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Pavel Shivarev
Founder and director of the Montessori school "Marco Polo", as well as the organizer of the community "Family (not)school „Seekers“" in Kaliningrad. I am the author and developer of numerous educational projects and a practitioner in the field of family education. My goal is to create a unique educational environment where every child can develop in accordance with their own interests and needs.
With Pavel's permission, we present a post from his personal Facebook account dedicated to the important topic of choice in education. This is a story in three parts that explores who exactly makes decisions in the educational process—the child or the adult.
Part One: No Need to Think, We Have Someone Who Will Decide for Us
In classical pedagogy, the problem of choice does not arise. The adult acts as the bearer of the idea of the educational process, and the child takes the role of the executor of this idea. Even when discussing subjectivity and independence, this independence is usually limited to the voluntary and conscientious completion of tasks proposed by an adult. Thus, pedagogical practice in the classical model is focused on the transfer of knowledge from teacher to student, where the child's initiative and creativity are overshadowed.
In most cases, the educational process in a regular school, classes are held in the usual format, which, in fact, accounts for about 99% of the child's total learning time. This situation causes minimal concern among parents and teachers.
The reason I raise this topic is its importance and relevance. Discussing this issue allows us to better understand its essence and find effective solutions. It is important to understand how this problem affects our lives and what steps can be taken to solve it. Therefore, it is worth paying attention to this issue and examining it from different angles.
The problem is that in this format, the child lacks goals. If we teach him anything, it is only this: an aimless existence and following other people's instructions. As a result, the child learns only to imitate obedience and pretend.
Children raised in such a culture begin to reproduce the same behavior patterns as adults. Doctors simulate treatment, teachers create the illusion of learning, and often their main concern is maintaining good relationships with management. "A subordinate must appear frivolous and somewhat naive in front of their superiors..." This leads to a situation where professional standards and quality of service are secondary, and imitation of activity becomes the norm.
We continue our lives at our usual pace, facing daily challenges and opportunities. Each day brings new experiences and situations that shape our experience and worldview. It is important to remain open to change and adapt to it, which allows us to grow and develop. Our life is an ongoing process in which we learn from our mistakes and celebrate our achievements. We continue to move forward, striving for improvement and new goals.
A child can internally resist such treatment and develop despite this way of life or independently of it, but not thanks to how adults organized their education. It is important to understand that an adult's influence on the educational process plays a key role in shaping a child's personality. The correct organization of the educational environment can contribute to harmonious development, while a negative influence can lead to internal resistance and the formation of negative attitudes. To ensure the full development of a child, it is necessary to take into account their needs and interests, creating a supportive and stimulating educational atmosphere.
Pavel Shivarev
Founder and director of the Montessori school "Marco Polo", as well as the organizer of the community "Family (not)school "Seekers"" in Kaliningrad. I am the author and developer of numerous educational projects, as well as a practitioner of family education. My work focuses on creating effective educational solutions and supporting families seeking alternative learning methods.
With Pavel's permission, we are publishing his post from his personal Facebook account on the important topic of choice in education. This story consists of three parts and explores who exactly makes decisions in the educational process—the child or the adult.
Part Two: Dancing with a Tambourine Around Children's Interests
The criticisms I have briefly outlined have been deeply analyzed in the works of authors such as Montessori, Illich, Gray, Rogers, and many others. The pedagogical response to this problem has become the practice of liberal education, including democratic schools and unschooling. These approaches offer alternative teaching methods, emphasizing individuality and students' freedom of choice, which contributes to a deeper understanding and acquisition of knowledge.
Why do I continue to experience difficulties if I associate myself with the concept of liberal education?
In liberal education, the issue of choice, in my opinion, is not key. However, the reasons for this vary. It seems that this issue has already been resolved.
Learning action is shaped by the child's internal plan. In this process, the adult acts as a witness and observer who, ideally, can discuss with the child the results of implementing their plan. It is important for the adult to maintain a dialogue about the conclusions that the child's participation or non-participation in various activities leads to. This approach promotes a deeper understanding and awareness of the educational process.
Interestingly, this is ideologically emphasized in the titles of adults working in free schools. At Sudbury Valley and many Russian equivalents, adults with children are called staff, while in Montessori schools, they are called guides. Moreover, the terminology used excludes the words "pedagogue" or "teacher." This emphasizes an approach to education that emphasizes accompaniment and support for children in their learning, rather than traditional teaching. This approach promotes the development of independence and initiative in students, which is essential for successful learning in today's environment.
