The school is responsible for everything!

Previously, the pioneers were responsible for everything. Now this honorable responsibility has passed to the school.

The current presidential message brought me to such thoughts.

Complex interethnic relations, religious peace, the rise of morality, the preparation of human resources for the economy, the education of patriotism. What else did they forget to charge the school with?

Is it too much to hang on one hook?

On the other hand, there was already a lot hanging on him. Another thing is that there was outside support. “Who will ring, who will blurt, who will knock - and together we will educate.”

Now everything is different. The school is like a garbage can into which issues that are inconvenient for society are dumped. School becomes an excuse to abdicate responsibility.

Football fans fight - the school is to blame. Interethnic strife—the school is underperforming. The decline in morality - where is the school looking?

But the school really isn’t looking anywhere, and is really underperforming, because the volume of tasks it faces cannot be solved alone, without the help of the family, the state, and society as a whole.

It has long been known that school is smaller than life, and no matter how great its impact on the formation of personality, it is not able to overcome general social development trends.

And now, when she is given the task of achieving quality education and proper upbringing, I can answer with confidence - she will not achieve it.

Firstly, because these are imitation, artificial, unreal tasks. These are beautiful words, an empty shell, abstract correctness, pure PR.

Secondly, because solving such problems requires large intellectual efforts and financial investments. The latter, as we are assured, have been done; the former are rightly feared, because in a sober mind and sound memory, no professional or specialist would come to support government initiatives to optimize education.

Thirdly, because only the system as a whole can be responsible for the implementation of these tasks, only the reorganization of not only educational, but also all social life can pull it out. And we are again offered specific teachers, talented or untalented, as scapegoats.

Fourthly, because the tasks themselves are formulated incorrectly, they are based on an incorrect diagnosis of existing problems, which for the most part have roots in the socio-economic and political sphere.

Fifthly, because the very nature of the school and the meaning of education is seen in a simplified way, through the prism of solving momentary political and social problems, to which the school will have to cheerfully report in the spirit of “the rye will not sprout yet, but tolerance will be ready!” This simplification will inevitably give rise to a purely formal approach to solving truly serious problems. After all, the school is addressed not just with a solution to a problem, but with a solution to it in a strictly defined system of political coordinates.

The school is entrusted with great tasks, and great demands are placed on the teacher.

Meanwhile, teacher training universities are closing and pedagogy is being washed out of education. Maybe there is some logic to this. Pedagogy is unlikely to be able to get along with such a policy, with such an attitude. Pedagogy does not like politics, and politics responds in kind.