Anton Semenovich Makarenko is the goal of education. The teachings of A.S. Makarenko about the team (organization, laws of activity, conditions for creation on the basis of the work "Pedagogical Poem"). Discipline - a certain order of behavior of people, ensures the consistency of actions

MAKARENKO ANTON SEMENOVICH (1888-1939), teacher and writer. Russia, USSR.
He grew up in the family of a master painter (the village of Belopolye, Kharkov province). In 1905 he graduated from the city school and pedagogical courses and was appointed teacher of a two-year railway school. And in 1914-1917. studied at the Poltava Teachers' Institute. Upon graduation, he became the head of the higher primary school in Kryukovo. Already here, MAKARENKO was thoroughly carried away by pedagogy, he was looking for something new in educational work both with individual students and with the team.
Did the October Revolution play a decisive role in the pedagogical fate of MAKARENKO, as was written about earlier? Hardly. Most likely, MAKARENKO with his talent would still have taken place as a teacher. Of course, the first years of Soviet power, its actions in the field of public education inspired, involved in the search. But several years have passed, and the situation is changing, a period of "creativity with an eye" begins, later strict control. It is quite possible that, under favorable conditions, his socio-pedagogical activity would have achieved even more amazing results.
The phenomenon of MAKARENKO began in 1920, when he organized a labor colony for juvenile delinquents. Here the teacher succeeded in the main thing - he found a strong means of education, which became team of students themselves. An important role in its creation was played by the authority of MAKARENKO, his patience, firmness, concern for teenagers, and justice. They were drawn to him, as to a father, looking for truth, protection. In the colony, which received the name of Gorky, a system of structural interactions in the team was defined: asset, division into detachments, council of commanders, external paraphernalia (banner, bugler signals, report, uniform), rewards and punishments, traditions. Later, MAKARENKO formulated laws of team development, the most important of which he considered the “system of perspective lines” and “the principle of parallel pedagogical influence”.
Education in the team MAKARENKO combined with the right labor education. The work of the colonists was organized by detachments and combined with studies. And life threw up new problems. Paradoxically, it turned out that a well-functioning labor system can cause calm and relaxation. MAKARENKO believed that this was precisely why the internal development of the Gorky colony had stopped. He found a way out in setting a new task - "the conquest of Kuryazh". About 130 colonists left their old well-equipped farm and voluntarily moved to the dilapidated Kuryazh to help 280 unruly homeless children become people. The risk was justified, the friendly team of Gorky residents relatively quickly put things in order in a new place, and by no means by force. The pedagogy of the Makarenko team also worked another time, when in 1927 he simultaneously became the head of the Dzerzhinsky colony, transferring 60 of his pupils to it. Since 1929, MAKARENKO has retained only the last colony, which soon becomes fully self-supporting: sophisticated production of electric drills and cameras has been established.
Today, reproaches and accusations are made against MAKARENKO about the barracks discipline he allegedly introduced in the colony, the authoritarianism of the teacher himself and the team he created, disregard for the Personality, complicity in the formation of the cult of the party and Stalin. But are they justified? The ideas of personality development in the team, if not publicly announced by MAKARENKO as the goal of his pedagogical system, were successfully implemented in practice. Communards worked daily for 4 hours, and their free time was devoted to well-organized leisure. The commune had a club, a library, circles, sports clubs, a cinema, a theater. In the summer, hiking trips were made to the Caucasus, to the Crimea. Those who wished to continue their education studied at the workers' faculty and entered universities. There are statistics: for 15 years of its work (1920-1935), about 8,000 offenders and homeless people passed through the teams created by MAKARENKO, who became worthy people, qualified specialists. Of course, like any teacher, MAKARENKO also did not avoid mistakes and failures.
Since 1936, MAKARENKO left his teaching career, moved to Moscow and engaged in literary work. Here he survived the tragic years of 1937 and 1938.
Makarenko's experience is unique, just as the teacher himself is unique. Few people in the history of pedagogy have managed to translate their theory into practice so successfully and achieve impressive results when dealing with such difficult pupils. The exaltation of MAKARENKO began as early as the 1930s, and for a long time he was considered perhaps the most outstanding Soviet and even domestic teacher. Let us recall, however, that neither during Makarenko's lifetime, nor after his death, the authorities, prescribing the study of his pedagogical system, were by no means in a hurry to implement it, although there were plenty of colonies and the corresponding "human material". By the way, the same fate befell Shatsky's talented experiment with the children's community. Only individual teachers resorted to the experience of MAKARENKO, some of them at one time were his pupils. The name and works of MAKARENKO are widely known abroad.

The purpose of education

In pedagogical theory, strange as it may seem, the goal of educational work has turned into an almost forgotten category. (...)
An organizational task worthy of our era and our revolution can only be the creation of a method that, being general and unified, at the same time, enables each individual to develop his own characteristics, to preserve his individuality.
It is quite obvious that, in approaching the solution of our particular pedagogical task, we must not philosophize slyly. We must only understand well the position of the new man in the new society. Socialist society is based on the principle of collectivity. It should not contain a solitary personality, now protruding in the form of a pimple, now crushed into roadside dust, but a member of a socialist collective.
In the Soviet Union there can be no personality outside the collective, and therefore there cannot be an isolated personal destiny and a personal path and happiness opposed to the fate and happiness of the collective.
There are many such collectives in a socialist society:
the general Soviet public is made up entirely of just such collectives, but this does not at all mean that teachers are relieved of the duty to seek and find perfect collective forms in their work. The school collective, the cell of the Soviet children's society, must first of all become the object of educational work. While educating an individual, we must think about educating the whole team. In practice, these two tasks will be solved only jointly and only in one common method. At every moment of our influence on the individual, these influences must also be an influence on the collective. And vice versa, each of our contact with the team will necessarily be the education of each individual included in the team.
The collective, which must be the first goal of our education, must possess quite definite qualities, clearly deriving from its socialist character...
A. The collective unites people not only in a common goal and in a common work, but also in a common organization of this work. The common goal here is not an accidental coincidence of private goals, as in a tram car or in a theater, but precisely the goal of the entire team. The relationship between the general and the particular goal with us is not a relationship of opposites, but only the relationship of the general (and therefore mine) to the particular, which, remaining only mine, will be summed up in the general in a special order.
Each action of an individual student, each of his success or failure should be regarded as a failure against the background of a common cause, as a success in a common cause. Such pedagogical logic should literally permeate every school day, every movement of the team.
B. The collective is a part of Soviet society, organically connected with all other collectives. He bears the first responsibility to society, he bears the first duty to the whole country, only through the collective does each of its members enter society. This is where the idea of ​​Soviet discipline comes from. In this case, each student will understand both the interests of the team and the concepts of duty and honor. Only in such an instrumentation is it possible to foster the harmony of personal and common interests, the cultivation of that sense of honor, which in no way resembles the old ambition of an arrogant rapist.
C. Achieving the goals of the team, common work, duty and honor of the team cannot become a game of random whims of individual people. The team is not a crowd. The collective is a social organism, therefore, it has governing and coordinating bodies authorized primarily to represent the interests of the collective and society.
The experience of collective life is not only the experience of neighborhood with other people, it is a very complex experience of expedient collective movements, among which the most prominent place is occupied by the principles of disposition, discussion, submission to the majority, submission of comrade to comrade, responsibility and coherence.
Bright and broad prospects are opening up for teacher work in the Soviet school. The teacher is called upon to create this exemplary organization, to protect it, to improve it, to transfer it to the new teaching staff. Not paired moralizing, but tactful and wise leadership of the correct growth of the team - this is his vocation.
D. The Soviet collective stands on the principled position of the world unity of working mankind. This is not an easy domestic association of people, it is part of the combat front of mankind in the era of the world revolution. All the previous properties of the collective will not sound if the pathos of the historical struggle that we are experiencing does not live in its life. In this idea, all other qualities of the team should be united and brought up. The collective must always, literally at every step, have examples of our struggle, it must always feel the Communist Party ahead of it, leading it to true happiness.
All the details of the development of the personality follow from these provisions about the collective. We must graduate from our schools energetic and ideological members of socialist society, capable without hesitation, always, at every moment of their lives, of finding the right criterion for personal action, capable at the same time of demanding correct behavior from others. Our pupil, whoever he may be, can never act in life as the bearer of some personal perfection, only as a kind or honest person. He must always act primarily as a member of his team, as a member of society, responsible for the actions not only of his own, but also of his comrades.
Particularly important is the area of ​​discipline in which we educators have sinned the most. Until now, we have a view of discipline as one of the many attributes of a person, and sometimes only as a method, sometimes only as a form. In a socialist society, free from any otherworldly foundations of morality, discipline becomes not a technical, but an obligatory moral category. Therefore, for our team, the discipline of inhibition is absolutely alien, which now, due to some misunderstanding, has become the alpha and omega of the educational wisdom of many teachers. Discipline, expressed only in prohibitive norms, is the worst kind of moral education in the Soviet school. (...)
Makarenko A.S. About education.- M., 1988.- S. 28-30

What does it mean to raise a child?

What does it mean to raise a child? You can educate for happiness, you can educate for struggle. You can educate for individual happiness, you can educate for individual struggle. And you can educate for common happiness and for common struggle. These are all very important and very practical questions.
We have many old ideas about the values ​​of a person, about his dignity.
So, the goal of education seems to be clear. What should be a Soviet citizen? A few very clear signs: active, active, prudent, knowledgeable collectivist. But not only the ability to act, a greater ability to slow down is also needed, which is also different from the old ability. A very important ability to orientate, a wide look and a wide flair.
Ways of education. Of course, in the foreground is the sum total of correct ideas, the sum of correct, Marxist-illuminated knowledge. Knowledge comes from studies and even more from the wonderful Soviet experience, from a newspaper, a book, from our every day. Many people think that this is enough. It's really a lot. Our life makes the most powerful impression on a person and really educates him. (...)
But we cannot dwell on these achievements, we must say frankly that without special care for the person, pedagogical care, we lose a lot. True, good results are obtained, but we are satisfied with them only because we do not know how grandiose they can be,
I am a supporter of a special educational discipline, which has not yet been created, but which, precisely here, in the Soviet Union, will be created. The basic principles of this upbringing are: 1) respect and demand; 2) sincerity and openness; 3) adherence to principles; 4) care and attention, knowledge; 5) exercise; 6) hardening; 7) labor; 8) team; 9) family: the first childhood, the amount of love and the measure of severity; 10) children's joy, play; 11) punishment and reward.
There. -WITH. 35-36.

