SHATSKY Stanislav Teofilovich (1.6.1878, Smolensk - 10.30.1934, Moscow) - teacher; Cand. natural sciences (1903); prof.
In 1896 he entered the Imperial Moscow University at the Faculty of Mathematics, then transferred to the Faculty of Medicine, in 1898 he moved to the natural department of physics and mathematics. faculty, who graduated in 1902. Studied at the Petrovskaya Agricultural and Forestry Academy and at the Moscow Conservatory, vocal class (1903–05). In 1905, together with A.U. Zelenko began to conduct cultural and educational work with teenagers from working-class families in Maryina Roshcha and in the summer colony in Shchelkovo, with the main focus on labor and social education. In 1905, Sh. And his associates created the Setlement society, the purpose of which was to promote the development and satisfaction of the cultural and social needs of the poor. Sh., Together with his co-workers, published the first work about Setlement, entitled Children - Workers of the Future. By 1908, the cultural and educational society included: a day shelter, a kindergarten, a school, a doctor's office, craft courses, and a colony in Shchelkovo. The courses taught the main Moscow professions, which made it possible for graduates to find a job. General education classes were held in the clubs, teachers organized excursions, walks, active and calm games; parties were held, literary evenings and performances. Sh. Was a supporter of child self-government. In 1908, Setlement was closed, but in 1909 the society emerged under the new name Child Labor and Rest. Sh. Suggested organizing the work of society around child labor, including elements of play and children's creativity. In 1910 Sh. Was in Scandinavia to study the pedagogical experience of labor education. In 1911 he accepted the offer of M.K. Morozova about the organization of the children's summer colony "Vigorous Life" on the territory of her possessions. S. surprisingly accurately found the principle of organizing children around work. According to S., labor is a prerequisite for development public life... The inmates of the colony were also introduced to the world of music, theater, and creativity. In 1912, he created a project for an experimental station for children's education, which covered all age groups children and the main types of work with them, from kindergarten to school, together with the work of clubs, workshops, a children's library and a children's labor colony. This project was repeated in 1915 and pilot courses were included. By 1917 Sh. Had experience of successful work with children, recognition and fame as a teacher, published works, and creative programs. In the article "On the way to a labor school" (1918) he presented a model of a new labor school, which should replace the existing "school of study", proposed to go from the child, from the peculiarities of childhood and children's individuality. Based on the idea that working with children is the organization of their life, he described its five components: work, play, art, work of the mind and children's social life. He considered the game to be the life laboratory of childhood. V children's art saw the manifestation of the need for the external expression of mental processes, experiences and impressions. In young children, the elements of work, play and art are fused together. The social life of children can achieve extremely tall forms hostel. Mental life can develop by linking the child's experience with the experience gained in culture. In 1919 he headed the First Experimental Station under the RSFSR People's Commissariat for Education public education, the aim of the cat was to contribute to the cultural education of the population. The first experimental station consisted of two sections: rural - in the Kaluga region. on the basis of "Vigorous Life" and city in Moscow. This included nurseries and kindergartens, 15 primary schools, 2 secondary schools, a colony school "Vigorous Life", a reading club, as well as a pedagogical college and courses for teachers. Taking part since 1921 in scientific-ped. section of the State Scientific Council of the People's Commissariat for Education, Sh. became one of the creators of complex programs, which were introduced in 3, 4 and 5 classes. (1925–26). Developed and tested the pedagogical concept "pedagogy of the environment". In the program article “Learning about life and participating in it,” he defined new pedagogical principles: the whole environment surrounding a child is a space of educational influence; nature, economy, everyday life, social organization- the main factors of education; one should study both life itself and the child's concept of life. Writing and answering questionnaires are two main ways of getting ideas about the environment through a child; it is necessary to study the environment "as it is" by scientific means. collection of data, facts, statistics; studying the environment involves changing it. In the 1920s, there was prof. Faculty of Pedagogy of the 2nd Moscow State University. He gave lectures in Moscow, Kaluga and at the Ugodsky Zavod in the colony for Russian and foreign teachers. He attached great importance to the methodology of collective work of students on the principle of the "project method", believing that tests and exams formalize learning. He proposed to create Centers for pedagogical work in three areas: scientific research, educational, practical. In his book Years of Search (1924), Sh. Identified the main shortcomings of gymnasium education: depersonalization, the threat of humiliation of the student, the predominant development of memory, and teachers' indifference to the life of the children's community. Sh .'s activities became widely known in Russia and abroad. On behalf of N.K. Krupskaya in 1929 prepared new programs for schools. On May 9, 1932, the First Experimental Station was disbanded. On the basis of the Station in Moscow, the Central Pedagogical Laboratory (CPL) was created, which was to be engaged in generalizing the best practices of schools and teachers in the country. Sh. Was appointed head of the CPL and part-time director. Moscow Conservatory. He introduced the teaching of pedagogy at the conservatory, organized a school for gifted children at the conservatory, and created an opera studio. In August 1933 he spoke in Paris at the World Congress of "unity" in the educational environment in connection with the threat of fascism and then at the Congress in Reims. On October 30, 1934, while the Moscow Conservatory was preparing for the revolutionary holiday, Sh. Died suddenly. Sh .'s ideas were developed in the movement of the outposts of culture. S.T. Shatsky. One of them, headed by R.V. Ivanov is 35 years old, others - the multidisciplinary club "Peer" - 16. Outpost them. S.T. Shatsky in the 1970s was at the Moscow State Pedagogical Institute. IN AND. Lenin. Sh. Embodied the image of a true teacher. The model of organizing the life of children, developed by Sh., Has not lost its relevance today. Sh .'s merit was also in the development of questions of the functioning of the school as a complex of institutions that ensure continuity and integrity in education.
With about h: Selected pedagogical works: in 2 volumes. Vol. 1. Years of searching. My pedagogical path. Cheerful life. M., 1980; T. 2. On the way to a labor school. The first experimental station for public education under the RSFSR People's Commissariat for Education. School for children or children for school; Sharp questions of teacher education. M., 1980.
The term "education" by S.T. Shatsky used it in a broad and narrow sense. The upbringing that the child received within the walls of the school he called a small pedagogical process, and the influence of the family, peers, adults, etc. - a large pedagogical process. Shatsky rightly argued that by teaching and raising children only within the walls of the school, we doom the efforts of teachers to failure, since educational actions that are not supported by life itself will either be immediately discarded by students, or will contribute to the upbringing of two-faced Januses who verbally agree with attitudes of teachers, and acting contrary to them. Therefore, he defined the task of the school - to study the organized and unorganized influences on the child in order to rely on positive influences to deal with the negative influences of the environment. In this work, the school acted as a center coordinating and directing the pedagogical influence of Soviet public organizations and the population of the region.
"From the point of view of the connection between the school and the environment, S. T. Shatsky singled out three possible types of school:
1 ... School isolated from environment.
2 ... A school that is interested in the effects of the environment, but does not cooperate with it.
3 ... A school serving as an organizer, controller and regulator of the impact of the environment on the child. "
Schools of the first type organize the educational process within the framework of educational institution, considering that the social environment usually teaches children only the bad, and the task of the school is to correct these influences and shape children according to the old ideas of school pedagogy.
Schools of the second type are characterized by a certain interest in the environment, which is expressed in the attraction of life material to teaching. Such an illustrative school makes extensive use of laboratory methods, it activates the child's thinking, but on this its connection with the environment is cut off.
School of the third type, over the practical implementation of which S.T. Shatsky worked at the First Experimental Station for Public Education, in the surrounding social environment she served as an organizer, regulator and controller of children's life.
Firstly, such a school organized the educational process, taking into account the child's life experience, his age features... Children received deep and solid knowledge, which was widely used in socially useful activities. Secondly, assuming the functions of a center for educational work with children, the school "connected" with those spheres of the environment where the child's formation took place (family, street, village, etc.), carefully studied the means of influencing the child, their efficiency and, by reconstructing them, sought to increase positive influences environment and neutralize the negative. And, finally, the school acted in the environment as a conductor of the party's influence on the semi-proletarian and non-proletarian strata of the population, an active factor in the reorganization of life on a socialist basis. Together with the Soviet and party organizations, the school worked to raise the culture of the local population, improve the way of life, and create favorable conditions for achieving the goals of socialist education.
With this formulation of the question, the school set itself complex tasks, and it would be a mistake to assert that all schools coped with these requirements. Only advanced institutions, mainly among the experimental and demonstration institutions, could do this. They had well-trained personnel, work experience, material supply above average and, what is especially important, a significant number of different types of institutions located on the same territory.
The evolution of the views of S.T. Shatsky for the purpose of educating the younger generation, although it was noted by Soviet researchers of his work, until recently it was interpreted in a simplified manner, in the spirit of orthodox party-class attitudes: until October 1917, he "looked for and was mistaken", then he switched to "ideologically consistent positions." ... In fact, everything was much more complicated.
It is possible that such a simplified interpretation was to some extent provoked by Stanislav Teofilovich himself, who, recalling the beginning of his journey, wrote about it somehow lightly, frivolously: Children have no prejudices, they are real creators, full of correct instincts, feelings and thoughts, their mobility and originality are our main assistants.<. >We are the companions of the children. We must do everything that children do, and we must not cling to our authority so as not to overwhelm the children. We must obey all the rules that children make "
Let us draw attention, however, to the fact that these statements did not mean denying the need for the goals of education as such, but were primarily a way to express rejection of the "pedagogy" that prevailed both in the family and in the gymnasium and expressed the essence of the autocratic estate-class tsarist regime.
