Anton Semyonovich Makarenko- Soviet teacher and writer, prose writer. 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. These are John Dewey, Georg Kershenteiner, Maria Montessori and Anton Makarenko.

Born in the family of a worker-painter. In 1904 he graduated from a 4-class school in Kremenchug, then a one-year teacher's course. In 1905–1914 he taught at railway schools. In 1916-1917 he served as a warrior in the army, demobilized due to myopia. In 1917 he graduated from the Poltava Pedagogical Institute with a gold medal, having written his graduation essay Crisis modern pedagogy. Having real prospects for a scientific career, since 1918, however, he chose the path of practical pedagogy, worked as an inspector of the Higher Primary School in the city of Kryukov Posad, Kremenchug County, and was in charge of the primary city school in Poltava. Since September 1920 - the head of the Poltava colony for offenders (later - named after M. Gorky), where he decided to implement the methodology of "Gorky's attitude towards a person." It was to Gorky that in 1914 Makarenko sent his first story Stupid Day for review, and from 1925 he corresponded with him. In 1928, Gorky, personally acquainted with the Poltava colony and the Kharkov commune, prophetically remarked in a letter to Makarenko: “Your experiment of tremendous importance and amazingly successful pedagogical experiment is of world 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 proper 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 since 1927 - near Kharkov, having united with the colony, which throughout Ukraine had the sad reputation of a den of the most incorrigible thieves and homeless children. The unprecedented successes of the innovative teacher that followed soon were based on the use of the huge educational potential of the team, the combination of school education with productive work, the combination of trust and exactingness. Makarenko's first articles about the colony appeared in 1923 in the Poltava newspaper Golos Truda and in the magazine New Stitches. In 1927 the first chapters of the Pedagogical Poem were written. At the same time, Makarenko developed a project for the management of children's colonies in the Kharkov province for the wide introduction of his experience, however, in connection with the attacks from the pedagogical community (the basis of which was not so much Makarenko's actual omissions as conservatism, or even the ordinary envy of less fortunate colleagues), after the announcement summer 1928 People's Commissariat for Education of Ukraine, his system of education "non-Soviet", filed a letter of resignation from work. In 1932, he published the first major artistic and pedagogical work, March of 1930, a cycle of essays united by the main characters, still in a brief form, but already in Makarenko’s documentary-“cinematic”, implicitly instructive manner, devoid of sentimentality, gravitating towards humor as a kind of "softening" way of conveying the sharpness of internal experiences and external 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 named after. F.E. Dzerzhinsky near Kharkov, which not only contributed to the re-education of "difficult" teenagers in the process of collective labor, but also paid for itself, giving the state huge profits, and even began producing complex devices - FED cameras and the first model of domestic electric drills, which was expressed in the title 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 difficult destinies, the evolution of their characters, as well as the captivating truthfulness of the image of Makarenko himself - a mentor, organizer, older friend, revealing the process of education in concrete (often funny, projecting in advance on the "solvability" of the conflict) situations, the psychological dynamism of which was manifested mainly in dialogues with their effect 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 pseudonym Andrey Galchenko), aimed at conveying the cheerful, cheerful mood of the Communards. The next was a "production" play from the life of factory opticians fighting to eliminate marriage - Newton's rings (unpublished), Makarenko also wrote screenplays Real character, Business trip (both publ. 1952), the novel Ways of a Generation (unfinished, also from factory life ). In 1935, Makarenko was transferred to Kyiv as an assistant head of the department of labor colonies of the NKVD of Ukraine, where in September 1936 he was transferred to him from the commune. F.E. Dzerzhinsky received a political denunciation (Makarenko was accused of criticizing I.V. Stalin and supporting Ukrainian opportunists). The writer was given the opportunity to "hide", he moved to Moscow (1937), where he completed work on the Book for Parents (1937; co-authored with his wife, G.S. Makarenko). The Tale of Honor (1937–1938; based largely on the author's memories of childhood) 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 a successful result. many years of efforts and refined pedagogical technique (in response to criticism of the idealization of the depicted Makarenko wrote: “This is not a fairy tale or a dream, this is our reality, there is not a single fictional situation in the story ... there is no artificially created color, and my colonists lived, imagine, in a palace” (“Literaturnaya gazeta”, 1939, April 26). “Programmed” optimism of Makarenko the teacher 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 the fight against "Makarenkoism" has also passed: the concept and practical experience of Makarenko are still being studied, finding a response from many teachers. different countries until the beginning of the 21st century. Makarenko's active journalistic and literary and artistic activity in Moscow was interrupted by a sudden death in a commuter train on April 1, 1939.