Communist upbringing and behavior

Our task is not only to educate in ourselves the right, reasonable attitude to the issues of behavior, but also to educate the right habits, i.e. such habits, when we would do the right thing not at all because we sat down and thought, but because we cannot do otherwise, because we are so used to it. And the cultivation of these habits is a much more difficult task than the cultivation of consciousness. In my work of character education it was very easy to organize consciousness. Nevertheless, a person understands, a person is aware of how to act. When it is necessary to act, he acts differently, especially in those cases when the act is performed in secret, without witnesses. This is a very accurate test of consciousness - an act in secret. How does a person behave when no one sees, hears and no one checks? And then I had to work very hard on this issue. I realized that it is easy to teach a person to do the right thing in my presence, in the presence of the collective, but to teach him to do the right thing when no one hears, sees, or learns anything is very difficult. (...)
It is a common belief that a person should have both advantages and disadvantages. Even young people, schoolchildren, think so. How “convenient” it becomes to live with the consciousness: I have advantages, there are also disadvantages. And then comes self-consolation: if there were no shortcomings, then it would be a scheme, not a person. Flaws should be for colorfulness.
But why should there be disadvantages? And I say: there should be no shortcomings. And if you have twenty virtues and ten faults, we must stick to you, why do you have ten faults? Down with five. When five remain - down with two, let three remain. In general, from a person you need to demand, demand, demand! And each person must demand from himself. I would never have come to this conviction if I had not had to work in this area. Why should a person have flaws! I have to improve the team until there are no shortcomings. And what do you think? Do you get a scheme? No! It turns out a wonderful person, full of originality, with a bright personal life. But is it really a person if he is a good worker, if he is a wonderful engineer, but loves to lie, not always telling the truth? What is it: a wonderful engineer, but Khlestakov?
And now we ask: what are the shortcomings can be left?
Now, if you want to carry out communist education in an active way, and if in your presence they will say that everyone must have shortcomings, you ask: what kind? You see what they will answer you. What disadvantages may remain? It is impossible to steal secretly, it is impossible to misbehave, it is impossible to steal, it is impossible to act dishonestly. And what are possible? Can you leave your temper? Why? There will be a person with a hot temper among us, and he can scold, and then he will say: sorry, I have a hot temper. It is precisely in Soviet ethics that there should be a serious system of requirements for a person, and only this can lead to the fact that we will develop, first of all, a requirement for ourselves. This is the most difficult thing - the requirement for yourself. My “specialty” is correct behavior, I had to, in any case, behave correctly in the first place. It is easy to demand from others, but from yourself - you run into some kind of rubber, you still want to excuse yourself with something. And I am very grateful to my communard team to them. Gorky and them. Dzerzhinsky for the fact that, in response to my demands on them, they made demands on me.
... We must demand, but make only feasible demands ... Any excess can only cripple ...
Our ethics should be the ethics of prosaic, businesslike, of today's, tomorrow's our ordinary behavior...
Those who believe that people can have shortcomings sometimes think: if a person is used to being late, then this is a small disadvantage.
I can be proud - in my commune there was always such a procedure: whatever meeting took place, it was supposed to wait three minutes after the signal. After that, the meeting was considered open. If one of the Communards was five minutes late for a meeting, the chairman would say: you are five minutes late - get five outfits. That means five hours of extra work.
Accuracy. This is labor productivity, this is productivity, these are things, this is wealth, this is respect for oneself and for comrades. We in the commune could not live without accuracy. Tenth graders in schools say: there is not enough time. And in the commune there was a full ten-year-old and a factory that took four hours a day. But we had enough time. And they walked, and rested, and had fun, and danced. And we have reached a real ethical pathos: being late is the biggest punishment. Let's say the Communard told me: I'm going on vacation until eight o'clock. He set his own time. But if he came at five past nine, I put him under arrest. Who pulled you by the tongue? You could have said at nine o'clock, but you said at eight, so come like that.
Accuracy is a big deal. And when I see a Communard has lived to the point, I believe that a good person will come out of him. Precisely, respect for the collective is manifested, without which there can be no communist ethics. (...)
Any act that is not designed for the interests of the collective is a suicidal act, it is harmful to society, and therefore to me. That is why reason and common sense must always be present in our communist ethics. Whatever question you take, even the question of love, it is decided by what determines all our behavior. Our behavior should be the behavior of knowledgeable people, capable people, life technicians, who are aware of every action. We cannot have ethics without knowledge and skill, without organization. This also applies to love. We must be able to love, know how to love. We must approach love as conscious, sensible, self-responsible people, and then there can be no love dramas. Love also needs to be organized, like all things. Love loves the organization as much as any job, and until now we have thought that love is a matter of talent. Nothing like this.
The ethical problem “I fell in love - fell out of love”, “I deceived - I left it” or the problem “I fell in love and will love for the rest of my life” cannot be resolved without the most careful orientation, accounting, verification and the obligatory ability to plan one's future. And we must learn how to love. We are obliged to be conscious citizens in love, and therefore we must fight the old habit and view of love that love is an influx from above, such an element has flown in, and a person has only his “object” and nothing more. I fell in love, so I'm late for work, I forget the keys to office cabinets at home, I forget the money for the tram. Love should enrich people with a sense of power, and it enriches. I taught my Communards to test themselves in love, to think about what will happen tomorrow. (...)
Ibid.- pp.38-46.

