Basic and pedagogical principles of A.S. Makarenko

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"History of social pedagogy" on the topic:

« Pedagogical activity A.S. Makarenko"

Introduction ………………………………………………………………………. 3

Chapter 1 Makarenko…………………………………… 7

§ 1. Biography of A.S. Makarenko………………………………………………….7

§ 2. Creativity of A.S. Makarenko……………………………………………..16

Chapter 2. The main concepts of the pedagogical theory of A.S. Makarenko... 18

§ 1. Education and development of personality…………….………………………… 18

§ 2. Educational team …………………………………………….. 26

Conclusion …………………………………………………………………... 28

References ………………………………………………………….. 31

Introduction

Now, perhaps, one of the most important tasks of pedagogical science is an objective assessment of our past. pedagogical experience, the most significant phenomenon of which is the pedagogical system of A. S. Makarenko.

Let us recall that Makarenko's ideas were not recognized by official pedagogy for a long time. Needed long years struggle for their approval in science. Today we must state that Makarenko's concepts were adopted unilaterally, with a significant shift in emphasis up to their distortion. Now, thanks to research conducted in recent years, we can judge quite definitely how and why this happened. In 1936, the resolution of the Central Committee of the All-Union Communist Party of Bolsheviks "On pedological perversions in the system of the People's Commissariat of Education" was adopted. By this time, pedology had developed as one of the pedagogical sciences, which made the age development of children the subject of its study. The decision, which, in fairness, it must be admitted, correctly, noted shortcomings and errors in practical work pedologists, pedology was declared a pseudoscience, its teaching in pedagogical educational institutions was prohibited, and pedological textbooks were confiscated. Now we can safely say: this is how the greatest tragedy in the history of pedagogical sciences occurred in our country.

Pedagogy from that moment became "childless", for which it was often reproached later. But the fact remains: the problems of the development of children, the formation of the personality of the child for many years remained outside the scope of pedagogical science. This is what largely determined the one-sided approach to Makarenko's legacy of many researchers, and in many ways - influenced the "selective" attitude towards the Makarenko system, when certain parts of it were hushed up, while others were presented in a distorted form.

Knowledge of Makarenko's theoretical propositions, the patterns of education methodology is all the more necessary because this theory, inextricably linked with his remarkable practice, itself suggests practical ways to apply it.

Generalizing the experience of applying the entire system of education as a whole is a matter of great importance and great difficulty. It is feasible only for a large team of practical teachers and theoretical teachers. The work of summarizing this experience should be facilitated by the systematization of the statements of a talented teacher. The system of education (and not just the so-called re-education of juvenile delinquents), created by A.S. Makarenko actually goes beyond the limits of Soviet communist pedagogy, as well as beyond the limits of pedagogical experience proper. In fact, in his communes, Makarenko began to create an alternative social structure, which he covered up with verbal tinsel of communist education. In fact, it was not a socialist social system in the then leveling sense, but, on the contrary, commercialized. The Communards produced electrical equipment and photographic equipment using Austrian and German technologies, earning considerable income through their labor, which they shared with the state. Apparently, Makarenko considered payments to the state from child labor as a kind of "payoff" necessary so that he would not be interfered with building own system. There was nothing essentially communist in the entrepreneurial activity of his enterprise. Rather, it was a model of a joint-stock company with the participation (although not legally registered) on a share basis of all employees. This model of organization of production in Western countries became widely practiced only after the Second World War and had a positive effect in terms of personal motivation of employees who were not only wage earners, but also co-owners.

In the conditions of strict censorship of the thirties, A.S. Makarenko was able to present all the main provisions of his pedagogical and social teaching, masking it with a belles-lettres form of presentation. The books were published with minimal revisions thanks to the personal participation of A.M. Gorky, who, no doubt, understood who and what he was dealing with, and therefore spoke seriously about the artistic value of A.S. Makarenko. It can be assumed that the great writer could not but see the literary helplessness of the author of pedagogical books. However, he patronized their publication. The Soviet state apparatus (but not all and not at once, for example, the NKVD supported the initiative as useful for the applied task of combating homelessness), also saw through the essence of Makarenko's teachings and began to purposefully squeeze the teacher out of the education system, which he eventually succeeded. Under conditions of totalitarian ideological control, the remnants of Makarenko's educational system were also destroyed. His students continued to carry his teachings and even applied individual elements in practice, but in the current education system there was no place left for the main element of the Makarenko system - for the primary team, united not by the appeals of hysterical cool ladies, but the real deal, such as a real high-tech production (and not collecting pieces of paper near the school building). AT this moment, after the transformation of the Russian economy on market principles, it became possible to revive the Makarenko model of education as an educational system. However, this system still remains incompatible with the current education system in the country.

An object: pedagogical activity of A.S. Makarenko

Item: the study of the ideas of A.S. Makarenko

aim work is a consideration of the pedagogical theory of A. S. Makarenko.

AT tasks work includes: analysis of the activities of A.S. Makarenko and especially significant provisions in his pedagogical theory.

The tasks set by us determined the structure of the work. The work consists of an introduction, two chapters, a list of references.

Chapter 1 Makarenko

§ 1. Biography of A.S. Makarenko

In the 30s, some teachers and public education figures said: “Makarenko is a good practitioner, but in theory ...” And they shrugged their shoulders in bewilderment.

One of his best articles, written for the anniversary collection on the occasion of the fifth anniversary of the commune named after F.E. Dzerzhinsky, Anton Semenovich called “The teachers shrug their shoulders”. These people did not understand that the moment had long since come when one cannot become a good practitioner without theory, and, most importantly, they did not understand the essence of A.S. Makarenko's pedagogical innovation.

The history of pedagogy teaches that all great pedagogical teachings grow out of the comprehension of new experience, first of all, one’s own, that very “good practice” ... This is how the pedagogical views of I.G. Pestalozzi, whom K.D. Ushinsky called the father of modern pedagogy, developed, Konstantin Dmitrievich himself, who laid the foundation of pedagogy as a science, and the brilliant L.N.

Pedagogical experience is an inexhaustible life-giving source and at the same time a way to increase scientific knowledge, a criterion of its truth. For Makarenko, his work in the colony named after A.M. Gorky and the commune named after F.E. Dzerzhinsky became such a source. He began this work, which lasted about 16 years, in 1920, being an experienced and mature teacher. He was then 32 years old.

Anton Semenovich was born on March 1 (13), 1888. Belopolye, in the Kharkov province, in Ukraine, in a hereditary working-class family. The next day he was baptized. He was born prematurely (mother carried buckets on a yoke, slipped, fell backwards). Anton was ill for a long time, he began to walk only at the age of one and a half years. For eight years he was very sickly and weak. But by adult years he got stronger.

Anton Semyon Grigorievich's father was born in Kharkov. They spoke Russian there, and he spoke the same way. Formally, he did not receive any education (he was orphaned early, he was forced to work as a painter in the workshop as a boy) learned to read, wrote freely. He knew how to draw. Later he subscribed to the Niva magazine and read Dostoevsky. The Makarenko family had a difficult life. My father worked in the workshops from dawn until evening, but the earnings were meager. Little Anton learned a firm rule from childhood: a person must work. The father has always been an example for the son.

Anton's mother Tatyana Mikhailovna, nee Dergacheva. Her mother is from an impoverished noble family. Father served as a petty official in the Kryukov quartermaster's office, had big house, five children. Tatyana Mikhailovna had a lot of energy, strength, and genuine courage. I was doing housework. She was talented woman, until a very old age, retained a brilliant memory, had an excellent gift for storytelling and subtle humor. Genuine friendship, mutual respect, care for each other have always been felt in Makarenko's house.

Anton in 1895 went to study first at the Belopolsk school, and then, in 1901, at the Kremenchug four-year school. Both in Belopolye and in Kremenchug, Anton studied excellently, standing out noticeably among fellow students with the depth of knowledge and breadth of outlook.”

At the lessons of the literature teacher G.P. Kaminsky, Anton “for the first time learned the beauty of the inspired poem “The Tale of Igor's Campaign”. He enthusiastically read Russian classics, especially Gogol and Dostoevsky.

In the document on graduation from the school, Anton had only fives. But peers in the yard severely mocked him, often beat him. They did not like excellent students and the weak. It happened that a neighbor girl stood up for Anton ...

The work of A.M. Gorky had a huge influence on the young man. Under his influence, he made his first literary experiments. “Moreover, Gorky, according to Makarenko himself, became the organizer of his worldview of real humanism. “My life has passed under the sign of Gorky,” Anton Semenovich will write in the mournful days of farewell to the great writer.

