The latest fresh literature from Makarenko. Pedagogical activity of Makarenko

Anton Semyonovich Makarenko- Soviet teacher and writer, prose writer. Evidence of the international recognition of A. S. Makarenko was the famous decision of UNESCO (1988), concerning only four teachers who determined the way of pedagogical thinking in the twentieth century. These are John Dewey, Georg Kerschentheiner, Maria Montessori and Anton Makarenko.

Born into the family of a painter. In 1904 he graduated from a 4-year school in Kremenchug, then a year-long teacher's course. In 1905–1914 he taught at railway schools. In 1916–1917 he served as a warrior in the active army, but was demobilized due to myopia. In 1917 he graduated from the Poltava Pedagogical Institute with a gold medal, writing his graduation essay The Crisis of Modern Pedagogy. Having real prospects for a scientific career, from 1918, however, he chose the path of practical pedagogy, worked as an inspector at the Higher Primary School in Kryukov Posad, Kremenchug district, and headed the primary city school in Poltava. From September 1920 he was the head of the Poltava colony for offenders (later named after M. Gorky), where he decided to implement the method of “Gorky’s attitude towards people.” It was to Gorky that in 1914 Makarenko sent his first story, Silly Day, for review, and from 1925 he corresponded with him. In 1928, Gorky, having personally become acquainted with the Poltava colony and the Kharkov commune, prophetically noted in a letter to Makarenko: “Your pedagogical experiment is of enormous importance and amazingly successful and has global significance.” Having studied pedagogical literature well by this time, Makarenko, contrary to the widespread concept of the innate goodness or depravity of people, in the spirit of communist neo-enlightenment, proceeded from the principle of correct education as a determining condition for the formation of a worthy person. The disinterested enthusiast began to prove this in dilapidatedbuildings of the first colony on quicksand, and from 1927 - near Kharkov, uniting with the colony, which throughout Ukraine had the sad reputation of a den of the most incorrigible thieves and street children. The unprecedented successes of the innovative teacher that soon followed were based on the use of the enormous educational potential of the team, the combination of school education with productive work, the combination of trust and exactingness. Makarenko’s first articles about the colony appeared in 1923 in the Poltava newspaper Golos Truda and in the magazine New Stitches. In 1927, the first chapters of the Pedagogical Poem were written. At the same time, Makarenko developed a project for managing children’s colonies in the Kharkov province for the widespread implementation of his experience, however, due to attacks from the pedagogical community (the basis of which was not so much Makarenko’s actual omissions as conservatism, or even the ordinary envy of less fortunate colleagues), after the announcement in the summer of 1928, the People's Commissariat of Education of Ukraine, his education system was “non-Soviet,” submitted a letter of resignation from work. In 1932 he published his first major artistic and pedagogical work, the March of 1930 - a cycle of essays united by the main characters, still in a brief form, but already in Makarenko’s characteristic documentary-“cinematic”, implicitly didactic manner, devoid of sentimentality, gravitating towards humor as a unique “softening” way of conveying the severity of internal experiences and external conflicts, telling about the life of an innovative type of educational colony. Since 1928, Makarenko has been working on the formation of a new team - the commune named after. F.E. Dzerzhinsky near Kharkov, which not only contributed to the re-education of “difficult” teenagers in the process of collective labor, but also paid for itself, giving the state huge profits, and even began producing complex devices - FED cameras and the first model of domestic electric drills, which resulted in in the title of Makarenko’s next book – FD-1 (1932; the surviving part of the manuscript was published in 1950). With the help of Gorky, the Pedagogical Poem was published in 1933–1935, which soon brought its author worldwide fame and opened new page in history pedagogy. A unique work of art about scientific creativity in the field of practical education, it not only showed the path of proper personal development, based on the principle of goal-setting, “positive” activity, productivity, humanistic mutual assistance and social responsibility and, most importantly, respectful trust in a person, but also gave living and convincing types of pupils with diverse, often aggressive inclinations and complex destinies, the evolution of their characters, as well as the captivating truthfulness of the image of Makarenko himself - a mentor, organizer, senior friend, revealing the process of education in specific (often funny, pre-projecting the “resolution” 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 head of the commune he led, Makarenko wrote the play Major (published in 1935 under the pseudonym Andrey Galchenko), aimed at conveying the cheerful, cheerful mood of the communes. The next was a “production” play from the life of factory opticians struggling to eliminate defects - Newton’s Rings (unpublished), Makarenko also wrote the scripts True Character, Business Trip (both published 1952), the novel Paths of a Generation (unfinished, also from factory life ). In 1935 Makarenko was transferred to Kyiv as an assistant to the head of the department of labor colonies of the NKVD of Ukraine, where in September 1936 he was transferred from the commune named after. F.E. Dzerzhinsky received a political denunciation (Makarenko was accused of criticizing I.V. Stalin and supporting Ukrainian opportunists). The writer was given the opportunity to “hide”; he moved to Moscow (1937), where he completed work on the Book for Parents (1937; co-authored with his wife, G.S. Makarenko). The stories Honor (1937–1938; based largely on the author’s childhood memories) and Flags on the Towers (1938) continued the themes of the writer’s previous artistic and pedagogical works, but in a romantic and apologetic tone, emphasizing not so much the difficulties of the process as the brilliance of the successful result many years of effort and refined pedagogical techniques (in response to critics’ reproaches for idealizing the depicted, Makarenko wrote: “This is not a fairy tale or a dream, this is our reality, there is not a single fictitious 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 the educator in the second half of the 20th century. was corrected by the achievements of modern pedagogy, which also takes into account Makarenko’s alien appeal to heredity, the sphere of the subconscious, to the national mentality, etc. However, the time of fighting “Makarenkoism” has also passed: Makarenko’s concept and practical experience are still being studied today, finding a response among many teachers different countries until the beginning of the 21st century. Makarenko’s active journalistic, literary and artistic activity in Moscow was interrupted by his sudden death in a commuter train on April 1, 1939.

