About the formation of
the principles from the author
The main approaches to
the formation of an existing principle of education began to
emerge in the world hundreds or even thousands of years ago.
Teachers understand them as: transfer students the maximum
amount of knowledge accumulated by humanity. But during those
years there was a lot of famous people, who showed their
disagreement with this opinion, however, rarely offering its
I have everything
turned out differently: from childhood I've been pretty
receptive person, but, in spite of the frequent blows of fate,
the cold to people I have not arisen.
When studying at
school, being 7 – 9 years old we do not understand, being 10 –
17 we get used, and after school
being 20-30 we get indignant that we were forced to
study unnecessary stuff, but we do nothing to change it. We
prefer to leave it as it is.
I became a father when
I was 50. Each time when I saw what my son had been given as a
homework, I was furious. I have overcome a long and not a
simple way , and when I became the president of
INTERNATIONAL PUBLIC DEVELOPMENT ACADEMY, I was able to look
at this both critically, and constructively.
because in my not short life I needed almost nothing of all that
I had been taught at school then. And so did my son.
Nevertheless, it sucks happiness and health out of children.
The more so, it makes them conservatives for their life term.
Give unchanged knowledge - it is comfortable (cosy) for
teachers, but it is absolutely counterproductive for children,
their parents and society as a whole.
But the main Question:
how to make school constructive? What should be done?
First, the scope of obligatory knowledge should be reduced
several times. Only key knowledge should be left, and
necessarily together with telling the story how, what for, and
why this knowledge was gained. The main further thing is that it
is necessary to teach children to see demerits and defects
around about them and to be able to correct them effectively,
and, if it is necessary, to create their own inventions and
By the time my son was
born, I have already overcome the inventive stage, and then the
stage of scientific work. In my scientific papers and books, I
described the theory of creativity was developed, as well as the
Alphabet and Grammar of evaluation of innovations, − NOVOMETRY.
Before that, I created 17 technical inventions. And now,
probably, as many social ones, which I estimate considerably
above the technical ones. The knowledge, gained and developed by
me and my colleagues since 1973-75, were expounded in the
textbook, which I suggest to use for the senior classes of
school, institutes and universities.
Today I am sure: young
minds can make it much better if we study it starting from the
preschool age. And, thank God, this thought was confirmed by the
well-known decision of European Parliament “DECISION OF THE
EUROPEAN PARLIAMENT AND OF THE COUNCIL concerning the European
Year of Creativity and Innovation - 2009”.
on belief that the future education should teach children the
methods of creating innovations,
children the Alphabet, Grammar and Rules of evaluation of
public utility or harm coming from the created inventions
(including social, economic, ecological, moral harm), levels of
novelty, creativity and, hence, prospectivity of innovation
(literally in years),
to understand what synergy effect is, (i.e. when 2+2> 4). This
is the main essence of a high-creative innovation,
to be responsible for the harm done, any harm.
Now our attention is
focused on two major problems: adequate justice and creative
education. To win our conservatism, first of all the education
system must be modernized.
The beginning of our
research was in 1969 - 1970 when we worked on the problem of
protection of a person from radiation of high-power radars − in
the book “Super-High Frequency and the safety of a person”,
1973. The book has been translated in the USA into English (in
an underhand way). Later, in Patent department, I have set the
task of creating the Alphabet and Grammar assessment of
innovations, − NOVOMETRY - and began to solve this task in.
Acceptance of the
principle and technique of evaluation of the quality of goods
and services and official registration of the Quality
Certification System (CCK) (Statestandard of Russia). This is
the basis of our business in Russia, and recently in Ukraine
point 3; below in our text there are references to this site).
Positive evaluation of
the certification system by the Group from the European Union
Positive evaluation of
the program and the textbook from Russian Ministry of Public
Education and Science (3 letters), Ministry of Education of the
Moscow Region and Ministry of Education of the Kaliningrad
The letter of
appreciation from the director of elite school "PLANET", Moscow
(all in the point 6.15).
Correctness of this
general line was confirmed by “DECISION OF THE EUROPEAN
PARLIAMENT AND OF THE COUNCIL concerning the European Year of
Creativity and Innovation – 2009”.
