature-appropriate method of holistic thinking, which underlies noospheric education, is the inclusion in the learning process of several “magic keys”, with the help of which it is quite easy to achieve harmony of body, mind and soul.
The first “key” is changing the rhythm of the brain. It is known that the rhythms of the brain change several times a day. The German scientist G. Berger, using equipment that made it possible to record an encephalogram, found out in 1929 that as soon as a person closes his eyes, his brain begins to generate rhythms with a frequency of 8-12 vibrations per second, which Berger called alpha waves.
When a person wakes up and begins to do his usual activities, the brain functions in a mode of 12-15 vibrations per second, and during the most active activity the frequency reaches 20-25 vibrations per second. This is the rhythm of active daytime consciousness; it is at this level that a person thinks and acts. The alpha rhythm corresponds to our daytime daydreaming or nighttime dreaming. Using a special technique, you can learn to reduce the rhythms of your brain to alpha and theta levels at will and stay at this level without falling asleep for a certain time. You just need to remember Berger's discovery: the brain automatically switches to alpha rhythm when a person closes his eyes.
This seemingly insignificant element is used in the nature-conforming method of holistic thinking. By changing the rhythms of the brain, he gets a short break from vigorous activity and the opportunity to restore his performance.
The second “key” is the use of the student’s peripheral vision in work. Vision sends most information from the environment to the brain. This happens thanks to the retina, which contains light-sensitive cells: 5-7 million cones and 125 million rods. Cones perceive the color, shape, size of objects in daylight conditions, and rods are very sensitive in dim lighting conditions, and are also responsible for peripheral vision. Neurologist N.A. Davydovskaya notes that peripheral vision “works” on the inner world of a person and creates images that are formed with the help of peripheral vision. This is another natural element necessary for the “education” of a person. Using peripheral vision in class, the student learns to feel and understand himself, his inner world (emotions, feelings, mood). This will help the child in his further development to adequately evaluate himself, and not just the state and actions of the outside world; realize your “Gift of God”, quickly reveal your talent and become happy.
Bioadequate methodology teaches every student and teacher to use the natural mechanism of thinking with the help of images. Creating an image with the help of thought (mysle-image) is not an imprint of an object in the mind and not a thought that just flashed by. This is a holistic image of an object or phenomenon individually perceived by all senses. All human experience is encrypted in thought images and stored in long-term memory - the subconscious, where information is stored about everything that was seen, heard, perceived by the senses, starting from the moment of conception. The subconscious mind stores thought images, shaping the human mind. When the need arises, information is obtained from the subconscious in the form of a thought image.
The following materials are provided based on personal experience and are not mandatory for use. Each teacher must personally feed his lesson, “live” it from beginning to end even before the day of the lesson, and during the lesson itself one should act based on the current situation, taking into account the emotional state of the students, their readiness and attitude to work, etc. The given lesson summary is a lesson of concentrated learning, during which all channels of information perception are involved. In everyday work, in order to firmly master new material and consolidate what has already been learned, it is necessary to use any three channels of perception and coordination exercises. The main factors for successful work are: the correct selection of exercises for the preparatory part of the lesson; maintaining the sequence of stages of perception of educational material; alternation of phases of activity and relaxation and work of the right and left hemispheres of the brain; creating a positive emotional climate, etc.
I approve
Director of the technical school
E.E. Bochkareva
"_____"___________2018
Plan - outline
in athletics for 1st year students
Topic: Athletics
1. Repeat the low start technique.
2. Improve the technique of performing a standing long jump.
Goal: - to promote the development of speed and strength qualities, coordination of movements, agility;
Develop discipline, the ability to overcome difficulties, and confidence in leading a healthy lifestyle.
Venue: sports ground (gym)
Time: 90 minutes
Material and technical support for the lesson:
stopwatch, whistle, tape recorder, audio cassette recording
melodies for relaxation
1. Introductory part of the lesson – 8 minutes.
Good morning! We continue to conduct physical education classes and consider the topic: “Athletics.”
In today's lesson we will look at repeating the technique of performing a low start, as well as improving the technique of performing a standing long jump.
Come to me, form a circle, lean forward, lower your hands down and shake off everything that is not purity: fear, bad mood, disappointment, pain. Straighten up. Rise on your toes, raise your hands up and feel how the sun's warmth, peace, joy, health, strength fill every cell of your body.
We will calculate your heart rate (heart rate) to find out how your body feels before starting physical activity.
The purpose of today's lesson is to develop speed and strength qualities, coordination, and agility. In order to develop these qualities, you first need desire and perseverance.
Before you begin the preparatory part of the lesson, you need to prepare to perform the physical exercises properly. To do this, we will conduct the “African Rain” exercise. We are ready to do the exercises and begin the preparatory part of the lesson.
II. Preparatory part – 30 minutes.
1. Walking on your toes, heels, outer, inner side of the foot.
2. Exercises for the neck muscles.
3. Exercises for:
a) brushes,
b) elbow joints,
c) shoulder joints.
4. Various leg swings.
5. Bend the torso for each step: legs are straight, steps are short.
6. Walking in lunges with the torso turning towards the lunge.
7. Walking in a half-squat, hands on the belt.
8. Walking in a full squat, hands behind your head.
9. Jumping on two in a full squat, hands behind the head.
10. Running 20 - 30 m with transition to walking and exercises to restore breathing.
Runner specific exercises:
1. Running with high hips.
2. Running with shin choking.
3. Jumping run.
4. “Scissors.”
5. "Kangaroo".
6. Running at close range.
7. Running while pushing your feet up.
8. Running with accelerations in segments of 10 - 15 meters.
9. Starting acceleration from a support position with one hand on the track.
10. Heart rate calculation.
11.Re-calculation of heart rate after 2 minutes (determining the individual recovery of the body after intense exercise)
III. The main part is 35 minutes.
There are two main types of starts: high and low.
Low is used in short distance running. There is normal, extended and close. With the usual one, one leg is placed from the starting line at a distance of 1 - 1.5 feet, and the second is the length of the shin from the first.
Let's move on to practical implementation. The start is carried out with the following commands: “To start!”, “Attention!”, “March!”.
