Anton Semyonovich Makarenko. Born on March 1 (13), 1888 in Belopole (now Sumy region, Ukraine) - died on April 1, 1939 in Golitsyno, Moscow region. Soviet teacher and writer.

Anton Makarenko was born on March 1 (13 in a new style), March 1888 in the city of Belopole, Sumy district, Kharkov province, in the family of a painter-painter of railroad car workshops.

Russian by nationality. His brother Vitaliy wrote about this in his book in his book "My brother Anton Semyonovich": "Despite his Ukrainian origin, Anton was 100% Russian."

Brother Vitaly (1895-1983) was a lieutenant in the tsarist army, a participant in the Brusilov breakthrough, who received tangible wounds there and was awarded an award for bravery. Later, A.S. Makarenko helped for some time - it was he who suggested introducing, in particular, elements of the game of militarization into the classes of his older brother. After the October Revolution of 1917, as a white officer, he was forced to leave his homeland and went abroad with the White Guards. He spent the rest of his life in France, where in 1970 the West European biographers Makarenko G. Hillig (Germany) and Z. Weitz (France) found him and persuaded him to leave memories of his older brother.

There was a younger sister, she died in childhood.

In 1897 he entered the elementary railway school.

In 1901, he moved with his family to Kryukov, (now the district of the city of Kremenchug, Poltava region).

In 1904 he graduated from a four-year school in Kremenchug and a one-year pedagogical course (1905).

In 1905 he worked there as a teacher at a railway school, then at Dolinskaya station.

In 1914-1917 he studied at the Poltava Teachers' Institute, from which he graduated with a gold medal. The topic of the diploma is "The crisis of modern pedagogy".

In 1914 or 1915 he wrote the first story, sent it to Maxim Gorky, but he recognized the story as weak in literary terms. After that, Makarenko did not engage in writing for thirteen years, but kept notebooks.

In 1916 he was drafted into the army, but demobilized due to visual impairment.

In 1917-1919 he was the head of the railway school at the Kryukov carriage workshops.

In 1919 he moved to Poltava.

On behalf of the Poltava Gubnarobraz, he created a labor colony for juvenile offenders in the village of Kovalevka, near Poltava, in 1921 the colony was given a name, in 1926 the colony was transferred to the Kuryazhsky monastery near Kharkov; headed it (1920-1928), from October 1927 to July 1935 was one of the leaders of the children's labor commune of the OGPU named after F.E.Dzerzhinsky in the suburbs of Kharkov, in which he continued to put into practice the educational and pedagogical system he had developed. M. Gorky was interested in the educational and pedagogical activities of A. Makarenko, provided him with all kinds of support.

Outstanding achievements in the field of education and re-education of young people (both from among the former homeless children and from families), preparation for their further successful socialization, have nominated Makarenko among the famous figures of Russian and world culture and pedagogy.

The correspondence between Gorky and Makarenko lasted from 1925 to 1935. After visiting the juvenile colony, Gorky advised Makarenko to return to literary work. After the books about the commune named after FE Dzerzhinsky "March of 30 Years" (1932) and "FD - 1" (1932), Makarenko's main work of art, "Pedagogical Poem" (1925-1935), was completed.

Member of the Union of Soviet Writers since 1934.

On July 1, 1935, he was transferred to Kiev, to the central office of the NKVD of the Ukrainian SSR, where he worked as an assistant to the head of the department of labor colonies until November 1936. For some time - before moving in March 1937 from Kiev to Moscow, he headed the pedagogical department of the labor colony No. 5 in Brovary near Kiev.

In the last years of his life Makarenko continued to work both on works of art - "Flags on the Towers" (1938), and on autobiographical materials - the story "Honor" (1937-1938), the novel "Ways of a Generation" (not finished). In addition, he continued to actively develop the methodology of pedagogical activity and education in general, and published a number of articles.

In 1936, his first major scientific and pedagogical work "Methods of organizing the educational process" was published. In the summer and autumn of 1937, the first part of the "Book for Parents" was published. Makarenko's works reflect his pedagogical experience and pedagogical views.

Makarenko opposed the use of elements of the prison regime for children in favor of strengthening the production bias and general educational methods. In relations with pupils, he adhered to the principle: "As many requirements as possible for a person and as much respect for him as possible."

After moving to Moscow, he was mainly engaged in literary activity, journalism, spoke a lot to readers, pedagogical activists. By the decree of the Presidium of the Supreme Soviet of the USSR of January 31, 1939, he was awarded the Order of the Red Banner of Labor. Shortly before his death, in February 1939, he applied for his acceptance as a candidate for membership in the CPSU (b).

He died suddenly in a suburban train carriage at the Golitsyno station on April 1, 1939. He was buried at the Novodevichy cemetery. The authors of the tombstone are sculptor V. Tsigal, architect V. Kalinin.

Quotes by Anton Makarenko:

"You cannot teach a person to be happy, but you can educate him so that he is happy."

“If there is little ability, then demanding excellent study is not only useless, but also criminal. You cannot force to study well. This can lead to tragic consequences. "

"Upbringing always happens, even when you are not at home."

“Our pedagogical production has never been built according to technological logic, but always according to the logic of moral preaching. This is especially noticeable in the field of our own upbringing ... Why in technical universities we study the resistance of materials, and in pedagogical universities we do not study the resistance of the individual when they begin to educate it?

"If there is no goal in front of the team, then you cannot find a way to organize it."

"To give up risk means to give up creativity."

“My work with street children was by no means a special job with street children. First, as a working hypothesis, from the very first days of my work with homeless children, I established that no special methods should be used in relation to street children. "

"Verbal education without accompanying gymnastics of behavior is the most criminal sabotage."

“You can be dry with them to the last degree, demanding to the point of pickiness, you can ignore them ... but if you shine with work, knowledge, luck, then calmly do not look back: they are on your side ... And vice versa, as it were you were neither affectionate, entertaining in conversation, kind and friendly ... if your business is accompanied by failures and failures, if at every step it is evident that you do not know your business ... you will never deserve anything but contempt ... " ...

"Forty forty-ruble teachers can lead to complete decomposition not only of the group of street children, but also of any group."