Working as a teacher, Makarenko studies pedagogical and philosophical literature. His attention is attracted by the piles of A.I. Pirogov, V.G. Belinsky, N.G. Chernyshevsky, but he studies the works of K.D. Ushinsky especially deeply. After 9 years of pedagogical activity, Anton Semenovich enters the Poltava Teachers' Institute, which he graduates, like the school, only with excellent marks in all subjects. “In the description compiled by the pedagogical council of the institute, it is said about him: “A. Makarenko is an outstanding pupil in terms of his abilities, knowledge, development and diligence, he showed particular interest in pedagogy and the humanities, in which he read a lot and presented excellent essays.”

Per final work"The Crisis of Modern Pedagogy" A.S. Makarenko received a gold medal.

Those who claimed that Anton Semenovich was poorly versed in pedagogical theory were deeply mistaken.

After graduating from the institute, he again returned to the Kryukovskaya Primary Railway School, where he worked first as a teacher, and then as a director until September 1920, when he accepted the offer of the Poltava Department of Public Education to become the head of an orphanage for juvenile delinquents near Poltava - later the Children's Labor Colony named after A. M. Gorky.

It is no coincidence that Makarenko defended such a name for the educational educational institution. The fact is that in the official documents of the Poltava provincial department of public education, it was called the "Colony of morally defective children." The teacher spent a lot of effort proving that juvenile delinquents, from among whom, especially at first, a team of pupils was formed, were not handicapped, but ordinary children, only unhappy, with a broken fate, and he saw his main goal in making them happy. In the practical implementation of this goal, he was helped by the life example of Alexei Maksimovich, who went from a homeless tramp to a great Russian writer. Talking about the life of the Gorky colony, about the painful search for Makarenko himself is a thankless task. It is easier to re-read the Pedagogical Poem. But it is worth saying a few words about the main thing.

First of all, it was during these years that the pedagogical credo of the teacher was formed. Makarenko later recalled that he had never felt so helpless as at the beginning of work in the colony. But there was no time to worry and think: the first pupils appeared. They all drank the bitter cup of homelessness in full. Many came embittered, hungry and ragged. Some had significant criminal experience. Everyone had to be washed, clothed, shoes and fed, it was necessary to establish a normal life, study, work, reasonable leisure.

And just then, at first intuitively, then more and more meaningfully, Anton Semenovich comes to the understanding that the establishment of normal life children is the very essence of educational work. More and more deeply he realizes the basic law of pedagogy: life educates. And not abstract life in general, but real life each individual child is his upbringing.

It is curious to note that at about the same time, another remarkable teacher, Stanislav Teofilovich Shatsky, came to the same conclusion. Speaking on December 17, 1919, at a meeting of the employees of the First Experimental Station, which he headed, Shatsky said: “The idea of ​​a school that we have is an idea of ​​a correctly thought out and systematically carried out organization of children's life. Our idea is approaching such a formula.

But remember - the first basic law of education was discovered by Pestalozzi. In his main book "Swan Song" he formulated the great and basic principle - life forms. And, explaining this situation, he said that the main way of developing the natural forces of the child is their exercise and application in practice.

Let's digress a little and think: why did Pestalozzi, Shatsky and Makarenko, independently of each other, come to the discovery and comprehension of the basic law of education?

We think this is due to the fact that although teachers worked at different times and in different conditions, the pedagogical experience of each of them is similar in main features: it was the experience of a reasonable organization of children's life, which includes concern for the fate of each child.

Nevertheless, Makarenko moved further: he not only followed the path of pedagogically expedient organization of children's lives, but also discovered the main form of such an organization - the educational team. Much later, in 1932, in one of his works of art, he formulated this conclusion as follows: "... Our only way is an exercise in behavior, and our team is a gym for such gymnastics." And then, in the 1920s, Anton Semenovich, with his fellow teachers and the best pupils, tirelessly, selflessly and stubbornly worked to create such a team. And the result was not slow to tell. The guys worked in the field, began to study, the elders reached out to the workers' faculty, created a magnificent theater, where residents of the surrounding villages gathered on Saturdays ... But most importantly, in this friendly work, collective affairs and hobbies grew new person, more and more united the friendly team of Gorky, which was a powerful educational force. So 5 years have passed. And one day, while analyzing the life of the colony, Makarenko made another discovery for himself: crisis phenomena in the team are explained by the fact that “a stop was allowed in the life of the team.” “I was delighted like a child: what a charm! What a wonderful, breathtaking dialectic! A free working collective is not capable of standing still. The universal law of universal development is only now beginning to show its true strength. The forms of being of a free human collective are movement forward, the form of death is a stop.

Anton Semenovich accepts the proposal to transfer the Gorky colony near Kharkov to Kuryazh. It was a very risky move. The Kuryazhsky colony, in which there were 280 pupils, was in a terrible state by that time. To say that it was ruined was to tell a lie. It was homelessness and criminality under the roof of the colony. In addition to a small group of girls, the guys stole and drank, settled scores in stabbing, offended and exploited kids. At night, the educators climbed into their closets, locking themselves with all sorts of locks. In short, this, so to speak, Kuryazh "community" was the opposite of a well-coordinated and organized team of Gorky, who, by the way, were only 120 people.

The Kuryazh operation went down in the history of pedagogy as a striking example of the complete superiority of Makarenko's educational concept. Literally a few days later, in the words of Anton Semenovich, “transformation” began. And soon there were no memories left of the “Kuryazhsky raspberry”. It's just that the Gorky colony has begun to live in a new place. Now it had 400 pupils. It is impossible to read the pages of the “Pedagogical Poem” dedicated to the Kuryazh epic of the Gorky people without tears and emotional excitement! A new upsurge in the life of the Makarenko team began.

Now it is simply amazing to learn that Makarenko had many opponents among the figures of the “sotsvos” (social education) of Ukraine - but they were, they put spokes in the wheels and waited an hour to strike him.

And that time has come.

“At the beginning of 1928, the magazine“ People’s Teacher ”published an article by N.F. Ostromentskaya about the Gorky colony. Nadezhda Feliksovna in 1926 worked for three months in the colony as a club worker and teacher. She enthusiastically wrote about the work of Anton Semenovich, but exaggerated and distorted something. Gorky liked the article. He wrote to Anton Semenovich: “... I received your letter along with Ostromentskaya's article; Reading the article, I almost burst into tears with excitement, with joy. What a wonderful person you are, what a good, human strength.

Soon N. K. Krupskaya spoke at the VIII Congress of the Komsomol. She reacted sharply to the article: “... A whole system of punishments has been introduced there - less for one offense, more for another. There are such deeds for which it is necessary to beat, and there a situation has arisen that cannot but revolt to the depths of the soul of everyone, not only a communist, but every citizen of the Soviet Union. It says that the teacher must punish the student - he can throw bills at him or pounce on him with his fists, he can beat him with a stick, a rod. It describes a scene where the head of the house sends the delinquent into the forest in order for him to bring rods with which the "tutor" will whip him.

The assessment, as we see, is devastating, moreover, sharply politicized.

Anton Semenovich was forced to leave the colony. But that wasn't the worst. The years of mass political repressions were approaching, and one can imagine what such an assessment from the lips of one of the leading figures in the country's pedagogy threatened.

Makarenko was saved by the fact that he was invited by the Chekists of Ukraine to lead the commune named after F.E. Dzerzhinsky, an educational institution built with money from the NKVD in memory of Felix Edmundovich. And here A.S. Makarenko makes a truly brilliant decision. Having behind him a successful Kuryazh operation, which can be compared with a vaccination, he organizes the transfer to the commune of fifty pupils of the Gorky colony, who have become a mature and experienced core of the new team, bringing to it all the best traditions of the Gorky people, organizational acumen and vision of the future. So the Dzerzhinsky commune immediately got on its feet and continued the forward movement of the Makarenko team of pupils. And it was another remarkable discovery by Makarenko...

Life, way of life, achievements of the commune named after F.E. Dzerzhinsky are described in detail by Anton Semenovich in the stories “March of 30”, “FD-1” and “Flags on the Towers”. The latter book received wider acclaim. Makarenko worked for almost 8 years in the Dzerzhinsky commune, and now we can safely say that the team led by him was the best and highest achievement practical pedagogy in the 20th century. Judge for yourself: even then, in the mid-1930s, virtually all Communards received a complete secondary education. Working at a first-class machine-building plant, which first produced power tools, and then the best Soviet camera "FED" at that time - a watering can, they ensured the transfer of the commune to self-financing and, in addition, acquired three or four professions at the level of high ranks. A meaningful club work was launched in the commune, the soul of which was another talented teacher - Viktor Nikolayevich Tersky, a student and colleague of Makarenko.