Let's continue developing speed and strength qualities. Let's consider and train the technique of performing a standing jump with a push-off with two legs. (each teacher independently determines the order and intensity of performing exercises to develop speed and strength qualities)
IV. The final part is 17 minutes.
1. Formation in one line.
2. Heart rate calculation.
3. Summing up the lesson, focusing on the positive and without focusing on mistakes.
4. Carrying out relaxation in order to restore the body of students after significant physical exertion.
5. I suggest you sit on the benches, take a comfortable position without crossing your arms and legs.
Relax the muscles of your head, forehead, eyes, ears, cheeks, nose, chin, neck. The flow of relaxation moves smoothly downwards and relaxes the shoulders, arms, fingers to the very tips. At the fingertips there are magic valves through which everything that is not purity comes out: fear, fatigue, pain, anger. When necessary, the valves will close themselves. The flow of relaxation goes down and you feel warmth and relaxation in your back, chest, stomach, and internal pelvic muscles. The flow of relaxation continues to move down your legs to the very tips of your toes, squeezing out all your negative habits and emotions through the magic valves. When necessary, the valves will close.
Imagine an image of a place of peace where you feel like a full owner and can change everything about yourself you want: figure, face, hairstyle, clothes, shoes. Feel the smells that are in your place of peace, touch with your hands what is there. Find water in your image of a place of peace. Come to her, feel her strength, greatness. Go into the water, deeper and deeper. Feel for yourself how water washes away from every cell of your body everything that is not clean and fills your body with health, happiness, and love. Get out of the water. Thank the image of water, which helped you gain health and strength. Thank the image of a place of peace for accepting you and helping you work on yourself.
Feel your fingers, clench them into fists and with a confident springy gait return to the space of the place where we are conducting the lesson. I love you all and am waiting for you. Everyone opens their eyes at their own pace.
Were you able to relax?
Could you imagine an image of a place of peace?
What was it like?
What did you saw?
What did you touch?
Have you found water in your place of peace? Did you manage to get into the water?
Have you felt powerful vibrations in the water?
Did you manage to rest during relaxation?
Homework will be:
Draw today's imaginary journey on a piece of paper, and also perform special running exercises.
The lesson is over! Best wishes!
Literature
1.Bioadequate teaching methods / N. St. Maslova, N. St. Antonenko, N.V. Ulyanova and others; resp. ed. N. G. Kulikova. - M: Center of the Russian Academy of Natural Sciences “Planet Seven-I”, 2008.
2.Vernadsky V.I. Scientific thought as a planetary phenomenon. - M: Science, 1991.
3. Maslova N. St. Noosphere education. - M. Institute of Refrigeration, 2002.
The fundamental concept of the survival of humanity was proposed by V.I. Vernadsky in his doctrine of the noosphere. Man, in his individual and in his social manifestations, is closely, naturally, materially and energetically connected with the biosphere; this connection is never interrupted as long as a person exists. With the advent of humanity, the biosphere and all the processes occurring in it change qualitatively, the evolutionary process acquires a special geological meaning: “the biosphere passes into the noosphere and is processed by the scientific thought of social humanity.” It should be noted here that for V.I. Vernadsky, the new geological force in the evolution of the biosphere is not the very existence of humanity, but the rationally socialized activity of the latter in transforming natural objects. This force is capable of radically transforming the entire biosphere.
From the teachings of V.I. Vernadsky it follows that the formation of the noosphere dates back to the period of increasing role of scientific and technological progress in the development of society from the 18th to the 20th centuries. From a socio-economic point of view, the noosphere means a new systemic quality of the unity of society and nature.
The concept of the noosphere, developed by Vernadsky, has great methodological and heuristic significance in understanding the interaction between society and nature and plays a large role in the post-modern thematization of sustainable development. In it: 1) society and nature are considered inextricably linked, within the framework of an integral system; 2) along with unity, the fundamental qualitative difference between society and the rest of nature is fixed; society is considered not as one of the equal elements, but as the highest, organizing element of the system.
Environmental issues have led to the development of new ideological perspectives, a qualitatively different vision of the future, into which a rationally managed civilizational process may rush. Society must change its relationship with nature; humanitarian and universal values. The integral intelligence of humanity can, in principle, ensure a transition from a spontaneous slide towards a global catastrophe to controlled, sustainable and safe development.
Noospheric education is characterized by systematicity and integrity in the view of nature, the World, and man. The development of holistic thinking (as opposed to predominantly left-hemisphere thinking) is seen as the first step towards the development of high morality, self-awareness and self-discovery of the individual's potential to fulfill his purpose on Earth.
This is the only pedagogical system firmly standing on the foundation Laws of the World, society, cognition/comprehension, the human psyche, as well as the laws of education. Discovered in the 21st century, these systems of laws for the first time put in the hands of the teacher the “golden key” to successfully motivate students to study! The laws of education for the first time justify a relaxation-active mode in studies, reliance on personal mental images of students, and the involvement of the child’s life experience in learning and knowledge of the World.
Noospheric education is:
1) an evolutionarily new stage in the development of education, continuing its improvement on a modern scientific basis,
2) system technology for organizing educational activities,
3) a new pedagogical system of the 21st century.
At the entrance to the 21st century in Russia, for the first time in the world, a unique scientific and methodological complex was created: 1) Theory of Creation and genetic energy-informational unity of the World and its Laws, 2) Periodic systems: a) Universal Laws of the World, b) General Laws of Human Society, c) General laws of cognition and comprehension, d) laws of education, e) laws of the psyche, 3) concept, methodology, tools of noospheric education.
These evolutionary achievements of modern science and psychological and pedagogical practice were tested in educational institutions in eight regions of Russia: in Kaluga, Kemerovo, Vologda, Vladimir, Moscow regions, St. Petersburg, Yakutia, Buryatia, as well as in Ukraine, Kazakhstan. The wide geography of testing, high results and low cost of implementation make it possible to propose a system of noospheric education for implementation in widespread practice.
About 70 thousand public and 500 private schools in Russia cannot cope with the catastrophic decline in morality, health, and academic performance of schoolchildren and students. Russia ranks 69th in somatic health of the population. Moreover, 92% of factors are not related to the healthcare system. These are social factors that are shaped by the way people think and live.
Today, Russians search the Internet 850 thousand times a day for information about drugs, 1.5 million times for terrorism, and only 250 thousand times for spiritual information. Information determines consciousness. Russians consume 350 thousand tons of drugs a year. As a result, only 3–4% of children entering school are healthy. Every second child needs psychological correction. Among 100 graduates in Moscow, 190 chronic diseases were officially recorded.
Quality of life is synonymous with human compliance with the Laws of the World. The survival of humanity is determined by knowledge, acceptance of the Laws of the World and the organization of life in accordance with them. It has been proven (Onsager's law) that when it is possible to develop evolution in several directions, the one that corresponds to the minimum dissipation of energy and costs is realized. Humanity needs to master this truth and learn energy-intensive, low-cost social technologies.
To master them, a person must acquire new, emergent qualities: moral control of his own brain, body, psyche based on Laws of the World. This formulation of the question is dictated by the need to build a society with sustainable development, that is, a society of harmonious human development without a threat to the lives of subsequent generations.
