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Biography of Makarenko. Makarenko made a significant contribution to the theory of family education. In the "Book for Parents" he argued that raising a child correctly and normally is much easier than re-educating him. The main principle of family pedagogy was considered high

Anton Makarenko is a teacher who is one of the four specialists who determined the way of pedagogical thinking in the 20th century. True, the merits of a man were recognized after the death of a talented teacher. However, for Makarenko himself, this did not play a big role.

Having found his own vocation, Anton Semenovich devoted most of his life to the re-education of difficult teenagers. Former students who experienced the innovative methods of Makarenko achieved notable success and wrote many books on the activities of a teacher.

Childhood and youth

April 1, 1888 in the family of a railway station employee, located in the city of Belopolye, Sumy district, the first-born was born. Happy parents named the child Anton. Soon after the son, the Makarenko spouses had another boy and a girl. Alas, the youngest daughter died in infancy.

Senior Anton also grew sickly. The frail boy did not participate in common yard fun, preferring to spend time with books, of which there were enough in Makarenko's house. Despite the position of a handyman and painter, the father of the future teacher loved to read and instilled this feature in his children.

Closure and myopia, forcing Anton to wear glasses, made the boy unpopular among his peers. The boy was often and cruelly mocked. In 1895, the parents sent the child to a two-year elementary school, where studying was easy for Anton. The image of a know-it-all did not add authority to the child in the eyes of his peers.

Young Anton Makarenko in the army

When the boy turned 13, the family moved to the city of Kryukov so that Makarenko's children could continue their education. Anton entered the Kremenchug 4-class city school, which he graduated with honors and commendable letters.

In 1904, Anton first thought about his future profession and enrolled as a student in pedagogical courses, after which he received the right to teach in elementary school.

Pedagogy

The first students of Makarenko were the children of the city of Kryukov. But almost immediately Anton realizes that knowledge is not enough for work. In 1914, the young man entered the Poltava Teachers' Institute. In parallel with the acquisition of new knowledge, Anton devotes a lot of time to writing. His first story - "Stupid Day" - Makarenko sends.

In response, the writer sends a letter to Anton, where he ruthlessly criticizes the work. After the failure, Makarenko would not attempt to write a book for 13 years. But the teacher will maintain relations with Gorky throughout his life.

The man began to develop his own system of re-education in a labor colony for juvenile delinquents in the village of Kovalevka, located near Poltava. Makarenko introduced a technique in which difficult teenagers were divided into groups and independently equipped their lives. A peculiar commune attracted the attention of the authorities, but the news about the beating of children (Makarenko once hit a pupil) deprived the teacher of his position.

Gorky helped the teacher find a new job. The writer helped Makarenko move to a colony located near Kharkov, and advised him to try again to create a literary work.

In the new institution, Anton Semenovich quickly established already proven procedures. Under the guidance of a man, difficult teenagers began to make FED cameras. In parallel with the news about the innovative methods of Makarenko, three works of the teacher are published: “March of 30”, “FD - 1” and “Pedagogical Poem”.

And again, the authorities, closely watching the teacher, stopped teaching experiments. Makarenko was transferred to Kyiv to the post of assistant head of the department of labor colonies.

Realizing that they would no longer be allowed to return to his beloved work, Makarenko devotes himself to writing books. The sensational "Pedagogical Poem" provided the man with a place in the Union of Soviet Writers. A year later, an anonymous letter comes to the name of the former teacher. Makarenko was accused of criticism. Anton Semenovich, warned by former colleagues, managed to move to Moscow.

In the capital, the man continues to write books. Together with his wife, Makarenko is finishing the “Book for Parents”, where he describes in detail his own view of raising children. Anton Semenovich claims that the child needs a team that will help him adapt in society. No less important for a person is the possibility of free realization.

The next condition for harmonious development was labor activity - the pupils of Makarenko independently earned for their own needs. Later, the work, like many other works of Anton Semenovich, will be filmed. After the death of the teacher, the films "Poetic Poem", "Flags on the Towers" and "Big and Small" will be released.

Personal life

The first love of Makarenko was Elizaveta Fedorovna Grigorovich. By the time she met Anton, the woman was already married to a priest. In addition, the beloved was 8 years older than the chosen one. The acquaintance of young people was organized by Elizabeth's husband.

At the age of 20, Anton did not get along well with his peers and even thought about suicide. To save the soul of the young man, the priest had long conversations with Makarenko and also brought Elizaveta to the conversation. Soon the young people realized that they were in love. The news shocked everyone. The elder Makarenko kicked his son out of the house, but Anton did not leave his beloved.

Like Makarenko, Elizaveta received a pedagogical education and, together with her beloved, worked in the Gorky colony (a colony in the village of Kovalevka). The novel lasted 20 years and ended at the initiative of Anton. In a letter to his brother, the teacher said that Elizabeth had awakened "atavisms of the old priestly family."

Makarenko married in 1935. The teacher met his future wife at work - Galina Stakhievna worked as an inspector of the Narkomnadzor and came to the colony with a check. The woman raised her son Leo, whom Anton Semenovich adopted after registering the marriage.

Giving all his time to the pupils, Makarenko never became a father. But he replaced the parent with his stepson and niece Olympias, the daughter of his younger brother. Vitaly Makarenko, who served in the White Guard regiment from his youth, was forced to flee Russia. A pregnant wife remained at home. After the birth, the niece completely passed under the care of the teacher.

Death

Makarenko died on April 1, 1939 under strange circumstances. A man returning from the Writers' Rest House in the Moscow region was late for the train. Anton Semenovich was waiting at the publishing house with new finished articles on the principles of education. Running into the car, Makarenko fell to the floor and never regained consciousness.

The official cause of death is a heart attack. There were rumors that Makarenko was to be arrested in Moscow, so the teacher could not stand the stress. An autopsy showed that the heart of a talented educator was damaged in an unusual way. The organ takes on a similar appearance if poison has entered the body. But confirmation of poisoning was not found.