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I, inexperienced and even deluded, created a team of people who had gone astray and backward. A. Makarenko

Theoretical legacy of A.S. Makarenko, his convictions and sparkling talent, which were fully developed in the 20s and 30s, still faithfully serve the school, 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" A.S. Makarenko gave 10 years of hard work. One of the most important events in the history of the creation of this wonderful book is the visit of A.M. Gorky colony, which was led by Makarenko. The great interest of the great writer in the intention to create a book about the pedagogical experiment was explained, according to Makarenko, by the fact that Gorky was keenly "interested in the new positions of man on earth, new ways of trusting man and new principles of social creative discipline."

The "poem" tells how in the children's colony, created in the first years after the civil war, the formation of a "real person" was going on from among homeless, petty thieves, people crippled by the difficult and cruel conditions of the civil war. The creation of a team that is magnificent in its ideological and moral qualities is shown in the poem in a wide and multifaceted way.

In the work on the book there were ups and downs and periods of disbelief in success. It so happened that the completed chapters seemed not a work of art, but a "book on pedagogy", written in the form of memoirs. A.M. instilled confidence in the writer. Gorky is the first reader and editor of Pedagogical Poem. He wrote: “In my opinion, the “Poem” was very successful for you. Not to mention the significance of its plot, about the most interesting material, you managed to develop this material very successfully and found a true, lively and sincere tone of the story in which your humor is appropriate, as no more."

The "poem" consists of 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, ebullient Soviet reality, illuminated by the norms of socialist community life.

A distinctive feature of the "Poem" is a masterful combination of artistic narration, theoretical struggle in the pedagogy of the 20s and journalism. Subtle artistic taste of A.S. Makarenko did not allow the book to be overloaded with the details of everyday life and the details of pedagogical searches.

He draws the reader's attention to the facts and events that ultimately determined the system of education of the colonists' collective and very clearly 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 finds its fullest expression in respect for a person and in high demands on him, in the poeticization of creative work. AS. Makarenko was a very gifted person. He began his pedagogical activity at a time when, along with talent, life example, civic pathos, moral and ideological purposefulness and the highest disinterestedness were of particular importance.

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

The secret of the eternal youth of the "Poem" lies in the author's deep penetrating social problems of his time, in an active love for children, in a bold posing of the question of the style, tone, organizational forms and means of Soviet education, in the fact that the author managed to tell his own, albeit not very big, but necessary truth. As an artist of the word, he deeply felt the socio-economic shifts in our society. As a teacher, he promisingly and boldly paved the way for the new Soviet system of education. Now you can clearly see all the greatness of the feat of the teacher-innovator. Such an experience required approbation of time. Time has shown that the teacher and artist still teaches us to think big, responsibly and specifically approach each pedagogical phenomenon.

Pedagogical skill itself was a moral necessity for Makarenko. After all, the basis of everything that he did was a tireless, uncompromising, jubilant and militant struggle for a person, 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 charm of pedagogical work.

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

§ In 1897 he entered the primary railway school.

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

§ In 1904 he 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 the Dolinskaya station.

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

§ In 1916 he was drafted into the army, but was demobilized due to weakness of vision.

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

§ In 1919 moved to Poltava.

