Walking around the residential area, which is located near the Kommunar plant, we found a monument to Anton Semenovich Makarenko. It is located in the courtyard secondary school I-III steps No. 100. In 1955, the school was named after a famous scientist and teacher.
Anton Semyonovich Makarenko- Soviet teacher and writer.
The evidence of international recognition of A.S. Makarenko was known solution UNESCO (1988), concerning only four educators who have identified the way pedagogical thinking in the twentieth century. These are John Dewey, Georg Kershensteiner, Maria Montessori and Anton Makarenko.
Biography
Anton Semyonovich Makarenko was born on March 13, 1888 in the city of Belopolye, Sumy district, Kharkov province, in the family of a worker-painter of railway carriage workshops. He had a younger brother Vitaly, later a lieutenant, a white Markov officer, who outlived his brother for a long time and left memories of him.
In 1897 he entered the elementary railway school.
In 1901 he moved with his family to Kryukov (now a district of the city of Kremenchug, Poltava region).
In 1904 he graduated from a four-year school in Kremenchug and a one-year pedagogical course in 1905.
In 1905 he worked there as a teacher at the railway school, then at the Dolinskaya station.
1914-1917 - studied at the Poltava Teachers' Institute, which he graduated with a gold medal. The theme of the diploma was very "sensitive" - "The crisis of modern pedagogy."
In 1916 he was drafted into the army, but demobilized due to weakness of vision.
In 1917-1919 he was the head of the railway school at the Kryukov carriage workshops.
In 1919 he moved to Poltava.
On behalf of the Poltava Gubnarobraz, he organized a labor colony for juvenile delinquents in the village of Kovalevka, near Poltava, in 1921 the colony was named after M. Gorky. In 1926, the colony was transferred to the Kuryazhsky Monastery near Kharkov, and was in charge of it in 1920-1928.
From October 1927 to July 1935 he was one of the leaders of the children's labor commune of the OGPU named after F.E. Dzerzhinsky in the suburbs of Kharkov.
In these labor communes he continued to put into practice the pedagogical system developed by him. M. Gorky was interested in the pedagogical activity of A. Makarenko, gave him all kinds of support. Pedagogical achievements put forward Makarenko among the famous figures of Soviet and world culture and pedagogy.
Member of the Union Soviet writers since 1934.
On July 1, 1935, he was transferred to Kyiv, to the central apparatus of the NKVD of the Ukrainian SSR, where he worked as an assistant to the head of the department of labor colonies until November 1936. For some time - before moving in March 1937 from Kyiv to Moscow, he led the pedagogical part of the labor colony No. 5 in Brovary near Kyiv.
After moving to Moscow, he was mainly engaged in literary activities, journalism, spoke a lot to readers, and to pedagogical activists. Decree of the Presidium Supreme Council The USSR from 01/31/1939 was awarded the Order of the Red Banner of Labor. Shortly before his death, in February 1939, he applied for acceptance as a candidate member of the CPSU (b).
He died suddenly in a commuter train car at the Golitsyno station on April 1, 1939. He was buried at the Novodevichy cemetery.
He became widely known in the early 1920s when he proposed a solution to the problem of homeless children. As a result civil war and the terror that accompanied it, the number of homeless children reached a critical mass. Prior to this, the problem of homeless children was instructed to solve the Cheka, which followed the proven path of creating children's colonies.
In the most difficult conditions of economic devastation, he developed and implemented a system for educating pedagogically neglected, socially and morally crippled children, victims of wars and social disasters. Makarenko's pedagogy is based on the theory of the educational team that forms the norms and lifestyle in the children's environment.
Makarenko opposed the use of elements of the prison regime for children in favor of strengthening the production bias and general educational methods. In relations with pupils, he adhered to the principle: “As many requirements for a person as possible and as much respect for him as possible.”
He emphasized the need for human respectful treatment of the members of the colony, creating an atmosphere of mutual respect.
Makarenko's success, especially under the control of the NKVD, was incredibly inflated by Soviet propaganda, which called his actions a new word in pedagogy, confirmation of the communist myth of "creating a new man." It was argued that Makarenko changed the entire world system of education. As it turned out later, such success was associated primarily with the personality of Makarenko himself, and after his death, nothing like this was achieved by anyone.
The activities of the colony Gorky is reflected in Makarenko's prose: "Pedagogical poem", "Flags on the towers". Family upbringing is dedicated to his “Book for Parents”.