Makarenko was buried at the Novodevichy cemetery. Soviet newspapers placed an obituary on the pages, where they mentioned Anton Semenovich as a distinguished writer. The men did not publish a word about their pedagogical activity.

Bibliography

• 1932 - "Major"
• 1932 - "March of 30"
• 1932 - "FD-1"
• 1935 - "Pedagogical poem"
• 1936 - "Methods of organizing the educational process"
• 1937 - "Book for parents"
• 1938 - "Honor"
• 1938 - "Flags on the towers"
• 1939 - "Lecture on the education of children"

Quotes

Your own behavior is the most decisive thing. Don't think that you are raising a child only when you talk to him, or teach him, or order him. You bring him up at every moment of your life, even when you are not at home.

Education does not require a great deal of time, but the judicious use of a little time.

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

The team is not a crowd. The experience of collective life is not only the experience of neighborhood with other people, through the collective each member of it enters society.

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.

Justification of the formation of the pedagogical form "detachment"

as models of joint activity of teachers and pupils

(On the material of "Pedagogical poem" by A.S. Makarenko)

Kosova V.V.,Chief Specialist of the City Education Department of Sayanogorsk,

candidate of pedagogical sciences

The history of pedagogy knows various forms of organization of the educational process. Each of them was created to implement a certain content in certain conditions that are constantly changing.

Search for new forms of teaching practice in the 20-30s. was explained by the transition of society to a new, qualitatively different state. The awakened activity of the masses, the variety of types of public amateur performance as a new style of social behavior "pushed" pedagogical practice to the search for special forms of educational work; these new forms were supposed to show the proclaimed social ideals, "new" relations between educators and pupils.

A clear example of such a search for new forms is the experience of A.S. Makarenko: the colony named after M. Gorky, created by him for the re-education of minors, “reflected” the social processes going on in the country. The experience of A.S. Makarenko is a confirmation of the fact that the very appearance of new ideas of development in society is problematizing the traditional educational practice.

A.S. Makarenko begins work in the colony in the most difficult conditions of economic ruin, realizing that he has to overcome the distance between the ideal of a man of the future and the real life of pedagogically neglected, socially and morally crippled children - victims of war and social upheaval.

Let us dwell on the analysis of the “Pedagogical Poem”, in which A.S. Makarenko gives a detailed description of the situation in the colony and pedagogical activity in it, since he himself believed that it was here that a new form was born.

The teacher shows how, in real pedagogical practice, the idea first arises of “doing a new person in a new way, and then the gap between this idea that he is vaguely aware of and the existing practice.”

So, the first thing we focus on is the presence of a "gap". We see that the M. Gorky colony is not just overcoming the gap between the old and new practices, but also its emergence. Let's try to substantiate this.

What can be stated first? - The emergence of the need for a new (in an ideal form). We ask ourselves: why is this necessary? Because a vague image of a new practice has arisen, expressing uncertainty.

Let's turn to the text: "... you need to make a new person in a new way". As G.N. Prozumentova notes, "already in this formulation, social (a new person) and pedagogical (to make a person) orientations are visible" . Moreover, the very wording of the idea is such that, on the one hand, one can see “the romanticism of ideas about the new person, and on the other hand, the pragmatism of the requirements of society, the state to a person, his usefulness and necessity” . Of course, in this formulation of the idea of ​​change in practice, it remains unclear what kind of "new man" is? What is he, the "new man"? What does it mean to "make" a person?

There are more questions than answers here: on the one hand, the teacher formulates the image of a new person: “we need such a person ... our person”, and on the other hand, the ultimate uncertainty of the situation and the image itself is obvious: "But no one knows how" make a new person; "and I don't know" .

What are the actions of A.S. Makarenko? Apparently, at first he does not realize the gap between the romantic image of a new person and his experience, the established practice of education. Therefore, in the implementation of the new goal, he wants to use the old form: "calls to imitate and follow examples, inspires that you need to live differently ..." And his meeting with the colonists takes place in a completely pedagogically traditional way.

"I said it's about a new working life..." (i.e. presented a sample); urged "... go on and on". And he believed that now he would only have to “exercise” them (the first colonists) in a new life. It is clearly seen that the situation resembles the traditional form of distribution of functions between the teacher and pupils. The teacher is ready to manage and control, but they (pupils) do not hear him:

“The pupils listened to my speech badly…” . Thus, the old familiar form "did not work."

This is the gap between the new image of a person (ideal form) and the established forms of distribution of functions between the participants in joint activities, when the goal, the meanings of joint activities are presented by the teacher and "imposed" on them. At the same time, the new idea comes into conflict with the established distribution of functions in the "established" pedagogical form. From this arises the discrediting of the old form and opposition to this form, which "does not work." But there is no new other form either, it is still unknown - and now we have the opportunity to observe the very process of its appearance.

G.N. Prozumentova, exploring this stage in the formation of the pedagogical form, notes that in the joint activity of the teacher and pupils “the polarization of the functions, positions of teachers and pupils in joint activities increases. On the one hand, the teacher, whose goal is to transform the lives of the pupils, on the other hand, the colonists, who have "room for any self-will, for the manifestation of the egoism of a personality that has run wild ... in its loneliness." The teacher is faced with a dilemma: either to form coercive connections ("become a dictator"), or to choose the function of a partner in joint activities ("find a way to agree") And already the experience of the first actions convinces him that it is impossible, ignoring the position of the pupils and not finding means to involve them in joint activities, to create for them (but without them) a better life.

And above all, A.S. Makarenko is aware of the gap and is trying to find space to close this gap:

“In my whole life I have not read so much pedagogical literature as in the winter of 1920” .

"The first months of our colony ... were also months of searching for the truth" .