On behalf of the Poltava Gubnarobraz, he organized a labor colony for juvenile delinquents in the village of Kovalyovka, near Poltava, in 1921 the colony was named after M. Gorky, in 1926 the colony was transferred to the Kuryazhsky monastery near Kharkov; he was in charge of it (1920-1928), from October 1927 he led the labor children's commune named after F.E. Dzerzhinsky in the suburbs of Kharkov, in which he applied in practice the pedagogical system he developed. Pedagogical achievements put forward Makarenko among 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 admission as a candidate member of the CPSU (b), which was supported by the party committee of the Union of Soviet Writers in March of that 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 led notebooks. After visiting a juvenile colony, Gorky advised Makarenko to return to literary work. After the books about the commune named after F.E. Dzerzhinsky "March of 30 Years" (1932) and "FD - 1" (1932), Makarenko's main work of art - "Pedagogical Poem" (1935) was completed. In the last years of his life, Makarenko continued to work both on fiction - “Flags on the Towers” ​​(1938), and on autobiographical materials - the story “Honor” (1937-1938), the novel “Ways of the 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 educational process". At the beginning of 1937, the first part of the Book for Parents was published. Makarenko's works express his pedagogical experience and pedagogical views. The activities and works of the teacher were highly appreciated by L. Aragon, A. Barbusse, D. Bernal, W. Bronfenbrenner, A. Wallon, V. Gall, A. Zegers, J. Korchak, S. Frenet and other figures of culture and education.

The leading place in foreign Makarenko studies is occupied by the laboratory for the study of the heritage of A.S. There an attempt was made 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, for the first time, the publication of the "Pedagogical Poem" without censored abbreviations was carried out in Moscow. The editor of the publication is Svetlana Sergeevna Nevskaya, a researcher at the A.S. Makarenko Pedagogical Museum.

My Gorkyites also grew up, scattered all over the Soviet world, it is now difficult for me to collect them even in my imagination. You will never catch engineer Zadorov, who has buried himself in one of the grandiose construction projects of Turkmenistan, you will not call the doctor of the Special Far Eastern Vershnev or the doctor in Yaroslavl Burun for a date. Even Nisinov and Zoren, which are already boys, and they 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 Zhevely also becomes a pilot, not wanting to imitate his older brother, who has chosen a navigational path for himself in the Arctic.

Quotes Makarenko

Our children are our old age.

It is impossible to teach a person to be happy, but it is possible to educate him so that he is happy.

Education happens all the time, 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 one’s own upbringing… Why do we study the resistance of materials in technical universities, while in pedagogical universities we don’t study the resistance of the individual when they begin to educate them?”

To give up risk is to give up creativity.

My work with street children was by no means special work 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 children .. (Makarenko A.S., PSS, vol. 4, M. 1984, p. 123).

Books are intertwined people.

“You can be dry to the last degree with them, demanding to the point of captiousness, 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 , entertaining in conversation, kind and friendly ... if your business is accompanied by setbacks 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 the complete disintegration of not only a team of homeless children, but also any team

From the tops of the "Olympic" cabinets, no details and parts of the work are distinguished. From there you can only see the boundless sea of ​​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 dream... "Olympians" despise technology. Thanks to their dominance, pedagogical and technical thought has long since died out in our pedagogical universities, especially in the matter of their own upbringing. In all our Soviet life there is no more miserable technical condition than in the field of education. And that is why educational work is a handicraft business, and of the handicraft industries it is the most backward.

Followers

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

Among the most famous followers and successors of the activities of A.S. Makarenko from 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 political figure G.A. Yavlinsky). Among the followers who were not directly pupils of Anton Semyonovich, the names of prof. V.V. Kumarin (started with the successful implementation of the Makarenko System in orphanage Vladimir region, then worked in Russia and Ukraine, both dissertations are devoted to the study of the Makarenko System), G.M. Kubrakov (Kazakhstan), and others.

Artworks

"Major" (1932; play)

"March of 30" (1932)

"FD--1" (1932; essay)

"Pedagogical poem" (1925 - 1935).

