• March 12, 2018
• 2000

In one of the Shinsto shrines in Japan. Ems are wooden plaques with wishes.

In the mid-80s, Krasnoyarsk became the pedagogical capital of the USSR. This happened largely thanks to Krasnoyarsk University, which was headed by Veniamin Sokolov, an outstanding scientist and organizer. On his initiative, activity-based pedagogy and Vygotsky’s psychology appeared in the region; he invited the then disgraced academician Vasily Davydov, the methodologist of the school of Georgy Shchedrovitsky. As a result, among other things, the now famous Univers gymnasium was created. , one of the founders and head of which was the young mathematician Isak Frumin, and the Faculty of Psychology and Education, of which Viktor Bolotov was appointed dean. This legendary faculty arose on the basis of the summer mathematical schools of Krasnoyarsk University and very soon turned into a forge of innovative personnel not only for the region, but for the whole country.

Igor Remorenko graduated from this faculty.

His career developed successfully and even rapidly: after graduating from Krasnoyarsk State University with a degree in mathematics teacher and six years of work at school, he seriously and for a long time moved into the field of education management, taking off from the chief specialist in expertise and innovation policy in the administration of the Krasnoyarsk Territory to Secretary of State - Deputy Minister of Education and Science of the Russian Federation.

And in 2013, he changed the position of a high-ranking federal official to the position of rector of the largest pedagogical university - Moscow City Pedagogical University.

But no matter what position he held, his favorite form of communication with colleagues was and remains teamwork.

To God - vats

To get to the village of Boguchany, Boguchany District, which occupies tens of thousands of square kilometers in the northeast of the region, you need to travel almost 600 km from Krasnoyarsk; the train winds through the taiga for 14 hours.

The village of Boguchany arose in the 17th century during the conquest of Siberian lands by Russian Cossack pioneers. The very name of the village is shrouded in legends: according to one of them, it comes from the Evenk “ bukachan» – “hillock”, “hill”, “island”.

But there is another version: as if, when the Cossacks conquered this village after a long and bloody battle with the local residents, in honor of their victory they placed large vats of wine on the river bank in the evening, and in the morning they turned out to be empty. Then the Cossacks decided that these vats went to God - hence the name: Boguchany.

Turbulent economic and social development Boguchansky district began in 1950–1970, at which time it became the largest timber industry center in the Krasnoyarsk Territory. In the 1960s–80s. up to 6 million cubic meters were harvested in the region. m of wood per year - two thirds of the total volume of the entire Krasnoyarsk Territory. 16 large forestry enterprises and 10 chemical forestry enterprises operated successfully.

November holidays, school column.

The village of Boguchany, whose population was about 10 thousand people, did not lag behind.

Some local residents worked at the sawmill, while others were engaged in mining and making oleoresin from pine resin, an important resource for the chemical industry.

The favorite pastimes of the villagers were hunting, fortunately there is a taiga nearby with its dense forests and rich wildlife, or fishing, since Boguchany is located on the Angara River, in which there was a lot of fish: from pike, omul, grayling, ide to rare ones - whitefish, sterlet, nelma and sturgeon.

It was not customary to sit on the river bank with a fishing rod: nets or so-called “muzzles” for winter fishing were used to catch fish.

At that time (70–80s of the last century) the water in the river was still clean, it was possible to swim and fish in it, but after the construction of the Boguchanskaya hydroelectric station and a number of industrial enterprises who dumped their waste into the Angara, the situation changed for the worse.

But this is now, and then Boguchany was actively developing, and the symbol of the development of the village, as you know, is the school. In the 1970s, a new ten-year school was built here, new teachers were invited, and Igor Remorenko went to study at this school.

He admits that everything here was interesting to him, because life at the school was in full swing and in full swing: there were always some evenings, discos, contests and competitions.

9th grade, with friends at one of the school evenings.

Igor was the star of school discos. No, he didn’t dance the best - everyone danced to his music. He was the best versed in musical trends, he already had a collection of fashionable records, and therefore he stood at the DJ table, directing the entire disco.

At the disco.

In the 5th grade, he was even elected to the school council of the squad, but after sitting at several boring meetings, he wrote a letter of resignation. He was removed from the squad council, but remained among the pioneers, which allowed him to join the Komsomol, successfully complete school and even receive a silver medal.

Leaving a warm place for more interesting activities - let's remember this touch in the biography of our hero.

In addition to the school, there was another attractive place in the village - the local history museum. The guys loved to come here not only to look at the exhibits (many tablets with ancient hieroglyphs were found on the territory of Boguchan during excavations), but also to listen to the stories of the museum’s founder, former exiled political prisoner Daniil Markovich Andon.

Here it is necessary to make a small digression and note that a good half of the inhabitants of Boguchany (which is typical for Siberia) consisted of descendants of exiles, repressed people or migrants.

Since the second half of the 19th century, the Angara region became a place of political exile and a zone that still exists.

Igor Remorenko recalls how, during trips to his homeland, he saw from the train window long rows of barracks behind barbed wire, and in Everyday life I often had to meet people in gray overalls - those who were in a free settlement and who were allowed to leave the zone.

Our hero’s parents also ended up in these harsh lands not by chance: their paternal ancestors came from Ukrainian peasants who were resettled to Siberia to develop local lands following the “Stolypin call” at the beginning of the 20th century. And my maternal grandfather and grandmother came to Boguchany on Komsomol vouchers.

Igor Mikhailovich’s father ran a construction company, and his mother worked as a mathematics teacher.

In dad's arms.

Mathematical abilities were inherited by our hero: while studying in the 8th grade, he won an Olympiad in this subject, and he was given a referral to the physics and mathematics school at Novosibirsk University. But he didn’t want to leave Boguchany to live in a boarding school, so he studied by correspondence: manuals and assignments were sent by mail, and in the same way he sent completed assignments.

By the way, he graduated from physics and mathematics school with excellent marks.

And his choice was predetermined: the Faculty of Mathematics of Krasnoyarsk University, where he entered in 1988.

Krasnoyarsk

Krasnoyarsk State University(now it, together with a number of other universities and scientific organizations, became part of the Siberian Federal University) at that time was a very young university. It was opened in 1969.

“And nearby were Novosibirsk, Tomsk universities, and there was a lot of competition. Therefore, Krasnoyarsk University has always been looking for some points of excellence,” says Igor Remorenko. – Veniamin Sokolov, the then rector of Krasnoyarsk University, decided in the 80s that the focus should be on psychology and pedagogy. And he then invited Vasily Vasilyevich Davydov and Georgy Petrovich Shchedrovitsky to Krasnoyarsk, after whom teachers and psychologists from all over the Soviet Union began to come for permanent or temporary work, many scientists of the region participated in organizational and activity games. This is how a fundamentally new innovative psychological and pedagogical faculty of Krasnoyarsk State University arose. The competition here has been great since its inception, and the studies have been the most interesting at the university.”