The colony named after M. Gorky became such a space where the teacher conducted a socio-pedagogical experiment. Here and at first, quite by accident, he came up with a new way of distributing functions in joint activities, a new pedagogical form, the prototype of which was the detachment.

The need to overcome the gap in joint activities forced A.S. Makarenko to look for other forms of co-organization. And he turned his attention to the group. Firstly, the detachment is a new image, "romance"; secondly, it is self-organization; thirdly, at the initial stage, the detachment became a space for trial action for the teacher. “My theme,” A.S. Makarenko wrote, “is an exemplary educational ... team with a tradition and a perfect form ...” .

But it should be borne in mind that this form is not immediately born in Makarenko in the pedagogical space. Initially there was a problem:

“... in my hands there is no science and no theory, ... the theory must be extracted from the whole sum of real phenomena occurring before my eyes” and accumulation of social experience of work in this space.

Being in a state of pedagogical search, he comes to the need for a trial action: "...immediate analysis and immediate action" .

This trial action is manifested in the construction of joint activities through the delegation of authority to pupils, i.e. through redistribution of functions.

In a difficult situation (theft, card game, etc.):

"Our life has become sad and terrible" ;

"...there was an endless fog ahead..." A.S. Makarenko is actively searching for: a) the content of joint activities; b) composition of functions (through solving common problems); c) ways of distribution of functions.

He is looking for different methods of influence: he is trying to convince, prove, agree, solving the problem of how to "draw" adolescents into a common cause and strengthen collective ties that are still fragile.

"We have developed a strenuous activity" .

And among the pupils, those who “hear” him begin to appear:

“... the beginnings of a team…. slowly greener in our society" .

“I consider my main merit to be that ... I noticed this important circumstance” .

"...only on the team I pinned all my hopes" .

And it is already easier for him: he has the opportunity, together with them, to look for options for action, using and strengthening the differentiation of functions and all the time creating a situation of choice in joint activity. And at some stage there is an exit to the form: a detachment arises "as a form of cooperation of participants in joint activities." However, here it must be borne in mind that detachments had existed in the colony before, but at first the teacher could not appreciate the pedagogical significance of the detachment, considering it only a "term of the revolutionary time." Although later it became obvious that it was the detachment that made it possible "to increase the number of common tasks to be solved, to make functional and personal ties more intense and diverse" . And A.S. Makarenko is already beginning to consider the detachment as an effective form (the primary team in the form of a permanent detachment), considering it the main unit, the main link in the structure of the entire team: "... a permanent detachment is the primary collective of the colonists" ; "..the colony began with a detachment" .

So, the detachment as a primary team is a pedagogical discovery of A.S. Makarenko, exceptional in its significance. According to A.A. Frolov, this is “the basic team, the fundamental principle of management, self-government and the entire organization of life and activity ... providing a comprehensive solution to problems” (12, 80). Bi Shu-chih and Wang Yigao see the need for this form in that a person does not feel like an object of education and can fully, freely develop in a community, i.e. team .

This form is the main link in the totality of the smallest associations within the collective. It is determined and formed on the basis of the leading educational tasks. And in support of what has been said, we will again refer to G.N. Prozumentova, who believes that the detachment made it possible to increase the number of common tasks to be solved, to make functional and personal ties more intense and diverse. The detachment made it possible to strengthen the differentiation of functions in joint activities, the main of which were the functions of the organizer-executor ("working" functions and the functions of the commander).

Thus, in the "Pedagogical Poem" one can see a living illustration of the emergence of a new form and its unfolding from the image of a new practice to a model of joint activity. The form is born, and it is being consolidated: "... the squad system has finally developed" .

A.S. Makarenko takes the following "steps" in improving this form: the council of commanders; general meeting; complication of the squad system.

A.S. Makarenko designated the differentiation of participants in joint activities as the structure of a team. He strives for such a form of the collective, which, in the unity of its structure, would ensure both the diversity of the functions of the collective, and their unity. And he manages to find such a form: in building the educational space of the colony, he “goes out” to unite children of different ages in the primary team. This is the next stage in the improvement of the form of the detachment from A.S. Makarenko: "...we have come to a very important complication of the squad system" ; "this complication ... was the most important invention in all thirty years of our history" ; "this invention was a consolidated detachment" .

One can come to the conclusion: the form of A.S. Makarenko develops, improves, transforms, and this process involves a certain stage. Formally, this squad → combined squad → squad system, but in essence it is a redistribution of functions between the participants in joint activities as one of the conditions for the formation of a pedagogical form.

The consolidated detachment of A.S. Makarenko is a truly mobile form, it is created for a certain time to perform certain tasks, therefore it is a temporary detachment. As a new pedagogical form, the consolidated (temporary) detachment is also a new way of distributing functions: for example, the commanders here are already together with the colonists, and not “above them”, as in permanent detachments. That is, according to the method of distribution of functions, leaders and co-executors are distinguished. Thus, the significance of the consolidated detachments lies primarily in the fact that they ensured the alternation of functions in joint activities and made it possible to "exercise" all the colonists in "command and subordination." You can confirm this with an example: “The system of consolidated detachments made life in the colony very tense and full of interest, alternating work and organizational functions, exercises in command and subordination, collective and personal movements”. Over time, a "stable structure of subordinate functional dependencies is created, which does not allow an individual colonist to stand out and stand above the team." The teacher himself characterizes this structure as:

- asset ("old fighting colonists");

- reserve (who does not have noticeable talents of organizers);

- "swamp" and "boys" (performers, those who follow the leaders);

- "shpan".

And it is through the system of consolidated detachments that the opportunity is provided to “breed” them in different temporary groups, i.e. there is constantly a new composition of functions and their redistribution.

We see that there is an exchange of functions between teachers and children as subjects of activity - in this case, the composition of functions and their division is a condition for involvement in joint activities. This form of children's organizations, according to A.S. Makarenko, "... gives a great educational effect - it creates a closer interaction of ages and is a natural condition for the constant accumulation of experience and the transfer of experience of older generations" .

