Makarenko's "Pedagogical Poem", the content of which is both a practical guide for educating a full-fledged citizen of society and a vivid literary work, is one of the "pearls" of Soviet literature. The events described in the novel are autobiographical, the characters wear real names including the author himself. The key to Makarenko is the idea of educating the child's personality through the team. Makarenko's Pedagogical Poem, in fact, is devoted to the approval of this idea. The summary, like the novel itself, consists of 3 parts and 15 chapters (including an epilogue). At the same time, the poem was actually created "in hot pursuit", directly in the process of the life of the colony.
"Pedagogical poem" Makarenko: a summary of the chapters
Start of action
The action of the poem takes place in the 1920s in the USSR. The narration is conducted on behalf of the author himself (Anton Makarenko). "Pedagogical Poem" begins with the fact that main character establishes a colony. Gorky near Poltava for homeless children, among whom were juvenile delinquents. In addition to Makarenko himself, the teaching staff of the colony consisted of two educators (Ekaterina Grigorievna and Lidia Petrovna) and one supply manager (Kalina Ivanovich). Things were also difficult with material support - most of the state property was carefully plundered by the nearest neighbors of the colony.
First colonists
The first pupils of the colony were six children (four were already 18 years old): Burun, Bendyuk, Volokhov, Gud, Zadorov, and Taranets. Despite the cordial (as far as the conditions of the colony allowed) reception, the future colonists, by their appearance, immediately made it clear that life here did not particularly attract them. There was no question of discipline: the colonists simply ignored their teachers, they could leave for the city in the evening and return only in the morning. A week later, Bendyuk was arrested for murder and robbery. perform some chores the colonists also refused.
This went on for several months. But one day the situation changed dramatically. When, during the next altercation, Makarenko could not restrain himself and hit one of the colonists in front of the others, the pupils suddenly changed their attitude towards the colony and its rules. For the first time they went to cut wood, conscientiously completing their work to the end. “We are not so bad, Anton Semenovich! - said the “injured” colonist at the end of Makarenko. - It's gonna be all right. We understand". Thus was the beginning of the collective of colonists. 
Rules in the colony
Gradually, the manager manages to organize a certain discipline in the colony. Raspberry is cancelled. From now on, everyone must make their beds, duty is assigned in the bedrooms. It is forbidden to leave the colony without permission. Violators are not allowed back. Also, all pupils are required to attend school.
The problem of theft is presented separately in the work "Pedagogical Poem" by Makarenko. The summary below only highlights this. By that time, the team of pupils numbered about thirty people. Food is constantly in short supply. Colonists steal provisions from the warehouse; one day the manager loses money. The climax is the theft of money from an old housekeeper who was leaving the colony. Makarenko arranges a trial, the thief is found. Anton Semenovich resorts to the method of "people's court". Burun (a colonist convicted of stealing) is put up in front of the team. Pupils are indignant about his misconduct, they are ready to inflict reprisals on him. As a result, Burun is sent under arrest. After this incident, the pupil stopped stealing.
The formation of the team
Gradually, a real team is formed in the colony. Pupils focus not only on themselves, but also on others. Significant moment in the work "Pedagogical poem" Makarenko ( summary confirmation of this) is the creation of patrols. The colonists organized voluntary detachments protecting local territories from robbers, poachers, etc. Despite the fact that the inhabitants of nearby lands were apprehensive about such detachments, often not separating them from local bandits, for the collective of colonists it was a serious step in development. Former criminals were able to feel like full-fledged members of society, benefiting the state.
In turn, the friendship of the colonists within the collective is growing stronger. The principle of “one for all and all for one” is actively applied.
housewarming
There is a place and historical facts in the work "Pedagogical poem" Makarenko. The summary of the work could not miss this moment: in 1923, the colony moved to the abandoned Trepke estate. Here the colonists manage to realize their dream of agriculture. In general, the attitude of the pupils towards the colony is no longer at all like what it was at the beginning. All the guys rightfully consider it their home, each makes his own contribution to the arrangement of life and collective relations. A blacksmith, a carpenter, and others appear in the department of the colony. The guys gradually begin to master working specialties.
The pupils of the colony have a new hobby - theater. They put on performances, invite them to local residents. Gradually, the theater is gaining real popularity. Also, pupils begin to correspond with famous Maxim Gorky.
In 1926, the guys moved to Kurazh to organize life in the local colony, which is in a deplorable state. Local pupils do not immediately accept Gorky students. It is difficult to bring them to the meeting. At first, none of the Kuryazh colonists wants to work - all work has to be done by Makarenko's subordinates. Often there are fights, even a commission of inquiry comes to investigate. At the same time, control by the authorities over the activities of Makarenko is being strengthened. His pedagogical ideas and methods find not only supporters, but also opponents, in connection with this, the pressure on the teacher increases. Nevertheless, with the combined efforts of Makarenko and the Gorky people, they gradually manage to improve the life of the Kuryazh colonists and organize a real full-fledged team. The apogee in the life of the colony is the visit to it by Maxim Gorky.
