Parenting is an art. This is the opinion of the great teacher Anton Semenovich Makarenko. Polavkam's website published his reflections on what family life should be and what parents should strive for.

So, we present to you 10 tips on raising children from teacher Anton Semenovich Makarenko, which will tell you how to raise children and maintain good relations with them.

The principles of education A.S. Makarenko

1. The ability to educate is still an art, the same art as playing the violin or the piano well, painting well ...

You cannot teach a person to be a good artist or musician if you only give him a book in his hands, if he does not see the colors, does not take the instrument ... The trouble with the art of raising children is that you can teach to educate only in practice by example.

2. Every father and every mother should know well what they want to bring up in their child.

You must be clear about your own parental desires. Think well about this question, and you will immediately see many mistakes you have made and many correct paths ahead.

3. Before you start raising your children, test your own behavior.

First of all, put yourself under the microscope.

4. Your own behavior is the most crucial thing.

Do not think that you are raising a child only when you talk to him, or teach him, or order him. You bring him up at every moment of your life, even when you are not at home. How you dress, how you talk with other people and about other people, how you are happy or sad, how you treat friends or enemies, how you laugh, how you read the newspaper - all this is of great importance to the child. The child sees or feels the slightest changes in tone, all the turns of your thought reach him in invisible ways, you do not notice them.

5. Raising children requires the most serious tone, the simplest and most sincere.

These three qualities should be the ultimate truth of your life. This does not mean at all that you should always be pouty, pompous, just be sincere, let your mood correspond to the moment and essence of what is happening in your family.

6. You must know well what he is doing, where he is, who your child is surrounded by.

But you must give him the freedom he needs so that he is not only under your personal influence, but under the many different influences of life. You must develop the child's ability to deal with alien and harmful people and circumstances, to deal with them, to recognize them in a timely manner. In greenhouse education, in isolated incubation, this cannot be worked out.

7. Upbringing requires not a lot of time, but a reasonable use of a short time.

8. Educational work is primarily the work of the organizer.

In this case, therefore, there are no trifles. There are no trifles in educational work. Good organization is that it does not lose sight of the smallest details and incidents. Little things act regularly, daily, hourly, and life is made up of them.

9. By raising children, today's parents are raising the future history of our country, and hence the history of the world.

10. Reasonably and accurately lead the child along the rich roads of life, among its flowers and through the whirlwinds of its storms, every person can, if he really wants to do it.

For reference: Anton Semenovich Makarenko (1888-1939) - teacher, humanist, writer, social and pedagogical activist. In the 1920s-1930s, he headed a labor colony for juvenile offenders.

The purpose of education

In pedagogical theory, oddly enough, the goal of educational work has turned into an almost forgotten category ...

In special pedagogical contexts, it is inadmissible to speak only about the ideal of upbringing, as it is appropriate to do it in philosophical statements. The theoretical teacher is required to solve the problem not of the ideal, but of the paths to this ideal. This means that pedagogy must develop a very complex question about the goal of education and the method of approaching this goal ...

An organizational task worthy of our era and our revolution can only be the creation of a method that, being general and unified, at the same time makes it possible for each individual person to develop their own characteristics, to preserve their individuality. Such a task would be absolutely unbearable for pedagogy if it were not for Marxism, which has long since solved the problem of the individual and the collective.

It is quite obvious that, starting to solve our particular pedagogical problem, we should not philosophize slyly. We only need to understand well the position of the new person in the new society. Socialist society is based on the principle of collectivity. It should not have a solitary personality, now bulging in the form of a pimple, then crushed into roadside dust, but there is a member of the socialist collective.

In the Soviet Union there can be no personality outside the collective and therefore there cannot be an isolated personal fate and personal path and happiness opposed to the fate and happiness of the collective.

