On the Problem of Creating a Model of the “School of the Future”

How would we like to see the school of the future? The answer to this question is searched in many countries, including Russia. The proposed conceptual solutions are based on different theoretical foundations, and this determines the key differences between them. The scientific school of developmental education has produced a model of the school of the future for primary school age, known as the “Elkonin-Davydov system”. The adolescent school model is still under development. Having based on the key provisions of the developmental education’s theory, the article proposes a vision of what the goals, content and forms of education in a adolescent school should be. The formation of the ability to be the subject of various types of socially significant activities is defined аs the central line of adolescent development. Thus the principal new psychological formation shaped by adolescent school is practical consciousness and the corresponding reasonable (meaningful) practical thinking. It is argued that in adolescent school, socially significant activity is implemented though project activity (designing). Project activity can become a form of development for students if, in the process of its implementation, they master this very activity. It means that the content of education should include both subject and meta-subject elements. Accordingly, the structures of action in learning activity should unfold in two dimensions: subject and meta-subject.

1. Antonov A.V. Sistemnyi analiz: uchebnik dlya vuzov [System analysis: textbook for universities]. Moscow: Vysshaya shkola, 2004. 454 p. (In Russ.).
2. Beg’yuli F. Upravlenie proektom: per. s angl [Project Management]. Moscow: FOAIR-PRESS, 2004. 208 p. (In Russ.).
3. Vorontsov A.B., L’vovskii V.A. Novye proekty razvivayushchego obucheniya [New projects of developmental education]. Psikhologicheskaya nauka i obrazovanie = Psychological Science and Education, 2020. Vol. 25, no 5, pp. 83—94. DOI:10.17759/ pse.2020250507 (In Russ.).
4. Vorontsov A.B., et al. Podrostkovyi etap shkol’nogo obrazovaniya v sisteme D.B. El’konina-V.V. Davydova [The teenage stage of school education in the
5. D.B. Elkonin-V.V. Davydov system]. Kontseptsiya razvivayushchego obucheniya v osnovnoi shkole [The conception of developmental education in basic school]. Moscow: VITA-PRESS, 2009, pp. 11—34. (In Russ.).
6. Golubkov E.P. Tekhnologiya prinyatiya upravlencheskikh reshenii [Management decision making technology]. Moscow: Delo i Servis, 2005. 544 p.
7. Grei K.F., Larson E.U. Upravlenie proektami [Project management]: per. s angl. Moscow: Delo i servis, 2007. 608 p. (In Russ.).
8. Gromyko Yu.V. K probleme sozdaniya obshchenarodnoi shkoly budushchego: sintez predmetnogo i proektnogo obrazovaniya [On the problem of creating a public school of the future: synthesis of subject and project education]. Psikhologicheskaya nauka   i   obrazovanie   =   Psychological    Science and Education, 2018. Vol. 23, no. 1, pp. 93—105. DOI:10.17759/pse.2018230108 (In Russ.).
9. Gromyko Yu.V., Rubtsov V.V., Margolis A.A. Shkola kak ekosistema razvivayushchikhsya detsko- vzroslykh soobshchestv: deyatel’nostnyi podkhod k proektirovaniyu shkoly budushchego [School as an ecosystem of developing child-adult communities: an activity-based approach to designing the school of the future]. Kul’turno-istoricheskaya psikhologiya = Cultural- historical psychology, 2020. Vol. 16, no 1, pp. 57—67. DOI:10.17759/chp.2020160107 (In Russ.).
10. Davydov V.V. Vidy obobshcheniya v obuchenii: Logiko-psikhologicheskie problemy postroeniya uchebnykh predmetov   [Types of    generalization in teaching: Logical-psychological problems of educational subjects’ construction]. 2-e izd. Moscow: Pedagogicheskoe o-vo Rossii, 2000. 478 p. (In Russ.).
11. Davydov V.V. Teoriya razvivayushchego obucheniya [Developmental education theory]. Moscow: INTOR, 1996. 542 p. (In Russ.).
12. Kravtsov G.G., Kravtsova E.E. Vzaimosvyaz’ obucheniya i razvitiya: problemy i perspektivy [The relationship between learning and development: problems and perspectives]. Kul’turno-istoricheskaya psikhologiya = Cultural-historical psychology, 2020. Vol. 16, no. 1, pp. 4—12. DOI:10.17759/chp.2020160101 (In Russ.).
