Sep 3, 2021
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Diagnosis “DSP”: a global anti-education project for beggars and slaves

Last Friday, August 27, Ufa hosted a conference “Distance Education: Difficult Conclusions of the Mass Sociological Survey of Citizens”, at which the activists of the “Parent All-Russian Resistance”, State Duma deputy Inga Yumasheva, clinical psychologist, member of the Union of Writers of Russia Irina Medvedeva, teacher of computer science spoke social activist Mikhail Bogdanov and other researchers of the destruction of traditional education. The participants in the discussion unanimously (with the exception of Ufa officials from education) passed the sad verdict of the so-called. “Digital school”. It remains only for the majority of conscientious Russians to support this and other similar initiatives not in words, but in deeds, because there is no point in proving something to digital officials and the “transformed” government.

As a prologue, one cannot do without presenting the main results of the social research (AKSIO-10) on distance education and digitalization of schools. The study was conducted in May 2021 by the AKSIO Institute of Public Opinion and RVS activists and covered 34,632 citizens from almost all regions of Russia. A seriously conducted survey revealed a whole layer of negative processes that require serious discussion. So, the most important survey data:

“Education should be … paid – 3%, free – 87%, did not answer – 10%.
Modern education requires … a living teacher – 73%, to replace the teacher with the system – 11%, did not answer – 16%.
Nowadays and at school … live communication is necessary – 75%, did not answer – 15%, the system should replace the teacher – 10%.
Modern technologies must be introduced … carefully, after checking – 72%, did not answer – 19%, immediately everywhere – 8%.
What to do next with distance learning? Use only in emergency situations – 42%, admit it unsuccessful, stop and prevent it in the future – 18%, admit it as successful and develop – 8%, correct mistakes, take into account the experience of application and use it further – 29%, did not answer – 3%.
Have you heard of DSP before the survey? No – 48%, yes – 37%, it’s hard to say – 15%.
Do you know exactly about the participation of your federal subject in the DSP experiment? I don’t know or not sure – 72%, I know – 28%.
How knowledgeable about the DSP project? “Heard the ringing” or is very poorly informed – 75%, knowledgeable in general terms – 21%, very knowledgeable – 4% ”.

As you can see, the overwhelming majority of citizens, who are not at all specialists in pedagogy or machine learning, perfectly see the threats of digitalization of education, and consider free traditional face-to-face lessons with a live teacher a priority. At the same time, the authorities initiating the experiment do not think at all about the importance of informing parents normally about the essence and purpose of the experiment on their children and take advantage of the fruits of mass ignorance. When the most important state program (federal project) is imposed on people without discussion and feedback, there is already a reason to think about the “bright” motives of lobbyists.

State Duma deputy, member of the committee on family, women and children Inga Yumasheva became the most “titled” representative of the authorities at the conference. And she struck not in the eyebrow, but in the eye, calling the introduction of DSP “a threat to the national security” of Russia.

“The goal of implementing DSP in Russia, apparently, does not meet the needs of parents, but follows the global trends in education. In this case, here we are already talking about issues of national security. The goal, apparently, is to move away from national education towards global education. The implementation of DSP today is very often more like such a business project “, – noted Yumasheva, stressing that education should be a blessing, not a service.

According to the deputy, the priority should be the lively interaction of students and teachers, since the goal of education is to bring up a comprehensively developed personality. Yumasheva proposed to establish the permissible percentage of distance technologies from school education (by the way, this percentage is already spelled out in the Digital School standard from the Ministry of Education and the Ministry of Digital Science, as well as in the government’s Strategy for the digital transformation of education – and it is not at all pleasing), and also allowed the introduction of distance learning ” only when urgently needed. “

RVS activist Vladimir Vasiliev continued the topic, calling digital education a tool of globalists to rob vassal countries. It is no secret that the leading Western countries do not seek to introduce a distance, offering it as a “solution to problems” to developing countries and the poorest strata of the population.

The report was devoted to the experience of the United States, Great Britain and Ireland – in all countries, the harm of distance education was confirmed both in the reviews of parents of schoolchildren and in scientific research.

“Although everyone was transferred to distance learning, not all children were equally affected. Children from poor families suffered the most. Wealthy parents were able to compensate for knowledge gaps due to distance education by hiring tutors for their children, while children from poor families were practically deprived of this, ” – noted Vasiliev.

At the same time, in the UK, due to losses in education, final exams in schools were canceled and teachers were offered to set marks for exams at their discretion.

“Along with the fall in the level of education, which everyone admits, these“ exam results ”are growing. For the second year in a row “, – noted Vasiliev.