During these years, Anton Semenovich simultaneously creates one of the masterpieces of Russian literature - the Pedagogical Poem. He conceived it back in the mid-20s, but, obviously, the already mentioned essay by N.F. Ostromentskaya. “Impressed by this publication, in one of his letters to his future wife Galina Stakhievna Salko Makarenko wrote: “In general: if you write a book, then only one that immediately becomes the center of public attention, wraps human thought around you and says the right strong word yourself” . He wrote such a book. In the "golden" library of pedagogical literature, it will always take first place. In 1935, Makarenko was transferred to Kyiv to the post of deputy head of the department of labor colonies of the NKVD of the Ukrainian SSR, and two years later he moved to Moscow, where he was entirely; devoted to literary work. Here, with the participation of his wife, he creates the "Book for Parents", an amazing symbiosis of artistic essays, journalistic essays and pedagogical reflections. Anton Semenovich writes a number of articles, often gives lectures: together they made up the main fund of his scientific and pedagogical works.

Many facts testify to the ambivalent attitude towards Makarenko in those years. One of them is evidenced by the prominent Soviet teacher Ele Isaevich Monoezon. “He then worked in the Main Directorate of Schools of the People's Commissariat of Education of the RSFSR and invited A.S. Makarenko to give several lectures to employees. Anton Semenovich in January 1938 delivered a series of lectures now known as "Problems of Soviet School Education", thanks to which we have the opportunity to study the most complete and systematic exposition of the views of the great teacher. It is very significant that the initiator of the invitation soon received a scolding from the People's Commissar of Education himself, and in a rather harsh form: "Why did you bring this projector ?!"

So it was ... And if some enthusiastically accepted Makarenko and became his followers and students, then others were simply hostile to him. What can you do? Such, obviously, is the fate of many genuine innovators, those who are ahead of their time.

He worked in those years, as, indeed, all his life, a lot, sparing no effort. Exorbitant loads, undeserved persecution did their job. On April 1, 1939, Makarenko died suddenly in a commuter train car at the Golitsino Belorusskaya station. railway. He lived only 51 years.

§ 2. Creativity of A.S. Makarenko

Anton Semenovich Makarenko is one of the greatest Russian teachers who made an invaluable contribution to the development of the science of education. He did incredibly much in his rather short life, devoting all of it, in fact, to children. He saved several hundred teenagers from physical death and moral decay, becoming closer and dearer to them than real parents, and his authority was always built not only on love for children, but on the basis of worthy deeds and a real male, paternal character. He created a remarkable educational theory, which was based on experience, in practice, and was its continuation and consequence, and not vice versa, as is often the case, that is, it was vital and did not hang without support in the air. He fought for his ideas, defended them and found in himself the courage and strength to overcome the bureaucratic resistance offered to him. And never at the same time he did not consider his work some kind of feat or sacrifice.

In 1914 or 1915 he wrote the first story, sent it to Maxim Gorky, but he recognized the story as weak in literary terms. After that, Makarenko did not engage in writing for thirteen years, but led notebooks. After visiting a juvenile colony, Gorky advised Makarenko to return to literary work. After the books about the commune named after F. E. Dzerzhinsky “March of 30 Years” (1932) and “FD - 1” (1932), Makarenko’s main work of art was completed - “ Pedagogical poem» (1935).

AT last years Makarenko's life continued to work both on fiction - "Flags on the Towers" (1938), and on autobiographical materials - the story "Honor" (1937-1938), the novel "Ways of the Generation" (not finished). In addition, he continues to actively develop the methodology of pedagogical activity and education in general, publishes a number of articles. In 1936, his first major scientific and pedagogical work, “Methods of organizing educational process". In early 1937, the first part of the Book for Parents was published. Makarenko's works express his pedagogical experience and pedagogical views.

In 1920, when Makarenko was only 32 years old, he was offered to organize and head a colony for juvenile delinquents. He agrees, and his further activities are described in some detail by him in the Pedagogical Poem. He becomes the head of the colony, which will later bear the name of Gorky, and achieves, although, of course, not immediately, amazing success in working with children. In 1925, there were already 140 pupils in the colony. Anton Semenovich talks about his work in several articles and reports. In 1927, Makarenko headed the Kharkov commune named after Dzerzhinsky, and until 1936 his life was firmly connected with it. It was the Dzerzhinsky commune that thundered all over the world with its power tools and FED cameras, made by the hands of the Communards.

Makarenko publishes the "Pedagogical Poem" (1933-35), the first part of the "Book for Parents" (1937), the story "Flags on the Towers" (1938). I must say that as an author, Makarenko tried his hand before. He, not yet the head of the colony, somehow sent his story to Gorky for review, which he did not approve at all, considering it raw and weak. Now Gorky fully supports Makarenko, both as an author and as a teacher.

Chapter 2. The main concepts of the pedagogical theory of A.S. Makarenko

§ 1. Education and personal development

Let us now consider the main problems of the theoretical heritage of the innovator teacher.

In the first place - the problem of education and development of personality. From the history of pedagogy, it is well known that how education was understood by one or another teacher largely depended on his success in pedagogical practice and theory. So, based on the understanding of education as an exercise in the natural forces of the child in the process of his life, Pestalozzi created a theory of elementary education that was progressive for his time. Understanding education in a broad sense as a multifaceted influence of the environment on the formation of a person, KD Ushinsky undertook the experience of creating pedagogical anthropology and laid the foundations for the theory of personality development - the main foundation of pedagogical knowledge. And yet, despite these achievements, before A.S. Makarenko, education was traditionally understood as an impact on the personality of the child, as the activity of the educator. For the sake of truth, it should be noted that K.N. Wentzel, and after him P.P. Blonsky, criticized this view of education. But only Makarenko definitely does not oppose the upbringing and development of children, considers them in unity, and considers the main task of the teacher not to influence the child, but to promote his development, to stimulate the right direction of this development in order to reveal the strengths and abilities of each individual. This was subtly noticed by one of the researchers of pedagogical experience A.S. Makarenko I.F. Kozlov. “In one of the first studies of the pedagogical creativity of Anton Semenovich, he writes: “In his practical work and theoretical generalizations, A.S. playing, etc., as a result of the exercise of the natural forces of children involved in it, the development of these forces occurs, and at the same time the formation of knowledge, skills, habits, attitudes corresponding to the content and nature of the activity, and the formation of the personality as a whole.

Personal development, according to Makarenko, is the content basis of education. Without understanding this, we will not understand the main outstanding teacher in the system. Continuing best tradition Humanistic pedagogy Makarenko argues: life is the main educator of the child, and the task of the educator is, first of all, to organize this life, to saturate it with all the richness of human culture and truly humane relations between people. Makarenko sees this as a strategy for organizing the educational process.

But Makarenko's formula "life educates" has another meaning. He explains it this way: any attempt to fence off the child from the powerful influence of the life of society, the people and replace this natural process with home training is senseless. An educator, if he wants a child to be happy, if he wants to raise a full-fledged person, has no right to create hothouse conditions for him, hiding him from reality. True humanism is not in this. The most important task of every educator - a parent, a teacher and adults in general - is to reasonably lead children along the road of life, putting them in the position of fighters for better life on the ground. And so it is in everything, big and small, never forgetting the truth: "there are no trifles in educational work." Such is Makarenko's philosophy of education. To comprehend it means to understand the main thing in the pedagogical innovation of Anton Semenovich.

Further. Neither Makarenko's contemporaries nor his later followers were able to understand and adequately appreciate what constituted the very soul of his educational system - pedagogical logic, or rather, the technological logic of the new pedagogical thinking Since the beginning of the 1930s, in works of art and other works of Anton Semenovich, vocabulary unusual for pedagogy has increasingly appeared: “pedagogical production”, “material”, “design”, “product”, “pedagogical skill”, “pedagogical technique”. The easiest way is to assume that while working in those years in the commune named after F.E. Dzerzhinsky, Makarenko personally headed the factory for the production of power tools and cameras, where his pupils worked, and therefore used technical terminology in his writings as a kind of synonyms and artistic symbols. But let's not rush.

The fact is that the very idea of ​​pedagogical technology was put forward in those years by other teachers. Here is one example. In 1927, a small booklet by the talented director of the Shatura school, which was part of the 2nd experimental station of the People's in his work on the principles of a rationalized factory, a rationalized plant. Makarenko followed this path.

In the development of all sciences, it is easy to trace the trend of transition from a long period of collecting empirical data to the construction of a philosophy of science, its methodological foundations, and then to the construction of the theory. Gradually, a transition is being prepared for a new, higher stage in the development of scientific knowledge - the technological stage. The emergence and improvement of various technologies marks the beginning of the scientific and technological revolution. This process occurs faster in the sphere of material production. Before our eyes, it embraces medicine and pedagogy. And the enduring significance of A. S. Makarenko's pedagogical creativity lies in the fact that it in fact marks the transition of pedagogical science to this new state.