Methodology for organizing the educational process
The work of the educator

The work of the educator in detachments should be as follows: first of all, the educator should know well the composition of his detachments, he should know the life and character traits of each pupil, his aspirations, doubts, weaknesses and virtues.
A good educator must necessarily keep a diary of his work, in which he writes down individual observations on pupils, cases that characterize this or that person, conversations with him, the movement of the pupil forward, analyze the phenomena of a crisis or a turning point that all children have at different ages. This diary should in no case have the character of an official journal.
It should be viewed only by the head of the pedagogical department and only if he wants to get a more complete picture of one or another pupil. Keeping such a diary can characterize the quality of the work of the educator and serve as a well-known measure of his value as an employee, but it should not be formally required that he keep such a diary, because in this case the most dangerous thing is to turn such a diary into an official report.
The diary is recommended to be kept in a large notebook, without dividing it into parts for individual pupils, since in this diary the educator must characterize and analyze not only individuals, but also entire groups and phenomena in the detachments. This diary should not turn into a record of misdemeanors and violations. Such registration should be carried out in another place - with the head of the pedagogical unit or in the council of commanders. The educator should be interested in intimate, officially elusive phenomena.
In order for the educator to work in this particular direction, he should not resemble a warden. The educator should not have the right to punish or reward in formal terms, he should not give orders on his own behalf, except in the most extreme cases, and even more so should not command. The detachment leader, who has the right to order and demand, is the detachment commander. In no case should the teacher replace him. Similarly, he should not replace the top management of the institution.
If possible, the educator should avoid complaints about the pupils to senior management, report to the official on the state of the detachments transferred to him. And this duty to report officially belongs to the commander.
Only when the educator is freed from formal supervisory functions can he earn the full confidence of the detachments and all the pupils and conduct his work properly.
What should a teacher know about each student?
What is the state of health of the pupil, does he complain about anything, does he go to the doctor, is he satisfied with the help of the doctor? Is the doctor attentive enough to this pupil?
How does the pupil feel about his institution, does he value it, is he ready to actively participate in improving the life of the institution, or does he treat it indifferently, as an episode of his life, and perhaps even hostilely? In the latter case, it is necessary to find out the reasons for this unhealthy attitude: do they lie in the institution itself and its procedures, or do the reasons lie in the desire of the pupil to study and live in another place, where exactly, what to live with, what to do?
Does the pupil accurately represent his position, his strengths, does he understand the need for a labor path? Does not the primitive perspective of today's satiety, today's pleasure, predominate in him, is this entertainment due to ingrained habits or due to weak development?
How does the pupil relate to comrades and to which ones is he more drawn to, whom does he not love, with whom is he friends, with whom is he at enmity? How strong are his inclinations towards secret antisocial groups, towards fantastic and adventurous plans. How does he relate to the detachment and the commander? What dominance tendencies does he have, and on what does he seek to justify this predominance: on intellect, on development, on life experience, on strength of personality, on physical strength, on aesthetic posture? Is this striving for dominance parallel to the interests of the institution, or directed against the institution, against the troop, or against individuals?
How does the pupil relate to improving his qualifications, to school work, cultural work, to raising the general culture of behavior, the culture of attitude towards people.
Does he understand the need for his own improvement and the benefits of it, or is he more attracted to the very process of study and cultural work, the pleasures that this work gives him?
What does the pupil read, does he read newspapers, books, does he get them himself in the library or does he read random books, is he interested in certain topics or does he read indiscriminately?
What talents and abilities does the pupil discover, which would need to be developed?
Where does the pupil work in production, is the work feasible for him, does he like it? Does the pupil show weakness of will in his attitude to work, is he capricious, does he strive for other work, how reasonable is this desire, what are the obstacles in such an aspiration, how does the pupil overcome these obstacles, is he ready to fight them for a long time, is it enough Does he have perseverance?
How does the pupil relate to his workplace, to work processes, to tools, to the technological process, does he show interest in the technical development of his work, in improving it, increasing productivity, in the Stakhanovist movement? What inconveniences and shortcomings hinder the work of the pupil, what measures does he take to eliminate them, does he speak out in the detachment, in what forms does the pupil do all this?
Is the pupil familiar with the general production situation of the entire detachment, of the entire workshop? Does he know the control figures for the detachment and for the workshop, is he interested in the success of his production, institution, its movement forward? How much does he care about the successes and failures of production, how much does he live by them?
The financial situation at home - in the family and the income of the pupil in the workplace, how much money does he receive in his hands? How does he spend it, does he value money, does he seek to save it? Does it help the family and which of the family members, comrades? Does he have a tendency to dress better what he buys from clothes?
Are cultural skills instilled in the pupil, does he understand the need for them, does he strive to improve his speech, how does he treat the weak, women, children and the elderly?
All these data about the pupil and many others that will arise in the process of studying the pupil, the educator must know, and a good educator will certainly write it down. But this data should never be collected in such a way that it is a simple collection. Knowledge of the pupil should come to the educator not in the process of indifferent study of him, but only in the process of joint work with him and the most active help to him. The educator should look at the pupil not as an object of study, but as an object of education.
From this basic provision both the forms of communication between the educator and the pupil, and the forms of its study, follow. The educator should not simply ask the pupil about the various circumstances of his life, about his aspirations and desires in order to write it all down and summarize.
At the first meeting of an educator and pupil, the former should set himself a practical goal: to make this boy or girl a real cultured Soviet person, a worker, such a worker who can be released from the institution as a useful citizen, qualified, literate, politically educated and well-mannered, healthy physically and mentally. The educator should never forget this goal of his work, literally not forget for a single minute. And only in the practical movement towards this goal, the educator should have contact with his pupil.
Every learning something new about the pupil from the educator must immediately be translated into practical action, practical advice, the desire to help the pupil.
Such help, such a movement towards a permanent goal, can only in rare cases be provided in a simple conversation with a pupil, in a simple explanation of various truths to him.
Conversations to inexperienced educators seem to be the highest expression of pedagogical technique. In fact, they are the most artisanal pedagogical techniques.
The educator should always be well aware of the following: although all pupils understand that they are taught and educated in a children's institution, they really do not like to undergo special pedagogical procedures and, moreover, do not like it when they are endlessly talked about the benefits of education, moralizing every meaning.
Therefore, the essence of the pedagogical position of the educator should be hidden from the pupils and not come to the fore. An educator who endlessly pursues pupils with obviously special conversations annoys pupils and almost always causes some opposition.
Soviet pedagogy is not a pedagogy of direct, but of parallel pedagogical action. The pupil of our children's institution is first of all a member of the labor collective, and then already a pupil, this is how he should be presented to himself. Therefore, officially, he is not called a pupil, but a candidate or a member of the team. In his eyes, the educator must also act, first of all, as a member of the same labor collective, and then as an educator, as a specialist teacher, and therefore the contact between the educator and the pupil should take place not so much in a special pedagogical plane, but in the plane of a labor production team, against the backdrop not only of the interests of the narrow pedagogical process, but of the struggle for the best institution, for its wealth, prosperity and good reputation, for cultural life, for the happy life of the team, for the joy and intelligence of this life.
In front of a group of pupils, the educator must act as a fighting comrade, fighting together with them and ahead of them for all the ideals of a first-class Soviet children's institution. From this follows the method of his pedagogical work. This teacher must remember at every step.
Therefore, for example, if an educator has set himself the goal of breaking up, eradicating any harmful grouping or company in a detachment, in a class or in an institution, he should do this in the form not of a direct appeal to this group, but of a parallel operation in the detachment, class itself, talking about a breakthrough in the detachment, about the passivity of some comrades, about the harmful influence of the grouping on the detachment, about the lagging behind of the detachment. He must mobilize the attention of the entire detachment on this grouping. A conversation with the pupils themselves should take the form of a dispute and persuasion, not on a direct question (education), but on the question of the life of the institution, of its work.
The educator, wanting to know the position of the pupil at school or at work, has at his disposal the only method: he goes to school, at work, speaks at all production meetings, he speaks and actively acts among the teaching staff, production administration, fights with the detachment for excellent academic performance, for a good tool, for the presentation of materials, for the best process of instructing and monitoring and improving the quality of training. He acts next to the detachment as an interested member of it in all cases when the detachment defends the correct social position.
In all cases when a detachment strays on the wrong path, it wages a struggle within the detachment itself, relying on its best members and defending in the process not its own pedagogical positions, but above all the interests of the pupils and the entire institution.
"Processing" of individual pupils only in rare cases should take on the character of a direct appeal to this pupil. First of all, the educator must mobilize for such "processing" a certain group of senior and influential comrades from his own detachment or even from someone else's. If this does not help, he should talk himself with the pupil, but even this conversation he should make a completely simple and natural conversation about affairs in the institution or in the detachment, and only gradually and naturally move on to the topic of the pupil himself. It is always necessary for the pupil to want to talk about himself. In some cases, it is possible to directly address the pupil on the topic of his behavior, but such an appeal must also be made logically based on the general themes of the team.,
The issue of extreme importance is the attitude of children to education. This is the area to which the educator should pay the most serious attention. The systematic acquisition of solid knowledge in school and its timely completion determine the path of a person in life, but this is also necessary for the healthy and correct formation of character, i.e., to a large extent, this determines the fate of a person. Therefore, progress and grades (and this does not always completely coincide and should also be the subject of special attention of the teacher), the actual knowledge of the pupil in subjects of particular interest to him should be well and in detail known to the educator in their dynamics, development and trends. Failure at school, bad grades lower the mood and vitality of the pupil, although outwardly this may take the form of bravado, feigned indifference, isolation or sneer. School failures are the usual beginning of children's systematic lying in its most diverse forms. Such a posture of the pupil contrasts him with a healthy children's and youth team, and therefore it is always more or less dangerous.
An excellent student may have another tendency outside the collective position: arrogance, narcissism, selfishness, covered up by the most virtuous mien and pose. The average student has a monotonous and greyish tone of life that children find difficult to bear and therefore begin to look for an optimistic perspective in other areas.
School relations constitute the main background of the life of schoolchildren, this educator should always remember, but here, too, complete success and well-being are achieved by the clarity of the pupil’s personal and social promising paths, the strength of social and collective ties, and lectures and persuasion help least of all. Real help is needed for those who are lagging behind in improving their civic well-being.
The future of the pupil should be absolutely special in the view of the educator. The educator must know what the pupil wants and hopes to be, what efforts he makes for this, how real his aspirations are, whether they are within his power. Choosing a life path for a young man is not so easy. Here often great obstacles are disbelief in one's own strength or, on the contrary, a dangerous imitation of stronger comrades.
In this complex task, students usually deal with difficulty, especially since we have not yet learned how to thoroughly help our graduates.
Helping a pupil to choose his path is a very responsible task, not only because it is important for the future life of the pupil, but also because it greatly affects the tone of his activity and life in the institution.
The educator should also carry out this work in the thickness of the entire detachment, arousing the pupils' interest in various areas of life, citing as an example advanced workers and collective farmers who have become famous throughout the country. It is important to arouse in the children the desire to be ahead in every place, in every business. It is important to prove that energy, enthusiasm, intelligence, striving for high quality work make each specialty enviable.
Forms of work of the educator in the detachment can be very diverse:
participation in the work of the detachment, class;
participation in all production meetings;
participation in all meetings and general meetings;
mere presence in the detachment for a conversation, for a game of chess or dominoes, for a sports game;
joint walks; participation in circles together with members of the detachment;
participation in the release of the detachment newspaper;
reading evenings; guidance in reading and selection of books;
participation in the production of general cleaning in the detachment;
walks and conversations with individual groups and individual pupils;
presence in class;
assistance to pupils in the preparation of lessons, in the execution of drawings and drawings;
presence in all self-government bodies;
a meeting with a detachment or with all detachments of its group;
direct work in organizing exhibitions and preparing holidays;
active participation in solving all issues of material life;
trips and trips to bond with various organizations, simply to visit workers and collective farm collectives.
Swimming, skiing, skating - direct work on the arrangement and establishment of all these entertainments.
The work of an educator in detachments requires a lot of strength, and it can fill all the educator's working time.
For such detachment work, it is not necessary to establish any time regulations. This job cannot be on duty. The educator must be with the detachment, especially at a time when the detachment is not busy at work or at school, but even at this time, every hour spent by the educator with the detachment, there is already work.
The educator should avoid only one form: simply being in front of the children without any business and without any interest in them. The control of the squad work of the educator must be carried out not by the number of hours worked, but by the results of work, by the place occupied by his squad in the inter-squad competition, by the general tone, by production success, by the nature of the growth of individual pupils and the entire squad, and, finally, in relation to to him of the detachment.
It is quite clear that an educator who does not have authority cannot be an educator.
In his detachment work, as already mentioned, the educator should not be an administrator. If negative phenomena are observed in the detachment, the educator should talk about them with the head of the pedagogical department, but after such a conversation, the management of the institution can take organizational measures only after a statement about the trouble in the detachment comes from the commander or members of the detachment.
In order to put such measures on the agenda, the educator must openly demand from the meeting of the detachment or the top of the detachment a message to the leadership of the institution. In such a requirement, the educator should always be persistent, should not play along with the pupils and hide his own point of view from them. In the eyes of the pupils, the teacher should not be two-faced, and his actions in the detachment should not seem to be in conflict with the actions of the administration of the institution. A completely different position of the educator in his other work - in the work of the entire team. In this case, he no longer acts as a senior comrade in a group of detachments, but as a representative of the entire team ...

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

1. Life and work of A. S. Makarenko………………………… p.4

2. The most important principles of pedagogical theory and practice of A. S. Makarenko……………………………………………………………. page 5

3. Education in the team and through the team……………………. page 6

4. About labor education…………………………………………... page 8

5. The value of the game in education………………………………………… p.9

6. About family education………………………………………….. p.10

Conclusion………………………………………………………........... p.12

Bibliography……………………………………………………. page 13

Introduction

PEDAGOGICAL ACTIVITY AND THEORY OF A. S. MAKARENKO

Anton Semenovich Makarenko (1888-1939) was a talented innovative teacher, one of the creators of a coherent system of communist education of the younger generation based on Marxist-Leninist teachings. His name is widely known in different countries, his pedagogical experiment, which, according to A. M. Gorky , world significance, is studied everywhere. Over the 16 years of his activity as the head of the colony named after M. Gorky and the commune named after F. E. Dzerzhinsky, A. S. Makarenko brought up more than 3,000 young citizens of the Soviet country in the spirit of the ideas of communism. Numerous works of A. S. Makarenko, especially “ The pedagogical poem and “Flags on the Towers” ​​have been translated into many languages. There is a large number of Makarenko's followers among progressive teachers all over the world.

1. Life and work of A. S. Makarenko

A. S. Makarenko was born on March 13, 1888 in the city of Belopolye, Kharkov province, in the family of a railway workshop worker. In 1905 he graduated with honors from the Higher Primary School with one-year pedagogical courses. The turbulent events of the period of the first Russian revolution of 1905 greatly captured the capable and active young man, who early realized his pedagogical vocation and was passionately carried away by the humane ideas of Russian classical literature. Gorky, who then controlled the minds of the progressive people of Russia, had a huge influence on the formation of Makarenko's worldview. In the same years, A. S. Makarenko got acquainted with Marxist literature, for the perception of which he was prepared by all the life around him.

But after graduating from college, A.S. Makarenko worked as a teacher of the Russian language, drafting and drawing in a two-year railway school in the village. Kryukovo, Poltava province. In his work, he sought to implement progressive pedagogical ideas: he established close ties with the parents of students, promoted the ideas of a humane attitude towards children, respect for their interests, and tried to introduce labor at school. Naturally, his moods and undertakings met with disapproval from the conservative school authorities, who achieved the transfer of Makarenko from Kryukov to the school of the provincial station Dolinskaya of the Southern Railway. From 1914 to 1917 Makarenko studied at the Poltava Teachers' Institute, graduating with a gold medal. Then he was in charge of the higher primary school in Kryukov, where he spent his childhood and youth and where museums named after him are now open.

AS Makarenko enthusiastically met the Great October Socialist Revolution. During the period of the civil war and foreign intervention in the southern Ukrainian cities, a huge number of homeless teenagers accumulated, the Soviet authorities began to create special educational institutions for them, and A.S. Makarenko was involved in this most difficult work. In 1920, he was instructed to organize a colony for juvenile delinquents.

In the course of eight years of intense pedagogical work and bold innovative searches for methods of communist education, Makarenko won a complete victory, creating a remarkable educational institution that glorified Soviet pedagogy and approved the effective and humane character of the Marxist-Leninist doctrine of education.

In 1928, M. Gorky visited the colony, which since 1926 bore his name. He wrote about this: “Who could so unrecognizably change, re-educate hundreds of children, so cruelly and insultingly dented by life? The organizer and head of the colony is A. S. Makarenko. He is undeniably a talented teacher. The colonists really love it and speak of it in a tone of such pride, as if they had created it themselves.”