The dean of the new psychological and pedagogical faculty at that time was Viktor Bolotov, the future Deputy Minister of Education of the Russian Federation.

In general, Krasnoyarsk State University has given Russian education many famous figures.

For example, in 1979, Isak Frumin graduated from the mathematics department of this university, who from 1987 to 1999 headed the legendary Krasnoyarsk experimental gymnasium “Univers”, during the same period he also headed the department of general pedagogy at his alma mater. And then he made a dizzying career leap, working as a visiting researcher at the University of Washington, Seattle ), University of Hawaii ), Leading education specialist at the Moscow office of the World Bank. Now he is a well-known expert in the field of education, a member of international scientific councils of a number of universities, and a member of the Expert Council under the Government of the Russian Federation. From 2012 to the present – ​​scientific director of the Institute of Education of the National Research University Higher School of Economics. Also working at HSE are Vyacheslav Bashev, the former Minister of Education of the Krasnoyarsk Territory, and Pavel Sergomanov, the former director of the regional Institute for Advanced Studies. Both were associated with the Faculty of Psychology and Education: Bashev graduated from it, Sergomanov taught there.

And Viktor Bolotov, as mentioned above, was the dean of this faculty and told students about it so captivatingly that many responded to his call to transfer there. Among these students was Igor Remorenko, who by that time, having studied at the mathematics department for two years, became disillusioned with computers and programming ( personal computers back then they were sky-high expensive, and there was a line to get into the new computer class; it was very difficult to get there). And questions of pedagogy and psychology interested him, although he continued to write coursework in mathematics at the same time.

True, in addition to academic, our hero also had a selfish interest: at the mathematics department they paid a stipend of 42 rubles, and at the psychological-pedagogical department - 65 rubles. In post-perestroika times this also mattered.

At one time he worked as a loader at a medical preparations factory. At first I lived in a hostel, then rented a room.

It was difficult with food in the late 80s: there were empty shelves in stores. Rescued caring parents, who sent parcels to student children, and the students themselves tried not to miss their chance and brought potatoes from collective farms, where, according to the old Soviet tradition, they were sent to harvest.

And, while still studying at the university, in 1991 our hero went to work at school No. 52 in Krasnoyarsk.

Class teacher at school No. 52, Krasnoyarsk, 1995.

“What can I say, it was difficult to work as a teacher in the 90s,” says Igor Remorenko. – At first I didn’t really like it, I didn’t know how to communicate with children, then I learned. I was worried that they didn’t pay my wages on time and sometimes gave me food. Then everyone somehow got used to it. In the summer months, I helped realtors sell apartments, later took children on tours, and worked part-time in advanced training courses. I remember that 10–15 dollars seemed like a very significant increase in salary.”

At first, for several years he lived in a small annex at the school. I was always aware of all school affairs - the heating broke, problems with the sewage system, children climbed onto the roof, a drunk high school student came, someone was found with drugs. School in the 90s had it all. Once I had to save a high school student from a fifth grader who was attacking him with a Finnish woman. Yes, this happened too.

And yet, during that period, despite all the difficulties, our hero worked with great passion.

School director Lyubov Gileva loved innovation very much and hated school boredom and routine. Igor Remorenko and his colleagues learned such optimism from her. The school received a lot of help from Alexander Aronov, Igor Mikhailovich’s scientific supervisor.

The school’s teachers mastered developmental education technologies, created a club of young teachers, developed the concept of a “School of Choice,” and conducted organizational, activity-based and business games. Our hero’s favorite activity at that time was the “School of the Future”. Every year, the children prepared a set of projects to update school reality. There were a variety of fantastic proposals for refurbishment of the building, reorganization training sessions, communication spaces.

In the late 90s, Igor Mikhailovich was invited to the Main Directorate of Education of the region to the position of specialist in expertise and innovation policy. At that time, everyone was writing development programs, and a kind of competition emerged between regions - who had the best development strategy. For this they gave federal grants and provided methodological support. Igor Remorenko was in the process of preparing such development programs. He worked with Galina Vychuzhanina, Galina Weber, Vladimir Minov - very experienced managers who know how to combine all the current bustle with ideas about the future. Together with his colleagues, Igor Mikhailovich traveled a lot around the greater Krasnoyarsk Territory and met with a variety of people.

I visited schools, including rural ones, and studied various models of the rural socio-cultural complex and the network interaction of schools in rural areas.

Moscow

This experience greatly helped him in his further work at the National Personnel Training Fund, and then at the Ministry of Education and Science, where he was invited in 2004 and where, among many other issues, he worked on the reorganization of the network of rural schools.

Together with his colleagues, he looked for and proposed different options: in particular, general legal entities were created, including a school, a rural club, and an institution of additional education. This made it possible to reduce administrative costs, and the freed-up funds were used to pay teachers' salaries.

“So that we would directly interfere in the politics of some region and prohibit it from carrying out reforms - this did not happen, and we did not have such powers,” recalls Igor Mikhailovich. – It happened, however, that the reorganization of the school was carried out without the necessary decision of the village meeting. In this case, we asked the regions to reconsider their decisions.”

For almost 10 years of work in the ministry, our hero led a variety of areas, including Priority National Projects in the field of education.

At a conference at the Moscow School of Economics and Social Sciences, February 2018.

Large amounts of money were allocated for their implementation - 50 billion rubles a year, but clear mechanisms for transferring funds from the federal to the regional level had not yet been worked out. And this was precisely the period when the regions had very great autonomy and some of them deliberately distanced themselves from the federal center, while support for innovative schools and the best teachers should have been carried out in accordance with general rules, selection criteria, public participation, and a road map and other regulations established for the entire country. And to put all this in order, Igor Remorenko and his team worked very intensively, arriving at work around eight in the morning and leaving around eleven in the evening. He still maintains relationships with his colleagues.

Igor Remorenko considers one of his merits to be the development of the conceptual document “Our New School”. No road map was issued for its implementation, no special investments were provided, but some ideas of this program - for example, new educational standards; pedagogical master's programs for specialists who want to work in schools, but do not have basic pedagogical education; public school councils; the emergence of autonomous institutions - were successfully implemented.

But Igor Mikhailovich considers the most interesting and important stage of his ministerial activity to be the creation of a new version of the Law “On Education in the Russian Federation.”

“When we started this work, there was a very negative attitude towards the law, a lot of myths, everyone believed that as a result of the adoption of this law, only two free subjects would remain in school,” says Igor Remorenko. “And then we came up with a crowdsourcing project to discuss this bill and at the same time live discussions - webinars, round tables. There were a lot of discussions and disputes. For example, when developing a new version of the law, they forgot to include a clause banning the activities of religious organizations in schools, and there was a big fuss about this. We wrote on the website that this is really very important topic. And we are ready to return this wording to the law. Everyone was very surprised that in this way, in live communication, it was possible to quickly construct a law with the whole world, to offer something to all concerned citizens.”