(Materials from the book were used: Zalessky K.A. Stalin's Empire. Biographical encyclopedic Dictionary. Moscow, Veche, 2000)
Created an alternative social structure
The system of education (and not just the so-called re-education of juvenile delinquents) created by A.S. Makarenko actually goes beyond the framework of Soviet communist pedagogy, as well as beyond the limits of the pedagogical experience. 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 socialist in the then egalitarian sense social system, 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 joint-stock company with the participation (although not legally registered) on a share basis of all employees. This model of organizing 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 employees for wages, 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 fictional 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's books. It can be assumed that great writer could not help but see the literary helplessness of the author 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.
In a 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 room left for the main element of the Makarenko system - for primary team, united not by the calls of hysterical cool ladies, but by the REAL DEAL. ( Article by Vyacheslav Rumyantsev
)
The pedagogical activity of A. S. Makarenko absorbed the best achievements of classical and new pedagogy. His legacy is the achievement of all progressive mankind, which strives for a humane education. He solved complex pedagogical problems that worries us even now. Therefore, we confidently say "A. S. Makarenko is our contemporary", "With A. S. Makarenko - into the 21st century." His developments in pedagogy have not lost their significance today.
The first strategic line of his worldview is a belief in pedagogy, its leading function in the development of a child, adolescent, youth. He constantly emphasized that true pedagogy is nourished by life itself. Speaking about the results of his work, he says: "... it is not I who create this and not a bunch of teachers, it is the whole atmosphere of life that creates this" miracle ". Nurtures every square of land. The unity of upbringing and life runs like a red thread through all the work of the teacher.
The great importance of the works of A. S. Makarenko in the development of the goals of education. For each era and for each generation, A. S. Makarenko believed, the goal of education should be determined dialectically, that is, it must be found in the requirements of society at the present time. A. S. Makarenko determined the goals of education with the utmost accuracy, fulfilled the task of forming a man-boron-it, a patriot, a worker, a collectivist with a high sense of social responsibility and discipline.
A. S. Makarenko substantiated the relationship between the upbringing and study of the personality of the child, the team and the individual, training and education; showed the relationship of pedagogy with other sciences, revealed ways to harmonize school, family and out-of-school education. Anton Semenovich devoted many years to the problem of creating a harmony of public and personal interest in education. pedagogical activity and many pages of his works. In this harmony, he saw the happiness of man and the essence of education. He considered education in a team as a method common to all and which at the same time gives everyone the opportunity to develop.
An important lesson for us is the conclusion of an outstanding teacher that humanism does not consist in beautiful words and declarations, but in responsibility, everyday real work to create normal conditions for a healthy life, study, work, mastering a profession, physical growth and spiritual growth young man. It is on the basis of real concern for our children, their development that we must today test the humanism and democracy of the leaders of educational institutions, organizers of public education, scientists, teachers and teachers.
The theory of the teaching staff, developed and implemented by A. S. Makarenko, and today helps to update educational work in educational institutions. The model of the student team, created by A. S. Makarenko, is unsurpassed. This is a team that arises on the basis of joint activities and common goals, a clear democracy of children's lives. "A team of teachers and a team of children," Makarenko wrote, "these are not two teams, but one team, and above all a team of teachers." High dynamism of the life of the team, close relations among its members, an open, democratic discussion of all issues on general meeting, in other bodies of student self-government are gradually becoming the key to a healthy public opinion; periodic replacement of the asset, the level of requirements for each and the obligatory report for the work to the team become a barrier to swagger, arrogance, bureaucracy.
It is clear that the specific forms of self-government organization that existed in the colony. M. Gorky, in the commune. F.E. Dzerzhinsky, not all and not always can be transferred to practice modern school. But the spirit of discussion, the collective development of decisions and conscious discipline, the atmosphere, formed a sense of mastery in one's team and country - all this should be carefully studied by our school, children's organizations in the new conditions. According to Makarenko, "discipline is, first of all, not a means of education, but a result, and only then it becomes a means." Discipline is formed by respect for the team, enthusiasm for learning, work.
A. S. Makarenko, continuing the work of excellent teachers of the 20-30s, developed methods for raising children, proved the need for all pedagogical means aimed at realizing the goals of education. Thanks to A. S. Makarenko, the theory of education and the practice of our school have widely included such methods of education as: organizing a team, shaping public opinion, combining respect with exactingness, creating positive traditions, using competition, smart and motivated types of rewards. Has not lost relevance in modern conditions Makarenko's idea of perspective lines as a method of team and personality development. “To educate a person,” wrote A. S. Makarenko, “means to educate promising ways to achieve tomorrow's joy.”