At the same time, it should be emphasized that even then S.T. Shatsky, ideas are beginning to take shape about a certain ideal system of upbringing, in which physical and mental work will harmoniously merge, and at the heart of which will be close trusting relationships between children and adults, the principles of initiative and self-government. In doing so, he insisted that there should be no obligatory textbooks. The latter is simply wonderful if you remember his position. On this issue at the end of the 20s. All the same, taken together today appears as something vague, indefinite.
However, it is characteristic that in his first serious experience - the organization of a children's complex, cultural center for adolescents from Maryina Roshcha - a lot takes on real, earthly outlines: there are amicable, coordinated diverse circles, sections, workshops, cooperation between adults and children, self-government, democracy in the "American manner" and much more, but no anarchy and permissiveness! Evaluating the experience of Setlement, it can be shown that it represents a turning point in the formation of the pedagogical worldview of S.T. Shatsky.
If at first he dreamed, using his metaphor, how to dissolve in children, like a good director who "dies" in an actor, now he comes to the understanding that the various activities of pupils should be organized by the teacher based on the study and consideration of their interests and aspirations. One should agree with the opinion of one of the first researchers of S.T. Shatskiy D.S. Bershadskaya, who wrote that he understood "freedom of upbringing" as a well-organized amateur performance, when the scope for self-realization of everyone is open and the requirements of the children's community, the collective are met, when "everyone knew what to do and how to do for himself and for the general benefit."
In light of the above, the following statement of the teacher seems to be highly significant: "Children cannot help themselves. Their will is weak, their means are insufficient. The knowledge and freedom of children's individuality will be real only in conditions of free upbringing." This is a fundamentally new view of the problem of determining the goals of education, a qualitatively new understanding of the content of the key term "free education". What are the driving forces behind this evolution? It seems that the initial denial of the possibility and expediency of preparing children for real life can be explained as follows. Seeing the bleakness of the prospect for the children of workers, and it was with them that he began his pedagogical experiments, S.T. Shatsky wanted to "blossom" as much as possible, albeit small, a segment of their life. The slogan "Return childhood to children!" had in fact a deeply humanistic content and general democratic orientation. At the same time, he was an expression of social confrontation with the dominant autocratic regime, demonstrating its disdainful, hostile attitude towards proletarian children. It was a kind of challenge for a democrat teacher to the existing estate-class education system.
S.T. Shatsky believed that he would be able to make Setlement "apolitical and non-partisan in the very essence of its organization." However, the state and school, pedagogy and politics in autocratic Russia are closely linked, and "Setlement" was, as expected, banned "for promoting the ideas of socialism among children."
This circumstance had a strong influence on the approach of S.T. Shatsky to the organization of all his teaching activities. Now he strove to isolate his pupils from the hostile influences of the social environment, bringing them closer to nature. He sees the organizational and pedagogical solution to this task in the creation of a boarding (closed) educational institution. Without demanding help from government agencies and relying on the support of sponsoring philanthropists, he dreams of not being interfered with, allowing him to be, as they say now, on an "autonomous voyage." Therefore, when the famous Moscow philanthropist A.N. Morozova invited him to develop a piece of wasteland in the "bear's corner" of the Kaluga province, he gladly accepted this offer, where he created the world-famous school-colony "Vigorous Life".
In principle, such a practice of organizing educational work inhibits the general development of the child, since it sharply narrows his sphere of communication. However, in those specific historical circumstances, the choice of S.T. Shatsky seems to be pedagogically grounded in just such a form of organizing children's life, and most importantly - historically promising. He proceeded from the position that "a properly organized school must always go ahead of life." His catchphrase-metaphor "Children are workers of the future" historically accurately expressed the general democratic orientation of the experimental search and, in fact, actually became the motto of the revolutionary proletarian strategy aimed at destroying the old tsarist school and building something fundamentally new on its ruins.
This is our, perhaps somewhat contradictory, assessment of S.T. Shatsky in the initial period of his activity. Having joined the general democratic movement "for free upbringing", on the whole, in a very peculiar way, as we have shown, what he understood, he perceived the most important, really valuable: love for children, heightened attention to their interests and needs, faith in their creative powers and capabilities. This determined the main direction of the organization of the pedagogical process, expressed by the metaphor "learning life from children."
As a result of his own searches, a thorough acquaintance with foreign experience, he formulates the goal and methods, builds a descriptive model of the labor school in the following somewhat paradoxical way: . When I attend class and see mental struggles, I fall asleep and become depressed. When they twirl, plan, hum, I soar again. This is the foundation, and the rest of the building of intelligence can be excellently completed. "
It must be said that S.T. Shatsky had been hatching for a long time. In its first approximation, this was implemented in Setlement. In the Child Labor and Rest society, which, according to the approved charter, "has as its goal to provide children with all kinds of reasonable activities and entertainment, to strengthen their health and provide them with medical assistance," the main goal remained the same: fostering a conscious attitude to socially useful work, readiness to active social work, To creative activity in the field of art.
Uniting, thus, in a single educational process, teaching, work, art, S.T. Already in the pre-revolutionary period, Shatsky consciously and consistently focused on the idea of comprehensive, harmonious development as the dominant of all educational influences. But as a realistically thinking person, he sees the most natural and pedagogically effective version of its embodiment in the device of a certain isolated community colony, where children, together with their co-workers, come into close contact with nature and develop their strengths and abilities based on "reasonable, serious labor ". “I believed,” he wrote, “that a labor school is essentially a well-organized children's life, that if we could do this, if we could serve children comprehensively - both from the social and labor side, and from the mental and emotional side, then we would have the most perfect example of the organization of a labor school. " In other words, S.T. Even then, Shatsky was deeply aware that the most complete solution to the problem of all-round development is possible only in the conditions of an appropriately organized educational and labor collective, since between the main aspects of children's life - physical labor, play, art, mental and social development of the child - there is a certain connection, it is revealed constant interaction and, ultimately, certain changes in one direction (this applies to the forms of children's activities and their organization) cause corresponding changes in the other.
In fact, the idea of an integrated approach in its modern full-scale understanding is expressed here. Summing up the preliminary results of his searches until 1917, he wrote: ". The material, disciplining and experienced outline is provided by physical labor that serves children and is feasible for them. Organizes life and makes it easier - business self-government. Repeats and adapts to life, repeats the passed stages of humanity is a game that gives such a cheerful tone of common life. Directs the common life and satisfies the spirit of research - the work of the Mind. The combination of all elements enhances social skills. And the skeleton of this organism is a constant exercise that appears in due time and does not overshadow the main goal of organizing a children's life ".
S.T. Even in the pre-revolutionary years, Shatsky proceeded from the fact that the meaning of a person's life lies in the development of all his "essential forces" and that upbringing and education are a condition for this development, which pass into self-education only when the principle of self-development is implemented in the pedagogical process. This principle has two sides: the main, internal, conditioned by the very nature of the child, and the external, which expresses this5 internal givenness of a person in various forms of initiative in its broadest sense. Already "Setlement" has become, in fact, the first children's club in Russia, created and functioning as a self-governing "autonomous" community
In organizing children's life, he relied on the child's "real experience", which "must be identified by the teacher in a known way." On this basis, the corresponding classes are built in the school-laboratory, where "contact with the accumulated human experience in the form of ready-made knowledge" takes place. In this case, although with the help of a mentor, the student must necessarily "pass everything through himself." As a result, as S.T. Shatsky, the child will "grow by leaps and bounds."
The innovative system of the pedagogical process required a specially trained mentor. Shatsky began to prepare them from among the colonists who worked with him in the summer in Shchelkovo. Later, many of his pupils became energetic assistants in the "Vigorous Life" school-colony, then - at the First Experimental Station for Public Education. It is this method of training teachers, we believe, is explained by the fact that in the pre-revolutionary period of S.T. Shatsky's organization of children's lives was a fairly closed system and therefore could exist only at the expense of internal human resources.
It is known that S.T. Shatsky did not accept the October coup. Many researchers preferred not to delve into this issue, confining themselves to the explanation that he gave ten years later: he was prevented by "our culture, apoliticality, the usual attitude of an intellectual of that time to the Bolsheviks as destroyers."
In reality, everything looked different. After the February Revolution, he immediately became a prominent public figure - the head of the school department of the Moscow City Duma. Together with N.I. Popova - his like-minded person and one of the leaders of the Moscow teachers - he got the opportunity to freely implement the projects that he was carrying long years... And suddenly - October. It seems that he was simply frightened of the impending changes. How else to explain this riddle of S.T. Shatsky? Why did he, having come to the idea of the all-round development of the child's personality by creating a labor school, be hostile to the government that declared the implementation of this task the goal and content of all its transformations in the field of education?
However, he knew one thing for sure: work in "Vigorous Life" must be continued, which he did. According to the memoirs of R.K. Schneider, S.T. Shatsky changed his position after he got acquainted with the text of the "Declaration on a unified labor school" - this manifesto of revolutionary pedagogy.
Now he asserts that "a school cannot be closed, a school" in itself "is not our school, a school that only studies the surrounding life is also not ours", "a labor school is one that organizes the study of life and actively participates in it. " He comes to the recognition of the objective need for a wide and close interaction of the school with the environment, which will constitute one of the general ideas of his innovative pedagogical system.
In the article "The system of kindergarten" (1921), which many researchers of the problems of general education schools for some reason do not notice, to the question: "What are the elements of a child's life?" - he answers like this: "Physical development, art, mental life, social life, play and physical labor." This demonstrates his clear progress in understanding the structure and main directions of the comprehensive upbringing of the child. At the same time, he begins to clearly distinguish between "common" and "near" goals. The first is set by life itself, that its direction, which is characteristic of each historical era... The general goal of upbringing depends "on the direction of the economy of the epoch and a given country, on its way of life, on its ideals." The second - "from the funds that the country has."