Trip to Yakutia. 2011

Now, looking back, Igor Mikhailovich says that a lot could have been done differently. For example, it would not hurt to more often focus on foreign experience, including when developing the Federal State Educational Standard. According to Igor Remorenko, the structure of educational standards could be slightly different; educational results could be described in more detail. And we need a monitoring system that constantly clarifies these results, gives feedback between accepted norm and real activities.

While working at the Ministry of Education and Science there was no time for this.

Currently, MSPU is conducting a lot of research that compares Russian education with education in other countries. The university is learning to conduct research at the international level, developing educational law, digital technologies, and experimenting with teaching methods.

Difficulties in career growth

Igor Remorenko admits that he feels more comfortable in the rector’s chair than in the position of an official.

There you had to control yourself more in public space: an accidentally dropped word, even a glance could be misinterpreted. Here you can speak more freely, express some doubts, versions, options.

In the office of the Deputy Minister. 2012

In the status of deputy minister from 2011 to 2013, he often spoke before State Duma deputies and senators of the Federation Council. At times they were very critical, but they managed to find a common language. He tried to be convincing and simply find arguments to support his own statements. At the same time, he was not afraid, if necessary, to admit his mistakes. This happened at a meeting with human rights activists, who drew his attention to errors in the documents prohibiting the admission of migrant children to schools.

It was not directly interpreted that way, but there were discrepancies that caused misinterpretations. I had to write an explanatory letter to the regions to correct these contradictions.

It should be noted that Igor Remorenko’s activities at the Ministry of Education and Science occurred during the period when the department was headed by Andrei Aleksandrovich Fursenko.

As is known, he was not popular in society, which, however, was typical for all European ministers of education of that time.

Anti-globalization protests, student pickets and strikes, and protests against the Bologna process were in full swing. Italian trade unions, for example, hung posters throughout Rome calling for the resignation of then Italian Education Minister Letizia Moratti, who led an informal club of European education ministers. Igor Mikhailovich recalls those times with humor: “When Andrei Aleksandrovich Fursenko arrived at the first meeting of education ministers in Italy, Letizia Moratti asked him: “Andrei Aleksandrovich, are students on strike?” He says: “Of course there is such a thing.” “Do teachers express their dissatisfaction in the press, in public actions?” He says: “Yes, they do.” (They threw eggs at him, remember, there was such an incident?) “And they come to picket the Ministry?” He answers: “They come, of course.” She says: “Well, then welcome to our club!”

Since 2013, Igor Mikhailovich has headed Moscow State Pedagogical University, the largest pedagogical university in the country, which trains not only teachers, but also lawyers, managers, civil servants, designers, psychologists, sociologists and other specialists.

16 thousand students study at Moscow State Pedagogical University, there are 60 undergraduate programs and 80 graduate programs. There is a college, a pre-universarium for schoolchildren, and last year the Silver University for pensioners opened.

Igor Mikhailovich now has more than 2 thousand employees under his command.

I ask: is it difficult to manage such a large team?

What to do when people do not obey, are offended, or enter into conflict?

“The hardest thing is not when people disobey. In a large organization you can always find a person who will carry out a reasoned and thoughtful decision. If colleagues disagree with something, I try to argue and convince. But I am more comfortable working in a team, collectively developing decisions; the quality of implementation of such jointly made decisions is significantly higher than the formal execution of given instructions individually,” says Igor Mikhailovich.

And at the end he admits: “By the way, I don’t remember any open conflicts.”

Family

The hero of our essay does not like to talk about his personal life. The first student marriage was short-lived. Now he has been in his second marriage for many years and is raising two daughters. The eldest is studying to become a psychologist, the youngest is in 3rd grade. The age difference between them is 13 years.

The main principle of education that Igor Mikhailovich professes is very simple and clear: to make it interesting together. He believes that we should often ask each other who wants to do what, and try to help each other. And also go to theaters, sporting events, and travel together.

The whole family loves to visit not only foreign countries, but also often travel around Russia: Taganrog, Rostov-on-Don, Sochi, St. Petersburg, Moscow region... Two years ago, together with youngest daughter visited Boguchany, showed her his small homeland.

The school where he studied is still in operation; it has not yet been optimized, despite the fact that many local residents have left these places. Siberia holds some people with its transcendental strength and vastness, while in others it instills a desire to conquer new territories. Igor Remorenko is more of the latter.

On holiday in Hungary. 2013

Blitz survey

– If a person has no friends, is that...?

– In difficult moments, I...?

– I concentrate and think how to get out of the situation.

– What would you wish for your 18-year-old self?

- Perseverance. Nothing else.

– What don’t you mind spending money on?

– Everything related to good music.

– I owe everything that I have achieved in my life to...?

– Education, and only education.

– What I value most in people is...?

– Passion and ability to captivate.

– Will he save the world...?

– A dream of a new wonderful world.

Olga Dashkovskaya

Photo from the personal archive of Igor Remorenko

• Specialty of the Higher Attestation Commission of the Russian Federation13.00.01
• Number of pages 198

CHAPTER I. THEORETICAL FORMATION OF AESTHETIC SCHOOLCHILDREN

PREREQUISITES OF RELATIONSHIP VALUE

§1. Philosophical and psychological reasons formation of the value of aesthetic attitude

§2. Value characteristics of an open educational space

§3. Solving the problem of forming an aesthetic attitude in pedagogical theory and practice

CHAPTER II. CONDITIONS FOR FORMING THE VALUE OF AESTHETIC ATTITUDE

SCHOOLCHILDREN IN OPEN

EDUCATIONAL SPACE

§ 1. Creation of an open educational space as a condition for the formation of the value of the aesthetic attitude of schoolchildren

§2. Development and implementation of the components of the value of the aesthetic attitude of schoolchildren

§3. Organization of positional interaction of subjects of open educational space as a condition for the formation of the value of the aesthetic attitude of schoolchildren

Recommended list of dissertations

• Formation of schoolchildren’s value attitude towards artistic heritage in the educational process of a regional museum 2005, candidate of pedagogical sciences Pristavkina, Tatyana Afanasyevna

• Formation of the value attitude of a future specialist to professional activity: using the example of training economists 2011, Candidate of Pedagogical Sciences Pozdnyakova, Anastasia Leonidovna

• Theoretical foundations of the formation and development of pedagogical axiology 1999, Doctor of Pedagogical Sciences Chizhakova, Galina Ivanovna

• Nurturing value attitudes among schoolchildren in the educational process 2009, Doctor of Pedagogical Sciences Baburova, Irina Vasilievna

• Development of the interpretative activity of the student reader in the process of literary education: grades 5-11 2012, Doctor of Pedagogical Sciences Yadrovskaya, Elena Robertovna

Introduction of the dissertation (part of the abstract) on the topic “Formation of the value of the aesthetic attitude of schoolchildren in an open educational space”

The relevance of research. Economic and sociocultural changes in Russian society influence his values further development, significantly change the requirements for the education system. Democratization, humanization, variability, openness modern education updated the problem of the connection between the changing functions of the education system and the task of forming the value orientations of the individual. In this situation, the responsibility of education for the formation of a culturally consistent, non-utilitarian character of the value orientations of the individual has increased. One of the basic values ​​of this nature is the value of an aesthetic attitude. Ensuring its formation is one of the most important tasks of national education, the solution of which is possible if the student is included in the broad context of socio-cultural relations. This allows him to form a holistic image of being, and within its framework, an image of a person. This kind of integrity, eliminating the traditional division of a child’s life into school, family, and public, can be presented as an open educational space.

