Slobodchikov, Victor Ivanovich

Childhood and Youth

Father V.I. Slobodchikova died at the front, her mother died early. Until the age of 12, the boy was brought up by his grandmother. She was a deeply religious person, accustomed the child to the church and, to the last possible opportunity, tried to avoid the transfer of her grandson to the orphanage , but a year before her death she was forced to agree to this decision due to illness. Victor remembered that he was escorted by the whole village in exactly the same way as to the war: they went out and looked silently after him for a long time: the villagers mentally said goodbye to him and did not expect anything good from the orphanage.

However, Victor and his new comrades were lucky - he ended up in Klemenovsky Orphanage, which was restored by the pupils, associates and successors of the business A. S. Makarenko Semyon Afanasevich Kalabalin [1903-1972] with his wife Galina Konstantinovna [1906-1999]. The formation of a single team of teachers and pupils began with the repair of failed floors and leaking roofs, and a few years later they reached the point that they installed water in Klemenov and laid asphalt on the streets - there wasn’t one or the other ... A new house appeared in the orphanage itself dormitory building; houses for employees were built. ^[3]

However, the main goal of this activity, like that of A. S. Makarenko, was not her economic achievements, but the moral growth and human maturity of the pupils by means of socially useful productive labor on the basis of effective democracy at all levels of the orphanage.

The moral and labor training obtained at the Kalabalinsky orphanage and the first experience in managerial and pedagogical activity (Victor was repeatedly elected as the squad leader), the realization of the unusual social and pedagogical experience in which he took part in the will of fate, led to the awakening of a deep interest in philosophy and pedagogy in Victor , the desire for further training in this direction.

However, he did not immediately establish himself in this desire. Volunteer assistants, students from the Moscow Aviation Institute and Baumanka , who for many years disinterestedly on weekends and holidays came to the orphanage and in every possible way helped, mainly by their labor contribution, a new business, paid considerable attention to the pupils of the orphanage. Of course, they told the children about their institutes and engineering professions. In those years (mid-60s), the memories of the flight of Yu. A. Gagarin were fresh, which were reinforced by new domestic successes in space exploration. And studying at universities with “space” specialties was at the peak of public recognition.

In his school years, Victor was easily given physics and mathematics, he was sure that he could enter a similar institute, but there was only a seven-year school in the orphanage, after which the pupils went to vocational schools. But here, too, Kalabalin helped.

... Semyon Afanasevich made sure that students who are successful in their studies can graduate from high school. I had to go to school in the village for 5 kilometers, but then I received secondary education and was able to go to college. He submitted documents to Baumansky, but failed the first exam. Apparently, there was a psychological breakdown - in 3 hours I did not solve a single problem, but I came home and in half an hour I solved everything. He worked as a fitter for a year, went to physics and mathematics courses at Moscow State University, and the next year he entered the Moscow Aviation Institute. It was easy to do, although the competition was 15 people in place, and mainly Muscovites did it. ^[four]

Call of the Profession

At the institute, Victor studied well, but was much more interested in writing. He also wrote poetry from school, and at the institute he began to write prose. But he studied for 2 years and felt that the soul does not lie.

I didn’t know what to do. I was one of the first pupils of our orphanage to go to college, and in what! It was the beginning of the 60s, everyone was proud of Gagarin’s flight, "sick" of space. Without exaggeration, we can say that at that time MAI was considered more prestigious than Moscow State University. And I got bored there. I went to consult with Semyon Afanasevich. He listened to me and said: “Yes, you drop this institute, what are you, hired to study there? You’ll write books, you’ll write about me. ” And he seriously added: “You’ll still study, you won’t go anywhere - you have such a nature.” ^[four]

After the second year, he left the institute and for two years was a counselor in the famous all-year-round pioneer camp "Eaglet" , where at that time many bright counselors and methodologists worked. Two years later, he again wanted to study, decided that the writer needs to know the person thoroughly, and since psychology studies the person, he entered the Leningrad University at the Faculty of Psychology and soon stopped writing.