This delimitation of goals is, in our opinion, a significant methodological advancement in solving this most important scientific and practical problem. Indeed, now the goal of upbringing is not an abstract universal human category-absolute, but a concrete-historical phenomenon that exists in time and space. Moreover, the main and only subject in defining goals is "life itself." But the question arises: what did S.T. Shatsky, using this metaphor? Maybe the fact that this is the prerogative of the power structures? Or maybe he, thus, tried to disguise his previous position: "the school is outside the parties"? Or did he want to more strictly define the range of professional responsibilities and rights of pedagogy, which is designed to ensure the implementation of the "demands of life", the requirements of the time in the form of specific technological procedures?
If the goals of upbringing are dictated by the "spirit of the times," then how should this look in Russia? - asks S.T. Shatsky. In an era of revolutionary changes, he believes, it is impossible to give a clear definition of the goals of education. However, there are determinants, vectors, "something indisputable" that will make it possible to get a certain idea about them, namely: "Each country is now placed in a clear need for energetic participation in world exchange, the borders and walls of countries are severely shaken, hence the need for a broad outlook on things, expanding horizons, that is, the international should take the most important place in life. The problems of the new system are included in the positive ideals of upbringing. The problems of collectivism acquire dominant importance. The reassessment of values brings forward the problems of accounting, analysis, economy of forces. Of particular importance is the reality, the vitality of upbringing, the problem of the environment in the formation of the personality is brought to the fore The depletion of all material resources, the colossal development of mass needs in the coming system make us especially think about the active manifestation of forces, the expediency of their expenditure and productivity. x knowledge - hence the general goals of our time are clear; the citizen of the future is international, collectivist, organizer, realist, master of his craft, surrendering to his real vocation. We just need to prepare our children for this. "
An amazing penetration into the essence of your historical time and vision of the problems of the future on a global, as we would say today, scale!
At this time, S.T. Shatsky, soon a member of the Bolshevik Party, finally breaks with the ideology of "free education." However, the child's interests, ways of revealing his individuality remain for him the basis on which his entire pedagogical system is built. He is far from idealizing the nature and capabilities of the child, from the desire to give him complete freedom in the educational process. "The new school," he declares, "is an extremely seriously organized school. A new school cannot be built on the chaotic flow of different interests of children."
The revolution, he emphasized, "made a revolution in the pedagogical business. This revolution was reflected, first of all, in the formulation of the very goal of education. We think that we must, first of all, educate a Soviet citizen - a citizen called to build socialism in our country. This task is one of the most important tasks that the revolution sets itself. " Here the political "color" of a Bolshevik party member is already obvious. The "spirit of the times" imperiously demanded its own. We can say that this ends, or rather interrupts S.T.'s attempts. Shatsky to solve the problem of the goals of education in the spirit of general democratic, liberal traditions and aspirations. Under the influence of the proletarian party-class ideology, the trajectory of his innovative search is deformed, which ultimately led to the tragedy of this innovator, who tried to step from one historical era to another.
Conclusion:
In May 1919 S.T. Shatskiy arranges, on the basis of the institutions of the "Child Labor and Rest" society, the experimental establishments of the People's Commissariat of Education of the RSFSR, which constituted the First Experimental Station for Public Education. The rural branch of the station in the Kaluga province included 13 first-level schools, a second-level school and four kindergartens. The tasks of the methodological center of the department were carried out by the "Vigorous Life" colony. The city branch of the station in Moscow united a kindergarten and schools of the first and second stage. The station included out-of-school institutions for children and adults, as well as courses for the training and professional development of teachers. The experimental station worked with children, arranged joint work schools and the population on raising children, was engaged research activities... On the model of the First Experimental Station, other experimental stations of the People's Commissariat for Education were created, which existed until 1936.
It is known that S.T. Shatsky tried to create a children's production (brick factory), but was refused. The attempt to become a deputy of the local council also ended unsuccessfully.
S.T. Shatsky organized a scientific school, which was represented by A.A. Fortunatov, M.N. Skatkin, L.K. Schleger, V.N. Shatskaya and others. It is noteworthy that M.N. Skatkin, like Shatsky himself, did not have a higher education diploma. Shatsky made a significant contribution to the development of issues of educational content in schools and increasing the role of the lesson as the main form of educational work. Under the leadership of S.T. Shatsky developed the methods of pedagogical research - social and pedagogical experiment, observation, survey.
In August 1932, at the Moscow Conservatory, at the initiative of its director S.T. Shatsky and Professor A.B. Goldenweiser, the Children's Department was created to prepare talented students for admission to a music university - the future central music school.
One of the brightest Russian educators, ST Shatskiy, introduced a lot of new things into the creation and dissemination of ideas of social pedagogy. His high authority among teachers and educational scientists was determined by an original approach to posing and solving problems. The samples of pedagogical work created by him were actively assimilated and became the property of the labor school. Acquainted with the educational system of Shatsky, Dewey said that the First Experimental Station is a unique institution in the world, capable of solving fundamentally new problems for pedagogical science.
microenvironmental conditions for the socialization of the child He belongs to the primacy in the development in Russia of such important problems for pedagogy as self-government of schoolchildren, education as the organization of the life of children, leadership in the children's community. In his concept of a school - a center for education in a social environment - transformative activity becomes the main source of the formation of the cognitive and value-emotional sphere of the child. He saw the main task of the school in familiarizing the child with the cultural achievements of mankind. Education, the scientist argued, should be aimed at the formation of a person capable of self-improvement, rationally engage in labor, mental and aesthetic activities, and cooperate their efforts to achieve the goal.
Today, Shatsky's theory and practice attract the attention of teachers with a bright and original solution to such fundamental pedagogical problems, as the socialization of the individual, methods of pedagogical research of the environment and the child, the functioning of the school as a complex of institutions that implement continuity and integrity in education.
Biography
Stanislav Teofilovich Shatsky was born in 1878. He spent his childhood in Moscow, in a large family of a military official. One of the best students in the gymnasium, Shatsky rejected education far from vital needs, the alienated nature of the relationship between students and teachers, and the formal nature of teaching. The search for professional self-determination that lasted for a decade, when Shatsky studied at Moscow University, the Moscow Conservatory, the Agricultural Academy, brought dissatisfaction and disappointment. The meeting with Alexander Ustinovich Zelenko, an architect by his main profession, who knew the experience of American schools very well, and his proposal to organize a club whose main goal would be to raise the cultural level of the population, captivated Shatsky. The needs of the rapidly evolving industrial Russia, Zelenko argued, a new type of worker was needed: creatively oriented, well educated, capable of participating in cooperative activities. To solve this problem, Shatsky and Zelenko are organizing the Setlement Society in Moscow. With funds collected from the owners of large enterprises - the brothers Sabashnikovs, Kushnerevs, Morozova, a club building for children is being built in Russia according to Zelenko's project. An intensive search begins for forms of organizational and educational activities aimed at the development of a creative personality.
The core of the team of employees was formed by graduates of Moscow University E.A. Kazimirova, K. A. Fortunatov, A. A. Fortunatov, L. K. Schleger, N.O. Massalitinova. They were bright and gifted people who contributed a lot to the development of pedagogical ideas in Russia.
However, the work of Setlement was interrupted in 1907. By the decision of the Moscow mayor, Setlement was closed for “spreading socialist ideas among children”. Thanks to the persistence of Shatsky and his friends, in 1908 a new society "Child Labor and Rest" was created, which in fact continued and developed the traditions of "Setlement". In 1911, within the framework of the society, a children's summer colony "Vigorous Life" was opened. Here, S. T. Shatsky, together with his colleagues, tests the ideas of the connection between labor, aesthetic and mental activities, the relationship between educators and pupils, the dynamics of the development of the children's community. The results of work in the "Vigorous Life" colony, presented in the form of a monographic study, were highly appreciated and internationally recognized. A deep acquaintance with the schools of Western Europe in 1912-1914 allowed Shatsky to conclude that the colony and club created by him and his colleagues in Moscow are not inferior to the best foreign educational institutions. He saw the superiority of European schools in their staffing. teaching aids, good material support. But Moscow teachers had more creative ideas and ideas, original solutions. “I only respect foreign countries for stability and practice, but they lack fresh, broad ideas. Is this not what they yearn for here? " (Shatskiy S.T.
The February revolution inspired Shatsky, opened up new perspectives for work and creativity for him. He did not accept October. Shatsky was one of the organizers of the teachers 'strike organized by the All-Russian Teachers' Union and directed against the seizure of power by the Bolsheviks.