The historical, pedagogical and psychological aspects of the formation of value attitudes were developed in the research of A.A. Bodaleva, J1.C. Vygotsky, A.N. Leontyeva, V.N. Myasishcheva, C.JI. Rubinstein. This problem is reflected in the philosophy of education (N.G. Alekseev, I.V. Bestuzhev-Lada, V.V. Veselova, B.S. Gershunsky, F.T. Mikhailov, A.P. Ogurtsov, V.V. Platonov, V.M. Rozin, P.G. Shchedrovitsky). Theoretical basis analysis of value relations are determined by pedagogical axiology (N.D. Nikandrov, A.A. Pinsky, V.G. Pryanikova, Z.I. Ravkin, N.S. Rozov, V.N. Sagatovsky, V.A. Slastenin, G.I. Chizhakov). A significant contribution to the development of ideas of aesthetic education, which involves the formation of the value of aesthetic attitude, was made by M.A. Agatova, S.A. Anichkin, A.B. Eliseeva, D.B. Kabalevsky, A.S. Makarenko, B.M. Nemensky, M.G. Plokhova, K.S. Stanislavsky, E.V. Yazovitsky, E.F. Yashchenko and others | The category “attitude” is meaningfully disclosed in studies devoted to issues of pedagogical ethics and pedagogical excellence (I.F. Isaev, V.G. Pryanikova, Z.I. Ravkin, V.A. Slastenin, V.N. Kharkin, etc.) . A number of studies determine approaches to the process of forming the aesthetic attitude of schoolchildren (I.G. Zenkevich, B.T. Likhachev, A.Zh. Ovchinnikova,

T.V. Chumalova). IN last decade, characterized by a change in the value orientations of domestic education (A.I. Adamsky, A.G. Asmolov, Yu.V. Gromyko, E.D. Dneprov, V.M. Clarin, G.N. Prozumentova, Yu.V. Senko, V.I. Slobodchikov, I.D. Frumin, A.M. Tsirulnikov), the need to find new conditions for the formation of the value of aesthetic attitude in schoolchildren is actualized. In mass practice, attempts are being made to solve this problem, but they are ineffective due to the lack of development of an integral set of interrelated conditions that ensure the formation of the value of the aesthetic attitude of schoolchildren.

Increasing interest of researchers in the problem of forming the value of aesthetic attitude in modern conditions the functioning and development of education is caused by a number of contradictions. On the one hand, social transformations associated with the expansion of the space of individual initiative lead to a natural change in the functions of educational institutions. On the other hand, the traditionally existing closed educational space of the school does not allow effectively solving this problem. In a situation of sociocultural crisis, a value vacuum, the formation of the value of an aesthetic attitude is possible only in the conditions of an open educational space, the center of which is the school.

Thus, the contradiction between the need to develop the value of aesthetic attitude among schoolchildren and the insufficient theoretical development of the problem in domestic pedagogy, as well as the lack of practical experience solutions to this pedagogical problem.

Taking into account this contradiction, the choice of research topic was made: “Formation of the value of the aesthetic attitude of schoolchildren in an open educational space.”

Purpose of the study: to develop and test the conditions for forming the value of the aesthetic attitude of schoolchildren in an open educational space.

Object of study: the process of forming the value of the aesthetic attitude of schoolchildren.

Subject: conditions for the formation of the value of the aesthetic attitude of schoolchildren in an open educational space.

Hypothesis: the value of the aesthetic attitude of schoolchildren can be formed if: use the opportunities of the open educational space by all its subjects;

Ensure the implementation of the components of the value of an aesthetic attitude in their integrity;

Organize positional interaction, including the positions of: the author of the content presented in general subject positional interaction; an interpreter who perceives this object; an organizer who ensures communication between the author and the interpreter; a coordinator who defines and implements a common reflexive space.

Based on the problem, object, subject, purpose, research hypothesis, the following tasks were formulated:

1. Consider the theoretical prerequisites for the formation of the value of the aesthetic attitude of schoolchildren in philosophy, psychology, pedagogy, and pedagogical axiology.

2. Reveal the stages of creating an open educational space that contributes to the formation of the value of the aesthetic attitude of schoolchildren.

3. To develop and implement in the activities of subjects of the open educational space the content of the components of the value of an aesthetic attitude in their integrity.

4. Organize the positional interaction of subjects of the open educational space in the process of forming the value of the aesthetic attitude of schoolchildren.

Methodological basis of the study. They consist of the works of philosophers (Aristotle, G.V.F. Hegel, Plato, V. Windelband, J. Kohn, A.B. Gulyga, M.S. Kagan, A.F. Losev, JI.H. Stolovich), psychologists (L S. Vygotsky, V.P. Zinchenko, A.A. Melik-Pashaev, V.N. Myasishchev, D.N. Uznadze), domestic teachers , B.M. Nemensky, A.Zh. Ovchinnikova, T.V. Of decisive importance conceptually were studies analyzing approaches to the problem of forming a value attitude from the perspective of pedagogical axiology (B.S. Gershunsky, N.D. Nikandrov, A.A. Pinsky, Z.I. Ravkin, V.A. Slastenin, V.N. . Kharkin).

The study was based on an analysis of ongoing changes in the domestic education system (A.I. Adamsky, A.M. Gendin, E.D. Dneprov, G.N. Prozumentova, Yu.V. Senko, V.I. Slobodchikov, I.D. Frumin, A.M. Tsirulnikov, G.I. Chizhakova, M.I. The design of an open educational space is based on the ideas of N.G. Alekseeva, Yu.V. Gromyko, S.E. Zueva, V.V. Kraevsky, V.M. Rozina et al.

Research methods: - analysis and systematization of domestic and foreign sources;

Generalization of teaching experience;

Observation;

Pedagogical experiment;

Modeling method;

Methods of statistical processing.

Source and experimental base. Information support for the study was carried out by involving a wide range of literary sources, including monographs, articles, textbooks, dissertations, Internet information. The empirical part of the study was carried out on the basis of gymnasium No. 35 in Krasnoyarsk. More than 200 students were involved in the study (50 of them were students in the experimental and control classes); 24 teachers of gymnasium No. 35; 32 employees of aesthetic institutions, subjects of open educational space.

