International Center for Humane Pedagogy (School of Academician Amonashvili). Center for Humane Pedagogy International Pedagogy

The CULT of AMONASHVILI or Shalva rules the ball here...

« I am the Teacher, Christ is the Teacher.
What is the difference between me and Christ?”

Shalva Amonashvili

On October 3, 2008 at the Novosibirsk State Pedagogical University the five-day author's seminar of Academician of the Russian Academy of Education, Doctor of Psychology, Professor Sh. This seminar was conducted by the Department of Education of the Administration of the Novosibirsk Region together with the Department of Education of the City Hall of Novosibirsk and the Laboratory of Humane Pedagogics of the National State Pedagogical University. The program of the fifth day was proudly called “We are co-workers with God”, but not many people know which god the “honorary humanist” really worships and co-works with. Let's try to figure it out!

Russians should know that totalitarian sects willingly rely in their activities on the support provided not only by biased representatives of power structures at various levels, but also by individual representatives of the scientific and pedagogical community, who, for one reason or another, are very willing to lobby for the interests of the sects they are associated with. Some of the well-known figures of pedagogical science, known since Soviet times, also turned out to be deeply involved in occult games.

In this article, we want to talk about the active sectarian activities of the "innovator teacher" Shalva Amonashvili, who made his name known in pedagogical circles at the service of the Roerichs - active conductors of the occult teachings of Nicholas and Helena Roerichs.

“Don’t touch Amonashvili, this is sacred for our teachers,” said one teacher who declared herself an orthodox person who applied to our information and consultation center to solve personal problems related to sectarianism. However, any Orthodox believer, first of all an Orthodox Christian, and only then a teacher, driver, businessman, doctor, etc. And the voice of the Church is paramount for the Orthodox, and only then the opinion of his professional environment, even if justified by the objective presence of certain authorities. What is the voice of the Church?

In the definition of the Bishops' Council of the Russian Orthodox Church“On pseudo-Christian sects, neo-paganism and occultism” of 1994, it was noted with bitterness and anxiety that “the Teaching of Living Ethics”, put into circulation by the Roerich family and also called “Agni Yoga” (p. 5), is being intensively promoted. The Definition emphasized that occult beliefs “threaten the integrity of national self-consciousness and cultural identity” (p. 9) and stated that “all of the above sects and “new religious movements” are incompatible with Christianity. People who share the teachings of these sects and movements, and even more so who contribute to their spread, have excommunicated themselves from the Orthodox Church” (p. 13). The document says that the Bishops' Council "does not bless the participation of the Orthodox in the events organized by the groups indicated in this Definition." All subsequent bishops' councils only confirmed this decision.

But followers of the Roerichs' teaching proudly report that Amonashvili is not affected by this decision, since the publication of his book "Jesus Christ and His Disciples" was blessed by His Holiness Patriarch Alexy II himself. We may, however, boldly question the claims of the Theosophists, for mimic and lie is feature and favorite pastime almost all totalitarian sects. Above we have given the Determination of the Council of Bishops, at which His Holiness Patriarch Alexy II of Moscow and All Rus' was presiding, and it is natural that under the definitions of the Council is his signature. If this seems insufficient to someone, we publish excerpts from a letter from the chairman of the DECR, His Eminence Metropolitan Kirill of Smolensk and Kaliningrad, to the President of the International Center of the Roerichs: “We emphasize that Orthodoxy is alien to the idea of ​​the universe as a kind of energy system and the “laws of cosmic evolution” are unknown. In the works of Nicholas and Helena Roerich, names holy to the Church are repeatedly mentioned in a context that cannot be accepted by the Orthodox consciousness. Thus, the Mother of God is identified with the "Mother of the World" and with numerous pagan goddesses. Our Lord Jesus Christ falls into the ranks of the great redeemers, along with the god Shiva, “who redeemed the poison of the world for the salvation of mankind” (“The Sacred Spring”). And, finally, completely unacceptable for Orthodoxy are the notions of the Great Agni, “pumping up beneficent energies” (“Vyzhday Tagore”). The anti-church essence of the "Teaching of Living Ethics" is confirmed by the reference to the Message of the Mahatmas contained in the appeal of the Coordinating Committee of the International Association "Peace through Culture" and calling the Church "a hotbed of lies and superstitions." In addition, this Appeal once again emphasizes that the “Teaching of Living Ethics” is a “Cosmic Teaching”, through which communication with cosmic forces is supposedly carried out. It is obvious that such views are incompatible with Christian teaching. Our Church in no way undertakes to judge the merits of the cultural and artistic heritage of the Roerich family, just as it does not attempt to evaluate the painting of Nicholas Konstantinovich. But we are obliged to express the point of view of the Church on the teaching that claims to be a new revelation for the world, and thereby warn an inexperienced person who, due to existing prohibitions, has not received a normal Christian upbringing, from deviating from the true path of patristic knowledge of God. In this regard, I would like to recall that at the beginning of the 20th century, the Holy Synod of the Russian Orthodox Church did not allow the consecration of the “Temple of the Spirit” in Talashkino, painted by N. K. Roerich. As you know, the central image in the "temple" was the "Mother of the World".

The Council of Bishops, chaired by Patriarch Alexy II of Moscow and All Rus', guided by the teachings of our Lord Jesus Christ, following the Holy Tradition and centuries-old traditions of our Church, pointed out in its Definition the incompatibility of the “Teaching of Living Ethics” with Orthodoxy, and called its followers “those who excommunicated themselves from the Church.” End of quote.

Now a little history. Shalva Amonashvili became an active follower of the Roerichs during the years of perestroika and since then has been a constant participant in all kinds of activities of this sectarian movement. The International Center-Museum of the Roerichs distributes the magazine "Culture and Time" published by this Center. The editorial board also includes Amonashvili. In the first issue of this magazine for 2006, on p. 219, in an article dedicated to the 75th anniversary of Amonashvili, it is said: “In the last years of the existence of the USSR, when Sh.A. Amonashvili was a deputy of the Supreme Council, the book “Living Ethics” fell into his hands, and he was so carried away by it that “he did not notice how the Union fell apart. ... And the time has come when Sh.A. Amonashvili headed the International Center for Humane Pedagogy at the International Center of the Roerichs, under whose auspices International Pedagogical Readings are now held at the Moscow City Teacher's House every year. The Roerich Center has been gathering humanist teachers for 10 years. Employees of the Center for Humane Pedagogy today realize with particular clarity that if adult teachers and parents do not take deep into their hearts the principles of beauty, love, harmony, on which the Teaching of Living Ethics is based, then they will have nothing to pass on to children.

It is also important that Amonashvili is a member of the leadership of the International League for the Protection of Culture, founded by the International Center of the Roerichs to spread their teachings. So try it, touch on the interests of these “highly moral and cultured people” and you will immediately be declared a bulldozer crushing culture.

Moreover, by the decision of the conference of the International Center-Museum named after Nicholas Roerich (January 29-30, 2000), Sh. A. Amonashvili (together with B. I. Bulochnik) was elected a member of the board of the International Center of the Roerichs. In fact, Amonashvili is one of the key figures in the modern Roerich movement. "Center for Humane Pedagogy", as well as the "International League for the Defense of Culture" located in the same building as the International Center of the Roerichs at the address Moscow, Maly Znamensky per., 3/5. For recent years conferences are held at the same address initiated by the "Center for Humane Pedagogy"(and hence personally Amonashvili). On the invitation forms sent to the participants of the pedagogical readings "Human Pedagogy: The Truth of the School" flaunts Roerich's symbol "banner of peace", with the inscription "International Center of the Roerichs".

