S. Tantsorov, B. Zeltserman
(EC "Experiment" Riga, Latvia)

"Educational Centre "Experiment": Orientations...(thesises)"

1. Education with Methodological Orientation.

Activity of the educational centre "Experiment" is carried out by realizing the programme of education with methodological orientation. This approach, based on theoretical and practical elaborations of sistemmental activness methodology, differs in essense from traditional educational ideology. Without minute examining of the essense of this ideology and educational system, that is based on it, we want to emphasize the orientation to actual knowledges and actual social relations which may be seen in traditional schools (in the broad sense of the word). Because of passivity of knowledges and relations it is logical to make such a conclusion that these schools look in the past situations in what formerly some particular knowledges and relations were necessary. Methodological orientation is a search for the next step of education development. We proceed from the supposition that actual activity systems continually develop and new kinds of activity emerge, so, there is only a framework of method which let embrace alterations in the scale of even one generation of students (not a framework of norms and samples of activity). Consecquently, orientation to method let keep the topicality of education despite all the changes and, what is more, realize these changes by projecting development of actual activity sistems.

Besides, methodological orientation is of the special value because it gives universal modes of changing notions and views and making easier the opportunity to work in the different fields of activity, change activities and run activities.

2.Value Orientations as Grounds of Teacher's Work.

Pedagoge, who chose methodological orientation, has the knowledge of method of working for his students. So, in auditory he constitutes himself as a man, as a representative of the definite value system, as a personality. It means that in spite of the benefit and significanse of educational technologies teacher should not look for the way out within his knowledges and modes of effective training programme mastering in the different situations of educational process (situation A – act B, situation C – act D).

This pedagogical position takes care about modern trends of development in the world where resources of technological relations are being exhausted and at the same time attention to the problems of humane approach to man is rising.

When we show our intentions we can form students values because these ones may be transmitted in the educational activity as well as knowledges may. We hold ourselves responsible for the control of value systems when we have to correlate our pedagogical position to the values approved by the programme of "Experiment".

These values may be divided into three groups. The first group is made up from the values of methodological orientation:

1) value of mentality and activity;
2) value of development;
3) value of reflection;
4) value of knowledge;

The second group is represented by the values which help students to join in the educational process:

5) value of self-dependence;
6) value of responsibility;
7) value of choice and respect of choice;
The third group is made up from the values which are connected with the personal development:

8) value of justice and respect;
9) value of freedom as realized searh for the right personal way;
10) value of humanity of any changes

3. Forms of working with students in the "Experiment". Choice of professions.

Methodological orientation is ensured by the subject training programme oriented to methodology and, besides, it is based on the special forms of working with students. Traditional lesson of knowledges transmission, mastering and examination is substituted for the work with conceptions, formulating of prblems, reflection, self-depended search for solution of complicated problems. The most effective forms of training are methodological seminar, game lesson, projected by teacher and students together (i.e. analyse of situation, public debate, discussion, court), lesson of reflection, workshop. They are of the special value because they make students answer such questions like who am I; what am I here for; what am I doing; how am I doing it; why am I doing it this particular way; what results do I want to obtain in the end of my work.

But there is also another objective of methodologically oriented subject training programme (Law, Bases of Organization of Mentality and Activity, Logics, Philosophy, History of Natural Sciences, Economics, History). Besides their common methodological orientation these subjectes are aimed at forming of new professional activities and corresponded them new specialists-professionals.

Taking into account universal nature of orientation to method, we suppose the choice of professions to be possible and necessary in two following areas:

1) consulting including work with complicated and problematical situations;
2) expert examination including analyse and esteem of actual activity and different projects of activity.

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