School - 2070

This is how Jean-Mark Kote, an artist, author of a series of postcards under the general name “In 2000”, imagined the 2000 school. Postcards saw the light in 1899. The main element of class equipment is a textual information converter to audio files. The teacher’s task is to download books containing information on the issue under study into it. It is funny that the converter has manual drive, although electricity at that time was already used in full swing. The students have no notebooks, all the information is apparently firmly fixed in the memory. There are no microphones either. Feedback, from a student to a teacher, is not provided.

Passed 120 years. What was the right cat? Well, firstly, the school as such, a mass school, has been preserved. On the wall, for some reason behind the students, there are bench allowances on the ropes-they are also meeting. The teacher was also preserved, old, gray -haired and bald, with glasses. Again, a completely modern figure, although in our country it is mainly a woman of Balzakovsky or post-balzac age. The headset with the headphones is generally an indispensable element of the appearance of a modern student, and not only a schoolboy. Here, perhaps, the wired system of communication was replaced by the widespread Wi-Fi. The desks are mainly preserved, with a paired decoration. But there is no converter, which is not - that is not. However, in specialized schools for visually impaired children there are relevant programs. True, completely not similar to a meat grinder ...

50 and a few years after these pictures, the story of Isaac Azimov was published “How Merry Mon”. The eleven -year -old girl Marji, the heroine of the story, wrote down in her diary, on the page of May 21, 2157: “Today Tommy found a real book!” The book was about school. Very strange, from the point of view of a girl, a book. It said that hundreds of years ago the school was a separate building, and the children all went there to study there. So studied, for example, the grandfather of her grandfather. The most incredible thing that their living teachers taught!

Marge herself, of course, also studied at school. Her school was a separate room next to the bedroom, and the teacher was a huge black closet with a large screen. On the screen appeared texts, pictures, tasks and questions, and then it was necessary to put a piece of home with home tasks and control work in a special gap. The tasks were carried out by a perforator code, which Marge learned at six years old.

For each child, a personal teacher was created, configured on the ability and capabilities of a particular student or student. Marji hated her teacher. He was harmful and all the time put the girl deuces for control in geography. Then it turned out that the geography sector was incorrectly configured in the teacher. The district inspector dismantled the teacher and reconfigured the sector, after which the estimates immediately became much higher. “The mechanical teacher wrote on the screen:“ When we fold the fractions ½ and ¼ ... ”, and Marji thought about how the children must have loved school then. She thought about how fun they had. ”

So, having looked at 100 years in advance, Jean-Marc Kote saw there a classic, 100 years before it was a school class. Only the equipment and the role of the teacher have fundamentally changed. Isaac Azimov, having counted ahead for another 200 years, did not find a school as such, or a class as a team of children, or a teacher as a person.

Judging by what I see at school today, it is the Azimov model in the development of the school in the development of the school. Total digitalization of life applies to school. Mash, Rash, REO, Foxford and dozens of other educational platforms and resources are considered as an alternative to the classical triad “Student - Teacher - School”.

Individual curricula, training in small groups, personalization of training, transition to distance learning - all this is already today. Moreover, life circumstances contribute to this. Pandemia is declared, schools are closed, children are completely transferred to distance learning. And, better or worse, it works. You can, it turns out, conduct lessons and even write control without leaving home. Accordingly, the teacher, without leaving the house or from the office, can safely do his job and evaluate the work of children. Even better: there are no problems with discipline in the class, and the class itself, in fact, is no longer needed.

Computer, Internet, webcam, microphone and appropriate software allow you to solve all the problems of training. We note to ourselves - it is training, not education. And not only the school - the highest professional to a large extent too.

In all likelihood, after half a century, paper textbooks, atlases and other textbooks will go into the past. Dear, short -lived, non -ecological, and there are many places. And dust is also collected. There is everything on the network. Finding information is not a problem if you can correctly formulate a request. The savings are enormous, not only in terms of the country's budget, but also directly for parents. School textbook prices have long been measured by hundreds of rubles, and the educational and methodical complexes-thousands. And five years later, these textbooks turn into waste paper, from which, however, you can make paper and print new ones that the same short fate awaits them. Information becomes obsolete rapidly, there is simply no sense in its long -term storage facilities in the form of school aids.

The classroom system, which lasted 300 years, may well also go down in history. It makes sense if society needs significant information to be transmitted to many children by its few owners (teachers), and at a certain age. To do this, two or three dozen students-people (class-college) are placed in an equipped room (class class) and send the teachers there. Thanks to Jan Amos Komensky, the creator of the classroom system, and thousands of famous and nameless teachers who have worked it to the current level. However, in our time, the system loses its meaning. Information-any-you can get it without it, and even in terms of the ability to use modern technical means, many teachers are far from their students-graders.

It is not so likely, but it is still possible that the same fate awaits school buildings. And why, in fact, build and maintain them if the need for a classroom system has disappeared? They are expensive, there are many places. This is especially true for cities, since the land there is the road and scarce. The school building and the stadium laid for the school is a decent piece of land. All this can be used for development or, if you dream, for landscaping.

And the teacher? After half a century, apparently, he will still be a person, not a plastic cabinet. But - virtual. It is likely even three -dimensional, holographic. Its function will change dramatically. He, of course, will cease to be a source of information. But it will remain in the role of the coordinator of work, adviser, expert.

An interesting vision of the school of the future was suggested by Arkady and Boris Strugatsky in the book “Half, XXII century”. Firstly, this is a boarding school. Secondly, children receive information, judging by the description of the process, from the network or a special database in specific subjects. The main function of the teacher is not didactic, namely pedagogical, educational. However, another motivating one is not excluded. His business is to interest students, to encourage them to independently deepen into the material, the search for information, to instill in them a desire to learn. Of course, in the care of one teacher, not dozens or even hundreds of students, but only four.

Interestingly, much later, in the “burdened by evil”, the Strugatsky system is transferred to a higher pedagogical school. Tashlynsky Lyceum, school of higher pedagogical education, also a boarding school. The teacher of teachers there is generally alone, the director, and the lyceum students are engaged in literally everything, from hand -to -hand combat to medicine. The difference between the Strugatsky model and others is the awareness of the need for the highest social status of a teacher as a prerequisite for the development of society and the highest level of its training as a mandatory professional requirement.

I think that the Strugatsky in their vision of the school of the future is still closer to the truth, although the idea of ​​the universal placement of children in boarding schools does not cause me personally enthusiasm. However, it may well be that the school will come to this through the stage of completely machine learning. The fact is that of the two constituent elements of school pedagogy, in fact, pedagogy and didactics, today's school develops precisely in the direction of didactics and education. The educational, pedagogical function of the school, at least, is reduced to military-patriotic and religious and moral aspects.

The plastic "teacher" can probably be taught mathematics or biology. But it is unlikely that the child will have a desire to learn. The girl Marji from the story of Azimov, who hated her inanimate teacher, is evidence. A real teacher, I hope, will be preserved and will not be so much a curriculum as a teacher-educator. Especially if society is aware of the social significance of this profession and, importantly, the need to invest huge resources in the professional training of teachers.

It should be preserved (in one form or another) and a children's team. Not a short -term community, say, an excursion group, but an analogue of a class, numbering 5-10 people. This is necessary to develop social skills. Therefore, a school-2070 is still a school. A different layout, with appropriate equipment, is possibly with different ages instead of one -age classes. But, certainly, with the present, a living teacher.

Leonid Perlov,
Geography teacher "Second School" (Moscow)