... I left writing because artistic creativity does not tolerate rationalism, but psychology is a rational science. In contrast, by the way, from pedagogy. ^[four]

Being admitted to the university at the age of 22, realized on the basis of a certain life experience, could not but lead to a somewhat different attitude from school than yesterday's schoolchildren. Teaming up with two similar fellow students (one was 21, the other 25), the “old people”, including Victor, immediately began to plunge into the fundamental issues of psychology. It was not easy to do this, since in those years almost no Western psychologists were translated, even two of Vygotsky’s works were available - “Development of higher mental functions” and “Thinking and speech”, Rubinstein - only “General psychology”, but not its main the work "Man and the World", which he wrote on the table. Students did not hear about Russian religious philosophy ...

I had to study foreign sources in psychology in the source language, during which Victor and his friends mastered the so-called. projective technique. This was discovered by Daniil Borisovich Elkonin , a well-known child psychologist, a student of Vygotsky, who at that time was opening a new laboratory in Moscow - diagnostics of the mental development of children, and invited Victor to work with her through acquaintances.

When deciding to move, various expressed biases of both the Leningrad and Moscow psychological schools were of importance:

In St. Petersburg, there was a powerful natural-science component of education: we mastered biology as biologists, psychoneurology and psychiatry as doctors (our base was the Ankylosing Spondylitis Institute, I specialized in medical psychology), many hours were devoted to mathematics and computer science. ^[four]

The Moscow School of Psychology was more inclined toward cultural studies:

As a specialist, I owe it to both schools, but none of them suited me completely. Their main drawback is the lack of a person. Leningrad, natural science, reduced man to physiology, and Moscow ... They were more culturologists. It is no coincidence that Vygotsky’s concept was called cultural-historical. According to this concept, a person is born into the world by raw nature, and is humanized, mastering the culture. I could not accept that prior to humanization a person is not a person. Supporters of the natural science school suggested looking for the origins of humanity in genes and brains, and culturologists in society, society, and cultural samples. I have not denied (and do not deny) either physiology or culture, but one cannot be reduced to either one or the other.

To the adherents of the cultural-historical conception I quote the words of Father Pavel Florensky , who said that within the limits of culture we cannot distinguish what is higher and lower: the penitential canon of the Monk Andrei of Crete or the work of the Marquis de Sade . ^[four]

Path in Science

Accepting the offer, V. Slobodchikov transferred to the correspondence department of the university and moved to Moscow to work in the laboratory for diagnosing the mental development of children, headed by Daniil Elkonin.

“Elkonin, together with Vasily Vasilyevich Davydov , then carried out a fundamental experiment, which was embodied practically in the famous 91st Moscow school. They argued (and theoretically substantiated) that a younger student is capable of mastering theoretical forms of consciousness and, accordingly, theoretical knowledge. That is, the student’s teaching can become and take shape as conceptual thinking, and not as a set of empirical representations. Davydov’s laboratory was developing new curricula, lesson scenarios, new curriculum content, the Elkonin laboratory was engaged in development in adolescence, and our laboratory was engaged in the diagnosis of mental development. ” ^[five]

Based on the results of these studies, V. I. Slobodchikov defended a candidate dissertation in 1976 on the topic “Psychological features of children's knowledge of the subject world at primary school age” (1976) ^[6] . In general, he worked at the Psychological Institute from 1968 to 1990 ^[7] .

Another feature of the Moscow School of Philosophers was its philosophical and historical bias:

... all Moscow psychologists were not inferior to professional philosophers in their knowledge of philosophy. There were Hegelian psychologists, Kantian psychologists (though they didn’t speak about it aloud), etc. ". ^[5]

Slobodchikov is a member of the philosophical circle; he was particularly influenced by the then idealistic philosophers: A. S. Arsenyev, F. T. Mikhailov, E. V. Ilyenkov , G. S. Batishchev , and M. K. Mamardashvili .