The strategy of co-development of man, nature and society based on the Laws of the World is the strategy of sustainable development. A necessary and sufficient condition for the sustainable development of society are individuals who are able to put forward and implement ideas in accordance with the creative Laws of the World. This ensures a non-decreasing growth rate in the effective use of the potential capabilities of people and society. The task of noospheric education is the formation of such creative people.
The mission of noospheric education is a strategic breakthrough into a new quality of thinking technologies, social state, and quality of life.
Noosphere education– a knowledge-intensive innovative technology of educational activities with the development of spiritual and value orientations of students on the basis of the Universal Laws of the World.
Noosphere education is a system that is not declaratively, but actually built on revealing the personal potential of a child, regardless of what subject he studies. Educational information, which is provided using methods, is perceived, assimilated and processed in the “Student” system without disturbing the natural cycles of the body, which allows us to call this process health conservation. Not only brain functions are involved in the learning process. The body is also included in the learning process, since it is a biological antenna, and each of its cells is a repository of information. Thus, each lesson becomes a small discovery of oneself, teaches one to be in harmony with oneself, to understand oneself and others.
Noosphere education first time acting as education system, forming the child’s personal space as a space of creation. For the first time, instead of the word “we must form” a creative personality, a tool has been obtained that allows us to form such a personality in the process of training and education.
For this purpose, a social technology of education has been created that makes it possible to optimize the process of education and its management, make it rational, and exclude from it all types of activities and operations that are not necessary to obtain a result. The main components of this technology are: the concept of noospheric education, a teacher who knows a new teaching methodology, a methodology, a student, bioadequate textbooks and teaching aids, programs and technical teaching aids. It is important to note that new educational technology can be implemented within the framework of existing educational programs and on the existing material base, with virtually no additional capital investments.
The result of the introduction of this social technology is a new quality of education. The discovery of talents is becoming not a random phenomenon, but a system that will form a new generation of people, the quality of life for whom will be determined not only and not so much by the consumer basket, but by their creative self-expression, creation, as the main type of need.
In social management, there are 4 levels of management: personal, social, planetary and universal. And while this first - personal level will remain without due attention, while it will be formed as a space of consumption, as it was in the USSR, there will remain 'feet of clay' that will fall and fall, no matter how complex and grandiose the tasks were not resolved at the social, planetary and even universal levels.
Humanity's violation of the Universal Laws of the World will not leave either our planet or the Cosmos indifferent to the unreasonable consumerism that humanity practices, using its latest technologies and scientific achievements. Neither power nor bank accounts will save you from catastrophes and natural disasters that the living, open, developing system of the Earth arranges in order to cleanse itself of the unreasonable person.
The noospheric education system is one of the first social technologies that solves the most difficult social problem - the creation of the Man of the Future.
K. E. Tsiolkovsky once said: “The Earth is the cradle of Humanity, but it cannot remain in the cradle all the time.” Noospheric education is a new evolutionary stage in the development of humanity in the creative sphere of the mind.
The purpose of noospheric education– motivation for systemic, holistic (together right- and left-hemisphere) thinking, healing the entire body.
The strategic goal is to reveal the internal potential of the education system and its evolutionary innovation to form generations of youth capable of making socio-technological, cultural, ideological breakthroughs and bringing the country to a leading global position.
The result of noospheric education is a physically, morally and mentally healthy person, who practically uses systemic holistic thinking in solving educational, life, and production problems, who has personally and socially realized himself creatively.
The tool for the transition to noospheric education is evolutionarily mature (previously unclaimed) human capabilities (5th neurosomatic circuit of the brain).
The transition method is psychological and pedagogical training seminars with the simultaneous introduction of innovations into the teacher’s work practice.
Analysis of the results of the “targeted” implementation of noospheric education (based on reports from the directors of 7 educational institutions that began introducing noospheric education in 2002)
The results of the “targeted” implementation of noospheric education have experimentally confirmed that the technology of noospheric education can be introduced as the teacher is ready, subject-by-subject, step-by-step, without changing government programs, the structure of the traditional education system, without additional budgetary injections only if teachers and administrators are retrained. These conditions make it possible to define noospheric education as an effective educational system that allows one to achieve high personal (health, academic, moral) and social results in a short time.
Reengineering (from the English engine - engine, motor, tool) of the education system: projective changes in the driving mechanisms of the system - goals, methods, methodology, tools for upbringing and education, training and retraining of personnel.
The goal of noospheric education is to achieve the highest quality of education based on knowledge-intensive biotechnologies in accordance with the Universal Laws of the World, the laws of society, knowledge and comprehension and the laws of education arising from the Universal Laws of the World.
Particular tasks are:
Replacement of the traditional education system with noospheric education in the transition period 2012–2020, i.e. after a radical transition of the Earth’s biosphere to a new, emergent level;
Training and retraining of teaching and management personnel for noospheric education;
At the first stage of the above transition, the creation of model educational institutions operating in the noospheric education system;
Creation of a set of instructional and methodological documents, pilot projects, models for the planetary implementation of noospheric education.
Project technology– evolutionary reengineering of the traditional education system with the preservation of government programs, textbooks, classes, funding, etc.
Transition form: “targeted” implementation of noospheric education as the administration and teachers of educational institutions are ready within 5–7 years.
Then the mechanism of self-organization of the process of introducing noospheric education into practice is turned on. Each school trains 10 innovative teachers.
Fundamental differences between noospheric education
Target differences: noospheric education is an evolutionarily new stage in the development of traditional education. It is aimed at nurturing a harmonious individual and society with sustainable development.
Structural differences. Noospheric education is represented by a complex of knowledge-intensive developments of various hierarchical orientations:
1) a system of scientific and theoretical substantiation of all aspects of noospheric education in the form of a concept;
2) a systemic strategy of ideological, ideological, personnel, methodological and methodological support in the form of the doctrine of noospheric education;
3) tactical development of practical directions of innovation activity in the form of a comprehensive implementation program;
4) an aggregated diagram of the systemic interaction of the components of the education reform process;
5) optimal tools for all links and levels of noospheric education in the form of a complex of knowledge-intensive psychological and pedagogical biotechnologies for teaching, management and training.
Cost differences. Noosphere education is the cheapest social technology. It does not require costs for material and technical, administrative, structural, program, management changes, since it is carried out through the activation of the natural intellectual mechanisms of the individual, previously not in demand in the educational process. It is carried out in the form of personnel training in universities, retraining of personnel in the post-university period.
Technological differences. Noospheric education integrates social technologies of three types: “know how” (tactics), “know way” (strategies), “know what” (worldviews).