Shatsky, a member of the Moscow city council in charge of education and one of the leaders of the All-Russian Union of Teachers, indignantly rejected the offer to participate in the work of the People's Commissariat for Education. “Today I received a letter from A.V. Lunacharsky on the VDNK letterhead of the Soviets of Workers 'and Soldiers' Deputies with a proposal to take“ the post of the head of one of the departments of the currently created state commission on public education, according to the bill, which has to pass in the coming days, - a commission to which the functions of the minister of public education, his comrades and the commissar for the former ministry of the court are transferred. "
The letter states that my candidacy "was recognized as desirable at a meeting of all workers in the cultural and educational affairs, grouped around the councils." But thank you for this honor. To me, a member of the Moscow City Council, dissolved by a decree of the "government" of which Comrade Lunacharsky is a member, this proposal seems incredible and absurd. I only think that this is probably a reflection of the treacherous policy pursued by our "government" devoid of all detention centers. This so-called government is conducting a systematic campaign against the Russian intelligentsia, which I value too much to, like Lunacharsky, could raise a hand against it. Moreover, I will add that I only take part in serious matters, and in no case can I help Comrade Lunacharsky in his administrative enthusiasm and pedagogical amateurism. The pedagogical business is too dear to me. Finally, I cannot work with people whom I do not respect, and to those, after Lenin and Trotsky, unfortunately, Lunacharsky has to be added. The sooner he leaves enlightenment, the better. Member of the Moscow City Council S. T. Shatsky "(NA RAO. F. 1, op. 1, item 332, fol. 103). This statement was later used as compromising material, with the help of which the scientist was put under pressure, prompting him to make compromises.
Only responsibility for the fate of children, the desire to engage in pedagogical activities for the good of society prompted him to accept the proposal of the People's Commissariat of Education for cooperation two years later. In 1919, he created the First Experimental Station for Public Education, which he headed until its closure in 1932.
The first experimental station - a unique institution in the history of education - occupied an entire district. It consisted of fourteen elementary schools, two secondary schools, a colony school "Vigorous Life", kindergartens, and reading rooms. The central task of the station was to study the influence of the environment on the growth and development of the child, the use of everything valuable and positive in the culture of the environment in educational activities, the active involvement of parents in the educational process. By all accounts, the station was the best experimental facility in the country. In the twenties, she provided big influence on the development of the concept of education for the Unified Labor School. The defeat of the school and pedagogy of the 1920s, which followed the decree of the Central Committee on the school in September 1931, led to the closure of the station. In 1932, Shatsky was appointed director of the Moscow Conservatory. However, here, too, he seeks to realize his pedagogical ideas. At his suggestion, a music boarding school for gifted children is being created. Her activities largely determined the outstanding achievements of Soviet musicians at world competitions in the 30-50s.
Dissatisfaction with work, systematic bullying, loss of meaning in life led to disaster. On October 30, 1934, while the conservatory was preparing for the demonstration, Shatsky died suddenly. After his death, his name was consigned to oblivion. The first publication of the works of the talented teacher appeared a quarter of a century after the funeral. Only in the early 60s was a collection of his works published in four volumes. At present, there is a revival of interest in Shatsky's work in Europe and America, where the works of the scientist are being republished. After a long break, Shatsky's work became a subject of study in pedagogical institutes, teachers begin to get acquainted with his theory and practice.
Predecessors
In the formation of his pedagogical vocation, Shatsky repeatedly emphasized the role of Leo Tolstoy. Tolstoy attracted him with respect and admiration for the child, a creative attitude to teaching, an assessment of education as an important means of developing the spiritual forces of people. He was close to Tolstoy's desire to use the traditions and customs of the peasant way of life in educational work.
“I cannot, of course, fail to note the absolutely extraordinary impression that the Yasnaya Polyana school made on me in the image of Tolstoy. My vivid imagination drew pictures of my own life in the family, at school, and thoughts about how to really teach and raise children, and most importantly, how to treat them, very often crossed my mind. I remember that under the influence of Tolstoy's article ("So what should we do?") . Selected ped. Op. In 2 volumes. TIC 28).
The development of Shatsky the teacher was greatly influenced by the professor of the Agricultural Academy A.F. Fortunatov. He organized a school at home, in which, according to a certain system, he taught the children of friends and his own. The training was based on the ideas of developing the interest of children, giving them the freedom to choose educational material, relying on life experience, stimulating questions that had to be answered with the help of a teacher. A.F. Fortunatov opposed exams, the orientation of high school students and students for a diploma. The main thing for him was to teach the child to work independently in order to be able to answer the questions posed by society.
D. Dewey played a significant role in the formation of Shatsky's pedagogical worldview. In the works of the American teacher, Shatsky emphasized democracy, the desire to introduce new elements into the traditional way of life. In his preface to D. Dewey's book School and Society, Shatsky emphasized the role of the philosopher and teacher in developing the methodological foundations of pedagogical science, in bringing an active principle into it.
“The value of this work of Dewey lies in the fact that he definitely puts the process of education as an inseparable part of social life, proceeding from it, drawing material from her practice and aimed at improving life forms. It is felt that behind every statement of Dewey there is a mountain of studied facts, and only those who have worked and thought a lot in their life, who are familiar with the hard work of reflecting on the experience gained by personal efforts, can well recognize the correctness of his facts. Dewey is eager to build a school system that does not support social contradiction. “Until now,” he says, “neither the growth of democracy, nor the expansion of scientific knowledge, nor books, newspapers, travel, technology — have destroyed two hostile classes — the worker and the non-worker. - Thought and action must be fused, and education, combining these two principles, alone is able to do everything necessary to combine everything in a reasonable work for the common good "(Dewey D. Introduction to the philosophy of education. - M., 1921. S. S. . 298 5).
Creatively using the ideas of these teachers, significantly different from each other in the direction of pedagogical thought, Shatsky created new approaches to educating the younger generation, preparing it for work and life.
Methodology
"FROM THE PEDAGOGY OF SUBJECTIVE, EMPIRICAL, SEPARATE SUCCESS AND FAILURE RELATED TO THE PERSONALITY OF THE TEACHER. cit .: In 4 volumes 1.1. P. 298). Shatsky saw the limited and low effectiveness of pedagogical research in the fact that their authors study only a specially organized educational process. But what about those influences on the child that determine the growth and development of the child no less, and perhaps more than the school? He urged not to discount the impact on the child of the street and family, but to use what is truly valuable in pedagogical work from what they have.
In creating a pedagogy that takes into account all socializing factors and uses positive ones in design and organization educational process Shatsky saw the most important task of his work.
THE SOURCE OF A CHILD'S DEVELOPMENT LIES NOT IN THE GENETIC PROBLEMS, BUT IN THAT SOCIAL AND ECONOMIC ENVIRONMENT IN WHICH ITS FORMATION AND UPBRINGING OCCURS.
Putting forward this thesis. Shatsky opposed the widespread in his time ideas about the primacy of biological sources of child development. For Dewey, Hall, Thorndike, the "engine" of the individual's development is the biological mechanisms of human behavior laid down by nature. Shatsky, however, argued that the main determinant factor of behavior is "social heredity", by which he understood norms, traditions, customs, passed down from generation to generation. “We should not consider the child in itself, as a pedological apparatus, but should look at him as the bearer of those influences that were revealed on him as coming from the environment” (S. T. Shatskiy Ped. Cit .: In 4 volumes. T.Z.S. 284). This approach was innovative in the 1920s, and in many ways it predetermined the scientist's breakthrough in solving the problem.
IN THE BEGINNING OF THE XX CENTURY THE MADNESS TO HEAR THE APPEALS “TO HANDLE THE CHILD'S NATURE”, “TO BREAK” IT AND “FORG” A NEW PERSON IN THE NAME OF A BEAUTIFUL FUTURE.
Shatsky opposed primitive, unprofessional attempts to treat a child as a material from which, in accordance with the intention of the creators, the required type of personality can be formed. True parenting requires a deep knowledge of the nature of the child. It is necessary to raise a child based on his experience, knowledge, interests and needs. Anatomical, physiological, psychological and social knowledge of a student is the foundation for creating an effective educational system. Shatsky has repeatedly stressed that nature must be able to observe, it is necessary to analyze its phenomena. You need to understand the environment in which children live, you need to be able to give yourself an account of the elements that make up this situation, you need to see the influences that accompany children's life. All this was not understood and accepted by the projectors from pedagogy, who pursued the goal of forming a communist out of a child in a short period of time.
ALL ATTEMPTS TO "LEAVE" PEDAGOGY FROM OTHER SCIENCES WITHOUT SUPPORT ON EXPERIMENTAL AND EXPERIMENTAL RESEARCH ALWAYS ENDED IN FAILURE.
Pedagogy is an applied normative science that, relying on pedology, develops the content, methods and forms of educational work with children.
Pedagogical knowledge is addressed to the teacher and therefore must be clearly and easily stated. The priestly language of many pedagogical works only masks the lack of thought and novelty in solving educational problems. Shatsky hated all attempts to fence off pedagogy from life with a screen of pseudoscientific reasoning. Speaking in 1928 at a discussion about the subject and tasks of pedagogy, he reproached Shulgin, Pinkevich, Kalashnikov for the fact that their works were divorced from the practice of the mass school and, whether they like it or not, they were introducing the methods of armchair work into education (Shatsky S. T. Ped.soc .: In 4 volumes.Vol. 4 S. 199). The scientist considered this trend to be very dangerous. When negotiations began in 1930 on his proposed work at the second Moscow State University, in a conversation with Krupskaya, he named two problems that needed to be resolved as soon as possible: “To bring the institute closer to practice, to the solution theoretical problems connected with the "alteration of the world" and "to cleanse the work of the priestly attitude, of the pompous quasi-scientific and of any conciliationism" (Shatskiy S. T. Ped. cit .: In 4 t. T. 4 S. 259).
SHATSKY was very skeptical about the attempts of representatives of experimental pedagogy to create a fundamentally new scientific discipline using rigorous and precise research methods.