The heroic story of the creation and flourishing of this colony is beautifully depicted by A. S. Makarenko in the Pedagogical Poem. He began to write it in 1925. The whole work was published in parts in 1933-1935.

In 1928-1935. Makarenko led the commune named after F. E. Dzerzhinsky, organized by the Kharkov Chekists. Working here, he was able to confirm the vitality and effectiveness of the principles and methods of communist education he formulated. The life of the commune is reflected by A. S. Makarenko in his work “Flags on the Towers”.

In 1935, Makarenko was transferred to Kyiv to be in charge of the pedagogical part of the labor colonies of the NKVD of Ukraine. In 1936 he moved to Moscow, where he was engaged in theoretical pedagogical activity. He often spoke among teachers and in front of a wide audience of readers of his works.

In 1937, A. S. Makarenko’s major artistic and pedagogical work “A Book for Parents” was published. An early death interrupted the work of the author, who intended to write 4 volumes of this book. In the 1930s, the newspapers Izvestia, Pravda, Literaturnaya Gazeta published a large number of articles by A. S. Makarenko of a literary, journalistic and pedagogical nature. These articles aroused great interest among readers. Makarenko often gave lectures and reports on pedagogical issues, consulted teachers and parents a lot. He also spoke on the radio. A number of his lectures for parents were repeatedly published under the title "Lectures on the education of children." A. S. Makarenko died on April 1, 1939.

2. The most important principles of pedagogical theory and practice A. S.

Makarenko

A. S. Makarenko believed that a teacher's clear knowledge of the goals of education is the most indispensable condition for successful pedagogical activity. In the conditions of Soviet society, the goal of education should be, he pointed out, the education of an active participant in socialist construction, a person devoted to the ideas of communism. Makarenko argued that achieving this goal is quite possible. “... The upbringing of a new person is a happy and feasible task for pedagogy,” he said, referring to Marxist-Leninist pedagogy.

Respect for the personality of the child, a benevolent view of his potential to perceive the good, become better and show an active attitude towards the environment has always been the basis of the innovative pedagogical activity of A. S. Makarenko. He approached his pupils with the Gorky call "As much respect for a person as possible and as much demand for him as possible." To the call for all-forgiving, patient love for children widespread in the 1920s, Makarenko added his own: love and respect for children must necessarily be combined with demands on them; children need “demanding love,” he said. Socialist humanism, expressed in these words and passing through the entire pedagogical system of Makarenko, is one of its basic principles. A. S. Makarenko deeply believed in the creative powers of man, in his possibilities. He sought to “project the best in man.

Supporters of "free education" objected to any punishment of children, stating that "punishment brings up a slave." Makarenko rightly objected to them, saying that “impunity brings up a hooligan”, and believed that wisely chosen, skillfully and rarely applied punishments, except, of course, corporal ones, are quite acceptable.

AS Makarenko resolutely fought against pedology. He was one of the first to speak out against the “law” formulated by pedologists on the fatalistic conditionality of the fate of children by heredity and some kind of unchanging environment. He argued that any Soviet child, offended or spoiled by the abnormal conditions of his life, can improve, provided that a favorable environment is created and the correct methods of education are applied.

In any educational Soviet institution, pupils should be oriented toward the future, and not toward the past, they should be called forward, joyful real prospects should be opened to them. Orientation to the future is, according to Makarenko, the most important law of socialist construction, which is entirely directed to the future, it corresponds to the life aspirations of every person. “To educate a person means to educate him,” said A. S. Makarenko, “promising paths along which his tomorrow's joy is located. You can write a whole methodology for this important work. This work should be organized according to a "system of perspective lines."

3. Education in a team and through a team

The central problem of the pedagogical practice and theory of A. S. Makarenko is the organization and education of the children's team, as N. K. Krupskaya also spoke about.

The October Revolution put forward the urgent task of the communist education of the collectivist, and it is natural that the idea of ​​education in a collective occupied the minds of Soviet teachers in the 1920s.

The great merit of A. S. Makarenko was that he developed a complete theory of the organization and education of the children's team and the individual in the team and through the team. Makarenko saw the main task of educational work in the correct organization of the team. “Marxism,” he wrote, “teaches us that it is impossible to consider the individual outside society, outside the collective.” The most important quality of a Soviet person is his ability to live in a team, to enter into constant communication with people, to work and create, to subordinate his personal interests to the interests of the team.

Goals and objectives of personality education in Makarenko's theory

In his literary and pedagogical works, A.S. Makarenko emphasized the role of traditions, customs, norms, values, style and tone of relations that develop in this team, emphasizing the importance of pupils' self-government as a decisive factor in the educational impact on children.

Much attention to A.S. Makarenko paid attention to the method of organizing the educational process. The method of so-called parallel action, promising lines of development of the team, the “explosion method”, developed and repeatedly described by him in his writings, had a great influence on the practice of the Soviet school.

Based on the fact that the goals of the team in its broadest sense should become the goals of an individual and be realized in the conditions of a variety of socially useful activities, A.S. Makarenko saw the task of the school in that from its walls it should produce energetic and purposeful people who evaluate any of their actions primarily from the point of view of the interests of society. "The task of our education is to educate a collectivist."

A necessary factor in education in Makarenko's pedagogical system is work. In the process of children's labor activity, says Makarenko, it is necessary to develop their ability to orientate themselves, plan work, take care of time, tools of production and materials, and achieve high quality work.

Makarenko's instructions about labor education of children in the family. He advises giving children even younger age are not one-time assignments, but permanent assignments, for months and even years, so that children are responsible for the work entrusted to them for a long time.

The education of a sense of duty and honor, the education of will, character and discipline must also take place in a team.

The teachings of A.S. Makarenko about the team (organization, laws of activity, conditions for creation on the basis of the work "Pedagogical Poem")

The question of educating the younger generation in the spirit of collectivism has been the leading, fundamental question of Soviet pedagogy from the very first days of its existence. Education in the team and through the team is the central idea of ​​his pedagogical system, running like a red thread through all his pedagogical activity and all his pedagogical statements.

Under the collective Makarenko understood not a random accumulation of people, but their unification to achieve common goals in common work - an association that is distinguished by a certain system of powers and responsibilities, a certain correlation and interdependence of its individual parts. He emphasized that the collective is a part of Soviet society "through the collective, each of its members enters society."

Makarenko believed that it is possible to influence an individual by acting on a collective of which this individual is a member. He called this position the "principle of parallel action." This principle implements the requirement of the collective - "all for one, one for all." The "principle of parallel action" does not exclude, however, the application of the "principle of individual action" - the direct, immediate influence of the teacher on an individual pupil.

One of the most important laws of the collective Makarenko considered "the law of motion of the collective." If the team has achieved its goal, but has not set new prospects for itself, complacency sets in, there are no more aspirations that inspire the members of the team, it has no future. The development of the team stops. The team must always live a busy life, striving for a specific goal. In accordance with this, Makarenko for the first time in pedagogy put forward and developed an important principle, which he called the "system of perspective lines."

The development of the children's team, according to Makarenko, should take place constantly; it must be directed by the teaching staff, which is creatively looking for the most effective ways to move forward. The teacher must be able to captivate the entire team of pupils and each of its participants with a specific goal, the achievement of which, requiring effort, labor, struggle, gives deep satisfaction. Having achieved this goal, we must not rest on our laurels, but set a further task, broader, more socially significant, to do more and better than before. The art of the teacher is to combine his leadership, his pedagogical requirements with the great real rights of the team. Makarenko assigned an important role in the life of the team to the game.

Each member of the collective is obliged to recognize and feel his duty to the collective, starting with the primary collective and ending with the Motherland.

Discipline especially develops and grows stronger in an organized team. Discipline is the face of the team, its voice, its beauty, its mobility, its facial expressions, its conviction.” “Everything that is in the team, ultimately, takes the form of discipline.

II

At the stage of the revolutionary restructuring of society, we vitally need a holistic pedagogical system of A. S. Makarenko, and not declared, not superficially interpreted, but deeply perceived by the mind and heart of everyone who is involved in the matter of education. For a great teacher half a century ago developed the concept of education of tomorrow.

The theory of A. S. Makarenko directly grew out of practice: for 16 years he talentedly and selflessly fearlessly carried out an unprecedented pedagogical experiment. Based on the traditions of progressive domestic and foreign pedagogy, on the ideas of the classics of Marxism-Leninism, Makarenko clearly, polemically pointedly stated the decisive influence of the social environment, working and leisure conditions, and everyday life on the formation of the worldview and morality of the individual. Everything brings up: circumstances, things, actions, actions of people, sometimes completely unfamiliar. Actually, the educational process (object - subject of education) is only one of the factors that form a person. Educates not only or not so much the educator himself, but the environment, which is organized in the most advantageous way around the central point - the management process.

With his activities, A. S. Makarenko defended the idea of ​​a dynamic unity of life and education. While educating the younger generation, he fought primarily for the harmonious development of the child's personality. Children, he believed, are not "preparing for work and life," as other scientific educators claimed, but live and work, think and experience. He said: “No, children are living lives” - and taught them to treat them as comrades and citizens, to see and respect their rights and obligations, including the right to joy and the duty of responsibility. Makarenko made the most important innovative conclusion: the pedagogically expedient organization of the entire life and activities of children in a team is a common and unified method that ensures the effectiveness of educating a team and a socialist personality.

A. S. Makarenko was deeply aware, felt his vocation: “My world is the world of organized human creation. The world of exact Leninist logic, but there is so much of its own here that this is my world ”(July 1927).

A. S. Makarenko's discoveries were born on the basis of the comprehensive development of Lenin's theoretical heritage, understanding of Lenin's plans for building a socialist society. On the thoughts of V.I. Lenin about the need to "provide complete freedom of creativity to the masses" ( Lenin V.I. Full. coll. op. T. 35. S. 27.) was based on the idea of ​​democratization of public education (“it is necessary to give the children's team the opportunity to create the forms of their life and way of life”), tirelessly and consistently developed by Makarenko.

The charter (constitution) of a school or an orphanage, according to Makarenko, is created by the team itself and is intended to be a kind of mirror that reflects all the living ways of this institution. Of course, any charter is approved by the highest authorities, but this should not interfere with a living cause, should not ruin the initiative. Only such a truly democratic system of development, approval and implementation of the charter "will make our education really socialist and completely free from unnecessary bureaucracy." And in this case, the school, the orphanage will benefit in the process of creativity, and the governing bodies - in strengthening the pedagogical orientation of their activities.

What are the goals of education? Young Soviet pedagogical science answered this question only in the most general form. At the same time, extremes were often allowed, when, touching on this issue, other theorists reached sky-high heights, set unrealizable, and therefore useless tasks - “romantic”, as A. S. Makarenko called them. The point was to associate high goals with a concrete life. Discipline, hard work, honesty, political consciousness - this is the minimum, the achievement of which opened up wide open spaces for the implementation of the goals set by society.