To understand the idea of ​​the Makarenko detachment, it is necessary first of all to understand the three goals he noted, which determine the system of powers and relations in this team:

- firstly, it is necessary to ensure the creation of a team, which was facilitated by the development of a “constitution”, that is, a number of firmly established provisions (mandatory for everyone: both pupils and educators) that determine the functions of participants in joint activities;

- secondly, to find such forms that least of all would allow the arbitrariness of one person;

- thirdly, it is necessary to ensure "compliance of the decision, order and execution" .

It can be concluded that there was not and could not be a “command caste” in this collective, and if some powers were exceeded or contradicted the common interests, then a kind of protective mechanism that formed the basis of the collective organization came into force. That is, the pedagogical form of A.S. Makarenko's practice is a form that absolutely excludes authoritarianism. And this, according to G.N. Prozumentova, is already a subordination of functions and subjects of joint activity, and not a hierarchy.

So, A.S. Makarenko found and began to consider the detachment as a new pedagogical form. Its formation and implementation went through several stages: in his practice, the form is generated, “formed”, and then begins to influence the change in the already existing practice.

A.S. Makarenko goes to the further "unfolding" of the form of the combined detachment, which turned out to be in demand in different areas of the life of the colony. The consolidated detachment began to "infiltrate" all spheres of life of the colonists: agricultural work, work in workshops, theater, orchestra. That is, there is a transfer of actions to different spaces: the form begins to spread to them, “capturing” them and “fixing” in them. And here we are faced with a phenomenon that can be designated as "form expansion" - and this is another new "coil" of form formation, traced by us in the "Pedagogical Poem". Let's depict this process schematically: squad → combined squad → squad system → squad interaction.

Considering the process of shaping by Makarenko, it can be established that it (shaping) goes within the framework of the formula "goal - pedagogical form - goal". The goal for him is a kind of criterion for the effectiveness of forms of practice. “I am convinced,” wrote A.S. Makarenko, “that if there is no goal in front of the team, then it is impossible to find ways to implement it.” V.M. Opalikhin also believes that “... this system is based on its goal: a free, highly developed personality, a happy person who has correctly determined his life, his strengths and capabilities; the main factor of education corresponding to the goal is the reasonably organized life activity of the team.

The pedagogical forms of extracurricular practice according to Makarenko are collective forms of work with pupils (they later became the basis for organizing extracurricular space in the form of collective creative activities in the concept of I.P. Ivanov). And, according to L.Yu. Gordin, "... here there was a kind of synthesis of collective and personal interest, harmonized with the interests of society" .

So, the analysis of the "Pedagogical Poem" and the study of the practice of A.S. Makarenko testifies to his commitment to pedagogically expedient forms of life of the team and the individual. Carried out creatively and informally, they had a significant educational effect. And every time the form is refined, and the goal is specified.

Concluding the analysis of the Pedagogical Poem, we come to the following conclusions:

- A.S. Makarenko, starting with the definition of the goal of “doing a new person in a new way” through the development of “subordinate relations between teachers and pupils”, enters a new form;

- the main form of the educational team of A.S. Makarenko is detachment(permanent and consolidated), which complement each other. And we had the opportunity to trace the process of formation of this form.

Studying the practice of A.S. Makarenko gives reason to state that the process of emergence (in our case, generation) of a pedagogical form in him is a certain phasing: "My work consists of a continuous series of numerous operations ...".

You can set the following sequence of these "operations":

a)goal setting;

b) "vision" of the case in perspective (ideal image);

c) case design;

d) its transformation into a "cash" form.

One of the stages of A.S. Makarenko is pedagogical design, to which the teacher paid serious attention. In his opinion, this should be a necessary initial moment in the organization of any educational form, since through the design, the educational goal is "included" in the organization of the process of creating a new form (cases, events).

A.S. Makarenko, as he said, "designed the life of his pupils, generalizing the progressive trends ... of life in its ideal, and then realized this ideal in the form of a certain content, relations, norms and traditions of the life of the children's team" . This project activity includes:

- search for options for "linkage" in the form of personal and public interests;

- the formation and support of the creative initiative of pupils and educators, which will give rise to the need for new forms of work through joint activities.

A.S. Makarenko managed to show how in the course of this work (the creation and formation of forms) the functions of teachers change accordingly.

- The teacher already needs to think not only about including pupils in one or another pedagogically expedient activity, but also to ensure that the structure of this activity (in its specific form) is optimal, so that it leads to amateur performance, self-government.

- The teacher has to "penetrate" the sphere of children's free time in order to regulate the processes that spontaneously arise in this sphere; to be in the position of pupils.

- According to A.S. Makarenko, teachers differ from each other in their hobbies, inclinations, and talents. By implementing this in their work with children, adults bring passion, creative search into their lives and at the same time enrich their life experience.

Thus, our point of view boils down to the following: pedagogical forms formed in the colony named after. M. Gorky, due to the nature of the new relationship, allowed the pupils to become full-fledged subjects of joint educational activities and realize their subjectivity in the work of improving - transforming - establishing forms of joint activity through the co-organization of "different" in the new socio-pedagogical space.

So, on the material of the "Pedagogical Poem" we traced the conditions for the formation and formation of the pedagogical form "detachment":

- the emergence of a new way of joint activity and overcoming the gap between the usual forms and the idea of ​​changing traditional practices;

- redistribution of functions between teachers and pupils in joint activities in the conditions of the colony. M. Gorky;

- the formation of a new, previously unknown pedagogical experience in organizing joint activities with the pupils in the colony;

- step-by-step education of the pedagogical form.

Literature

1. Bi Shu-chih, Wang Yigao. Dialecticity and integrity of the pedagogical views of A.S. Makarenko // A.S. Makarenko today: new materials, research, experience. - Nizhn. Novgorod, 1992. - S.83-86.

