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Образование в исторической ретроспективе / Education in Historical Retrospective / Bildung in einem historischen Rückblick

Скляренко И.С.

Ценности образования в системе взаимного обучения: к истории вопроса

Скляренко Инна Сергеевна, доктор педагогических наук, доцент, доцент кафедры педагогики Московского университета МВД России им. В.Я. Кикотя, полковник полиции

E-mail: ic-k@mail.ru

Образовательные системы, основанные на информационной парадигме, не отвечают требованиям современного общества. Разрешение указанного противоречия лежит в изменении образовательной парадигмы: необходимы новые педагогические системы на основе исторического переосмысления ценностей образования. В статье на примере распространения Ланкастерской системы взаимного обучения обсуждается проблема влияния социальных процессов в сфере образования на формирование ценностно-ориентированной сферы молодого поколения. Методика взаимного обучения рассматривается автором через призму аксиологического подхода.

Ключевые слова: образовательная парадигма, аксиология, ценности образования, формирование ценностной сферы молодежи, Ланкастерская система взаимного обучения, способ взаимного наставления, взаимное воспитание.

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Parker P., Hall D.T., Kram K.E.. "Peer Coaching: A Relational Process for Accelerating Career Learning." Academy of Management Learning & Education 7.4 (2008): 487—503.

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Sklyarenko I.S.

Values of Education in System of Peer Learning: On the Historical Matter

Inna S. Sklyarenko, D.Ed., Associate Professor, Chair of Pedagogics, V.Ya. Kikot’ Moscow University of Russian Interior Ministry, Police Colonel

E-mail: ic-k@mail.ru

It is well-known fact, that social development outstrips educational systems transformation. Educational systems, based on the information paradigm do not meet demands of modern society. Today we need new pedagogical system based on historical rethinking of values education. This makes it especially important rethinking of both theoretical and practical pedagogical heritage

The subject of my research is the axiological component of education in Lancastrian monitorial system, which I study on the examples of both England and Russian Empire of the end of 18^th — first half of 19^th centuries.

In order to study formation of axiological fundamentals during peer learning among young learners, and their impact on social development in countries, where Lancastrian system was implemented, I use such scientific approaches as: dialectical method, methods of historical research (specific historical, historical-comparative, problem-chronological, historical and logical); comparative and discourse analysis.

Lancaster system was not only cost effective (allowing train a large quantity of pupils in the absence of financing, which was crucial to the early stages of industrial capitalism because it allows prepare future professional workers quickly and without the cost). Monitorial schools did not allow the poorest marginalized, these schools formed a basic understanding of collectivist and civic values among young people (mutual aid, mutual respect). Peer education was accessible to all estates, which was crucial in the Russian Empire. In 19th-century Russia, progressive officers (Decembrists and nobles from the inner circle of the Decembrists) actively implement Lancaster schools for soldiers and soldiers' children of both sexes (which contributed to the removal of gender constraints in education). However, the Decembrist movement was suppressed, and Ministry of Education of the Russian Empire not supported the initiative of monitorial schools development because the supreme authority incriminated them a spread of sedition. At the same time in Siberia, Lancaster teaching was carried out until the reforms of the 1860s through the efforts of the exiled Decembrists that promoted the development of education in Russian province.

My conclusions are.

(i) historical analysis of system of peer learning (education) shows some similarities between past and modern organization of pupils’ group activities. This allows speaking about its origins for Russian secondary and vocational schools;

(ii) Lancastrian system as a system of peer education assessed the personal qualities of students: diligence, hard work and a good education, responsibility and discipline, ability to teach others and manage them. We could see following values in monitorial education: knowledge, skills, responsibility for its activities and for the activities of another person, subordination and subordination, intelligence and integrity;

(iii) comparing the history of peer education / training system application in different countries, we could see there are following types of values in group learning: socio-political, intellectual, moral, and values of professional pedagogical activity.

Keywords: education paradigm, axiology, values of education, formation of youth’s axiological sphere, Lancaster system of peer learning, a way of mutual teachings, mutual education.

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