Bookshelf: "Independence: A Gift or a Burden?", edited by Ekaterina Polivanova

Contents:

Publisher: Publishing House of the National Research University Higher School of Economics.

Year of publication: 2025.

In everyday life, independence may seem quite A simple skill. At first glance, the development of this quality occurs naturally: with age, a child acquires new skills and knowledge, becomes capable of taking on more responsibility, and increasingly needs less supervision and support from adults.

But is this situation really supported by scientific data? If independence develops only with age, then why, in our 21st century, is there a need to emphasize its development in educational institutions? For example, the process of developing independence includes such categories as regulatory universal learning activities, which, according to Federal State Educational Standards (FSES), should gradually develop in schoolchildren from grades 1 to 11. How exactly can school education promote the development of independence, and what role do family and broader sociocultural factors play in this process?

These topics are the subject of a joint monograph titled "Independence: A Blessing or a Burden?", authored by researchers at the Center for Contemporary Childhood Studies at the HSE Institute of Education.

The study's authors note that psychologists and sociologists worldwide have observed that, with the transition from the 20th to the 21st century, children's independence has significantly decreased compared to their peers, for example, in the 1960s. In the past, children enjoyed greater freedom and could independently manage everyday affairs, navigate the city, care for their younger siblings, and learn without constant adult intervention. In contrast, modern children in the 21st century are under almost complete control by adults. The only exception is the internet, where this control is not always fully manifested.

Furthermore, as a result of increasing life expectancy and changes in the social and economic spheres, the concept of adulthood is increasingly becoming separated from the idea of ​​independence. A person can be an adult but still lack independence—for example, at age thirty, they may still be living with their parents, without a permanent job or starting a family. The question arises: isn't this an indicator that younger generations are prone to infantilism and unprepared for "adult life"?

Researchers believe this points to the need to rethink the outdated view of the independent adult in the context of contemporary sociocultural changes. Classic works in developmental psychology present an image of an independent person who functions completely autonomously. As the researchers note, "the adult in this model resembles Robinson Crusoe, who single-handedly overcame all the difficulties that befell him."

Modern reality is characterized by its complexity and contradictions, confronting people with large-scale challenges and immersing them in conditions of uncertainty. To cope with the challenges of the 21st century, adults need not only to be independent, but also to have collaboration skills and the desire to work together to achieve common goals.

Rapid technological transformation and attention to critical global issues such as climate change and social inequality are creating an increasingly complex and interdependent world. Adapting successfully to modern conditions requires not only mastering new technologies but also effectively coping with increasing volumes of information and constantly changing circumstances. Solving these challenges increasingly requires joint efforts and the ability to collaborate. At the same time, individual independence continues to be an important feature of human activity, although its significance increases only in the context of the development of other skills and abilities that become necessary in modern conditions.

"Independence: A Gift or a Burden?", under the direction of Ekaterina Polivanova.

This monograph analyzes how, in modern conditions, children's independence is intertwined with the methods of control and maintenance of autonomy that adults use, especially within the family and educational institutions.

The book is organized according to the ecosystem concept proposed by American psychologist Urie Bronfenbrenner. This model examines child development through the lens of several interconnected levels, beginning with the microsystem (family) and ending with the macrosystem (social, cultural, and economic contexts, as well as norms and values). After outlining key theories regarding independence, the authors move on to a discussion of the influence of the family on the development of this skill. They then examine aspects of independence in educational institutions, urban environments, and media. The book concludes with a section devoted to independent learning and its evolution throughout adolescence and adulthood.

This material will be useful for teachers and educational researchers, psychologists, and parents whose children attend school.

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Read also:

• "Carlson's image contributed to an understanding of how a teacher perceives a child's independence."
• The influence of support from teachers, family, and peers on academic achievement is significant. Teacher support can take the form of mentoring, motivation, and a willingness to help in difficult situations, which helps build student confidence. Parental support, in turn, plays a key role in creating a favorable learning atmosphere and fostering a positive attitude toward the learning process.

  Friends and classmates can also have a significant impact on academic success: working together on assignments, sharing knowledge, and providing emotional support help students overcome difficulties. A general atmosphere of support and collaboration not only improves academic results but also develops social skills, which can subsequently impact personal growth and self-esteem.

  Thus, the integration of support from all these parties creates the conditions for more effective learning and achieving high results.