“From the top of the“ Olympic ”offices, no detail and parts of the work can be distinguished. From there you can see only the endless sea of \u200b\u200ba faceless childhood, and in the office itself there is a model of an abstract child made of the lightest materials: ideas, printed paper, Manilov's dreams ... "Olympians" despise technology. Thanks to their domination, pedagogical and technical thought, especially in the matter of our own upbringing, has long since decayed in our pedagogical universities. In all our Soviet life, there is no more miserable technical condition than in the area of \u200b\u200beducation. And therefore, educational work is a handicraft business, and of the handicraft industries it is the most backward. "

"Books are intertwined people."

"A culture of love experience is impossible without the brakes organized in childhood."

Anton Makarenko (documentary)

Personal life of Anton Makarenko:

Wife - Galina Stakhievna Makarenko (Salko) (1891-1962).

Adopted daughter (daughter of brother Vitaly) - Olympiada Vitalievna Makarenko (08/07/1920 - 07/22/1983).

The adopted son is Lev Mikhailovich Salko.

The great-niece of A. S. Makarenko - Ekaterina Vasilieva, a Soviet and Russian actress, was born into the family of the poet Sergei Vasiliev and Olympiada Vitalievna Makarenko.

Great-nephew - Anton Sergeevich Vasiliev-Makarenko (born June 15, 1953) - film director, screenwriter, poet.

Bibliography of Anton Makarenko:

Major (1932; play);
March 30 (1932);
FD-1 (1932; sketch);
"Pedagogical Poem" (1925-1935);
"A Book for Parents" (1937; artistic and theoretical composition);
Honor (1937-1938; story);
Flags on the Towers (1938);
"Flags on the Towers";
"Methodology for organizing the educational process";
"Lectures on parenting"

Screen adaptations of the works of Anton Makarenko:

1955 - Pedagogical Poem
1958 - Flags on the towers
1963 - Big and Small

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I am inexperienced and even deluded, I created a team of people who were deluded and backward. A. Makarenko

The theoretical legacy of A.S. Makarenko, his convictions and brilliant talent, which were fully developed in the 1920s and 1930s, still serve the school faithfully, enrich our ideological and creative life. Time does not extinguish, but reveals more and more new facets of his selfless and versatile pedagogical work, the 200 thousand hours of working stress he experienced - those precious hours during which more than 3000 children and adolescents passed through his hands.

"Pedagogical Poem" by A.S. Makarenko gave 10 years of hard work. One of the most important events in the history of this wonderful book is the visit to A.M. Gorky colony, which was headed by Makarenko. The great interest of the great writer to the intention to create a book about a pedagogical experiment was explained, according to Makarenko, by the fact that Gorky was keenly interested in new positions of man on earth, new ways of trusting man and new principles of social creative discipline.

"Poem" tells how in the children's colony, created in the first years after the Civil War, a "real person" was formed from among the homeless, petty thieves, people crippled by the difficult and cruel conditions of the civil war. The creation of a collective, magnificent in its ideological and moral qualities, is shown in the poem in a wide and multifaceted manner.

In the work on the book there were both ups and periods of disbelief in success. It so happened that the finished chapters did not seem to be a work of fiction, but a "book on pedagogy" written in the form of memoirs. Confidence in the writer was instilled by A.M. Gorky is the first reader and editor of the "Pedagogical Poem". He wrote: "In my opinion," Poem "was a great success for you. Not to mention the meaning of its plot, about the most interesting material, you managed to develop this material very successfully and found a correct, lively and sincere tone of the story in which your humor is appropriate, as no more. "

The Poem has three parts. It is based on a chronological description of the formation and development of a very complex educational institution that has gone from the anarchism of homelessness and petty-bourgeois individualism to the militant, seething Soviet reality, illuminated by the norms of socialist community.

A distinctive feature of "Poem" is a masterful combination of artistic narration, theoretical struggle in the pedagogy of the 1920s and journalism. The fine artistic taste of A.S. Makarenko did not allow the book to be overloaded with details of everyday life and details of pedagogical searches.

It draws the reader's attention to the facts and events that ultimately determined the system of upbringing the collective of colonists and very vividly revealed the essence of humanistic pedagogy, and the author himself was nominated among the best exponents of its fighting spirit. The moral and aesthetic ideal of the author of the poem is most fully expressed in respect for man and in high demands on him, in the poeticization of creative work. AC. Makarenko was a very gifted person. He began his teaching career at a time when, along with talent, life example, civic pathos, moral and ideological purposefulness and the highest selflessness were of particular importance.

These qualities allowed him to achieve brilliant success in the struggle to educate a new person. The poetry of the teacher Makarenko was fueled by his desire to convey to the pupils all the richness of a new attitude, to please them with new perspectives, thoughts and feelings, to make them better and more inspired. The main thing in his work is not "taming" a wild band of homeless children, but the formation of a children's collective, the formation of the personality of a new person. The poetry of his human and teaching feat, the poetry of comprehending and transforming the life of his pupils logically resulted in the "Pedagogical Poem" - one of the most amazing and readable books in world literature.

The secret of the eternal youth of the "Poem" lies in the author's deep penetration into the social problems of his time, in his active love for children, in the bold posing of the question of style, tone, organizational forms and means of Soviet education, in the fact that the author managed to say his own, even if not very big but necessary truth. As an artist of words, he deeply felt the socio-economic shifts in our society. As a teacher, he promisingly and boldly paved the way for a new Soviet education system. Now all the greatness of the feat of the teacher-innovator is clearly visible. This experience required time-testing. Time has shown that a teacher and artist still teaches us to think on a large scale, responsibly and specifically approach each pedagogical phenomenon.

The pedagogical skill itself was a moral necessity for Makarenko. Indeed, at the heart of everything that he accomplished was a tireless, uncompromising, exultant and militant struggle for man, for his tomorrow's joy.

The enduring value of the "Pedagogical Poem" lies in the fact that it is illuminated by the romance of this struggle, filled with the light of wisdom and the unfading beauty of pedagogical work.

Anton Semyonovich Makarenko was born on March 13, 1888 in the city of Belopole, Sumy district, Kharkov province, in the family of a painter-painter of railroad car workshops. He had a younger brother, Vitaly, later a lieutenant, a white Markovite officer, who outlived his brother for a long time and left valuable memories of him.

§ In 1897 he entered the elementary railway school.

§ In 1901 he moved with his family to Kryukov, a suburb of Kremenchug.

