School stubble how much does tuition cost. Mikhail Petrovich Shchetinin is the founder of the Russian tribal school. How long did your child stay in school?

The school of academician Mikhail Petrovich Shchetinin is an experimental secondary school, created in its current form in 1994 in the village of Tekos, Krasnodar Territory. THIS IS LIKE ALL OUR SCHOOLS SHOULD BE!

Mikhail Shchetinin is known throughout Russia for using innovative methods in pedagogy that promote early creative development. His students graduate from high school at the age of 14, and by the age of 18-20 they have three higher education degrees.

His experience and his pedagogical findings are studied by teachers from different countries.
He repeatedly became “Person of the Year” in the field of education.

The world organization UNESCO three times recognized the education system he developed as the best in the World and included the name of M.P. Shchetinin in the list of the greatest people of the past millennium.

The main goal of Mikhail Shchetinin’s school is the spiritual revival of Russia, service to the Fatherland, service to people.

At the same time, an information ban has been imposed on this school (almost nothing is said about it on television). And no wonder, because in this school the education is radically different from the universally implemented system of zombification and creating neurotics out of children. At Shchetinin's school, children teach children. The school program is completed over 1-3 years.

Shchetinin’s pedagogical system is based on several principles:

The first of them is the spiritual and moral development of a person. Love for neighbor and love for God, love for the Motherland. Spirituality is not declared at the level of rules and moral teachings, but is demonstrated by the own behavior of adults and children.

The second principle, which can be considered key for the acquisition of knowledge, is the desire for knowledge. At Shchetinin’s school they study by immersion in groups of different ages, and then each student can act as a teacher and explain to his peers everything that relates to the topic being studied. Being a teacher is very responsible and honorable.

The third basis of life at school is love of work. Students, with their own hands, in the literal sense of the word, build the world around them in which they live. They are proud of their achievements that are truly useful in life. The sense of beauty, the vision of beauty in the environment, the manifestation of creativity in all aspects of everyday life, as well as powerful physical training based on Russian hand-to-hand combat as a way of self-defense and helping to remove the aggression of the attacker are two more areas that do not go unnoticed in this pedagogical system, but occupy a very important place.

Shchetinin’s school in Tekos, or more precisely, the boarding lyceum for the comprehensive formation of the personality of children and adolescents, is already 20 years old. All these years, the honored teacher of the Russian Federation, professor, academician of the Russian Academy of Education, and innovative teacher Mikhail Petrovich Shchetinin has been at the helm of this bold experiment.

10 tips from a teacher who taught history at M.P. Shchetinin’s school:

1. The lesson begins with the student’s INTEREST in the subject.

2. Before you explain, please.

3. After students start smiling, INTRIGUE.

4. Once you are intrigued, EXPLAIN why they need it.

5. Convey your SURPRISE and ADMIRATION at what you explain.

6. AN UNEXPECTED EXAMPLE is remembered.

7. What is VISUAL and what CAN BE USED is remembered.

8. Higher class - when the student wants to RETHINK your information and EXPLAIN TO OTHERS.

9. They want to learn not from someone who knows the subject well, but from someone who has shown how much the STUDENT NEEDS it.

10. A lesson is not when someone who knows explains to those who don’t know, but when those gathered are GOOD TOGETHER. And what is also useful is a consequence!

You will learn more about Shchetinin’s school, its philosophy, how the educational process works, and the successes of school graduates from these videos.

An innovative teacher, experimental teacher, academician of the Russian Academy of Education, in the 70s and 80s he organized school complexes in the village. Yasnye Zori (Belgorod region) and the village. Zybkovo (Kirovograd region), experimental educational complex at the station. Azovskaya (Krasnodar region).