In October 2003, the International Center of the Roerichs hosted an international conference organized by this Center called "Cosmic Worldview - New Thinking of the 21st Century". The resolution of the conference, of which Sh. Amonashvili was a natural participant, says: “By the joint efforts of the PARTICIPANTS of the CONFERENCE promote the introduction into the scientific circulation of "Living Ethics", as a philosophy of cosmic reality, containing the foundations of a NEW SYSTEM of cognition of cosmic thinking. THE CENTER FOR HUMANE PEDAGOGY AT THE INTERNATIONAL RERICH CENTER to come up with substantiated proposals to the Ministry of Education of the Russian Federation ... on the inclusion of the subject of space thinking in the curricula of universities and schools. Organizations included in the Organizing Committee of the Conference, participants of the Conference to establish active information and educational work with academic and educational institutions, widely using for this the books of Living Ethics, the works of the Roerichs, the books of L.V. Shaposhnikova (Director of the N.K. Roerich Museum).

All these years we have seen how Amonashvili consistently and energetically implements this Decree of the Roerich Organization. In particular, Sh. Amonashvili's signature is on many documents and open letters in defense of the Roerich movement condemning the Russian Orthodox Church for its opposition to the spread of the false teachings of the Roerichs. These documents were published in three volumes of the collection "Let's Protect the Name and Heritage of the Roerichs" - a member of the editorial board of which is, again, Amonashvili. The Sh. Amonashvili Publishing House, under the auspices of the International Council of Roerich Organizations, publishes the Commonwealth newspaper, in which Shalva Aleksandrovich is regularly published.

On December 14, 2004, on the basis of the International Center of the Roerichs (ICR), the United science Center studying the problems of Cosmic Thinking (ONC KM), which operates on the basis of the ICR. From October 8 to October 11, 2006 at the International Center-Museum named after Nicholas Roerich (still at the address, Moscow, Maly Znamensky per., 3/5) there was an International public conference dedicated to the problem of indigo children "Children of the New Consciousness". Numerous Roerich organizations took part in it, and Amonashvili was an active participant. Opening the conference, L.V. Shaposhnikova, director of the Museum named after Nicholas Roerich, academician of the Russian Academy of Natural Sciences and Russian Academy of Natural Sciences, said: “Children of a new consciousness are the greatest hope of our world. They came to promote the transition of mankind to a new evolutionary round, to help in the formation of a new cosmic worldview.” What are the "cosmic" teachers, such as Academician Amonashvili, going to prepare our children for? We will find out now.

Amonashvili's lectures are filled with the typical occult terminology of "Agni Yoga" and the works of E. Blavatsky: "The Greatest Energy of the Spirit", "Planetary Spirit", "Energy of the Spirit", "Great Teachers", "Higher Spirits", "Children of Light", "Children of the New Consciousness", "Cosmic Evolution", etc. In the book "School of Life" by this humanist teacher, we are faced with a number of concepts that have no scientifically substantiated content and cannot be attributed to any natural phenomenon. The book is replete with classic theosophical phraseology: The child carries the greatest energy of the Spirit"(Sh. A. Amonashvili "School of Life", p. 14), " The feeling of possession of the unlimited energy of the Spirit nourishes all the highest aspirations of the Child."(ibid.)," The School of Life proclaims universal human values ​​as the basis for the goals of education, but leads the Child to these values ​​through comprehension universal values his people, his nation, his country, his homeland. It educates and develops in the Child the Spirit of the people, country, nation to which he belongs, and through him introduces him to the Planetary Spirit at"(Sh. A. Amonashvili "School of Life", p. 27).

Orthodoxy preaches the One God, the Creator of heaven and earth, everything visible and invisible, while Amonashvili in his textbook "School of Life" voices (although somewhat confusingly, like all such "teachers") the pantheistic worldview so typical of occultism and the corresponding picture of the world: " Nature - its beauty, diversity, its endless movement. Expediency in Nature. Mountains, valleys, stones, rivers, seas, forests, flowers, birds, animals, people, sky, Sun, Moon, stars - their unity. The cosmos creates our planet. Caring for Nature on planet Earth, for the health of the Planet itself"(Sh. A. Amonashvili "School of Life", pp. 43 - 44). And the following theses of the honored teacher generally look absurd and ridiculous, if you don’t know that these are direct borrowings from the teachings of E. Blavatsky, Kabbalistic magic, and of course the Roerichs themselves: “ To think, to think is the essence of spiritual life. Thinking gives rise to thoughts, thought forms, mental images. They are light and dark, good and evil, joyful and sad, of a higher spiritual plane and a lower spiritual plane. The constant, inextinguishable, continuous thinking of people - generation after generation - inhabits the space with a huge number of thoughtforms And mental images of different quality and kind, creates the Noosphere of the planet. The importance of protecting the Noosphere from pollution by dark, evil thought forms And mental images, to enrich it with bright and kind brainchildren of human thinking. Man is responsible for his thoughts"(Sh. A. Amonashvili "School of Life", p. 45).

Amonashvili, like many conductors of the doctrine of destructive cults, introduces his own newspeak. (a new language that gives new meanings to commonly used terms, used by sectarians to control the consciousness of the “flock”). Russian words, a respected humanist, are artificially divided into separate letters, which are interpreted as a kind of complex mantras: “ The concept of Lesson is also introduced into the formulations of the main educational courses. This emphasizes that the lessons remain in the School of Life as the most important steps in the spiritual, moral and cognitive ascent of children. The concept of the Lesson is also basic for humane-personal pedagogy. Its content is revealed to us through the search for its original essence. If we accept that this word consists of two terms - U + Rok, then we get the following transcript. "U" in this case would be the equivalent of the Sanskrit URA, which means Light. It also conceives: the Highest Logos, the Word, God, Life... And ROCK should be understood as Fate, which develops, is born at this particular time. Thus, it must be assumed that the original semantics of the word LESSON contains the following semantic content: Light of Destiny, Life of Destiny, Initial Divine Origin of Destiny; Destiny, emerging (forming, ascending) through the Light, through the Logos (Word), through Life, through Love. The concept of Light also contains the essence of the synthesis of spirituality and knowledge. This definition of the semantic basis of the concept LESSON leads to the conclusion that in the School of Life the LESSON is the most important, leading form of the process of creating the fate of children; it accumulates the life of the Child, the life of children, and it is enriched with the Light of spirituality and knowledge" (Sh. A. Amonashvili "School of Life", pp. 34 - 35); “The essence of the meaning of the concepts Teacher and Student is contained in their single core - UCH, which, for its part, carries two principles; U and C. The first beginning U, as already mentioned in the definition of the concept of Lesson, means: Ura, Light, Logos, Word (which was at the beginning), Life, Love, God. The second beginning of H should be understood as Chelo, Spirit (compare: Man-Century, that is, the Spirit, transient for centuries)"(Sh. A. Amonashvili "School of Life", p. 58).