§ B1904 graduated from a four-year school in Kremenchug and one-year pedagogical courses

§ In 1905, he worked as a teacher at a railway school in the village of Kryukov, then at Dolinskaya station.

§ 1914-1917 - studies at the Poltava Teachers' Institute, which he graduated with a gold medal. The topic of the diploma was very "delicate" - "The crisis of modern pedagogy."

§ In 1916 was drafted into the army, but demobilized due to visual impairment.

§ B1917-1919 was the head of the railway school at the Kryukov carriage workshops.

§ В1919. moved to Poltava.

On behalf of the Poltava Gubnarobraz, he organized a labor colony for juvenile offenders in the village of Kovalevka, near Poltava, in 1921 the colony was named after M. Gorky, in 1926 the colony was transferred to the Kuryazhsky monastery near Kharkov; was in charge of it (1920-1928), from October 1927 he headed the children's labor commune named after F.E. Dzerzhinsky in the suburb of Kharkov, in which he applied the pedagogical system developed by him in practice. His pedagogical achievements made Makarenko one of the famous figures of Soviet and world culture and pedagogy.

Member of the Union of Soviet Writers (since 1934).

Since the summer of 1935, he worked in Kiev as deputy head of labor colonies of the NKVD of the Ukrainian SSR. Concurrently, for some time, he headed the labor colony No. 5 in Brovary.

In 1937. moved to Moscow, where he was mainly engaged in literary, social and scientific activities. At the beginning of 1939 he was awarded the Order of the Red Banner of Labor. In February 1939, he applied for his acceptance as a candidate for membership in the CPSU (b), which was supported by the party committee of the Union of Soviet Writers in March of the same year.

He died suddenly in a suburban train carriage at the Golitsyno station on April 1, 1939. He was buried at the Novodevichy cemetery.

Creation

In 1914 or 1915 he wrote the first story, sent it to Maxim Gorky, but he recognized the story as weak in literary terms. After that, Makarenko did not engage in writing for thirteen years, but kept notebooks. After visiting the juvenile colony, Gorky advised Makarenko to return to literary work. After the books about the commune named after FE Dzerzhinsky "March of 30 Years" (1932) and "FD-1" (1932), Makarenko's main work of fiction, "Pedagogical Poem" (1935), was completed. In the last years of his life, Makarenko continued to work both on works of art - "Flags on the Towers" (1938), and on autobiographical materials - the story "Honor" (1937-1938), the novel "Ways of a Generation" (not finished). In addition, he continues to actively develop the methodology of pedagogical activity and education in general, publishes a number of articles. In 1936, his first major scientific and pedagogical work "Methods of organizing the educational process" was published. At the beginning of 1937, the first part of the "Book for Parents" was published. Makarenko's works reflect his pedagogical experience and pedagogical views. The activities and works of the teacher were highly appreciated by L. Aragon, A. Barbusse, D. Bernal, U.Bronfenbrenner, A. Wallon, V. Gall, A. Zegers, J. Korchak, S. Frene and other cultural and educational workers.

The leading place in foreign "Makarenko studies" is occupied by the A.S. Makarenko Laboratory for the Study of the Legacy of A.S. Makarenko, founded in 1968 in the FRR, which is a subdivision of the largest institution of pedagogical "Ostforshung" - the Research Center for Comparative Pedagogy of the University of Marburg. An attempt was made there to publish Makarenko's works in German and Russian with the restoration of censorship notes, but in 1982, after the release of seven volumes, the publication was discontinued. In 2003, the first edition of the "Pedagogical Poem" was carried out in Moscow without censorship abbreviations. The editor of the publication is a researcher at the Pedagogical Museum A.S. Makarenko Svetlana Sergeevna Nevskaya. A.S. Makarenko himself sums up his works in the epilogue of the "Pedagogical Poem":

My Gorky people also grew up, scattered all over the Soviet world, it is now difficult for me to collect them even in my imagination. You cannot catch the engineer Zadorov, buried in one of the grandiose construction projects of Turkmenistan, you cannot call the doctor of the Special Far East Vershnev or the doctor in Yaroslavl Burun on a date. Even Nisinov and Zoren, for which the boys already flew away from me, fluttering their wings, only their wings are now not the same, not the tender wings of my pedagogical sympathy, but the steel wings of Soviet airplanes. And Shelaputin was not mistaken when he claimed that he would be a pilot; Shurka Zheveliy also becomes a pilot, not wanting to imitate his older brother, who has chosen the navigational path for himself in the Arctic.

Quotes Makarenko

Our children are our old age.

You cannot teach a person to be happy, but you can educate him so that he is happy.

Upbringing always happens, even when you are not at home.

“Our pedagogical production has never been built according to technological logic, but always according to the logic of moral preaching. This is especially noticeable in the field of our own upbringing ... Why in technical universities we study the resistance of materials, and in pedagogical universities we do not study the resistance of the individual when they begin to educate it?

To give up risk is to give up creativity.

My work with street children was by no means a special job with street children. Firstly, as a working hypothesis, from the first days of my work with homeless children, I established that no special methods should be used in relation to homeless people .. (Makarenko A.S., PSS, vol. 4, Moscow, 1984, p. 123).

Books are intertwined people.

“You can be dry with them to the last degree, demanding to the point of pickiness, you may not notice them ... but if you shine with work, knowledge, luck, then calmly do not look back: they are on your side ... And vice versa, no matter how affectionate you are , are entertaining in conversation, kind and friendly ... if your business is accompanied by failures and failures, if at every step it is clear that you do not know your business ... you will never deserve anything but contempt ... "

Forty forty-ruble teachers can lead to complete decomposition not only of the group of street children, but also of any group

From the tops of the "Olympic" cabinets, no details or parts of the work can be distinguished. From there you can see only the endless sea of \u200b\u200ba faceless childhood, and in the office itself there is a model of an abstract child made of the lightest materials: ideas, printed paper, Manilov's dreams ... The Olympians despise technology. Thanks to their domination, pedagogical and technical thought, especially in the matter of our own upbringing, has long since decayed in our pedagogical universities. In all our Soviet life, there is no more miserable technical condition than in the area of \u200b\u200beducation. And therefore educational work is a handicraft business, and of the handicraft industries it is the most backward.

Followers

One of the approaches to criticizing the application of A.S. Makarenko's system was and remains the assertion that this system supposedly could work well only in the hands of its creator. This is refuted by the successful long-term activities of a number of followers of A.S. Makarenko.