A. S. Makarenko emphasized the importance of play as a method of education and upbringing: "We need to meet the constant desire of children to play."
We see Makarenko’s contribution to the development of the upbringing methodology in the fact that he not only showed what the educator should do, but also revealed how it should be done: “Raising children is an easy thing when it is done without nerves, on the basis of a healthy, calm, normal, mental and happy life". / v. VII, p. 157 /. Every educator, especially a young one, should strive for this.
A. S. Makarenko put collective work, organically combined with study, play, and sports, as the basis for the education of the team and personality. The central place in his system is given to the combination of a full-fledged secondary education with productive labor on a technically well-equipped base. The main thing for Makarenko is not a "game of labor", but the organization of children's production on a self-supporting basis, as in a real enterprise. The system of vocational education should boldly include students in the system of industrial relations, because only the sphere of production forms a sense of responsibility for the quality of products, for the result of labor, while maintaining equipment, and timely delivery.
Makarenko's contribution to modern pedagogical science cannot be overestimated, his system went through fire life experience. The deeds and ideas of Anton Semenovich are studied and disseminated throughout the world. Makarenko paid much attention to the issues of physical and aesthetic education children and youth. The first task should be to produce a healthy generation. “We don’t need dead manufacturers and builders, neurasthenics will only ruin our business,” wrote Anton Semenovich / v. I, p. 190 /,
In the commune F. E. Dzerzhinsky every day began morning exercises on fresh air, regardless of the weather, the colonists loved sports: skiing, skating, football, tennis, etc. Each communard had to pass the norms of BGPO and TRP badges. Conducted sports and rhythmic gymnastics, in acrobatics. Most effective tool physical education Anton Semenovich considered the game, he himself directed the work on the development and implementation of games that were changing all the time. Military sports disciplined the colonists, ennobled them physically and aesthetically. Tourism was of great importance. The Communards traveled all over the Crimea, the Caucasus, Ukraine, made a trip along the Volga - this contributed to the strengthening of the health and physical development of children.
Physical education was combined with aesthetic. This was manifested primarily in the elements of militarization and symbolism (signals, reports, etc.), in ritual events and actions. A strong means of aesthetic education was the choir, orchestra, theater, cinema, club work, reading fiction, fine arts, a large number of flowers both indoors and throughout the colony and commune. The commune had a hectare of a beautiful flower garden, the best greenhouse in Kharkov. With great aesthetic taste, the feast of the first sheaf and the feast of labor were held in the colony. A. S. Makarenko played the violin well, drew well, was a talented director and actor, he wrote scripts and plays for the anniversary of the commune. In the performances "Inspector", "Forest" he played the role of the mayor and Neschastlivtsev. He cared about the aesthetic education of his pupils. Interested in "Eugene Onegin", the Communards held a theoretical Onegin conference. The literary professor gave a lecture on the novel, the musicologist gave a description of Tchaikovsky's opera of the same name. The orchestra studied a number of the composer's works. Communards in in full force listened to the opera in the theater, a competition was held for best reading"Eugene Onegin". Anton Semenovich knew the whole novel by heart, loved poetry, could endlessly recite poems by A. Tyutchev, A. Pushkin, T. Shevchenko, I. Krylov, K. Chukovsky. Makarenko was charming person communication with him gave people positive emotions. He was quite erudite and intelligent.
A. S. Makarenko organized instructive work on cultural services for the population of neighboring villages. There were many circles and clubs in the commune, the main one was visual arts in which there were 120 people. They drew and wrote a lot in the commune, for example, on the May 1 holiday, slogans were once written overall length three kilometers four hundred meters, and 11 pupils did it in one night.
The brother of this circle was, as A. S. Makarenko wrote, a puzzle book, which included up to 100 Communards. In the program of aesthetic education, A.S. Makarenko included the beauty of clothes, speech, movements, everyday life, work, and recreation. He highly valued artistic simplicity, naturalness, sense of proportion, could not tolerate rudeness, tactlessness, laxity, boasting in work, movements, conversation, and deeds. He constantly tried to ensure the unity of the inner and outer beauty of man, the unity of ethics and aesthetics. Grinding of the emotional-volitional sphere formed good aesthetic tastes and high human ideals, to which they aspired not only during their stay in a commune or colony, but throughout their lives.