The personal participation of the applicant consists in carrying out a meaningful analysis and generalization of the main provisions of the formation of the value of an aesthetic attitude; in developing the components of the value of an aesthetic attitude; in the implementation of teaching activities; in the management of experimental work on the formation of the value of the aesthetic attitude of schoolchildren in an open educational space.

The study was carried out in several interrelated stages.

The first stage is search and theoretical (1994-1997). The degree of development of the problem in domestic and foreign philosophy, psychology, philosophy of education, pedagogy, pedagogical axiology has been studied, and the categorical apparatus of research has been determined.

The second stage is experimental (1997-1999). The theoretical and empirical material on the research problem was systematized and generalized; the author's approach to creating an open educational space was tested; components of the value of an aesthetic attitude have been developed; Ascertaining and formative experiments were carried out.

The third stage is generalizing (1999-2000). The results of the study were analyzed and summarized; The theoretical principles and conclusions obtained in the first and second stages of the work were clarified; The literary design of the dissertation has been completed.

Scientific novelty of the research and its theoretical significance:

The value characteristics of the open educational space have been identified, providing the opportunity to form the value of the aesthetic attitude of schoolchildren.

Indicators of the formation of the value of the aesthetic attitude of students are determined.

The principles of construction and structural components of an open educational space are determined, its value characteristics are revealed, taking into account the aesthetic needs of the individual.

The components of the value of an aesthetic attitude have been developed, the characteristics of the activities of the subjects of the open educational space involved in the implementation of these components have been determined.

The organization of positional interaction in the process of forming the value of the aesthetic attitude of schoolchildren is presented.

The practical significance of the study lies in the fact that the results obtained can be used in the system of training and advanced training of teaching staff, in the activities of educational institutions, and in the system of teacher education. The results of the empirically tested educational project “Formation of the value of aesthetic attitudes in an open educational space” are used in educational practice in the Krasnoyarsk Territory.

The validity and reliability of the results obtained are ensured by the methodological validity of the initial research parameters associated with axiological, synergetic, cultural, and anthropological approaches; the use of methods adequate to its tasks and logic; significant source base; comparison of the conclusions drawn with mass practice.

The following provisions are submitted for defense:

1. Schoolchildren’s mastery of open educational space contributes to their aesthetic awareness; perception, understanding of aesthetic values.

2. The implementation by subjects of an open educational space of the main components of the value of an aesthetic attitude, including the significance of the characteristics of an individual’s activity (finding the aesthetic personal foundations of activity; constructing culturally appropriate patterns of activity; their inclusion in the general life-semantic context; ecological attitude to reality), provides orientation for students on aesthetic values ​​as a priority.

3. The organization of positional interaction among schoolchildren makes it possible to involve students in aesthetic activities and develop their inclination to act in the position of an author, interpreter, and organizer.

4. An open educational space, characterized by the spread of educational activities beyond traditional forms of educational organization, the focus of education on the transmission of cultural norms while understanding culture as a personally significant space of activity, allows for a holistic process of formation of the value of an aesthetic attitude in its cognitive, emotional, behavioral components .

Testing and implementation of research results. The results presented in the work were reflected in scientific articles, reports and speeches at international, all-Russian, regional scientific and practical conferences, scientific seminars, meetings, including at the International scientific and practical conference “Educational Management: A View from the Third Millennium” (Krasnoyarsk, 1999), All-Russian Scientific and Practical Conference “Pedagogy of Development and Changes in Russian Education” (Krasnoyarsk, 1997, 1998, 1999), Siberian Pedagogical Readings “Pedagogical Traditions and Innovations as a Factor in the Development of Professional Education” (Krasnoyarsk, 2000), International Seminar- meeting on issues of state and public management (Maidstone, UK, 1999), seminars of the Institute " Open Society" within the framework of the Megaproject "Development of Education in Russia: General Education", the competition "Beautiful School" (Moscow, St. Petersburg, 1996, 1999, 2000), seminars of the Laboratory of Methodology and New Pedagogical Technologies of the Krasnoyarsk Regional Center for Educational Development (Krasnoyarsk 1996, 1997 , 1998, 1999, 2000), seminars of the Institute of Educational Policy "Eureka" (Moscow, Krasnoyarsk, Ust-Ilimsk, London from 1996 to 2000), meeting of the expert group to review competitive projects of cultural and educational initiatives and reports on their implementation (federal experimental site, Moscow, 1999, 2000).

The testing of the research results and their implementation in practice was carried out during the implementation of the cultural and educational initiative project “Federal Experimental Site” in gymnasium No. 35 in Krasnoyarsk.

The main ideas and theoretical principles of the study were used in the development of the targeted Program for the stabilization and development of the education system of the Krasnoyarsk Territory.

Similar dissertations in the specialty "General Pedagogy, History of Pedagogy and Education", 13.00.01 code VAK

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Conclusion of the dissertation on the topic “General pedagogy, history of pedagogy and education”, Remorenko, Igor Mikhailovich