What is the essence and nuances of M.P.’s experiment? Shchetinina

Experiment M.P. Shchetinin was conceived broadly, comprehensively and was based on a number of leading ideas.
The conceptual basis of M.P. Shchetinin’s didactic (broader: teaching and educational) system was the idea of ​​a harmonious combination of the rational and emotional in human cognitive activity. It finds confirmation in the teachings of Academician I.P. Pavlov about higher nervous activity, about the artistic and abstract type of thinking. To put it simply, in educational (as in general cognitive) human activity, both the mind and living perception and emotions should be involved, of course, in their harmonious combination. Without this, it is impossible to achieve harmonious development of the individual. And scientific and pedagogical experiments of M.P. Shchetinin are carried out with the aim of finding and justifying an educational system that would best (optimally) solve the problem of the harmonious development of the intellect and feelings of a young person.
Let's start with the fact that in accordance with this concept, a new type of educational institution was established: a school-complex in the village. It united, in fact, 6 different types of schools: general education, art, sports, choreography, music and a training and production plant.
Analyzing the standard curriculum of secondary schools of that time, M.P. Shchetinin came to the conclusion that 2/3 of them present educational subjects for the development of the mind and only 1/3 - for sensory perception and motor actions of students. Paradox!
The student mostly sits during classes, but moves little. He is little involved in artistic creativity. The complex has various schools. But how can we ensure that students have real time to study in them without being overloaded? Where can I get it? And an ingeniously simple solution comes: to reduce the duration of each lesson from 45 minutes (the so-called academic hour) to 35 and even to 30 in the lower grades!
Having conducted a special study on the productivity of a 45-minute lesson at the beginning, middle and end of it, M.P. Shchetinin was convinced that the last 10-12 minutes are the most unproductive, and sometimes zero. And if you abandon them, the productivity of each lesson will hardly suffer. But 10-12 minutes will be saved on just one. These add up to almost 2 additional lessons of 30-35 minutes, or, one might say, instead of 5-6 lessons of 45 minutes a day, you can study 6-7 lessons for a shorter time. These lessons will be used for classes in art, sports and other schools. In addition, classes in a comprehensive school are consistent with extracurricular and extracurricular activities. This means that this time can also be used for classes in specialized schools.
The lesson schedule is drawn up so that classes in the “speech” cycle necessarily alternate with classes in the “figurative” cycle, i.e. in music, fine arts, as well as with classes in the “motor” cycle (physical education, labor, choreography). Experience has confirmed that children do not become tired, and interest in classes in all subjects even increases. Homework is rarely given (for example, reading program fiction), because all general education “verbal” subjects are practiced in class. This generally guarantees the strengthening of children's health.
An innovative teacher tried to organize classes using the method of immersion in a subject. At one time, this idea was expressed by D.I. Pisarev (Russia, 1840-1868). In the experience of M.P. Shchetinin, the starting point of the method was the idea of ​​a holistic perception and understanding by the student of the entire year-long course in a short time. Organizationally, this is achieved, firstly, by concentrated study of one subject in the shortest possible time - this is immersion - and, secondly, by repeating such immersion four times during the academic year at a higher level - from indicative to creative. In real experience at M.P. Shchetinin’s school complex, it looked like this.
With the traditional organization of education, in one day, students in a class study 5-6 subjects: mathematics, geography, literature, etc. Throughout the week, the total number of academic subjects, for example, in middle and high schools is 13-15. In all subjects, students progress parallelly and evenly. In one week of immersion learning for 34-36 hours, students study only one subject, such as mathematics. After every two lessons, music, physical education, and choreography classes are held.
On their first immersion (September), students will grasp the core concepts and course ideas for the entire school year. This is considered to be an indicative level dive. Then, using the same method, they study another academic subject for the next week, for example, language, etc. But let’s return to mathematics. The second dive takes place in November. This time, the concepts and ideas of the subject captured during the first immersion are concretized. Theoretical issues are studied deeply and comprehensively. The next, third immersion in the same mathematics is carried out in March. Students reproduce theory at a new level orally, in writing and based on visual evidence. And finally, in April, another, fourth, final immersion is organized in a new round of assimilation. Students come up with and solve problems themselves, conduct experiments, and perform creative tasks. At the same time, methods of testing knowledge remain traditional.
When practicing using the immersion method, the teacher must ensure that students develop effective motives for learning: interest in the subject, formation of a dominant, that the student needs this subject, that it has irreplaceable practical value, etc.
Individual classes alternate with collective ones, reproductive ones with creative ones. All human analyzers participate in various types of activities, and the harmonious development of the senses occurs. The teacher in the classroom uses the help of consultants from well-performing students.

How was the technique received?

Although the results of educational activities using the immersion method were encouraging, they were assessed ambiguously and even negatively by a group of teachers and some education officials. And therefore, the experience of learning by immersion did not receive further development, although it is undoubtedly effective, for example, in learning foreign languages ​​(intensive learning of languages ​​in a short time), traffic rules, in developing skills in playing a musical instrument and some other activities. To teach using the method under consideration, serious training and retraining of teachers is required, and it is fundamentally different. But this does not exist in practice yet.
M.P. Shchetinin also pays attention to educational work, instilling in schoolchildren a sense of self-worth and their importance among people. In schools M.P. School self-government bodies are actively operating in Shchetinin. Since 1988 M.P. Shchetinin is the general director of the Center for Complex Personality Formation in the village of Azovskaya.