In the 1970s, through friends, he became acquainted with the rector of the Kazan Church in Kolomenskoye, Father Kirill Chernetsky, and attended classes at the church circle that had developed around him. In the 1980s, he came to his own approach to understanding human nature, rooted in Christianity:

“I introduced the concept of“ co-existent community ”into psychology. It is based on the principle of non-merging and inseparability. This is the principle of the Trinity, but it permeates not only the Church, but the whole human life. He lives in a family (it is no coincidence that the family is called a small church), in friendly associations (but not in yard companies, organized in a completely different way, according to a force-hierarchical principle). The essence of this principle is that we, together and at the same time, each one is unique, original. But in itself this co-existence does not add up. To unite on this principle, people must make an effort. Otherwise, they fall either into a symbiotic community or into a formal structure. In the first case, the identity, individuality of the person is destroyed, in the second - the person becomes atomized, depersonalization of people occurs. The experience of co-existence was set 2000 years ago, when Christ gathered the apostles around him. Then the principle of collegiality entered into theology, the essence of which lies precisely in the lack of fusion and inseparability. And when I became a psychologist, I discovered that this concept does not exist in psychology. ” ^[five]

In 1987, under the leadership of the Dnieper , the "Gorbachev" Provisional Research Team (VNIK) "School" was formed, which included V. I. Slobodchikov. On the basis of VNIK in 1990, the Institute of Pedagogical Innovations was opened - a model of the future Academy of Education. By order of the State Committee V.I. Slobodchikov participated in writing a new concept of general secondary education (1988). He suggested that the Institute seek the status of an expert institution (which would allow the institute to impede attempts to introduce sex education programs, valeology and other dubious innovations into schools), but this was not done.

In 1993, he finally parted with Dneprov, left the institute from the subordination of the Ministry of Education and created, together with the staff, the “opposition” Institute of the public academy. It included famous scientists - Nikita Alekseev , Yuri Gromyko , Vitaly Rubtsov , a number of employees of the Moscow Department of Education. He is entrusted with the leadership of the Institute of Pedagogical Innovations. In 2004, the named institute was closed. Instead, the Institute for the Development of Preschool Education was created, which also headed Slobodchikov.

Further scientific research of V.I. Slobodchikov was related to the study of issues of consciousness, reflection, the development of subjective reality, the human inner world, the periodization and diagnosis of mental development, the organization of psychological services, the design of systems for developing general, higher and postgraduate education.

The results were summarized in a doctoral dissertation: “The Formation and Development of Subjective Reality in Ontogenesis (Psychological Foundations of Educational Design)” (1994).

Since the mid-1990s Under the leadership of Slobodchikov, a new scientific direction is being developed - the foundations of psychological anthropology , basic textbooks on psychological education at humanitarian universities have been prepared and published.

Slobodchikov is also the organizer of practice-oriented, comprehensive research in the humanitarian field. He is currently a federal expert and curator of the Megaproject "Development of Education in Russia", a program for the modernization of Russian education. He participated in the development of the program "Capital Education", the implementation of which was financed by the mayor of Moscow Luzhkov. Already implemented 3 versions of this program.

Many scientific papers have been published in Bulgaria, Germany, the USA, and in a number of Spanish-speaking countries ^[7] .

Study guides

• "Human Psychology" / coaut., 1995; 2nd ed., 2013.
• "Psychology of human development" / et al., 2000; 2nd ed., 2013.
• "Psychology of human education", 2013.

Monographs

• Methods of studying the synthesizing function of consciousness, M., 1975;
• Questions of the theory and diagnosis of mental development, M., 1982;
• Psychological problems of the formation of the inner world of man, M., 1986;
• Category of age in psychology and pedagogy of development, M., 1991;
• et al .; "The anthropological principle in the psychology of development", M., 1998,
• et al .; “Activity as an anthropological category”, M., 2001;
• "Essays on the Psychology of Education", Birobidzhan, 2002.
• "Fundamentals of psychological anthropology" (in 3 volumes, co-authored), M., 1995, 2000, 2013.
• “The Anthropological Perspective of National Education,” Yekaterinburg, 2009, 2nd ed. 2010.
• et al .; “Introduction to the anthropology of education”, Birobidzhan, 2012.
• et al .; “Key categories of thinking of a professional educator”, M., 2013.
• et al. “Scientific and technological ways and approaches in vocational education”, M., 2014.