Conclusion
As a result of pressure, Makarenko had to leave the colony. For seven years, Anton Semenovich led the children's labor commune of the OGPU named after F.E. Dzerzhinsky. Despite multiple criticisms, Makarenko's contribution to education children's team highly appreciated by modern pedagogy. The Makarenko system had its followers, including among the former pupils of the colony. Makarenko's "Pedagogical Poem" is an example of a huge, difficult, but at the same time incredibly significant, great work of a teacher, bordering on a feat.
The result of the work, as we see from the work "Pedagogical Poem" by Makarenko (the summary emphasizes this), was the re-education of more than 3,000 colonists who became full-fledged citizens of Soviet society. The specificity is reflected in a number literary works Makarenko. "Pedagogical poem" briefly describes the basic principles of his educational activities in practice.
1. Lordkipanidze D. O. Classic of Russian pedagogy K. D. Ushinsky. M: Pedagogy, 1954.
2. Ushinsky K. D. Izbr. ped. op. / Ed. N. A. Sundukova. M: Enlightenment, 1968.
4. On the pedagogical heritage of K. D. Ushinsky / Ed. A. G. Ivanova. Yaroslavl, 1972.
5. Ushinsky K. D. Izbr. ped. cit.: In 2 volumes / Ed. A. I. Piskunova. Moscow: Pedagogy, 1974.
6. Goncharov N. K. Pedagogical system of K. D. Ushinsky. M: Pedagogy, 1974.
7. Ushinsky K. D. / Ed. S. F. Egorova. M.: Education, 1977.
8. Pedagogical heritage of K. D. Ushinsky in the modern practice of education and training / Ed. V. B. Petrovsky. Kyiv: Vishcha school 1980.
9. Ushinsky K. D. Pedagogical essays: In 6 volumes / APS of the USSR. M: Pedagogy, 1988.
Making sense creative way A.S. Makarenko, it is important to realize that his main pedagogical ideas (about the essence of the team and its formation, about a holistic approach to education, and others) are currently acquiring particular relevance and urgency. A.S. Makarenko was not only a theorist, but also a brilliant practitioner, a talented teacher-organizer. A.S. Makarenko (1888-1939) lived a short but bright and difficult life.
The main stages of life and activity. A.S. Makarenko was born on March 14, 1888 in the city of Belopolye, the former Kharkov province, in the family of a master painter of railway workshops. After graduating from the city school in Kremenchug, then pedagogical courses, from 1905 he began working as a teacher at the railway school in the village of Kryukovo. In 1914, having already ten years of experience pedagogical work, Anton Makarenko entered Poltava pedagogical institute, which in 1917 he graduated with a gold medal. In the same 1917, A.S. Makarenko was appointed inspector of the higher primary school in the village of Kryukovo.
In 1920, the Poltava provincial department of public education instructed Anton Semenovich to organize a colony for juvenile offenders near Poltava. And he creates his famous colony to them. M. Gorky. From 1928 to 1935, he headed the commune created by him (near Kharkov) named after. F.E. Dzerzhinsky. In 1935 A.S. Makarenko moved to Kyiv, was appointed head of the educational part of the labor colonies of Ukraine. Later, having settled in Moscow, completely, on the advice of A.M. Gorky, is given to literary work.
A.S. Makarenko left us a rich literary heritage. According to its content, his works can be divided into four main groups.
To the first group include works prepared for publication by him. They reveal the fundamental principles of pedagogical views. These are articles such as "The Purpose of Education", "Problems of Education in the Soviet School", "Teachers Shrug" and others.
Second heritage group compose lectures on certain questions of the methodology of communist education. Transcripts of these lectures were prepared for publication and published in the form of articles after the death of A.S. Makarenko (“Discipline, regime, punishments, rewards”, “Methods of education”, “On labor education”).
Third heritage group- this is a series of speeches by an outstanding teacher to teachers, students, researchers, summarizing his experience and pedagogical system. These speeches were also published according to transcripts: “Some conclusions from my pedagogical heritage”, “My pedagogical views”, “About my experience” and others.
Separate heritage group make it up works of art: "Pedagogical poem", "Flags on the towers", "Book for parents", script for documentary"In the Name of the Iron Bolshevik", essay "On the Giant Front".
It must be considered that work in the colony near Poltava and the commune near Kharkov had to be started under incredibly difficult conditions. Pupils with whom A.S. Makarenko had to deal with, they were teenagers and young men with a criminal past, without any idea of discipline, not accustomed to systematic work. Work in these children's correctional institutions demanded from Anton Semenovich the maximum exertion of moral and intellectual forces.
In the chapter “The Infamous Beginning of the Colony. Gorky" " Pedagogical poem» A.S. Makarenko writes: “The colony more and more took on the character of the “raspberry” of a thieves' den, in the relationship between pupils and educators, everything
the tone of constant bullying and hooliganism is more determined. In front of the educators, obscene anecdotes were already being told, they rudely demanded that dinner be served, they threw plates in the dining room, defiantly played finches and mockingly asked how much good someone had.
When, for example, A.S. Makarenko asked the colonist Zadorov to chop wood, he simply answered the teacher in a boorish way:
Go cut it yourself, there are a lot of you here.