Mikhail Petrovich Shchetinin is known for his loud statements about how the future generation should be raised correctly. According to him, it is more important not to prepare a child for life, but to give him the opportunity to live this time to the fullest without any significant restrictions

Shchetinin believed that children should choose for themselves what activities they want to engage in. Freedom in making this kind of decisions gives the child the right to feel his independence and determine further paths of development. Students should not study the subject superficially, but go deeper into the basics and apply knowledge in practice.

Despite the criticism to which his teaching was subjected, Mikhail Petrovich was awarded many awards, including very prestigious ones for a teacher. Since 1976, he has been awarded numerous certificates and medals. He received the Excellence in Public Education badge twice in 1978 and 1981. It is worth noting that the Lenin Komsomol Prize, which Shchetinin received for his work in the field of pedagogy, was at that time awarded for outstanding achievements and great contribution to the development of science and culture.

The biography of Mikhail Petrovich Shchetinin is almost entirely based on his teaching activities. At the very beginning of his professional training, he already had an inclination towards teaching. The emergence of the idea of ​​the correctness of the education system occurred gradually, accumulating experience and knowledge from practical activities.

Shchetinin is from Dagestan, born in the small village of Novy Biryuzyak. His father was a hereditary Terek Cossack, so from an early age Mikhail Petrovich knew what education was and how to behave correctly. Therefore, in 1962, without hesitation, he went to serve in the army.

Shchetinin began his studies at a music school, but was unable to graduate due to a sudden illness in his hands. Nevertheless, Mikhail Petrovich still wanted to connect his destiny with music, so he subsequently began teaching at a music school, while still managing to study at a pedagogical institute in the correspondence department. It is believed that it was then that ideas about experiments related to learning began to emerge.

The first experiments in the new education system began when Mikhail Petrovich Shchetinin became the director of a music school in the city of Kizlyar. Then he created the first of its kind arts lyceum, while coordinating his actions with a regular educational institution. At that time, one could talk about the first successful experience, when lagging students began to improve their learning performance.

After the experiment came to an end, Shchetinin was appointed director of an educational institution in the village of Yasnye Zori. By that time, he had completed his studies at a music pedagogical school and received a teaching diploma. Mikhail Petrovich himself often preferred the accordion as a musical instrument.

Based on his practical observations, Mikhail Petrovich Shchetinin determined that initially a person should be educated on four foundations: science, culture, creativity and physical education. The innovation of his idea was that, while otherwise busy, students would be allocated time for small, intensive lessons in various areas. Thus, a unique atmosphere of immersion in learning was created.

Soon Shchetinin was awarded the title of researcher at the Academy of Pedagogical Sciences (APS), and the school became known in Moscow. The media, having found out about the strange, in their opinion, approaches to learning used within the walls of the educational institution, came down with a barrage of criticism and did not speak about it in the best way. This gave impetus to the decision to close the central school complex.

After the incident, Shchetinin is sent to Ukraine, where he must head the scientific department on the basics of promoting his experiment in a boarding school. Basically, this opportunity was given to him so that the authorities could verify the failure of the idea and its uselessness. Despite this, Mikhail Petrovich continues to implement the immersion method in the learning process. Soon more and more people learn about this experiment, and soon the news spreads throughout the country. Unfortunately, the Ministry of Education did not find positive aspects in this experiment, and a decision was made to close the school.

In connection with the events that took place, Shchetinin is not allowed to engage in teaching activities. He decides to go to Moscow, where he gets a position as a senior employee at the APN Research Institute. The years spent on this work gave Mikhail Petrovich the opportunity to summarize the results of his experiment, which were subsequently published in the format of the book “Embrace the Immense.”

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Inspired by new ideas for educating young people, several members of the Central Committee help Shchetinin get the position of director of a school located in the Krasnodar Territory. After his arrival, the institution was immediately reorganized, and new methods began to be introduced. Over time, parents who do not support the director’s views insist on returning to the classical version of education, after which the institution is divided into two parts.

Shchetinin's school helped him become the general director of the Center for Comprehensive Education of Youth. Supporters of his theory begin to appear next to Mikhail Petrovich, a team of like-minded people is organized, connections with higher educational institutions emerge, and the system of immersion education is honed. In 1991, Shchetinin was awarded the title of academician.