Theoretical basis family education children and teenagers
In the early years Soviet power a negative attitude towards the family as a means of education reigned, but already in the 1920s and 1930s a new attitude towards it appeared. A. S. Makarenko proceeded from the fact that the family is a human team. He criticized pair family pedagogy, pedagogical conversations in the family, when parents and children find themselves in a situation of direct confrontation. A. S. Makarenko in the first place in education put parents and teachers who direct and manage education. For the correct upbringing of a child, "you do not need any special time and it doesn't take much time. Education requires much more soul, attention, a sense of responsibility, and not time. And the older the child, the less time is required, the more intense the responsibility" / v. III, p. 471-473 /.
The decisive fact of family education is the fulfillment by parents of their civic duty to society. Parents raise their children at every moment of life, even when they are not at home. "How you dress, how you talk to other people and how you talk about other people, how you are happy, sad, how you treat friends and enemies, how you laugh, read a newspaper - all this has for a child great importance"(Vol. IV, p. 63).
A significant contribution to pedagogical science is Makarenko's teaching on parental authority, the basis of which is the life and work of parents. He gave a deep analysis various types authority (suppression, distance, swagger, pedantry, reasoning, love, kindness, friendship, bribery).
A. S. Makarenko believed that good people only happy parents can bring up. If up to the age of six a child has been brought up correctly and certain habits of activity and inhibition have been brought up in it, then no one will influence such a child badly. Quarrels and irritability in the family have a very harmful effect on children - a sign of promiscuity, lack of discipline, shortcomings in the worldview. There should be not only a clear goal of education, but also a well-thought-out detailed program of education.
Anton Semenovich Makarenko was born on March 1, 1888 in the town of Belopolye, Kharkov province, into a simple working-class family. The Makarenko family had a difficult life. Barely managed to make ends meet. But the parents firmly decided to give their son an education. Therefore, in 1895, Anton 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, stood out among fellow students with the depth of knowledge, breadth of outlook. In the document on graduation from the school, Anton had only fives. After studying for another year at special pedagogical courses, Anton Semenovich Makarenko received a certificate that certified his title of teacher of primary schools with the right to teach in rural two-year schools of the Ministries of Public Education. This was in 1905, and already in September of this year, a new teacher, Anton Semenovich Makarenko, began working in a two-year railway school in the small settlement of Kryukov, which is located on the right bank of the Dnieper. In 1914, a teacher's institute was opened in Poltava. Having brilliantly passed the entrance exams, Anton Semenovich Makarenko was enrolled as a student at the Poltava Teachers' Institute.
In 1916, Anton Semenovich was called to royal army. For about six months he was on the real military service until in March 1917 Makarenko was removed from the military register: due to myopia. Anton Semenovich returned to the Poltava Teachers' Institute. The institute graduated first in academic achievement and was awarded a gold medal. In 1917-1919. he was in charge of a school in Kryukov. In 1920, he took over the leadership of the children's colony near Poltava, later the colony named after. Gorky. In 1928-1935. worked in the children's commune. Dzerzhinsky in Kharkov. From July 1935 he was an assistant to the head of the department of labor colonies of the NKVD of the Ukrainian SSR. In 1937 A.S. Makarenko comes to Moscow, where in the future his literary and social-pedagogical activities take place. From the second half of the 1930s, Makarenko was actually removed from teaching practice and in last years life was engaged in scientific and literary work. Pedagogical works that have already become classics came out from under his pen: “ Pedagogical poem”, “Flags on the towers”, “Book for parents” and others. On February 1, 1939, Anton Semyonovich Makarenko was awarded the Red Banner of Labor "For outstanding achievements in the field of literature."
On April 1, 1939, Anton Semyonovich Makarenko went with a revised script to Moscow, to a film factory. On the train, he suddenly became ill. A few minutes later Makarenko died. The doctors stated sudden death from rupture of the heart muscle.