The greatest merit of Anton Semenovich is that he was one of the first to see the birth of pedagogical technologies and formulated the basic postulates of technological pedagogical logic.

Here are the fundamentals:

Not a single action of the teacher should stand aside from the goals set;

No pedagogical tool can be declared once and for all useful or harmful; a single agent can be both positive and negative; the action of the whole system of means is decisive;

No system of educational means can be established once and for all: it changes and improves in exact accordance with the development of the child and the progressive movement of society;

Any means should be pedagogically expedient, which is verified empirically.

It must be said that we have only just begun to comprehend these postulates and have not yet learned how to use them in the analysis of specific pedagogical facts. We have yet to learn to think in Makarenko's way.

Anton Semenovich introduced a number of fundamentally new terms into pedagogy. Among them are “teaching technique”, “skill”, “design or program of the individual”, “educational team”, “tone and lifestyle of the team”, “teaching team”, “duration of the teaching team”, “pedagogical center”, “near, medium and long-term prospects” and a number of others. Some of these concepts are already firmly established in pedagogy. Others are under development. But note that these concepts are not just new names for old things. They are a reflection of new pedagogical phenomena, the facts of new actions of teachers, directions educational work.

Further. Makarenko deepened the meaning, and in many cases gave a new interpretation of most of the traditional concepts of the theory of education, primarily such as “requirement”, “punishment”, “encouragement”, “discipline”, “regime”, etc. Fundamentally new concepts are also behind this rethinking. pedagogical solutions, new approaches to education.

Rethinking and reworking the conceptual apparatus of pedagogical science undoubtedly forms the basis of Makarenko's pedagogical logic.

The main sign of any technology can be defined quite simply: what you conceived at the beginning of the work, you got after it was completed. And the whole experience of A.S. Makarenko is an excellent example of how the educational goals set by him materialized as a result of educational work into the living destinies of his pupils.

In his works, Anton Semenovich also gave a description of the most typical mistakes in pedagogical logic. There are three of them: deductive prediction, ethical fetishism, solitary means.

Let us briefly recall what we are talking about.

deductive prediction. For many years it has been argued that polytechnics is good for an educational school, but professionalism is bad! As a result, enormous damage was done to the labor education of schoolchildren: they were formed into diversified educated inepts. But such was the power of the magic formula, and even backed up by numerous references to Marx himself. They also advocated for combining education with productive work, without thinking about whether it is possible to allow unprofessional children to work. There are still many similar errors in our theory. By the way, Makarenko did not deny polytechnics, but this did not prevent him from giving his pupils three or more specialties at a high professional level.

ethical fetishism. A textbook example: punishment is bad, because "punishment brings up a slave," and labor is good, because "labor created man." Here and now. We are talking about technological logic in pedagogy - and we can already hear the exclamations: “Children are material? It's inhuman!" But if we do not ascribe to words any one narrow meaning and look at the matter with an unbiased look, it will become clear: yes, for pedagogical production, children are material, but material of a special kind, living people, self-reproducing themselves in their behavior and activities. Makarenko, by the way, specified the use of this term in his works in great detail, describing in detail the new pedagogical logic.

And another common mistake.

Solitary pedagogical facility. The essence of the error lies in the fact that one pedagogical means is snatched from the system of means and declared either very good or very bad. It really can be both, since it absolutely does not work outside the system of means.

At one time, the "method of projects" (learning in the process of solving practical problems) was declared a panacea for all ills. And then, having made sure that he did not solve "all" problems, he was just as unconditionally declared methodical projecting. Both are bad. In a number of other methods, both the project method and the team-laboratory method can be useful and effective.

These are some of the main provisions of the new technological logic formulated by A.S. Makarenko.

The use of the latest achievements of pedagogical sciences, the high professionalism of teachers, which is the very essence of pedagogical technology, provide the most favorable conditions for the development of the personality of each child, his abilities and inclinations, create an optimal psychological climate in the relationship between educators and pupils and in fact realize genuine concern for the younger generation, the genuine humanism of pedagogy.

Now, when we are witnessing a real boom in the process of creativity and promotion of “new” and “latest” pedagogical technologies of teaching and upbringing (although often something that has nothing to do with technology is dragged under this name), it is especially important to equip young teachers and educators with technological logic pedagogical thinking. The water is pure at the source, the people say. And acquaintance with the works of A.S. Makarenko will help to solve this problem. But it's not only that. Acquaintance with Makarenko's pedagogical logic is also absolutely necessary in order to understand and accept the system of ideas of an outstanding teacher precisely as a system.

Without mastering the concept of technological pedagogical logic, it is difficult to correctly evaluate Makarenko's other ideas. This is what happened with his concept of pedagogical design.

In fairness, it should be noted that for the first time the idea of ​​​​an upbringing program was put forward in domestic pedagogy by K.D. Ushinsky. In the preface to the main work of his life “Man as an object of education. Experience of Pedagogical Anthropology" he wrote: "What would you say about an architect who, laying a new building, would not be able to answer you the question of what he wants to build - is it a temple dedicated to the god of truth, love and truth, is it just a house, in which would be comfortable to live in, whether beautiful, but useless solemn gates, at which travelers would look, a gilded hotel for plundering careless travelers, a kitchen for overcooking food supplies, a museum for storing rarities, or, finally, a shed for storing everything there, no one else unnecessary rubbish in life? You must say the same about an educator who fails to clearly and precisely define the goals of his educational activity for you.

Developing this idea, Makarenko develops a coherent concept of "projecting" the personality. Pedagogy, Anton Semenovich argued, is an expedient science. The teacher must clearly imagine how he sees his pupil at the exit. He must design personality. At the same time, there should be two educational programs. One common, designed for all children. All of them, for example, must be hardworking, honest, educated people. But besides this, we also need a program designed for a particular child, providing for the full disclosure of his personal abilities and interests. The followers of Makarenko simply forgot about the second program. No luck with the first one. Anton Semenovich warned that it should be extremely specific and accurate. He formulated it in the early 1930s with the utmost simplicity and clarity: we want to educate a cultured worker, to give him an education, preferably a secondary one, to give him qualifications... And he ended this characterization with the words: "He must be cheerful, cheerful, smart... able to live and love life, he must be happy. And so it should be not only in the future, but also in each of its present days. Let's pay attention: "happy"! Can a more humane task be set than to educate happy person?

In addition, Makarenko owns a surprisingly laconic, but very important formula: "A person is not brought up in parts."

It seems that Leo Tolstoy said: all great truths are simple.

This is how Anton Semenovich simply formulated the basic law of personality development, on the basis of which he approached the construction of a general program. It is an extremely concise and at the same time a specific characteristic of the personality of the pupil, and the personality in its integrity. However, the followers of the innovative teacher did not take this into account. Teachers of the older generation remember how the thick book “The Approximate Content of the Education of Schoolchildren” was born, in which the ideological and political, moral, physical, legal, environmental and other “education” were laid out on the shelves. Abstract characteristics were given and, next to them, specific forms of work, “events”. And the more the book “fatted” from edition to edition, the less it worked at school. The project of personality disappeared, instead of it an abstract model of a “comprehensively developed personality” unfolded, against which A.S. Makarenko directly warned.

Now, when our society and, accordingly, the school are at a crossroads, the lack of an educational program is especially acute. It is clear that the specific recommendations that Makarenko designed in the 1930s simply do not correspond to the socio-economic conditions of the country. We must not forget the requirement formulated by Anton Semenovich: "The design of the personality as a product of education should be carried out on the basis of the order of society."

The time has come to return to the original source, re-read what A.S. Makarenko understood under the personality program, and seriously think about who we want and will educate today. The teacher cannot, has no right to work blindly.

§ 2. Educational team

The next concept of a wonderful teacher is an educational team. It seems to be lucky here. How many books have been written, how many methods of organizing teams have been composed! And meanwhile, and here we were dealing with a significant distortion of the ideas of Anton Semenovich. This is worth looking into.

Even at the dawn of Makarenko studies, a sonorous formula was invented and launched - education in a team, for a team and through a team. We can only agree with the first part - education in a team, and even then with a big stretch.