However, despite the great development and promotion of the Center’s ideas, certain contradictions periodically arise. In this regard, Shchetinin, his colleagues and a couple of students had to move to a small village located near the city of Gelendzhik, Krasnodar Territory. On the site of a collapsed abandoned building for soldiers, a boarding Russian ancestral school was created.

By the beginning of the 21st century, it gained wide popularity and began to position itself as an educational institution of our time. This school was recognized not only by ordinary citizens, but also by the world-famous UNESCO organization. In our time, this lyceum is still headed by Shchetinin.

Basic principles of the teaching system of Mikhail Petrovich Shchetinin

Since the basic principles and methods of Shchetinin are aimed at creating an ideal student, his system can be classified as philosophical. The creation of an integral person who is passionate about sports, has creative abilities, and is also an intelligent person is the main goal that teachers strive for within the Shchetinin system.

What are the main ideas of pedagogy using this method:

Self-development

From birth, a person has every opportunity to successfully develop in any field of activity. With proper teaching and a properly designed curriculum, you can give your child maximum resources, both physical and mental, to realize self-development.

Upbringing

It should not be limited or in any way infringe on the rights of the child. It is better if upbringing takes place with the highest possible level of freedom. This is necessary so that the individual can successfully self-realize in the future.

Natural data

All the inclinations of the student, given to him by nature, should be taken into account. If these characteristics are channeled in the right direction, you can get excellent results not only in learning, but also in the development of the individual as a whole. Self-development, based on natural data, allows you to give the child the opportunity to be himself and at the same time develop along his own path.

Individuality

Each person is unique, and everyone's learning abilities are different; this should definitely be taken into account when teaching. It is necessary to clearly understand that some people learn the material faster, while others need to spend more time on it. An individual approach to students allows us to stimulate their ability to learn.

If children themselves contribute to the creation of a learning system, they will be able to control personal self-development. Shchetinin's school allows children to study in an atmosphere of complete cooperation and mutual understanding. Its main features are as follows:

Moral

The formation of spiritual principles in a child is laid not through the method of instructions, but through the created way of life. Those. a person is brought up in an atmosphere of morality and mutual respect. The initially created environment contributes to the development of the best personal qualities for integral self-development.

Cognition

A person does not get tired of gaining knowledge, but, on the contrary, strives to learn something new every day, because he sees from his own example how this has a positive effect on overall development. Alternating classes using the full immersion technique allows you to involve the child in the educational process as much as possible.

Spirituality

To achieve the greatest results, it is necessary to teach a child to strive for beauty from an early age. Harmony of soul and body allows children to feel confident and not get tired while learning. If you see the beauty even in the ugliest, then you can overcome almost any problem, since they will no longer have power over a person.

Hard work

If you love only certain types of activities, then you may feel uncomfortable doing the work you don’t like. While love for any work makes it possible to choose among a wide range of activities. This tactic allows you to feel comfortable in any situation.

Physical training

Physical activity plays a big role in the development of a full-fledged, comprehensively developed personality. If you regularly engage in wrestling for the purpose of self-defense, then you can be sure that the child will be able to stand up for himself and defend his honor in the future. In addition, physical education classes help you relax and take a little break from your main studies.

Shchetinin's school gives its students the opportunity to receive a comprehensive education, when a common worldview is closely intertwined with the fundamental basis of knowledge. Thanks to a seamless educational space, students:

- think productively and think a lot about everything in which they are interested;

- have teaching skills that allow them to easily convey their knowledge to others;

— easily find a common language with people around them and are able to properly organize their time in order to be the most productive;

- behave openly with other people, are always ready to help in a difficult situation;

- have creative inclinations and are capable of almost any new endeavor;

— understand what responsibility is and comply with all moral and spiritual rules of behavior.

The main features of Shchetinin’s school

The opening of a unique school was the final result of all the experiments conducted by Shchetinin. The main essence of his teachings was that an educational institution should not only help children learn; it is better if it stimulates self-development, raising a harmonious and comprehensively developed personality.

When Shchetinin Mikhail Petrovich created the Russian ancestral school, first of all, he wanted to make it a kind of base for preparing children for real life, so that they would act here and now. The main essence of this school is the perception of man as a particle of the Universe; everyone should have an understanding and acceptance of a single whole in existing existence. In other words, starting with his own self-development, a person contributes to the common cause.

The school is very sensitive to the study of the history of the Russian state, making it clear to children that the basis of the nationality is based on the knowledge of their ancestors. That is why the school is called Russian. Careful preservation of history helps to recreate the image of a proud Slav and better understand the country's past.