Even at the beginning of his work in the colony. M. Gorky, the innovative teacher argued with those scientists who tried to decompose the personality of the pupil "into many components, name and number all these parts, build them into a certain system and ... not know what to do next." This is a formal, superficial attitude to both science and education. The essence of a truly scientific approach is different: education had to be organized in such a way that the personality of a person improved as a whole.

The moral maximalism of A. S. Makarenko did not allow him to divide the shortcomings of people into categorically unacceptable and, on the contrary, tolerable ones. It is impossible to hooligan, it is impossible to steal, it is impossible to deceive ... But is it possible to be rude because of a quick temper? It was in Soviet ethics, Makarenko believed, “there should be a serious system of requirements for a person, and only this can lead to the fact that we will develop, first of all, a requirement for ourselves. This is the most difficult thing - the demand on yourself. But it is with this that the process of perfection and self-improvement of a person begins, the restructuring of oneself.

Demandingness as a moral and pedagogical principle is inherent in Makarenko's educational concept, and it is not by chance that, speaking about the essence of his experience, he gave a short, capacious formula that has become a catch phrase: as much demand on a person and as much respect for him as possible.

In Makarenko's principle of mutual respect (not only educators and pupils, but also children to each other) and exactingness, respect plays the main role. Both in his writings and in his practical work, A.S. Makarenko emphasized more than once: it is not the fault, but the misfortune of the “difficult” child that he is a thief, a hooligan, a brawler, that he is poorly educated. The reason is the social conditions, the adults around him, the environment. “I was a witness,” wrote Anton Semenovich, “of numerous cases when the hardest boys, who were expelled from all schools, were considered disorganizers, placed in the conditions of a normal pedagogical society (read - educational team. - B. X.), literally the next day they became good, very talented, capable of moving forward quickly.”

Belief in the best in a person is the leading principle of A. S. Makarenko's pedagogy. He called on his fellow educators to do this: “When you see a pupil in front of you - a boy or a girl - you should be able to design more than it seems to the eye. And it's always right. Just as a good hunter, firing a shot at a moving target, takes it far ahead, so a teacher in his educational work should take it far ahead, demand a lot from a person and respect him terribly, although by outward signs, perhaps this person does not deserve respect. .

Without such an approach to children, true humanism, respect for the dignity of a person, his creative abilities and prospects is impossible. In the cruel times of “studying”, labels, moral and physical destruction of people (often with the consent of public opinion), Makarenko’s voice sounded in obvious dissonance: “Bulking on a“ child ”from all sides is worse than storming" ( From the archive of A. S. Makarenko.).

The central place in the theory of A. S. Makarenko is occupied by the doctrine of the educational team, which is, firstly, an instrument for the formation of an active creative personality with a highly developed sense of duty, honor, dignity, and, secondly, a means of protecting the interests of each individual, transforming external requirements to the personality into the internal stimuli of its development. Makarenko was the first to scientifically develop (according to his favorite expression, “brought his system to the machine”) the methodology of communist education in a children’s team: he examined in detail, “technologically” such issues as relationships in the team, pedagogical requirements, discipline, encouragement and punishment, moral and labor education, self-management, individual approach to children. The basis of self-government and the entire internal organization of the educational team in his view was the production and professional orientation of the institution.

This whole system was based on a deep understanding of the Marxist-Leninist conclusion that social production provides the most favorable conditions for the education and consolidation of the collective. Here is how A. S. Makarenko himself wrote about this, revealing the essence of the work of the teaching staff headed by him: independent solution of production, economic and social issues for the communards is primarily a place of application of their social energy, but this is not the energy of people who refuse personal life, this is not a victim of ascetics, this is a reasonable social activity of people who understand that public interest is an interest private".

The individual and the collective, the collective and the individual... The development of their relationships, conflicts and their resolution, the interweaving of interests and interdependencies is at the very center of the new pedagogical system. “I spent all my 16 years of Soviet pedagogical work,” A. S. Makarenko recalled, “I spent my main forces on resolving the issue of the structure of the team.” They told him: how can a commune educate everyone, if you can’t cope with one person, you kick him out into the street. And in response, he called for abandoning individual logic - after all, not one person is brought up, but the whole team. “What do you think,” he asked, “doesn’t raising a hand for the expulsion of a comrade mean taking on very big obligations, a big responsibility?” And he immediately explained that, by applying this measure of punishment, the collective thereby, first of all, expresses collective anger, collective demands, collective experience.

To understand the views of A. S. Makarenko, it is important to understand the dialectical relationship between responsibility and security of the individual in the team. He emphasized: “Protecting the collective at all points of its contact with the egoism of the individual, the collective thereby protects each individual and provides for it the most favorable conditions for development. The demands of the collective are educative mainly in relation to those who participate in the demand. Here the personality appears in a new position of education - it is not an object of educational influence, but its bearer - the subject, but it becomes the subject only by expressing the interests of the entire team.

Makarenko advocated a broad and complete democratization of upbringing and education, for the creation of a normal psychological climate in the children's environment, which gives everyone a guarantee of security, a guarantee of free and creative development. These ideas were extremely relevant in the 20s and 30s. How many big and small tragedies played out then in the classrooms, school corridors, on the street! So it was everywhere where the rude, egoist, hooligan, rapist was not opposed by the collective - its opinion, will, action.

In the commune F. E. Dzerzhinsky was not so. Let us recall, for example, the case when one Communard hit his younger comrade on the head with a tin can. This happened during a summer campaign, on a steamer, in front of Yalta. It would seem - what a sight! But a general meeting was immediately convened, and, despite the objections of A. S. Makarenko (“Well, he hit, well, it’s to blame, but you can’t throw a person out of the commune”), despite his persuasion to forgive the delinquent, the communards were adamant. They were well aware that the honor of the team, one of its main moral principles, was affected here. And the perpetrator, by decision of the general meeting, was put off the ship in Yalta. He left ... It is not known how his fate turned out. But there is no doubt that violence and injustice were publicly punished, which testified that the collective guarantees the protection of each person's interests.

Self-government, without which Makarenko could not imagine the development of children's administration, did not exist in the commune on paper. Nobody could cancel the decisions of the general meeting. It was it that determined the life, work, life, leisure, rest of the entire team, and sometimes the fate of one person. “I made a decision - I answer” - this is the experience of responsibility that is brought up in a team with the greatest difficulty, but when it is brought up, it works wonders, A. S. Makarenko proved with his experience. Where there is a team, the relation of comrade to comrade is not a matter of friendship, love or neighborhood, but a matter of responsible dependence.

In Makarenko's collectives, democracy was not declared, but guaranteed and carried out daily, hourly. In fact, the pupils had the right to freely and openly discuss and make decisions on all issues of their lives at general meetings, the voices of the pupil and the teacher were equal, everyone could be elected commander, etc. “I have never,” Anton Semenovich argued, did not allow himself to deprive the right of a member of the collective and the vote of a single Communard, regardless of his age or development. The general meeting of the members of the commune was really a real, ruling body.

Once, in a letter to A. M. Gorky (dated July 8, 1925), Makarenko noted that he had managed to achieve strong discipline “not associated with oppression,” and that, in his opinion, “completely new forms of labor were found in the colony.” organizations that adults may need.” And he, as our days show, was absolutely right.

The system of self-government in the commune was built not according to the type of democratic people's rule, as was often suggested in the scientific literature of the 1920s, but on the basis of democratic centralism - with a broad development of the method of powers and instructions. This meant that during the course of a day, a month, a year, each Communard repeatedly occupied the role of leader, i.e., the spokesman for the will of the collective, and that of a subordinate. Thus, the pedagogical process brought children out of the passive state of “objects of education” and turned them into “subjects of education”, and Anton Semenovich called this phenomenon an extremely happy conjuncture of education, since a person who is reasonably attracted to influence others is much easier to educate himself. . Each child was included in the system of real responsibility - both in the role of a commander and in the role of a private. Where such a system does not exist, the innovative teacher believed, weak-willed people who are not adapted to life often grow up.

The surviving minutes of the meetings of the council of commanders testify to the real power of this body, to the high social and social significance of its decisions. Here, for example, one of them (October 2, 1930):

“Listened: the statement of vols. Mogilina and Zvyagin that they should increase their rates, and then they promise to increase the production of the norm.

Resolved: tt. Mogilina and Zvyagin for their greed in production, hang on a black board. Doroshenko was instructed to check the foundry every day ... "( From the archive of A. S. Makarenko.)

In the practice of the commune. F. E. Dzerzhinsky successfully implemented many provisions of socialist democracy. Take, for example, an analysis of the collective, which was carried out not by the head of the commune, but by the council of commanders - constantly and publicly. All communards were divided into groups: active activists - those who are clearly for everyone, with feeling, with passion, with conviction, with demands, lead the commune, and the reserve of activists who immediately come to the aid of the asset, in fact, these are tomorrow's commanders. With this approach, the election of leaders becomes a matter of natural, fair and understandable to everyone.

And another very important facet of the life of the educational team is the relationship of teachers with their pets. A. S. Makarenko sought to ensure that they were not authoritarian, but democratic, based on comradely communication, friendship in the process of joint activities - in the field, at the bench, in the classroom. In the eyes of the student, the educator is first of all a member of the team, and then a senior comrade, a mentor. At the same time, in the commune, situations that were paradoxical for authoritarian thinking often developed: a teenager on duty in the commune ordered, but the educator could not order, his weapon is pedagogical skill.

A. S. Makarenko resolutely fought - this must be said especially - with the vulgar notions of collective education as leveling, standardizing the personality. Already in one of his early works (1924-1925), Anton Semenovich ridicules those who are frightened by "human diversity" - formal bureaucratic guardians of the team. He writes: “... in our country, if they take the path of collective education, they decide to make sure that horns and legs remain from any individuality. I wonder how we still do not discuss the issue of banning various trebles, tenors, basses. Think, such an individualistic diversity. And the noses, and the color of the hair, and the expression of the eyes! Lord, real bourgeois chaos.”

Against the template, formalism, Makarenko spoke both on the pages of the press and in practical work. He constantly emphasized that the same pedagogical tool, when applied to different pupils, gives different results (“I did not have two cases that were completely similar”). Here he takes the floor at the council of commanders (February 22, 1933), where the question is being considered that the Communards Strelyany and Krymsky do not normally attend the workers' faculty. The first - dreams of studying at a music institute, and Anton Semenovich believes that he needs help to prepare for admission and, perhaps, free him from some non-core subjects for a future musician at the workers' faculty. But Krymsky is a different matter: he has a bad influence on Strelyany, taught him to drink vodka, and now he is inciting him to leave the commune ... Concrete, individual situations cause specific, individual educational decisions and actions - Makarenko always followed this rule.

Another area of ​​innovative pedagogical activity of A. S. Makarenko is the practical implementation of the Marxist-Leninist position on the expediency of the early inclusion of children in productive work, developed jointly with a number of outstanding Soviet teachers - N. K. Krupskaya, A. V. Lunacharsky, S. T. Shatsky and others - the methodological and methodological foundations of this case. Participation in productive labor immediately changed the social status of children, turning them into "adult" citizens with all the ensuing rights and obligations.