One can imagine how “easy” it was to work with such a contingent.
Nerves could not stand Anton Semenovich. For the first time in a rude form, a serious, highly educated person was addressed to "you." And he, unable to stand it, hit the colonist. It was not a punishment, not a beating, it was a requirement for a pupil in an extreme situation.
Traditional pedagogical ideas, methods, forms of educational work did not give the desired result. There was a need to create a new, effective pedagogical theory and system. “At first I didn’t even understand,” he wrote, “I just saw that I didn’t need book formulas, which I still couldn’t tie to the case, but immediate analysis and immediate action” (Makarenko A.S. Pedagogical poem. M. , Young Guard, 1977, p. 14).
And he created a truly innovative system and concept, boldly, civilly courageously, destroying the outdated theoretical canons and stereotypes of traditional education.
The pedagogical system of A.S. Makarenko began to bring brilliant results. He skillfully reforged in a surprisingly short period of time (from two to four years) offenders into disciplined, loving friend friend of Soviet citizens.
A.M. Gorky, visiting a colony near Poltava in 1923, was amazed at the results pedagogical activity A. S. Makarenko. In the essays “On the Union of Soviets”, M. Gorky wrote: “Who could so unrecognizably change, re-educate hundreds of children, so cruelly and insultingly dented by life? The organizer and head of the colony was A.S. Makarenko. This is undoubtedly a talented teacher. The colonists really love it and talk about it with such pride, as if they created it themselves." The great proletarian writer notes that A.S. Makarenko "sees everything, knows every colonist, characterizes him in a few words, as if taking a snapshot."
Colony them. Gorky was visited by many famous people: A. Barbusse, V. Pick, other prominent political and public figures. Experience of A.S. Makarenko received a solid public acceptance, but the voices and opponents of his system sounded quite weighty. A special commission of the Kharkov District Committee of the Komsomol stated that in the colony. A.M. Gorky, anti-pedagogical methods are used. Criticism of A.S. Makarenko sounds more and more often in the late 20s of the last century from the pages of the Moscow and Kharkov press. The famous teacher A.V. Zayakind qualifies A.S. Makarenko as "harmful" and contrary to Soviet pedagogy.
In May 1928 A.S. Makarenko was forced to leave the colony to them. A.M. Gorky. But criticism of his educational activities and in the commune. F.E. Dzerzhinsky did not stop. On January 29, 1933, at a meeting of the collegium of the People's Commissariat of Education of Ukraine, People's Commissar A.S. Skripkin gave a negative review of the work of A.S. Makarenko in this commune.
The appearance in the press of the "Pedagogical Poem" was met with hostility. On the pages of the theoretical organ of the People's Commissariat of Education of the RSFSR "Communist Education" (No. 4, 1934), a review appeared entitled "On Bourgeois Prison Pedagogics" and "Pedagogical Poem". In this review, the educational system of A.S. Makarenko was declared fundamentally erroneous. Another review of the "Pedagogical Poem" appeared in 1936 on the pages of the journal "The Book and the Proletarian Revolution" (the editor of this journal was the People's Commissar of Education A.S. Bubnov). It qualified as an “anti-pedagogical poem”, and A.S. Makarenko is called in it the founder of anti-education. In 1936, The Book for Parents was published. In the March issue of the journal "Soviet Pedagogy" for 1936, a review appeared under the heading " Bad advice parents" on the upbringing of children.
Unfortunately, Makarenko A.S. was not during his lifetime a generally recognized authority in the field of pedagogy. The controversy around him was replaced by silence, which after his death lasted more than a year. Reminds me of A.S. Makarenko newspaper Pravda, having published on March 17, 1940 an article by teacher M.V. Kropacheva "Unused heritage". This article served as an impetus for a sharp pedagogical discussion started by the Uchitelskaya Gazeta, where on June 7 and 8, 1940, an extensive article by N.A. Lyalina about the education system of A.S. Makarenko. And on August 27, 1940, the Pravda newspaper published an article by M. Manuilsky "Discussion in Soviet Pedagogy", which summed up this discussion. From that moment on, A.S. Makarenko qualifies as an outstanding teacher of the communist formation.
A.S. Makarenko himself believed that he was developing the pedagogy of the future. “I want in some short movement of thought, will, and feeling to turn to our future, I passionately want to enter it sooner, to carry others along with me, I want to work, create, I eagerly want to realize our unprecedentedly wonderful opportunities,” he said. wrote shortly before his death (Makarenko A. S. Sobr. Soch. M., 1946, vol. 7, p. 143).
A.S. Makarenko - founder collective education. During the life of "A.S. Makarenko, some scientists and teachers said that he was a good practitioner, but he was poorly versed in pedagogical theory. A deep delusion! A.S. Makarenko could say about himself in the words of Boris Pasternak:
“I want to get to the bottom of everything.
At work, in search of a way,
In heartbreak.
To the essence of past days,
Until their reason
Down to the roots, down to the roots
To the core.
All the time grasping the thread
destinies, events,
Live, think, feel, love,
Make discoveries."
