Mendeleev on practical tests instead of exams: "Actions are worth words"

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Course with employment: "The profession of a Methodologist from scratch to PRO"

The essence of university education and specialized courses is to stimulate and guide students' first steps towards independent work. Oral exams and short answers from students do not contribute to a full assessment of their knowledge and skills. Therefore, they can be ruled out as ineffective in the context of higher education. This approach does not allow for a reliable assessment of the level of specialization when considered in real-life contexts. It is important to emphasize practical aspects and the ability to apply acquired knowledge, rather than limiting oneself to theoretical formulations.

Sciences and educational institutions are designed to meet the vital need to preserve and transmit knowledge, including the inventions and discoveries made by humanity throughout its history. Their primary goal is to teach how to apply this knowledge in practice, as well as prepare people for independent development and exploration of new horizons, avoiding the repetition of past mistakes. Thus, education contributes not only to the preservation of wisdom, but also to its actualization in the modern world.

Chemical laboratory of the Bestuzhev Courses, St. Petersburg, 1903. Photo: "Album of the VZhK. 25 Years" / Karl Bulla Photo Studio / St. Petersburg State University

It is impossible to teach everything, even within a single field of knowledge, so in higher education it is advisable to choose a narrow specialty, which corresponds to the principle of "knowing everything about something" proposed by Stanford. As early as the 16th century, universities were divided into faculties. However, the concept of "faculty" has become too broad, and each student chooses only a small part of it. This allows them not only to develop their skills but also to study in depth specific aspects of the chosen field, which is necessary for achieving a true understanding and a successful career.

To become an ophthalmologist or gynecologist, you must have a medical education. However, to become a physician, you need to have basic knowledge of the natural sciences. This knowledge, in turn, requires a basic education in subjects such as geography and mathematics. For example, a gymnasium provides basic knowledge, but a deeper understanding of natural science and the specialized skills necessary for practicing gynecology can only be obtained at university. What can be done without exams? It seems necessary to hold exams in the natural sciences, such as physics, chemistry, botany, and physiology, then in general medical sciences, including anatomy, pharmacy, and pathology, as well as in specialized areas of medicine. However, with such a vast amount of knowledge, the requirements for oral examinations remain low and cannot be high—no one, not even such outstanding figures as Humboldt and Faraday, could pass these tests. Will they graduate a specialist capable of treating? Probably not; experience shows that something more must be required. For example, to confirm knowledge in the natural sciences, practical tasks in laboratories, such as chemistry or physiological experiments, are required. For medical specialists, practical training in anatomical theaters and clinics is essential. Here, deficiencies in preparation that are not visible in oral answers will immediately become apparent. In practice, in laboratories and clinics, it is necessary to seek alternatives to traditional examinations.

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Leo Tolstoy on the uselessness of school and university exams

Leo Tolstoy, the great Russian writer and thinker, expressed critical remarks about the system of examinations in schools and universities. He believed that exams not only fail to promote true education but also often hinder the development of creative thinking in students. Tolstoy emphasized that assessing knowledge through standardized tests and examinations does not reflect the real skills and abilities of students. Instead of inspiring study, exams generate stress and fear of failure.

In his works, Tolstoy emphasized the importance of internal personal development, rather than external indicators such as grades. He proposed an approach to education that focuses on a love of knowledge and understanding, rather than the rote memorization of facts. According to Tolstoy, the true purpose of education is to cultivate a moral and free person, capable of thinking and acting independently.

Thus, Leo Tolstoy's ideas about the futility of exams remain relevant today, emphasizing the need to revise the educational system towards a more humanistic and individualized approach to learning.

It is impossible for a professor leading this process alone. He needs assistants, but he must know each student he assesses, either personally or through them. It is essential that assessment be based not only on oral examinations, but also on the students' actual knowledge and skills. Each participant in the process must be assessed on their own merits, which requires a thorough approach and attention to detail.

Exams become a formality, allowing those who lack the necessary knowledge to pass, while true specialists remain in the shadows. This creates a situation in which the importance of practical skills and deep knowledge is overshadowed by superficial understanding. As a result, the assessment system does not always reflect real competence and professionalism, which undermines trust in educational standards.