The problem of forming the value of an aesthetic attitude is one of the most relevant for pedagogy, pedagogical axiology, which determines the value foundations of modern education and the strategy for its further development. The formation of a value attitude as a way of the shared existence of things, as a condition for identifying and realizing the axiological properties hidden in them in a social context means ensuring stability in society on the basis of universal human values. The value of an aesthetic relationship is defined as a set of certain characteristics of the connection between a subject and an object in an aesthetic sense, considered from the point of view of sociocultural significance and determining the supra-individual content of the spiritual activity of the subject. The formation of the value of an aesthetic attitude allows, in general, to meaningfully reveal and ensure the non-utilitarian nature of social relations. In ancient philosophy, the main categories of analysis of the value of an aesthetic attitude are designated: “harmony”, “proportionality”, “beautiful”, “sublime”, “tragic”, “typical”, “fantastic”, “comic”, etc. Of particular importance is the fixation of the non-utilitarian nature of the aesthetic attitude, the study of the characteristics of the object of the aesthetic attitude. Medieval aesthetics focused on the subject of the aesthetic attitude. The value of the aesthetic attitude was epistemological in nature and was associated with the cognitive characteristics of the subject, with the sacred nature of aesthetic knowledge. A distinctive feature of the formation of the value of the aesthetic attitude in the Renaissance and at the beginning of the Enlightenment is the humanistic nature of the value of the aesthetic attitude: the orientation of the aesthetic attitude towards the “idea of ​​man”; understanding of the aesthetic attitude in connection with certain characteristics of the individual. In the philosophy of the 20th century, the aesthetic attitude is not determined by some naturally developing reality, which only needs to be properly understood, but it is not an exclusively artificial area, constructed arbitrarily. The basis of the aesthetic attitude is artificial-natural realities, which, depending on the research emphasis on any idea introduced into aesthetic reality, are filled with one or another content. The method of ascent from the abstract to the concrete becomes basic for the study of aesthetic categories.C psychological point From the point of view, an aesthetic attitude is understood as an aesthetic reaction that depends on a certain activity of the subject, on a subject-doer who consciously transforms reality; as a necessary condition for the holistic development of the individual. The formation of an aesthetic attitude and its value is considered in the process of interaction of the subject with the artistic form. The perception of an artistic form is the initial moment of aesthetic experience. The nature of aesthetic experience is reflected by complex constructive activity in which the perceiver himself builds and creates an aesthetic object. This is followed by a synthesis of disparate elements of the artistic whole. It is a complex activity and comes down to the creative processing of an aesthetic object through a series of internal emotional reactions (L.S. Vygotsky). In psychology, the aesthetic attitude is also considered in a social context. From a pedagogical point of view, this means that there is a certain significance of aesthetic attitude, cultivated in a special way in the social environment. This significance forms the basis for pedagogical research into the value of the aesthetic attitude. Modern approaches to changing domestic education, conditioned, in particular, by the principles of openness, axiologization and variability of education, make it possible to identify ways of forming the value of the aesthetic attitude in activities educational institution.The theoretical foundations for the formation of the value of an aesthetic attitude are determined by pedagogical axiology, which considers open educational space as a space of meaning in a sociocultural context, and gives the very process of interaction of its subjects an ecological character, aimed at the non-utilitarian, spiritual unity of people. A generalization of the experience of pedagogical research on aesthetic education aimed at the formation of aesthetic tastes and ideals also shows that in modern conditions the problem of developing the value of aesthetic attitude among schoolchildren is becoming more urgent. This is due to the transition of domestic education from an authoritarian to a humanistic paradigm, focused on meeting the needs and interests of the child in accordance with his/her individual characteristics; for wider use of cultural, economic opportunities and characteristics of the social environment. The closed educational space of the school does not allow effectively organizing the process of forming the value of the aesthetic attitude of schoolchildren, complicates the exchange of aesthetic values ​​between generations, and does not create situations for comparing opinions and assessments that contribute to the formation in schoolchildren of the value of the aesthetic attitude, characterized by the presence of their own aesthetic position. An open educational space contributes to more active inclusion of the individual in different kinds activities, the development of her individuality. At each stage of creating an open educational space (creation of a search group studying the possibilities of the city’s social environment in terms of aesthetic education of schoolchildren and introducing them to aesthetic activities; creation of an Aesthetic Council at school, including schoolchildren, art subject teachers, museum staff; organization and implementation joint aesthetic activity of subjects of an open educational space) students received various knowledge and experience. The main requirements for designing an open educational space are: mutual understanding and satisfaction with communication; positive mood; authority of managers; participation of all subjects in expanding the open educational space; productivity of interactions in the educational process. The model of an open educational space reflects the characteristics of the value of an aesthetic attitude in the totality of cognitive, emotional, behavioral components that reveal the content of the activities of subjects of an open educational space. The structural units of an open educational space are: the physical environment, human factors and educational program, carrying a certain aesthetic load. The model of an open educational space includes three basic components: spatial-subject, social and psychodynamic. The main components of the value of an aesthetic attitude are: the significance of the individual finding himself in the material and the content of education adequate to it, found in the educational space; the importance of building holistic culturally consistent patterns of activity based on identified personal foundations; the significance of the transfer and use of detected personal foundations and integrity built on their basis in the general life-semantic context; the significance of the ecological attitude to reality. The components of the value of the aesthetic attitude are organically connected with universal human values ​​inherent in the entire world community and do not depend on ethnic, national and other geographically determined characteristics. "The way to form the behavioral component of the value of an aesthetic attitude is positional interaction, which involves the co-organization of positions: the author, the creator of cultural material, who sets the subject of interaction of all other positions; the interpreter, who perceives the cultural material; the organizer, who ensures communication between the author and the interpreter, who holds the meaningful guidelines for the interaction of these positions, which are the components of the value of the aesthetic attitude; the coordinator who carries out the analysis in the reflexive space. joint activities author, interpreter, organizer and, based on the analysis, draws conclusions about the adequacy of the educational space to the idea of ​​​​reproducing the positional interaction we have presented. Thus, the research carried out gives grounds to conclude that the creation of an open educational space, the implementation of the main components of the value of the aesthetic attitude, the organization of positional interaction contribute to the formation values ​​of the aesthetic attitude of schoolchildren. The results obtained in the work open up a new field for further research: analysis of pedagogical phenomena from the standpoint of the axiological approach; studying the formation of value relations in educational activities; development of open educational spaces based on the definition of the axiological component of pedagogical activity and