Functional differences. Noospheric education functionally increases the effectiveness of the potentials of members of society, i.e. it ensures their evolutionary development based on the Universal Laws of the World and gives tangible results in terms of parameters:
1) high quality knowledge,
2) preserving health;
3) spiritual and moral growth;
4) ideological harmony;
5) socialization of the individual;
6) reduction of social costs.
Information and intellectual security. Noosphere education for the first time proclaims and implements the principle of natural safety (compliance with the norms and laws of the brain and body of students) and potential intellectual safety - the use of means and methods that do not violate natural safety in any period of time remote from the moment of study.
Versatility. Noospheric education uses tools that are adequate to the capabilities of a person of any age, and therefore is used in all levels of education of the population: preschool, school, university, post-university, adult education, creating a system of continuous education and upbringing of citizens.
Noosphere education is a new stage in the evolution of education. It started in the 90s of the twentieth century. It was preceded by the stages of pre-classical (antique, medieval), classical (XVII - XVII centuries), non-classical (XIX - 40s of the XX century), post-non-classical (50-90s of the XX century) c.) education. Each of the stages was distinguished by a scientific foundation corresponding to the time, a specific goal, objectives, methodology, and techniques. For example, the goal of the classical stage was the education of a classically (on the model of the ancient) educated person based on the heritage of the past. Therefore, the objectives of education were to master ancient languages, rhetoric, classical mathematics, history, geography, music, and dance. Classical gymnasiums, schools, and universities were the main types of educational institutions. The methodology was based on the Newtonian paradigm of the World, formal and mathematical logic. The predominant pedagogical methods were the teacher's monologue, reading, memorization and retelling of educational books, and written work by students. It was then that Jan Amos Comenius laid the scientific, methodological and methodological basis for education, created samples of educational books, a class-lesson system of teaching and classical schools throughout Western Europe.
For the non-classical stage of education (XIX - 40s of the XX century), the goals of training a person to service manufactories, factories, factories, concerns and other industrial and economic associations become determining tasks, methodology, and teaching methods. The most important task was to teach students craft skills. This is how real schools and colleges appear. The methodology affirms the priority and methods of practical “doing” - training with a focus on the work of industrial workers, mechanics and engineers. New educational books were created, teachers often trained in the workshop. Working in the workshop has become an essential technique with corresponding “do as I do” methods. Outstanding teachers I. G. Pestalozzi, F. A. Disterweg, K. D. Ushinsky introduce additional methods of labor training, creating their own approaches and pedagogical concepts. Awareness of the needs of education in the non-classical period of its history, in the first quarter of the twentieth century. received scientific and methodological justification in the principles of relativity (A. Einstein), complementarity.
Post-neoclassical education (40–90 years of the twentieth century) was brought to life by the needs of the post-war period: a new alignment of socio-political forces in the world, the establishment of humanistic ideals, democratic freedoms, the education of a person with broad interests, a departure from the paradigm of the “producing person”, scientific and technological progress. There was a creative search for pedagogical methods, schools of various types: special mathematical, chemical, biological, linguistic, artistic, sports. Thematic programs for historical-patriotic, national-ethnographic, international, environmental education and youth education were created. About 500 proprietary methods and techniques, pedagogical techniques and technologies were proposed: national, regional, proprietary, collective. The “stratification” of teaching practice has led to the oblivion of scientific methodology and the systematic approach to education as a whole.
Modern development of science made it possible at the beginning of the 21st century. introduce into the world information space a powerful scientific block base: the theory of Creation and genetic unity of the World, the system of Universal Laws of the World, the Laws of human society, the laws of knowledge/comprehension. On this general scientific foundation, a special scientific foundation of pedagogy is built as the science of teaching and educating students. It includes a system of special laws of education, a system of special laws of pedagogical methodology, a system of laws of the human psyche.
Thanks to these fundamentally new and previously unprecedented scientific and methodological innovations, an evolutionarily new stage of pedagogy and the education system as a whole is confidently entering life. It is called noospheric (from the Greek noos - mind, mind), since the role of the spiritualized mind in the information society increases immeasurably compared to previous stages of development.
The noospheric stage in the evolution of education has a special mission: on a modern scientific basis, integrate the best world and domestic psychological and pedagogical experience and create an educational system capable of responding to the challenges of the 21st century: education and training of a person, congruent with the Universal Laws of the World. Such a person is spiritual, moral, intellectual, full of creative potential, healthy, harmonious with the World, Nature, and Space.
Guided by the previous conceptualization that led to the current state of affairs in education, we can not change it if everything suits us. If the previous concept worked poorly or not well enough, and it does not suit us, we must look for a more effective one. Society will not come to innovations and we will not be able to move forward without a new concept, because... it also contains a new methodology as a science that allows the application of one or another principle, a pedagogical method. It, in turn, gives the planned result of the educational process. Understanding the dynamics of change in the tandem of science and education, let's think about what doesn't suit us in education today? What are the reefs that impede the movement of the Education ship in the sea of knowledge?
1. The absence in traditional education of a scientific and spiritual worldview of the genetic unity of the World - Nature - man. This prevents the creation of fundamental foundations and guidelines for the construction of advanced school and university programs, the creation on this basis of textbooks, methods, manuals and training of teaching staff of the new generation, i.e., those who take into account in their professional and life positions the Universal Laws of the World and the General Laws of Human Society . This main ideological “reef” creates in society in general and in education, in particular, a situation of hopelessness, confusion, tossing and shirking from one “life preserver” to another with loss of energy and vitality. Until recently, the absence of a generally accepted standard scientific and spiritual worldview to which one should strive gives rise to mass delusions, disbelief in the possibility of striving for the Truth, wandering in the dark, hopelessness, despair, emptiness of life, and therefore the uselessness of study, school, and education. This ideological defect has now been corrected. The Theory of Creation and genetic energy-informational unity of the World was created, which for the first time proved the Divine origin of the World, its creation and control by the World Spirit-Creator. This theory became the basis for the discovery of the Universal Laws of the World. She explained many (almost all) phenomena of Nature and society, which remained “a secret behind seven seals.”
2. Until recently, the absence of a fundamental nature-conforming theory of personality, congruent with the special laws of the human psyche and the special laws of preserving the health of the individual. This did not allow us to formulate a consistent goal of educational activities on a scientific basis and prevented the creation of a holistic and systemic model of a school and university graduate. As a result, a significant part of the population lacks an understanding of the place and purpose of man on the planet, in society, and in the family. Conditions are created for manipulating a person who does not have his own ideals and is guided by the illusion of permissiveness, the “omnipotence” of a person, even to the point of distorting his own nature.
