Pedagogy of ready -made answers. Noble blues. Luchankin A.

Once in the summer, four young people talked on a bench in the yard. A teacher of pension philosophy and a conversation for life inside the school and next to Jam-Seishn connected to them. The blues mood of the interlocutors were supported by the warmth of self -irony and the lack of forbidden topics, and the comic interpretation of all kinds of events - respectful and hospitable mutual understanding.

The conversation was not only about “trolling” and “bullying” - the types of school persecution and the recipes of their healing - but also about the viable noble thinking and the meanings of hospitality that have no age. Thinking pedagogy and philosophy of understanding hospitality do not accept evil and violence, protected by a “conceptual character”.

About his nature, the techniques of embodiment and reincarnation into it (as in a repertoire-role-playing set), nobles are talking-a philosopher on retirement, high school students and students (recent schoolchildren). It is characterized by the irony of blues and even sarcasm! He is able to defeat the fear of plagiarism and fear of dependence on any power; With its openness to the dialogue - to accept and understand the intimacy and official reading, to encourage guests and students to show no less generosity than is required from a school teacher.

But what to do and come true to the conceptual character in the environment? His utopia (A-Topos) as a fantasy project of informal (non-general and formal) education was born from two untimely hypotheses. Firstly, from the utopian assumption that a mentally healthy teenager (like a teacher) can become an active and independent character of the teachings via the Internet. And not only in pandemic conditions. Secondly, the author believes in the progress of computer technology, which will allow you to get away from the hierarchy of traditional, autocratic and formal education in the sphere of personal, dialogical and informal!

But this, by no means utopian, is opposed by a conservative school teacher, since such a hypothesis hurts the mission of an educational institution, where the topic of violence and school persecution is most often bashfully silent. The issues of "extreme pedagogy" are not themed and, therefore, do not become the subject of wide public discussion. Boardrs-pedagogues are tired of changes.

They want stability and order, want to live their own life "in these settings." The teacher, for the most part, does not know how to resist violence, often becoming his victim. In Russia, as you know, some utopias tend to come true.

How much is the mission of a comprehensive school - to be a keeper and guardian of the competencies of traditional knowledge - is appropriate in the 21st century? School education may not begin with a question about the declarative (and religious) knowledge: “What should be learned?”, But with a procedural-methodological question: “What people, competencies, instruments, things, situation should surround the student in order to ensure that it happened Personal teaching in the horizon of the future "? And in our poor country?

So the question of possible competence is formulated: what knowledge, skills, skills can have a conceptual character of a future teacher-subject who can not only professionally confront violence and persecution, but capable of being greater than just a “home” teacher?