Makarenko argued that a close-knit team of children and teachers (educational team), as it develops, becomes an active and powerful educator of the individual. But ... "education for the team" ... Anton Semenovich cannot be attributed more nonsense. Of course, a person is brought up for people, for his people and humanity. But, above all, he is brought up for himself, for his happiness. We must not forget this detail of the educational program, perhaps the most important in it. And yet the most dangerous thing in this formula is "education through the team." In many of our theories and methods, it subsequently acquired the following form: the teacher creates a team, which becomes in his hands a means, an instrument for educating the individual. The teacher is thus the creator pedagogical process, the individual is the goal, the collective is the means. Here everything is already turned upside down. Firstly, with Makarenko, the teacher does not stand above the team and the individual. He is an equal member of the team, bound by ties of partnership with all its members. In this business community, the educator, if he stands out, is only due to his pedagogical qualifications and skill. Secondly, the creators of the educational process, together with teachers, are the children, the staff of the educational institution itself. Finally, the team is also the goal of education. Anton Semenovich directly speaks about this.

The individual and the collective are one of the most important problems of philosophy. The controversy is still going on. More recently, with the beginning of socio-economic transformations in our country, we have repeatedly heard statements that the individual is the highest value, and this, they say, is what humanism consists of. But none of the true humanists said anything like that. The formula of humanism: "Man is the highest value." But a person is not only a person. A person is an individual, a family, a people, humanity, and, of course, a collective. "Man in general", outside the community of people, does not exist and cannot exist. And all these are human values ​​that cannot be opposed to each other. It would be like opposing the part to the whole and vice versa. And when some authors begin to assert that Makarenko was an apologist for a “collectivist” upbringing, one wants to say to them: “Come on, open the books of a great teacher. You will see: for Makarenko there is no dilemma - an individual or a team. His ideal is the harmony of the individual and the team.

The team is not a faceless gray mass, but a living, developing community of comrades united by a common cause, a living organism that lives according to its own laws. Our contemporary, philosopher, sociologist and psychologist Eric Fromm asks the question: is man a wolf or a sheep? But the question does not stand like that: either a flock or a herd ... A person is a person, but he becomes one only in a family, in a team, in his people. To understand this Makarenko went pedagogically, but more truly and more correctly than anyone before him, he solved for himself and for us this philosophical, or rather, universal human problem. They snatch from Makarenko his statement that in the event of a conflict, the interests of the collective are higher than the interest of the individual. Please note: in case of conflict. How else? After all, a team is a lot of people. In general, the opposition of the collective and the individual is meaningless. And this we still have to learn from Anton Semenovich.

Conclusion

Pedagogy of the future... What will it be like?

To present it in sufficient detail and in full is unthinkable. Yes, this is not necessary. But some signs of it are seen today clearly and visibly.

First of all, it will be the science of the child, his upbringing and development. Not some special science of "pedology", namely pedagogy, based on the data of all sciences about man and society, about the development of life in nature, will study the upbringing and development of the individual in unity, will become, as the great Ushinsky dreamed of, pedagogical anthropology . This conclusion leads us to an understanding of education - the subject of pedagogy, which was highlighted for us by A.S. Makarenko. The theory of personality development, age-related maturation of children will certainly become the foundation of pedagogical knowledge, and knowledge of the objective laws of upbringing and personality development will constitute the true power of pedagogical knowledge. On this path, pedagogy will turn from a collection of subjectively derived principles and rules of educational activity into a true science that studies and describes objectively regular phenomena and facts, giving them mathematically accurate estimates.

Pedagogy is an experimental science. It is pedagogical experience that is the main life-giving source and the main method of obtaining knowledge about the upbringing of children and its laws, as well as an accurate criterion for the truth of this knowledge.

Makarenko's pedagogy is not a description of what is, not a prescription guide, not a set of technical master keys for various pedagogical riddles. This is a meaningful, meaningful way of life and at the same time a verified program of activities to embody this image. And if we use the word "technology", then, first of all, it is a humanitarian technology, i.e. the practice of building conditions for the cultivation, formation and development of the human in man.

Pedagogy Makarenko was born not "in the painful convulsions of the cabinet mind," as he himself said, but in a selfless struggle to save homeless children, for their better life. And we must not forget that experience is the unity of theory and practice. Moreover, with the development and improvement of the theory of its specific gravity and the value in the experience is growing. On this path of scientific and pedagogical solution of practical problems of education and training, the pedagogy of the future will develop and become more and more practical.

Pedagogy in its development will reach a technological level. The traditional departments of any technology - materials science and design, production processes and equipment, tools and safety equipment - will also appear in pedagogy in the form of its new sections. Thus, a general theory of a holistic educational process will arise, focused on directing the development of the whole personality of the child. Pedagogy, most likely, will refuse to “pull apart” a person into parts according to numerous types of education: mental, physical, labor, moral, aesthetic, etc. She will also refuse to draw up “eternal”, “best”, and therefore never and nowhere suitable educational programs, but in return for this she will give educators a theory of personality design based on knowledge of the laws of its development and taking into account specific social needs, the so-called social order.

The most important department of pedagogical science will be the theory of pedagogical skill. It will offer teachers and educators the richest arsenal of pedagogical tools for managing the upbringing process, equip them with knowledge of pedagogical situations, the ability to analyze them and, on this basis, accurately select the necessary methods and techniques. And most importantly, pedagogy will help teachers to think technologically and act according to the logic, the beginning of which was laid by Makarenko.

People have long noticed: when you go uphill, the horizon seems to move away, and the higher you climb, the farther you see. “Low is so close, and high is so far,” says the proverb. Makarenko's pedagogical experience is the highest pinnacle of modern pedagogy. And if today we dare to look into the future of pedagogy, it is only because we are standing on the shoulders of a giant.

Bibliography

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Strongly delinquent teenagers were instantly expelled from the colony - this taught the rest. Only a few of them deserved forgiveness and were taken back after a while.

Anton Semyonovich Makarenko

Makarenko never separated the fighters. When one of the wards grabbed a finka, the teacher, without showing fear, ordered him to be expelled: “I will advise you to go where it is allowed to cut with knives.” After two weeks, the repentant was allowed to return.

Twice Makarenko applied physical strength to your students. The teacher called such actions "pedagogical absurdity", but did not regret them, since severe punishment became a turning point for the formation of the team.

2. How thefts won in the colony

Makarenko deliberately refused to hire a watchman on the condition that property was stolen almost every night. When the thief was caught red-handed, the first friendly court in the history of the colony took place.

Makarenko called a person who is able to rob the weak "not a bastard, but a bastard"

Later, this characteristic was already used by the pupils themselves in relation to new children.

The authority of Makarenko was already so strong that not a single student supported the thief, although in the recent past, the majority hunted just that. The offender really never stole again, and after his release from the colony he received the education of a doctor.

Two other colonists were expelled for stealing someone else's crops. One of them asked to return and was accepted as an agronomist's assistant. Then Makarenko pulled off a psychological experiment, instructing the former thief to take a large sum money for the colony. When the pupil Semyon Karabanov (in the life of Semyon Kalabalin - Note of the author) brought 500 rubles, Makarenko simply put them on the table without counting them. Later, the teacher instructed Semyon to pick up 2000 already. And again he did not count the money received. This was a lesson not only for Semyon, whom no one had ever trusted so much, but also for the rest of the wards.

They no longer wanted to take someone else's, absolute trust was so precious. They stopped boasting about the "exploits" of free life. It is hard to believe that the former robber and thief Karabanov, after a couple of years, complained about his employment in the amateur theatrical performance of the colony: “What am I? Hired, right? Last week you played a priest, this week you played a general, and now they say play a partisan. What am I - two-core or what? Every evening we have a rehearsal until two o'clock, and on Saturday, pull the tables and nail the scenery ... ".

Makarenko in a commune with children

3. Formation of the team

Makarenko publicly expressed his disagreement with the idea that education should be based only on interest. It was on the example of difficult children that he saw that, first of all, it was necessary to form a team. He pinned his hopes on a strong, stern, inspired team.

The educators of the colony every day created a world in which homeless children had to work, maintain order, obey their elders and study

All this they were able to achieve in spite of the protective-threatening posture of every teenager.

AT holidays the orchestra of the colony was taken aback by its severe harmony, iron discipline and shaped bearing. They came to the parade barefoot and later than everyone else, so as not to wait for anyone, and the poverty of outfits was hidden behind confidence.

After the first colony, a second one was built, this time with parquet floors. The economy was astounding. Discipline and order by that time had become the traditions of the team, they were not watched from time to time, it was the instinctive behavior of everyone. Later, his pupils accused the guys from another colony with terrible living conditions that they do nothing on their own, wait for orders and look for the owner, although they themselves are able to cope with life.

4. Disappointment in pedagogy

Makarenko, by his own example, was convinced that in practice many pedagogical methods turn out to be unviable. Over the years, he increasingly criticized traditional pedagogical science. Makarenko insisted that, first of all, the team should have latrines, which not a single teacher thought of writing in a textbook.