Today many people say
that modern education plays for us both good and evil roles. In
my life I used a very small portion of the stuff my son was made
to study. Later I learned: after school we remember less than
10 %, and we then use 10 % (sic!) from what is left. This 1 %
does not worth 10 years of violence. As we know, legislations
of most countries provide for imprisonment for sexual
violence. Why do we allow MENTAL violence in education? Yes,
it sucks happiness and health out of children and it makes
them conservatives for all their life. This is definitely
the half’reason why we have such a regrettable statistics: 1 of
about 200 Europeans is capable of practicing scientific
activities, but only 1 of 2000 is a creative person, who is able
to create something new; all the others can only copy. Without
creativity we would still live in caves, lowing and chatted for
a distance forward of direct hearing.
Yes, filling young
minds with ready knowledge is cosy for teachers, but it is
absolutely unproductive for children, their parents and society
as a whole.
Here is the 2010 movie
about Leonardo da Vinci: “… Leonardo did not have a good
education, he only attended elementary school, that is why he
did not filled his head with bookish debris. Nobody forced him
to think in a given restricted way. Therefore he gave all his
life to preference to his own experience – instead of to the
ready knowledge imposed by the society… ”. – When he was
inventing, he was free and not bound by dogmas. That is why he
has managed to get above, and considerably above the society
surrounding him. Let alone its art creativity. The same is
true for Picasso, M. Gorky, the author of trajectory to the Moon
and for many other high quality experts.
Today experts pay more
attention to how to teach, instead to also look for, WHAT
to teach. We want to change the very teaching principle and
then to correct a little all our world: not so much trust and
worship, as CREATE and IMPROVE.
Now our Academy is
focused on two major problems: adequate justice
(the Return Law > public court), which will make everybody not
to resist useful innovations, and creative education.
For many years we tried to proved to lawyers the truth with
respect to the former issue, that one - or two generations may
change the world from deaf and aggressive to dialectic and
humanistic. But we met with stubborn resistance of even smart
people; at last, we have understood the following: if we since
childhood have been made a dogmatist, it is simply impossible
for us to overcome dogmas later. Then the problem of
modernization of education system automatically became the major
Since the childhood, I
was interested in inventing and designing, everyone enjoying to
do it with me. I have got a high military education. I was an
active inventor in the antimissile defense troops: I worked on
the problems of protection of a person from high-power high
frequency radiations and some others. Then I was granted a
degree in technical sciences. Soon I understood the algorithm
of creation of inventions and ability to create them in any
quantity, but I timely found that the main thing is their
utility for society. And then
I passed into
the sphere of economics. I have made the first step – I
developed the practical QUALIMETRY, and became a Doctor
of Economics. Later I founded the expanded line in social
sphere – SOCIOMICS, as well as the necessity of
development of the sphere of development – NOVISTICS. At
last, I managed to allocate and substantiate CREASPHERE
in the noosphere.
All together they make
the whole symphony of knowledge, which my colleagues and me
managed to gain and develop since 1973-75. It is the subject of
our textbook, which I offer for senior classes of schools and
universities [it is partially posted on our web site Clause
Then it is necessary
to gradually adapt all textbooks, having separated
therein strictly obligatory knowledge (20-40 %) without
extermination of other knowledge for the inquisitive children! -
and to add to the separated knowledge actually
interesting stories, how and (which is most important) what
for and why they have been gained. And then studying will be
interesting and useful to many pupils. But those who make less
progress and cannot memorize many tons of unnecessary and
uninteresting knowledge, will understand the key things; maybe,
they will become inventors, they will not be considered stupid,
they will not be enticed by the bad company, alcohol and drugs.
And they will not leave the school ahead of time: it is an
urgent problem in Europe now.
only for the senior classes of schools and universities and is
written in Russian. But the author is ready to participate in
its development "upwards" and "downwards", to the preschool
education (as assumed by the EU). We are also ready to
participate in translation of the textbook into other languages
and in adaptation of all or at first several textbooks in
different subjects. The modern Internet technologies ideally fit
for this purpose.
We are sure that our
teaching materials have both educational and practical value:
textbook we tell how one needs to evaluate any innovation
taking into account social, economic, ecological and moral
effect and damage in case of modernization of production and
improvement of the quality of produced goods or services. Any
innovator, including within the underdeveloped countries, should
know it [on our web-site point 16].
According to psychologists, many people have passion for
lotteries, games (gambling addiction), passion for risk…
Then the interest in creativity will be very useful
for such people.
adjusted and checked tool of evaluation of public utility of
innovations developed by us for the last 30 years, allows us to
recommend along with granting of scientific degree to create
the system of assignment of creative degree for public
development in proportion to the positive results brought.