3. Lack of a modern theory of knowledge (epistemology), congruent with the general laws of knowledge and comprehension. This prevented the introduction of a system of special laws of education and pedagogical methodology focused on the genetic unity of the World. The principles of knowledge and comprehension, teaching, and upbringing have been and are being violated. Numerous new methods, techniques, means, tools of the educational process are being born, but they are not based on the foundation of the Universal Laws of the World, and therefore imperfect. And this “rife” has now been eliminated.
We looked at three reefs that were invisible to the naked eye. The education system, like a ship out of control, is stuck on these reefs and immobilized due to a lack of guiding principles. It is clear why the endless waves of pedagogical attempts to move the pedagogical ship from its life-unaffirming berth are broken.
The professional will of the captains of the ship called “Education” - statesmen who have lost the true course of the evolution of education in the ocean of ideological chaos, has become captive of momentary interests. Unarmed with modern fundamental pedagogical knowledge, they do not see the planetary-cosmic mission of education, its strategic goal, and are unaware of the true evolutionary course of education. They do not know to what grave danger, and in fact to what terrible catastrophe they are leading not only the Education ship, but the entire planet Earth.
To realize the true, evolutionarily significant course of the ship “Education” means to understand the hierarchy of worldviews in society, making among their many the main choice - the worldview about the genetic unity of the World and about its control by the Creator (the All-Intelligible Principle of the Cosmos).
To choose a worldview that is evolutionarily necessary for society means to outline the vector of the ship’s movement.
To establish this worldview as the core and goal of the education system means to direct the course of the ship towards the desired goal along a path that is safe for it and earthlings.
What should captains do today in order to understand – choose – approve the course of the ship entrusted to them by society?
You only need to take three steps.
1. Get acquainted with the modern achievement of world and domestic science - the Theory of Creation and genetic unity of the World.
2. Accept the axiom of evolutionary variability of worldviews. Understand the law of sufficiency of a personal worldview to obtain basic energy that is biologically adequate to life programs and to build an educational management system.
3. Realize and feel the law of personal choice of worldviews, according to which “A person makes a personal choice of worldview, accepting responsibility for it before his highest potential, purpose, society.”
These three steps will naturally lead to the question: If the World is genetically unified, and I choose this view of it, what is a learning person and what is the graduate model towards which current education should be directed?
The biological (physiological), social and spiritual-psychic system “man” is bioresonant and is capable of receiving, transmitting and making an expert assessment (recognize, select, assign, discard) wave information signals. This unique system is a connecting link between the manifested (material) and unmanifested (ideal) worlds. Its function has no analogues on the planet: not a single system on planet Earth is capable of transforming its thoughts, ideas, plans into material objects: houses, roads, devices, books, paintings, things, cars. The tool that distinguishes man from the entire spiritual and material world is creativity. Manifested in various areas of life, it determines a person’s purpose. The highest level of capabilities of a person striving to realize his dream is his Highest potential. Contributing to the realization by a person of his destiny in the social, planetary, cosmic plans is the subject of pedagogical work in the highest, and therefore true, understanding. This is the essence of the scientific and pedagogical planetary-cosmic theory of personality on the foundation of the Theory of Creation and the genetic unity of the World. Within the framework of this theory, a model of a school graduate of a new evolutionary stage of the education system has been created. Let's consider its core.
In the center of the diagram is the Highest potential of the student as the integrated sum of all the highest possibilities of his personality. They are presented as physical, creative, interpersonal, social, fundamental, universal (cosmic) levels of personality development. This is a model of the personality itself outside the environment.
The professional knowledge of the captains of the ship “Education” - statesmen, who in the upcoming history of mankind have taken the true course towards the evolution of education in the ocean of ideological chaos, will be able to establish in the life of mankind a model of noospheric (in the future - cosmic) education, creating a creative, bioadequate and sober-minded person . It is known that for a ship without a course, which has nowhere to sail, any wind will be fair.
This is why conceptual advances in education are needed. Education under the guidance of the sphere of the spiritualized mind of man - all spirituality, culture, science, good and useful practice. The term “noosphere” was introduced into the Russian language and science by V. I. Vernadsky in the 30s. last century. For more than 60 years, ideas about the noosphere were forgotten. But since 1999, when N.V. Maslova’s monograph “Noosphere Education” was published, this innovative direction began to gain strength. This is the only holistic pedagogical system created on the foundation of the Theory of genetic energy-informational unity of the World (B. A. Astafiev), the Universal Laws of the World (B. A. Astafiev, N. V. Maslova) and special laws of education (N. V. Maslova).
The conceptual novelty of the scientific methodology of the genetic unity of the World introduces new concepts, approaches, terms, postulates, principles and methods into the pedagogical community. Let us dwell on the fundamental system-forming terms, concepts, and definitions.
A system is a whole composed of a number of interacting elements, each of which or their simple sum does not possess the entire complex of qualities that the system possesses, i.e. the system is emergent in relation to any of its constituent elements, and therefore it is richer in the choice of evolutionary means development. The system is created to realize a specific goal and has a set of primary elements united by the relations of their unity based on the rules of composition. A scientific definition of a system is necessary for a clear view of education systems, pedagogical knowledge, pedagogical methodology and systemic construction of the concept.
The concept of noospheric education is a fundamental logical-mental model of the noospheric education system...
(Fragment of an Open Publication on the System of Noospheric Education and methods of Spiritual-Scientific Development of Man and Society of the Third Millennium, Grand Doctor of Philosophy and Education, Professor and Academician N.V. Maslova - Member of the Spiritual-Ecological Noospheric Assembly of the World)…
All Universal Blessings and TRANSFORMATION,...
Antonenko N.V., Doctor of Psychological Sciences, co-chairman of the department of noospheric education of the Russian Academy of Natural Sciences, full member of NANO, CANON.
At the present stage of development of the world community, Russia ranks 30th in terms of education level, giving the leadership to Finland. While maintaining competitiveness, education in Russia is rapidly evolving.
The state of education throughout the world has collapsed, as evidenced by the “systemic crisis on the planet” recorded by the Club of Rome back in the 70s.
The UN Economic Commission for Europe Strategy for Education for Sustainable Development challenges the education system in the near future to address the transition from the simple transfer of knowledge and skills to the readiness to act creatively and live in rapidly changing conditions, to participate in social development planning, to learn to anticipate the environmental consequences of actions taken and be responsible.
Currently, 500 educational technologies have been officially recorded, responding to the challenges of the time, they make some progress towards innovation, for example: “rejection of outdated pedagogical cliches”, “emphasis on health”, “person-centered education”, “accelerated learning”, “discovery of higher abilities”, “training on a national or religious basis”, “elite training”, “training and education through work”.
