The School as Ecosystem of Developing Child-Adult Communities: Activity Approach to Designing the School of the Future 1280
Doctor of Psychology, Professor, Director, Institute for аdvanced studies and human resource management in the name of Eugene Shiffers (Shiffers Institute), Moscow, Russia
Doctor of Psychology, Professor, Academician of the Russian Academy of Education, President, Head of the International UNESCO Chair «Cultural-Historical Psychology of Childhood», Moscow State University of Psychology & Education (MSUPE), Moscow, Russia
PhD in Psychology, Rector, Professor, Chair of Pedagogical Psychology, Moscow State University of Psychology & Education, Moscow, Russia
The paper analyses the main paths of designing an effective model of the ‘School of the Future’ through the lens of cultural-historical theory and activity approach. Contrary to the existing models (such as the ‘Chinese School of the Future’, ‘European School of the Future’ etc), the design strategy in cultural-historical approach is aimed at creating a communication- and activity-based environment of sign which is based on the variety of child-adult communities and activity types. Thus in such an environment the process of growing up is shaped by the children’s inclusion into various communities and by the rich opportunities for self-determination through the acquisition of different social practices which, in turn, promote the development of individual cognitive strategies. According to the principles of cultural-historical psychology, the source of human development in the school of the future is closely related to the acquisition of patterns of action and sign means that mediate the individual’s status in different communities mastering different activities. Acquiring such socially adopted patterns of action enables the children to participate in the activities of various social communities that have their own practices, to understand the general principles of their functioning, to coordinate different activity types while preserving their self in many social communities simultaneously, and, eventually, to influence the development of these very communities; and, the last but not the least, to establish new social communities, if necessary, and design their new activities.
Keywords: activity approach, cultural-historical psychology, school as ecosystem of child-adult communities, leading type of activity, spatial organisation of schools, communication- and sign-based environments, digital platform of the school of the future
Column: Theory and Methodology
Gritsai Yu.V. et. al. Uklad shkoly budushchego, v dvukh
chastyakh s prilozheniem [The way of the school of the future, in two parts
with the app]. Moscow: Publ.: NII shkol’nykh tekhnologii, 2007. 464 р.
Gromyko Yu.V. On the Issue of Establishing Public Schools
of the Future: A Synthesis of Subject- and Project- Based Education.
Psikhologicheskaya nauka i obrazovanie [Psychological Science and
Education], 2018. Vol. 23, no. 1, pp. 93—105. doi:10.17759/pse.2018230108.
(In Russ., аbstr. in Engl.)
Gromyko Yu.V., Davydov V.V. Obrazovanie kak sredstvo
formirovaniya i vyrashchivaniya obshchestvenno-regional’nogo razvitiya .
[Education as a means of forming and growing social and regional development].
Obrazovatel’naya politika [Educational policy], 2011, no. 2(52),
Davydov V. V. Vidy obobshcheniya v obuchenii
(logiko-psikhologicheskie problemy postroeniya predmetov) [Types of
generalization in training (logical and psychological problems of building
objects)]. Moscow: Publ. Pedagogika, 1972. 424 p.
Davydov V. V. Teoriya razvivayushchego obucheniya [Theory
of developmental learning]. Moscow, 1996. 544 p.
Detsko-vzroslaya obrazovatel’naya obshchnost’ v Shkole
budushchego: Sbornik statei [Child-adult educational community in the School of
the future: Collection of articles]. In Akopova E.S. (eds.) Moscow: Publ.
Uchebnyi izdatel’skii tsentr «Berezka», 2007. 84 p.
Zimnyaya I.A. Klyuchevye kompetentsii — novaya paradigma
rezul’tata obrazovaniya [Key competencies — a new paradigm of educational
outcomes]. Vysshee obrazovanie segodnya [Higher education today],
2003, no. 5, pp. 34—42.
Olyunin V.N., Sobolev A.B. Korporativnyi universitet UGMK
— novaya model’ strategicheskogo partnerstva biznesa i obrazovaniya v regione.
[UMMC Corporate University — a new model of strategic business and education
partnership in the region]. Universitetskoe upravlenie: praktika i
analiz [University Management: Practice and Analysis], 2012, no. 1,
pp. 31—37. (In Russ.)
