On A.A. Lyapunov's pedagogical heritage

The paper is devoted to the pedagogical heritage of Alexey Andreyevich Lyapunov (1911-1973). Lyapunov himself received an excellent general scientific education. His pedagogical heritage includes the results of his theoretical and practical achievements in educating younger generations, teaching mathematics and natural science to all ages. Lyapunov taught mathematics in various institutions. The paper focuses on the differentiated approach to teaching any disciplines. The approach developed by Lyapunov was implemented by him and other Russian scientists in specialized secondary schools. A generic connection has been established between the differentiated approach applied to teaching mathematics and other subjects in modern Russia and the ideas of academic scientists of the late Soviet period. Lyapunov set his main scientific priorities, to which he adhered, and gained a solid reputation as a scientist in Moscow, during his struggle for the foundations of science. He developed his leadership abilities in the Akademgorodok of Novosibirsk. His pedagogical concept - early intellectual development, personal example, free exchange of opinions, and ontodidactics for all levels of education -produced tangible results. Today, when national pedagogical experience is rejected, it would not hurt to remember that Lyapunov's approach to education made it possible to implement a number of important programmes on the national scale. His system was in demand not only in the USSR, but also abroad. In the 1990s, the borders opened and many specialists emigrated. The fact that they successfully integrated into the new system of relations and sometimes found work owing to their background, namely, national scientific schools including Siberian ones, clearly reflects the quality of the educational system in the former USSR, including the Akademgorodok of Novosibirsk, and the level of the scientists educated within this system. Differentiated education has become established practice in modern schools, which is largely due to the academic scientists A.N. Kolmogorov, M.A. Lavrentiev, A.A. Lyapunov, and others. As we can see, the development of the Siberian territories in the late Soviet period set not only economic, but also social and cultural tasks. The relative freedom of Akademgorodok made it possible to attract talented young people to science and education through summer schools, the Physics and Mathematics School of the Novosibirsk State University, scientific olympiads, and to use non-standard programs and teaching methods. The intellectual influence of Lyapunov extended to a variety of theoretical and practical spheres. Education, teaching various disciplines, primarily mathematics, always remained his top priority. He found support in the academic circles and among teachers. The international community, represented by the United Nations and UNESCO, also appreciated the cumulative pedagogical experience implemented in Akademgorodok with Lyapunov's help and sought to spread

Keywords

Authors

References