(1888 - 1939)Russian prose writer, publicist, teacher. Born on March 1 (13), 1888 in the city of Belopolye, Sumy district, Kharkov province. in the family of a painter. In 1904 he graduated from a 4-class school in Kremenchug, then a one-year teacher's course. In 1905–1914 he taught at railway schools. In 1916-1917 he served as a warrior in the army, demobilized due to myopia. In 1917 he graduated from Poltava with a gold medal. pedagogical institute by writing graduation essay The crisis of modern pedagogy. Having real prospects for a scientific career, since 1918, however, he chose the path of practical pedagogy, worked as an inspector of the Higher Primary School in the city of Kryukov Posad, Kremenchug County, and was in charge of the primary city school in Poltava. Since September 1920 - the head of the Poltava colony for offenders (later - named after M. Gorky), where he decided to implement the methodology of "Gorky's attitude towards a person." It was to Gorky that in 1914 Makarenko sent his first story Stupid Day for review, and from 1925 he corresponded with him. In 1928, Gorky, having personally met the Poltava colony and the Kharkov commune, prophetically remarked in a letter to Makarenko: “Your pedagogical experiment is of the utmost importance and amazingly successful global importance". Well studied by now pedagogical literature, Makarenko, contrary to the widespread concept of the innate goodness or depravity of people, in the spirit of communist neo-enlightenment, proceeded from the principle of proper education as a determining condition for the formation worthy person. The disinterested enthusiast began to prove this in the dilapidated buildings of the first colony on quicksand, and since 1927 - near Kharkov, having united with the colony, which throughout Ukraine had the sad reputation of a brothel of the most incorrigible thieves and homeless children. The unprecedented successes of the innovative teacher that followed soon were based on the use of the huge educational potential of the team, the combination of school education with productive work, the combination of trust and exactingness. Makarenko's first articles about the colony appeared in 1923 in the Poltava newspaper Golos Truda and in the magazine New Stitches. In 1927 the first chapters of the Pedagogical Poem were written. At the same time, Makarenko developed a project for the management of children's colonies in the Kharkov province for the wide introduction of his experience, however, in connection with the attacks from the pedagogical community (the basis of which was not so much Makarenko's actual omissions as conservatism, or even the ordinary envy of less fortunate colleagues), after the announcement summer 1928 People's Commissariat for Education of Ukraine, his system of education "non-Soviet", filed a letter of resignation from work. In 1932 he published the first major artistic and pedagogical work March of 30 - a series of essays, united by the main actors while still in short form, but already in Makarenko's characteristic documentary-"cinematic", implicitly-instructive manner, devoid of sentimentality, gravitating towards humor as a kind of "softening" way of conveying the sharpness of internal experiences and external conflicts, telling about the life of an educational colony of an innovative type. Since 1928, Makarenko has been working on the formation of a new team - the commune named after. F.E. Dzerzhinsky near Kharkov, which not only contributed to the re-education of "difficult" teenagers in the process of collective labor, but also paid for itself, giving the state huge profits, and even began producing complex devices - FED cameras and the first model of domestic electric drills, which was expressed In the title next book Makarenko - FD-1 (1932; the surviving part of the manuscript was published in 1950). With the help of Gorky, the Pedagogical Poem was published in 1933-1935, which soon brought its author worldwide fame and opened new page in the history of pedagogy. A unique work of art about scientific creativity in the field of practical education, it not only showed the path of proper personal development based on the principle of goal-setting, “positive” activity, productivity, humanistic mutual assistance and social responsibility and, most importantly, respectful trust in a person, but also gave living and convincing types of pupils with diverse, often aggressive inclinations and difficult destinies, the evolution of their characters, as well as the captivating veracity of the image of Makarenko himself - a mentor, organizer, elder friend, revealing the process of education in specific (often funny, projecting in advance on the "solvability" of the conflict) situations, the psychological dynamism of which was manifested mainly in dialogues with their effect reader presence and subtle speech individualization. In 1933, after the Kharkov Theater became the chief of the commune he led, Makarenko wrote the play Major (published in 1935 under the pseudonym Andrey Galchenko), aimed at conveying the cheerful, cheerful mood of the Communards. The next was a "production" play from the life of factory opticians fighting to eliminate marriage - Newton's rings (unpublished), Makarenko also wrote screenplays Real character, Business trip (both publ. 1952), the novel Ways of a Generation (unfinished, also from factory life ). In 1935, Makarenko was transferred to Kyiv as an assistant head of the department of labor colonies of the NKVD of Ukraine, where in September 1936 he was transferred to him from the commune. F.E. Dzerzhinsky received a political denunciation (Makarenko was accused of criticizing I.V. Stalin and supporting Ukrainian opportunists). The writer was given the opportunity to "hide", he moved to Moscow (1937), where he completed work on the Book for Parents (1937; co-authored with his wife, G.S. Makarenko). The Tale of Honor (1937–1938; based largely on the author’s childhood memories) and Flags on the Towers (1938) continued the themes of the writer’s previous artistic and pedagogical works, but in a romantic and apologetic tone, emphasizing not so much the difficulties of the process as the brilliance successful result many years of effort and honed pedagogical technique(in response to criticism of the idealization of the depicted Makarenko wrote: “This is not a fairy tale or a dream, this is our reality, there is not a single fictional situation in the story ... there is no artificially created color, and my colonists lived, imagine, in the palace " (“Literaturnaya Gazeta”, 1939, April 26.) The “programmed” optimism of Makarenko the educator in the second half of the 20th century was corrected by the achievements of modern pedagogy, which also takes into account Makarenko’s alien appeal to heredity, the sphere of the subconscious, to national mentality etc. However, the time of the fight against "Makarenkoism" has also passed: the concept and practical experience of Makarenko are still being studied, finding a response from many teachers. different countries until the beginning of the 21st century. Active journalistic and literary and artistic activities of Makarenko in Moscow were interrupted sudden death in a suburban train on April 1, 1939.