Having set up an outstanding socio-pedagogical experiment, Anton Semenovich made many discoveries.
His pedagogical ideas A.S. Makarenko did not set out in a systematic way; it is not easy to master them also because they are fundamentally different from traditional views on the process of education.
Origins of the pedagogical concept A.S. Makarenko cannot be considered in isolation from the revolutionary restructuring of the public education system in the post-October revolutionary period. On November 9, 1917, the State Commission for Education was established, which took up the development of the foundations of construction new system public education. This commission for education, which worked under the leadership of A.V. Lunacharsky, N.K. Krupskaya, P.N. Lepeshinsky, by August 1918. prepared the "Declaration on the Unified Labor School" and the "Regulations on the Unified Labor School of the RSFSR". These documents emphasize the connection of the school with politics, give Special attention its democratization, the organization of self-government with broad powers of students. In the senior classes, according to these documents, the productive labor of students in industry and agriculture was introduced.
These ideas were implemented by many outstanding teachers of the 20-30s of the XX century: S.Sh. Shatsky, V.N. Soroka-Rosinsky, S.M. Reeves, N.M. Shulman, B. Slivkin, G. Goldberg and others. However, the brightest, most successful and total reflection they found in the pedagogical activity of A. S. Makarenko.
Fundamentals of the worldview. Uncover pedagogical ideas A. With Makarenko - this means to characterize his worldview; point out the difference between his system and the traditional practice of education; to show his attitude to the pedagogical heritage, to bourgeois pedagogy, to experimental pedagogy and pedology; ideas of free education. This means - to illuminate his teaching about the goals of education; about the essence of the team and ways to create a team; logic and technology of the pedagogical process; family education. At the same time, it is also necessary to demonstrate how A.S. Makarenko is modern.
According to A.S. Makarenko, his worldview was formed in 1905-1907 under the direct influence of revolutionary events. A.M. had a great influence on Makarenko. Bitter. “Maxim Gorky,” he wrote, “became for me not only a writer, but also a teacher of life” (Makarenko A. S. Selected ped. works. M., 1946, Vol. 3, p. 59).
The difference between the pedagogical concept of A.S. Makarenko from the traditional one lies in the fact that it is based on the organization of the socially significant collectivist life of children, and not on pair-edifying soul-saving conversations of mentors with pupils. Therefore, scientists-teachers and heads of public education bodies did not understand him. In addition, they believed that A.S. Makarenko underestimated the achievements of pedagogical thought. And this is not so. It was he who resolutely opposed the proletarian tendencies in the field of pedagogy, creatively using the legacy of K.D. Ushinsky and revolutionary democrats.
A.S. Makarenko sharply criticizes the pedagogy that absolutizes heredity, underestimates social factors and civilly significant activities in the development of the child. He noted more than once that bourgeois theoreticians from pedagogy went from authoritarian means of influencing children to Rousseauist ideas of satisfying all their spontaneous interests.
He also had a negative attitude towards experimental pedagogy. As is known, in late XIX- at the beginning of the 20th century, such a direction in pedagogy arose in a number of foreign countries (Germany, England, the USA), which considered effective method pedagogical research only laboratory experiment; education and upbringing were cut off from life, from the influence of social factors. A.S. Makarenko demanded that pedagogical theory be based on a generalization of practical experience.
“We all know perfectly well what kind of person we should educate, every literate, conscious worker knows this, and every member of the Party knows it well. Therefore, the difficulty is not in the question of what needs to be done. It's a question pedagogical technique. Technique can only be deduced from experience, because the law of cutting metals could not be found if no one had ever cut metals in the experience of mankind. Only when there is technical experience is invention, improvement, selection and rejection possible. Our pedagogical production has never been built according to technological logic, but has always been built according to the logic of moral preaching. That's why we just don't have everything important departments production: technological process, accounting of operations, designing work, the use of designers and fixtures, standardization, control of tolerance and rejection.
From the top of the pedagogical offices, no details of a part of the work can be distinguished - from there you can only see the boundless sea of featureless childhood, and in the office itself there is a model of an abstract child, made of the lightest materials ... ”(Makarenko A.S., Pedagogical poem. M., Young Guard, 1977, pp. 553-554).
Now one can often come across statements that it is not necessary to impose on a child the will of an adult, the will of a teacher. “Being young is not easy,” some members of the public argue. One of the principles of collaborative pedagogy is teaching without coercion. There is a kind of flirting with young people. In this regard, it is appropriate to raise the question: how did A.S. Makarenko to the child, to the ideas of Rousseauist free education?
