The Conception of Experimental Work in Education Ideas for a formative experiment

Abstract

The experiment in education that is currently under way is, in a certain sense, not an experiment. Existing examples have not permitted an analysis from the standpoint of possible negative consequences. This sanction is due to wrong understanding of the conceptual component of the experiment, formulated as follows: "One must not experiment on children." Understanding education has been reduced to exerting an effect on an individual, and its anthropological and sociocultural technology has been disregarded. It has now become obvious that education is a fundamental social and sociocultural technology determining the level of development of social production (see Iu.V. Gromyko & V.V. Davydov, [Education as a means for the formation and cultivation of the practice of socioregional development]. Russia — 2010, 1993, No. 1; [Sociocultural policy and socioregional development]. Russia — 2010, 1994, No. 1-2).