The method used by Shatsky is closest to the work of Tolstoy. A holistic study of the educational process, which allows you to get an objective idea of the relationship between children, their experiences, thoughts and feelings in the natural conditions of education and upbringing - this is what characterized the research method of the scientist. The school seemed to him a laboratory in which the process of education is organically combined with the study of what is happening. Observations of the life of children and their activities were supplemented by materials obtained as a result of essays, questionnaires, and conversations. Shatsky used questionnaires and interviews in those cases when he wanted to record a certain stage in the development of the children's community, to determine the attitude of children to values that are important for the educational work of the school. Educators and pupils took an active part in drawing up the questionnaires. To create the most favorable environment for the answers, the questionnaires were distributed and collected by the children. The materials obtained as a result of socio-pedagogical research were actively used in planning and organizing the educational work of the station.
THE CHARACTER AND DIRECTION OF PEDAGOGICAL WORK IN THE MICRO ENVIRONMENT ARE DETERMINED BY IDEOLOGICAL INSTALLATIONS NOT FROM EXTERNAL, NOT EXTERNAL PROGRAMMED BY ACTIVITIES, BUT THE RESULT OF SOCIO-PEDAGOGICAL RESULTS The development of a plan for educational activities for 1926 at the Moscow branch of the First Experimental Station was preceded by a survey of 88 families in which 122 children aged 8 to 15 lived. The results were as follows:
1. Do not have their own bed - 82%.
2. Parents use physical punishment - 67%.
3. Do not have books in the house - 20%.
4. Do not have basic hygiene skills - 67%.
5. Children who consume alcohol: often - 7%. rarely - 36%
6. Children who smoke - 21%.
(NA RAO, F. 1, item 88, p. 55).
The school teachers introduced the survey results to parents and developed a joint children's health care program.
The school doctor recommended to parents the optimal diet, sleep, and child's life in the family. Lessons in natural history, natural science were devoted to the study of material useful and necessary to improve the sanitary and hygienic conditions of life, and landscaping. In the courtyards, flower beds, play corners, playgrounds were created.
Another area of the school's work was the cooperation of families for joint purchases of fabric, shoes, food, books, teaching aids for kids. Much attention was paid to cultural and educational work among parents.
(NA RAO. F. 1, item 77, fol. 96).
The results of the experimental and experimental work testified to the effectiveness and efficiency of the educational work of the Shatsky team.
Objectives of education and upbringing
THE PURPOSES OF EDUCATION ALWAYS REFLECT THE NEEDS OF SOCIETY, STATE, THEY ARE DEFINED BY SPACE AND TIME IN WHICH PERSONALITY IS PROCESSED, BUT YOU SHOULD NOT FORGET THAT THE PURPOSES OF REALIZATION. AT EACH STAGE OF DEVELOPMENT, THE EDUCATOR NEEDS TO CREATE THE MOST FAVORABLE CONDITIONS FOR DISCLOSURE OF SPIRITUAL AND PHYSICAL FORCES AND ABILITIES OF THE CHILD.
The goals of education and upbringing must be deeply linked. The teacher must make sure that the knowledge, skills and abilities acquired by the child do not serve as a means of humiliating or insulting another person, as a tool for manipulating people's minds. It is necessary not only to teach a child to count, said Shatsky, it is important to teach him not to short-count. Only the synthesis of moral and mental, volitional and emotional education allows us to productively solve the questions posed by life.
THE ABILITY OF CHILDREN TO CO-OPERATE THEIR EFFORTS IN ACHIEVING THE COMMON GOAL IS AN IMPORTANT GOAL OF THE SCHOOL'S WORK.
Tolstoy's idea that the spirit of the class, the atmosphere of training and education are the determining factor in the process of the successful work of a teacher, attracted Shatsky. He always strove to create an atmosphere of creative activity, a cheerful life, which is built by the joint efforts of teachers and students. The school, according to Shatsky, should teach children to coordinate their efforts to achieve a jointly set goal. The learning process included the ability to formulate a goal, find and plan the means to achieve it, reflect on the difficulties that prevented the fulfillment of the assigned tasks, and successfully overcome them. Shatsky paid special attention to the problems of children's self-government, which was an important tool for creating conditions for self-actualization, self-regulation of the life of children. “At general meetings, the behavior of children was examined, work was appointed, duty for cleaning common places, holidays. Often, children brought various village events here (theft, fights, swearing), and certain decisions and approvals were also made here. The words "I will tell the teacher" were conceived as "I will tell you at the meeting." All questions were brought up to the meeting. The children loved the meetings and were interested in them "(NA RAO. F. 1 unit xr. 53, fol. 99). When in the colony "Vigorous Life" a decline in interest in general meetings was noted, the teachers instructed the senior colonists to identify the reasons for the situation. The reasons turned out to be the following: overload of meetings with many secondary issues, their protractedness, an excessive number of resolutions adopted, a significant part of which are not implemented. At the insistence of Shatsky, requirements for the meeting were developed. It was necessary to prepare questions for him in advance, outline two or three possible solutions, select those responsible, the chairman of the meeting would lead it, achieving a clear order. Cooperation between adults and children, their trust in each other, the openness of the community to innovations, criticism, growth, overcoming inevitable difficulties created a favorable moral and psychological attitude of the community of children and teachers.
A NEW SCHOOL REQUIRES A TEACHER ABLE TO LEARN NOT ONLY TEACHING, BUT TRAINED IN PROCEDURES AND METHODS OF CHILD AND ENVIRONMENTAL RESEARCH, ABLE TO CREATE A GOOD ENVIRONMENT. Shatsky paid much attention to the preparation of a teacher with characteristics that were qualitatively different from the traditional teacher. The success of a teacher's teaching is determined, first of all, by his understanding of the meanings and meanings of the student's activity. The teacher, he said, must learn to "pass the material through himself." To this end, in the First Experimental Station, classes with teachers were organized so that teachers, through their own experience, felt the difficulties and obstacles that a child encounters on the way to master the world of concepts and actions.
Looking at the teacher as a "transmitter" of knowledge, skills and abilities to children is limited and harmful. The approach to teacher training is also narrow, where the educational process becomes the main one; it must be supplemented by teaching the teacher to research work. The teacher must be able to study the specific living conditions of the child in the family, in the children's community, to explore the experience of children, their motives and needs. It is no less important to help the teacher in mastering such a function of a social teacher as work in the microenvironment and, together with the microenvironment, work on solving educational problems. Only a teacher who knows how to teach, study and organize the child's life in a social and natural environment, could successfully work at school - the center of upbringing in the micro-society.
SCHOOL REFORM SHOULD BEGIN WITH TEACHER TRAINING REFORM.
Speaking to teachers at the Shanyavsky National University in 1918, Shatsky with particular acuteness emphasized the value and necessity of the teacher's training program for reflection, his advancement based on the analysis of achievements and mistakes obtained in personal experience.
“We are passive, we are too discouraged, we criticize too much, we deny a lot and create little ... We hear from our whole life, from all our literature, from all newspapers a call for freedom, but freedom is never given, but is taken and taken by our own terrible efforts ... If we create the best school programs, give them new content, the question arises: who will carry it out in life? We are talking about amateur performance, independence of children. But do we ourselves know how to do things on our own, achieve them, and not just speak beautiful words? " (Shatskiy S. T. Children and society // Free education. 1918. No. 8. S. 55-57).
THE PURPOSE OF UPBRINGING SHOULD BE ACCOMPLISHED WITH THE MACRO AND MICROSOCIAL ENVIRONMENT OF THE CHILD.
The educational task of the school in its broadest sense - a club, a library, a playground - is a deep and thorough study of the positive and negative beginnings of the children's subculture. We must not forget, Shatsky wrote, that the "street" brought up Gorky and Edison, having developed in them the desire to overcome obstacles, to stubbornly go towards the intended goal. An informal group satisfies the student's needs for emotional experiences, teaches him to navigate in the environment. However, the strong influence of the thieves' subculture, an orientation towards low-quality works of literature and art, cruelty and rudeness of relations require educational correction. The school never starts from scratch, it strives to use the valuable in the subculture of children in order to raise the pedagogical process to a new level. Thus, according to the concept of the scientist, the goal of education is always correlated with the goals of the social environment in which the pedagogical process takes place. The positive in children's subculture is used as a building material in teaching and upbringing.
UPBRINGING AS A CHILD'S LIFE ORGANIZATION.
A genuine school, according to Shatsky, pursues the goal of developing a child holistically and comprehensively, highlighting labor, aesthetic, mental, physical, and social activities. In synthesis, in mutual penetration into each other, this activity contributes to the multifaceted development of the personality. The most important goal of upbringing Shatsky considered designing the process of development of the student's personality. In the first group of school, the child should be introduced to the life of the family in order to open horizons, enrich with new knowledge. In the second group of the school, he got acquainted with the economy, culture of the area, city or village in which he lived. In the third or fourth group, the macroenvironment appeared to him in its entirety and complexity of economic, political, and cultural ties. So, stepping from step to step, the child developed by expanding the space of culture. The main thing that Shatsky constantly drew attention to, reflecting on the goals of education, was to put forward more and more complicated tasks for the student, constantly teaching him to formulate them and “reach everything himself”.
EDUCATION FACILITIES
ONLY A SCHOOL ORGANIZING THE ACTIVITIES OF CHILDREN WITH THE PURPOSE OF SOLVING LIFE IMPORTANT PROBLEMS CAN EDUCATE EFFECTIVELY.
The classical gymnasium did not pay attention to the needs and interests, social conditions of life and study of the gymnasium students. Brought up by such a school, the person was well prepared theoretically, but unable to solve practical problems.
The “new schools” that were widespread in Russia at the beginning of the century also turned out to be far from the needs and requirements of real life. Children who grew up in hothouse conditions later turned out to be completely unable to resist the difficulties of life. Shatsky argued that it is possible to educate and educate children for the benefit of them only in the process of posing and solving personally significant problems that arise in front of them daily and hourly. Education is not intended to isolate children from the pressing issues of our time, but to teach them to solve problems in accordance with universal human values and ideals.