Among the most famous followers and successors of the activities of A.S. Makarenko, among his pupils, one should first of all name Semyon Afanasyevich Kalabalin and his wife Galina Konstantinovna (in the "Pedagogical Poem" - Semyon Karabanov and Galina Podgornaya ("Chernigovka")) and A.G. Yavlinsky (1915-1981) (father of the famous politician G.A. Yavlinsky). Among the followers who were not directly pupils of Anton Semyonovich, the names of prof., Ph.D. V.V. Kumarin (started with the successful implementation of the Makarenko System in an orphanage in the Vladimir region, then worked in Russia and Ukraine, both theses are devoted to the study of the Makarenko System), G.M. Kubrakov (Kazakhstan), etc.

Artworks

Major (1932; play)

March 30 (1932)

"FD - 1" (1932; sketch)

"Pedagogical Poem" (1925-1935).

"Pedagogical Poem" (with corrected remarks. Typos, restored letter "ё", table of contents has appeared)

"Pedagogical Poem" (the first complete edition of 2003, scientific ed., Comp. And note by S.S. Nevskaya, published on the network by the decision of the head of the Central Exhibition Center named after A.S. Makarenko)

"Book for Parents" (1937; artistic and theoretical composition)

"Honor" (1937-1938; story)

Flags on the Towers (1938)

"Flags on the towers" (according to the paper edition, corrected numerous misprints, restored the letter "ё", a table of contents appeared, etc.)

"Methodology for organizing the educational process"

"Lectures on parenting"

Filmography

Pedagogical Poem (1955)

Flags on the Towers (1958)

Big and Small (1963)

A.S. Makarenko Pedagogical Museum, 121170, Moscow, Poklonnaya st., 16

Site dedicated to A.S. Makarenko; electronic archive of works by A.S. Makarenko

Education Center No. 656 named after A.S. Makarenko, Moscow Administrative District

Order named after A.S. Makarenko

Sumy State Pedagogical University. A.S. Makarenko, (Sumy, Ukraine)

Research laboratory "Educational pedagogy of A.S. Makarenko" (Nizhny Novgorod State Pedagogical University)

"Chicks of Kuryazha": all genres of Makarenko's pedagogy (about the current life of the Kuryazhsk colony named after A.S. Makarenko (Kuryazh, Kharkiv region))

About IV-th int. competition them. A.S. Makarenko

Institute of Pedagogy. A.S. Makarenko (founded in 1960 in Havana, r. Cuba)

Central Library. A.S. Makarenko, Novosibirsk

Library named after Anton Semyonovich Makarenko in Nizhny Novgorod

School number 1 named after A.S. Makarenko (Bazarkurgan village, Kyrgyz Republic),

UVK "School-Lyceum" No. 3, them. A.S. Makarenko (Simferopol)

Microdistrict Makarenko (city of Stary Oskol),

Makarenko Street (in Sochi),

Makarenko Street (Moscow),

Lane Makarenko (St. Petersburg)

Makarenko Lane (St. Petersburg) Makarenko Street (Perm), Makarenko Street (Severodvinsk), Makarenko Street (Tula), Makarenko Street (Novocherkassk),

General Regime TIC Makarenko (Kuryazhskaya colony) Kharkiv region, Podvorki village.

makarenko pedagogical poem

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MAKARENKO Anton Semenovich (1888-1939)

BIOGRAPHY

Russian prose writer, publicist, teacher. Born on March 1 (13), 1888 in the city of Belopole, Sumy district, Kharkov province. in the family of a painter-worker. Parents: Father - Semyon Grigorievich, mother - Tatyana Mikhailovna, nee Dergacheva. He had a younger sister (died in childhood) and brother Vitaly (1895-1983), later a lieutenant, a participant in the Brusilov breakthrough. Brother A. S. Makarenko - Vitaly Semyonovich in his book "My brother Anton Semyonovich" writes: "... despite his Ukrainian origin, Anton was 100% Russian."

Dr. Philasophia Goetz Hillig devoted a separate study to the issue of national origin and national identity of A.S. Makarenko, the results of which are presented in the report "On the issue of national identity of A.S. Makarenko", where both the statement of his brother and the Russian identity of Anton Semyonovich are generally confirmed ... Hillig notes that A. S. Makarenko conducted all his works and personal correspondence in Russian. At the same time, he knew and loved the Ukrainian language, often and appropriately included quotes from Ukrainian speech in the dialogues of the characters in his works. AS Makarenko also understood and could explain himself in Polish, which is also mentioned by L. V. Konisevich in his book "Makarenko brought us up" (chapter on the arrival of the Polish delegation).

In 1904 he graduated from a 4-grade school in the city of Kremenchug. He studied diligently and successfully. Obviously, therefore, when he finished his studies, Semyon Grigorievich told his son: "You will be a teacher!" Father's word became the work of Anton Makarenko's whole life. After finishing pedagogical courses, he began, at the age of 17, to work in his own school. In 1905-1914 he taught at railway schools. In 1916-1917 he served as a warrior in the army, demobilized due to myopia. In 1917 he graduated from the Poltava Pedagogical Institute with a gold medal, writing his final essay "The Crisis of Modern Pedagogy". In 1917-1919 he was the head of the railway school at the Kryukov carriage workshops. In 1919 he moved to Poltava.

· Wife - Galina Stakhievna Makarenko (Salko - until 09.1935).

Adopted daughter - Olympiada Vitalievna Makarenko (daughter of brother Vitaly)

· Adopted son - Lev Mikhailovich Salko.

· The great-niece of A. S. Makarenko - Ekaterina Vasilyeva, a Soviet and Russian actress, was born in the family of the poet Sergei Vasiliev and Olympiada Vitalievna Makarenko.

Labor activity.

