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REFORM IDEA OF “FREE EDUCATION” IN THE PEDAGOGY OF WESTERN EUROPE AT THE END OF THE XIX – EARLY XX CENTURIES // Pedagogical Review. 2018. Issue 2 (20). P. 146-151

In the modern world, in connection with socio-economic changes, there is a completely logical transformation of public perceptions about the role and importance of education in the development of an individual and the entire state. The society is aimed at the formation of an active, internally free, creative person who will be able to exist and develop in conditions of personal freedom, being strictly oriented to universal values and harmony with the surrounding world. These changes determine the relevance of research in the field of the ideology of free education in Russian and foreign practice. The choice of the period is due to the fact that the turn of the XIX–XX centuries became a turning point in the development of the humanistic paradigm in education. There were such concepts as “pedocentric revolution” and “pedagogy of nonviolence”. M. Montessori, R. Steiner, A. Neill influenced pedagogical thought not only in Europe, but also in the USA, Scandinavia, South Africa. Their work was well known, and their schools themselves were international in character. This period was characterized by an active search for new forms and methods of teaching and upbringing. What, in the end, led to the emergence of experimental schools, later called “new”. At the beginning of the 20th century, a more meaningful development of the theoretical foundations of free education began. All schools of the experimental type, were deeply personal, subjective, tuned to the learner with his educational requests. They were not identical, but they formed the outline of free education.

Keywords: theory of free education, Western Europe, “new schools”

THE MOVEMENT FOR NEW SCHOOL IN RUSSIA IN THE LATE XIX – EARLY XX CENTURIES // Pedagogical Review. 2019. Issue 2 (24). P. 162-167

The turn of the XIX-XX century, as history shows, was the time to search for new forms, methods and ways of working with students. The term “author’s school”, which appeared in the scientific and pedagogical vocabulary since the late 1980s, means that a particular educational institution has some original pedagogical methods of teaching and education, a special program for the development of the school, a pedagogical concept developed by an individual teacher or a team of authors. During the reviewed period, the features of the new “author’s” school were inherent in some private educational institutions, both in the capital and abroad. The article considers the types of such educational institutions, the characteristic features of “new” type schools. The emergence of non-state schools of the new type was not limited to the metropolitan region. Private (non-state) educational institutions working all over Russia at the beginning of the 20th century can also be classified as “author’s”. The diversity of copyright schools of the late XIX - early XX century was due to the socio-economic development of the Russian Empire, the change of public priorities, the mood of liberal and democratic forces that support the emergence of new schools. The movement for “new” schools became the starting point of those changes in the public understanding of the importance of education, which served as an impetus to the humanization of Russian domestic pedagogy.

Keywords: New schools, national pedagogy, West Siberian educational district