The ideas of pantheism, cosmism, theosophy, kabbalah, and anthroposophy, incompatible with Christianity, permeate the entire teaching of Amonashvili. Moreover, the academician allows himself to compare our Lord Jesus Christ with, although outstanding, but still people. In a whole series of his books (“Anthology of Humane Pedagogy”), the author allows, as a matter of course, a comparison of absolutely incomparable and incommensurable quantities - a book about the Lord and our God Jesus Christ is adjacent to books about Confucius, Buddha, Plato, Aesop, Berdyaev, Lao Tzu, Gandhi, Roerichs, Makarenko, Lomonosov, Leo Tolstoy, etc. Orthodoxy professes “Christ is our true God,” while Amonashvili (as it should be for an adherent of theosophy) puts the Lord Jesus Christ on a par with the so-called. "great teachers of the east". It is worth noting that such humanism of Amonashvili based on the “vinaigrette” of religions and philosophical movements leads to a complete loss of spiritual orientation, especially among unchurched teachers, and lays a time bomb in the mind of the child, which will later lead to a tragic denouement. “What can a learned person give to society without moral education,” Amonashvili shouted, speaking at one of the conferences, “Nothing good, because this is a monkey with a grenade.” We, in turn, want to note that a learned person, armed with Amonashvilev's morality and culture, is a creature unknown to science with a time bomb.

For a person even a little educated in the field of religious matters, it is obvious that the teachings of the "honorary idealist" are nothing more than a hodgepodge of banal views with no consolidating idea whatsoever. The goals of child education are mentioned in the most in general terms- meaningless in and of themselves. Such concepts as "perfection", "divinity", "wisdom" in Amonashvili's pedagogy do not have a clear definition, they are blurred and in essence remain words. However, “juggling” with beautiful concepts of “morality” and especially “spirituality” does its job: those who did not have an adequate understanding of spirituality and morality (as the Church teaches) easily swallow Amonashvili’s syncretic surrogate, wandering in the murk of “humane pedagogy” like hedgehogs in a fog.

During his last visit to the city of Novosibirsk in February 2006, Amonashvili also conducted a five-day seminary marathon at NSPU. According to our observer (a teacher of special psychology and correctional pedagogy, an expert psychologist), the area in front of the entrance to the assembly hall was decorated with expositions provided by the so-called. The "Museum of the Sun" (another occult organization located in Akademgorodok), also posted paintings reminiscent of the work of N. Roerich. An impromptu class was arranged on the stage (with desks and a blackboard), where everyone could take a place as students. True, there was a condition - only those who promised to strictly attend all five lectures of a respected teacher could take “places in the class”. The lectures themselves began with ringing a small bell (like a bell) and singing the anthem of "humane pedagogy". All those present in the audience were asked to remember the main "commandments of humane pedagogy": to believe in the limitless possibilities of the child, to believe in the spark of God that is in everyone, believe in the power of humane pedagogy, which is Blue bird(?!). Throughout the seminar, the lecturer spoke about the "spirituality" of humane pedagogy. Amonashvili also spoke about Christ, and here he did not just compare our Lord and Savior with other "great teachers." He went further by stating: " I am the Teacher, Christ is the Teacher. What is the difference between me and Christ? He is the Teacher, I am the Teacher, you are the Teachers. The student feels the Teacher in himself, and the student can become higher his teacher."

An Orthodox person knows that such saints as St. Sergius of Radonezh and St. Seraphim of Sarov, ascetics, whose holiness was obvious to many even during their lifetime, considered themselves the most sinful of people. The lives of the saints tell us that the great Christian righteous wept over their virtues as if they were sins, for in the face of the All-Holy God all their righteousness is a parody of righteousness, and their virtues are full of passions and vices: calculation, vanity, envy, etc. Amonashvili is apparently not familiar with the parable of the Savior about the publican and the Pharisee, where Christ justified the publican, who, beating his chest, repeated "Lord, be merciful to me a sinner," and condemned the Pharisee for a song of praise to himself, and even before the face of God. When the Monk Sisoy lay on his deathbed, the disciples surrounding the elder saw that his face shone. They asked the dying man what he saw. Abba Sisoy replied that he saw the holy prophets and apostles. The disciples asked with whom the monk was talking? He said that the Angels had come for his soul, and he asked them to give him at least more short time to repentance. "You, father, do not need repentance," the disciples objected. But the Monk Sisoy, in his great humility, answered: "Truly, I do not know whether I have even created the beginning of my repentance." And Shalva is not just holy, he without hesitation equalized himself with the All-Holy God. Yes, and still asks in surprise, "What is the difference between me and Christ." A person who has compared himself with God, a priori opposed himself to Him. In fact, the morning star did the same, turning from a bright angel into an adversary of God - Satan.

The methodology of Amonashvili's work with children is imbued with frank magic. A board is taken, a big heart is drawn on it and colored stripes with different words are attached around it, then the teacher invites the children to read these words and leave in our hearts only those that will make them nobler. Children read words in colored stripes and leave only good qualities, and the bad ones are removed from the board. The teacher addresses the students: “We will get rid of shortcomings: evil, rudeness and others forever: we will roll these strips and burn them” (the children roll the strips and put them on a tray, the teacher burns them). Further, the teacher concludes: “You feel what an unpleasant smell comes from the burning of our strips with flaws. This is the dirt we got rid of forever". Marvelous! If Christianity speaks of moral rebirth, the spiritual transformation of a person through sincere repentance, spiritual work (labor), forcing oneself to fulfill the commandments of Christ, then Amonashvili “ennobled” his heart by elementary burning of strips. Here it is - "heart science"!

Further, in the course of the lecture, Amonashvili repeatedly, if not masterfully quoted the Gospel, gave his own interpretation of the words of the Lord Jesus Christ, and also mixed in fictitious (apparently by Sh. A. himself) parables about the Savior. Amonashvili literally associated some passages from the Holy Scriptures with pedagogy, if the Lord says “Be like children ...” then you need to take the place of your disciples, to be disciples. Then the lecturer easily jumped to another topic, began to quote philosophers, and spoke about abstract things. In all the statements and sayings, it was difficult to catch a logical sequence, a single thread, and understand what the respected teacher wants to convey to the audience, constantly replacing the concepts of “Student” and “Teacher” (say, both are perfect). At some point, Amonashvili's speech became illegible, it was like a monologue addressed to space, it was difficult to make out something, I had to listen with tension. But then this speech fading was abruptly replaced by a clear and loud appeal to the hall: “Are there believers in the hall? Raise your hands, who believes in God? People reacted in different ways - someone nodded his head, someone raised his hand, someone from the place answered: "Yes." Despite the fact that the lecturer seemed to have returned to the dialogue with the audience, the latter played a passive role. Amonashvili's statements and appeals often resembled chants or appeals, some phrases were repeated several times and sounded like instructions. If at the beginning of the seminar the lecturer's speech was marked by calm and disposing intonations, then in the course of the classes it acquired an increasingly instructive and affirmative character. The behavior of Sh. Amonashvili himself also changed - imaginary goodwill was increasingly replaced by demonstrativeness, egocentrism, self-aggrandizement (“I am a Teacher!”), Disorganized activity and unmotivated excitement were observed. The “teacher”, becoming motorally disinhibited, quickly moved around the stage, asked questions to his “students at their desks” and answered them himself, sometimes ironically about other people’s answers, demanded to confirm his version, waved his arms over the head of a woman sitting “at the first desk”. The lecturer's thoughts jumped from one to another, he drew some diagrams, dots, circles on the board, trying to schematically explain what place in humane pedagogy is given to the child, and what to the teacher. The lecturer's energy seemed boundless, and his behavior resembled that of neo-Pentecostal pastors.