Having real prospects for a scientific career, he chose the path of practical pedagogy, worked as an inspector of the Higher Primary School in the city of Kryukov Posad of the Kremenchug District, and was in charge of the Primary City School in Poltava. On the instructions of the Poltava Gubnarobraz, he created a labor colony for juvenile offenders in the village of Kovalevka, near Poltava, in 1921 the colony was named after M. Gorky, where he decided to implement the method of "Gorky's attitude to man." It was to Gorky that in 1914 Makarenko sent off his first story, "The Silly Day," for review, and from 1925 he corresponded with him. In 1928, Gorky, personally getting acquainted with the Poltava colony and the Kharkov commune, remarked in a letter to Makarenko: “Yours is of tremendous importance and amazingly successful pedagogical experiment, world-wide.” In 1926, the colony was transferred to the Kuryazhsky monastery near Kharkov; headed it from 1920 to 1928, from October 1927 to July 1935 was one of the leaders of the children's labor commune of the OGPU named after F.E.Dzerzhinsky in the suburbs of Kharkov, in which he continued to put into practice the educational and pedagogical system he had developed.

Makarenko did his best to ensure that:

1. each student had at least 2-3 "favorite" subjects at school (circles, sections, participation in a theater, orchestra, etc. up to a detachment to combat moonshine brewing in nearby villages), according to which he (s) I did it with pleasure.

2. sought mastery feasible for a given person, the levels of mastering each educational "subject" could be either higher (preparation for a workers' school) or significantly lower than the "general" program, that is, idleness was also not encouraged.

Of great importance for Makarenko was the understanding and support of his experience of upbringing and re-education literally from the first years of the Colony. M. Gorky from the hands of the NKVD of Ukraine Vsevolod Appolinarievich Balitsky. It is thanks to the last Makarenko after the removal from the leadership of the Colony. Gorky continued to lead a similar institution (the F.E.Dzerzhinsky Commune) already as part of the NKVD (A.S. Makarenko was appointed to lead the Commune in December 1927, that is, he combined both positions for six months: in the Commune and in the Colony) .). The core of the team was the former pupils of the Gorky Colony. The educational process in the commune was built on the basis of combining education with productive labor (initially in the workshops, then in the production shops) ... In the 30s. transferred to the system of correctional labor institutions. " , Commune them. F. Dzerzhinsky can be described as a "closed institution of vocational training and production", which, in addition, was engaged in the re-education (rehabilitation, socialization and collectivization) of delinquent children.

In his experience, Makarenko successfully combined mental labor with physical labor, realizing one of the main provisions of Marxist pedagogy. Communards later, as is known, studied for four hours in the junior and five hours in the senior classes in a general education school, and worked for four hours in production with the latest technical equipment. But, in Makarenko's opinion, education was of decisive importance in the formation of the new man of the Stalin era; about this he talked and wrote a lot. Even in the colony named after A.M. Gorky, where A.S. Makarenko worked at one time, in the difficult post-revolutionary years there was a school consisting of six classes and a training group for workers' faculties. Makarenko expanded the educational ideals of his students in every possible way.

It is also impossible not to mention the various sections and circles that existed in parallel with the main educational institutions. For girls, the doors of embroidery, modeling (clay crafts) and drawing circles were opened. The boys mainly attended gliding and technical circles, which existed in the same factories and workshops in which the colonists worked during the day. Classes were held in the evening, so none of the circle members interfered with the work.

Various sports sections (wrestling, boxing and swimming) were also opened. The cavalry section was especially distinguished, where they taught the basics of horse riding.

In the commune, an accurate record of extracurricular activities was carried out; at the end of the month, summaries of the work of each circle and each circle member were presented. The circles were led by the club council - the organ of the Komsomol community. The Club Council published the Rezets newspaper; her critical speeches in the spirit of demanding self-criticism contributed a lot to the social and ideological education of the Communards.

M. Gorky was interested in the educational and pedagogical activities of A. Makarenko, provided him with all kinds of support.

Outstanding achievements in the field of education and re-education of young people (both from among the former homeless children and from families), preparation for their further successful socialization, have nominated Makarenko among the famous figures of Russian and world culture and pedagogy.

Having thoroughly studied pedagogical literature by this time, Makarenko, contrary to the widespread concept of innate goodness or depravity of people, in the spirit of communist enlightenment, proceeded from the principle of correct education as a determining condition for the formation of a worthy person. The disinterested enthusiast began to prove this in the dilapidated buildings of the first colony on quicksand, and from 1927 - near Kharkov, having united with the colony, which had a sad reputation throughout Ukraine as a brothel of the most incorrigible thieves and street children. The unprecedented successes of the teacher-innovator that followed soon were based on the use of the enormous educational potential of the collective, the combination of school education with productive work, the combination of trust and exactingness. Makarenko's first articles about the colony appeared in 1923 in the Poltava newspaper Golos Truda and in the Novyi stitki magazine.

Working as a teacher, Anton Semenovich Makarenko studies pedagogical and philosophical literature. His attention is attracted by the works of A.I. Pirogov, V.G.Belinsky, N.G. Chernyshevsky, but he especially deeply studies the works of KD Ushinsky. After 9 years of teaching, Makarenko enters the Poltava Teachers' Institute, which he graduates, like college, only with excellent grades in all subjects. .

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

On July 1, 1935, he was transferred to Kiev, to the central office of the NKVD of the Ukrainian SSR, where he worked as an assistant to the head of the department of labor colonies until November 1936. For some time - before moving in March 1937 from Kiev to Moscow, he headed the pedagogical department of the labor colony No. 5 in Brovary near Kiev.

Member of the Union of Soviet Writers (since 1934) ..

He died suddenly in a suburban train carriage at the Golitsyno station on April 1, 1939. He was buried at the Novodevichy cemetery.

Literary creativity

In either 1915 he wrote the first story, sent it to Maxim Gorky, but he recognized the story as weak in literary terms. After that, Makarenko did not engage in writing for thirteen years, but kept notebooks.

A.M. Gorky played a great role in Makarenko's life, for whom caring for Russian children, especially those who turned out to be homeless, was a natural and most important thing for many years. Thus, F.E.Dzerzhinsky took up homeless children only after M.Gorky wrote a letter to V.I.Ulyanov about the need to urgently address this issue. In subsequent years, Gorky helped prepare a book about the Bolshevskaya commune (Moscow region), which "thundered" at the end of the twenties, under the leadership of M. S. Pogrebinsky, based on the experience of which (the commune) the world famous film "A Way to Life" was shot. In this commune, just like in Makarenko's, offenders are re-educated with useful productive labor, there are also no fences and guards. In this sense, Makarenko for Gorky was another example of advanced experience in education.