To establish a sort of the second Nobel Committee without
infringement of the key points of Nobel’s Will [point 1.3].
tool will allow us to correct the mistake made by Justinian some
1.5 thousand years ago and to introduce the New principles of
legal proceedings based on compensation for damage inflicted
[points 15, 15.3].
But what our program
will give to developing countries?
Pupils of the developing countries can understand the
Development science and art much better than self-confident
children from the rich countries.
Pupils from the poor countries learn easier to notice
demerits round about and how to eliminate them effectively.
Just because they will want it more than others.
textbook teaches to correctly evaluate the quality and
ecological cleanliness of products, including food.
The countries which do not have the well-developed
industry can produce such products and could get additional
economic benefit, exporting to other countries at the
expense of raised prices proportionally to the benefit of the
consumer, if they have learnt to show quantitatively
these biological and other advantages. Such certification (CCK)
has been implemented in Russia since 1996 [web site, point
These countries will need the same system for estimation
of quality of the goods, which they are forced to import from
industrially developed countries, so that they did not get
all poor-quality goods [point 16].
But! Many teachers and
judges will resist radical innovations in their areas. This is
not only the human nature. There are some other reasons: lack of
punishment for harm from use of out-of-date clichés and lack of
teaching to see it in school. Yes, it should be taught and
learnt. In Moscow we have one small television channel
“EXAMINATION”. But it should be called “CREATIVITY and
EXAMINATION” in order not to be engaged in permanent research of
thousands of details of the remote past, but to program the
future. It is necessary to show passionate debates on this issue
in the evenings on primary channels.
we offer to use this textbook in the senior classes of school
Plus it is necessary to gradually adapt textbooks in all
subjects to creativity, including mathematics, languages and
literature. It is for all children. And for those
children who want to completely devote themselves
to creativity (to organize in the future, for example, companies
providing creative support to enterprises, various firms and
institutions …) it is necessary to create Universities of
creativity with special conditions of teaching and life for
getting higher creative education [Clauses 6.0, 6.24 - 6.27].
Their mode of training should not be usual. Except for studying
the alphabet, grammar and procedure of search of creative
solutions and evaluation of their public utility, their
education must be carried out in isolation from today's show
business and policy. Pupils will learn to consider the Internet
and PC not as a goal in itself, but as a tool, the ladder to the
new happy world in harmony with themselves and the nature.
of WISE program should be congratulated: the decision to create
this program is brilliant.
It seems that the leaders of great countries are starting to
understand the importance of the system of education. In 2008
Europe proclaimed it. In March 2011 the president of China
mentioned among the major problems for the following 5 years the
access to the high-quality education. Qualitative does not
necessarily mean expensive, elite does not necessarily mean
expensive as well; the main thing is that it should be
effective for society. By offering our textbook and our
program, we are trying to show that attracting children
to creativity is necessary, possible, and effective.
would like also to ask you, WISE experts, such question: who
will lose least if nobody notices our offers? – The
author. And if they are suddenly noticed, he will have losses
only. First, it will be necessary for him to overcome
barriers to flight to you (financial and many others). Second,
if required, to give lessons to teachers – via a translator, who
will have to learn the unusual terminology as well, and it may
be necessary for the author to watch the text while translating
our textbook, and, probably, together with co-authors to prepare
such a textbook for elementary classes and students. Plus to
live in an uncomfortable hotel, and to eat the unusual meal, if,
of course, it is not for a quiet European city. Third, if a very
clever billionaire wants to create the University of creativity,
the author will be obliged to help organize the preparative work
to start study from the next year. My friends who participated
earlier in a similar work, know what it would take. And when the
university starts to work, who will be responsible for the
inevitable defects at the first stage? – It will be the author.
Yes, the author missed the time to make it for his son, but he
hopes, that it will be useful for others.
recent events in the Arabian countries and historical
information allow me to assume that soon the Islamic world will
face the splash of interest both in knowledge, and creativity -
as is written in the Koran: “do strive for knowledge as it
will let you implement your plans”. I want to believe that
these plans will not be against other people, but only as an
example of wisdom for others, as an impetus for adopting the
most valuable things as soon as possible, rather than as it was
with the transition from the Roman to the Arabian numbers, which
took almost a century.
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