At the next lecture, Amonashvili proposed completely new meanings to such concepts as “school”, “upbringing”, “education”, “teacher”, “lesson”, “child”, “children”. When “clarifying” the meanings of these words, Amonashvili constantly said: “ I don’t know how it is in your Russian language, but in humane pedagogy this word means ...". Amonashvili's Newspeak has been discussed in detail above. The innovative teacher emphasized: "The teacher influences the fate of his student, he is the bearer of light." Then Amonashvili suggested the following training: “Stand in front of a mirror at home and say three times: “I am the bearer of light.” The people sitting in the hall began to monotonously repeat "I am the bearer of light, I am the bearer of light ...", some with a smile, and some seriously ...

Does the dear reader know who the bearer of light is? The bearer of light is none other than Lucifer(lat. Lucifer - the bearer of light, dennitsa in the Slavic tradition). The well-known theosophist A. Klizovsky notes with pleasure the positive role of Satan-Lucifer: “ The gift of recognition was sacrificially bestowed by the Forces of Light. Therefore, the original name of such a Messenger was Lucifer the Lightbearer.". “So,” continues Sh. Amonashvili, “ I tried to reveal the semantics of pedagogical words, explained their spiritual aspect". Said exactly! The honored teacher himself does not even suspect that he has just betrayed himself and his spiritual master. Of this mysterious host of the Theosophists, Deacon Andrei Kuraev in his book " Satanism for the intelligentsia"(T. 1, pp. 210 - 211):" Now we learn that there is no other God at all, except Lucifer - " It is Satan who is the God of our planet and the only God, and this without any allegorical hint of his wickedness and depravity. For he is one with the Logos "(H.P. Blavatsky. The Secret Doctrine. Vol. 2, p. 293). Perhaps, outside our earth and our world there are "Fohats" and "Parafohats". But people need to forget the dream of meeting someone else besides Lucifer: " The Serpent is the greatest Light in our plan "(Blavatsky H. P. The Secret Doctrine. Vol. 2, p. 269). "The Devil is not the "God of this period", for it is the Deity of all ages and periods from the moment of the appearance of man on Earth» (Blavatsky H. P. The Secret Doctrine. Vol. 2, p. 269). Another quote from Blavatsky: Let's clarify this question Once and for all: the one whom the priesthood of all dogmatic religions, predominantly Christian, points to as Satan, the enemy of God, is in reality the highest divine Spirit - Occult Wisdom on Earth - which is naturally antagonistic to every earthly, transient illusion, including dogmatic or ecclesiastical religions "(Blavatsky H. P. The Secret Doctrine. Vol. 2, p. 473)." It is natural - even from the point of view of a dead letter - to consider Satan, the Serpent in the Book of Genesis, as the true creator and benefactor, the Father of Spiritual Humanity"(Blavatsky H. P. The Secret Doctrine. Vol. 2, pp. 303 - 304). Professor of the Moscow Theological Academy and Seminary Alexei Ilyich Osipov in his lecture "Mysticism and Christianity" says "the Roerichs in no way deny their full interconnection with the theosophy of Blavatsky and adhere to all those ideas that are fundamental in Theosophy." And indeed - Satan, when he is no longer viewed in the superstitious, dogmatic, and philosophic spirit of the churches, grows into the majestic image of the one who creates from earthly man- divine; who gives him, during the long cycle of Mahakalpa, the law of the spirit of Life and frees him from the sin of ignorance"(Letter to E. Roerich dated 3.12.37)." Of course, Lucifer fully corresponded to the name given to him and, probably, is very sad that such a beautiful name of his in later times, through the efforts of ignorant clergymen, was usurped by them for His shadow - or Antipodes."(Letter to E. Roerich dated 24.5.38). The God of the Bible is portrayed to the teachers of Theosophy in this way:" fictional monster with ignorance in the tail "(Mahatma Letters, 153)," demon vengeful, unjust, cruel and stupid, .. heavenly tyrant, on whom Christians so generously squander their servile adoration"(Letters of the Mahatmas, 57)." Christendom still worships God in the Devil and the Devil in God "(Mahatma Letters, 72)." Christ is the teacher of mankind. Satanail is an examiner... Christ and Satanail are connected into one whole... In esoteric symbolism, Christ and Satanail are depicted as a two-headed serpent"(Otari Kandaurov, speech in the Oasis program shown by the Russian Universities TV channel on April 10, 1994). Finally, one cannot help but notice the frankly satanic notes of Roerich's occultism. Christ says that He is fighting with the "prince of this world": "... now the prince of this world has been expelled ..." (John 12.31). "Prince of peace" is a translation of the Greek word "kosmok ratores", that is, "the lord of the cosmos". But this is how the spiritual master "Mahatma" calls himself.

It seems to me that from the above quotes it becomes clear which "god" the Roerichs worship. Any normal person will shudder at the statements of the "great teachers" H. P. Blavatsky and H. I. Roerich, and even more so the Orthodox.

Perhaps that is why Amonashvili abruptly and somewhat unexpectedly turns to the hall: “Where is the Temple of God? The one that is being built nearby, or the Temple that is in us? (points to heart). " Why do we need the temple that is being built? Why do we go there, each of us has a Temple inside! The heart is our Temple(the audience nods their heads approvingly), and Amonashvili continues: “Shall we take the child to be baptized by a priest who takes a lot of money for baptism? Why do we need such a priest? Will we take it or not? (audience shakes their heads, some from the seat say “no”). Here Amonashvili's position largely coincides with Mahatma letters, where it says WhatThe Christian God, Jesus Christ, is a vengeful demon, unjust, cruel and stupid, ... a heavenly tyrant on whom Christians lavish their servile adoration so generously» (Mahatma Letters, 58). It becomes clear which "teacher" Amonashvili himself studied with. Words by Helena Roerich When the chariot is directed for good, the driver is not responsible for the crushed worms. ”(Letters of Helena Roerich 1932 - 1955, p. 285) tell us that the locomotive of this chariot, Shalva Amonashvili, should be stopped!

And here is what the psychologist Tatyana Tverye says in her conclusion about the above speech by Sh.A. Amonashvili with the apt title "Magicians" from the evil one": "The psyche of any person, if he does not sufficiently master its mechanisms and patterns, is extremely vulnerable to various methods of psychological violence and psychological exploitation. If we take into account the real level of psychological literacy, security and “armament” of the Russian population with methods of psychological resistance to manipulation, we can draw disappointing conclusions that almost anyone can become a victim of manipulators. You don't have to go far to real example monitor and evaluate the use of special manipulative techniques. Let's take as a basis one of Sh.A. Amonashvili, who positions himself as the leader of humane pedagogy and gathers entire halls of listeners who politely listen to his speeches. It should be noted that speakers like Amonashvili use in their speeches a whole arsenal of psychological techniques that allow them to control and manipulate the audience. In addition, special paraphernalia is actively used to complement and accompany speech techniques: for example, the audience is invited to sing a hymn, the words of which are previously distributed among all those gathered, at the end and beginning of each lesson, a gong sound is heard, meaning not only the solemnity of the moment and its special significance, but also contributing to a favorable entry into a trance state. And then - uncontrolled perception of the words of the speaker follows. Unfortunately, the human psyche is arranged in such a way that many moments remain unconscious and one can judge the destructive influence only by the fruits that germinate over time.