Pedagogical ideas of A.S. Makarenko. The pedagogical system of A.S. Makarenko is highly humane. Believing in the best in a child, relying on the best in him, placing each child in a protected position, he considers the unity of respect and exactingness to be an important principle of education. His pedagogical experience A.S. Makarenko proved that there are no morally defective children, that juvenile delinquency is the result of severe social conditions in which the children were. Anton Semenovich argued: “There are no special offenders, but there are people who are in distress. I understood very clearly that if I had been in the same position as a child, I would have been like them. Any normal child who finds himself on the street without help, without society, without a team, without friends, without experience, with frayed nerves, without prospects - a normal child will behave like this ”(Makarenko A. S. Sobr. Op. M., 1946 , T. 5, S. 438). At the same time, education without coercion, without demand, without punishment, he considered Manilovism: “The Manilovs from pedagogy dream of such an ideal position:“ It would be nice if discipline was raised and no measures of influence were required for this. Such false humanism is still in good taste among theoreticians and educators. This unprincipled lisping does great harm to the school ”(Makarenko A. S. Sobr. soch. M., 1946, V. 5, P. 379).
A.S. Makarenko developed the pedagogy of leadership, paying great attention to the purposeful formation of social significant qualities personality. So, speaking, for example, about the education of discipline, he believed that it was, first of all, moral quality and is brought up over the years on the basis of a well-established regime of school life. The goals of education come from the social order. Understanding realistically achievable goals A.S. Makarenko paid great attention. In this regard, he wrote: “I understand the goal of education as a program human personality, a program of a clear human character, and in the concept of character I put all the content of the personality ... In my practical activities I could not do without such a program. Nothing teaches a person like experience. Once upon a time, in the same commune of Dzerzhinsky, they gave me several hundred people, and in each of them I saw deep and dangerous aspirations of character, deep habits, I had to think: what kind of character should be, what should I strive for, so that from this baby, girl to raise a citizen ... ”(Makarenko A.S. Education in a Soviet school. M., Enlightenment, 1966, p. 9).
A.S. Makarenko developed the theory of the collective on social basis, argued that humane, versatile developed person can only be brought up in a group. “An organizational task worthy of our era can only be the creation of a method that, being general and unified, at the same time enables each individual person to develop his own characteristics, to preserve his individuality.”
Such organizational form he considered the collective as a socialist society based on the principle of collectivism. This deep idea of collectivity has not yet been fully appreciated even at the present time.
After all, to this day the best way education of socially significant, civic qualities of a person (such as activity, responsibility, a sense of duty, discipline) is, first of all, the organization of the labor, collective life of children. This idea was defended by A.S. Makarenko in the fight against his opponents.
In the chapter “At the foot of Olympus” of the “Pedagogical poem” A.S. Makarenko quotes the following words of a professor of pedagogy: “Comrade Makarenko wants pedagogical process build on the idea of duty... This is the idea of bourgeois relations, the idea of a purely mercantile order. Soviet pedagogy seeks to instill in the individual free manifestations of creative forces and inclinations, initiative, but by no means the bourgeois category of duty. In turn, A.S. Makarenko objected to the Olympic teacher: “The initiative will come when there is a task, responsibility for its implementation, responsibility for the lost time, when there is a demand from the team” (Makarenko A.S. Education in a Soviet school. M., Enlightenment, 1966, p. 6).
Thus, there can be no emasculated, labor-free initiative, it will not come by magic.
A.S. Makarenko, heading the commune to them. Dzerzhinsky, organized a plant for the manufacture of complex electrical equipment - one in which the integral "breathes". That is, he brilliantly realized the idea of combining learning with productive work. Commune them. Dzerzhinsky lasted eight years; and only one year was on subsidies. There is something to think about here. Is this not what contributed to the fact that the successes of education were evident? But it is this idea of A.S. Makarenko is sometimes obscured.
“... To the cherished goal of A.S. Makarenko, not the only path leads to educative education, indicated by Makarenko himself, but many paths and paths, sometimes very winding, ”says S.A. Soloveichik (Soloveichik S. Eternal joy. M., Pedagogy, 1986, p. 203). Is it many? Y. Bondarev, V. Belov, V. Rasputin wrote to Pravda:
“An amazing thing: in the hierarchy of children's and youthful values today, unfortunately, entertainment and things are in one of the first places. With bewilderment and pain, we have to look at our other tourists, including young ones, who, despising the beauty of the Acropolis, Egyptian pyramids, masterpieces of the Louvre, rush to overseas cities in search of rags.
Hundreds, thousands, in cities and towns of the country and the world, we carry, feed, dress countless armadas of young participants in amateur art and sports activities. And we forget that in this way we are tearing them away from work, from study, often accustoming them to show off. We forget that this amateur performance costs society huge money, by the way, not earned by them. As for labor, and not least physical labor, which the young are called to engage in, it will be relegated somewhere to the background. Pushed away not without the help of fathers and mothers, not to mention grandparents. We, the “ancestors,” as the young people call us today, worked and work hard and well. So let our children and grandchildren rest, some of us argue. From what, you ask, will they rest? From labor. But without labor, a person ceases to be a person. It seems to us that the lack of desire in many young people for work in general, and for the physical in particular, threatens with irreparable consequences!!
Experience of A.S. Makarenko, in terms of combining education with productive labor and the creation of a team on this basis, is now acquiring special significance. It was he who discovered social entity of the collective, revealed the stages of its development, developed the theory of the primary collective, developed a methodology for parallel educational influences in the collective, substantiated the role of perspectives, work, aesthetics, play, major tone, mode and discipline in the formation of the children's collective. All of these ideas apply to today.