2. Bueva L.P.. Preface to the book by L. Nikolaev. Structures of human activity. - M.: Progress, 1984. - P.5-16.

3. Gordin L.Yu Dialectics of universal and socialist values ​​in the heritage of A.S. Makarenko // A.S. Makarenko today: new materials, research, experience. – Lower. Novgorod, 1992. - S.86-89.

4. Kozlov I.F. Pedagogical experience of A.S. Makarenko. The book for the teacher. – M.: Enlightenment, 1987. – 158 p.

5. Makarenko A.S. An open letter to Comrade F. Levin // Ped. cit.: In 8 volumes / Editorial board: M.I. Kondakov (chief editor) and others, APN of the USSR. - M .: Pedagogy, 1986. - V.7. - S. 206 - 208.

6. Makarenko A.S. Pedagogical poem // Ped. cit.: In 4 vols. - M .: Pravda, 1987. - V.1. – P.149-570.

7. Makarenko A.S. Problems of school Soviet education // Ped. cit.: In 8 volumes / comp. M.D. Vinogradova, A.A. Frolov. - M .: Pedagogy, 1984. - V.4. - S. 123-203.

8. Morgun V.F. A.S. Makarenko and the problem of “multidimensionality” of personality (questions of psychology) // A.S. Makarenko today: new materials, research, experience. – Lower. Novgorod, 1992. - S.126-130.

9. Opalikhin V.M. Mastering the ideas and experience of A.S. Makarenko in schools of the Chelyabinsk region // A.S. Makarenko today: new materials, research, experience. – Lower. Novgorod, 1992. - S. 135-142.

10. Pityukov V.Yu. Pedagogical operation as a unit of the educational process and manifestation of the technological approach in education // A.S. Makarenko today: new materials, research, experience. – Lower. Novgorod, 1992. - S. 200-202.

11. Prozumentova G.N. Theoretical foundations for determining the goal of education in pedagogy: Dis. … Dr. ped. Sciences. - M., 1992. - 352 p.

12. Frolov A.A.

Anton was born on March 1, 1888 in the city of Belopolye, Kharkov province. His father, Semyon Grigorievich, was a highly qualified painter, worked in a railway depot. Anton studied at the railway school and when the family moved to Kryukov, he continued his studies at the same school. Studied diligently and successfully. Obviously, therefore, when he finished his studies, Semyon Grigorievich told his son: “You will be a teacher!” The word of the father became the work of the whole life of Anton Makarenko. After graduating from pedagogical courses, he began working at his native school at the age of 17.

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

Working as a teacher, Anton Semenovich Makarenko studies pedagogical and philosophical literature. His attention is drawn to the piles of A. I. Pirogov, V. G. Belinsky, N. G. Chernyshevsky, but he studies the works of K. D. Ushinsky especially deeply. After 9 years of teaching, Makarenko enters the Poltava Teachers' Institute, which he graduates, like the school, only with excellent marks in all subjects. For his graduation work "The Crisis of Modern Pedagogy" A. S. Makarenko received a gold medal.

Those who claimed that Anton Semenovich was poorly versed in pedagogical theory were deeply mistaken. After graduating from the institute, he again returned to the Kryukovskaya Primary Railway School, where he worked first as a teacher, and then as a director until September 1920, when he accepted the offer of the Poltava Department of Public Education to become the head of an orphanage for juvenile delinquents near Poltava - later the Children's Labor Colony named after A. M. Gorky.

In the 30s of the XX century. some teachers and public education figures said: "Makarenko is a good practitioner, but in theory ...".

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

The history of pedagogy teaches that all great pedagogical teachings grow out of the comprehension of new experience, first of all, one's own, that very practice. This is how the pedagogical views of I. G. Pestalozzi, whom K. D. Ushinsky called the father of modern pedagogy, Konstantin Dmitrievich himself, who laid the foundation of pedagogy as a science, and the brilliant L. N. Tolstoy, and sincerely devoted to the children of S. T. Shatsky, and the great humanist teacher of the 20th century Anton Semenovich Makarenko.

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

It is no coincidence that Makarenko defended such a name for the educational institution he led. The fact is that in the official documents of the Poltava provincial department of public education, it was called the "Colony of morally defective children." The teacher spent a lot of effort proving that juvenile delinquents, from among whom, especially at first, a team of pupils was formed, were not handicapped, but ordinary children, only unhappy, with a broken fate, and he saw his main goal in making them happy.

In the practical implementation of this goal, he was helped by the life example of Alexei Maksimovich, who went from a homeless tramp to a great Russian writer. Talking about the life of the Gorky colony, about the painful search for Makarenko himself is a thankless task. It is easier to re-read the Pedagogical Poem. But it is worth saying a few words about the main thing.

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

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

A.S. Makarenko moved further: he not only followed the path of pedagogically expedient organization of children's lives, but also discovered the main form of such an organization - the educational team. Much later, in 1932, in one of his works of art, he formulated this conclusion as follows: "... Our only way is an exercise in behavior, and our team is a gym for such gymnastics."

And then, in the 20s of the last century, Anton Semenovich, with his fellow teachers and the best pupils, worked tirelessly, selflessly and hard to create such a team. The guys worked in the field, began to study, the elders were drawn to the workers' faculty, created a magnificent theater, where residents of the surrounding villages gathered on Saturdays. But most importantly, in this friendly work, collective affairs and hobbies, a new person grew up, the friendly team of Gorky people, which was a powerful educational force, more and more rallied.

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

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

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

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

Makarenko, after reading the article, wrote to the author: "... From your article, I, perhaps, will not be good here." And he turned out to be right. Soon N. K. Krupskaya spoke at the VIII Congress of the Komsomol. She reacted strongly to the article. Anton Semenovich was forced to leave the colony. But that wasn't the worst. The years of mass political repressions were approaching, and one can imagine what such an assessment from the lips of one of the leading figures in the country's pedagogy threatened.

