1. Compensate and correct those mistakes in the upbringing and education of each child, which were made by a particular family in which he grows up.
2. By the end of the period of study, maintain and, if possible, improve the indicators of the physical and mental health of the student in relation to the indicators with which he entered the educational institution.
3. To help the student to identify and master his creative potential so that he can further create and reproduce his cultural consistency throughout his life and help others in this - especially his children and grandchildren, ie. perceive problems, transform them into tasks and solve problems.
4. Help the child to master and develop the will as the ability to subordinate himself and the course of events to the realization of the purposefulness he has realized and to awaken in him conscience and shame (if they were suppressed in the family), to which the will must be subordinated, realizing his creative potential.
5. Do not break the student psychologically, so that he does not have a fear of learning, so that conscience and shame are active both during his studies and then when he comes into adulthood.
6. Ensure the development of a certain set of facts from different branches of science and spheres of society, skills, the possession of which provides at a given time the starting level of cultural consistency in society (and for vocational education, including higher education, the starting level of professionalism in the relevant field of activity).
Out of the entire list of goals presented above, only the sixth one can be characterized by the term "educational services", the adoption of which term became one of the decisive factors in the degradation of the social institution of the school. And only with the tasks stipulated by the sixth goal, the historically established school copes, and even then it does not solve these tasks in the best way, judging by the skills with which far from its worst graduates come to universities. But who, and how, gives the school a set of facts from different branches of science and spheres of social life, the skills, the possession of which provides at a given time the starting level of cultural consistency in society? How often is this body of fact revised and on what grounds? ¬- these are unanswered questions in post-Soviet Russia.
And only within the limits of the tasks stipulated by this sixth goal, can a formalized system of providing students with information and control of their mastering of facts and skills included in the compulsory body of knowledge and skills - both within the system of universal compulsory education and in the system of professional education.
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The school's tasks arising from goals 1-5 do not lend themselves to this kind of formalization and require an individual and creative approach to their solution, which must be supported by the systemic organization of the pedagogical process in its entirety. These are the tasks from the formulation and solution of which the bureaucracy of the post-Soviet education system and the officialdom of pedagogical science not only evade, but also suppress with their formalism the initiatives aimed at solving them, emanating from society and the professional community of teachers of schools, colleges and universities.
Therefore, for various reasons, by now only a methodological foundation has been created to achieve goal 2. This is a health-preserving organization of the educational process, developed under the guidance of V. F. Bazarny. Currently, this is the only system officially certified as really developing the health of schoolchildren in the process of studying, but its implementation in schools, colleges and universities has been sabotaged by the bureaucracy, which controls the education system, for several decades. Proposals to officials and the officialdom of pedagogical science to engage in its implementation are met with objections such as: "In addition to the Bazarny system, there are still many systems of other authors, and schools have the right to organize the learning process in the way that parents consider necessary." System implementation requires:
- training and retraining of staff of teachers who would understand the effectiveness of the principles of the system and could lead the educational process in line with it;
- reconstruction of the environment in which the educational process takes place, and the corresponding arrangement of classrooms and other premises used in the pedagogical process.
Until that moment until it becomes the Federal State Program for the Development of a Network of Educational Institutions, and the first and second should be dealt with on their own initiative by teachers with the support of parents, primarily parents - entrepreneurs who understand the need to invest free funds in the development of educational institutions in which children study - our future.
Along with this, it is necessary to develop a draft federal state program for the development of a network of educational institutions, which would ensure the use of V. F. Bazaar as a standard in all educational institutions of Russia: schools, vocational schools, colleges, universities. Since officials and the officialdom of pedagogical science are not capable of developing a draft of such a federal state program, the development of its draft is also the responsibility of the pedagogical community, parents and students.
The solution of pedagogical problems arising from goals 1, 3-5 is due to the personal culture of the mental activity of both parties involved in the pedagogical process at school: teachers (teachers) and students (trainees).
The personal culture of children's mental activity is the same as it was formed in the family. Its development can only take place in interactive interactive direct interaction with teachers, therefore a "digital school" in which students see teachers-lecturers only on the Internet (both in recording and in live broadcast) is not able to solve problems arising from the goals 1, 3-5. Accordingly, the solution of tasks arising from goals 1, 3-5 is, first of all, personnel policy - i.e. selection of teachers who are not only carriers of the necessary knowledge on academic subjects and master the methods of teaching them, but above all are carriers of a certain personal culture of feelings, observation, and comprehension of the perceived,interaction (dialogue) with other people, taking into account the characteristics (due to age and gender) of the personal culture of the mental activity of students with whom they interact as teachers.
An excerpt from the note of the USSR VP "The current sluggishness and the main task of society is the formation of a pedagogical subculture"