Education, according to A.S. Makarenko, is the organization of children's lives. Talking about logic educational process, he always emphasized the importance of developing an educational system from the standpoint of a holistic approach to the individual and its purposeful formation. According to Anton Semenovich, a person does not develop in parts, therefore, a harmony of educational actions is needed, it is impossible to use educational means in isolation.
In his work, he paid much attention to family education; until now, his "Book for Parents" has not lost its significance, which discusses the main conditions for successful family education: the presence complete family, a complete team, where father and mother live together, where love and mutual respect reign, a clear regime of family life, fruitful labor activity.
The statements of A.S. Makarenko about parental authority. He analyzes in detail the main components of authority:
the authority of suppression, swagger, pedantry, reasoning, "love", "kindness", "friendship", bribery. “The main basis of parental authority can only be,” he writes, “the life and work of parents, their civilian face and behavior.” In the "Book for Parents", in "Lectures on the upbringing of children" A.S. Makarenko also spoke about the most important opportunity for the moral and labor education of the child in the family.
Ideas A.S. Makarenko during the Great Patriotic War, first post-war years widely used by innovative educators. Especially in this regard, I would like to note the activities of I.F. Swadkovsky. Carrying out the management of two orphanages in the village of Yekaterinskoye, Omsk region, I.F. Svadkovsky successfully applied the ideas of educating the individual in a team through a team. In his book Notes of an Educator, he emphasized “that the development of skills in children public life, activity, independence, is carried out primarily in the process of a pedagogically correct approach to the organization of the team. He opposed those cases when the form of organization of the collective, the bodies governing it, traditions did not grow out of the needs of the collective itself, but were dictated from above. There is no need to look for leaders, “socialist stars”, but one should systematically carefully cultivate the asset of the collective ”(Svadkovsky I. F. Notes of an educator. M., 1959, p. 15).
In the 50-60s, the idea of A.S. Makarenko about the team found a successful embodiment in the experience of school No. 58 in Krasnodar, Novo-Polyanskaya school No. 11 in the Stavropol Territory, Pavlysh school in the Poltava region.
In the 60s, the development of the theory of the collective began to be significantly influenced by the doctrine of small contact groups, which focuses on the study of interpersonal relations of people who come into direct contact with each other. The founders of the theory of small groups are American scientists J. Moreno and S. Shibutakh. In our country, it is being developed by a number of psychologists (N.A. Berezovik, L.P. Bueva, Ya.L. Kolomensky, E.S. Kuzmin, A.V. Petrovsky, L.I. Umansky and others). Scientists identify a system of personal relationships in contact groups, identify the so-called informal leaders and establish what influence these leaders have on the team as a whole and on individuals. " Real team, - says L.I. Umansky, is such a contact group that has the entire ensemble of basic properties, has social significance, useful goals for society, morally high motives and is a cell of Soviet society ”(Umansky L. I. Activity of the individual and the team. M., Young Guard, 1960, p. 260).
It is this “interaction” and “common stimuli” that were put forward as the main features of the team by A.S. Zaluzhny in the 30s of the XX century, sharply criticized A.S. Makarenko. Such contact is not a leading feature of the team. The decisive influence on its formation is exerted by socially significant, and not purely emotional ties.
Social psychologists have not developed effective recommendations for the formation of a team in modern school. At the same time, the opposition of formal and informal leaders and structural associations in the team continues. It turns out that activists are formal leaders, and "sociometric stars" are informal leaders. Children's organizations formed under the guidance of teachers and educators are formal structural associations. Groups of fans, rockers, breakers, amateurs are informal organizations.
This is wrong. Such a contrast is wrong both from a methodological and scientific point of view. Any children's organizations are independent associations of children and youth. If they are created formally, if they are led by formal leaders, then simply the educators have not found right ways skillful pedagogical leadership of these teams. According to A.S. Makarenko, a school activist cannot be a formal leader. Such a leader should be removed, genuine democratic self-government should be introduced. It is important to remember that A.S. Makarenko is one of the founders of the theory of collective education, his pedagogical ideas in modern era market economy acquire special relevance.
The search for ways to implement his ideas on creating a team, the connection of training and education by work in modern general education school and the family will be helped to successfully solve the problem of increasing the efficiency and quality of the educational process in all educational institutions.
Creative assimilation of the pedagogical heritage of an outstanding teacher. The methodology of collective creative education was developed by I.P. Ivanov, developing the ideas of A.S. Makarenko in modern conditions, revealing the ways of forming teams on the basis of improving the social and collective life of schoolchildren. He built it based on three objective laws of education: his humanistic purposefulness, humanistic partnership of educators and pupils, humanism of education.