Polovkova M.V. Obrazovanie kak sredstvo razvitiya
regional’nykh obshchestvennykh sistem. Filosofiya obrazovaniya v proekte
«Shkola Budushchego» [Education as a means of developing regional social
systems. Philosophy of education in the project “ School of the Future»].
Ekonomika i sotsium [Economy and society], 2014, no. 4 (13), pp.
447—453. (In Russ.)
Rubtsov V.V. Osnovy sotsial’no-geneticheskoi psikhologii
[Fundamentals of social and genetic psychology]. Moscow, 1996. 384 p.
Rubtsov V.V., Margolis A.A., Guruzhapov V.A.
Kul’turno-istoricheskii tip shkoly (proekt razrabotki). [Cultural and
historical type of school]. Psikhologicheskaya nauka i obrazovanie
[Psychological science and education], 1996. Vol. 1, no. 4, pp. 79—93.
(In Russ., abstr. in Engl.)
Slobodchikov V.I. Kategoriya vozrasta v psikhologii i
pedagogike razvitiya [Age category in psychology and pedagogy of development].
Voprosy psikhologii [Questions of psychology], 1991, no.
2, pp. 37—50.
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
[Universal competencies and new literacy: what to teach today for success
tomorrow. Preliminary conclusions of the international report on trends in the
transformation of school education]. Natsional’nyi issledovatel’skii
universitet «Vysshaya shkola ekonomiki», Institut obrazovaniya [National
research University Higher school of Economics, Institute of education].
Moscow: Publ. NIU VShE, 2018. 28 p. [Electronic recurs]. URL: https://ioe.hse.
ru/data/2018/07/12/1151646087/2_19.pdf (Accessed 05.02.2020)
Fedoseev A., Vdovenko D. Playing Science: Role- Playing
Games as a Way to Enter Scientific Activity. 2014. In: Meijer S.A., Smeds R.
(eds.) Frontiers in Gaming Simulation. ISAGA 2013. Lecture Notes in
Computer Science, vol 8264. Springer, Cham.
Baker M. Teaching and Learning About and Beyond
Eurocentrism: A Proposal for the Creation of an Other School Revised March 16,
2008. [Electronic recurs]. URL: https://www.academia.edu/1516858/Teaching_
Proposal_for_the_Creation_of_an_Other_School (Accessed 05.02.2020)
Forster J., & Rittelmeyer C. Gestaltung von
Schulbauten. Ein Diskussionsbeitrag aus erziehungswissenschaftlicher Sicht.
Zurich, Switzerland: Education Authority, 2010.
Designing the future classroom Issue 2 — August 2014.
Future Classroom Lab by European Schoolnet [Electronic recurs].URL:
FCL+learning+zones+Dec+2016/a091a761-7a63-443e-afe0- d1870e430686 (Accessed
05.02.2020); http://fcl.eun.org/ learning-zones (Accessed 05.02.2020)
Jäppinen A.-K., Sarja A. Distributed pedagogical
leadership and generative dialogue in educational nodes. Management in
Education. April 2012. Vol. 38 (2), pp. 55—64.
Haynes D. Harvard Biz School Adds Massive 62-Foot
Fine-Pitch LED Screen To Main Auditorium, in Sixteen Nine, November 9, 2019.
[Electronic recurs]. URL: https://
Knight J. International Education Hubs. 2018. In:
Meusburger P., Heffernan M., Suarsana L. (eds) Geographies of the
University. Knowledge and Space. Vol 12. Springer, ChamMcLaren, P.: Life in
Schools: An Introduction to Critical Pedagogy in the Foundations of Education,
4th edn. Pearson Education, Boston 2003. URL: https://link.springer.com/chap
ter/10.1007%2F978-3-319-75593-9_21 (Accessed 05.02.2020)
McLaren P. Critical Pedagogy and Predatory Culture,
Walden R. (еd.), Schools for the future: Design
proposals from architectural psychology. Göttingen, Germany: Hogrefe &
Williamson B. Startup schools, fast policies, and
full-stack education companies: digitizing education reform in Silicon Valley,
[Chapter forthcoming in Means, A. & Saltman, K. Handbook of Global
Education Reform. Wiley-Blackwell.] [Electronic recurs]. URL:
Policies_and_Full-Stack_Education_Companies (Accessed 05.02.2020)
王素：数据驱动的中国未来学校课堂变革 [Electronic resurs]. URL:
http://www.sohu. com/a/211196079_99950984 (Accessed 05.02.2020)