De Robertis

Continuation was Minessotskom and Harvard universities. It has been recognized internationally. The guiding principle of student self-Sorokin was. He attended the lectures of only those teachers who meet following to its requirements: 1) Professor, reading rate, should enjoy in academia earned popularity, 2) his conception or knowledge of its rate should be meaningful and useful, 3) read rate must be not published. All other courses that do not fall under these rules, he worked through any of the principal books of the teacher, the head of the course or training program, on the recommendation of the professor after consultation with him. Particular attention in its education system deserves a personal contact with professors, a private discussion with their problems and active participation in joint seminars.

This form of communication was welcomed by teachers and University and Psychoneurological Institute. Here's how to tell it himself Sorokin: "During the year, I found a very good relationship with the founders of the Institute, an internationally known psychologist, spondylitis, international leaders in sociology, anthropology and economic history Kovalevsky and J. De Robertis, not to mention some other professors. These friendships have become stronger in recent years and led to close cooperation between these two outstanding scientists of the world – co-operation, which lasted until his death this outstanding scientists. " How's that for a method fellow students? Sorokin, based on their experience of creative ways to spend a thorough analysis of American and Russian pre-revolutionary education system, giving preference to Russian. In contrast, American universities, colleges, he noted, in Russian universities and institutes at the time did not require the mandatory presence at lectures, seminars, or offsets. It was a personal matter for each student. In the same way at the institute was virtually no tests during the examination year, but instead was arranged one, but a very thorough examination at the end of the semester.

Usually May or June of specially designed for the exams in all subjects studied during the year. Students who receive unsatisfactory assessment is automatically deducted from the university. Higher education institutions are not interested in how students acquire the knowledge necessary for strict examinations at the end of the semester, ie, the administration and faculty was not opinion that these skills can be obtained only by attending the lectures, seminars and tests. It is reasonable to assume that for this there are other ways if they are more convenient for the student is also quite rightly, in my opinion, assumed that the intrinsic desire of students to learn, supported by a rigid examination at the end of the semester or academic year, is a more effective stimulus than a set of examinations and tests, accompanied by stress, violating a systematic course of study. They are unnecessarily burdened by both students and faculty. Based on the analysis Sorokin concludes that "such a system was more free, more productive and creative than the current system of compulsory attendance at lectures and private, but surface tests. For the first time in our newsletter we talked about the phenomenon as a career. K Unfortunately, in our country, young men and women are not oriented toward a career in such a way as is done in the west. However, those who still pays attention to the career, many do succeed. This does not necessarily imply different training and graduated with honors. This is just a movement in one, which was originally adopted, direction.