The correspondence between Gorky and Makarenko lasted from 1925 to 1935. After visiting the juvenile colony, Gorky advised Makarenko to return to literary work. After the books about the commune named after FE Dzerzhinsky "March of 30 Years" () and "FD - 1" (1932), Makarenko's main work of art, "Pedagogical Poem" (1925-1935), was completed. Gorky insisted in every possible way on publishing Makarenko's notes about his experience of upbringing in the form of a book, as the famous writer helped to publish in literary almanacs first individual chapters of the Pedagogical Poem, and then published the entire book under his own editorship.

In 1936, his first major scientific and pedagogical work "Methods of organizing the educational process" was published. In the summer and autumn of 1937, the first part of the "Book for Parents" was published. Makarenko's works reflect his pedagogical experience and pedagogical views. Makarenko opposed the use of elements of the prison regime for children in favor of strengthening the production bias and general educational methods. In relations with pupils, he adhered to the principle: "As many requirements as possible for a person and as much respect for him as possible." In the last years of his life, Makarenko continued to work both on works of art - "Flags on the Towers" (), and on autobiographical materials - the story "Honor" (1937-1938), the novel "Ways of a Generation" (not finished). In addition, he continued to actively develop the methodology of pedagogical activity and education in general, and published a number of articles. After moving to Moscow, he was mainly engaged in literary activity, journalism, spoke a lot to readers, pedagogical activists. By the decree of the Presidium of the Supreme Soviet of the USSR of January 31, 1939, he was awarded the Order of the Red Banner of Labor. Shortly before his death, in February 1939, he applied for his acceptance as a candidate for membership in the CPSU (b)

Already during the life of A. S. Makarenko, his activities and works as an educator and teacher were highly appreciated by L. Aragon, A. Barbusse, D. Bernal, U. Bronfenbrenner, A. Wallon, V. Gall, A. Zegers, J. Korczak, S. Frene and other cultural and educational figures.

At the same time, during his lifetime, Makarenko was constantly criticized, including very harsh ones.

First, they often did not believe in his achievements (“boys in sweet syrup” is a typical review of the book “Flags on the Towers”, that is, “a fairy tale, this does not happen”).

Secondly, his approaches were perceived as alien (“The Makarenko system is not a Soviet system” - this is already the assessment of officials given in the “Pedagogical Poem”.

Third, he was attributed to constant assault and cruelty. It was on the basis of messages from such "well-wishers" that N. K. Krupskaya spoke at the Komsomol congress in May 1928 with harsh criticism of the Makarenko system (the speech was published in Komsomolskaya Pravda), which had a number of sad, and sometimes tragic, consequences not only for Makarenko himself (very soon dismissed from the Gorky Colony), but also for his followers (for example, for the family of S.A. and G.K. Kalabalin).

Therefore, it is not surprising that the works of A.S. Makarenko appeared in print not in a pedagogical publishing house, but in a literary one. Makarenko also speaks about the attitude of official pedagogy that there were no high pedagogical officials at his funeral.

Works of Anton Semenovich Makarenko

Novels and stories

1937 - Book for parents

1925 - 1935-Pedagogical Poem

1930 - March of the thirtieth year

1938 Flags on the towers

Works on education:

Education in the family and school

Lectures on parenting

Letter to the pioneer leader

Education problems in the Soviet school

Problems of Soviet school education

Methodology for organizing the educational process (1936-1937)

Short stories and essays:

1937 - About human feelings

1937 - From the history of heroism

1940 - Teacher of literature

1939 - I want to go home

1937 - Incident in the campaign

1938 - Schubert Symphony

1938 - Prize

1941- In the library

1937 - On May Day

1937 - Three Conversations

1938 - An unforgettable meeting

Pedagogical ideas.

Makarenko created the theory of the educational collective as a form of the pedagogical process, in which the norms, lifestyle, and relationships inherent in the association of people are formed. Makarenko developed questions of the structure and organization of the collective, methods of education in it, the method of forming conscious discipline, creating educational traditions. The experience of the creative development of an individual in a team according to the Makarenko method is fundamentally important for modern pedagogical science. His pedagogical findings: detachments of different ages, councils of commanders, self-government, the creation of a major optimistic tone in the life of the collective, etc. - still have their significance.
Makarenko emphasized 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. He wrote: “Children do not prepare for work and life, but live and work, think and experience, and they must be treated as comrades and citizens, to see and respect their rights and obligations, including the right to joy and the duty of responsibility. the collective and through the collective is the main task of educational work. A real collective should have a common goal, engage in various activities, it should have organs that direct its life and work. For the children's collective, a cheerful, joyful, major atmosphere is necessary. Makarenko scientifically substantiated the requirements that the pedagogical collective of the educational institution must answer, and the rules of its relationship with the collective of pupils.
Labor education is one of the most important elements of education. Participation in productive labor immediately changes the social status of the child, turns him into an "adult" citizen.

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

He opposed the use of elements of the prison regime for children, the belittling of the role of educational methods, and the strengthening of the production bias.
A.S. Makarenko belongs to the idea of \u200b\u200bthe primary collective as the main instrument of educational influence on the child. The principle of "parallel action" developed by him was used as the most important in the upbringing of a personality in a team. The laws of team building was the desire to achieve more and more significant social goals. They unite the team, strengthen mutual responsibility, increase the demands of the team on everyone, create a major tone in the team.
To form a stable striving for the best, A. S. Makarenko used a “system of promising goals” (near, medium and long-range). This system of goals determined the life of the children's collective created by A. S. Makarenko and ensured its constant advancement. Emphasizing the decisive role of the collective in the upbringing of the individual, he pointed out that in the collective "the personality acts in a new position of upbringing - she is not an object of educational influence, but its bearer, but she becomes a subject only expressing the interests of the entire team."

Makarenko Anton Semyonovich (1888-1939) - a famous Soviet teacher, the founder of the theory of collective education. After graduating from the Kremenchug city school and higher pedagogical courses, he began to work as a teacher at a railway school in Ukraine. Events 1905-1907 had a huge impact on Makarenko. He participated in teachers' congresses, was fond of Gorky's work. In 1914, having already 10 years of experience as a national teacher, he entered the Poltava Teachers' Institute to continue his education, from which he graduated with a gold medal. In the 1917-18 academic year he was appointed an inspector (head) of a higher primary school in the town of Kryukov and enthusiastically devoted himself to work. I met the October Revolution with delight.