March 1 (13), 1888, Belopolye, Sumy district. Kharkov province. - April 1, 1939, art. Golitsyno, Belarusian-Baltic railway, Moscow region.

Russian and Soviet teacher, writer

Born into a family of railway workshop workers. He graduated from the Kremenchug City School (1904), then a year-long teacher's course there. He was a teacher of the Russian language, drawing and drawing at railway schools in the village. Kryukov (1905-1911) and at the station. Dolinskaya (1911-1914) in Ukraine; took part in organizing the congress of teachers of the Southern Railways (1905). In 1914-1917 he studied at the Poltava Teachers' Institute (in 1916-1917 in the army, demobilized due to poor eyesight), after which he headed the Kryukov railway school (1917-1919) and the city school in Poltava (1919-1920), at the same time he was member of the provincial board of the Union of Education Workers of Poltava.

From 1920 to 1928 he directed a labor colony for juvenile offenders near Poltava, in 1926 transferred to Kuryazh, near Kharkov (from 1921 a colony named after M. Gorky, with whom he corresponded since 1925). In 1922, he briefly studied at the Central Institute of Organizers of Public Education of the People's Commissariat for Education, but was forced to leave his studies due to the difficulty of combining it with work in the colony. At the same time, in 1927-1935, at the invitation of the GPU of the Ukrainian SSR, he worked in the Children's Labor Commune named after. F. E. Dzerzhinsky near Kharkov (since 1928 head of the commune, since 1932 head of the pedagogical unit). In 1935, head, in 1937, deputy head of the Department of Labor Colonies of the NKVD of the Ukrainian SSR. In the fall of 1936 he headed the juvenile colony No. 5 in Brovary near Kiev. In 1937 he moved to Moscow and devoted himself to literary and social-pedagogical activities.

Member of the Union of Soviet Writers of the USSR (1934). He was buried in Moscow at the Novodevichy cemetery.