Now it remains only to bitterly regret that scientific and experimental work in terms of combining education with productive labor was suspended for many years and has not yet received the proper scope. This, however, does not prevent some authors, with full understanding and consent, from quoting in scientific works Marx's well-known thought that “under a reasonable social system every child from the age of 9, he must become a productive worker, just like every able-bodied adult person ... "( Marx K., Engels F. Op. T. 16. S. 197.).

It goes without saying that in the organization of children's productive labor A. S. Makarenko studied, creatively used the achievements of other teachers, in particular the idea of ​​I. G. Pestalozzi that the combination of learning with labor corresponds to the psychology of children, their natural desire for activity, and of course, the experience of organizing a pedagogical experimental station, brilliantly implemented by S. T. Shatsky. Productive labor must be organized in a certain way - as part of the educational process; Makarenko fully shared this idea with his predecessors. However, he moved incomparably further than the teachers of all times in its practical implementation. He was able to prove, using the example of hundreds of his pupils, that the self-consciousness of a young person, the development of his worldview and morality receives a huge creative impetus through participation in productive work. As a result, the creative and transformative forces hidden in a child, a teenager, get an outlet in life, and this accelerates the process of its formation - human, civil, professional.

Supporters of predominantly verbal, bookish education greeted with arrogance "corny pedagogy" - this is how they dubbed the productive work of students. With the help of jingoistic communist phraseology and clever bureaucratic-administrative maneuvers, they managed to destroy the living sprouts of communist labor, nurtured by an innovative teacher. The very destruction of the excellent educational staff of the colony. M. Gorky began precisely with the fact that the children were addressed with an appeal: “Enough of being farm laborers - take up your studies ...”

Both in his works of art and in his oral presentations, A.S. Makarenko did not get tired of explaining what seemed to him a simple idea that productive labor is the strongest pedagogical tool in a collective economy, because in this labor at every moment there is an economic care. “... In labor effort,” he said, addressing his contemporaries, “not only the working preparation of a person is brought up, but also the preparation of a comrade, that is, the correct attitude towards other people is brought up – this will already be moral preparation. A person who tries to avoid work at every step, who calmly watches how others work, enjoys the fruits of their labors, such a person is the most immoral person in Soviet society.

In an effort to instill in the child a sense of social justice, the innovative teacher understood perfectly well that it would not suddenly fall from the sky, this feeling is mastered from early childhood. The strong offended the weak, mischief one - punished the other, answered perfectly - the mark is bad (the teacher disliked for independence, his point of view) - everything is deposited in the soul of the child.

That is why the Dzerzhinsk people worked in the "commune" (in modern terms - a brigade contract), and each of them counted on an equal share of earnings with a comrade. Of course, there were cases when the amounts turned out to be different due to poor accounting, and sometimes outfits simply were not issued. The adults nodded at the Communards, saying that they themselves are to blame for forgetting about their outfits. In such cases, Makarenko always defended the interests of children, taught them to defend justice. He said: they are not to blame for losing their outfits, but for not knowing how to persistently demand these outfits, that they start work without outfits. And he gave both teachers and students such specific life lessons, production lessons that helped them gain self-esteem, the ability to defend a just cause.

Teacher and student, parents and children - their good relationships are formed in joint creative work with mutual respect for the individual, the dignity of everyone - this is the cornerstone of Makarenko's pedagogical outlook. Once he debunked a bad teacher who "climbs under the arm of a boy working in the garden with his ranting about some kind of stamens and pistils." Could he imagine that there would be a worse misfortune, that the time would come when neither the student nor the teacher would be able to work (in the garden, at the machine, on the farm), being entirely occupied only with the accumulation of book knowledge?

A. S. Makarenko was deeply convinced that the idea of ​​a "carefree childhood" was alien to socialist society and could cause great harm to the future. Life has confirmed the correctness of his chased formula: the only form of a joyful childhood is a feasible workload. Anton Semenovich saw great sense in such involvement of older generations in the cause: “Our children are only happy because they are the children of happy fathers, no other combination is possible.” And then he put the question point-blank: “And if we are happy in our labor care, in our labor victories, in our growth and overcoming, then what right do we have to single out opposite principles of happiness for children: idleness, consumption, carelessness?”

Hundreds of homeless children passed through the hands and heart of an outstanding teacher; many of them - as a result of gaps, or, as he said, marriage, in family education. And long-term observations of the behavior of the children replenishing the colony and commune revealed one socio-psychological feature: in a previous life they had persistent legal emotions, even reflexes, when a boy or girl was sure that everyone was obliged to feed, clothe, etc., and they have no responsibilities towards society.

The general principles and methods of educational work put forward by Makarenko are fully applicable at school as well. Productive work, democratic, equal relations between teachers and students, pedagogical skills, constant creative search, experiment - these are, in his view, the integral features of school life. And at the same time, he believed that no section of school pedagogy was so poorly developed as the methodology of education.

The key moment in the interpretation of the ideas of A.S. Makarenko in relation to the school is the recognition or, on the contrary, the denial of the participation of schoolchildren in productive labor. When Anton Semenovich was invited to write a pedagogy textbook, he refused, because it was a question of a school without a school economy. What, according to Makarenko, are the negative aspects of the situation that developed at that time? There is no production in the school, there is no collective labor, but there are only individual, disparate efforts, that is, a labor process “aimed at supposedly (my detente. - V. X.) giving labor education.” Sensitive to every manifestation of formalism, he immediately noticed the direction in which labor training at school was heading.

By the way, Makarenko has always been distinguished by intransigence towards window dressing. Once, for example, at a meeting of counselors, someone enthusiastically talked about the fact that the pioneers had started a competition: who would make the best album about Spain. He was indignant: “... who are you educating? In Spain, there is tragedy, death, heroism, and you force them to cut out pictures of the "victims of the bombing of Madrid" with scissors and arrange a competition to see who can paste such a picture better. You bring up so cold-blooded cynics who, in this heroic deed of the Spanish struggle, want to earn extra money for themselves in competition with another organization.

I remember how I had a question about help from a Chinese pioneer. I told my Communards: if you want to help, give half of your earnings. They agreed".

In the formation of the younger generation, many troubles initially come from the family. A. S. Makarenko understood this well and therefore wrote the artistic and journalistic “Book for Parents” with the aim of “exciting” and developing their pedagogical and ethical thinking. Although its first edition was published in 1937 in a small print run (10,000 copies), the author received many favorable reviews, in which wishes were expressed, new topics and problems were put forward. Inspired by the reaction of readers, he decided to write a second volume, consisting of ten stories devoted to individual topics (friendship, love, discipline, etc.).

Turning to understanding the position of the family in Soviet society, A. S. Makarenko relied on the general methodological premises of his pedagogical concept: the family is the primary team, where everyone is full members, with their own functions and responsibilities. The child is not an “object of pampering” or parental “victims”, but, to the best of his ability, a participant in the general working life of the family. It is good that the children in the family are constantly responsible for certain work, for its quality, and not only respond to one-time requests and instructions.

He saw the main "secret" of success in the honest fulfillment by parents of their civic duty to society. The personal example of parents, their behavior, actions, attitude to work, to people, to events and things, their relationship with each other - all this affects children, forms their personality.

Already in those years, Makarenko foresaw the danger of a drastic change in the structure of the family - the emergence of a large number of single-child families - and in this regard he emphasized that raising an only son or daughter is much more difficult than raising several children. Even if the family is experiencing some financial difficulties, one should not be limited to one child.

Both in the “Book for Parents” and in lectures on the upbringing of children given on the All-Union Radio in the second half of 1937, A. S. Makarenko reveals the features of upbringing at preschool age, the formation of a culture of feelings, and the preparation of a future family man. He calls for the use of a wide variety of methods of education: teaching, persuasion, proof, encouragement or approval, a hint (direct or indirect), punishment.

With a lot of valuable advice that parents draw from the books of A. S. Makarenko, the most important ideological and spiritual problem sharply posed by the teacher will not go unnoticed: the deepest meaning of the educational work of the family team lies in the selection and education of high, morally justified needs of the individual-collectivist . “We need,” Makarenko wrote, directing the reader’s thoughts and feelings to the ideal, “is the sister of duty, duty, ability, this is a manifestation of the interests not of the consumer of public goods, but of the leader of a socialist society, the creator of these benefits.” And, as if foreseeing the possibility of the emergence of double morality: one - "for the home", "for the family", and the other - for the outside world, he called for a single, integral "communism of social behavior", because "otherwise we will bring up the most miserable a creature that is possible in the world - a limited patriot of his own apartment, a greedy and miserable animal of a family hole.