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

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

During these years, Anton Semenovich simultaneously creates one of the masterpieces of Russian literature - the Pedagogical Poem. He conceived it back in the mid-20s, but, obviously, the already mentioned essay by N.F. Ostromentskaya.

In 1935, Makarenko was transferred to Kyiv to the post of deputy head of the department of labor colonies of the NKVD of the Ukrainian SSR, and two years later he moved to Moscow, where he was entirely; devoted to literary work. Here, with the participation of his wife, he creates the "Book for Parents", an amazing symbiosis of artistic essays, journalistic essays and pedagogical reflections. Anton Semenovich writes a number of articles, often gives lectures: together they made up the main fund of his scientific and pedagogical works.

Many facts testify to the ambivalent attitude towards Makarenko in those years. One of them is evidenced by the prominent Soviet teacher Ele Isaevich Monoezon. He then worked in the Main Directorate of Schools of the People's Commissariat of Education of the RSFSR and invited A. S. Makarenko to give several lectures to employees. Anton Semenovich in January 1938 delivered a series of lectures now known as "Problems of Soviet School Education", thanks to which we have the opportunity to study the most complete and systematic exposition of the views of the great teacher.

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

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• Introduction
• 2.3 About labor education
• 2.5 About family education
• Conclusion
• Application
• Glossary

Introduction

For many years we were forced to study the mythologized biography of A.S. Makarenko, to quote his largely falsified works. Only now, when the original documents have been published, objective studies have been carried out, can one more or less reliably imagine the personality of Anton Semenovich Makarenko - undoubtedly deeply tragic - and appreciate his truly humanistic activity. Unfortunately, decades of canonization and attribution to one Makarenko of the achievements and findings of the leaders of many other remarkable labor communes (I.V. Ionin, M.S. Pogrebinsky) did their bad service. And they called in the late 80s - early 90s. furious criticism of Makarenko as a Stalinist, allegedly almost the architect of the Gulag. Note that a number of provisions expressed by the teacher in articles published in the second half of the 30s. really has little to do with humanism.

Nevertheless, the contribution made by A.S. Makarenko in the world and domestic pedagogy, is indisputable and unique. He created a whole direction in education - "pedagogy of relations". In the most difficult material, and also socio-political conditions, he managed to implement many productive pedagogical ideas and technologies, skillfully instrument and adapt them both to the realities of life in Soviet Russia and to the specific features of juvenile delinquents, "morally defective", with whom Makarenko mainly worked .

Many of the specific techniques invented by him are copyrighted. Among them are the method of "creating events" (educational situations), "explosion pedagogy", "tomorrow's joy", the classical "method of parallel action" and much more. H dressed, of course, not in separate, albeit productive, technologies and techniques. The very core of Makarenko's pedagogical system is original and significant - the innovative and holistic concept of the team created by him. It is no coincidence that it has attracted and continues to attract the attention of the world pedagogical community. The productivity and longevity of these ideas of Makarenko are largely due to the fact that he built his activities on the knowledge and use of the psychological characteristics of adolescence and youth, which is characterized by the desire for self-affirmation and creation, an optimistic view of the world, a major perception of life. This was especially vividly and humanistically manifested against the background of the socio-economic situation in which Makarenko lived and worked - at the turn of the 20-30s.

An object: pedagogical activity of A.S. Makarenko.

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

aimwork is the consideration of the pedagogical theory of A.S. Makarenko.

Tasks:

to study the most important principles of pedagogical theory and practice of A.S. Makarenko;

consider issues of education in the team and through the team according to Makarenko;

consider issues of labor education according to Makarenko;

consider the importance of the game in education;

consider questions about family education according to the theory of A.S. Makarenko.

1. Pages of the life of Anton Semenovich Makarenko

Anton Semenovich Makarenko was born on March 1, 1888 in the town of Belopolye, Kharkov province, now in the Sumy region of Ukraine, into a simple working-class family. The Makarenko family had a difficult life. Barely managed to make ends meet. But the parents firmly decided to give their son an education. Therefore, in 1895, Anton went to study first at the Belopolsk school, and then in 1901 at the Kremenchug four-year school. Both in Belopolye and in Kremenchug, Anton studied excellently, stood out among fellow students with the depth of knowledge, breadth of outlook.

In the document on graduation from the school, Anton had only fives. After studying for another year at special pedagogical courses, Anton Semenovich Makarenko received a certificate that certified his title of teacher of primary schools with the right to teach in rural two-year schools of the Ministries of Public Education. This was in 1905, and already in September of this year, a new teacher, Anton Semenovich Makarenko, began working in a two-year railway school in the small settlement of Kryukov, which is located on the right bank of the Dnieper. A.S. Makarenko worked as a teacher of the Russian language, drafting and painting. 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.

In 1914, a teacher's institute was opened in Poltava. Having brilliantly passed the entrance exams, Anton Semenovich Makarenko was enrolled as a student at the Poltava Teachers' Institute.

Makarenko's pedagogical theory

In 1916, Anton Semenovich was drafted into the tsarist army. For about six months he was in active military service, until in March 1917 Makarenko was removed from the military register: due to myopia. Anton Semenovich returned to the Poltava Teachers' Institute. The institute graduated first in academic performance and for the final work "The Crisis of Modern Pedagogy" A.S. Makarenko received the gold medal. In 1917-1919. Mr.. he was in charge of the school in Kryukov. In 1920, he took over the leadership of the children's colony near Poltava, later the colony named after. Gorky.

In 1928-1935 he worked in the children's commune named after. Dzerzhinsky in Kharkov. From July 1935 he was an assistant to the head of the department of labor colonies of the NKVD of the Ukrainian SSR.