There are many such collectives in socialist society: the broad Soviet public is entirely composed of such collectives, but this does not mean at all that it is relieved of the duty of teachers to seek and find perfect collective forms in their work. The school collective, the cell of the Soviet children's society, must first of all become the object of educational work. When educating an individual, we must think about educating the entire team. In practice, these two tasks will be solved only jointly and only in one general way. At every moment of our impact on the personality, these impacts must necessarily be the impact on the collective. And vice versa, every our touch to the collective will necessarily be the education of each individual who is part of the collective.

These provisions are, in fact, generally known. But in our literature, they have not been accompanied by an accurate study of the problem of the collective. Special research is needed about the team.

The collective, which should be the first chain of our upbringing, must have completely definite qualities, clearly arising from its socialist character ...

A. The team unites people not only in a common goal and in common work, but also in the general organization of this work. The general goal here is not an accidental coincidence of private goals, as in a tram car or in a theater, but precisely the goal of the entire team. The relationship between general and particular goals is not the relationship of opposites, but only the relationship of the general (and therefore mine) to the particular, which, while remaining only mine, will summarize in the general in a special order.

Each action of an individual student, each of his success or failure should be regarded as a failure against the background of a common cause, as good luck in a common cause. Such pedagogical logic should literally permeate every school day, every movement of the team.

B. The collective is a part of Soviet society, organically linked with all other collectives. He bears the first responsibility to society, he bears the first duty to the whole country, only through the collective each of its members enters the society. Hence the idea of ​​Soviet discipline follows. In this case, each student will understand the interests of the team, and the concepts of duty and honor. Only with such instrumentation is it possible to nurture the harmony of private and general interests, to nurture that feeling that in no way resembles the old ambition of an arrogant rapist.

V. Achieving the goals of the team, common work, duty, the honor of the team cannot become a game of random whims of individuals. The collective is not a crowd. The collective is a social organism, therefore, it has governing and coordinating bodies authorized, first of all, to represent the interests of the collective and society.

The experience of collective life is not only the experience of being close to other people, it is a very complex experience of purposeful collective movements, among which the most prominent place is occupied by the principles of order, discussion, submission to the majority, subordination of comrade to comrade, responsibility and consistency.

Bright and broad prospects are opening up for teacher work in Soviet schools. The teacher is called to create this exemplary organization, to preserve it, improve it, transfer it to the new teaching staff. Not paired moralizing, but tactful and wise management of the correct growth of the team - this is his vocation.

G. The Soviet collective stands on the principled position of the world unity of working mankind. This is not just an everyday association of people, it is part of the fighting front of mankind in the era of the world revolution. All the previous properties of the collective will not sound if the pathos of the historical struggle we are experiencing does not live in its life. In this idea, all other qualities of the team must be united and cultivated. Before the collective always, literally at every step, there should be examples of our struggle, it should always feel ahead of itself the Communist Party, leading it to true happiness.

All the details of personality development follow from these provisions on the collective. We must release from our schools energetic and ideological members of a socialist society, who are capable of finding the correct criteria for personal action at every moment of their lives without hesitation, who are capable of demanding correct behavior from others at the same time. Our pupil, whoever he is, can never act in life as a bearer of some kind of personal perfection, only as a kind or honest person. He must always act, first of all, as a member of his team, as a member of society, responsible for the actions not only of his own, but also of his comrades.

Especially important is the area of ​​discipline in which we educators have most sinned. Until now, we have a view of discipline as one of the many attributes of a person and sometimes only as a method, sometimes only as a form. In a socialist society, free from any otherworldly foundations of morality, discipline becomes not a technical, but necessarily a moral category. Therefore, the discipline of inhibition is absolutely alien to our collective, which now, by some misunderstanding, has become the alpha and omega of the educational wisdom of many teachers. Discipline, expressed only in prohibitive norms, is the worst kind of moral education in the Soviet school.

In our school society there must be discipline, which is in our party and in our entire society, the discipline of moving forward and overcoming obstacles, especially those obstacles that lie in people ...

