Pedagogy of cooperation, general provisions

Pedagogy of cooperation as a scientific direction with its theses and principles was shaped by Soviet educators in the perestroika of the 1980s, but the ideas of respect, interaction promoted by its founders, sounded at different times from different thinkers and public figures, among them Zh.Zh. Rousseau, Janusz Korczak, K.D. Ushinsky and many others.

Nevertheless, the concept of cooperation offered by Simon Lvovich Soloveichik with his associates is much broader than the joint activity of the teacher and student. Pedagogical cooperation within the school should be carried out at all levels, including at the level of a teacher-educator and a teacher-parents. After all, the educational process can not be carried out without the influence of the entire school system and the participation of parents whose style of upbringing can be quite different.

Pedagogy of cooperation as its main position considered the attitude towards the student as an equal, free personality. Her followers said that education, like education, should not be built on the one-sided action of the teacher on the student. Simon Soloveichik was able to unite innovator educators who hold different views on teaching, but are united in the idea that Soviet pedagogy needs humanization. Among his followers, together with whom the theses of a new scientific and practical direction were published in the Teacher's newspaper in 1986, were Sh. Amohashvili, S.N. Lysenkova, B.P. And L.A. Nikitin, V.F. Shatalov and others.

So, what are the basic principles of pedagogy of cooperation? It:

• The principle of anticipation, orientation to the zone of proximal development;
• The principle of the teacher's cooperation with students;
• Absence of coercion in educational and extracurricular activities;
• Organization of material on blocks;
• Use of key words and reference notes, etc.

Working in this direction, the teachers proposed a number of techniques that allow to significantly reduce the time required to assimilate the previous volume of material, while maintaining the interest and motivation of the student. This was facilitated by the verbal and graphic form of presentation of the material, and an alternative approach to the evaluation system, and attention to the creative abilities of the child.

What kind of school subjects and levels of teaching are applicable to the pedagogy of cooperation? The founders of this direction developed their methods for both primary school and middle school. Initially proposed by F.V. Shatalov and other teachers, reference notes were intended for the study of exact sciences, but later there was the experience of creating and using such supports in the teaching of humanitarian and social disciplines.

The pedagogy of cooperation has repeatedly been criticized for excessive "indulgence" to students and giving them to themselves, which makes learning difficult in a comprehensive school. This follows from the excessive, in the opinion of critics, the idealization of the nature of the child. In addition, the implementation of the principles of pedagogical cooperation requires the teacher to be highly qualified and can not be implemented by him alone. This requires the participation of management, as well as the presence of a team of like-minded people.

Summing up, it can be said that the teachers-innovators of the 1980s gave a new impetus to the development of pedagogical thought, and methods on the basis of their ideas continue to be developed and implemented today both in schools and in educational institutions of the following levels. Moreover, the formulated principles of cooperation today for many become the norm of the organization of the educational process, regardless of their attitude to this area of pedagogical science.