But back to the techniques and techniques. Any manipulation has an integral part: a person's need for love and attention is exploited, i.e. characteristic technique is the active use various kinds artificial “love”: at the first stages, the victim is drawn into a trap, and only then are threats of deprivation of “love” applied. For example, with Amonashvili, it looks like this: first, he invites everyone to “be students” and open their hearts to the speaker (i.e., unconditionally trust), and only then says that if someone cannot attend the seminar for all five days, then “it’s better to give way to others.” There is a so-called expulsion factor, when for a “misconduct” one can lose the entire “reward” as a whole.

Among other things, manipulative techniques widely use the method of special speech influence on the listener, the purpose of which is to turn off the control of consciousness and put a person into a kind of trance state, being in which increases sensitivity to what is said. For these purposes, allegories, metaphors and other abstract concepts are often used, which are difficult to translate into the language of consciousness. For example, one of the doctrines proclaimed by Amogashvili states that it is necessary "to believe in the power of humane pedagogy, which is the blue bird." Agree that first you need to translate these words into the category of accessible concepts? However, there is no benefit in this for those who pursue their own, invisible to others, goals. Almost always in the speeches of such speakers it is difficult to catch a logical sequence, some words sound unintelligible, the tone and tempo of the voice change depending on the strength of the phrase, the same words are repeated several times and sound like settings. All these are proven mechanisms that are monitored by professionals, but are hardly audible to the uninitiated.

In this regard, it will not be superfluous to recall again that there are four signs by which any recruiter can be identified:

• This is the friendliest person you will ever meet;
• This is a person who is TOO interested in what you, as he found out, like to do.
• The one who showers you with compliments and praises and coolly assesses what can be taken from you: enthusiasm, energy, physical or intellectual strength, money, an apartment.
• The one who has all the answers.

Always adhere to these principles and, based on them, draw your own conclusions, but most importantly, take care of your soul, which suffers from any careless interference in your inner world. End of quote.

We know how often various servants and "advocates" of the devil - occultists, sorcerers, healers use Orthodox symbols (icons, cross, etc.) in order to attract the trust of patients. And what a blessing it is for representatives of totalitarian sects to create an outward impression of unity with the Church through subtle mimicry or outright forgeries. The followers of the Roerichs do not shy away from all this - either they begin to call their societies the name of St. Sergius of Radonezh, or they declare themselves the guardians Orthodox culture. Shalva Amonashvili, unfortunately, repeatedly managed to take part in various Orthodox educational conferences. Here he skillfully used his fame as an "honored teacher", and of course deliberately kept silent about the fact that the "International Center for Humane Pedagogy" headed by him is actually a subsidiary of the Roerich sect. The Russian Association of Centers for the Study of Religions and Sects (RATSIRS) has repeatedly noted that the Roerich Societies are in every possible way interested in disguising the negative aspects of their activities, leveling fair criticism from Orthodox circles in the eyes of public opinion. To do this, the Roerichs willingly use the support of those representatives of the pedagogical community, whom they managed, like Sh. Amonashvili, to turn into their devoted slanderers.

If we try to analyze the pedagogical methods of the academician-innovator, we will inevitably come to the conclusion that they are closely connected with his religious, or rather sectarian, orientation. For example, Amonashvili's textbook "School of Life", already mentioned by us, breaks the traditional centuries-old methods primary education, takes the teacher out of state and public control, and the worst thing is to isolate the student from parental influence. In a word, Amonashvili is the herald of a destructive cult, skillfully veiled as a pedagogical innovation. This is understood not only by sectologists. Chief Specialist of the Moscow Education Committee A. Yu. Solovyov says this: “About his ideological and spiritual closeness with the occultists Sh.A. Amonashvili repeatedly publicly reports himself. The treatise "School of Life" promotes the occult and therefore its dissemination in educational institutions(MGPU, schools, etc.) gives reason to talk about the occultization of the state education system. Doctor of Law, Professor of the Department of State Building and Law of the Russian Academy of Public Administration under the President of Russia, Professor Russian University Friendship of Peoples M.N. Kuznetsov in his letter to the Minister of Education of the Russian Federation (dated December 27, 2000) states: “I ask you to take personal control of further measures of the Ministry of Education to prevent the intrusion of sects into the education system and to conduct an internal investigation into the facts of violation of Russian legislation on the secular nature of education in Russia by individual officials of the Ministry of Education. There are a very large number of such facts at present - starting from the massive invasion of Moscow schools in 1999-2000. Moon's sect represented by the affiliated federation "Family for unity and world peace" and ending with the penetration of all kinds of occult pseudo-pedagogical initiatives into the education system ( Sh. Amonashvili with his propaganda of Roerichism, A. Leontieva, V. Murashev, T. Akbashev, Yu. Azarov and many others).

Amonashvili himself writes: The building of the School of Life should express the idea of ​​the Temple of Light, Knowledge, Wisdom, Aspiration, Spirituality. It should have soft, rounded shapes; dome to starry sky "(Sh. Amonashvili "School of Life", p. 64). If Amonashvili creates a secular school, then it does not matter what form it will be. If Amonashvili sees his "School of Life" in the form of a confessional institution (primarily occult, as can be seen from his book), then this blatantly violates Russian legislation on the secular nature of education in Russia.

Amonashvili gives positive characteristics to other sectarian movements. Here, for example, is what a humanist writes in his article “The Idea of ​​the Shchetinin School” about the well-known leader of a totalitarian sect: “The Shchetinin School is a real community, in the best context of this concept, in the context of the Russian historical path, Russian socio-economic and spiritual culture. Others make a stunning conclusion: this is a sect.” On the other side positive characteristic Amonashvili himself is given on the website of sodomy propagandist Nikolai Kozlov, leader of the totalitarian sect Sinton: “Honorary member Russian Academy Education Shalva Amonashvili writes: “A child with a mission means that every child is unique and endowed by Nature with a special, also unique, combination of opportunities and abilities.” (http://nkozlov.ru/library/s41/d3944/?full=1). It is very indicative that Amonashvili's activities are also positively assessed on the website of the well-known theomachist Yevgraf Duluman (http://duluman.uath.org/index.htm).

RATSIRS has repeatedly noted that Amonashvili is the "locomotive" of Roerich's pedagogy. According to the expert opinion of the “Center for the Rehabilitation of Victims of Non-Traditional Religions”, Sh. A. Amonashvili’s book “School of Life” promotes the occult-religious teachings of the Roerichs and Blavatsky, which are destructive in essence and semi-delusional in content, mystifies and occultizes the consciousness of pedagogical workers. This is completely unacceptable in state system education and can lead to dire consequences for the mental health of children and educators. The use of this book in the educational process violates Russian legislation on the secular nature of education.