From the USA, where not all schools were transferred to distance education, the data is also gloomy. Most often, schools in the poorest districts were transferred to distant, while schools where children of wealthy parents studied, usually retained full-time education.
It is important to note here that back in 2017, the well-known publication The Wall Street Journal published the results of a study that analyzed the educational success of four hundred online schools. It turned out that 80% of students in these schools have low performance indicators – much lower than the country as a whole.

“Distance education is offered as a surrogate for learning mainly for the poorest classes of schoolchildren in rich countries and for the poorest countries globally. Distance education is incompatible with the development of technology in the country. This is in no way compatible with statements, including at the highest level, that we will have a knowledge economy, breakthrough projects, and we will introduce some innovations. This is impossible without a broad public education. And this is evidenced by the world experience, ” – summed up Vasiliev.

The speaker quoted one of the high-ranking UNESCO officials, Stephanie Giannini:

“We need to make sure that education provides students with the tools to tackle the challenges of the present and the future, to defeat the climate crisis and transform society.”

That is, it is openly said that distance education, which is promoted by the global coalition, is necessary for transforming society. Naturally, in a Western way. In 2020, Stephanie Giannini, UNESCO Deputy Director General for Education, came to Russia for talks on education. Education Minister Sergei Kravtsov said at the meeting that education should be based on “benevolent interaction with each other on the basis of tolerance, the formation of common positive values ​​that will help preserve peace.”

At this point, the conference participants remembered very well that among the “values” that UNESCO persistently defends are the rights of LGBT people, especially in schools, where the rights of children suffering from gender identity disorder, according to the organization, are especially strongly violated. And in the DSP of schoolchildren, by default, all these “delights” are waiting.

RVS expert Zhanna Tachmamedova pointed out the fact that digital technologies have taken away independence from children. That is the number itself is an ideal field for human manipulation and social engineering.

“Now children are crushed by these technologies, they are being led all the time. This is not independence, when a child all the time clicks on a button, where he is offered to follow the links, ” – noted Tachmamedova.

The psychologist entered into a polemic with the deputy chairman of the committee on education, culture, youth policy and sports of Bashkiria, deputy of the Kurultai Alfis Gayazov. According to Gayazov, in the schools of the USSR in the 70s, the subject of programming also evoked public criticism, which is similar to modern criticism of digitalization in Russian schools.

“At that time there was no online, big discussion, but in principle the same threats sounded: children’s health is in danger, the content is not the same, and so on. The same thing that sounds today and sounded then “, – concluded the deputy. Gayazov vaguely suggested not to associate the problems of children’s health “only with digitalization” – they say, these problems have been and will always be.

Deputy Inga Yumasheva did not stand aside, objected that spending time with gadgets and a computer, children lose communication skills, their speech becomes poor, and memory is destroyed.

“Teachers at schools and universities grab their heads. Children can own the technology itself, but the ability to retain and analyze information is reduced, this is an obvious fact, ” – said the deputy, her Ufa colleague could not object to this.

Informatics teacher, chairman of the St. Petersburg City Parents’ Committee Association Mikhail Bogdanov supported the speakers of the conference, confirming from his own experience that the introduction of digital technologies in schools will lead to a loss of time and health for schoolchildren.

“A normal teacher will never advocate distance learning, because he understands that the loss of live communication between teacher and student will lead to a complete degradation of the learning process. Children cannot organize themselves. The distance is essentially self-education. The child lacks the ability to do this. Even for students it is difficult. For the student, this will result in wasted time, but lost health, ” – pointed out Bogdanov, noting that a teacher who understands how to teach a child will use such tools with great caution, apply them in an extremely metered manner.

Another good point was made by the vice-president and co-founder of the Interregional Fund for Social and Psychological Assistance to Family and Child Irina Medvedeva. She frankly noted that digitalization deprives children of an idealistic, spiritual principle, in fact, turns them into schizophrenics.

“In Russian, pre-revolutionary psychiatry, schizophrenia was called” mournful insensibility. ” The underdevelopment of the mental and heart side of the child leads to a defective mind. A complete mind is a heart mind. And the mind, in which only the rationality is developed, and the heart is silent – this is the mind of a schizophrenic. The situation is very serious “, – said Irina Yakovlevna.

The verdict of the digital school at the conference in Ufa was delivered extremely objectively – it is driven at the highest, ideological level by real psychopaths like Gref, who dream of turning our children into their own kind. These conclusions and the correct statements of the speakers should, first of all, find support at the top – in the new composition of the Duma, in the Presidential Administration, in the Government … But, alas, judging by the unfolding events, the chances of this are negligible. Therefore, now it is up to the parents, who determine how to teach and educate their children, and sane teachers. The DSP must be stopped as soon as possible. Let’s do it together!

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