Collective training on individual programs: worldview, concept and practices

The author proposes to consider the relationship of social and individual in the form of a triangle with vertices: «loneliness among others,» «all as one» («system»), «complex cooperation of personalities». Individual and truly collective are in a relationship of unity and harmony, and do not confront each other. There is a danger of choosing from two evils: the pole of absolute autonomy or the pole of personal-social unification. Meaningful socialization has two alternatives: «system» and «collective». The need to build educational communities on a collectivist basis is due to political, socio-pedagogical and psychological reasons. The worldviews of pedagogical activity in the system of collective education are revealed, in particular, the value principle «Man is the main goal and the main means of a fruitful educational environment», the activity principle «Everyone is the goal, everyone is the means», the principle of joint existence «Cooperation is the leading type of relationship». The individual educational program is interpreted as the student's ideas about his upcoming educational activities, formed by him in collaboration with other students and teachers. An individual program differs from a «single» program, compiled by a student individually or paired with a tutor, and then implemented autonomously or according tothe principle of a supermarket. In the individual program, educational, club and production blocks are allocated. Conceptual provisions on the system of collective education are disclosed: specific principles of training organization; basic processes (educational, club, production, reflexive-planning); structural units – temporary cooperation of students and teachers, permanent detachments of students, a council of commanders, teacher cooperation, a general gathering of the team; special morphology of teachers – subject, «duty» teacher, didacto-technician, assistant. Four levels of organization of collective education are distinguished: samples, alternating training, constant training in individual segments of an educational institution and collective training throughout the institution. Practical options are called, in particular, a subject-methodological vacation school, multi-day immersion, a «day» without classes and lessons, a different-age group on one subject, a different-age group in the afternoon, a different-age team of a full day.