Makarenko's pedagogical activity

In 1920, the Poltava provincial department of public education instructed Makarenko to organize a colony for juvenile offenders near Poltava and to manage it. The task was difficult. The adolescents and youths with whom Anton Semyonovich had to deal were undisciplined, not accustomed to work, with a criminal past. However, within 3-4 years Makarenko created an exemplary educational institution - “Labor colony named after A.M. Gorky ". The number of her pupils in 1926 was 120 people. In the same year, the colony moved to the village of Kurya, near Kharkov, where 280 extremely neglected children lived. Anton Semyonovich decided, with the help of the "Gorky" people, to turn the kuryazhan people into an exemplary labor collective, to educate them by the forces of the colonists themselves. After visiting the colony in 1928, A.M. Gorky wrote in the essays “On the Union of Soviets”: “Who could change so unrecognizably, re-educate hundreds of children so cruelly and insultingly dented by life? The organizer and head of the colony was A.S. Makarenko. This is an undeniably talented teacher. The colonists really love him and speak of him in a tone of such pride, as if they themselves created him. " Gorky further points out that Makarenko "sees everything, knows every colonist, characterizes him in five words and as if he were taking a snapshot of his character."
Since 1927, Makarenko participated in the organization of the Dzerzhinsky children's labor commune in the suburbs of Kharkov, where a highly organized children's team was created. At the end of 1, 1928, the teacher left the colony and for the next several years devoted all his efforts to the leadership of the commune, where new methods of labor education were used. If the colony named A.M. Gorky used agricultural labor and work in workshops (carpentry, locksmith, shoemaking, etc.), then industrial production was organized in the Dzerzhinsky commune. Here, for the first time in the USSR, they began to manufacture cameras of the FED brand (Felix Edmundovich Dzerzhinsky) and electric drills (for this purpose, two first-class factories for the production of cameras and electric tools were built). This production had not only economic, but also pedagogical significance, requiring from the pupils great accuracy and precision in work (up to thousandths of a millimeter). The pupils worked in factories for 4 hours a day and studied in a secondary school at the commune, combining education with productive labor. After graduating from high school, many of them successfully passed the university exams. For 15 years of work (1920-1935), about 3000 offenders and homeless people have passed through the teams created by Makarenko, who later became worthy people, qualified specialists.
In 1937 Makarenko left teaching, moved to Moscow and devoted himself entirely to literary work, in which he summarized the experience of teaching in the colony named after A.M. Gorky and the commune of F.E. Dzerzhinsky. In 1933-1939. he wrote several major works, a number of stories for children and youth, published in various magazines, and many pedagogical, literary and journalistic articles that were published in the newspapers Pravda, Izvestia, and Literaturnaya Gazeta. Hundreds of parents and teachers consulted Makarenko. He often gave reports and lectures, and passionately promoted the achievements of young Soviet pedagogy. The system of his pedagogical views was reflected in his articles, speeches, reports, literary and artistic works. The teacher was widely known for the books "Pedagogical Poem" (1933-1935), "Flags on the Towers" (1938), "Book for Parents" (1937).
The central place in the educational system of Makarenko is occupied by the doctrine of the educational collective. The teacher formulated the law of the collective life: movement is the form of its life, stoppage is the form of its death - and outlined the principles of collective development: publicity, dependence, responsibility, parallel action. The system of perspective lines, the method of parallel action, the relationship of responsible dependence, the principle of publicity and others were aimed at evoking the best in a person, providing him with joyful well-being, security, self-confidence, and forming a constant need to move forward.
According to Makarenko, the process of forming a team goes through a number of stages. At the first stage, as a means of rallying children, it acts alone with the teacher's demand for students. It should be noted that the majority of pupils, especially in the younger age groups, almost immediately and unconditionally accept these requirements. The indicators on the basis of which it is possible to judge the transformation of a diffuse group into a collective are the major style and tone, the qualitative level of all types of objective activity and the selection of an active asset. The presence of the latter, in turn, can be judged by the manifestations of initiative on the part of the students and the general stability of the group.
At the second stage of the team's development, the asset should be the main vehicle of the requirements for it. The teacher needs to abandon direct requirements directed to individual pupils. Here the method of parallel action comes into force: each pupil is influenced by the educator, the asset, and the collective as a whole. The teacher can rely on a group of students in his requirements, referring to him through an asset. However, the asset must receive real powers, and only with the fulfillment of this condition, the teacher has the right to present requirements to him, and through him to individual pupils.
The third stage organically grows out of the second, merges with it. “When the team demands, when the team comes together in a certain tone and style, the work of the educator becomes mathematically accurate, organized work,” wrote Makarenko. The situation, when required by the collective, speaks of the self-government system that has developed in it. This is not only the presence of the organs of the collective, but also, most importantly, the empowerment of them with real powers delegated by the teacher. Only with authority do duties appear, and with them the need for self-government.
Makarenko's pedagogical experience is unique, as well as the teacher himself. Few in the history of pedagogy have been able to put their theory into practice so successfully and achieve impressive results when dealing with such difficult pupils. During the life of Makarenko, his pedagogical activity received an ambiguous assessment. Official pedagogy was wary of the "ordinary", "provincial practice", whose ideas were contrary to generally accepted ones. He was attacked in the central pedagogical press, at congresses and meetings of pedagogical workers. Makarenko was a strong, outstanding personality, creatively approaching the solution of issues of education and training in new social conditions. He had his own position on a number of issues, which he consistently defended. Makarenko was criticized by Krupskaya, Lunacharsky and other well-known educators of that time. He was accused of democracy, excessive enthusiasm for self-government, violation of the principles of labor education in Soviet pedagogy, pedagogical lack of professionalism and incompetence. Neither during Makarenko's life, nor after his death, the authorities, prescribing the study of his pedagogical system, were in no hurry with its implementation, although there were plenty of colonies and the corresponding "human material". Only individual teachers resorted to Makarenko's experience, many of them at one time were his pupils. After his death, Makarenko was canonized as a classic of Marxist-Leninist pedagogy. The interpretation of his works in the Soviet period was clearly one-sided, the publication of his works was carried out with cuts and corrections, ideological cliches. Makarenko's ideas gained great popularity abroad (Germany, Japan), where Makarenko centers and laboratories operated, scrupulously studying and analyzing his pedagogical heritage. Opening of access to documents and archives in the USSR in the mid-80s. XX century. allowed Russian researchers to give an objective assessment of Makarenko's pedagogical creativity.