Articles

• Petrovsky A. V. , Slobodchikov V. I. , Bim-Bad B. M. , Gromyko Yu. V. Tasks and directions of restructuring pedagogical science // Psychology Issues 1988. No. 2, p.14.
• Slobodchikov V.I., Tsukerman G.A. Integral periodization of general mental development // Psychology Issues, 1996. No. 5. P. 38-50.
• List of articles by V. I. Slobodchikov on the web page of the journal “Issues of Psychology” .

V. I. Slobodchikov

• Included in the commission "The best schools of Russia"
• Co-chairman of the International Scientific and Expert Council on Spiritual and Moral Security at the Russian Institute for Strategic Studies.
• In 2003, Slobodchikov, together with an employee of the Institute for the Development of Preschool Education, Doctor of Psychological Sciences Vera Abramenkova, conducted a scientific examination of Halloween, upon review of which, the Moscow City Department of Education recommended the directors of Moscow schools to refrain from holding events dedicated to this "holiday". For this, in January 2005 he was awarded the Order of the Russian Orthodox Church of St. Sergius of Radonezh (Abramenkova - Order of St. Olga). ^[eight]
• One of the developers ^{[9] of} Christian psychology.
• In 2011, he sharply criticized ^{[10] the} draft law "On Education in the Russian Federation" from religious and patriotic positions.
• From February 24 to April 8, 2014, together with Igor Ponkin and Vsevolod Troitsky, he participated in the examination of the documentary The Whole Truth About Wang, filmed by REN TV . Experts found in the film signs of humiliation of the human dignity of Orthodox believers in connection with their professing religion and insulting their religious feelings. ^[eleven]
• From March 14 to March 29, 2017, together with Igor Ponkin, Vsevolod Troitsky and Alexander Evdokimov, he participated in the examination of the script and trailers of the film “Matilda” by A. E. Uchitel . Experts qualified these materials as “preparation for humiliating the human dignity of the believers of the Russian Orthodox Church (on the basis of their attitude to religion) and insulting their religious feelings” ^[12] .

• Medal of K. D. Ushinsky (1995)
• Order of St. Sergius of Radonezh, III degree (2004)

Wife - Vera Grigorievna Schur, editor of the journal Psychology Issues.

• Slobodchikov Viktor Ivanovich on the page "Who is who in Russia"
• The list of works by Viktor Slobodchikov on the site “Orthodoxy. Ru " , including
• Leonid Vinogradov . One cannot understand a person without a spiritual component (Interview with Viktor Slobodchikov, RAO Corresponding Member, Director of the Institute of Pedagogical Innovations of the Russian Academy of Education) // “Orthodoxy. Ru "of April 7, 2004;
• Tigran Davtyan . Psychologist or confessor? (Interview with the Director of the Institute for the Development of Preschool Education of the Russian Academy of Education V. I. Slobodchikov) // "Orthodoxy. En "of August 4, 2006.
• The works of V. I. Slobodchikov in the journal “Questions of Psychology” (list of links)
• Brief biography and works of V. I. Slobodchikov on the site "Existential and humanistic psychology"
• Slobodchikov V.I. , Gromyko Yu.V. Russian education: development prospects // School Director. 2000. No. 2. P. 3-12.
• Sergeev Konstantin . Teach the child independence (conversation with V. I. Slobodchikov) // Vinograd magazine, No. 5 (37) 2010
• Slobodchikov History of Psychology in Persons: Personalities. Psychological vocabulary. Encyclopedic Dictionary in Six Volumes / Ed. ed. L. A. Karpenko
• Slobodchikov Victor Ivanovich (inaccessible link) on the Ethnocide website. Internet digest depopulation of Russia
• Slobodchikov V.I. (about him as a psychologist) on the psy.su portal