The conducted analytical comparison revealed a common negative parameter for all already implemented pedagogical approaches: non-compliance with the requirements of systemic completeness and integrity. According to the General Theory of Systems accepted in world science (L.F. Bertalanffy, Yu.A. Urmantsev, A.I. Uyomov), this is characterized by a lack of ideological unity and a violation of the laws of interaction between subjects of education and the norms of composition and systemic goals, which fundamentally undermines systemic functional unity in the scientific-theoretical, epistemological, methodological, ideological basis and tools in practical activities. For this reason, well-known modern pedagogical approaches cannot be classified as scientific pedagogical systems (this cohort does not include the system of Noospheric education, which will be discussed below) .
The next negative parameter for all permitted pedagogical approaches is the avalanche-like degradation of the health of children and adolescents. According to published data from the Ministry of Health in Russia, only 3-4% of children entering school are considered “conditionally healthy.” For every 100 graduates in Moscow, 190 chronic diseases are officially recorded; after graduation, about 1% of healthy children remain.
In view of this, the new requirements of modern times that are presented to pedagogy are:
- “health conservation and health development of the individual in the learning process”;
- “effective assimilation of information and the ability to apply it in life”;
- “formation of a creative eco-friendly worldview.”
Of the 500 educational technologies that claim to solve these problems, five stand out, which are recognized by the pedagogical community as most effectively solving them: 1) Personally humane pedagogy of Sh. A. Amonashvili, 2) Russian ancestral school of M. P. Shchetinin, 3) Health development technologies of V.F. Bazarny, 4) Pedagogy of Common Sense A.M. Kushnir and 5) the system of Noospheric education by N.V. Maslova.
A systematic comparative analysis of these approaches was carried out according to 12 generally accepted psychological and pedagogical parameters:
Conceptual basis, Worldview approach, Structural basis, Pedagogical basis, Pedagogical methods of working with information (Information basis), Educational basis, Psychocorrectional effect, Health-saving effect, Pedagogical postulates (System-forming basis), Technological difference, National, Evolutionary significance.
Some of the findings from the comparative analysis deserve special attention.
The evolutionary significance of the analyzed pedagogical approaches is manifested in the formulation and solution of the following pedagogical tasks over the past 15 years:
1) preparing the teacher’s consciousness for changes and rejection of authoritarian-manipulative pedagogical means, methods in “Personal-humane pedagogy” by Sh.A. Amonashvili;
2) focus on the unique capabilities of the intellect, willpower and spirit, the ability to work of the student of the future in the “Russian Ancestral School” M.P. Bristles;
3) activation of scientific medicine to help pedagogy in “Health-Developing Technology of Medical Support in Education” by V.F. Bazarny;
4) recognition of natural conformity in “Common Sense Pedagogy through Language Teaching” by A.M. Kushnira.
Noosphere education is a pedagogical system that, by integrating the best capabilities of various pedagogical technologies, receives qualitatively new characteristics as a fundamental system for training human resources for the next stage of human evolution.
The worldview is based on the unity of the Creator - Nature - Society - Man. Its technologies and methods are adequate to the cosmo-bio-social nature of man and are high-tech technologies of world-class intellectual services.
The social and pedagogical goal is the formation of a creative worldview and consciousness of an individual who understands the genetic unity of the World with its spiritual and moral laws, historical and cultural values and a healthy lifestyle.
High-tech technologies of intellectual services of Noospheric education:
- “know what” - (I know what), that is, the strategic goals of education;
- “know way” - (I know the way), that is, the tactics of educational activities;
- “know how” - (I know how), that is, technologies, means of achieving results.
The educational aspect in the approaches under study has deeply progressive roots, but they are localized in “their territories” (Sh. A. Amonashvili - Christianity, M. P. Shchetinin - Cossacks, V. F. Bazarny - medicine, A. M. Kushnir - linguistics ) and are not integrated into complete pedagogical systems. Noospheric education takes into account these shortcomings, corrects and proposes the interconnection of universal cosmic (uniting science, world religions, politics, culture, art, etc.) foundations for educating a moral person who does not violate the Laws of the World, is creative in relation to Nature, and develops a high spirit of creativity for the benefit of the evolution of all humanity.
The pedagogical methodology of each of the studied approaches (Sh. A. Amonashvili, M. P. Shchetinin, V. F. Bazarny, A. M. Kushnir) contains many striking nature-conforming developments (presented in the comparative table). For this reason, they are purposefully integrated into the holistic system of Noospheric education, which explains its qualitative advantage.
It should be noted the superiority of noospheric education in implementing the principle of Potential Intellectual Security and health conservation when working with information. It was first developed in Noospheric education and consists of the harmonious use of the neurohumoral system of the human body in the perception and processing of educational information. Following all stages of the methodology, information is archived in long-term memory, easily retrieved if necessary and used as skills in life.
Technological aspects of the studied approaches of Sh. A. Amonashvili, M. P. Shchetinin, V. F. Bazarny, A. M. Kushnir represent significant fragments that are integrated into Noosphere education, scientifically substantiated and methodologically verified in management technology, educational organization technology -educational activities, technology of training, technology of training authors of bioadequate textbooks.
A systematic comparative analysis of these approaches (presented in more detail in the Appendix) and the conclusions obtained on this basis allow us to present the following CONCLUSION:
The progressive modern pedagogical approaches of S. A. Amonashvili, M. P. Shchetinin, V. F. Bazarny, A. M. Kushnir are aimed at searching for nature-conforming, health-saving pedagogical methods and testing certain aspects of them. These approaches contribute to the awareness of the absolute need to introduce a holistic pedagogical system, which aggregates (includes) previous developments at a high scientific level. This is embodied in the holistic pedagogical system of Noospheric education: a scientific concept, a universal (natural science, humanitarian, cultural, etc.) worldview of the unity (non-division) of the World, the subordination of its systems to the Universal Laws of the World, the General Laws of Human Society and the special laws of health, psyche, pedagogy, methodology, technology, etc.
Statistics of the results and achievements of each approach in the parameters “Health conservation”, “Assimilation of information”, “Formation of a holistic creative worldview” are represented by high indicators. The criticism is mostly unfounded. Statistical data show the advantage of the Noospheric Education System: the health of schoolchildren in general increases to 40-50%, the time for assimilation of information is reduced by 2-3 times, the efficiency of assimilation of educational material, the quality of knowledge and the use of knowledge, skills and abilities in life reaches 95-100 %, as evidenced by “slices of knowledge”, victories at school Olympiads, competitions, exam results, reviews of students, teachers and parents.
Noosphere education specialists present fundamental scientific and theoretical research, methodological and methodological developments in the form of scientific papers, textbooks and teaching aids, which are presented at national and international conferences, seminars, and scientific readings.
