title: ÐÐ»ÑÑÐµÑÐ½Ð°ÑÐ¸Ð²Ð½ÑÐµ Ð¿ÐµÐ´Ð°Ð³Ð¾Ð³Ð¸ÑÐµÑÐºÐ¸Ðµ ÑÐµÐ¾ÑÐ¸Ð¸ Ð¸ Ð¸Ñ ÑÐµÐ°Ð»Ð¸Ð·Ð°ÑÐ¸Ñ Ð² ÑÐ¸ÑÑÐµÐ¼Ðµ Ð¾Ð±ÑÐ°Ð·Ð¾Ð²Ð°Ð½Ð¸Ñ Ð² Ð Ð¾ÑÑÐ¸Ð¸ Ð¸ ÐÐµÑÐ¼Ð°Ð½Ð¸Ð¸
title: Ð²ÑÐ¿ÑÑÐºÐ½Ð°Ñ ÐºÐ²Ð°Ð»Ð¸ÑÐ¸ÐºÐ°ÑÐ¸Ð¾Ð½Ð½Ð°Ñ ÑÐ°Ð±Ð¾ÑÐ° Ð±Ð°ÐºÐ°Ð»Ð°Ð²ÑÐ°
titleType: Subtitle
title: Alternative pedagogical theories and their implementation in the education system in Russia and Germany
Creators: name: ÐÑÑÐ´Ð¾Ð¹Ñ, ÐÐ½Ð³ÐµÐ»Ð¸Ð½Ð°
Publisher: name: Ð¡Ð°Ð½ÐºÑ-ÐÐµÑÐµÑÐ±ÑÑÐ³ÑÐºÐ¸Ð¹ Ð¿Ð¾Ð»Ð¸ÑÐµÑÐ½Ð¸ÑÐµÑÐºÐ¸Ð¹ ÑÐ½Ð¸Ð²ÐµÑÑÐ¸ÑÐµÑ ÐÐµÑÑÐ° ÐÐµÐ»Ð¸ÐºÐ¾Ð³Ð¾
Year: 2024
Subjects: Ð°Ð»ÑÑÐµÑÐ½Ð°ÑÐ¸Ð²Ð½Ð°Ñ Ð¿ÐµÐ´Ð°Ð³Ð¾Ð³Ð¸ÐºÐ°
Ð°Ð»ÑÑÐµÑÐ½Ð°ÑÐ¸Ð²Ð½ÑÐµ ÑÐºÐ¾Ð»Ñ
Ð°Ð»ÑÑÐµÑÐ½Ð°ÑÐ¸Ð²Ð½Ð¾Ðµ Ð¾Ð±ÑÐ°Ð·Ð¾Ð²Ð°Ð½Ð¸Ðµ
Ð²Ð°Ð»ÑÐ´Ð¾ÑÑÑÐºÐ¸Ðµ ÑÐºÐ¾Ð»Ñ
ÑÐºÐ¾Ð»Ñ ÐÐ¾Ð½ÑÐµÑÑÐ¾ÑÐ¸
ÑÐºÐ¾Ð»Ð° Ð¤ÑÐµÐ½Ðµ
ÑÐºÐ¾Ð»Ð° Ð¢ÑÐ±ÐµÐ»ÑÑÐºÐ¾Ð³Ð¾
ÑÐºÐ¾Ð»Ð° Â«ÐÐ¿ÐµÐ»ÑÑÐ¸Ð½Â»
alternative pedagogy
alternative schools
alternative education
waldorf schools
Montessori schools
Freinet school
Tubelsky school
Orange school

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description: This work is devoted to identifying common and distinctive features of alternative pedagogical theories and characterizing the processes of their implementation in Russia and Germany. Tasks that were solved during the research to achieve the set goal: - to give a general description of alternative pedagogical directions; - to study the main alternative pedagogical directions; - to conduct a comparative analysis of the main alternative pedagogical directions, to identify common features, advantages and disadvantages; - to study public opinion in Russia and Germany on the various methods and principles of alternative pedagogies and to determine the prospects for the implementation of these pedagogical ideas in Russia, how ready Russian society is for this and what obstacles exist on the way to implementation; - based on what has been studied, we can draw conclusions about what can be improved in the traditional domestic education system. Thanks to theoretical and practical methods, it was possible to identify the basic principles and advantages of alternative pedagogical trends, namely: the development of practical skills, a sense of responsibility, independence and organization, the formation of a creative mindset, a persons own worldview, a peculiar view of the world, of people around them. The results are summarized and conclusions are drawn about the prospects for the development of alternative education in Russia and Germany, as well as recommendations on the introduction of a number of didactic methods of alternative pedagogical directions in traditional education.