Pedagogical poem

"Pedagogical poem" (the first complete edition of 2003, scientific editor, compiled and commented by S.S. Nevskaya, published online by decision of the head of the A.S. Makarenko TsVR)

"A Book for Parents" (1937; artistic and theoretical essay)

"Honor" (1937 - 1938; story)

"Flags on the towers" (1938)

“Flags on the towers” ​​(according to the paper edition, numerous typos have been corrected, the letter “e” has been restored, the table of contents has appeared, etc.)

"Methods of organizing the educational process"

"Lectures on the upbringing of children"

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 SAO Moscow

Order named after A.S. Makarenko

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

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

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

About the 4th int. competition them. A.S. Makarenko

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

Central Library. A.S. Makarenko, Novosibirsk

Library named after Anton Semyonovich Makarenko in Nizhny Novgorod

School No. 1 im. A.S. Makarenko (village of Bazarkurgan, river Kyrgyzstan),

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),

ITK general regime them. Makarenko (Kuryazhskaya colony) Kharkiv region, Podvorki village.

Makarenko pedagogical poem

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Makarenko is a brilliant teacher. 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. These are John Dewey, Georg Kershensteiner, Maria Montessori and Anton Makarenko.

A.S. Makarenko is known for organizing and leading colonies for juvenile delinquents and street children. Children came to Makarenko who were already so spoiled that they could not live in a normal society: thieves, hooligans, prostitute girls. Parents brought their children when they themselves could not cope with them. But Makarenko could. He achieved such mastery in raising children that he could confidently say: "Education is an easy thing." It became so easy for Makarenko that in the colony. Dzerzhinsky, he completely abandoned educators, and 600 former offenders turned out to be in his care. There were teachers at the school, engineers at the factory, but the children's team of 500-600 people lived to a certain extent independently. Makarenko was sure that the children would get out of bed on time on a signal, put themselves and all the premises of the commune in order. The commune never had cleaners. The pupils cleaned everything themselves, moreover, in such a way that everything had to shine, because 3-4 delegations a day came to the commune. Cleanliness was checked with a white handkerchief.

Today, today, according to the Prosecutor General's Office of the Russian Federation, only 10% of graduates of Russian state orphanages and boarding schools adapt to life, 40% commit crimes, another 40% of graduates become alcoholics and drug addicts, 10% commit suicide.

In the small town of Belopolye, Kharkov province, on March 1 (13), 1888, in a simple family railway worker a boy was born who was destined to write his name in the history of world pedagogy.

Anton grew up as a very sickly boy, and preferred reading books to outdoor amusements. Neither the short-sightedness of the young Makarenko, nor his image of a "know-it-all" added authority among the local children.

Having moved with the whole family to Kryukov, Anton entered the Kremenchug School, which he brilliantly graduated in 1904. Seriously thinking about his future professional activity, Anton signed up for pedagogical courses, the successful completion of which gave him the right to teach in elementary grades.

Pedagogical activity

Makarenko immediately set to work in his native Kryukov, but very quickly realized that he lacked the acquired knowledge. 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 "Stupid Day". The aspiring writer sent his work to Maxim Gorky for review, but received only ruthless criticism in response. Such an unsuccessful attempt for a long time discouraged his craving for creativity.

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

However, the authorities, who closely followed Makarenko's pedagogical experiments, did not give him the opportunity to realize them in full. As a result, Anton Semenovich was transferred to Kyiv for "paper" work.

writing work

Realizing that he would not be allowed to do what he loved, Makarenko plunged headlong 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 better adaptation of a child in society, he, like air, needs a team from an early age. Big role also plays the opportunity to freely realize their abilities and talents. Every teenager should be able to independently earn for their needs.

The outstanding achievements of Makarenko in the field of education and, in particular, the re-education of homeless children and difficult teenagers, allowed him to become one of the most significant figures in world pedagogy. After the death of Anton Semenovich, on the basis of his literary works, the paintings "Big and Small", "Flags on the Towers", "Pedagogical Poem" were created.

Personal life

With his wife, Galina Stakhievna, Makarenko met while working in the colony. After registering the marriage in 1935, he adopted his wife's son, Leo. He also replaced his own father to his niece Olympiada. Anton Semenovich had no native children.