1. The theory of education A.S. Makarenko

An outstanding domestic teacher and writer was born in the city of Belopolye, Kharkov province, in the family of a railway worker. After graduating from the Poltava Teachers' Institute (1914), he headed the primary city school. During 1917-1919. headed the school in the city of Kryukov. In September 1920, he created a labor colony for juvenile delinquents. Since 1927, his activities have been held in the children's labor commune named after F.E. Dzerzhinsky (a suburb of Kharkov). The origin and flourishing of the Gorky colony are reflected in the work "Pedagogical Poem" (1933-1935).
The life of the commune is artistically presented in the work Flags on the Towers. In 1935, Makarenko was transferred to Kyiv to manage part of the labor colonies of the NKVD of Ukraine. In 1936 he moved to Moscow, where he is engaged in theoretical pedagogical activity. In 1937, The Book for Parents was published.
A.S. Makarenko creatively rethought classical education, took an active part in the search for new solutions, identifying and developing a number of new problems of education. He dealt with questions of methodology, theory and organization of education. A.S. Makarenko developed a coherent pedagogical system, the methodological basis of which is pedagogical logic and technology, interpreting pedagogy as a practically expedient science. This approach means the need to identify patterns, correspondence between the goals, means and results of education.
The key point of Makarenko's theory is the principle of parallel action, i.e. organized unity of upbringing and life, collective and society, society and personality. With parallel action, the freedom and well-being of the pupil as a creator, and not an object of influence, is ensured. Makarenko emphasized the decisive influence of the social environment, working and living conditions on the formation of the worldview and morality of the individual. The pedagogically expedient organization of the entire life and activities of children in a team is a common and unified method that ensures the effectiveness of educating the team and the individual. The central place in the theory of A.S. Makarenko is occupied by the doctrine of the educational team, which is:
1. A tool for the formation of an active creative personality.
2. A means of protecting the interests of each individual, turning external requirements for the individual into internal stimuli for its development.
The demands of the collective are educative mainly in relation to those who participate in the demand. The personality is the subject of educational influence, provided that it expresses the interest of the whole team. The direct impact of the teacher on the student can be ineffective. The results are better when the impact goes through the environment of schoolchildren. Hence the principle of parallel action; the requirement to influence the student directly through the primary team. Makarenko's teaching contains the technology of the stage-by-stage formation of a team. He formulated the law of life of the collective: movement is the form of its life, stop is the form of its death. The principles of team development are highlighted:
- publicity
- addiction
- responsibility
- parallel action.
Stages of formation of the team:
1. The formation of the team (initial cohesion). Purpose: to turn an organized group (class) into a team where the relations of participants are determined by the content of the activity.
2. The force of influence of the asset.
3. The flourishing of the team: a higher level of requirements for oneself, for one's comrades, is characteristic.
4. The process of movement: through collective experience, the student makes demands on himself, the fulfillment of moral standards becomes a need.
A real team must have a common goal, be engaged in diverse activities, it must have organs that direct its life and work. The prospect of moving forward is important. Team management - to captivate with a specific goal that requires common labor efforts. A joyful, cheerful, major atmosphere is important.
It is in labor that the personality of the future citizen is first formed. In educational institutions led by A.S. Makarenko, labor is the lever of the education system. Labor and the need to improve this labor is the foundation of the self-organization of the team. Labor education is an important factor of physical culture, it contributes to the mental and spiritual development of a person. He sought to educate his pupils the ability to engage in any kind of work. When participating in collective labor, a person joins the correct moral attitude towards other people. In the commune named after F.E. Dzerzhinsky, two first-class factories for the production of electric tools and cameras were built. “The assertion that no education is needed, that only work in production educates is one of the false ideas with which pedagogical handicraft is so full.”
“We want to educate a cultured Soviet worker, we must discipline him, he must be a politically developed and devoted member of the working class. We must instill a sense of duty and a sense of honor in him, and this is only possible under the conditions of such a life of the educational team, which would include education in secondary school, participation in labor in the sphere of industrial production.
A.S. Makarenko managed to move from primitive self-service, from the crafts of semi-handicraft workshops and far-fetched complexes to the pedagogically expedient organization of the complex, socially useful and productive work of pupils in production conditions. Makarenko strove for the subordination of labor to educational tasks and its organic inclusion in an integral pedagogical system (production technology, electrical technology, etc.).
Thanks to the connection of production labor with education, the educational role of both labor and training is enhanced. Industrial training was supplemented by a network of technical circles and a free workshop (where they worked in their free time: they made something from a variety of materials). Particular attention was paid to issues related to manual operations. A distinctive feature of the commune is the organization of a team of pupils in socially useful work. Along with paid productive labor and self-service, gratuitous, socially useful labor was widely used in the commune: the commune helped the Shishovka farm.
Competition was the best educational tool that promoted the development of all material and ideal incentives for the labor activity of the commune's collective. Particular attention was paid to the development of self-government and other amateur beginnings. Anton Semenovich was consistent in implementing the idea of ​​combining teaching the basics of science with socially useful productive work. The project "Devices of Schools" says that, as a rule, school production should be ancillary-mechanical, producing parts for large-scale production.
In the experience of A.S. Makarenko, three categories of problems of labor education can be distinguished:
1. Problems of the content and incentives for the labor activity of pupils.
2. Problems of organization of labor collectives of children, adolescents and high school students.
3. Problems of labor discipline and pedagogical influence in the conditions of socially useful labor activity of schoolchildren.
Pedagogy should have the following logic: from the collective to the individual. The object of education is the whole team. Only through the organization of the collective will the individual be disciplined and most free. Communards received high qualifications associated with secondary education and at the same time they brought up various qualities of a host and organizer. The influence of personality on personality is a narrow and limited factor. Pedagogical influence is directed to the whole team. The goal of the commune is to create the right influence of the collective on the individual. The children's collective cannot live a preparatory life for the future life, it is already a member of a full-fledged social life.
Negative provisions of labor education: this is when there is no production, there is no collective labor, but there are individual efforts, i.e. labor activity has the goal supposedly to give labor. Work that is not meant to create value is not a positive part of education. It must start from the idea of ​​the values ​​that labor can create. The team must have clearly set goals, must overcome difficulties.
"Only free education can ensure the identity of the individual."
A person who knew production, its organization, an educated person who received a secondary education, came out of the commune. The method of labor education: the child is given a task that he can solve using one or another labor tool. The task may be lengthy. The child must be given some freedom in the choice of means, and he must be responsible for the performance of the work and for its quality.
In the second half of the 19th - early 20th centuries, a certain alternative to intellectual education was presented by the so-called labor schools of Georg Kershensteiner ("school of work"), John Dewey ("school of experience"), Wilhelm Lai ("school of action"), Catholic communities - "Salesians" (J. Bosco), "rural educational homes" in Germany, the movement of the amateur "folk school" in Russia (Rachinsky, Princess Tenisheva) and "children's communes" of the 20-30s, primarily Anton Semenovich Makarenko.
Deeply developed and comprehensively tested in practice, the model of A.S. Makarenko’s school-farm has not lost its significance, but is becoming more and more relevant. It is noteworthy that the vulgarizing point of view on the creative heritage of A.S. Makarenko, which interprets his theory only as an apology for labor, supposedly considered by the great teacher as a panacea, is giving way to a balanced scientific analysis. In Makarenko, they begin to see "educational teacher in the school of study." A.S. Makarenko’s statement is well known: “Labor without education nearby does not bring educational benefits, it turns out to be a neutral process. Labor as an educational means is possible only as part of the general system.
Makarenko's teaching bears a kind of indelible stamp of the time and those social conditions when it was created, but his merit in creating a coherent theory of the collective, in emphasizing the importance of the collective in education is absolutely indisputable. This idea is no less relevant today, when thousands of homeless children, masses of orphans and young people who cannot find a place in their lives have reappeared.
Based on the teachings of A.S. Makarenko, A.F. Shnirman studied the psychological issues of the formation of the school team and its influence on the development of the student's personality. He noted that the collective is the link between the individual and other people.

Anton Semenovich Makarenko (1888-1939) was a talented innovative teacher, one of the creators of a coherent system of communist education of the younger generation based on Marxist-Leninist teachings. His name is widely known in different countries, his pedagogical experiment, which, according to A. M. Gorky , of worldwide importance, is studied everywhere. For 16 years of his activity as the head of the colony named after M. Gorky and the commune named after F. E. Dzerzhinsky, A. S. Makarenko brought up more than 3,000 young citizens of the Soviet country in the spirit of the ideas of communism. Numerous works by A. S. Makarenko, especially “Pedagogical Poem” and “Flags on Towers”, have been translated into many languages. There is a large number of Makarenko's followers among progressive teachers all over the world.

Life and work of A. S. Makarenko

A. S. Makarenko was born on March 13, 1888 in the city of Belopolye, Kharkov province, in the family of a railway workshop worker. In 1905 he graduated with honors from the Higher Primary School with one-year pedagogical courses. The turbulent events of the period of the first Russian revolution of 1905 greatly captured the capable and active young man, who early realized his pedagogical vocation and was passionately carried away by the humane ideas of Russian classical literature. M. Gorky, who then controlled the minds of the progressive people of Russia, had a huge influence on the formation of Makarenko's worldview. In the same years, A. S. Makarenko got acquainted with Marxist literature, for the perception of which he was prepared by all the life around him.

But after graduating from college, A.S. Makarenko worked as a teacher of the Russian language, drafting and drawing in a two-year railway school in the village. Kryukovo, Poltava province. In his work, he sought to implement progressive pedagogical ideas: he established close ties with the parents of students, promoted the ideas of a humane attitude towards children, respect for their interests, and tried to introduce labor at school. Naturally, his moods and undertakings met with disapproval from the conservative school authorities, who achieved the transfer of Makarenko from Kryukov to the school of the provincial station Dolinskaya of the Southern Railway. From 1914 to 1917 Makarenko studied at the Poltava Teachers' Institute, graduating with a gold medal. Then he was in charge of the higher primary school in Kryukov, where he spent his childhood and youth and where museums named after him are now open.

AS Makarenko enthusiastically met the Great October Socialist Revolution. During the period of the civil war and foreign intervention in the southern Ukrainian cities, a huge number of homeless teenagers accumulated, the Soviet authorities began to create special educational institutions for them, and A.S. Makarenko was involved in this most difficult work. In 1920, he was instructed to organize a colony for juvenile delinquents.

In the course of eight years of intense pedagogical work and bold innovative searches for methods of communist education, Makarenko won a complete victory, creating a remarkable educational institution that glorified Soviet pedagogy and approved the effective and humane character of the Marxist-Leninist doctrine of education.

In 1928, M. Gorky visited the colony, which since 1926 bore his name. He wrote about this: “Who could so unrecognizably change, re-educate hundreds of children, so cruelly and insultingly dented by life? The organizer and head of the colony is A. S. Makarenko. He is undeniably a talented teacher. The colonists really love it and speak of it in a tone of such pride, as if they had created it themselves.”

The heroic story of the creation and flourishing of this colony is beautifully depicted by A. S. Makarenko in the Pedagogical Poem. He began to write it in 1925. The entire work was published in parts in 1933-1935.

In 1928-1935. Makarenko led the commune named after F. E. Dzerzhinsky, organized by the Kharkov Chekists. Working here, he was able to confirm the vitality and effectiveness of the principles and methods of communist education he formulated. The life of the commune is reflected by A. S. Makarenko in his work “Flags on the Towers”.

In 1935, Makarenko was transferred to Kyiv to be in charge of the pedagogical part of the labor colonies of the NKVD of Ukraine. In 1936 he moved to Moscow, where he was engaged in theoretical pedagogical activity. He often spoke among teachers and in front of a wide audience of readers of his works.

In 1937, A. S. Makarenko’s major artistic and pedagogical work “A Book for Parents” was published. An early death interrupted the work of the author, who intended to write 4 volumes of this book. In the 1930s, the newspapers Izvestiya, Pravda, and Literaturnaya Gazeta published a large number of articles by A. S. Makarenko of a literary, journalistic, and pedagogical nature. These articles aroused great interest among readers. Makarenko often gave lectures and reports on pedagogical issues, consulted teachers and parents a lot. He also spoke on the radio. A number of his lectures for parents were repeatedly published under the title "Lectures on the education of children." A. S. Makarenko died on April 1, 1939.

The most important principles of pedagogical theory and practice of A. S. Makarenko

A. S. Makarenko believed that a teacher's clear knowledge of the goals of education is the most indispensable condition for successful pedagogical activity. In the conditions of Soviet society, the goal of education should be, he pointed out, the education of an active participant in socialist construction, a person devoted to the ideas of communism. Makarenko argued that achieving this goal is quite possible. “... The upbringing of a new person is a happy and feasible task for pedagogy,” he said, referring to Marxist-Leninist pedagogy.

Respect for the personality of the child, a benevolent view of his potential to perceive the good, become better and show an active attitude towards the environment has always been the basis of the innovative pedagogical activity of A. S. Makarenko. He approached his pupils with the Gorky call "As much respect for a person as possible and as much demand for him as possible." To the call for all-forgiving, patient love for children widespread in the 1920s, Makarenko added his own: love and respect for children must necessarily be combined with demands on them; children need “demanding love,” he said. Socialist humanism, expressed in these words and passing through the entire pedagogical system of Makarenko, is one of its basic principles. A. S. Makarenko deeply believed in the creative powers of man, in his possibilities. He sought to "project" the best in man.