The ancestral school was named because a person takes his spiritual origin from the memory of his ancestors. Turning to the family, he begins to cultivate a sense of respect for the older generation. One of the school's goals is to help children strengthen their bonds with their parents with love and devotion. A child should be proud of his origin and treat his own surname given at birth with honor.

It is important to understand that Shchetinin’s school is based mainly on the activities of children. Teachers play only a consulting and guiding role here. We can say that students are left to their own devices in the sense that they are free to determine their own level of learning. However, they understand that if a person wants to successfully self-realize, then he must make every effort to achieve this. For these purposes, the school provides various rooms for choreography, sports, cooking, milk production, creativity and many others.

Training sessions can be conducted in any room convenient for these purposes and even in the fresh air. Children study school subjects independently, turning to teachers for advice and clarification. Some of the main academic activities are history, Russian language and literature. On average, a lesson lasts about 30 minutes; this time is considered the most preferable in order to perfectly master the material without getting tired. There is no homework, which allows teachers to determine the inclinations and desires of children, helping them develop in different directions.

Conclusion

Shchetinin's school received mostly positive reviews, but there were detractors who consider this educational center a totalitarian sect, and the students are called its adherents. It is worth understanding that such a school is something new and therefore should be treated with understanding. The popularity of the lyceum has now grown so much that the competition for those wishing to study here is very large - 13 people per place.

Mikhail Petrovich Shchetinin (1944, village of Novy Biryuzyak, Dagestan Autonomous Soviet Socialist Republic) - Soviet and Russian teacher, member of the Russian Academy of Education, founder and director of an experimental boarding school.

In 1973, he graduated in absentia from the Saratov Pedagogical Institute with a degree in music and singing (accordion class).

He worked as the director of a music school in Kizlyar.

After the Kizlyar school, around 1974 he became the director of a school in the village of Yasnye Zori, Belgorod region, where he also engaged in pedagogical experiments, developing the then fashionable pedagogical idea of ​​​​creating a school complex in which increased attention was paid to music, singing and choreography.

After Clear Dawns, Mikhail Petrovich finds himself in the village of Zybkovo, Kirovograd Region, where until 1986 he was the scientific director of the experiment, holding the position of senior employee at the Research Institute of Teaching Tools and Methods of the Academy of Pedagogical Sciences of the USSR. The essence of the experiment was to create a school agro-industrial complex, combining study in the first half of the day with work for schoolchildren in the afternoon. In addition, M.P. Shchetinin introduced unexpected pedagogical innovations: reducing lesson time, eliminating grades, homework, and more. A commission of the USSR Ministry of Education, held in 1986, came to the conclusion that the experiment did not give a positive result and the experiment was closed.

Since 1991 he has been an academician of the Russian Academy of Education.

In 1994, he created an experimental boarding school in the village of Tekos, Krasnodar Territory.

Books (1)

Embrace the immensity: Notes from a teacher

How to help a child find himself and his place in the world of people? How to teach children to work and live creatively?

What living and learning conditions at school can most contribute to the formation of a harmonious personality of students, the development of their capabilities and abilities.

The author reflects on these and other important problems of childhood. For a wide range of readers.

Reader comments

Igor T./ 03/11/2016 Guys, hello everyone! Please pay attention to the “names” of some authors, in particular: “squirrels, guests and other living creatures.” There is a very clear psychological characteristic of such people. More precisely, puppets! Just ignore it. These are empty ringers! He who sees, let him see! He who hears, let him hear. Hello everyone!

Alexander/ 01/22/2016 I met Shchetinin at the APN (Moscow) in 1985. rvv.45 is right - nothing smarter than the classical school has been invented, but only in order to educate undereducated, undereducated, uncreative cogs - slaves of the system. Shchetinin created a school of joy, creativity and personal self-development, and these are not needed in a technocratic consumer society, where the golden calf dominates. Society has not yet grown up to this, Mikhail Petrovich is a teacher of the 22nd century. Thank God for once introducing me to him!!!

Yakov/ 02/11/2015 Hurray!!! Life is entering a new phase and it will be wonderful... M.P. Low bow to Shchetinin... I consider all those who worked with him very lucky... and they must carry this light further into the centuries no matter what, for the sake of our children

Alina B/ 04/10/2014 It is enough to remember the great wisdom: “The higher the ideal, the more dogs bark at it,” so that everything becomes clear. Mikhail Petrovich - all the best to you and good health!

guest/ 12/27/2012 Guys and girls!!! The best years of my life were the time at school with our beloved Mikhail Pertrovich!!! In no case is this not a sect, but M.P. not a sectarian))) it’s very funny and it’s not reasonable to call such a great person a sectarian)) but he simply loves everyone as the fruit of our land!!! It’s just a pity that he is not mortal, and cannot open the eyes of everyone who wants it!!