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 working as a teacher at a railway school in Ukraine. Events 1905-1907 had a huge impact on Makarenko. He participated in the congresses of teachers, was fond of Gorky's work. In 1914, having already 10 years of experience as a public 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 enthusiastically devoted himself to work. I met the October Revolution with enthusiasm.

Pedagogical activity Makarenko

In 1920, the Poltava provincial department of public education instructed Makarenko to organize and manage a colony for juvenile delinquents near Poltava. The task was difficult. Teenagers and young men 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 - the 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 people of Kuryazh 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 so unrecognizably change, re-educate hundreds of children, so cruelly and insultingly dented by life? The organizer and head of the colony was A.S. Makarenko. He is undeniably a talented teacher. The colonists really love it and speak of it in a tone of such pride, as if they had created it themselves." Further, Gorky 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 children's labor commune named after Dzerzhinsky 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 the leadership of the commune, where new methods of labor education were used. If in the colony named after A.M. Gorky used agricultural labor and work in workshops (carpentry, plumbing, shoemaking, etc.), 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 (two first-class factories for the production of cameras and electric tools were built for this purpose). This production had not only economic, but also pedagogical significance, requiring great accuracy and precision in work from the pupils (up to thousandths of a millimeter). Pupils worked at enterprises for 4 hours a day and studied at a secondary school attached to the commune, combining education with productive work. At the end high school many of them successfully passed the exams for universities. For 15 years of work (1920-1935), about 3,000 offenders and homeless children 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, Literaturnaya Gazeta. Hundreds of parents and teachers turned to Makarenko for advice. He often delivered reports and lectures, passionately promoted the achievements of the 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), “A Book for Parents” (1937) brought wide popularity to the teacher.
The central place in the pedagogical system of Makarenko is occupied by the doctrine of the educational team. The teacher formulated the law of the life of the collective: movement is a form of its life, stop is a form of its death - and singled out the principles of the development of the collective: publicity, dependence, responsibility, parallel action. The system of perspective lines, the technique of parallel action, the relationship of responsible dependence, the principle of publicity and others were aimed at bringing out 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 team formation goes through a number of stages. At the first stage, as a means of rallying children, it acts solely 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 one can judge the transformation of a diffuse group into a collective are the major style and tone, the quality level of all types of substantive activity and the allocation 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 the development of the team, the main conductor of the requirements for it should be the asset. The teacher needs to abandon the direct requirements directed to individual pupils. Here the method of parallel action comes into force: each pupil is influenced by the educator, and the asset, and the team as a whole. The teacher can rely in his requirements on a group of students, addressing him through the asset. However, the asset must receive real powers, and only with the fulfillment of this condition the teacher has the right to make demands on him, and through him on individual pupils.
The third stage organically grows out of the second, merges with it. “When the collective demands, when the collective approaches in a certain tone and style, the work of the educator becomes mathematically precise, organized work,” Makarenko wrote. The situation when the collective demands speaks of the system of self-government that has developed in it. This is not only the presence of collective bodies, but also, most importantly, the empowerment of them with real powers transferred by the teacher. Only with authority come responsibilities, and with them the need for self-government.
Makarenko's pedagogical experience is unique, as, indeed, the teacher himself is unique. Few people 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 a mixed assessment. 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 pedagogical workers. Makarenko was a strong, outstanding personality, he creatively approached solving 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 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, the authorities, prescribing the study of his pedagogical system, were by no means in a hurry with its introduction, although there were plenty of colonies and the corresponding "human material". Only individual teachers resorted to Makarenko's experience, many of them were his pupils at one time. After Makarenko's death, he 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 stamps. Makarenko's ideas gained great popularity abroad (Germany, Japan), where Makarenko centers and laboratories operated, scrupulously studying and analyzing his pedagogical heritage. The opening in the USSR of access to documents and archives in the mid-80s. 20th century allowed Russian researchers to give an objective assessment of Makarenko's pedagogical work.