Learning Collaboration of Primary Schoolchildren

Abstract

The question “HOW,” in which modern science specializes, is secondary to the question “WHY.” We have already formulated our opinion: everything at school, including the organization of learning collaboration, should be aimed at educating a person who, once an adult, can independently determine their place in the world of human relations, their own way of thinking and acting, their own POSITION. We differentiate “position” as a relationship that a person constructs to the human world, from “status” and “role.” Status is a characteristic of extremely regimented relationships, in which a person is unambiguously prescribed, in finished form, his or her place, methods of interaction, and system of views and evaluations. Unlike the relationships of position and status that permeate all domains of human existence, “roles” (social and playful) are always partial, do not fully encompass the human “self.” For example, the position (always personal!) of the “believer” is embodied in Luther’s god-building: “Here I stand; I can do no other.” The status of a believer is embodied in the scrupulous Talmudic prescription of every step of a righteous life. And the role of a believer is played by those who, though they attend church on holidays, do not remember God on weekdays. While realizing that we are using “loaded” psychological terms, and not performing here a conceptual analysis and differentiating our understanding of “position,” “status,” and “role” from those accepted in various