He created a system of education, which he considered as meeting the tasks of building a new society. The core of the teaching is the theory of the educational team as a form of the pedagogical process in which the norms, lifestyle and relationships inherent in an association of people are formed. He developed issues of the structure and organization of a team, methods of education in it, the relationship of the team with the individual and connections with other groups; methodology for organizing labor and aesthetic education, the formation of conscious discipline, the creation of educational traditions, which were considered in unity with the multifaceted life of children. He established that it is the severance of social ties that harms a growing person, and their restoration straightens his development; The essence of education is to establish and strengthen correct relationships between a growing person and society, and create a favorable moral climate. He believed that the educational team is an organic part of society and reproduces social relations in a specific form, actively includes children in them, and the socially significant task facing the team allows each of its members to feel like a participant in a common cause and awakens civic feelings. Demanding the concentration of teachers’ efforts on the tasks of forming an “educational team,” he emphasized the need for simultaneous attention to the formation of each individual individual, educational influence on her through the team (“parallel action pedagogy”) and directly by the teacher. The essence of pedagogical experience was determined by the principle of “as much demand for a person as possible and as much respect for him as possible.”

Makarenko’s activities had a significant impact on the development of disciplines related to pedagogy, which in the 1930s. were practically banned - social pedagogy, educational psychology, etc. He made a special contribution to corrective labor pedagogy - his pedagogical experience made it possible to establish in a short period practical work labor colonies of the NKVD throughout Ukraine. Contrary to official demands to strengthen the punitive functions of re-education in colonies for minors, punishment cells and internal security were abolished, actions were taken to organize labor education, the staff of educators has been strengthened, and some principles of self-government have been introduced. He opposed the use of elements of the prison regime in children's colonies, belittling the role of educational methods, and strengthening the production bias.

Developed a theory family education, was the pioneer of mass propaganda of pedagogically sound principles of family education. He argued that raising a child correctly and normally is much easier than re-educating him.

Makarenko’s pedagogical experience and views are reflected in artistic creativity. In literary works (“Pedagogical Poem”, “March of the 30th Year”, “Flags on the Towers”), the artistic and theoretical “Book for Parents”, in journalistic articles he traced the process of educating a new person in the work collective, the development of new norms of behavior, the process of accumulating new moral experiences and habits.

In the 1920-1930s. Some aspects of Makarenko’s activities were criticized by official pedagogy (accusations of pedagogical unprofessionalism and incompetence, violation of the principles of labor education, the introduction of self-government, etc.). At the same time, in the official pedagogical theory of the USSR, the image of Makarenko was canonized, giving him the scholastic features of a classic of Marxist pedagogy; in the scientific literature, his work was presented one-sidedly, experiments were mechanically transferred to the practice of mass Soviet schools, vocational schools and correctional labor institutions, and editions of his works were published with cuts and significant corrections, comments on them were of a pronounced ideological nature.

Major works

Collected works. T. 1-7. M., 1959-1960.

Bibliography

▫ A. S. Makarenko. Index of works and literature about life and work. M., 1988.

Literature

◦ Pavlova M. P. Pedagogical system of A. S. Makarenko and modernity. M., 1980.

◦ Pataki F., Hillig G. Self-affirmation or conformism? On the issue of the ideological and political formation of A. S. Makarenko. Marburg, 1987.

◦ Ermolin A. Pedagogy of developed totalitarianism. Triumph and tragedy of Makarenko // Public education. 2005. No. 2.

◦ Bagreeva E. G. Return to Makarenko. M., 2006.

◦ Gritsenko L. I. The concept of education of A. S. Makarenko in the light of modern scientific knowledge // Pedagogy. 2006. No. 2.

◦ Frolov A. A. A. S. Makarenko in the USSR, Russia and the world: historiography of the development and development of his legacy (1939-2005, critical analysis). N. Novgorod, 2006.

◦ Boguslavsky M.V. The essence and limits of social and personal pedagogy A. S. Makarenko // Public education. 2008. No. 6.