Noospheric education as a system is a transmission belt for solving the tense expectations of the public, the aspirations of children, teachers, and parents.
Established documents on the health development of schoolchildren in the Russian Federation, setting tasks by science, practice, the public and authorities - everything falls within the scope of solution of Noospheric education.
Thus, the UN Economic Commission for Europe only sets tasks for solution in the near future, and the Noosphere Education System is already solving them in the present, as evidenced by statistical data, achievements, and high results.
Since 1992, the Noospheric education system has been tested in regular and special educational institutions in the districts of the Russian Federation, Kazakhstan, and Ukraine.
The system of Noospheric education is designed to organize an evolutionarily new stage of human education: knowledge of the Universal Laws of the World, the General Laws of Human Society and, on their basis, organize all spheres of healthy, creative, nature-conforming, happy life of people and their future generations with the acquisition of qualitatively new knowledge and skills.
We invite to constructive cooperation those scientists and practitioners interested in potentially safe education for the younger generation of Russians.
The viability of education as a system is determined by the mechanisms of positive self-organization, which is expressed in updating goals, in setting new evolutionarily significant tasks by strengthening knowledge intensity. The negative self-organization of the current education system sets its rapid slide towards self-destruction. No amount of patching of ideological, moral, programmatic “holes” will be able to stop the degradation of the system. Only a radical turn to a nature-conforming root system of education (noosphere education) can revive it. These roots are: a strategic goal, a worldview platform, technologies, methods adequate to the psychological, cosmo-biological, sociological nature of man.
According to the results of PISA studies, 69% of Russian children failed tests that reveal not the level of mastery of the school curriculum, but the ability to apply the acquired knowledge in life. They ranked 25th - 30th out of 40 countries. Children from Finland took first place. From the materials of the newspaper “First of September” for 2006. Articles by S. Kirillova “Open Education”.
Information about the state of education in the world and Russia is presented on the Internet site “RIA - News”: http://www.rian.ru.
G.K. Selevko “Encyclopedia of educational technologies” M.: 2006.
The founder of OTS was L.F. Bertalanffy, who in the early 50s formulated the general concept of a systems approach to the study of complex developing material, social, and economic systems. TSB volume 3. Moscow publishing house "Soviet Encyclopedia" 1970. Currently, GTS has wide scientific recognition and numerous applications throughout the world in various fields of science, technology, art, philosophy, religious studies, education, as well as in the systematic organization of any practical activity. More details in the book: “Research on the General Theory of Systems” M.: 1969.
Yu.A. Urmantsev is a follower of L.F. Bertalanffy, continuing to develop OTS, developed 48 new directions that were accepted by world science. One of these areas is the “System doctrine of education”, which formulates the parameters of systemic completeness and integrity for educational systems according to OTS: the presence of system-forming elements; laws of interaction; composition standards; system goal, etc. More details in the books: “Evolutionics or the general theory of the development of systems of nature, society and thinking. Pushchino, ONTI NCBI 1988, “Nine plus one study on systemic philosophy. Synthesis of worldviews” (M.: 2001). (160 pp.), “Education is a fundamental form of comprehension of existence” M.: 2004. Through OTS according to Urmantsev, more than 60 doctoral and more than 130 candidate dissertations in various fields of science were defended.
A.I. Uyomov “System approach and OTS” M.: 1978, “System aspects of philosophical knowledge” Odessa, 2000.)
Medical newspaper. February 2006. No. 12 - 17.
Appendix “Comparative analysis of pedagogical approaches.” To present the primary differences between noospheric education (author N.V. Maslova) and other pedagogical approaches, a comparative analysis of four well-known pedagogical approaches was carried out: Personal-humane pedagogy Sh.A. Amonashvili, Russian generic school M.P. Shchetinina, Health development technologies V.F. Bazarny and Pedagogy of Common Sense by A.M. Kushnir, in which the fundamental aspects are nature-conforming training and education.
Published works were used for the analysis: monographs, articles, interviews and information from the Internet.
Textbooks and teaching aids have been created for all academic disciplines.
"Education and healthy development of students." Materials of the All-Russian Forum with international participation, parts I - III. M.: 2005. Main documents are presented on the website: www.obrzdrav.ru
N.V. Maslova “Periodic System of Universal Laws of the World” M.: 2005.
N.V. Maslova “Periodic System of General Laws of Human Society” M.: 2005.
N.V. Maslova “Periodic System of General Laws of Cognition and Comprehension” M.: 2007.
N.V. Antonenko “Periodic system of laws of the human psyche” M.: 2007.
N.V. Maslova “Periodic system of laws of education” M.: 2009.
CONCLUSIONS
A comparative analysis of the most popular health-saving pedagogical approaches in modern society by Sh.A. Amonashvili, M.P. Shchetinina, V.F. Bazarny, A.M. Kushnir and N.V. Based on generally accepted parameters, Maslova allows us to draw the following conclusions:
Conceptually, the system of Noospheric education includes 1 - 4 approaches: Sh.A. Amonashvili, M.P. Shchetinina, V.F. Bazarny, A.M. Kushnir, which are fragmentary; Noospheric education also conceptually aggregates (includes) other historically known and positively effective psychological and pedagogical approaches.
(More details in N.V. Maslova’s book “Noosphere Education” (M.: 1999, 2002) (311 pages).)
The worldview foundations of Noospheric education, having absorbed all the many historical and cultural options for the worldview and world order (64 options for viewing the world are known and accepted by official science) and based on the idea of the progressive evolution of the world and humanity, provide the person (teacher) of the 21st century with the tools to form a creative worldview for each individuals in the genetically unified energy-information space of the planet. (That is, society is provided with the tools of the “vision of the Creator and the World” as a genetically unified energy information system “Man - Nature - Society - Space”. All hierarchically interconnected subsystems of the world are congruent with the Universal Laws of the World, the General Laws of Human Society and Special Laws, including: Special Laws of Pedagogy, Health, Psychology).
(More details in the book by N.V. Maslova “Periodic System of Universal Laws of the World.” - M.: 2005, 183 pp.)
The structure of conceptual approaches by Sh.A. Amonashvili, M.P. Shchetinina, V.F. Bazarny, A.M. Kushnir is fragmentary, since it does not meet the requirements of system completeness and integrity in accordance with the GTS accepted in world science - General Systems Theory - founders Yu.A. Urmantsev, A.I. Uemov, and for this reason these approaches cannot be classified as scientific pedagogical systems.