II

At the stage of the revolutionary restructuring of society, we vitally need an integral pedagogical system of A.S. Makarenko, moreover, not declared, not superficially interpreted, but deeply perceived by the mind and heart of everyone who is involved in the work of education. For the great teacher half a century ago developed the concept of the upbringing of tomorrow.

The theory of A.S. Makarenko directly grew out of practice: for 16 years he talented and selflessly fearlessly carried out an unparalleled pedagogical experiment. Based on the traditions of progressive domestic and foreign pedagogy, on the ideas of the classics of Marxism-Leninism, Makarenko clearly, polemically pointed out the decisive influence of the social environment, conditions of work and rest, everyday life on the formation of the worldview and morality of the individual. Everything brings up: circumstances, things, actions, actions of people, sometimes completely unfamiliar. The actual educational process (the object is the subject of education) is only one of the factors that shape a person. It is not only or not so much the educator himself who educates, but the environment, which is organized in the most beneficial way around the central point - the management process.

By his activities A.S. Makarenko defended the idea of ​​the dynamic unity of life and education. Educating the younger generation, he fought primarily for the harmonious development of the child's personality. Children, he believed, do not “prepare for work and life,” as other scientists and educators have argued, but live and work, think and experience. He said: “No, children are living lives” - and taught to treat them as comrades and citizens, to see and respect their rights and duties, including the right to joy and the duty of responsibility. Makarenko made the most important innovative conclusion: the pedagogically expedient organization of the entire life and activities of children in a team is a common and unified method that ensures the effectiveness of educating a team and a socialist personality.

AS Makarenko was deeply aware of, felt his calling: “My world is the world of organized human creation. The world of exact Leninist logic, but there are so many of their own that this is my world ”(July 1927).

A. S. Makarenko's discoveries were born on the basis of a comprehensive assimilation of Lenin's theoretical heritage, an understanding of Lenin's plans for building a socialist society. On the thought of V.I. Lenin about the need to "grant complete creative freedom to the masses of the people" ( Lenin V.I.Poln. collection op. Vol. 35, p. 27.) the idea of ​​democratization of public education was based ("it is necessary to give the children's collective the opportunity to create the forms of their life and everyday life"), tirelessly and consistently developed by Makarenko.

The charter (constitution) of a school or an orphanage, according to Makarenko, is created by the collective itself and is designed to be a kind of mirror that reflects all the living paths of this institution. Of course, any charter is approved by the highest authorities, but this should not interfere with a living business, it should not ruin the initiative. Only such a truly democratic system for the development, approval and implementation of the charter "will make our upbringing really socialist and completely free from unnecessary bureaucracy." And in this case, the school, the orphanage will benefit in the process of creativity, and the governing bodies - in strengthening the pedagogical orientation of their activities.

What are the goals of education? Young Soviet pedagogical science gave an answer to this question only in the most general form. At the same time, extremes were often allowed, when, touching on this issue, some theorists reached transcendental heights, posed unrealizable, and therefore useless tasks - "romantic", as A. S. Makarenko called them. The point was to connect high goals with a specific life. Discipline, efficiency, honesty, political consciousness - this is the minimum, the achievement of which opened up wide horizons for the implementation of the goals set by society.

Even at the beginning of his work in the colony. M. Gorky, the innovative teacher argued with those scientists who tried to decompose the personality of the pupil "into many component parts, name and number all these parts, build them into a certain system and ... do not know what to do next." This is a formal, superficial attitude to both science and education. The essence of a truly scientific approach is different: education had to be organized so that a person's personality would improve as a whole.

The moral maximalism of A.S. Makarenko did not allow him to divide people's shortcomings into categorically unacceptable and, on the contrary, tolerable. Hooliganism is prohibited, stealing is prohibited, cheating is prohibited ... But can you be rude because of your hot-tempered nature? It was precisely in Soviet ethics, Makarenko believed, “that there should be a serious system of requirements for a person, and only this can lead to the fact that in our country, first of all, a requirement for oneself will develop. This is the most difficult thing - demanding yourself. " But it is with this that the process of perfection and self-improvement of a person begins, the restructuring of oneself.