In 1937 A.S. Makarenko comes to Moscow, where in the future his literary and social-pedagogical activities take place.

From the second half of the 1930s, Makarenko was actually removed from teaching practice and in the last years of his life was engaged in scientific and writing work. Pedagogical essays, which have already become classics, came out from under his pen: "Pedagogical Poem", "Flags on the Towers", and others. In 1936, his first major scientific and pedagogical work, Methods of Organization of the Educational Process, was published. In the summer-autumn of 1937, the first part of the "Book for Parents" was published. In the 1930s, a large number of articles by A.S. Makarenko literary, journalistic and pedagogical character.

Already during the lifetime of A.S. Makarenko, his activities and works as an educator and teacher were highly appreciated by L. Aragon, A. Barbusse, D. Bernal, W. Bronfenbrenner, A. Wallon, V. Gall, A. Zegers, J. Korczak, S. Frenet and other figures culture and education.

Anton Semyonovich Makarenko was awarded the Order of the Red Banner of Labor "For outstanding services in the field of literature".

2. Pedagogical theory of A.S. Makarenko

2.1 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 thing 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, bodily, are quite acceptable.

A.S. 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 teachers. He argued that any 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 institution, pupils should be oriented to the future, not to the past, to call them forward, to open joyful real prospects for 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 from him, - said A.S. Makarenko, - promising ways along which his tomorrow's joy is located. You can write a whole methodology for this most important work." This work should be organized according to a "system of perspective lines."

2.2 Education in the team and through the team

The most valuable contribution to pedagogical science was the theory of the educational team developed by Anton Semenovich Makarenko. The educational team of A.S. Makarenko called a pedagogically expediently organized group of children.

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 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 get richer, must see a better tomorrow ahead and strive for it in joyful general tension, in persistent joyful dream. Perhaps this is the true pedagogical dialectic.

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 stressed that a real team should have a common goal, engage in versatile activities, it should have bodies 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 organization of the entire life of the children's team should be entirely subordinated to educational goals. This is one of the basic principles of the approach to the organization of the educational team. The team arises and rallies in the process of joint activities of people, therefore, it is necessary, first of all, to organize such a joint collective activity of children (in study, work, social work), in which children, entering into relations of cooperation, friendship and mutual assistance, rally into a single, strong organization.

The art of managing a team, according to Makarenko, is to captivate him with a specific goal that requires common efforts, labor, and tension. When creating a team, it is necessary to organize its development, set more and more new goals for the children. The methodology for organizing the development of the team is the "system of promising lines" developed by A.S. Makarenko. Directing the development of the educational team is one of the principles of its organization and management.

In this case, the achievement of the goal gives great satisfaction. For the children's team, a cheerful, joyful, major atmosphere is needed.

2.3 About labor education

Makarenko did not conceive of his system of Education without participation in productive labor. 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 liked 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 formulation of labor education in school and 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, and cultivate a careful attitude to the time spent, the product of labor.

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

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. He must have a sense of honor, be proud of his team, his great Motherland, be disciplined, because without discipline there can be no strong team.

According to Makarenko, the education of a sense of duty, honor and discipline is subordinated to the tasks of socialist construction. Makarenko knew how to develop these feelings in his pupils and combined this development with the education of discipline.

Discipline in the understanding of Makarenko is not only the discipline of inhibition, but also the discipline of aspirations, activity. It not only restrains, but also inspires, inspires to new victories and achievements.

Makarenko closely links the issue of discipline with the education of will, courage, and a strong character. Considering discipline as the result of education, Makarenko distinguishes between the concepts of "discipline" and "regime", indicating that the regime is an important means of education.

2.4 The value of the game in education

A.S. Makarenko believed that the game has the same meaning for the child as "activity, work, service" for an adult. The future actor, he said, is brought up primarily 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 to work effort and work care." But at the same time, he said, one cannot ignore the fact that there are people who bring "play settings from childhood to 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 game methodology, 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 variety of toys: "Children. at best, they become toy collectors, and at worst, "the most frequent, without any interest, they move from toy to 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 identified 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 set 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.

2.5 About family education

A.S. 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 the tone of the family children will receive the right upbringing, which recognizes itself as part of Soviet society, in which the activity of the parent?! seen as a necessary thing for society.

Pointing out that the 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 must 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, and have a well-deserved authority in the eyes of A.S. Makarenko pointed out that parents often replace real authority with false ones, and gave a very subtle analysis of various types of 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. One of the most dangerous false authorities of A.S. Makarenko considered the authority of love. 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. And 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.

3. Pedagogical skills of A.S. Makarenko

The creation of a cohesive and efficient educational team as a community of teachers and pupils, the management of its development constitutes, in the logic of technology, the main pedagogical process in which the goals of education are realized, the very program of the personality that was discussed above. To start this process, to direct its development - this is the main task of any teacher, educator, school director, leader of a circle and any labor and creative association of children. And for this you need pedagogical skills.

A.S. Makarenko was the first to raise in full the question of mastery in pedagogy. If he did this alone, he would forever remain a significant figure in the science of education. This is especially clear today, when departments of pedagogical excellence have appeared in a number of pedagogical universities, and special courses of the same name are taught in many pedagogical educational institutions.

And how symbolic that the first department of pedagogical excellence was created at the Poltava Pedagogical Institute. In the very one that used to be a teacher's and which Anton Semenovich graduated in July 1817, and 21 years later another outstanding humanist teacher, Vasily Aleksandrovich Sukhomlinsky, became his graduate.

And yet, again, it should be recognized that Makarenko's concept of pedagogical skill has not yet been adopted in its entirety, is interpreted narrowly, comes down to the so-called "pedagogical technique" or, at best, to the skill of pedagogical influence.

