Ural Teachers' University (RUSSIAN FEDERATION)
About this paper:
Appears in: ICERI2011 Proceedings
Publication year: 2011
Pages: 3199-3203
ISBN: 978-84-615-3324-4
ISSN: 2340-1095
Conference name: 4th International Conference of Education, Research and Innovation
Dates: 14-16 November, 2011
Location: Madrid, Spain
One of the major problems of the modern world of education is to teach teenagers to act independently and to develop the information society, complicated, unstable social environment, the different groups and many cultures.
Modern Russian society is characterized by an increase in the number of acts of cruelty, violence and extremism among teenagers. Significant political, economic and social changes have taken place in Russia since the early 90s. The last century had a significant impact on the appearance of many mixed-age associations in the country. Many of them appeared as spontaneous, musical, sports, extreme or the other sub-cultural community.
Some of the "whistle", "Gopnik," "Skinheads," "neo" has gradually degenerated into a well-organized violent groups. At the beginning of the XXI century, they have already started to wear obviously extremist character. The internal organization of these groups improved, the technical equipment increased, the ways of PR-events mastered. All these facts, having a background of low activity and the financial constraints of positive youth associations, attracted teenagers as a magnet.
One of the most important components of social competence of personality is its ability to act independently and develop in a complicated, unstable Information Society. We found that the ways of teenagers social competence formation should be search on the basis of theoretical ideas about the nature of the development of social skills in mixed-age groups. In a broad sense, it is social skills define personal competence aimed at implementation of his strategy and solving everyday - civil, personal, professional, residential and cultural problems.
Mixed-age groups of teenagers usually become spontaneously and are able to act without the guidance of adults. In these groups, psycho-pedagogical support is a problem-exploratory.
The results of the historical experience of various countries show that learning in mixed-age groups is highly efficient. Recall the "League of forest craftsmen" by Ernest Seton-Thompson, and "just community" schools of Lawrence Kohlberg's Scarsdale (USA), "summer camps" of Robert Baden-Powell and the school Sammerhild of Alexandr Neil - (UK), "school community" of Gustav Vinneken and Waldorf school in Stuttgart of Rudolf Steiner (Germany), model-yen plan by Peter Peterson (Germany, Holland, Sweden), orphanages of Janusz Korczak (Poland), the brotherhood "Orthodox case" of the mother Mary (France), learning community of O. Gazman, I. Zhukov, mixed-age teams of Ivanov, V. Krapivin, Makarenko, club associations of interest by A. Mudrik, S. Shatsky, schools of V. Karakovsky, W. Sukhomlinsky, Leo Tolstoy (Russia).
More than twenty years, I am the head of children's and youth public organization "Carabela". This organization works in the city of Yekaterinburg for half-century. Its creator, writer, teacher Vladislav Krapivin is the author of more than one hundred and fifty novels for children and adults. A unique pedagogical method "designed ideal" is designed and tested at the organization. This method allows us to derive a teenager to understand their place in the chain of generations, and begin to act independently.
Social competence, mixed-age associations, meaning-defining environment, method of projected ideal, inter-age interaction.