“How many thousands of years it (pedagogy - Approx. Author) exists! What names, what brilliant thoughts: Pestalozzi, Rousseau, Natorp, Blonsky! How many books, how much paper, how much fame! But at the same time, the place is empty, there is nothing, one hooligan cannot be dealt with, there is no method, no tool, no logic, there is simply nothing. Some charlatan."

Love is the basis of any educational process, and it is impossible to raise a happy person without it. This idea of ​​the Soviet innovative teacher and writer Anton Semyonovich Makarenko looks obvious, but does not seem clear. We will try to explain what kind of love Anton Semyonovich meant, and color the material with several facts.

During his 50 years, Anton Semyonovich managed a lot. No wonder UNESCO in 1988 included him in the list of teachers who determined the development of their science in the 20th century, along with the Italian Maria Montesorri, the American John Dewey and the German Georg Kershteiner.

4 biographical facts:

• Wrote the first story in 1914 and sent it to Maxim Gorky, but he recognized it as unsuccessful. However, the correspondence between them resumed in 1925 and lasted another 10 years.
• The first place of study of Anton Semyonovich was the railway school;
• He defended his diploma "The Crisis of Modern Pedagogy" at the Poltava Teachers' Institute;
• In addition to works on pedagogy, he wrote plays and screenplays.

Values

Why are Anton Semyonovich's works revisited again and again, decades later? What did he manage to accomplish?

Same as anyone talented person: to rethink what was done before him and develop his own principles. Pedagogical system Makarenko is based on the idea of ​​a team in which teachers and students successfully coexist. A competent leader manages to manage them so that everyone works with a sense of a unifying goal, common tasks and principles.

Individualism, Makarenko believed, only interferes with the educational process. Nevertheless, our goal is to educate an active and independent person. For Makarenko, it was important that the child had favorite subjects, hobbies and a “feasible” level of mastering those disciplines for which he did not have the ability or aspiration.

You can be dry to the last degree with them, demanding to the point of captiousness, you may not notice them ... but if you shine with work, knowledge, luck, then calmly do not look back: they are on your side.

A. S. Makarenko

Anton Semyonovich saw in every child positive, great opportunities and creativity which, with the right upbringing, will always prevail. A variety of activities, active labor education and the formation of not compulsory, but conscious discipline were the basis of his methodology. And he, unlike many, managed not only to develop his own theory, but also to test it in practice.

Communes

The number of homeless children in the 20s. The 20th century was huge, but there were no methods of working with them. Pedagogical communes were the solution.

The first of them was created in 1921 near Poltava on the basis of a labor colony and got its name in honor of Maxim Gorky, who actively participated in the fight against child homelessness. The children, divided into detachments of 7-15 people, had self-government, elected positions, and even well-established production, which allowed the commune not only to provide for itself, but also to give money to the state budget.

Any activity of children turned out to be useful and meaningful. He developed the "method of perspective lines", which suggested that a person is given a chain of successive specific goals.

Many "unfavorable" children and juvenile delinquents passed through Makarenko's educational institutions in Ukraine.

Behind the Makarenko system was the spirit of collectivism, strict discipline and constant busyness. The goal of the teacher was to educate, not to educate. In one of the lectures, he said: “Personally, in practice, I had to have the educational goal as the main one: since I was entrusted with the re-education of the so-called offenders for 16 years, the task was set before me, first of all, to educate to remake the character.”

5 sayings Makarenko:

• It is impossible to teach a person to be happy, but it is possible to educate him so that he is happy.
• It brings up everything: people, things, phenomena, but first of all and for the longest time - people. Of these, parents and teachers are in the first place.
• Combining great trust with great demand is the style of our upbringing.
• If there are few abilities, then demanding excellent studies is not only useless, but also criminal. You can't force yourself to study well. This can lead to tragic consequences.
• Without a sincere, open, convinced, ardent and resolute demand, it is impossible to begin the education of the collective.

The first commune lasted five years, and then Makarenko decided to move it near Kharkov. One of the reasons was that many guys wanted to learn working specialties, but there was no such opportunity. Equipped workshops and a power station already existed at the new location. The second reason: the growing rejection by other teachers of the Makarenko system and the inability to continue to lead the commune.

It seemed that it would no longer be possible to maintain order and built relationships in the new commune: at the time of the resettlement, there were already 300 pupils in the colony. But Makarenko's technique worked. The so-called "explosion method", when pupils are included in the work immediately, without preparation, worked perfectly.

On the meringue workshops of this commune, named after Felix Dzerzhinsky, the FED plant was created (which stands for Felix Edmundovich Dzerzhinsky). At that time, the plant produced simple drilling machines and then famous cameras.

The teacher led this commune until 1935. Then he was transferred to Kyiv, and then to Moscow, where he lived until his death.

Pedagogy

It cannot be said that Makarenko was a supporter of humanistic pedagogy in its unadulterated form. He did not believe that a teacher should be soft. He did not believe that punishment should be avoided. In his books we find the term "demanding love": the higher the respect for the child, the higher the requirements for him. At the same time, punishments should not cause moral and physical suffering, but the child should feel guilty before his peers, before the team, which occupies a central place in his life.

If you do not demand much from a person, then you will not get much from him.

A. S. Makarenko

• In 1955, the film "Pedagogical Poem" based on the main book of Makarenko was shot;
• In 1959, Mikhail Kozakov and Anatoly Mariengof wrote the play Do Not Squeak about Makarenko and his commune;
• In Kharkov there is a monument to Anton Semyonovich.

Feature film "Pedagogical poem" (Kyiv film studio feature films, 1955)

Makarenko was interested not only in the theory of education and the organization of this process, but also in the personality of the teacher. He argued that the teacher should be a comprehensively developed person, being a key figure in educational process. According to Anton Semyonovich, the work of a teacher requires from the teacher "not only the greatest effort, but also great strength, great abilities."

Makarenko always pointed out that the primary "collective" is the family. And parents influence the child not through words, but through actions, their own attitude to life and work.

It is interesting that Makarenko's education system, at first glance, saturated with Soviet values, was criticized quite strongly in the USSR. Most famous works Makarenko about practical work in the colonies "Pedagogical Poem" and "Flags on the Towers" were recognized as "fantastic", untrue, and came out with great censorship restrictions.

For many of his followers, commitment new system had dramatic consequences. Some of them, for example, Semyon Kalabalin, a pupil and associate of Makarenko, were arrested on a false denunciation in 1938, when the Great Terror began.

Between the lines:

The educational experience of Makarenko and Kalabalin, as well as the fate of the pupils, was handled by Frida Vigdorova, who was able to document the legendary trial of Joseph Brodsky.

Unlike many colleagues, Makarenko rigidly shared the process of education and training, believing that different methods should be chosen for them. "Verbal" education and reading, he believed, did not work as well as teamwork and a prime example. In addition, the teacher gave preference to different age groups of children, rather than classes.

In addition, according to Makarenko, it was obligatory to observe discipline, but not to strive for ideal study.

In addition, in the USSR it was not customary to use the method of "pedagogical risk", when the teacher goes on an experiment, and does not prefer the position of the Chekhov teacher "if something happens."

There were many questions about the system, which was built on child labor. For some, he was too tough, others did not believe in the power of self-government, preferring strict control. After all, self-government is an element of democracy, which in Soviet society was perceived as a violation of subordination.

In no case should the regime be held together by drill drill. Ranks, teams, military subordination, marching around the building - all these are the least useful forms in the labor collective of children and youth, and they do not so much strengthen the team as they tire the children physically and mentally.

A. S. Makarenko

And the project itself was more related in its essence to the period of the New Economic Policy and did not correspond to the idea of ​​“general leveling”. Many researchers note that such an experiment as a commune was impossible without the support of some party functionaries, including the head of the NKVD of Ukraine at that time, Vsevlod Balitsky.

In today's world, it is impossible to imagine a commune with strict discipline, where children do "adult" work. It just doesn't answer the request modern society. But, perhaps, this is what could solve the issue of socialization of "difficult" children, if at least partially apply its methods. And the social experiment that the teacher managed to conduct provided a huge amount of material for further research: it is not for nothing that there is such a branch of pedagogical science as “Makarenko studies”, on which dissertations are defended.