This format has its own problem. We often imagine children as being perfectly aware of their desires and current priorities. However, is this really the case? Most likely not. Often, a child's interests are fleeting, and their choices are random or ill-considered. At the same time, it is fair to note that, just as a child is a reflection of the family, so their choices can be an indicator of the problems they face. Understanding these nuances is important for a deeper analysis of children's behavior and their needs in the context of family relationships.
We can ignore existing problems and convince ourselves that the choice was made fairly, or think that even if it is not perfect, the main thing is that it is our own choice. Each of us faces difficulties and learns from our mistakes. While I almost agree with this idea, the presence of this "almost" leaves questions and requires further analysis.
Part Three: The Drama of Choice
The problem with entering through the exit is that by going in one direction, you are actually moving in another. This paradox emphasizes the importance of being aware of your actions and their consequences. Every step can have unexpected results, and it's important to understand how your decisions affect the end result. It's important not only to strive for a goal, but also to be aware of which paths may lead to intersections with other directions.
She sits and draws, ignoring the games of her peers and refusing to participate in their activities. Even now, when we're getting ready for a trip, I ask, "Will you come with us?" She replies, "No, I won't, I want to finish drawing." I insist, "Let's go for a walk, and then you can finish drawing." Eventually, she agrees, although not immediately. She lingers at the exit, and then comes with us. Along the way, she talks actively and seems pleased with what is happening. What does this mean? Did I need to persuade her? Probably yes. This choice reflects her inner state and needs.
He returned from the exam tired but satisfied. All the exams were passed, and he was in a hurry to meet us. Although the journey was long, he overcame all the difficulties. However, once home, he preferred to interact with adults rather than children, busy arranging his space and getting food. We, meanwhile, are preparing for a new journey. I ask him, "Will you come with us?" To which he replies, "No, I'll stay here. I'm hungry and hungry." I don't insist and let him go, not knowing how he felt staying home. Whether he was worried about this or not, I can't say. Did I need to persuade him? I don't think so. His choice reflects the current situation.
That day, two micro-sketches occurred, two stories in which I acted differently. In one situation, I supported the choice made, in the other, I opposed it. The question of in which case I am right remains open. Perhaps I am right in both cases, but it is also true that in neither.
This text examines the drama of choice that an adult faces. When interacting with a child, we constantly make decisions about what to allow to happen and what not. These choices aren't always the result of rational analysis. Every time we respond to a child's actions or emotions, we shape their experience and perception of the world around them. It's important to recognize the responsibility we bear in these moments, as they can have a significant impact on a child's personal development and emotional well-being.
In my opinion, adults are truly necessary for children, but not to impose their views on life or teach them all their knowledge and skills. That era is a thing of the past. At the same time, we cannot abandon them to their fate, acting merely as bystanders. It is important to find a balance between support and freedom so that children can develop and form their own views of the world.
They need us.
- as a boundary against which their attempts to test the world for strength will be broken;
- as a bone on which they “sharpen their teeth”;
- as a wave that will pick them up and carry them away;
- as a shore to which they will want to moor;
- as a shoulder on which they will sometimes cry;
- as a hand on which they can lean;
- as a stalker, guiding them through the zone of anomalies, which, in fact, is culture;
- as…
In every situation, we make decisions about who to be and how to act. These choices can lead to both success and failure. Pedagogy, as a field of knowledge and practice, is often associated with stories of failure, because behind every achievement lies a multitude of unseen efforts and difficulties. Behind every success lie "tears invisible to the world," reflecting not only personal experiences but also the complex processes of learning and education. Understanding this aspect of pedagogy helps us better appreciate the significance of each step on the path to success.
It's important not just to decide for a child, but to understand what they need at the moment: whether they need boundaries, support, independence, or something else. This isn't a one-time understanding, but an ongoing process that requires a careful approach to each situation. Each time, we need to reassess what will help the child at a particular moment in order to support their development and empower them to make their own decisions.
We find ourselves in a difficult situation where we break the rules, encounter obstacles, and navigate unclear paths. Instead of familiar signposts, we encounter restrictions and prohibitions along the way. This metaphor perfectly captures the reality that modern educators face. In the context of constantly changing educational standards and requirements, every thinking teacher finds themselves in a situation where they need to make difficult decisions and find new approaches to teaching.
Also study:
- "A school without desire is a school of violence"
- "They don't yell at children in our school"
- Films about teachers who changed the lives of their students
- "A good teacher is either an underground worker or a revolutionary"