Demandingness as a moral and pedagogical principle is intrinsically inherent in Makarenko's educational concept, and it is not by chance that, speaking about the essence of his experience, he gave a short, capacious formula that has become a catch phrase: as much as possible demands on a person and as much respect for him as possible.

In Makarenko's principle of mutual respect (not only educators and pupils, but also children to each other) and exactingness, respect plays the main role. Both in his writings and in his practical work A. S. Makarenko stressed more than once: it is not the fault, but the trouble of the “difficult” child that he is a thief, a bully, a rowdy, that he is poorly educated. The reason is the social conditions, the adults around him, the environment. “I was a witness,” wrote Anton Semyonovich, “of numerous cases when the hardest boys who were kicked out of all schools were considered disorganizers, put in the conditions of a normal pedagogical society (read - educational collective - BX), literally the next day they became good, very talented, able to go fast forward. "

Belief in the best in man is the leading principle of A.S. Makarenko's pedagogy. He urged his fellow educators to do this: “When you see a pupil in front of you - a boy or a girl - you should be able to project more than it seems to the eye. And this is always correct. Just as a good hunter, giving a shot at a moving target, takes far ahead, so a teacher in his educational business must take far ahead, demand a lot from a person and respect him terribly, although by outward signs, perhaps, this person does not deserve respect " ...

Without such an approach to children, true humanism is impossible, respect for human dignity, his creative abilities and prospects. In the cruel times of "elaboration", labels, moral and physical destruction of people (often with the consent of public opinion), Makarenko's voice sounded clear dissonance: "Bulking on a" child "from all sides is worse than storming" ( From the archive of A.S. Makarenko.).

The central place in the theory of A.S. Makarenko is occupied by the doctrine of the educational collective, which is, firstly, a tool for the formation of an active creative personality with a highly developed sense of duty, honor, dignity and, secondly, a means of protecting the interests of each individual, transforming external requirements to the personality as the internal stimuli of its development. Makarenko was the first to scientifically developed (in his favorite expression, "brought his system to the bench") the method of communist education in the children's collective: in detail, "technologically" he considered such issues as relationships in the team, pedagogical requirement, discipline, encouragement and punishment, moral and labor education, self-government, individual approach to children. The basis of self-government and the entire internal organization of the educational team in his view was the production and professional orientation of the institution.

This entire system was based on a deep understanding of the Marxist-Leninist conclusion that the most favorable conditions for the education and cohesion of the team are provided by social production. This is how A. S. Makarenko himself wrote about it, revealing the essence of the work of the teaching staff headed by him: “While giving the communards high qualifications related to secondary education, we at the same time inform him of many and varied qualities of the owner and organizer of a ... the independent solution of production, economic and social issues for communards is, first of all, a place for the application of their social energy, but this is not the energy of people who give up their personal life, this is not a sacrifice of ascetics, this is a reasonable social activity of people who understand that public interest is interest private".

Personality and collective, collective and personality ... The development of their relationships, conflicts and their resolution, interweaving of interests and interdependencies are at the very center of the new pedagogical system. "I spent all my 16 years of Soviet pedagogical work," recalled A. S. Makarenko, "spent my main efforts on solving the issue of the structure of the team." He was told: how can a commune educate everyone if you can't cope with one person - you throw him out into the street. And he in response called for abandoning individual logic - after all, not one person is brought up, but the whole team. “What do you think,” he asked, “doesn’t raise a hand for the exclusion of a comrade — that doesn’t mean taking on very big obligations, big responsibility?” And he immediately explained that by applying this measure of punishment, the collective thereby first of all expresses collective anger, collective demands, collective experience.