13. Kurkin E.B. Model’ obrazovaniya dlya slozhnogo mira [An education model for a complex world]. Narodnoe obrazovanie = Public education, 2019, no. 4, pp. 114—123. (In Russ.).
14. Lazarev V.S., Nosova L.N. Razvitie proektnogo myshleniya budushchikh uchitelei [Development of future teachers’ project thinking]. Surgut: Publ. SurGPU, 2019. 122 p. (In Russ.).
15. Martin P., Teit K. Upravlenie proektami [Project Management]: per. s angl. Saint-Petersburg: Piter, 2006. 224 p. (In Russ.).
16. Obrazovanie dlya slozhnogo   obshchestva: Doklad Global Education Futures [Elektronnyi resurs] [Education for a Complex Society: Global Education Futures Report]. 212 p. URL: https://drive.google.com/ file/d/0B9ZvF6mQ5FMbSTFKVmhodU5rNTNiTXpUZ 2QwZktiR0pzSmJR/view (Accessed 08.02.2021). (In Russ.).
17. Optner S.L. Sistemnyi analiz dlya resheniya problem biznesa i promyshlennosti [System analysis for business and industrial problem solving]: per. s angl. Moscow: Kontsept, 2003. 206 p. (In Russ.).
18. Polivanova K.N. K probleme vedushchei deyatel’nosti v podrostnichestve [On the problem of leading activity in adolescence]. Psikhologicheskaya nauka i obrazovanie = Psychological science and education, 1998, no. 3-4, pp. 13—17. (In Russ.).
19. Polivanova K.N. Nekotorye podkhody k proektirovaniyupodrostkovoishkoly. Psikhologicheskaya nauka i obrazovanie = Psychological science and education, 1998. Vol. 3, no. 1, pp. 102—105. (In Russ.).
20. Frumin I.D., et al. Universal’nye kompetentnosti i   novaya   gramotnost’:   chemu    uchit’    segodnya dlya uspekha zavtra. Predvaritel’nye vyvody mezhdunarodnogo doklada o tendentsiyakh transformatsii shkol’nogo obrazovaniya [Elektronnyi resurs] [Universal competences and new literacy: what to teach today for tomorrow’s success. Preliminary conclusions of the school education transformation trends international report]. Natsional’nyi issledovatel’skii universitet «Vysshaya shkola ekonomiki», Institut obrazovaniya. Moscow: NIU VShE, 2018. 28 p. URL: https://ioe.hse.ru/data/2018/07/12/1151646087/2_19. pdf (Accessed 08.02.2021). (In Russ.).
21. El’konin B.D., Vorontsov A.B., Chudinova E.V. Podrostkovyi etap shkol’nogo obrazovaniya v sisteme El’konina-Davydova [The teenage stage of school education in the Elkonin-Davydov system]. Voprosy obrazovaniya =   Education   Issues,   2004,   no.   3, pp. 118—142. (In Russ.).
22. Evers J., Kneyber R. Flip the System: Changing Education form the Ground up. London: Routledge, 2016. 320 р.
23. Fadel C., Bialik M., Trilling B. Four — dimensional education: The competencies learners need to succeed. Boston, MA: Center for Curriculum Redesign, 2015. 192 р.
24. Manyika J., Chui M., Bughin J., Dobbs R., Bisson P., Marrs A. Disruptive technologies: Advances that will transform life, business, and the global economy [Electronic resource]. McKinsey Global Institute. 2013. 176 p. URL: https://www.mckinsey.com/~/media/ McKinsey/Business%20Functions/McKinsey%20 Digital/Our%20Insights/Disruptive%20technologies/ MGI_Disruptive_technologies_Full_report_May2013. pdf (Accessed 10.02.2021).
25. Prensky M. The World Needs a New Curriculum [Electronic resource]. 25 p. URL: https://marcprensky. com/wp-content/uploads/2013/05/Prensky-5-The World_Needs_a_New_Curriculum.pdf   (Accessed 07.02.2021).
26. Robinson K., Aronica L. Creative Schools: The Grassroots Revolution That’s Transforming Education. New York: Viking Penguin, 2015. 320 р.