The skill of a teacher in the understanding of Makarenko is a complex set of knowledge and skills. In the first place in it is the skill of the organizer. Makarenko has repeatedly emphasized that educational work is, first of all, the work of an organizer. And this conclusion of his follows from a correct understanding of the upbringing and development of the individual, from the concept of the educational team. The educator, if he really wants to educate, is called upon to organize a pedagogically expedient life for children, to organize a team, to lead it. To do this, he must be a good organizer. This is the first component of pedagogical skill. But this is not enough.

The educator is always a teacher and mentor. Working with children, he also equips them with skill in a particular matter, transfers his skill to them, and this is very difficult. Moreover, it is one thing to do a job well, skillfully, and another thing to be able to transfer your skill and skill to another person. This requires a special skill - the skill of a mentor.

Makarenko always sharply opposed the reduction of educational work to the impact on the minds of students through all sorts of explanations and teachings, "moral sermons." But this does not mean at all that he did not understand the great meaning of the word of the teacher.

And, finally, "pedagogical technique", or, as we now say, "the skill of pedagogical stimulation." The teacher must be able to influence children directly. And for this you need to know and be able to do a lot: you need to correctly assess the situation, make the right decision, master the methods of stimulation, be able to demand, encourage, and when necessary, punish, be able to captivate with the prospect and much, much more, up to genuine artistry in demonstrating your feelings.

These are the main components of pedagogical skill.

A.S. Makarenko argued that mastery is something that can be learned, and every teacher can become a great master.

Conclusion

Thus, A.S. Makarenko created an original and significant direction in education - "pedagogy of relations", which was aimed at overcoming the alienation of people from each other, the individual from society, work and culture.

He developed an innovative and holistic theory of education in a team and through a team based on the unity of freedom and responsibility, the rights and obligations of the individual as a necessary condition for its free development. He emphasized the need for simultaneous attention to the formation of each individual individually, educational influence on it through the team ("pedagogy of parallel action") and directly by the teacher.

Makarenko created a methodology for expedient, depending on the specific conditions, the organizational structure of the group of pupils, the relationship between the individual and the team, self-government, the formation of public opinion as a regulator of relations in the team, the continuous promotion of a system of promising lines in front of him, the strengthening and development of traditions. He proposed specific methods of education: the method of "creating events" (educational situations that have a turning point), "collective discussion (pedagogical explosion), advancing pupils with "tomorrow's joy."

Makarenko carried out an experience of mass re-education of delinquent children, unprecedented in pedagogical practice, created an effective social and pedagogical system of work with homeless children. The essence of his pedagogical experience was determined by the principle "as much as possible demands on a person and as much respect for him as possible." He emphasized education on stimulating the positive, the inclinations of the individual ("projecting the best in man").

Makarenko made a significant contribution to the theory of family education. In the "Book for Parents" he argued that raising a child correctly and normally is much easier than re-educating him. He considered the high demands of parents to himself as the main principle of family pedagogy, emphasized the need for a serious and sincere tone in relations with children.

A.S. Makarenko in his books, articles and speeches by A.S. Makarenko laid the foundations of pedagogical skills.

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

List of used literature

1. Belyaev, V.I. Pedagogy A.S. Makarenko [Text]: traditions and innovation / V.I. Belyaev. - M.: MNEPU, 2000

2. Boguslavsky, M.V. XX century of Russian education [Text] / M.V. Boguslavsky. - M., 2002. - 320 p.

3. Dzhurinsky, A.N. History of Pedagogy / A.N. Dzhurinsky. - M.: Humanit. ed. center VLADOS, 2000, - 432 p.

4. Kozlov, I.F. Pedagogical experience of A.S. Makarenko [Text] / I.F. Kozlov. - M.: Enlightenment, 1987

5. Mazalova, M.A. History of Pedagogy and Education / M.A. Mazalova, T.V. Urakov. - M.: Publishing center "Academy", 2009. - 445 p.

6. Makarenko, A.S. Collected works in 4 volumes [Text] / A.S. Makarenko. - M: True, 1987

7. Puyman, S.A. History of education and pedagogical thought [Text]: / Puyman S.A. - Minsk: TetraSystems, 2010. - 160 p.

Application

Glossary

Parental authority (from Lat auctoritas - power, strength) - the distinctive features of an individual or group, thanks to which they are trustworthy and can have a positive impact on the views and behavior of other people; the influence of parents on the beliefs and behavior of children is also recognized, based on deep respect and love for parents, trust in the high significance of their personal qualities and life experience, words and deeds.

Upbringing is a purposeful and organized process of personality formation.

Educationalteam- this is such an association of students, the life and activity of which are motivated by healthy social aspirations, in which self-government bodies function well, and interpersonal relations are characterized by high organization, responsible dependence, striving for common success, a wealth of spiritual relations and interests, which ensures the freedom and security of each individual .

Discipline - a certain order of behavior of people, ensures the consistency of actions in social relations, the obligatory assimilation and implementation of the rules by the individual.

Team- a socially significant group of people united by a common goal, act in concert to achieve this goal and have self-government bodies.

Punishment - This is such a measure of influence, which is used against a person guilty of committing a misdemeanor, a crime.

Pedagogicaltechnique- this is a complex of knowledge, skills, and abilities necessary for a teacher in order to effectively apply in practice the methods of pedagogical influence he chooses both on individual pupils and on the children's team as a whole.

Pedagogicalteam is a group of teachers working together who have common educational goals, the achievement of which is also personally significant for them, and who implement the structure of interpersonal relationships and interactions that contribute to the achievement of common goals.

Pedagogicalskill- manifestation of a high level of pedagogical activity.

Perspective-goal,\"tomorrow's joy \" (AC Makarenko), which acts as a stimulus in the activities of the team and its individual members.

Requirement- an action expressed in a persistent, categorical, request to do something.

Persuasion is a rational moral basis for the activity of a person, it allows her to carry out a certain act consciously; the main moral attitude that determines the purpose and direction of a person's actions, a firm belief in h for some reason, based on a certain idea, worldview.

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