To understand the views of A. S. Makarenko, it is important to understand the dialectical relationship of responsibility and protection of the individual in the team. He emphasized: “By protecting the collective at all points of its contact with the egoism of the individual, the collective thereby also protects each individual and provides for it the most favorable conditions for development. The demands of the collective are upbringing mainly in relation to those who participate in the demand. Here the personality appears in a new position of education - it is not an object of educational influence, but its bearer - a subject, but it becomes a subject only expressing the interests of the entire collective. "

Makarenko advocated a broad and complete democratization of education and training, for the creation of a normal psychological climate in the children's environment, which gives everyone a guarantee of security, a guarantee of free and creative development. These ideas were highly relevant in the 1920s and 1930s. How many big and small tragedies were then played out in classrooms, school corridors, on the street! This was the case wherever the coarse, egoist, bully, rapist was not opposed by the collective - his opinion, will, action.

In the commune them. F.E.Dzerzhinsky was not like that. Let us recall at least the case when a communard hit his younger comrade on the head with a tin can. This happened during a summer trip, on a steamer, in front of Yalta. It would seem - what a wonder! But there and then a general meeting was called, and, despite the objections of A. S. Makarenko ("Well, hit, well, it's my fault, but you can't kick the man out of the commune"), despite his persuasion to forgive the offender, the Communards were adamant. They well understood that the honor of the collective, one of its main moral principles, was affected here. And by decision of the general meeting, the culprit was taken off the ship in Yalta. He left ... It is not known how his fate developed. But there is no doubt that violence and injustice were publicly punished, which testified that the collective guarantees the protection of his interests to each person.

Self-government, without which Makarenko could not imagine the development of children's management, did not exist in the commune on paper. Nobody could cancel the decisions of the general meeting. It was it that determined the life, work, everyday life, leisure, rest of the whole team, and sometimes the fate of one person. “I made a decision - I answer” - this experience of responsibility is brought up in a team with the greatest difficulty, but when it is brought up, it works wonders, as A. S. Makarenko proved with his experience. Where there is a team, the relationship of a comrade to a comrade is not a question of friendship, love or neighborhood, but a question of responsible dependence.

In Makarenko's collectives, democracy was not declared, but guaranteed, and was implemented every day, hourly. Indeed, the pupils had the right to freely and openly at general meetings to discuss and make decisions on all issues of their life, the voices of the pupil and the teacher were equal, everyone could be chosen as a commander, etc. “I have never, - argued Anton Semenovich, - did not allow himself to deprive the right of a member of the collective and the vote of a single communard, regardless of his age or development. The general meeting of the members of the commune was really a real, governing body. "

Once, in a letter to A.M. Gorky (dated July 8, 1925), Makarenko noted that they had succeeded in achieving strong discipline, “not connected with oppression,” and that, in his opinion, “completely new forms of labor had been found in the colony. organizations that may be needed by adults as well ”. And he, as our days show, was absolutely right.

The system of self-government in the commune was not built on the type of democratic rule of the people, as it was often suggested in the scientific literature of the 1920s, but on the basis of democratic centralism - with a broad development of the method of powers and instructions. This meant that during the day, month, year, each communard was repeatedly in the role of a leader, that is, an exponent of the will of the collective, and in the role of a subordinate. Thus, the pedagogical process took children out of the passive state of "objects of upbringing" and turned them into "subjects of upbringing," and Anton Semenovich called this phenomenon an extremely happy upbringing conjuncture, since a person who is reasonably attracted to influencing others is much easier to bring up himself. ... Each child was included in the system of real responsibility - both in the role of a commander and in the role of a private. Where there is no such system, the innovator-teacher believed, weak-willed people, not adapted to life, often grow up.

The surviving minutes of the meetings of the council of commanders testify to the real power of this body, to the high social and social significance of its decisions. For example, here is one of them (October 2, 1930):

“We listened to the statement of Comrades. Mogilina and Zvyagina ask that their prices be increased, and then they promise to increase the production of the norm.

Resolved: comrades. Hang Mogilin and Zvyagin on a black board for their courage in production. Doroshenko was instructed to check the foundry every day ... "( From the archive of A.S. Makarenko.)