First pattern- humanistic purposefulness - found its expression in the communitarian principle of common concern for improving the surrounding life, in the personal care of everyone about each other as a member of the team. In the works of A.S. Makarenko, all operations (cases state significance!) - from forest protection to the release of FEDs, from winter evenings at the stove to magnificent trips around the country of the Gorky Communards. In this law, according to I.P. Ivanov, the key to solving the whole problem of education. Humanistic moral qualities Communards are often brought up independently of the will of the educator, since communal life is built in many respects precisely on common concern, on overcoming common difficulties, on involvement in common work. And it is not by chance that highly moral people grow up in ordinary working families living according to this principle. WITH early years the guys in these families lead a humanistic way of life, in the deepest, most precise sense of the word.
The second pattern- a humanistic partnership of educators and pupils - manifested itself in the communard community of elders and lower grades. In the works of A.S. Makarenko, this law was implemented at first spontaneously, intuitively, then more consciously and more openly, subordinating all the work being done, and later it was fully realized and theoretically generalized in the “Methodology for organizing the educational process”.
The third pattern- humanism of education - embodied in the principle of unity of respect for a person as a comrade in life and joint activities. This law covers not only the relationship between educators and pupils, but also the relationship between the pupils themselves and the educators themselves. In the principle of mutual respect and exactingness, respect plays a leading role. Their interaction is expressed in real, truly comradely communication, and this is achieved through a common cause, common concern for the surrounding life, real practical concern for each other.
These three patterns of education were not widely recognized by teachers either at the time of A.S. Makarenko, not now, finding its application only in the work of innovative teachers. Understanding A.S. Makarenko of the educational process is much wider and deeper than the understanding that has developed in the practice of the national school, it is - in general creative life, in general civil work.
In every collective creative work for the common good, educators transfer ready-made social experience, its creative development by pupils in the course of solving vital practical problems.
Source of many troubles modern education consists in the fact that educational work often comes down to one-sided care of educators about pupils, to the influence of elders on younger ones, i.e. Pupils receive ready-made socially necessary experience, they are accustomed to be consumers of spiritual and material goods.
Methods of collective creative education makes the child an active participant school life. Its meaning lies in the fact that children, from the first grade to graduation, are taught collective social creativity. It implements the basic principle of work “according to Makarenko”: education is not a random transfer of accumulated experience, but creative organization life together and activities of children and adults. “The method of educational work can be considered communitarian if its core, its essence is such an organization of joint activities of adults and children, in which members of the team participate in planning and analysis, the activity is in the nature of collective creativity and is aimed at the benefit and joy of distant and close people” ( Polyakov S. D. On the new upbringing: essays on the communal methodology. M., Znanie, 1990, p. 4).
In collective creative affairs there is an enrichment of each participant with the experience of a civic attitude to the life around him and to himself as a comrade of other people. All three aspects of a person's personality are being developed: cognitive and ideological (knowledge, views, beliefs, ideals); emotional-volitional (high feelings, aspirations, interests, needs); active (socially necessary skills, habits, Creative skills, socially valuable character traits) (Ivanov I.P. Collective creative work. // Teacher's newspaper. 1987, September 15). Collective creative affairs provide for the directions of traditional education - ideological and political, moral, labor, aesthetic, mental, physical. For a modern teacher you need to know the basic features of their organization.
The concept of collective creative work (KTD). This is a public matter. Its first purpose is concern for the improvement of life, it is a fusion of practical and organizational actions for the common joy and benefit.
It is collective, because it is planned, prepared, performed and discussed by pupils and educators, both junior and senior comrades in common civic care.
It is creative, because by planning and implementing what has been planned, evaluating what has been done and learning lessons for the future, all pupils are looking for the best ways, methods, means of solving vital practical problems. It is creative also because it cannot turn into a dogma, be made according to a template, but always appears in new versions, revealing its new possibilities, it is a particle of life!
Collective creative work is a concrete embodiment of multifaceted civic care in the unity of its three sides: practical, organizational, educational.
Six stages of development of KTD. First stage - preliminary work educators. At this stage, the role of this CTD in the life of the team is determined; concrete educational tasks are put forward, which will be solved; planned various options cases that will be offered for example and for the choice of pupils; the prospect of a possible KTD begins to be built - in the installation (starting) conversation with the pupils, during the search for business and friends, carried out along different, jointly chosen routes.
Second stage- collective planning of KTD. It happens at the gathering of the team, when a plan for the life of the team is drawn up for the next period, or at a special gathering-start, only this, specific KTD is planned. In any case, the pupils and their older comrades, first in micro-teams (in the senior classes - in creative teams, in the middle and junior - in links and stars), and then jointly discuss about the following questions: For whom to carry out this business? How best to spend it? With whom together? Who will lead - the collective council or a special council of representatives of all micro-collectives, or the commander of a combined brigade? Where is the best place to do this? When? The leaders of the gathering (they can be both adults and the children themselves) come up with auxiliary questions, hear different opinions, ask them to justify, support and develop the most interesting ideas and helpful suggestions. At the end of the collection, all valuable proposals are brought together. If necessary, the election of the case council or the commander of the combined brigade is organized.
Third stage- collective preparation of the case. The governing body of this KTD clarifies, specifies the plan for its preparation and implementation, then directly organizes the implementation of this plan, encouraging the initiative of each participant. Each micro-collective (or combined team) prepares its own surprise, and older friends direct this work and help the pupils “in secret”.