The unified labor school in its theoretical and pedagogical orientation was turned to life. However, in a significant part of mass schools, the genuine participation of children in solving urgent life problems was replaced by illustrative material. Shatsky with irony told how in the lessons the children were taught with the help of glue, scissors and cardboard how to properly lay moss between the logs of a village hut, or how an excursion to the forest was replaced by modeling trees from plasticine.
SHATSKY CREATED A PRINCIPALLY NEW SCHOOL MODEL, ACTING A CENTER OF EDUCATION IN THE MICRO ENVIRONMENT, A COORDINATOR OF EDUCATIONAL IMPACT.
It was based on the idea that the scientist laconically formulated in the title of one of his articles: "The study of life and participation in it." A specially created group of researchers carefully studied the cultural characteristics of a child's life, his social, economic, economic characteristics, educational means used in the process of socialization. Particular attention was paid to the study of the child's life experience. The knowledge gained was analyzed, systematized and served as the basis for the development of strategies and tactics for the educational work of the school. If it was discovered that ineffective methods of work were used in the peasant economy, the school organized children's cooperation and, with its help, introduced new varieties of potatoes, beets, soybeans and other crops. Improving the sanitary and hygienic living conditions of children, the aestheticization of everyday life, teaching children to cooperate in solving problems important for the community were the basis of the educational system developed by Shatsky. The school created by the scientist was fundamentally different from those existing abroad, it was original in design and execution. This was well understood by the creator himself and his contemporaries. “We understand the idea of a labor school in a significantly different way from all the ideas that are still prevalent abroad. We are talking about a labor school not only as a school of mental labor, not only as a school that uses physical labor as a teaching method, which introduces workshops for various manual labor, but as a labor school that should study the labor activity of people ”( Shatskiy S.T.
A SCHOOL SPEAKING A CENTER OF EDUCATION IN A SOCIAL ENVIRONMENT SHOULD USE LOCAL STUDY MATERIAL AS A TEACHING TOOL.
All teachers of the First Experimental Station had at their disposal and used in their work a map of the area with villages, schools, cooperatives marked on it, it contained basic information of a reference nature on different aspects of the life of the volost.
All material was presented in the form of tables, maps, diagrams, diagrams, convenient for lessons with children. For example, from the manuals compiled on the basis of materials from the study of economics, the children learned that there are 17,000 chickens in the parish, that each chicken gives a loss of 1-2 rubles a year and can give such and such an income when using rational technology. A book was indicated in which it was possible to read how to care for chickens on the basis of specially prepared materials. The teacher made up a number of arithmetic problems, in the solution of which the children became better acquainted with the economics of farming in the countryside and the city.
The work of the school in the city center and the work of the school in the outskirts, Shatsky said, should be different, because they are in significantly different conditions and work with different social groups. The failure of schools to work with children is largely determined by the fact that the microsocial conditions of life of children and the corresponding interests are not taken into account.
CREATIVITY IN ALL KINDS OF ACTIVITIES RELATED TO THE NEEDS OF A CHILD IS A NECESSARY CONDITION FOR EFFECTIVE EDUCATION.
The school created by Shatsky was focused on the creativity of children, awakening in them an interest in an independent search for a solution to the problem. Shatsky's favorite sentence was "You yourself get to this." His irreconcilable attitude to the organization of education in the official gymnasium was determined primarily by the fact that there the student did not have the opportunity to freely realize his needs and interests. Only in the creative atmosphere of the schools of the First Experimental Station could a child's attitude to his activities, described by the teacher G.A. Stepin, develop. “Yesterday in the classroom, one of the girls decided to make a trough for the cat (feed the cat). She brought a piece of wood, sawed off a block from it, I helped her outline the contours of the future recess, and she began to gouge. After school, Nyusha runs to school: “Mother praised me. Says Valya (older sister): here you are big, but you won't do anything at home. " (NA RAO. F. 1 unit of inventory 226, fol. 37). The freedom to choose a creative work, its focus on solving an applied problem that is useful and important for the life of others, creating an atmosphere for stimulating the activities of children - all these are important characteristics of Shatsky's style of work.
THE MAIN VALUE IS NOT IN THE KNOWLEDGE OF THE STUDENT, BUT IN THE DEVELOPMENT OF HIS THINKING.
This idea of the scientist, persistently repeated by him many times, aroused fair criticism. Is it possible to develop a child's mind without a foundation of knowledge? Why should the development of mind and knowledge be opposite? P.P. Blonsky, who knew Shatsky well and was friends with him, expressed his disagreement with the scientist's position in the following way. “In my opinion, S. T. Shatskiy went overboard when he argued that the school should provide skills, not knowledge. I was very sympathetic when he spoke of the great importance of acquiring mental skills, by which he, of course, meant not grammar and arithmetic, but what I would call the education of the mind. But I was jarred when they said: “not knowledge”; I always wanted to see the children of the people know a lot ”(Blonsky PP My memoirs. M., 1971. S. 169). Blonsky was right in drawing attention to Shatsky's emphasis on the idea of child development. This was Shatsky's open position, directed against the widespread tendency to "stuff" various knowledge at the expense of the student's intellectual development.
THE VERY STATEMENT OF THE QUESTION ABOUT THAT THE RESULTS OF CHILD PRODUCTIVE LABOR ARE ABLE TO REPLENISH EDUCATION COSTS IS DEEPLY WRONG AND DANGEROUS.
Child labor has, above all, educational value. Schoolchildren must master various forms of labor activity, for all this will help them in life to effectively solve production and economic problems... The inmates of the "Vigorous Life" colony could do a lot: grow crops, clean up the school, cook food, knit and sew clothes. But when one of the inspectors raised the question of the self-sufficiency of children, so popular among the socialist activists, he was met with a sharp rebuke. The teachers of the station were not convinced by the arguments that the Bolshevskaya commune or the Dzerzhinsky commune were supported at the expense of the funds earned by the pupils. “The fundamental mistake of Khoruzhego is that children cannot furnish life with their own means (food, clothing
etc.). In a peasant family, the child also does not earn his own livelihood. If we are talking about raising children, then it is impossible to put children in conditions of backbreaking work, then there will be no mental manifestation and there will be harm to the physical growth of children ”(NA RAO. F. 1 unit. Xr. 32, l. 165). Even in the most nightmares, they could not imagine the massive use of child labor on cotton plantations, harvesting potatoes and other crops, which not only did not contribute to the development of children, the connection between learning and labor, but was a form of exploitation of children.
Shatsky's concept of using socializing factors in the educational process was new and original not only for Russia. Foreign teachers familiarized with the work of Shatsky noted the innovativeness, the fundamental novelty of the goals and objectives. The focus of pedagogical activity on the restructuring of the microsocial environment by the efforts of children was new. Attention was drawn to the profound knowledge of the economic, social and cultural factors of socialization by teachers and researchers, their use in the process of teaching and upbringing of schoolchildren. The scale of the station's work was striking. There was nothing of the kind in the West in those years. The high level of the collective's proficiency in pedagogical technology, manifested in the thorough debugging of all forms of organizing children's life, was noted by all foreign guests of the station, without exception. A record of a delegation of German teachers about the work of the station was preserved in the guest book, in which it was said that in terms of the scope of the station's activities, as well as the peculiarities of the method of work, it was a pedagogical research institute of enormous importance; a number of outstanding teachers work at the institute, headed by the well-known in Germany S. T. Shatsky; the experimental station is visited by novice and old teachers not only from Moscow and the surrounding regions, but also from the most remote places of Soviet Russia.
However, the conditions and environment in which Shatsky had to implement his ideas greatly hindered him. The station was constantly under threat of disbandment. There was an endless political persecution of Shatsky, either as a "representative of the right wing of Moscow teachers", or as a Tolstoyan. The scientist, with his education and scale, dropped out of the general mass of Sotsvos workers. The campaign that began in the late 1920s aimed at destroying the old intelligentsia, when Shatsky's friends and acquaintances were repressed, caused deep feelings in Shatsky. This is what he wrote to Krupskaya: “Dear Nadezhda Konstantinovna! After heavy thought, I appeal to you with a request to let me go. It became difficult for me to work at GUS, and I do not hope that my work there was fruitful. I know I will upset you, but this is why I come to such thoughts. We started this work with you together. You invited me, and I did not hesitate to answer your call. I put a lot of thoughts into the work and considered it mine. We consulted a lot about
its course and direction. In general, it boiled down to making the atmosphere of the People's Commissariat of Education warm, accessible, necessary and understandable to the masses, to breathe a lively pedagogical spirit in the center, to raise the excitement and interest in the work of the teaching staff, and to give a specific direction to the young Russian school. All this greatly captivated me and created a great attraction for me. But you, of course, remember that I did not always feel at ease. I constantly felt a chill of distrust in myself as a "stranger" in the Narkompros environment, and I conscientiously pointed this out to you and withstood great bitterness (at least in the story with Raphael) thanks to your friendly support. But the further, the more responsible work I undertake ... But I see that this is far from easy, and that you need to have for this work, which I have outlined for myself - both unconditional authority and unconditional trust. And I do not feel either one or the other. The atmosphere is very condensed and full of surprises. I was overwhelmed by the strange and forced departure of the most valuable employee - A.N. Volkovsky from Sotsvos, who was my assistant. How they could have let him go, I do not understand. The question was raised again that only communists should be in responsible positions. Something is brewing: some kind of turn in politics. And I feel especially bad. And I can’t stand it, and I don’t hope, and I decide to leave until they delicately offered it to me ”(RKhDNI. F. 12, op. 1, item 1084, fol. 130-131). The most difficult conditions of violence and lawlessness had a destructive effect on the experimental work of the scientist. Therefore, it is difficult to talk about the integrity of the work carried out by Shatsky, its completeness and formality. However, the widely recognized theory and practice, which brings up and educates a child, taking into account socializing factors, undoubtedly attracts the attention of researchers of various directions today.