The structure of Noospheric education corresponds to all parameters of systemic completeness and integrity according to OTS: the presence of system-forming elements; laws of interaction; composition standards; systemic goal, etc., which converges in the integral unity of scientific-theoretical, epistemological, methodological, ideological apparatus and tools in practical activities. As a result, Noosphere education can be classified as a scientific pedagogical system (so far as the only system of this level).
(More details in the books of Yu.A. Urmantsev “Evolution or the general theory of the development of systems of nature, society and thinking. Pushchino, ONTI NCBI 1988, “Nine plus one study on systemic philosophy. Synthesis of worldviews” (M.: 2001) (160 pp. ), “Education is a fundamental form of comprehension of being” M.: 2004; in the books of A.I. Uemov “System approach and OTS” M.: 1978, “System aspects of philosophical knowledge” Odessa, 2000.)
Pedagogical basis of the studied approaches Sh.A. Amonashvili, M.P. Shchetinina, V.F. Bazarny, A.M. Kushnira is fragmentary and not whole. These approaches lack clearly developed scientific-theoretical, epistemological, and methodological foundations of the pedagogical system. There is also no justification for the relationship with the systems of the Laws of the World, on which, one way or another, the pedagogical approaches under study are based.
The pedagogical basis of Noospheric education is a holistic, deeply developed and systematically presented basis. (More details in N.V. Maslova’s book “Noosphere Education” - M.: 1999, 2002. 311 pages.)
Pedagogical methodology of each of the studied approaches Sh.A. Amonashvili, M.P. Shchetinina, V.F. Bazarny, A.M. Kushnira certainly contains many advantages and striking differences. Methods of working with information in all approaches are progressive and natural. For this reason, they, along with other effectively proven methods, are purposefully integrated into the system of Noosphere education, which explains the advantage of Noosphere education. However, it should be noted the superiority of Noosphere education in implementing the principle of Potential Intellectual Security when working with information - this is an evolutionarily new principle, first developed in Noosphere education.
The educational aspect in all approaches has deeply progressive roots, but they are localized in “their territories” (S.A. Amonashvili - Christianity, M.P. Shchetinin - Cossacks, V.F. Bazarny - medicine, A.M. Kushnir - linguistics ) and have not been developed into complete pedagogical systems. Noospheric education corrects these shortcomings and offers universal (uniting science, world religions, politics, culture, art, etc.) foundations for educating a moral person who does not violate the Laws of the World, is creative in relation to Nature, and develops a high spirit of creativity for the benefit of the evolution of humanity .
Psychocorrectional aspect of the studied methods Sh.A. Amonashvili, M.P. Shchetinina, V.F. Bazarny, A.M. Kushnira is environmentally friendly, which made it possible to classify them as health-preserving. Noospheric education, having integrated these and other effective approaches, has created a scientific justification for their use (methodology) in pedagogy and the corresponding tools: technology, teaching method, bioadequate textbooks, a training system for teachers, psychologists, educators, parents, managers (with methodological support for these processes ). Thus, in Noosphere education a holistic and scientifically based system of health-preserving psycho-corrective, developmental pedagogy of the 21st century has been created.
The health-saving effect is fully observed in the medical support system of V.F. Bazarny and in the system of Noosphere education. However, the advantage of Noospheric education is that health conservation occurs through the targeted use in the learning process of vital mechanisms of natural neurohumoral self-regulation: the dynamic “pacemaker” mechanism in the brain (switching brain rhythms), the mechanism (BDNF), which provides growth stimulation, development and restoration of nerve cells (4, 5).
Technological aspects of the studied approaches Sh.A. Amonashvili, M.P. Shchetinina, V.F. Bazarny, A.M. Kushnir are fragments that are integrated into Noospheric education, scientifically substantiated and methodologically verified in management technology, technology for organizing educational activities, technology for training personnel, technology for preparing authors of bioadequate textbooks.
Pedagogical ideals, postulates, models in the pedagogical approaches under study are implemented locally: in the general Christian, Slavic, Cossack, linguistic, and medical contexts. Noospheric education has provided society with a universal human model of “Teacher - Student - Parent - Society - Planet”, studying, recognizing and living according to the Universal Laws of the Universe and the General Laws of Human Society. (More details in the book by N.V. Maslova “Periodic System of General Laws of Human Society.” - M.: 2006, 289 pp.)
The evolutionary significance of the analyzed pedagogical approaches (1-4) is manifested in the formulation and solution of pedagogical problems:
Preparing the Teacher’s consciousness for changes and rejection of authoritarian-manipulative pedagogical means, methods - “Personal-humane pedagogy” by Shalva Aleksandrovich Amonashvili;
Focus on the unique capabilities of intelligence, willpower and spirit, the ability to work of the Student of the future - “Russian Ancestral School” by Mikhail Petrovich Shchetinin;
Activation of scientific medicine to help pedagogy - “Health-development technologies of medical support during training” by Vladimir Filippovich Bazarny;
Manifestation of the evolutionarily overdue rejection of outdated pedagogical methods and natural conformity through language teaching - “Common Sense Pedagogy through Language Teaching” by Alexey Mikhailovich Kushnir.
These problems were solved by 15 years of practice during the transition period. Noospheric education is a pedagogical system of a new stage in the evolution of humanity, which has qualitatively new characteristics, defines and solves new pedagogical tasks:
I. Formation of a healthy lifestyle and a creative worldview, the consciousness of an individual who understands and accepts the genetic unity: Creator - World - Nature - Man - Society with its spiritual, moral and historical and cultural values;
II. Goal: education and training of a person with a holistic systemic worldview, congruent with the Universal Laws of the World and the General Laws of Human Society.
III. Latest world-class technologies:
Know way (development strategies)
Know what (development goals)
Know how (means of achievement).
Progressive modern pedagogical approaches Sh.A. Amonashvili, M.P. Shchetinina, V.F. Bazarny, A.M. Kushnir are committed to searching for nature-conforming, health-saving pedagogical methods and testing certain aspects of them. All these approaches contribute to the awareness of the absolute need to introduce a holistic pedagogical system, which aggregates (includes) previous developments at a high scientific level. All this is embodied in the holistic pedagogical system of Noospheric education by N.V. Maslova: a scientific concept, a universal (natural science, humanitarian, cultural, etc.) worldview of the unity and indivisibility of the World, the subordination of its systems to the Universal Laws of the World, the General Laws of Human Society and the Special Laws of Health, Psyche, Pedagogy, Methodology, Technology, etc.
The system of Noospheric education is designed to organize an evolutionarily new stage of human education: knowledge of the Universal Laws of the World, the General Laws of Human Society, the Laws of knowledge and comprehension, the Laws of management, the Laws of the human psyche, the Laws of education and on their basis to organize all spheres of healthy, nature-conforming, happy human life.