Supporters of "free education" objected to any kind of punishment of children, stating that "punishment brings up a slave." Makarenko rightly objected to them, saying that “impunity brings up a hooligan”, and believed that wisely chosen, skillfully and rarely applied punishments, except, of course, corporal ones, are quite acceptable.

AS Makarenko resolutely fought against pedology. He was one of the first to speak out against the “law on the fatalistic conditionality of the fate of children by heredity and some kind of unchanging environment” formulated by pedologists. He argued that any Soviet child, offended or spoiled by the abnormal conditions of his life, can improve, provided that a favorable environment is created and the correct methods of education are applied.

In any educational Soviet institution, pupils should be oriented toward the future, and not toward the past, they should be called forward, joyful real prospects should be opened to them. Orientation to the future is, according to Makarenko, the most important law of socialist construction, which is entirely directed to the future, it corresponds to the life aspirations of every person. “To educate a person means to educate him,” said A. S. Makarenko, “promising paths along which his tomorrow's joy is located. You can write a whole methodology for this important work. This work should be organized according to a "system of perspective lines."

Education in the team and through the team

The central problem of pedagogical practice and theory of A. S. Makarenko is organization and education of the children's team, as N. K. Krupskaya also spoke about.

The October Revolution put forward the urgent task of the communist education of the collectivist, and it is natural that the idea of ​​education in a collective occupied the minds of Soviet teachers in the 1920s.

The great merit of A. S. Makarenko was that he developed a complete theory of the organization and education of the children's team and the individual in the team and through the team. Makarenko saw the main task of educational work in the correct organization of the team. “Marxism,” he wrote, “teaches us that it is impossible to consider the individual outside society, outside the collective.” The most important quality of a Soviet person is his ability to live in a team, to enter into constant communication with people, to work and create, to subordinate his personal interests to the interests of the team.

A. S. Makarenko persistently searched for forms of organization of children's institutions that would correspond to the humane goals of Soviet pedagogy and contribute to the formation of a creative, purposeful personality. “We need,” he wrote, “new forms of life for children's society, capable of producing the positive desired values ​​in the field of education. Only a great effort of pedagogical thought, only close and harmonious analysis, only invention and verification can lead us to these forms. Collective forms of education distinguish Soviet pedagogy from bourgeois pedagogy. “Perhaps,” wrote Makarenko, “the main difference between our educational system and the bourgeois one lies in the fact that our children's collective must grow and grow richer, must see a better tomorrow ahead and strive for it in joyful general tension, in persistent joyful dream. Perhaps this is where the true pedagogical dialectic lies.” It is necessary to create, Makarenko believed, a perfect system of large and small collective units, develop a system of their relationships and interdependencies, a system of influence on each pupil, and also establish collective and personal relationships between teachers, pupils and the head of the institution. The most important "mechanism", a pedagogical tool is "parallel impact" - the simultaneous impact of the educator on the team, and through it on each pupil.

Finding out the educational essence of the team, A.S. Makarenko emphasized that a real team should have a common goal, engage in versatile activities, it should have organs that direct its life and work.

The most important condition for ensuring the cohesion and development of the team, he considered the presence of its members a conscious prospect of moving forward. Upon reaching the set goal, it is necessary to put forward another, even more joyful and promising, but necessarily in the sphere of common long-term goals that face the Soviet society building socialism.

A. S. Makarenko was the first to formulate and scientifically substantiate the requirements that the teaching staff of an educational institution must meet, and the rules for its relationship with the team of pupils.

The art of managing a team, according to Makarenko, is to captivate him with a specific goal that requires common efforts, labor, and tension. In this case, the achievement of the goal gives great satisfaction. For the children's team, a cheerful, joyful, major atmosphere is needed.

About labor education

A. S. Makarenko said that a correct communist upbringing cannot be non-working. Our state is the state of workers. Our Constitution says: "Who does not work, he does not eat." And educators should teach children to work creatively. This can be achieved only by instilling in them the idea of ​​labor as a duty of the Soviet people. He who is not accustomed to work, does not know what labor effort is, he who is afraid of "labor sweat" cannot see the source of creativity in labor. Labor education, Makarenko believed, being one of the most important elements of physical culture, at the same time contributes to the mental, spiritual development of a person.

A. S. Makarenko sought to instill in his colonists the ability to engage in any kind of labor, regardless of whether he likes it or not, pleasant or unpleasant. From an uninteresting duty, which is work for beginners, it gradually becomes a source of creativity, an object of pride and joy, such as, for example, the feast of the first sheaf described in the Pedagogical Poem. In the institutions headed by Makarenko, their own system of labor education was developed, a custom was established: to entrust the most difficult work to the best detachment.

Speaking about the organization of labor education at school and in the family, A. S. Makarenko believed that in the process of performing work tasks by children, they should be trained in acquiring organizational skills, developing their ability to navigate work, plan it, cultivate a careful attitude to the time spent, product of labor.

“Participation in collective work,” said A. S. Makarenko, “allows a person to develop the correct moral attitude towards other people - kindred love and friendship towards any worker, indignation and condemnation towards a lazy person, towards a person who avoids work” .

The value of the game in education

A. S. Makarenko believed that play has the same meaning for a child as “activity, work, service” for an adult. The future actor, he said, is brought up first of all in the game: “The whole history of an individual person as an actor and worker can be represented in the development of the game and in its gradual transition to work.” Noting the enormous influence of play on a preschool child, Makarenko revealed in his lectures on the upbringing of children a number of the most important problems related to this issue. He spoke about the methodology of play, about the connection between play and work, about the forms of guidance for children's play by adults, and gave a classification of toys.

He suggested taking the time to “distract the child from the game and transfer it to work effort and work care.” But at the same time, he said, one should not ignore the fact that there are people who bring "playful attitudes from childhood into serious life." Therefore, it is necessary to organize the game in such a way that in the process of it the child is brought up “the qualities of a future worker and citizen”.

Covering the issues of the methodology of the game, A. S. Makarenko believed that in the game children should be active, experience the joy of creativity, aesthetic experiences, feel responsible, take the rules of the game seriously. Parents and educators should be interested in children's play. Children should not be forced to repeat only what adults do with a toy, as well as “throw” them with a wide variety of toys: “Children ... at best become collectors of toys, and at worst, most often, without any interest, they move from a toy to a toy, play without enthusiasm, spoil and break toys and demand new ones. Makarenko distinguished games at preschool age from those of toddlers. He also spoke about the peculiarities of games in senior school age.

Speaking about the management of children's games, A.S. Makarenko pointed out that at first it is important for parents to combine the individual game of the child with collective games. Then, when the children get older and play in a larger group, the game is organized in an organized manner with the participation of qualified teachers. Further, it must take more rigorous forms of collective play, in which there must be a moment of collective interest and collective discipline must be observed.

Classifying toys, A. S. Makarenko distinguished the following types:

1. A ready-made or mechanical toy: dolls, horses, cars, etc. It is good because it introduces complex ideas and things, develops the imagination. It is necessary that the child keep these toys not to brag about them, but really for playing, for organizing some kind of movement, depicting this or that life situation.

2. A semi-finished toy, such as: pictures with questions, boxes, constructors, cubes, etc. They are good because they pose certain tasks for the child, the solution of which requires the work of thought. But at the same time, they also have disadvantages: they are monotonous and therefore can bother children.

3. The most fertile game element is various materials. They are closest to the activities of an adult. Such toys are realistic, and at the same time they give scope for great creative imagination.

In the play activities of preschool children, it is necessary to combine these three types of toys, Makarenko believed. He also analyzed in detail the content of the games of junior and senior students and. gave some advice on how they should be organized.

About family education

AS Makarenko paid great attention to the issues of family education. He argued that the family should be a team in which children receive their initial upbringing and which, along with institutions of public education, influences the correct development and formation of the child's personality. Makarenko argued that only in that family, children will receive the right upbringing, which recognizes itself as part of Soviet society, in which the activities of parents are considered as a matter necessary for society.

Pointing out that the Soviet family should be a collective, Makarenko emphasized that it was a “free Soviet collective” that could not obey the arbitrariness of the father, as was the case in the old family. Parents have power and authority, but they are not out of control in their actions. The father is a responsible senior member of the team, he should be an example for children as a citizen. Parents should always remember that a child is not only their joy and hope, but also a future citizen, for whom they are responsible to Soviet society.

According to Makarenko, a family should have several children. This prevents the development of selfish inclinations in the child, makes it possible to organize mutual assistance between children of different ages, contributes to the development in each child of the traits and qualities of a collectivist, the ability to yield to another and subordinate their interests to the common ones.

Parents, as already mentioned, should show demanding love for children, not indulge their whims and whims, have a well-deserved authority in the eyes of children. A.S. Makarenko pointed out that parents often replace real authority with false ones, and gave a very subtle analysis of various types false parental authority. The first he calls authority, suppression, when there is paternal terror in the family, turning the mother into a dumb slave, intimidating children. Causing constant fear in children, such fathers turn children into downtrodden, weak-willed creatures, from which either useless people or tyrants grow up. The second kind of false authority is the authority of distance. It is based on the desire of parents to keep their children away from themselves, not to allow them to their interests, deeds, thoughts. As far as the authority of distance is unreasonable, familiarity is just as unacceptable in the family. A. S. Makarenko considered the authority of love to be one of the most dangerous false authorities. He resolutely condemned parents who pamper, pamper their children, unrestrainedly shower them with endless caresses and countless kisses, without making any demands on them and without denying anything. It was precisely this behavior of parents that Makarenko opposed his teaching on demanding love for a person. He also spoke about such types of false authority as the authority of swagger, reasoning, and bribery. The latter, he considered the most immoral, vaguely condemned parents who achieve good behavior from children only with the help of awards. A. S. Makarenko pointed out that such treatment of parents with children entails the moral corruption of children.

A. S. Makarenko rightly emphasized that the true authority of parents, based on reasonable requirements for children, the moral behavior of the parents themselves as citizens of Soviet society, as well as the correct regime of family life, are the most important conditions for a well-established family upbringing. He gave advice to parents on how to educate children in labor, how to properly organize relations between children of different ages in the family, help children in their studies, guide their games, and strengthen their friendship with their comrades.

A. S. Makarenko played a huge role in the development of Soviet pedagogical science. Based on the teachings of the founders of Marxism-Leninism and the grandiose experience of mass re-education of people in the conditions of building socialism, he developed many specific questions of the theory of Soviet education. He created wonderful works of socialist realism, in which typical features of our reality are shown in artistically generalized images, and the path of educating a new Soviet person is revealed.

The creative experience of A. S. Makarenko, like his pedagogical works, is an excellent convincing proof of the superiority of Soviet pedagogy over bourgeois theories of education.