Everything said about medicine can be applied to other natural sciences. What chemist can be considered a true specialist if they have not worked in a laboratory? Even if they have, it is important that they successfully complete the assigned tasks and achieve results. In this case, there is no point in questioning them, since practice is more important than theory. In real life, it is practical skills that will help a young person, even without a diploma, avoid despair and resist eloquent but useless promises. They will always ask: what are the results in practice? There are certain difficulties associated with teaching students majoring in mathematics the fundamentals of chemistry, which are necessary for physics, astronomy, and general education. Often, laboratory work is impossible due to numerous other commitments. It is important to convey to students that knowledge of chemistry is essential and to create conditions for learning its fundamentals. It is also necessary to monitor their learning and, if necessary, organize written tests on elementary knowledge under supervision. This will allow students to better reflect on the material and minimize errors. However, this may not be necessary. If students study physics, they themselves will face the need to know the basics of chemistry, and the need for this knowledge will become obvious if the curricular requirements in physics are sufficiently high.

It's impossible to cover all aspects of clerical work, as every situation is unique. Professors and their approaches to teaching are not identical, leading to diversity within educational institutions. Local and temporal conditions play a key role in shaping the educational environment. This is why the Universities of Edinburgh and Cambridge, as well as Berlin and Göttingen, differ significantly from each other. Their relationships also change over time. This topic is rarely addressed in academic papers, but education specialists are well aware of these nuances.

The use of practical experience in technical universities brings significant benefits. Practical experience includes not only laboratory classes but also projects that students choose or are assigned. This allows for a more thorough assessment of students' preparation in various areas of their respective disciplines. In the future, I intend to consider this issue in more detail, since a similar approach is already partially applied in our educational system.

Hydraulic laboratory of the Polytechnic Institute, St. Petersburg Photo: A. M. Tsenter "Album of views of S.P.B. In sciences such as mathematics and philology, exams can easily be replaced with written solutions to problems assigned by instructors and chosen by the students themselves. This simplifies the verification of authenticity, as oral exams often result in the grade being awarded to someone other than the one who actually answers. Considering that hundreds of unknown students participate in exams, the likelihood of answer substitution increases significantly. The proposed approach promotes closer interaction between instructors and students, which is an important step in improving the educational process. It is inappropriate to go into details here; we should move on to other aspects of education. It is worth noting that the abolition of exams in higher education institutions will bring even greater benefits in terms of saving teaching time than in gymnasiums. This is due to the fact that university exams take longer and the number of days allocated for courses is fewer. This is obvious to anyone familiar with our education system.

Professors may find it more difficult than they do now to do their job with due attention. However, if the result is high-quality preparation of students for life and adequate assessment of their final theses, these difficulties can be overcome in two ways: increasing salaries and hiring assistants similar to those working in England. This will ensure more effective training and improve the standard of teaching at universities.

In his "Notes on Russian Education," D. I. Mendeleev raises important issues concerning the development of education and science in Russia. He emphasizes the importance of education for the formation of society and its cultural level. In the book, the author shares his thoughts on how knowledge and education can become the basis for the country's progress.

Mendeleev believes that education should be accessible to all segments of the population, since only through the widespread dissemination of knowledge is it possible to develop the individual and society as a whole. He emphasizes the need for reforms in the educational system so that it meets the demands of the times and promotes the intellectual growth of citizens.

An important aspect of his work is the call for the integration of scientific knowledge into practical life. Mendeleev points out that education should not be limited to theory alone, but should include the practical skills and abilities necessary to solve current problems.

Thus, "Notes on Russian Education" Mendeleev's works serve not only as historical evidence of the great scientist's thoughts, but also as a relevant call to action for a modern society striving for progress and development.

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Dmitry Ivanovich Mendeleev (1834–1907) was an outstanding scientist and educator. He taught at the Imperial University of St. Petersburg and received a pedagogical education from the Main Pedagogical Institute. After graduating, Mendeleev worked for two years as a teacher at a gymnasium, which contributed to the formation of his teaching skills and approaches. His contributions to science and education had a significant impact on the development of chemistry and the educational process in Russia.

In the last years of his life, Mendeleev wrote a number of essays in which he outlined his views on improving the educational system of his time in schools and universities. He emphasized that many aspects of life had changed, while teaching methods were outdated and required updating. "Many forms of life have become new, while forms of education have become so obsolete that the time has come to think about improving them," he began his series of articles. Mendeleev emphasized the need to adapt educational approaches to modern realities, making his ideas relevant today.

In 1899, Dmitry Ivanovich published an article in which he expressed his opinion on the ineffectiveness of exams as a method of knowledge assessment. The author argues that exams not only fail to fulfill their primary function, but can also cause harm in both school and university education. The article examines the shortcomings of the examination system and proposes alternative approaches to knowledge assessment that emphasize the importance of a deep understanding of the material.

At that time, the main exam format was oral tests using tickets, and Dmitry Ivanovich considered this approach completely ineffective. He argued that oral exams don't allow for a thorough assessment of students' knowledge, as they often rely on luck and improvisation. Instead, he advocated the need for more objective assessment methods that would better reflect students' level of preparation.