◦ Glikman I. E. Contribution of A. S. Makarenko to pedagogical science // Public education. 2008. No. 6.

◦ Glikman I. E. Classic of world pedagogy // Pedagogy. 2008. No. 5.

◦ Ilaltdinova E. Yu.“Official pedagogy” and social pedagogical initiative in the history of the development and development of the heritage of A. S. Makarenko. N. Novgorod, 2010.

Pedagogical activity

Makarenko immediately began working in his native Kryukov, but very quickly realized that he lacked the knowledge he had acquired. In 1914, he was enrolled in the Poltava Teachers' Institute, from which he graduated with honors.

Simultaneously with his studies at the institute, Anton Semenovich began to try his hand at the literary field, writing the story “A Stupid Day.” The aspiring writer sent his work to Maxim Gorky for review, but received only merciless criticism in response. Such an unsuccessful attempt discouraged him from creativity for a long time.

Makarenko’s brief biography states that the teacher began to develop his own method of re-education, choosing a labor colony for minors for these purposes. In working with street children and difficult teenagers, he used a method based on dividing children into separate groups and independently arranging their lives. Under the guidance of the teacher, they were engaged in the manufacture of FED cameras.

However, government officials, who closely followed Makarenko’s pedagogical experiments, did not give him the opportunity to fully implement them. As a result, Anton Semenovich was transferred to Kyiv for “paper” work.

Writing

Realizing that he would not be allowed to do what he loved, Makarenko threw himself into writing books. Thanks to his “Pedagogical Poem,” he quickly joined the ranks of the Union of Soviet Writers.

Having moved to Moscow, Anton Semenovich continued his activities. Together with his wife, he wrote the famous “Book for Parents,” in which he described in detail the main pedagogical ideas.

According to this book, for a child’s better adaptation in society, he needs, like air, early years we need a team. The opportunity to freely realize one’s abilities and talents also plays an important role. Every teenager should be able to independently earn their own needs.

Makarenko’s outstanding achievements in the field of education and, in particular, re-education of street children and difficult teenagers, allowed him to become one of the significant figures in world pedagogy. After the death of Anton Semenovich, based on his literary works, the paintings “Big and Small”, “Flags on the Towers”, “Pedagogical Poem” were created.

Personal life

Makarenko met his wife, Galina Stakhievna, while working in a colony. After registering the marriage in 1935, he adopted his wife’s son, Lev. He also replaced the father of his niece Olympias. Anton Semenovich had no children.

Makarenko Anton Semyonovich (1888-1939) - famous Soviet teacher, founder of the theory of collective education. After graduating from the Kremenchug City School and higher pedagogical courses under it, he began working as a teacher at a railway school in Ukraine. Events of 1905-1907 had a huge influence on Makarenko. He participated in teachers' congresses and was fond of Gorky's works. In 1914, having already had 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 1917/18 academic year was appointed inspector (head) of the higher primary school in the city of Kryukov and devoted himself to work with enthusiasm. He greeted the October Revolution with delight.