1. What prompted Shatsky to choose teaching as a profession?
2. List the main stages of Shatsky's work.
3. How does Shatsky assess the relationship between the upbringing and socializing factors?
4. What is Shatsky's attitude to the dilemma “breaking the child’s nature” or relying on its knowledge in the process of teaching and upbringing?
5. Why, according to Shatsky, is it impossible for pedagogy to exist exclusively as a theoretical science?
6. What factors, according to Shatsky, influence the definition of the goals of education?
7. What new has the scientist brought to the training of a teacher?
8. What are the main characteristics of the school idea developed by Shatsky that distinguish it from other models?
9. Why was Shatsky opposed to the idea of using the products of child labor as a means of self-sufficiency in the school?
10. Shatsky asked himself the following questions: “How did the child's experience come about? Where did he get an orientation in the environment, to a certain extent sufficient to live? Why was it already created in the child, far before he got to school, an assessment of various life phenomena, in all their overwhelming number "" (Shatsky ST Ped, op. V 2 t T 2 M, 1980 S 53)
Does the modern school raise these questions? Are they meaningful for you?
11 An employee of the First Experimental Station LN Skatkin, who worked for many years with Shatsky, described the programmatic positions of the team of teachers as follows
“The methods of working out the issues of public education that have been used until now have been characterized by the isolation of scientific work from real life, the absence of a connection between practical and research work, when determining the content of the work, the real conditions of the environment were not taken into account, the development of methods was directed towards the development of teaching techniques, and not the analysis of the educational process, there was no experimental study of public education as a whole in these living conditions "(Skatkin LN First Experimental Station on the education // Stages new school M, 1923 C 7)
Do you agree with the requirements of a researcher for pedagogical work? Do you think that these requirements have been implemented today? What requirement would you add to these?
12 Analyze the student's record and answer the question, what educational goals set by Shatsky were embodied in the student's motives, attitudes, behavior
“When I brought flowers from the colony, I began to plant them in a gardener. I plant and think - that I, from America, have I come? On all sides the hedge was covered with people, all the guys were watching And when the flowers bloomed, it used to be that they walk by on the Bolotsk and Lyubitsky holidays, no one will pass, everyone will stop and look, and I look out the window and laugh or go out to water I liked taking care of the flowers, and next year I will certainly take flowers "(Shatsky S. T. Ped. op. in 4 volumes. Vol. 2, p. 272)
13 Today, tests have become "fashionable" means of studying personality education. However, already in the 1920s, Shatsky noted difficulties in using them. What is the essence of his remarks? How to avoid the mistakes he warns about?
“When you study pedology, you take the child as he is, the child as such, but you do not study the life around him, which has an extremely strong influence on him, that is, you do not study the roots themselves. famous work If the child slept badly at night, if he was starving or had any other experiences - all this, with the correct assessment, had to be taken into account, and then we will be able to correct the gross mistakes in relation to this child "(Shatsky ST Ped, op. In 4 volumes.Vol. 3, C 427)
14. Do you agree with the following statement by S. T. Shatsky?
“I think that it would be very good for us, teachers, to develop in ourselves such an attitude towards children that among the children there are no villains, no criminals, no crooks, no lazy people, no mischievous people, and all this taken together is a product, a consequence the environment in which the child lives, develops, grows "(Shatskiy ST Ped. op. In 4 volumes. T.Z. S. 178).
Bibliography
Shatskiy S.T.Pedagogical works: In 4 volumes. M., 1962-1964.
The most fully represented collection of works of the scientist. Contains an introductory article written by Shatsky's collaborator Lev Nikolaevich Skatkin. The materials are arranged in chronological order, which makes them easy to use. The publication is made soundly, with love. Valentina Nikolaevna Shatskaya, then academician of the Academy of Pedagogical Sciences of the RSFSR, director of the Institute of Art Education, took part in the work on it.
Shatskiy S.T.
The edition is a "extract" from a four-volume edition. There are no new documents about Shatsky, there are no previously unknown articles in this edition. The foreword was written by Shatskiy's employee N.P. Kuzin. In the afterword by F.A. Fradkin "The scientific school of S. T. Shatsky" the contribution of scientists who worked with Shatsky to the development of theoretical foundations is analyzed pedagogical concept The first experimental station.
Shatskiy S. T. Work for the future. Documentary storytelling. Book for the teacher. / Compiled by: V. I. Malinin, F. A. Fradkin. M., 1989.
The book presents new, previously unknown documents about Shatsky's activities: articles, memoirs testifying to the difficult path of a teacher, academician, who sought to realize his ideas about raising a happy person. In the foreword by N.N. Skatkin, a student and follower of Shatsky, the contribution of Shatsky to pedagogy is analyzed.
Bershadskaya L. S. Pedagogical views and activities of S. T. Shatsky. M., 1960.
The monograph gives an idea of the life path and the main creative ideas of Shatsky. It was written at a time when Shatsky's friends and opponents were still alive. The researcher managed, relying on archival materials, conversations and interviews, to reveal the teacher's creative path. The thirty years that have passed since the publication of the monograph has highlighted a lot in the pedagogical heritage of the scientist-teacher, and, naturally, some of the materials are already partially outdated. The absence of other studies of this type makes it indispensable in the preparation of term papers and theses.
Fradkin F.A., Malinin G.A. The educational system of S. T. Shatsky. M., 1993.
Stanislav Teofilovich Shatsky is one of the brightest representatives of Russian social pedagogy. Shatsky's merit is that he made the influence of the conditions of the microenvironment around him on the child's socialization as the subject of his research. Shatsky was the first to develop such important issues in pedagogy as student self-government, education as the organization of the life of schoolchildren, leadership in the children's team. The main task of the school, according to Shatsky, is to familiarize children with the cultural values of mankind. Currently, the theoretical views of Shatsky and his practical experience attract the attention of teachers by the original solution of the key problems of pedagogy - the problems of socialization of the individual, methods of pedagogical research of the child's interaction and the functioning of the school in a complex of institutions that ensure the integrity and continuity of upbringing.
Shatsky's biography - youth, early career
Shatsky was born in 1878 in Moscow, into a large family of a military official. For ten years he tried to find himself in various professions, studied at the Moscow Conservatory, Moscow University, the Agricultural Academy, but all these searches only disappointed young man and did not bring satisfaction.
Then Shatsky met Alexander Zelenko, and this meeting radically changed the life of the hero of our article. Zelenko was well versed in the experience of American schools, and suggested Shatsky to organize a club in order to raise the cultural level of the population. This is how the Setlement community appeared in Moscow. However, his activities were interrupted in 1907 by the decision of the capital's mayor. The reason was called "the spread of the club of socialist ideas among young people." But in 1908, Shatsky and his friends created a new community called Child Labor and Rest, continuing the work of Setlement.
And in 1911, within the framework of the society, a children's summer colony "Vigorous Life" was organized. In experimental work, the connection between the mental, aesthetic and the relationship between educators and children was checked, the dynamics of development was studied. The results of the colony's work were presented in a monographic study that was highly appreciated and internationally recognized. Shatsky came to the conclusion that the club and colony created by him and his associates are not inferior to the best educational institutions in Europe.
The February revolution inspired Shatsky, he did not accept the October revolution. He was one of the organizers of the teachers 'strike from the All-Russian Teachers' Union, directed against the coming to power of the Bolsheviks. With indignation, the talented teacher rejected the offer to take part in the work of the People's Commissariat for Education, and only responsibility for children's fate and love for pedagogical activity forced him two years later to cooperate with the People's Commissariat for Education.
"The first experimental station for public education"
In 1919, S.T. Shatsky created the First Experimental Station for Public Education, the permanent leader of which he was until 1932, until the closure of the station. It was a unique institution in the history of education. The station occupied the entire area, included 14 primary schools and two secondary schools, kindergartens, and the "Vigorous Life" colony. The key task of the station was to study the influence of the environment on the development of the child, the use of everything positive and valuable in the culture of this environment in the upbringing of children, as well as the active involvement of parents in the upbringing process.
In 1931, the work of the station was terminated in connection with the decree of the Central Committee and the general defeat of pedagogy. Shatsky was hired as director of the Moscow Conservatory, where he also strove to implement his pedagogical ideas, created a musical boarding school for gifted pupils, whose activities determined the key achievements of Soviet musicians of the 30-50s. However, regular bullying, dissatisfaction with work and the loss of the meaning of life led to the death of an outstanding teacher on October 30, 1934. The name of Shatsky was consigned to oblivion after his death. And only now interest in his work began to revive in the United States and Europe. His works are being reprinted, the scientist's work becomes the subject of careful study at pedagogical universities, teachers turn to his theory and practice.