Marina Talvik/ 12/31/2011 Hello! Do you need teachers or just workers? Take me to work with you! Please. I can do a lot. And I also have a 13 year old son

Lazarenko V.A./ 11/28/2011 There are a lot of superficial exclamations that have not been lived through one’s own skin.
Every business is characterized by fruits.
I personally know Shchetinin. My contacts
http://vkontakte.ru/stratosfer

squirrel/ 08/16/2011 rvv.45! I respect you.
It’s so funny to read naive stories about what people haven’t seen and don’t know! just give you another “miracle”! How much can you support such people! IMHO! I was there, I know and I saw it! this man is a banal sectarian - a freak who earns money from the wealthy parents of his students!!!
Luckily, I opened my eyes and left this school, which is what I wish for you too.

Kuprina Galina/ 05/26/2011 I love everything related to Shchetinin M.P. Help with advice or deed in the Novosibirsk region on the Family Estate, to organize Shchetinin’s school for our children. I’ve been dreaming about this since 1996.

Tanya/ 12/10/2010 Hello. My name is Tanya, I’m 13 years old and I really want to go to Shchetinin’s school. I’m from another city and don’t know the phone number. Please, if anyone knows it, write to this address [email protected]

Alina/ 08/24/2010 Good afternoon to you. My name is Alina and I’m 16 years old. I dream of going to M.P. Shchetinin’s school.
But I don’t know how to do this, and where to turn. I looked through a lot of articles but didn't find anything...
Please help, or maybe there are similar schools in Ukraine...
please help.
My parents do not share my dreams and views about the family estate...And there I will find understanding..
If anyone knows how to help me, write [email protected] or contact id55444979.
Thanks in advance everyone..

Oleg/ 05/31/2010 I also wonder why this book has not become a reference book for teachers who at least respect themselves? I’ll say even more briefly about the author: why is He still not the Minister of Education? Finally: Where and how do our Rulers look?

Vlada/ 05/24/2010 I studied at Shchetinin’s school, I answer questions. write: [email protected]

Last year, while vacationing on the Black Sea, I accidentally visited Shchetinin’s School. It is located in the village of Tekos, Krasnodar Territory. For example, I learned about this school for the first time. I had never heard of anything like this before.
Anyone interested in esotericism is probably familiar with the book “Anastasia” by V. Maigret. They say that this school is mentioned there.
Shchetinin is one of the professors and teachers who, back in the 70s, were given the task of creating a school of the future. School of the 21st century. It seems that he is the only one who brought this matter to the end.

“Shchetinin, from our point of view, made the greatest educational discovery, which, of course, went unnoticed by his pogromists. He discovered a new content of education. He built a way of life in his school, on his pedagogical island, in such a way that this way of life became the content of education. Of course, there is a program, academic subjects here, the guys study both mathematics and biology. But this is the material, and the content was the Tekos way of life. Building houses, getting food, protecting the home, art, communicating with each other. And one more thing: everyone talks about that children are different and they not only have different rhythms of learning, but also different areas of the most complete development of abilities. But so far only Shchetinin has been able to make sure that different children move in learning at their own, exclusively individual pace. And therefore, in physics, Shchetinin’s student can study in the 9th grade, and study architecture according to a university program. This is continuous education."

The excursion was given to us by the children themselves, and they told us (a small group, most of whom are very interested in all sorts of “knowledge”) about their lives. Here's what I found out.
In this school, the teachers are the children themselves. An eight-year-old child can be a teacher, for example, of a fourteen-year-old. All buildings were built by children (and very beautifully, real wooden architecture). The footprint is small. But everything is so cozy. And the inside of the buildings is very interesting and unusual: paintings on the walls and magnificent (I liked) frescoes.