Useful links and publications

• Profile of Makarenko on the UNESCO website, compiled by Georgy Nikolayevich Filonov (in English)
• Goetz Hillig "Makarenko and power"
• Goetz Hillig A. S. Makarenko and Bolshevskaya Commune»
• Goetz Hillig, Marianne Kruger-Potratz

Teacher and Russian writer. After graduating from the Kremenchug city school and pedagogical courses with it (1905), he taught in the village of Kryukov and at the Dolinskaya station (1911-1914) in Ukraine. After graduating from the Poltava Teachers' Institute (1917), he headed the railway school in Kryukov and the city school in Poltava. From 1920, he led a labor colony for juvenile offenders near Poltava, in 1926 transferred to Kuryazh, near Kharkov (Colony named after M. Gorky). Since 1927, he combined work in the colony with the organization of the children's labor Commune named after F. E. Dzerzhinsky near Kharkov. Since 1928, the head of the commune, since 1932, the head of the pedagogical department. In 1935, the head, in 1937, the deputy head of the department of labor colonies of the NKVD of the Ukrainian SSR. In the autumn of 1936, he headed the juvenile colony No. 5 in Brovary near Kyiv. In 1937 he moved to Moscow and devoted himself to literary and social-pedagogical activity.

Makarenko went through a difficult path, filled with the desire to create a new perfect person, constant pedagogical work and polemics with opponents of his theory, faith in a brighter future and disappointments. Possessing the thinking of a theoretical teacher and an experimental talent, Makarenko scientific activity associated with educational practice. A deep knowledge of the domestic pedagogical heritage and his own pedagogical experience allowed him already in the 20s. to approach the development of a system of education, which, in his opinion, should have met the tasks of building a new society. He began work in the colony in the most difficult conditions of economic ruin, realizing that he had to overcome the distance between the ideal of a person of the communist future and the real life of pedagogically neglected, socially and morally crippled children - victims of wars and social upheavals.

In his institutions, he created an organized team based on the principles of combining education and training with productive labor.

The core of Makarenko's teaching is the theory of the educational team as a form of the pedagogical process in which the norms inherent in the association of people, lifestyle and relationships are formed. He developed questions of the structure and organization of the team, methods of education in it, relationships with the personality of the child and communication with other teams; the method of organizing labor and aesthetic education, the formation of conscious discipline, the creation of educational traditions, which he considered in unity with the many-sided life of children. The reduction of Makarenko's work to "pedagogy for the homeless" is unfair, since not only they were brought up in the commune, but also children from quite prosperous families of the commune's employees. Experience creative development young personality according to the method of Makarenko is fundamentally important for the science of education.

Makarenko established that it is the rupture of social ties that harms a growing person, and their restoration corrects his development. The essence of education, according to Makarenko, is to establish and strengthen the right relationship between the growing person and society, creating a favorable moral climate. The educational team is an organic part of society and in a specific form reproduces public relations, actively includes children in them. The socially significant task facing the team allows each of its members to feel like a participant in a common cause, awakens civic feelings. Makarenko filled the understanding of the team with new elements. His organizational and pedagogical discoveries are detachments of different ages, councils of commanders, general meeting, self-government - were attractive to pupils. Reproaches against Makarenko about the negative impact of these forms of organizing children are controversial. Carried out creatively and informally, these forms have a significant educational effect (for example, in the communal method), while their mass, stereotyped repetition can really lead to negative results, as happened in many actions of the pioneer organization.

Makarenko devoted a lot of space to the emotional mood of the pupils, the major tone of their lives, which rallied the children and created an optimistic atmosphere in the team. He formulated the "method of parallel pedagogical action". In contrast to "pair education" (the interaction of one mentor and one child), he included both teachers and pupils in the process of education. The criterion for assessing the behavior of students is not only the personal opinion of the teacher, but also the interests of the team. Makarenko argued that a person cannot be brought up by the influence of one person, no matter what qualities she possesses.

In relations with pupils, Makarenko relied on the principle: "As many demands on a person as possible and as much respect for him as possible." The perception by educators of children as creatures in need of constant "taming", he called the main "pedagogical vice". In his interpretation, children are wonderful and living lives, so you need to see them as comrades and citizens, respect their rights and obligations, including the right to joy and the duty of responsibility.

Makarenko strove to make the joy of the child responsible, humanly significant and moral, and his responsibility - a joy that delivers moral satisfaction. Makarenko solved this dialectical problem with the help of the method of "perspective lines" in children's life. He showed that to educate a person means to educate the ability to find promising ways on which "tomorrow's joy" awaits him. With a change in the way of life of the collective, its development, new conditions, near and far goals, are put forward. This process creates a new level of relationships and activities. The requirement of the teacher is being replaced by society, exactingness, which then develops into a requirement of the individual to himself. Makarenko identified three stages in the development of the team: its creation, formation and rallying into a single organization with a self-government system and established traditions. Stopping the process of improving the team can lead to processes of reverse movement hidden at the beginning, aimed at the emergence of formalism, the disappearance of students' interest in public affairs, and other phenomena of stagnation. To overcome such phenomena, Makarenko sometimes used the method of "pedagogical explosion", expressed in collective anger, general condemnation, boycott, etc. Makarenko warned about caution in such a maneuver, since it is a powerful means of education and requires great pedagogical skill and tact, as well as the possibility of its application not only in conflict, but also in constructive situations. Makarenko's teaching is sometimes called the "pedagogy of events", i.e. organization of educational situations in the life of the child, which are of pivotal importance for his development. He believed that in a team in which nothing outwardly happens, in reality there is a hidden accumulation of influences that threaten the emergence of events not foreseen by the teacher.

Makarenko strove to design "the best in a person", to pay attention to the child's personality, first of all, to positive inclinations. Building the theory and methodology of educational work, Makarenko understood it as an integral system of organizing the life of pupils, in which all educational means ensure the implementation of the set goals and, ultimately, the fulfillment of the social order of society. Makarenko saw the key to the success of this work in the civic position of the teacher, his deep knowledge of the subject, psychological and pedagogical skills, mastering pedagogical technology and logic.

The theory of pedagogical logic is the basis of the methodology of educational work with the team and the individual. In any experiment, Makarenko valued not only its practical effect, but also its "logical triumph" - the foresight and real sequence of facts that should lead to the expected result. He analyzed three types of errors of formulaic pedagogical thinking that he encountered in practice: errors of deductive prediction, ethical fetishism, and solitary means. He was convinced that it is impossible to consider any means outside the system. Therefore, he believed that children who committed offenses could not be brought up without disciplinary actions (he denied physical punishment). But along with disciplinary punishment, he also considered encouragement as an equal means of education. In the works of Makarenko, there are expressions "logic of demand", "logic of labor", "logic of discipline", etc. In them, he was looking for a general idea that connects the organizational, technical and psychological aspects of each task into integral links and includes them in the overall activity of the teacher and his pupils. The logic of the pedagogical process, according to Makarenko, should be fully expedient, meaning not the usual everyday life. common sense, but expediency, which science considers as an objective phenomenon inherent in self-governing systems. Makarenko is sometimes characterized by contradictions, when in two seemingly identical situations he recommended different means. This is explained by the fact that in the pedagogical process one or another means of influence, depending on the circumstances, time and characteristics of the individual, the team, the talent of the educator, can be used to a greater or lesser extent, up to its complete denial.

In the works of Makarenko developed critical issues family education, including the structure of the family, its culture, methods of education in the family. Makarenko argued that raising a child correctly is easier than re-educating him later. The family as a collective, the behavior of parents, ultimately determine the success of raising children.

Makarenko's discoveries had a significant impact on the development of disciplines related to pedagogy, which in the 30s. were practically banned - social pedagogy, pedagogical psychology, etc. Makarenko made a special contribution to correctional labor pedagogy. His pedagogical experience made it possible in a short period to establish the practical work of labor colonies of the NKVD throughout Ukraine. Contrary to official demands to strengthen the punitive functions of re-education in juvenile colonies, punishment cells and internal security were abolished, measures were taken to organize labor education, strengthen the staff of educators, and introduce some principles of self-government. He opposed the use of elements of the prison regime for children, belittling the role of educational methods, and strengthening the production bias. In Brovary, he actually repeated the Kuryazh experiment, creating a close-knit team.

Makarenko's pedagogical experience, his pedagogical views are reflected in artistic creativity. Activities of the Colony M. Gorky is described in the "Pedagogical poem" (parts 1-3, 1933-1935), Kommuny im. F, E. Dzerzhinsky - in the story "Flags on the Towers" (1938). Education in the family is devoted to the "Book for parents" (1937, together with G. S. Makarenko).

During his lifetime, Makarenko was criticized from right and left. In the 20s. he was blamed for his passion for rural pedagogy, the desire to establish authoritarianism, discipline, and punishment. He was not close to humanist teachers (P. P. Blonsky, V. N. Soroka-Rosinsky, S. T. Shatsky and others), who, along with Makarenko, were looking for ways to educate a new person, but did not accept the revolutionary activity of Makarenko, his passion for collectivist forms, a certain indifference to the broad education and intelligence of the pupils, etc. All these years, until his death, Makarenko's search was supported by M. Gorky, who sincerely believed in Makarenko's success and defended him in difficult periods of life.