The information note of the chief specialist of the Moscow Committee of Education A. Yu. Solovyov on the facts of violation of the law on the secular nature of education (for September 21, 1999) directly refers the Amonashvili school to the main directions of the direct introduction of elements of occult-religious teachings into the public education system, which contradicts the Constitution of the Russian Federation, and in particular the Law of the Russian Federation “On freedom of conscience and religious associations” of 1997, Order of the Ministry of Education Russian Federation No. 47 of February 5, 1996 “On measures to implement the decisions of the Commission on Religious Associations under the Government of the Russian Federation”, Letter of the Ministry of Education of the Russian Federation No. 47 / 20-11p of March 19, 1993 “On the secular nature of education in state educational institutions of the Russian Federation”, Letter of the Ministry of General and Vocational Education of the Russian Federation No. 17-36-37 / 17-22 of October 18, 1996 “On observance of the legislation of the Russian Federation on freedom of religion in the system of state and municipal educational institutions”.

As early as December 30, 1999, the Rector of the Moscow Theological Academy and Seminary, Bishop Eugene of Vereisky, signed the “Review of a group of teachers of the Moscow Theological Academy and Seminary on the textbook by Sh.A. Amonashvili "School of Life" (ref. No. 2158). Here is the text of that review:

“Sh. A. Amonashvili’s project on the primary level of education under the conditional name “School of Life” suggests such a model of primary education that would completely abolish the education system that has developed in our country (and abroad) along with the entire cycle of established subjects and the teaching system itself, which would isolate the child much more from parental influence and upbringing and which would put a hypothetical teacher outside of any state and public control. As the goal of education, the child is “offered to improve to the extent that he becomes a God-man” (p. 24), the lessons are turned into meditations “with the recording of dreams”, with “the daily practice of sending good thoughts to loved ones” (p. 45), the Holy Scripture is presented under the guise of myths and “legends about the Higher Beings helping people in the evolutionary movement.” The substitution of Christianity for sectarian Buddhist paganism and the spiritual surrogate that the author imposes testify to his complete and hopeless spiritual disorientation in matters of religion and school education and allow us to state that the so-called "treatise" by Sh. A. Amonashvili "School of Life" expresses the ideology of totalitarian sects, such as Scientology and others like it. We believe that the introduction of teaching children according to this book will have a detrimental effect on them and is not safe for their spiritual and mental health.

The words of Vladyka Eugene most clearly demonstrate the position of the Russian Orthodox Church, expressed by the decrees of the Councils of Bishops that the methods of pedagogy of S. Amonashvili are unacceptable for an Orthodox Christian. “Do not bow under the yoke of others with the unbelievers, for what fellowship is there between righteousness and iniquity? What does light have in common with darkness? What agreement is there between Christ and Belial? "(2 Cor. 6: 14 - 15).

Artemy Silvestrov,
ICC officer on sectarianism
at the Cathedral of St. blgv. Prince Alexander Nevsky

RANS - Russian Academy of Natural Sciences, among the academicians of which are G.P. Grabovoi, A.E. Akimov and G.I. Shipov

RACC - Russian Academy of Cosmonautics named after K.E. Tsiolkovsky. On the official website of the RACC http://www.ruac.ru there is no information about the entry of L. V. Shaposhnikova into its composition.

What is "humane pedagogy"?

Humane pedagogical thinking, as an eternal search for truth and as the core of any higher pedagogical achievement, conceals in itself the opportunity for constant renewal of the life of the school, for the multifaceted creative activity of the teacher and teaching teams. With its main postulates - faith in the capabilities of the child, the disclosure of his original nature, respect and affirmation of his personality, focus on serving good and justice - humane pedagogical thinking ignites sparks for the birth of new pedagogical systems, depending on specific historical, social, national and economic conditions, contributes to the emergence of personal creative pedagogical experience, "its own methods and forms." Humane pedagogical thinking is not an abstract, it is not a discovery modern science and practices. The vitality of its principles depends on the level of development of society and on the quality of the culture of the teacher. Humane pedagogical thinking is in constant search of its “moment of truth”, which is why its boundaries are more extended than the boundaries of the corresponding practice.

The essence of the theory of a humane-personal approach lies in the group of basic concepts: School, Life, School of Life, Education, Upbringing, Child, Mission, Spirituality, Development, Growing Up, Freedom, Cooperation, Communication, Teacher, Student, Lesson. The meaning of these concepts is revealed through the spiritual aspect.

The spiritual aspect of humane pedagogy is made up of fundamental assumptions. They are a condition for the expansion of pedagogical consciousness. Such assumptions are: the idea of ​​the Creator, the idea of ​​the immortality of the spirit and the idea of ​​its striving for eternal improvement and ascent. From here, conclusions are drawn: the child must be considered as a phenomenon in our life, he carries a specific personal mission, he contains the greatest energy of the spirit.

Through consideration of this spiritual aspect, the meaning of the above concepts is revealed.

The content of the concept School is associated with the original semantic meaning of this word. School (lat. rock) means a ladder, the steps of which will lead up. This concept has a spiritual and religious origin, and is conceived as a process of improvement, the ascent of the soul and the formation of human spirituality: The school (rock) is rocky - difficult, requiring willpower, diligence, devotion - steps of the ladder of ascent, elevation of the soul, it "teaches to forge order out of chaos." And the teacher is the bearer of the rock, that is, the teacher is the school, the school is in him, and not outside him. The school is also interpreted as a house of joy (Greek), but this does not refute the difficulty of climbing the rock, because true joy can be experienced only in the process of overcoming difficulties, in the process of ascent.

Life is the primary force for the emergence and development of all things, including nature, man and human communities. In the endless chain of development of life on the planet, there are also specific historical epochs characterized by certain qualities. In the development of human communities (states, nations, peoples), historically established conditions arise that predetermine the qualities of the present and future.

Life is a manifestation in the Spirit. The bearer of the initial impulse of life is the whole of Nature, the Universe as a whole, each of their specific manifestations, including man himself. Lives the one who wants to live. Man is the bearer of the conscious, conscious impulse of life.

Proceeding from this, humane-personal pedagogy adopts the classical formula that says: the child is not only preparing for life, but he is already living.

The system of a humane-personal approach inspires the teacher to create such an educational process in which the Child in life itself learns to change, improve, improve the conditions of this life, improve its quality, and not adapt to the already existing conditions. The source of such aspiration should be high spirituality.

The concept of the School of Life, put forward as the name of a school of humane-personal orientation, incorporates precisely this content. Hence the principle that is the core of the educational process in the School of Life: to develop and educate life in a child with the help of life itself.

The original meaning of the word Education, in all likelihood, lies in the syncretism of its components. The “axis” and “nutrition” act as components: in-os-nutrition; that is, "education" combines a holistic idea about the nutrition of the axis.

What axis are you talking about? If we proceed from the fact that the school is a rocky ladder for the ascent (again: in-walking) of the soul and spirituality of a person, then the most fundamental concept of pedagogy - Education - should mean: nourishing the spiritual axis, nourishing the soul. That is, at school, through the nutrition of the axis, ascension occurs, the formation of that very main thing in a person, which is the whole essence of his personality - soul and spirituality. R-nourishment, the nourishment of the spiritual axis of a person who is on the path of becoming, must be ahead of knowledge; it, as it were, prepares the enzymes for humanizing and ennobling knowledge, and thereby enlightens the mind.