“It’s impossible to understand anything on the spot. You just walk and look, with your eyes wide and your mouth open. And you really can’t believe your eyes.
A barely noticeable turn from the road - and immediate amazement: a strong stone tower with three floors, which in some important way is decisively different from the familiar cottages of our nouveau riche. This house-palace breathes with individuality and the charm of unfettered inspiration (later I will understand - it was built by children!).
We pass the courtyard-dining room, a passage, another courtyard, the front porch... Everywhere - in stone, wood, mosaic, paint - there is an imprinted search for beauty. One of Shchetinin’s formulas: “The artist is always right.” “Don’t redraw anything, don’t redo anything,” he said while they were building. And by the whim of childish inspiration, golden autumn splashed somewhere on the wall, stars scattered on the roof, flowers bloomed on the floor...
And there is not a speck of dust on everything. The attendants tirelessly wash and wipe the pavements, steps, and parquet floors after almost every person passing by. This usually shocks the “tourists”. In vain! Isn't it natural for an artist to cherish his creation? And isn't it natural for people tasked with maintaining cleanliness to maintain it honestly?
The same, by the way, can be said about the local custom of greeting everyone you meet. This is how things have been done since ancient times in any Russian village. It’s in the cities that we’ve gone completely nuts: now we go crazy with delight at the sight of elementary norms. It’s another matter that Shchetinin managed to poeticize this norm in the eyes of children. According to him, by saying “Hello!”, we encourage a person to live, to be, to continue. Moreover, we are “awakening the environment” - to assist him in this...
Behind the tower is the “dance floor”. The boards fit perfectly. The trees are not cut down - they are surrounded by flooring, which is why their trunks become like columns, and their crowns become patterned arches of this forest hall. Classes in choreography and hand-to-hand combat, “lights”, “round tables”, and general training sessions are held here. Here bedtime stories are told. Or watching a movie on VCR. As a rule, good, domestic, with a good meaning.
Further on there is a clearing with smaller towers, the dwellings of single “teaching staff”, boys and girls, often at the age of 15-18 having a higher education, or even more than one. There is construction going on behind the clearing. The school needs housing, a library, workshops, gyms... Behind the construction site there are forests, streams, lakes... "Tekos" - translated from Circassian - "Valley of Beauty"

I took these positive quotes here www.rodova.narod.ru
We asked the guys if school dropouts happen. They replied that there is no dropout as such. It happens by itself. Some can't keep up with the rhythm, some really miss their family. There we met one mother who said that she had come from some distant city (I don’t remember which one). He rents an apartment or house in the village and has been living next to his daughter for 3 years.
Our group was lucky. We met Shchetitnin himself. There were about 12 of us. And he invited all of us to visit him... in his office. He sat me down at the round table. Such a pleasant person to talk to. In some way he reminded me of my childhood favorite Doctor Aibolit. He told me a lot of interesting things. It even somehow fascinated me.
I'll quote a little more. This is almost what Shchetinin told us personally.

- Mikhail Petrovich, how did it all start, how was the idea of ​​such a center born?
-I think we are not starting, we are rather continuing what our ancestors did for centuries. It seems to me that we are not inventing anything, we are coming from the child. Perhaps I still have a child, a memory, a beginning. As a child, I dreamed a lot; then there was no TV in the house. We had a large library, my father collected us and read, and we listened. And then I fell asleep listening to my father’s reading, and the dream continued to rearrange the images in its own way. At an early age (I started reading around four years old, when there were no primers), I read fiction and classics. And then I told it to my peers and elders, but most often I fantasized, making up stories. Do you know what? About something that happened, is happening, and will happen, as if you are included in the imagery of Troy, this is how all our ancestors worked. Fairy tales like grandma told? She played on the occasion of what was happening, she did not invent them, she listened to the information field of life, the Universe and broadcast. And so are all children.

Mikhail Petrovich, by what principle do you select future students? Is this life experience or do you have psychic abilities?
- It seems to me that I am a very simple person. Like all ordinary people, I have an amazing gift of seeing, because people who imagine themselves to be more than an ordinary person do not see. Have you noticed that wise people, as a rule, are simple people, and when a person lacks intelligence, he begins to add to the lack of simplicity. I would really like you to look at me as a simple person, I am coming from sanity. And in the same way, when we meet people here, we want to find in them the basis for a simple, healthy vision of the world, we look for empathy in a person. The motives for teaching are very important to us. I just watched the girl, I took the button accordion and began to sing the song: “Oh, it’s not evening, it’s not evening.” (I am a Cossack, this is a Cossack song). It’s important to me how she feels about folk music, folk songs, whether the soul is alive or not. I see she feels it. I play “Slavyanka”, she cries, which means that the ancestral memory is alive. Man is an information system. When you start touching the information, you can immediately see the correspondence of the information. There is no way he will make anything of himself if in terms of informational aspirations he is not adequate, he has other interests, other needs, a different information space. Then, to what extent the first premises are confirmed, one can see in the process of ordinary simple labor: how one peels potatoes, how one washes the floor. If he engages in his chosen subject selflessly, as if it were his life’s work, if no matter what he does, he does it efficiently, this is the person who should be here. the most important thing is that everything he does is done for someone else. If I, as part of the world, work for the world, then I am the whole world, I am huge. I am big, I am in tune with him, and then he represents himself through me. I love this image, when the cell works for the body, the body works for the cell. The law of the whole. But no matter who comes to us, we try to work efficiently, even if it’s for three days. The direction of all our efforts so that when a person leaves here, he does not mentally abandon us, so that he goes, works, so that he does not leave humiliated, but with a feeling of gratitude.