Pedagogical activity Makarenko

In 1920, the Poltava provincial department of public education instructed Makarenko to organize and manage a colony for juvenile offenders near Poltava. The task was difficult. The teenagers and young men with whom Anton Semyonovich had to deal were undisciplined, not accustomed to work, and with a criminal record. However, within 3-4 years Makarenko created an exemplary educational institution - the Labor Colony named after A.M. Gorky." The number of its students 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 “Gorkyites,” to turn the Kury residents into an exemplary labor collective, to educate them with the help of the colonists themselves. Having visited the colony in 1928, A.M. Gorky wrote in his essays “On the Union of Soviets”: “Who could change and re-educate hundreds of children so cruelly and insultingly beaten by life so unrecognizably? The organizer and head of the colony was A.S. Makarenko. This is undoubtedly a talented teacher. The colonists really love him and speak of him with such pride as if they themselves had created him.” Gorky further points out that Makarenko “sees everything, knows every colonist, characterizes him in five words and as if 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 15 1928, the teacher left the colony and over the next few years devoted all his strength to leading the commune, where new methods of labor education were used. If in the colony named A.M. Gorky used agricultural labor and work in workshops (carpentry, plumbing, shoemaking, etc.), then industrial production was organized in the Dzerzhinsky commune. Here, for the first time in the USSR, they began to produce 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 tool). This production had not only economic, but also pedagogical significance, requiring students to be very careful and precise in their work (up to thousandths of a millimeter). Pupils worked at enterprises for 4 hours a day and studied at a secondary school at the commune, combining education with productive work. At the end high school many of them successfully passed university exams. Over 15 years of work (1920-1935), about 3,000 delinquents and street children passed through the groups created by Makarenko, who later became worthy people and 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 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, Literary Gazette. Hundreds of parents and teachers turned to Makarenko for advice. He often gave reports and lectures and ardently promoted the achievements of young Soviet pedagogy. His articles, speeches, reports, literary and artistic works reflected the system of his pedagogical views. The books “Pedagogical Poem” (1933-1935), “Flags on the Towers” (1938), “Book for Parents” (1937) brought wide fame to the teacher.
The central place in Makarenko’s pedagogical system is occupied by the doctrine of the educational team. The teacher formulated the law of the life of the collective: movement is the form of its life, stopping is the form of its death - and identified the principles of development of the collective: openness, dependence, responsibility, parallel action. The system of promising lines, the method of parallel action, the relationship of responsible dependence, the principle of openness and others were aimed at bringing out the best in a person, providing him with a joyful feeling, security, self-confidence, and creating 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 uniting children, the teacher acts individually with the demands of the students. It should be noted that the majority of pupils, especially in the younger age groups, almost immediately and unconditionally accept these demands. The indicators on the basis of which one can judge the transformation of a diffuse group into a collective are major style and tone, the quality level of all types of objective activities and the identification of an active asset. The presence of the latter, in turn, can be judged by the manifestations of initiative on the part of students and the overall stability of the group.
At the second stage of development of the team, the main conductor of the requirements for it should be the asset. The teacher needs to abandon direct demands aimed at individual students. This is where the method of parallel action comes into force: each student is influenced by the teacher, the activist, and the team as a whole. The teacher can base his demands on a group of students, addressing him through an asset. However, the asset must receive real powers, and only with the fulfillment of this condition does the teacher have the right to make demands on him, and through him, on individual students.
The third stage grows organically from the second and merges with it. “When the collective demands, when the collective comes together in a certain tone and style, the work of the educator becomes mathematically precise, organized work,” Makarenko wrote. The situation when the collective demands it speaks about the system of self-government that has developed in it. This is not only the presence of collective bodies, but also, most importantly, endowing them with real powers delegated by the teacher. Only with authority come responsibilities, and with them the need for self-government.
Makarenko’s pedagogical experience is unique, just as the teacher himself is unique. Few people in the history of pedagogy were able to so successfully translate their theory into practice and achieve impressive results when dealing with such difficult students. During Makarenko’s lifetime, his teaching activities received mixed reviews. Official pedagogy was wary of the “ordinary”, “provincial practitioner”, whose ideas ran counter to the generally accepted ones. He was attacked in the central pedagogical press, at congresses and meetings of teaching staff. Makarenko was a strong, extraordinary personality who creatively approached 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 famous educational figures of that time. He was accused of democracy, excessive enthusiasm for self-government, violation of the principles of labor education in Soviet pedagogy, pedagogical unprofessionalism and incompetence. Neither during Makarenko’s life nor after his death did the authorities prescribe the study of him pedagogical system, were in no hurry to implement it, although there were plenty of colonies and the corresponding “human material”. Only a few teachers resorted to Makarenko’s experience; many of them were his students at one time. After his death, Makarenko was canonized as a classic of Marxist-Leninist pedagogy. The interpretation of his works during 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.