Fourth stage- Carrying out KTD. The proposals that were made by the participants in the preparation of the CTD are being implemented. Deviations from the plan that arise during the CTD due to various unforeseen circumstances or mistakes made by the participants also turn out to be useful. All this is a necessary school of life. The main thing for the participants in the collective creative work is to excite and strengthen the major tone, the spirit of cheerfulness, self-confidence, in their ability to bring joy to people, the desire to overcome any difficulties.
Fifth stage- collective summarizing the results of the KTD. A gathering of participants in the case is being held. This may be a gathering at which the life of the team is discussed over the past period, or a special “light” gathering dedicated to the results of this case. First, by micro-collectives (where everyone expresses their opinion), and then issues related to positive aspects preparation and implementation of the KTD (“What went well? What did we succeed from what was planned? Thanks to what?”), to shortcomings and mistakes (“What did not work out? Why?”) And, most importantly, to lessons for the future (“What do we should it be used further? Make it a tradition? How to act differently?"). The leaders of the gathering direct the collective search for solutions to these issues, pick up and develop the valuable, systematize and generalize all the opinions and proposals expressed.
The participation of pupils in the assessment of KTD can be ensured by other means. Conversations are held with such, for example, questions: What new have you done? Did you know? What did you learn? What did you teach your comrades? Also, the results are summed up in the wall newspaper or on the "line" with creative reports.
Educators sum up the results at a meeting of teachers, at a gathering of counselors, at meetings of the parent asset (older friends of the micro-collective) or at a parent meeting.
sixth stage- Immediate consequences of CTD. Those decisions that were made by the general meeting are being implemented, changes are being made to alternating creative assignments by micro-collectives, a new KTD is being conceived, etc. Teachers use the accumulated experience in academic work. The proposals that arose during the discussion of the case can be implemented by them in further work.
Features of collective creative activity. In the methodology of collective creativity, it is important that the guys gather with different abilities. It happens that one person submits ideas, while others accept or reject them (also a creative role).
Creative communication is a way of producing information. For its successful organization, two conditions are needed: firstly, the case must be set up in such a way that the guys do not want to ask: “why me?”, “why us?”; secondly, there must be a shortage of time (then the collective thought works faster and better).
Collective creative activity is a powerful educational tool. The guys, learning to think things over together, change literally before our eyes.
Collective creativity excludes the forced intersection of certain ideas. Cooperation, mutual support and the ability to listen to each other's ideas are much more fruitful than an argument.
Anton Semenovich Makarenko is one of the iconic figures both in the history of Russia and in a highly specialized science - pedagogy. And this despite the fact that he never dreamed of being an educator: he was attracted by writing. But the difficult 20th century made its own adjustments to its fate ...
Makarenko began his teaching career in 1917 as head of the elementary railway school in his native Kryukov. Subsequently, the experience gained by him at that particular time came in handy when working in the M. Gorky Labor Colony, where they tried to make full-fledged members of Soviet society out of homeless children, and Makarenko was a kind of ideologist of this process. He believed: "There are no defective children, there is a defective attitude towards them",
therefore, no matter what anyone said, Makarenko tried to treat each of the pupils as an independent person. No wonder he gave each of them freedom of choice - change, live honestly, act according to your conscience, or be ready to be handed over to the NKVD. He did not hold anyone by force, but at the same time everyone was drawn to him.
What were Makarenko's upbringing methods? Anton Semenovich was a supporter of severe discipline. He even talked about it appearance: commanding manners, the desire to dress in a military way. The same was manifested in the education system: his wards lived literally according to the schedule. Soviet authority, especially N. Krupskaya, repeatedly criticized Makarenko for a similar manner of teaching former homeless children, but is this criticism appropriate? After all, none of the pupils of Makarenko became a bully, a criminal, a traitor!
Despite the fact that he had to work with "difficult" teenagers, Makarenko did not practice corporal punishment. Much more in an efficient way to convey to the bully the fact that he did wrong, Makarenko considered torture to be the expectation of that same punishment. One of his wards recalled how he was once summoned to Makarenko's office for an offense, went there and stood for a long time. long time in front of him in complete silence, pressing on the conscience, which turned out to be more painful than any abuse.
A decisive tone in a business order and the complete subordination of children and adolescents to this order - correct method education, according to Makarenko. This is what will help to form a disciplined, businesslike, strong man.
Makarenko attached particular importance to labor education. It was not for nothing that his brother Vitaly repeatedly wrote from abroad that the labor colony reminded him of a hybrid of landowner economy and cadet corps. Pupils from the first days of living in the colony learned to earn money by their own honest work - they were engaged in agriculture and small-scale technical production. At the expense of the proceeds, the colony fed, clothed, taught them, provided them with accommodation and the opportunity to “go out to people”.
However, paying attention to work, Makarenko strongly objected to the use of the muscular energy of students in the absence of its connection with educational work. He protested furiously against the slogan of some teachers of that time - "labor as the center of all school work". He did not agree that in life for students the main attention should be paid to labor skills, relegating the acquisition of systematic general educational knowledge to the background.