He also interestingly said that each generation carries information about its great-grandfathers. And therefore, at school, children are brought up on stories, films and songs from the times of the Patriotic War.
He kindly took a photo with us. But something happened to my camera. It was at this point that he refused to work.
In general, personally, all this reminded me of old films from the “Youths in the Universe” series.

But this is all positive. Upon arriving home, I scoured the Internet to look for what they wrote about this unusual school. And I came across a lot of negative, negative statements. Here, for example, is an article.

WHAT IS HAPPENING INSIDE THE SHCHETININ SCHOOL: THE PRIEST'S VIEW...
UNDER THE CAP
“Shchetinin’s School” is a self-contained system that consumes what it generates: those who graduate from this school become its teachers. There is not a single case of fruitful work of a graduate of the Shchetininsky school outside its borders. “University students” undergo part-time and part-time studies without leaving the school walls.
Shchetinin’s school uses the “circle challenge” method, when the offender finds himself in front of the entire group, which is negatively disposed towards him and expresses his censure. Any non-compliance with the prescribed model of behavior is regarded as “Jewishness” (!?) and is subject to condemnation by the entire group. At the same time, the age of the person who has demonstrated “Jewish” qualities does not play any role: both an adult and a child are subject to measures of the same severity.
All information penetrating inside the “Shchetinin group” undergoes the most thorough filtering and strict control by the “Teacher” and his inner circle. Television and radio are completely excluded from the life of the group, as “sources of dirt.” Books, newspapers, magazines can be read only after Shchetinin’s personal sanction. According to adherents of the group, letters are illustrated before being issued to recipients, and telephone conversations are recorded and listened to. Visits with parents are strictly regulated and cannot be extended beyond the established period.
Adepts achieve the necessary qualities through the perception of the “clan school concept,” which presupposes the perception of oneself as a particle of the “clan.” This concept forces the adherent to inadequately perceive his role in the situation: for example, a 6-year-old boy on his birthday “to the question: “How old are you?”, answered: “A lot. Centuries are behind me. I am of a princely (?) family." And all the members of Shchetinin’s group do not imagine themselves in any other role than “saviors of Russia,” although, being divorced from real life, they are unlikely to imagine what Russia actually needs now. Leaving from the "Shchetinin group" is regarded primarily as a "betrayal of the Teacher". In addition, the deterrent factor is the social benefits received by the group members: opportunities for free (including higher multiple) education; exemption from military service - first as students, and then like rural teachers. On top of everything else, an adept who has spent many years on full income, outside the group turns out to be completely maladapted, to the point that he has no experience in handling money.
The area of ​​marriage relations is also regulated by Shchetinin. There are cases when students of his complex who have long wanted to get married do not do so only because they do not have the sanction of the “Teacher”. On the other hand, there are examples of marriages concluded solely on the basis of the “blessing” of the group leader. One of the indications for marriage is the possibility of spouses traveling to their native places to live in order to create a branch of the Shchetininsky school there. In general, in publications covering the “Shchetinin” topic, the word “family” appears only in relation to “Shchetinin’s group.” The situation, however, is not new. Every totalitarian idea encroaches on the family. Everything described gives reason to see in the “Shchetinin group” typical signs of a totalitarian sect. The only thing that formally distinguishes it from a religious organization is the absence of a strictly formulated religious teaching. But a sect that disguises itself as a school of spiritual development and fist fighting is no less dangerous, if not more.
father ALEXEY (Kasatikov)

And under the article there are completely unflattering reviews.
Or here (if anyone is interested): http://www.sektam.net/modules.php?name=News&file=article&sid=550
I don't want to judge or condemn. But I know for sure that I would never send my child there. Even if my daughter met all their (school) standards and even, for sure, if I would never have had the opportunity to read such negative reviews.