Knowledge is indeed power, but whether it is good or evil will depend on the quality of the heart and spirituality of the person.

How can the concept of education be understood? Education, as a process of nourishing the spiritual axis, requires its own nutritional enzymes. Naturally, to nourish the spiritual axis, not ordinary, say, biological substances, but spiritual enzymes will be needed. Such can be images of love, beauty, aspiration, kindness, devotion, creativity, courage, skill, creation, sympathy, joyfulness, empathy, prudence, morality; knowledge illumined by the heart and spirit; striving for the good with the help of knowledge, striving for deepening in knowledge; knowledge in the form of higher laws of nature, the Universe, substances, Harmony; the highest creations of various arts; images of human communication; images of good thinking, clear thinking, good thinking, responsibility for one's thoughts; images of literature and speech; images of expanded consciousness, images of purposeful activity; images born in the process of self-development, self-knowledge, self-improvement; images of the material and spiritual plane; images born of worldview and faith... And the bearer of these values ​​is, again, the teacher; communicating with children, he constantly radiates the highest spiritual, moral and cognitive images.

It is difficult to enumerate all those sources that give birth to countless spiritualized images, all the more impossible to enumerate the images themselves. The process of education should be completely saturated with sublime and refined images that nourish the soul and heart of the child and lead him to the disclosure and manifestation of his own spiritual image contained in him. Education is not a molding of a person with certain qualities without the participation of the person himself, following the path of development, maturation and freedom. Education is the process of feeding the soul and heart of the child with all the best (highest, uplifting, inspiring) fruits of human culture. Thus, the spiritual image embedded in the child, through the spirit of the people-educators, grows and acquires its own individual appearance. The educational process is saturated with these images just as the earthly space is saturated with air, they are just as necessary for the development of a noble personality in a child, as air is necessary for his life.

The concepts Teacher and student contain the highest spiritual content, which has the same source as the basic concepts for us: School, Upbringing, Education, Enlightenment, Lesson, Life. Teacher and student are the main generalizing concepts; all the rest group around them and serve them.

The essence of the meaning of the concepts Teacher and student is contained in their single core - UCH, which, for its part, carries two principles; Y and C. The first beginning of Y, as already mentioned in the definition of the concept of Lesson, means; Hurray, Light, Logos, Word (which was in the beginning), Life, Love, God. The second beginning H should be understood as Chelo, Spirit (compare: Man-Century, i.e. Spirit, transient for centuries).

Based on this, it turns out that the concept of Teacher has the following semantic basis: Spirit, creating, radiating, giving Light, Life (the meaning of Life), Love, Knowledge, Wisdom. Accordingly, the concept of a student means: Spirit, seeking, accepting Light, Life (the meaning of Life), Love, Knowledge, Wisdom.

From this point of view, one should also comprehend the concepts: Doctrine, Teach, Learn, Teach, Textbook, etc.

This wholeness of the concept of Teacher-student, the entire palette of interdependence contained in it in deep allegorical formulas, is revealed to us by the New Testament: “I planted, Apollos watered, but God raised ... Planting and watering are the same essence; each will receive his reward according to his work. For we are laborers together with God, and you are God's field, God's building"...

The teacher is a co-worker with God, His helper in the creation of man. If he does not plant and water with a sense and understanding of deep responsibility and the same deep knowledge and creativity - how and at what time to plant, how to water and cherish - then the grain of the spirit will not receive the necessary development, the life and fate of the child will be distorted, his mission will be ruined.

In the system of goals and objectives of the School of Life, the main goal is put forward as the core of the entire educational process.

The main goal answers the question: what kind of person does the school seek to educate and educate? Based on the foregoing, as the main goal, personal-humane pedagogy seeks to educate a Noble Person, a Noble Person, a Noble Citizen. There is no need to interpret the essence of a Noble Person, because the age-old ideals of society in the minds of people paint a multifaceted picture of noble citizens. Whatever qualities of a Noble Person the teacher puts into this concept, he will not be mistaken. And parents understand the meaning of the Noble Person, because in it the parental ideal can be traced more clearly than in such concepts as “Good person”, “Educated person”, “Educated person”.

The School of Life serves this main purpose. The meaning, the essence of her work is to contribute to the formation, development, education of a Noble Person in a child by all its educational means by identifying his personal qualities.

The humane-personal educational process accepts the child as he is, nourishing him with constructive, creative love; for each object is fully known only through love, each difficulty is conquered by the power of love. Thus, the educational process creates Better conditions to reveal his future personality, advising on the search for his mission.

A person becomes a person to the extent that he seeks himself, discovers the goal of his service in himself and serves it, in spite of any life difficulties and complications.

The humane-personal educational process is built on the integrity of the natural component of the child. From the moment of conception and immediately after birth, Nature continues its formation in the child for a long time, humanizes and cultivates itself in it. The child develops according to the laws of Nature, according to her calendar plan. Nature moves along the path of acquiring its uniqueness and uniqueness in the face of each given child, along the path of acquiring the form given to it and increasing the resources given to it. This movement of Nature in the child occurs through the forces that we call elemental passions. They are spontaneous because they “pounce” on the Child unexpectedly and “capture” him into “captivity”; they are passions because the child himself aspires to them, wants to be embraced by them and, being in captivity of his passions, feels free. The whole mystery lies in the fact that it is the movement of elemental passions that ensures the revelation of the child's natural wealth. It is: a passion for development, a passion for growing up and a passion for freedom. These mental phenomena have their own objective laws.

On the meaning and significance of humane pedagogy Sh.A. Amonashvili writes: “The humane pedagogical thought, accompanying humanity from time immemorial, reminds us of the immutability of educating the Soul and Heart, and through them revealing the personality of a person, his talents, intellect, his uniqueness. From time immemorial it has called for the service of planetary and cosmic evolution, from time immemorial it has been seeking its own moment of truth. For many of the greatest thinkers of mankind, for many teachers of the past and today, humane pedagogical thinking has become the basis of their worldview and creativity. That is why the Age of Heart and Spirituality, Reciprocity and Love, which humanity is entering, requires a deep renewal of the entire educational process, the basis of which is humane pedagogical thinking.

The sources of this basis, this highest form of pedagogical reality, are both classical and modern creativity. Classical and modern should be considered as a whole. This is an ever-developing and inexhaustible, eternally spiritualizing the present and aspiring to the future Cup of Wisdom. This Cup of Wisdom is not subject to time and space, for it is eternal, but each era can take from it as much as it is able to take, and enrich it as much as it is able to do so.

“This pedagogy,” he writes further, “accepts the child as he is, agrees with his nature and proclaims conformity to nature as the highest law. She sees in the child his infinity, realizes his cosmic nature, and leads, prepares him to serve the evolutionary processes of mankind throughout his life. It affirms the child's personality by revealing his free will and builds pedagogical systems, the procedural nature of which is predetermined by teacher's love, optimism, and high spiritual morality. It puts the affirmative development of his spirituality and humanity at the basis of any development of the child. It encourages pedagogical creativity and calls for pedagogical art. The goals and objectives of this highest form of pedagogical thinking are connected with the creation of an ennobled person. Humane pedagogical thinking seeks to embrace the immensity, and this is the strength of educational systems and processes born in its depths.