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There are too many interpretations of a possible future official for a respectable figure. When it became known that Igor Mikhailovich was leaving, he was immediately suspected of some kind of opposition, they say, Fedyukin left, so Remorenko was packing his things almost as a sign of solidarity and protest with his former colleague and namesake. As soon as Igor Mikhailovich rushed to a different plane: they say, he was thinking about the fact that he had decided to part with the civil service for a while, so idle personnel fortune-tellers immediately began to look for mistakes in the conduct of the Unified State Exam, which the deputy. supervised the minister on official duties.
In fact, everything is much simpler than our teaching community thinks: in June, as they say, Remorenko’s contract ends, and here, of course, options are possible. On the one hand, rumors about leaving arose, apparently, from considerable fear that the Minister of Education and Science of the Russian Federation Dmitry Livanov would not want to keep Igor Mikhailovich on his team, in which case it would be necessary to put on a good face - they say, he himself was going to leave, it doesn’t hurt and wanted to stay in the ministry. However, for the deputy It would still be nice for the minister to extend the contract, then Remorenko could leave the ministry with his head held high, just as his former boss, deputy, left for more than two years to join the Moscow education authorities. Minister Isaac Kalina. They signed a contract for the next five years, but despite this, he accepted Sergei Sobyanin’s invitation and became the Minister of Education in the Moscow government. In this sense, Remorenko is doing well, he has somewhere to go, because he is Kalina’s man, and he has long invited him to work in the capital.
It is usually scary for officials to move from the federal to the regional level (usually they still move from the bottom up); everything needs to be calculated, assessed, weighed. At the federal level, you can calmly order your subordinates and punish them for failure to comply with the order, but at the regional level, the picture is different - you need to move around yourself, and how to move around! On the other hand, based on the same poorly conducted Unified State Examination, Remorenko may still not be left in the ministry, accusing him of all sins, however, against the backdrop of scandals with the Unified State Examination, Dmitry Livanov unexpectedly announced that Remorenko is young, full of strength and can still work hard for the benefit of the department. Somehow the minister warmed up to his deputy, although at one time he took away the sweet spot of State Secretary in favor of the former first vice-rector of MISiS Natalya Tretyak. And Remorenko is probably calculating: if you stay in the ministry, Livanov will be dismissed at any moment, a new minister will come, that is, a new broom, and it’s not a fact that he won’t sweep out the old team, then go find a decent job, and you’ll have a family in your arms, two small children.
Moscow, in conditions of contradictory and incomplete information about upcoming personnel changes, is full of rumors that roll in waves from one educational institution to another, giving rise to the most incredible options for future decisions. At first, rumors sent Remorenko as the rector of the Moscow Pedagogical State University instead of the current Viktor Matrosov, but it soon choked, because you can’t just remove an academician of the Russian Academy of Sciences and the Russian Academy of Education overnight, with his connections the officials are still thin in the gut. Even an unfair diagnosis of the university’s inefficiency and a fair dissertation scandal did not shake Viktor Leonidovich’s position. But the rumor went further: Remorenko would become the head of the Moscow Institute of Open Education, where RAS academician Alexey Semenov also recently ceased to be the rector. It seemed that it was decided that Alexey Lvovich would become the president of MIOO, but the matter somehow stalled. Remorenko could well have become a rector, but, apparently, this position either did not appeal to him, or seemed insignificant. MIOO, in fact, is a former institute for advanced training, and Remorenko, in response to the insinuations, honestly told the public that he would not go to the IPK. Apparently, that’s why another idea immediately arose - to transfer the Russian Academy for Advanced Training and Retraining of Education Workers from the federal to the regional level, to merge with MIOO and to obtain a powerful structure for retraining personnel. In a word, to unite the quivering autonomous metropolitan doe, that is, MIOO, with you know what federal structure. The idea seems to have received approval, and the merger will most likely take place, but who will end up with such a combined structure along with its hotel, restaurant and reputable land plot? Meanwhile, another idea of ​​unification into a new structure by joining the Moscow City Pedagogical University appeared on the horizon, especially since there is already some experience of such a reorganization - a year ago the Moscow Humanitarian Pedagogical Institute joined the Moscow State Pedagogical University. This process was extremely difficult, the new rector Alexander Kutuzov lived for a year like on a volcano, trying to reorganize and modernize this giant university in accordance with the policy of the Moscow Department of Education, maybe he would have succeeded, but the contract this year was for him not renewed. Probably because the idea arose of merging the MIOO and the academy, which had not yet been merged, into the Moscow State Pedagogical University, and together it was decided to merge with the pedagogical university a business university - the Moscow Academy of Business Administration located in Zelenograd.
As a result, it is likely that such a powerful organization will emerge, which, it seems to me, will be able to compete with the giants - federal universities, if all processes are carried out clearly and, as they say, wisely. The same rumor threatens that this difficult task will be entrusted to Igor Remorenko, who in the near future may move from the chair of the Deputy Minister of Education and Science of the Russian Federation to the chair of the rector of the city pedagogical university. And here the question arises not about whether he will sit or not sit in this chair, but what he can or cannot do in it. Well, if the doctor of philological sciences, the author of excellent textbooks, the intellectual and clever Alexander Kutuzov, who enjoys universal respect and recognition, who was next to the experienced president of Moscow State Pedagogical University Viktor Ryabov, spent an unimaginably difficult year in the struggle for a new modern university and still could not win complete and final victory, then will Igor Remorenko, a candidate of sciences who has no experience working in a leading university position, be able to cope with a huge organization that threatens to become some kind of educational, scientific and retraining monster?!
Now is the time to look at the biography of the future regional leader. Born in 1971 in Krasnoyarsk, he graduated from school there with a silver medal and with honors from the physics and mathematics school at Novosibirsk State University, the psychological and pedagogical faculty of Krasnoyarsk State University with a degree in mathematician-teacher. While still studying at the university, Igor Remorenko began working at school as a mathematics teacher, then became deputy director for educational work in high school No. 52, but not for long - in 1997 he began his career as an official and worked for six years as the chief specialist in expertise and innovation policy of the Education Department of the Krasnoyarsk Territory Administration, then moved to Moscow, where he became the program coordinator of the National Personnel Training Fund. In 2004, Remorenko was appointed to the position of deputy director of the Department of State Policy and Legal Regulation in Education of the Russian Ministry of Education and Science, which would have been impossible without the approval of the then director of this department, Isaac Kalina. Apparently, support for Remorenko was also provided by well-known fellow Krasnoyarsk residents - now the vice-president of RAO Viktor Bolotov, with whom Igor Mikhailovich studied as a student, as well as the scientific director of the Institute of Education of the National Research University Higher School of Economics Isak Frumin, who then worked at the World Bank and was related to the NFPC . With the help of the influential trio, Remorenko first becomes director of the Department of State Policy and Legal Regulation in Education, then director of the Department strategic development Ministry of Education and Science of Russia, and in 2011, after Isaac Kalina left for Moscow, he worked as Deputy Minister and Secretary of State until Livanov became Minister, after which he became his simple deputy.
Climbing the bureaucratic ladder apparently did not have the best effect on Remorenko. Gradually, the once kind, smiling, open and easy-to-communicate Igor Mikhailovich became a little arrogant, strict and closed, he could shout at his subordinates and be harsh. It seemed that some of the traditions that had developed in the teaching community were already alien to him. For example, he recently tried to push through the decision to turn the All-Russian competition “Teacher of the Year” into a banal Olympiad for teachers. There were two arguments: whoever pays the money gets to dance the competition, the ministry pays and therefore has the right to decide its fate, secondly, it’s time to end the show and move on to serious business. But here, apparently, two circumstances had an impact: either Igor Mikhailovich had never been to the competition, had not seen its lessons, master classes, heard lectures, discussions, conversations with ministers, or his own experience of participating in the competition, which, as Krasnoyarsk residents say , was not entirely successful, it remained in his memory precisely as the experience of participating in a regional show. This probably wasn’t worth mentioning, but the university community has always been proud of its democratic traditions, so how will a rector who is characterized by something different fit into it? In addition, in Moscow, where Remorenko probably intends to work, there have been traditions for many years when teachers - winners and prize-winners of the “Teacher of the Year” competitions combine their work at school with teaching at universities, conducting master classes and workshops for future teachers. How can he, with his position, continue these traditions or will he abolish them here too?
A university is, first of all, scientific pedagogical schools, so will a candidate of pedagogical sciences, who does not have solid experience in scientific and pedagogical activities, become an authority for venerable scientists and teachers? In the first days, of course, they will be fascinated and proud that they were given a former deputy minister as their boss, but then they will definitely want to communicate in substance and content; you cannot force them to respect the rector with orders. And there will be many questions regarding the content and organization of work. The new structure cannot be vague and amorphous; it will be necessary to carry out a large-scale reorganization, reducing duplicate departments, building both educational and scientific structures, and structures for advanced training and retraining of personnel. In addition, now MIOO acts (or should act) not so much as an IPK, but as an operator that receives applications from teachers and schools for advanced training and organizes this process in other university and scientific organizations in Moscow. MIOO has not yet fully mastered this new task set by the capital’s Department of Education, and here it will be necessary to find a niche for the former Academy of Advanced Training and similar structures of the Moscow State Pedagogical University. In short, Remorenko has a difficult and responsible task to solve. Although the same faithful, reliable Frumin and Bolotov will be nearby, and most importantly, a professional the highest level Isaac Kalina, a lot will depend on Igor Mikhailovich himself, because no one will work for him, but they will start asking in full. The biggest danger for Remorenko is that he does not yet know Moscow and Muscovites. I do not rule out that all these considerations, risks and pitfalls are now leading to the fact that Remorenko is delaying for so long with the final fateful decision. But by the end of June, we will apparently still learn about what personnel decisions the Minister of Education and Science of the Russian Federation Dmitry Livanov will make, and what Igor Remorenko will agree or disagree with. One thing is for sure: never before have personnel movements in the ministry aroused such keen interest in the teaching (and non-teaching too) community. Either leadership positions have indeed become a very prestigious and tasty morsel for education officials, or there is hope that personnel movements will best influence fateful decisions in the life of the domestic education system.