Anton Semyonovich Makarenko - Soviet teacher and writer, prose writer. The international recognition of A.S. Makarenko was evidenced by the well-known UNESCO decision (1988) concerning only four teachers who determined the way of pedagogical thinking in the 20th century. They are John Dewey, Georg Kerschenneiner, Maria Montessori and Anton Makarenko.

Born into the family of a painter-worker. In 1904 he graduated from a 4-grade school in Kremenchug, then a one-year teacher's courses. In 1905-1914 he taught at railway schools. In 1916-1917 he served as a warrior in the army, demobilized due to myopia. In 1917 he graduated from the Poltava Pedagogical Institute with a gold medal, writing his final essay The Crisis of Modern Pedagogy. Having real prospects for a scientific career, since 1918, however, he chose the path of practical pedagogy, worked as an inspector of the Higher Primary School in the town of Kryukov Posad of the Kremenchug District, and headed the primary city school in Poltava. Since September 1920 - head of the Poltava colony for offenders (later - named after M. Gorky), where he decided to implement the method of "Gorky's attitude to man." It was Gorky who in 1914 sent Makarenko to review his first story, The Foolish Day, and from 1925 he corresponded with him. In 1928, Gorky, personally getting acquainted with the Poltava colony and the Kharkov commune, presciently remarked in a letter to Makarenko: "Yours is of tremendous importance and amazingly successful pedagogical experiment is of world significance." Having thoroughly studied pedagogical literature by this time, Makarenko, contrary to the widespread concept of innate goodness or depravity of people, in the spirit of communist non-enlightenment, proceeded from the principle of correct upbringing as a determining condition for the formation of a worthy person. An unselfish enthusiast began to prove this in dilapidatedbuildings of the first colony on quicksand, and since 1927 - near Kharkov, having united with the colony, which had a notorious reputation throughout Ukraine as a brothel of the most incorrigible thieves and street children. The unprecedented successes of the teacher-innovator that followed soon were based on the use of the enormous educational potential of the collective, the combination of school education with productive work, the combination of trust and exactingness. Makarenko's first articles about the colony appeared in 1923 in the Poltava newspaper Golos Truda and in the Novyi stitki magazine. In 1927, the first chapters of the Pedagogical Poem were written. At the same time, Makarenko developed a project for the management of children's colonies in the Kharkov province for the widespread introduction of his experience, however, in connection with attacks from the pedagogical community (the basis of which was not so much the real omissions of Makarenko as conservatism, or even the ordinary envy of less successful colleagues), after the announcement in the summer of 1928, the People's Commissariat for Education of Ukraine, his system of education "non-Soviet", submitted an application for resignation from work. In 1932 he published the first large artistic and pedagogical work March of the Year 30 - a cycle of essays united by the main characters, still in a short form, but already in a documentary-"cinematic", implicitly instructive manner characteristic of Makarenko, devoid of sentimentality, tending to humor as a kind of "softening" way of conveying the acuteness of internal experiences and external collisions, telling about the life of an educational colony of an innovative type. Since 1928 Makarenko has been working on the formation of a new team - the commune them. F.E.Dzerzhinsky near Kharkov, which not only contributed to the re-education of "difficult" teenagers in the process of collective labor, but also paid for itself, giving the state huge profits, and even began the production of complex devices - FED cameras and the first model of domestic electric drills, which was expressed in the title of Makarenko's next book - FD-1 (1932; the surviving part of the manuscript published in 1950). With the help of Gorky in 1933-1935, a Pedagogical Poem was published, which soon brought its author worldwide fame and opened a new page in history pedagogy. A unique work of fiction about scientific creativity in the field of practical education, it not only showed the path of proper development of the personality, based on the principle of goal-setting, "positive" activity, productivity, humanistic mutual assistance and social responsibility and, most importantly, respectful trust in a person, but also gave living and convincing types of pupils with varied, often aggressive inclinations and difficult fates, the evolution of their characters, as well as the captivating image of Makarenko himself - a mentor, organizer, elder friend, revealing the process of education in specific (often funny, projecting in advance on the "resolvability" of the conflict) situations, the psychological dynamism of which was manifested mainly in dialogues with their effect of the reader's presence and subtle speech individualization. In 1933, after the Kharkov theater became the chief of the commune he led, Makarenko wrote the play Major (published in 1935 under the pseudo.Andrey Galchenko), aimed at conveying the cheerful, cheerful mood of the Communards. The next was a "production" play from the life of factory opticians fighting for the elimination of defects - Newton's rings (unpublished), Makarenko also wrote the scripts A Real Character, A Business Trip (both published 1952), the novel Ways of a Generation (unfinished, also from factory life ). In 1935 Makarenko was transferred to Kiev as an assistant to the head of the department of labor colonies of the NKVD of Ukraine, where in September 1936 he was transferred to him from the commune. F.E. Dzerzhinsky received a political denunciation (Makarenko was accused of criticizing J.V. Stalin and supporting Ukrainian opportunists). The writer was given the opportunity to "hide", he moved to Moscow (1937), where he completed work on a Book for Parents (1937; co-authored with his wife, G.S. Makarenko). The Tale of Honor (1937-1938; based largely on the author's childhood memories) and Flags on Towers (1938) continued the themes of the writer's previous artistic and pedagogical works, but in a romantic-apologetic tone, emphasizing not so much the difficulties of the process as the brilliance of a successful result many years of effort and refined pedagogical technique (in response to criticism for idealizing the depicted Makarenko wrote: “This is not a fairy tale or a dream, this is our reality, there is not a single fictional situation in the story ... there is no artificially created color, and my colonists lived, Imagine, in a palace "(Literaturnaya Gazeta, 1939, April 26). The" programmed "optimism of Makarenko as an educator in the second half of the 20th century. was corrected by the achievements of modern pedagogy, taking into account also the alien Makarenko appeal to heredity, the sphere of the subconscious, to the national mentality, etc. However, the time of the struggle against "Makarenkoism" has also passed: the concept and practical experience of Makarenko are still being studied, finding a response from many teachers from different countries until the beginning of the 21st century. Makarenko's active journalistic and literary and artistic activities in Moscow were interrupted by his sudden death in a suburban train carriage on April 1, 1939.