Makarenko Anton Semenovich - Soviet teacher and writer.
After graduating from the Kremenchug city school and pedagogical courses under it (1905), Makarenko taught in Ukraine. In 1917 he graduated from the Poltava Teachers' Institute.
In the 1920s and 1930s, Makarenko led a labor colony for juvenile delinquents near Poltava and a labor children's commune named after F.E. Dzerzhinsky in the suburbs of Kharkov. He carried out an experience unparalleled in pedagogical practice in the mass re-education of delinquent children.
In 1937 Makarenko moved to Moscow and devoted himself to literary and social-pedagogical activity.
According to Makarenko, the goal educational work determined by patterns community development, the purpose and objectives of the struggle Soviet people for communism, politics Communist Party and the Soviet state in the field of communist education.
Pedagogy should teach how to educate a person of a new society. No pedagogical tool can be declared permanent, useful and always equally effective. No system of educational means can be established forever. Makarenko developed the theory of education in a team and through a team, a methodology for an expedient organizational structure of a team of pupils that depends on specific conditions, the structure of the relationship between the individual and the team, self-government, discipline, the formation of societies, the theory of the existence of opinion as a regulator of relations in the team, continuous promotion of prospects in front of him, strengthening and development of traditions.
The Makarenko methodology clearly defines the decisive role of the leader educational institution and his responsibility for the unity of pedagogical actions of educators. Demanding the concentration of the forces of teachers on the tasks of forming an "educational team", Makarenko emphasized the need for simultaneous attention to the formation of each individual individually, educational influence on him through the team ("pedagogy of parallel action") and directly by the teacher. He defined the essence of his pedagogical experience by the principle of "as much demand on a person as possible and as much respect for him as possible." Makarenko tried to "project the best in a person", sought to see in the personality of the pupil, first of all positive traits, inclinations and forces.
A true humanist, Makarenko demanded a high ideological, moral and professional level from the educator, considered it necessary to systematically educate the pupils, advocated the implementation of the Marxist-Leninist idea of combining education and upbringing with the productive work of students.
Makarenko did a lot for the development of the Soviet theory of family education, was the initiator of mass propaganda of pedagogically sound principles of education in the family.
He argued that raising a child correctly and normally is much easier than re-educating him. High demands on oneself, parents' control over their every step - this is the first and main method of education. We need a serious, simple, sincere tone in dealing with children.
Makarenko's pedagogical experience, his pedagogical views are embodied in artistic creativity. In their works of art(“Pedagogical poem”, “March of the 1930s”, “Flags on the towers”), artistic and theoretical “Book for parents”, in journalistic articles (“Will, courage and purposefulness”, “On communist ethics”, “Communist upbringing and behavior” and others), Makarenko, as an innovative teacher and artist, traced the process of educating a new person in work collective, the development in Soviet society of new norms of behavior, the process of accumulating new moral experience and habits.
The literary activity of Makarenko is a rare example of the fusion of a truly artistic talent with the talent of a teacher-scientist.
As a writer and teacher, Makarenko was formed under the strong influence of M. Gorky, his work and personality. System pedagogical views Makarenko contributed to the development of pedagogical thought: he made a great contribution to the theory and practice of communist education, showed the enormous potential for targeted educational influence.
He was awarded the Order of the Red Banner of Labor. In the Ukrainian SSR, in 1958, the Makarenko medal was established, which is awarded to especially distinguished teachers and other workers of public education.