Igor Mikhailovich Remorenko - rector of Moscow State Pedagogical University since 2013, candidate of pedagogical sciences, associate professor, honorary worker general education. Has a Master's degree in Educational Management from the University of Manchester (UK). Acting State Advisor of the Russian Federation, 2nd class.

In 2009 - 2011 he worked as director of the Department of State Policy and Legal Regulation in Education, the Department of State Policy in Education, the Department of Strategic Development of the Ministry of Education and Science of Russia; coordinated the implementation of priority national project“Education” and programs to support the innovative development of universities. From 2011 to 2013 - Deputy Minister of Education and Science of the Russian Federation. Since 2017, he has been a member of the Council for Science and Education under the President of the Russian Federation.

THEM. Remorenko is the author of dozens of articles, four monographs, and participates in research on educational policy and management development in education. He was awarded diplomas from the State Duma, the Ministry of Education and Science of Russia, as well as a medal and order for his participation in organizing humanitarian and military assistance to the Republic of South Ossetia.

In Tyumen, as part of the educational project “Modern University: Problems and Prospects”, implemented by the Council of Rectors of Universities of the Tyumen Region together with the regional government, a number of open lectures, including at the Institute of Psychology and Pedagogy of Tyumen State University, were given by a famous teacher and organizer, rector of the Moscow City Pedagogical University university Igor Remorenko. During a busy working visit, he found time for an interview with the Tyumen State University television and radio channel “Eurasion-TV”.

– Igor Mikhailovich, in life it often happens that the ideal is unattainable. It is also known that you and your university strive to help achieve the unattainable. How do you generally see the ideal of a modern school teacher?

– Modern pedagogical work- This is complex collectively distributed work. Somewhere we need teachers who help the child determine his own interests and find the necessary educational content in the entire diverse cultural environment: on the Internet, in museums, in libraries, in the cinema, anywhere. This is one type of qualification.

The second type are teachers who themselves bring some kind of content, working with children, they can inspire and ignite them to engage in some kind of activity. They are, rather, scientists-researchers of some problems. Although not necessarily institutionalized, i.e. not necessarily defending dissertations, not necessarily members of any scientific teams. They can light up kids! And this is a different type, a different pedagogical skill.

As a rule, the first and second types are rarely combined and are even somewhat opposite to each other.

In modern pedagogical reality, many functions appear that accompany working with children with special needs - autism, limited opportunities health, etc. This requires a different pedagogical qualification, which in some ways requires perseverance, perseverance, more attention... These are a different kind of pedagogical skills, fundamentally different efforts.

If we talk about general competencies, then the first, second, and third need to be able to work in a team, understand how they complement each other, hear each other, and achieve common educational results.

In general, for me, teaching work is not just one ideal teacher whom everyone copies, but work that is complexly organized from different perspectives.

– What, in your opinion, is the main challenge to modern schools?

– This is an extremely open information space around a modern school, teeming with a very huge number of temptations: cinema, television, the Internet, social networks, and other sources of information. And you need to be able to deal with it. Do not reject or convince that this is all wrong. On the contrary, by absorbing information, processing it, building a critical attitude towards it, teach children not to be a slave to all this, but to be its captain, to be able to lead their own movement in this large information field. It seems to me that this is the main challenge and the answers to it.

– Tyumen University grew out of a pedagogical overcoat; you are familiar with its activities as a colleague, a former deputy minister. How would you rate his teaching potential?

– Siberia is generally famous for its passionarity, its attitude towards the new, and it seems to me that these traditions maintain some of the fundamental features of Siberian universities. Tyumen University, as an organic component of the city of those who are mastering new things both in terms of territorial development and in terms of new knowledge, certainly has enormous potential. It is based on a powerful activity component and rich cultural traditions.

– In your lectures you talk a lot about the future. In this regard, the question is probably more like for a mathematician. Let’s imagine that the neural interface communicates with a schoolchild, what will the teacher’s mission be then? In general, will the teaching profession remain or will its functions be replaced by neural interfaces?

– Colleagues sometimes joke that a future student is a robot, a teacher is also a robot, etc. But there is a global difference between humans and the robotic neurosystems with which we deal. He still has the ability to read, analyze what the robotic neural system has done, and respond to it... not for reasons of logical action, but for reasons of simple human harmfulness. And this is impossible to guess by any system. Harmfulness is based on the principle: I’ll just do the opposite.

In mathematics there is Gödel's incompleteness theorem. To put it simply in relation to our topic, then, according to this theorem, no matter what logically closed set of statements you construct, it will always be incomplete. In our context, you can always turn around and say something wrong. Since a person has this function of “getting out of harm’s way” and doing something “wrong,” it is always guaranteed that people will always be in demand in the human-neural interface system.

For reference:

Igor Mikhailovich Remorenko - Rector of the Moscow City Pedagogical University

In 1993, he graduated from Krasnoyarsk State University with a degree in Mathematics, Candidate of Pedagogical Sciences, Associate Professor, Honorary Worker of General Education.
From 1992 to 1997 he worked as a mathematics teacher, deputy director for educational work at secondary school No. 52 in Krasnoyarsk,
since 1997 - in the Education Department of the Krasnoyarsk Territory Administration.
In 2003-2004 he worked as a program coordinator for the National Personnel Training Fund.
In 2004, he became deputy director of the Department of State Policy and Legal Regulation in Education of the Russian Ministry of Education and Science.
In 2007-2011, he headed a number of departments in the Russian Ministry of Education and Science.
In 2011-2013 – Deputy Minister of Education and Science of the Russian Federation.
Since 2013, he has been the rector of the Moscow City Pedagogical University.