Shatsky's methodology
Shatsky always urged to take into account the impact of the street and the family on the development of the child, as well as to use in pedagogical work what is truly valuable that they have. Shatsky believed that the study of only a specially, artificially organized educational process was fundamentally erroneous, ineffective and limited. After all, there are influences that to a greater extent determine the development of children than school. The source of the child's development, according to Shatsky, is not genetic inclinations, but rather the economic and social environment in which the child is brought up and formed as a person. The scientist opposed the idea of primacy biological prerequisites development of children, widespread in those years, as well as against primitive attempts to treat a child as a material from which a certain type of personality can be constructed. Genuine upbringing, as Shatsky argued, requires deep penetration into the essence of the child's nature, into his knowledge, experience, needs, interests. This approach was not separated by the projectors from the pedagogy of those years, who saw before themselves only one goal - to make communists out of children.
Shatsky's methodology was characterized by a holistic study of the educational process, which allows one to obtain an objective idea of the thoughts, feelings, experiences of children, and the relationship between them in the natural conditions of upbringing. The method consisted of observing the activities and lives of children, supplemented by materials from a questionnaire, as well as conversations and essays. The pupils themselves took an active part in drawing up the questionnaires. In order to create the most favorable environment, children independently distributed and collected questionnaires. The materials of the socio-pedagogical research were used in planning and organizing the educational and educational work of the station.
Experiment of the collective to improve the everyday culture of the population
In 1926, the Moscow branch of the First Experimental Station conducted a study of 88 families, in which 122 children from 8 to 15 years of age were brought up. The results showed that 82% of children do not have their own bed, 20% have no books at home, 67% are subjected to physical punishment by their parents, 67% lack basic hygiene skills, 7% of children often drink alcohol, 36% rarely, 21% smokes children.
The parents were familiarized with the results of the survey. Together with them, a child health program was developed. The school doctor gave parents advice on optimal diet and sleep patterns. In the lessons of natural science and natural history, useful and necessary material was studied, allowing to improve the sanitary and hygienic living conditions of children. In the courtyards, flower beds were laid out, playgrounds and corners were built. Families under the leadership of Shatsky's team cooperated to purchase books, food, fabrics, shoes, and teaching aids. Cultural and educational work was carried out among parents. As a result, the level of everyday culture of the population has increased significantly. In 1922 this experiment was started, in 1926 it was completed. The living conditions of the wards have noticeably changed for the better, which testifies to the effectiveness of the educational work of the station.
The goals of education and upbringing according to Shatsky
Educational tools
Only a school that organizes the activities of students in order to solve issues of vital importance to them brings up effectively. Classical gymnasiums did not pay attention to the interests and needs of children, their living conditions. As a result, young people who were theoretically savvy, but not able to solve practical problems, graduated from it. Shatsky argued that education and upbringing is then beneficial when it poses personally significant problems and helps to solve them. Children do not need to be isolated from acute contemporary issues, but you need to teach them to cope with them, relying on universal human ideals and values.
The school, as a center of education in a social environment, used local history materials presented in the form of convenient maps, diagrams and tables as a didactic tool. All the teachers of the First Experimental Station used in their work a map of the area, on which villages, schools, cooperatives, and also reference Information from different sides of the life of the parish. For example, studying manuals compiled on the basis of the materials of the local economy, the children learned that there are 17,000 chickens in the parish, each of them brings such and such an income and such a loss per year, such and such a rational technology is used. Books were indicated in which you can read about caring for chickens. Arithmetic problems were composed, solving which, the children better learned the nuances of the economics of agriculture and urban economy.
Shatsky also considered creativity to be a prerequisite for effective education. His school aroused in children an interest in finding solutions to problems on their own.“You yourself will come to this,” was the favorite saying of the scientist. In the gymnasiums, the students did not have the opportunity to freely realize their interests and needs, which was the reason for Shatsky's irreconcilable attitude. The main value the scientist saw in the development of the thinking of children. As for child productive labor, the very posing of the question that this labor can recoup the costs of education, Shatsky called dangerous. , in his opinion, has an educational value in the first place. Students master various forms of labor activity, as this will help them in the future to solve economic and production issues. The pupils of the Shatsky school knew how to cook their own food, grow crops, sew and knit clothes, and cleaned the school. But the question of child self-sufficiency, which was very popular in those years, met with a sharply negative response here. Even in the worst nightmare, Shatsky's team could not imagine that child labor could be massively used for harvesting potatoes, for example. This not only does not contribute to the development of children, but is a form of exploitation, Shatsky argued.
Assessment of the teacher's performance
For Russia, and not only for it, Shatsky's concept of the socializing factors of the educational process sounded new and original. , getting acquainted with the works of the scientist, noted a fundamentally innovative approach to his tasks and goals. The scale of the work of the First Experimental Station was amazing. At that time, nothing like this existed in the West. The collective had an excellent command of pedagogical technologies, all forms of organizing the life of the pupils were thoroughly debugged, and this was noted by all, without exception, visitors to the station. Preserved in the book of records is a review of the delegation of German teachers, which spoke of the enormous importance of this pedagogical research institute. Outstanding teachers of those years worked here. However, Shatsky was hampered by the situation in the country. The station operated under constant threat of disbandment. The situation of lawlessness and violence had a negative impact on her. Therefore, it is difficult to talk about how completed, formalized and complete the work carried out by Shatsky is. However, his theory and practice received wide recognition for a reason, and today it again attracts the attention of researchers.
Stanislav Teofilovich Shatsky
Stanislav Teofilovich Shatsky(1878–1934) - a major figure in Russian pedagogy of the 20th century. A theoretician and practitioner, he contributed to the development of the ideas of social education, the creation of experimental educational institutions: Settlement, Vigorous Life, First Experimental Station. In these institutions, the idea of self-government of students, education as an organization of the life of children, leadership in the community of schoolchildren, and others were tested. S. T. Shatsky was deeply interested in the problem of a child's entry into the sphere of cultural achievements of human civilization. On the formation of it scientific views influenced by the ideas of representatives of domestic and foreign pedagogy, especially L.N. Tolstoy, A.F. Fortunatov, D. Dewey.
S. T. Shatsky was one of the organizers of the strike of the All-Russian Teachers' Union in 1917-1918, which opposed the destruction by the Bolsheviks school system... In the future, Shatsky, striving to serve for the benefit of children and education, went to cooperate with the People's Commissariat for Education.
Shatsky saw the source of the development of pedagogical science in the analysis of the organized educational process and the circumstances that lie outside such a process (the influence of the street, family, etc.). He believed that the main influence on the development of the child is not the genetic inclinations, but the socio-economic environment: “We should not consider the child by itself ... but should look at him as a carrier of those influences that are found in him as environment ". This approach was in stark contrast to the biology of pedology. He expressed doubts about the legitimacy of the creation of pedology as a new branch of knowledge using mathematical methods. At the same time, Shatsky agreed that attempts to do without experimental pedagogical research are doomed to failure. Shatsky rejected a simplified social approach to the child, considering it madness to "break" the child's nature and "forge" a new person in the name of a wonderful tomorrow.
Shatsky formulated important goals of education and upbringing: compliance with the social order and simultaneous consideration of individual personality traits; developing in children the ability to unite efforts in achieving a common goal (for example, through self-government); training a teacher who has the ability to teach, to encourage socially beneficial impact on the child, who owns the methods of researching children; taking into account the macro- and microsocial environment of the child.
Leaving the school the main role in educational work with children, Shatsky emphasized that an educational institution should be closely connected with life, be the center and coordinator of the educational impact of the environment. Shatsky named creativity and independence as the main factors of the child's activity in the process of upbringing and education. The main goal of training is not the acquisition of knowledge, but the development of thinking, the education of the mind. Considering the issue of the place of productive labor in upbringing, Shatsky emphasized that one should not strive to make such labor a way of reimbursing the costs of education.
Anton Semenovich Makarenko
Anton Semenovich Makarenko(1888–1939) - an outstanding domestic teacher who creatively rethought the classical pedagogical heritage, took an active part in pedagogical searches in the 1920s – 1930s, identifying and developing a number of new problems of upbringing. The range of Makarenko's scientific interests extended to questions of pedagogy methodology, the theory of education, and the organization of education. Most thoroughly, he managed to present his views related to the methodology of the educational process.
A. S. Makarenko came to pedagogical science as a brilliant practitioner: in 1917-1919. he was in charge of a school in Kryukovo; in 1920 he took over the leadership of the children's colony near Poltava (hereinafter - the colony named after Gorky); in 1928-1935 worked in the children's commune them. Dzerzhinsky in Kharkov. From the second half of the 1930s. Makarenko was actually removed from teaching practice and in the last years of his life was engaged in scientific and writing work. From under his pen came the classic pedagogical compositions: "Pedagogical Poem", "Flags on the Towers "," Book for Parents "," March of the Thirtieth Year " and etc.
A.S. Makarenko has developed a slender pedagogical system, the methodological basis of which is pedagogical logic, interpreting pedagogy as "primarily a practically expedient science." This approach means the need to identify a logical correspondence between the goals, means and results of education. The key point of Makarenko's theory is thesis parallel action, those. organic unity of upbringing and life of society, collective and individual. With parallel action, "freedom and well-being of the pupil" is ensured, who acts as a creator, and not an object of pedagogical influence. The quintessence of the methodology of the education system, according to Makarenko, is the idea educational team. The essence of this idea lies in the need to form a single labor collective of teachers and pupils, the life of which serves as a breeding ground for the development of personality and individuality.
Makarenko's work came into conflict with semi-official pedagogy, which implanted the idea of educating a cog-man in a gigantic social machine. Makarenko professed the idea of raising an independent and active member of society, taking into account the specifics of childhood and the nature of a child: “A child is a living person. This is not an ornament of our life, it is a separate full-blooded and rich life. and the beauty of volitional tensions, children's life is incomparably richer than the life of adults. "
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