Activities Makarenko in the Commune. F. E. Dzerzhinsky coincided with the discussion in the country on the main problems of pedagogy (1928-1931). In 1928, he came into conflict with the Pedagogy Research Institute of the People's Commissariat of Education of Ukraine, which most consistently supported the position of director of the Moscow Institute of Methods school work V. N. Shulgina on the class approach to the analysis of pedagogical influences. Makarenko. believed that educational work requires concretization of the general provisions on the class struggle in the educational process, education in the class spirit should not be reduced to verbal processing with arguments about class instinct and solidarity, but be expressed in the organization of children's activities in accordance with the ideals of the working class. N. K. Krupskaya (speech at the 8th Congress of the Komsomol, 1928), A. V. Lunacharsky and others spoke negatively about Makarenko’s practice.

In the 30s. Makarenko was criticized for deviating from party resolutions on the school and adhering to the Declaration on a unified labor school (1918), for democracy and the introduction of self-government. By 1932, he came to the conclusion that labor, being a neutral process, in itself, without moral education, cannot form a person corresponding to the tasks of a socialist society. This provision was perceived as Makarenko's violation of the basic principles of labor education in Soviet pedagogy.

The persecution of critics continued after the publication of the Pedagogical Poem. In 1938, a campaign was launched against him on charges of intent to distort revolutionary reality, pedagogical incompetence and incompetence, and the dangers of his books for socialist education.

After Makarenko's death, the greatest damage to the study of his ideas was caused by the canonization of Makarenko's image in the official pedagogical theory in the USSR, giving him the scholastic features of a classic of Marxist pedagogy. For decades, in the literature and dissertations on pedagogy, a one-sided analysis was given, often falsifying and distorting the true meaning of Makarenko's pedagogical innovation. His experiments were mechanically transferred to the mass practice of the Soviet school, vocational schools and correctional labor institutions. Until the mid 80s. editions of Makarenko's works came out with cuts and significant corrections, the comments were of a pronounced ideological nature. Significant research, textual and publication work was carried out by employees of the University of Marburg (Germany), where from the beginning of the 60s. the Makarenko laboratory operated (founder - L. Frese, his followers - G. Hillig, 3. Weitz, etc.). Most Soviet teachers until the mid-80s. were familiar with the activities of the laboratory only from official publications, which saw anti-Soviet propaganda in the work of their German colleagues. After 1985, cooperation with foreign researchers Makarenko began.

Since the mid 80s. with the opening of access to documents and archives, it became possible to give an objective assessment of Makarenko's pedagogical endeavors, and interest in his educational system increased again. However, modern Makarenko studies are going through a difficult period. There are "blank spots" in the biography and studies of Makarenko's experience. The activities of Makarenko before 1920, in the Kyiv period of 1935-1937, are not well known, questions arise about his contacts with the NKVD, etc. Accusations are made against Makarenko's work of adherence to Stalinism, the personification of punitive pedagogy, authoritarian education. Makarenko believed that the methods of education are relatively neutral to the system that gave birth to them. It must be taken into account that Makarenko worked in a difficult era, he was an extraordinary, strong and creative person, who was characterized by success, doubts, mistakes. The fusion of personal qualities of a naturally gifted person largely explains his pedagogical skills.

The main merit of Makarenko is that despite the pressure of pedagogical officials, the atmosphere of the personality cult and the strengthening of authoritarian tendencies in the life of society, he fought for the establishment of humanistic pedagogy, managing to preserve his individuality and pass on his unique experience to subsequent generations of teachers.

Literature: Memories of Makarenko. Collection of materials, L., I960; Balabanovich E. H., A. S. Makarenko. Man and writer, M., 1963; Zhurakovsky G. E., Pedagogical ideas A. S. Makarenko. Moscow, 1963. Organization of the educational process in the practice of A. S. Makarenko, G., 1976; Pavlova M.P., Pedagogical system of A.S. Makarenko and modernity, M., 1980; The pedagogical heritage of A. S. Makarenko and modern school, Voronezh, 1981; Creative use of the ideas of A. S. Makarenko and V. A. Sukhomlinsky in the formation of pedagogical skills, Poltava, 1983; II attacks F., Hillig G., Self-assertion or conformism? To the question of the ideological and political formation of A. S. Makarenko, Marburg, 1987; The pedagogical heritage of A. S. Makarenko and contemporary issues education of youth. [Abstracts of reports and messages of the All-Union scientific and practical conference dedicated to the 100th anniversary of A. S. Makarenko], part 1 - 2, M., 1988; Fradkin F. A., In search of new pedagogical paths. (On the centenary of the birth of A. S. Makarenko), M., 1988; Frolov A. A., A. S. Makarenko and pedagogy of his time, G., 1988; Development of the ideas of A. S. Makarenko in the theory and methodology of education, M., 1989, A. S. Makarenko today. Comp. A. A. Frolov, N. Novgorod, 1992; Khrustaleva V. A., A. S. Makarenko. Bibliographic index, M., 1959; A. S. Makarenko. Index of works and literature about life and activity, M., 1988; Nastainczyk W., Makarenkos Sowjetpadagogik, Hdeb., 1963; Ruttenauer I., A. S. Makarenko. Ein Erzieher und Schriftsteller in der Sowjetgesellschaft, Freiburg - Basel - W., 1965; Bernitt I., Zum Kollektiv: begriff in der Fruhsowjetischen Padagogik, in Makarenkc-Materi-alien, Bd l, Marburg, 1969; Gl ant z T., Kollektiv und Einzelner, Marburg, 1963; No. i 1-1 i g G., Die Verbreitung der Werke A. S. Makarenko au?erhalb der Sowjetunion, "Padagogische Rundschau", 1980, JM° 1; Sauermann E., Makarenko und Marx, B., 1987; Hundert Jahre Anton Makarenko, hrsg. von G. Hillig, Bremmen, 1988.

Anton Semenovich Makarenko (1888-1939) - one of the most prominent domestic teachers, connected all his scientific activity with educational practice (practically carried out educational work in a colony for juvenile delinquents, transforming it into a commune - Makarenko described this pedagogical experience in literary works "Pedagogical poem" and "Flags on the towers"). Makarenko was able to develop a system of education that met the challenges of building a new society. He created the theory of the educational team as a form of the pedagogical process, in which the norms inherent in the association of people, lifestyle, and relationships are formed. Makarenko developed questions of the structure and organization of the team, methods of education in it, a methodology for the formation of conscious discipline, the creation of educational traditions. The experience of creative development of a personality in a team according to Makarenko's methodology is fundamentally important for modern pedagogical science. His pedagogical discoveries - detachments of different ages, councils of commanders, self-government, the creation of a major optimistic tone in the life of the team, etc. - are still important. “... In a short formula, the essence of my pedagogical experience can be formulated as follows: as much exactingness to a person as possible and as much respect for him as possible,” Makarenko wrote.

Makarenko emphasized the decisive influence of the social environment, working and leisure conditions, and everyday life on the formation of a person's worldview and morality. He wrote: “Children are not prepared for work and life ... but live and work, think and experience, they must be treated as comrades and citizens, see and respect their rights and duties, including the right to joy and the duty of responsibility” . Education of the individual in the team and through the team is the main task of educational work. A real team must have a common goal, be engaged in a variety of activities, it must have organs that direct its life and work. For the children's team, a cheerful, joyful, major atmosphere is needed. Makarenko scientifically substantiated the requirements that the teaching staff of an educational institution must meet, and the rules for its relationship with the team of pupils.

Labor education, according to Makarenko, is one of the most important elements of education. Participation in productive labor immediately changes social status child, turns him into an "adult" citizen. The idea of ​​combining education with productive labor, and productive labor must be organized in a certain way, as part of the educational process, was put into practice by Makarenko; this experience proved that the self-consciousness of children receives a huge creative impetus through participation in productive work.

Makarenko developed the most important issues of family education, including the structure of the family, its culture, methods of education in the family. Makarenko argued that raising a child correctly is easier than re-educating him later. The family as a collective, the behavior of parents ultimately determine the success of raising children. In The Book for Parents, Makarenko shows that the family is a primary team, where everyone is full members with their own functions and responsibilities, including the child. The personal example of parents, their actions, attitude to work, to things, their relationship with each other - all this affects the child, forms his personality. Parents should show exacting love to their children and have a well-deserved authority in the eyes of children.