In the late 50s - early 60s of the 20th century, a system of authoritarian education finally took shape in our country, which serves as a convincing example of a "childless" pedagogical theory and practice. Unfortunately, this model of the pedagogical process continues to operate to this day.

In the history of encyclopedias, for the first time the concept of "authoritarian pedagogy" was reflected in the "New Russian Encyclopedia" (vol. II, M. 2005). We read in it: “Authoritarian pedagogy is a pedagogical system, according to which the educational and upbringing processes ... are built on the unquestioning submission of students to the authority of the teacher, educator, and parents. Suppressing the natural desire of children for independence, A.p. limits their initiative, hinders the development of individual personality traits and the ability to make responsible decisions in adult life ... A.p. they oppose the concepts of natural education, free education, democratic pedagogy, pedagogy of cooperation, etc.”

It is noteworthy that for an authoritarian directed pedagogy, one of the most important problems is discipline. The student is obligated to learn, he is obligated to obey - this is the precondition for such teaching. Therefore, the pedagogical process was likened to dictation. Children are dictated not only the text to test knowledge of the rules of grammar, but the whole life. They are dictated by knowledge, morality, assessments of reality, beliefs. School reporting through marks, that is, numerical indicators of the so-called academic performance of students, has become the main measure in determining the quality of all work.

Methodological developments for teachers were drawn up, as a rule, without taking into account the children who inhabit this process, without taking into account how to captivate them, how to ignite a creative spark in them, a cognitive passion.

The paucity of motives for learning, the unbearableness of homework, the infringement of dignity, the deprivation of one's own thoughts gave rise to students' dislike for teachers, disgust for school, for school life.

Where does this lack of culture in work, this lack of culture in communication between people come from, this inability to think in time, to foresee, this intransigence and bitterness, this ruthlessness towards nature, towards one’s neighbor, this poverty of spiritual life, isolation and emptiness of the soul? Where does this uniformity of thinking, views, knowledge, lifestyle come from… Where do these millions of pairs of hands come from that cannot caress, give, stretch out? But quickly learning to shoot, grab, beat, break, steal and threaten?

The brain had to move to the fingers so that the hands became "golden", and the school had to deal with this. But hands and fingers have become coarse and dull from writing thousands of dictations, thousands of tests, from damaging tools in workshops, from idleness ...

Someone will say: "This is a school, this is life that made people like that." It turns out that the school was not able to instill stability in its students, resistance to gross violence, temptations, dishonesty ... But it’s better to say frankly: the school did not educate a personality, but inspired young people with a sense of blind loyalty to ideological power. It is difficult to say how much the creative level of the current generation of people would have increased if each of them had been brought up and developed in a humane, democratic, and not authoritarian pedagogy, in the conditions of asserting his personality.

And yet, a deep bow to the school for the fact that within its walls there were courageous teachers who gave their students a breadth of views. They nourished them with universal human feelings, awakened and kindled the desire for self-knowledge. What could society have become if there were no such teachers and their pupils in its midst?

The need for humane pedagogy

Whatever conditions we define for a qualitative and promising renewal of the world of education, the basis will be a change in the paradigm of pedagogical consciousness: if the consciousness of a teacher accepts the category of spirituality as defining, then there will gradually be a reorientation to new values ​​of education, to the values ​​of humane pedagogy.

Issues related to the new concept of education have become especially relevant during the period of deep crisis experienced by society in recent decades in all areas of life, when the issue of educating the future generation has become one of the most important for the further development and existence of the country. Today, parents do not know how to raise their children, and teachers often get stuck, ceasing to understand what and how to teach schoolchildren when life successfully teaches them completely different and far from better values.

At the same time, many and many teachers would like to humanize education, move to more democratic forms of communication with children, and introduce a human dimension into the pedagogical process. But how to do that? After all, there is not enough available experience in the field of humane pedagogy? How to be?

International Center for Humane Pedagogy

In September 2001, for the purposes of further scientific research and popularization of the ideas of humane pedagogy, the International Center for Humane Pedagogy was established at the International Center of the Roerichs (ICR).

It was headed by Shalva Aleksandrovich Amonashvili, an outstanding teacher-innovator, Doctor of Psychology, Professor, Academician of the Russian Academy of Education (RAO), Head of the Humane Pedagogy Laboratory of the State Educational Institution of the Moscow State Pedagogical University, author of numerous works and original methods on humane-personal pedagogy published in our country and abroad (“Reflections on Humane Pedagogy”, “Pedagogical Symphony”, “School of Life”, etc.), initiator of the creation 100-volume Anthology of Humane Pedagogy.

Together with a set of ideas that have developed in the classical spiritual, philosophical and pedagogical heritage of mankind, as well as creative achievements modern education, Living Ethics forms the basis of the theory of humane-personal pedagogy - the pedagogy of the third millennium.

The International Center for Humane Pedagogy unites teachers working on the basis of the principles of humane pedagogy and having their own developments in this area, is actively involved in disseminating its ideas among teachers, educators, parents and the general public. Over the past 12 years, more than 19,000 people have taken seminars to improve their qualifications and received certificates. In 150 cities of Russia, the CIS countries, the Baltic countries, as well as in Bulgaria, public laboratories of humane pedagogy have been created.

The Center maintains extensive contacts with scientists and teachers, pedagogical universities and colleges, schools, creative organizations, education departments at various levels, cooperates with the Laboratory of Humane Pedagogy at the Moscow City Pedagogical University and regional laboratories of humane pedagogy.

The main activities of the Center are:

Theoretical and practical development of the ideas of humane pedagogy;

Promoting the dissemination of ideas of humane pedagogy and accumulated experience among teachers;

Unification of teachers around the ideas of humane pedagogy;

Orientation of teachers to the professional study of humane pedagogical thinking, both classical and modern;

Examination and approbation of projects of educational and methodological systems, author's educational programs and concepts, accumulated experience on the ideas of humane pedagogy;

Conducting round tables, conferences, seminars, master classes on the exchange of experience, lectures on certain issues of humane pedagogy, held within the framework of the ICR lecture hall;

Conducting methodological days in schools working on the basis of the ideas of humane pedagogy;

Organization of local public laboratories on humane pedagogy;

Annual holding of International Pedagogical Readings on humane pedagogy;

Preparation for publication of the annual scientific-pedagogical and literary almanac "Three Keys", in which the materials of the International Pedagogical Readings are published.

The work of the International Center for Humane Pedagogy is coordinated by the Council of the Center. The Council is formed from the most active and creative workers - teachers, school directors, scientists, parents, heads of humane pedagogy laboratories. The Council includes teachers from Moscow and other cities of Russia, as well as from Latvia, Lithuania, Estonia, Ukraine, Belarus, Kyrgyzstan.

The international public jury "Heart and Swan" at the Center for Humane Pedagogy established the title of "Knight of Humane Pedagogy" and annually awards 10 most distinguished employees with a diploma and a gold badge of "Heart and Swan". Among the awardees are prominent figures in science, art and education, innovative teachers from Russia, Ukraine, Latvia, Lithuania, Estonia, Georgia, and Kyrgyzstan.

The work of the Center is covered in the magazine "Three Keys", in the magazine "Culture and Time", in the newspaper "Commonwealth", as well as in many media of these countries.