In the practice of the commune them. FE Dzerzhinsky successfully implemented many of the provisions of socialist democracy. Take, for example, the analysis of the collective, which was carried out not by the head of the commune, but by the council of commanders - constantly and publicly. All communards were divided into groups: the active asset - those who are clearly for everyone, with feeling, passion, with conviction, with demands leading the commune, and the asset reserve that comes to the aid of the asset immediately, in fact, these are tomorrow's commanders. With this approach, the election of leaders becomes a matter of course, fair and understandable to everyone.

And another very important facet of the life of the educational team is the relationship of teachers with their pupils. A.S. Makarenko strove to ensure that they were not authoritarian, but democratic, based on comradely communication, friendship in the process of joint activities - in the field, at the bench, in the classroom. In the eyes of a student, an educator is, first of all, a member of the team, and then a senior comrade, a mentor. At the same time, in the commune, situations that were paradoxical for authoritarian thinking were often formed: the teenager on duty at the commune gave orders, but the teacher could not order, his weapon is pedagogical skill.

A.S. Makarenko resolutely fought - this must be said especially - with the vulgar notions of collective education as a leveling, standardizing personality. Already in one of his early works (1924-1925), Anton Semyonovich ridicules those who are afraid of "human diversity" - the formal bureaucratic guardians of the collective. He writes: “... if they take the path of collective education in our country, they decide to be sure to make sure that there are little horns and legs left of any individuality. I am surprised that we are still not discussing the issue of banning different treble, tenors and basses there. Think of such individualistic diversity. And the noses, and the hair color, and the expression of the eyes! Lord, a real bourgeois chaos. "

Makarenko opposed the template and formalism both on the pages of the press and in practical work. He constantly emphasized that the same pedagogical tool, when applied to different pupils, gives different results (“I have not had two cases that are completely similar”). So he takes the floor at the council of commanders (February 22, 1933), where the issue is being considered that the communards Strelyany and Krymsky do not normally attend the workers' school. The first - dreams of studying at a music institute, and Anton Semenovich believes that he needs help to prepare for admission and, perhaps, free him from some non-core subjects for a future musician at the workers' faculty. But Krymsky is a different matter: he has a bad influence on Strelyany, taught him to drink vodka, and now he encourages him to leave the commune ... Specific, individual situations cause specific, individual educational decisions and actions - Makarenko has always followed this rule.

Another direction of the innovative pedagogical activity of A.S. Makarenko consists in the practical implementation of the Marxist-Leninist position on the advisability of early inclusion of children in productive work, in the development together with a number of outstanding Soviet teachers - N.K.Krupskaya, A.V. Lunacharsky, S. T. Shatskiy and others - the methodological and methodological foundations of this case. Participation in productive labor immediately changed the social status of children, turning them into “adult” citizens with all the ensuing rights and obligations.

Now it remains only to bitterly regret that scientific and experimental work in terms of combining education with productive labor has been suspended for many years and has not yet received the proper scope. This, however, does not prevent some authors from fully understanding and agreeing to quote in scientific works the well-known idea of ​​Marx that “under a reasonable social order every child from the age of 9, he must become a productive worker, just like every able-bodied adult ... "( K. Marx, F. Engels, Soch. T. 16.P. 197.).

It goes without saying that in the organization of child productive labor A.S. Makarenko studied, creatively used the achievements of other teachers, in particular I.G. Pestalozzi's idea that the combination of learning with labor corresponds to the psychology of children, their natural desire for activity, and of course, the experience of organizing a pedagogical experimental station brilliantly carried out by S. T. Shatsky. Productive labor must be organized in a certain way - as part of the educational process; Makarenko fully shared this idea of ​​his predecessors. However, he has advanced incomparably further than teachers of all times in its practical implementation. He was able to prove, using the example of hundreds of his pupils, that the self-consciousness of a young person, the development of his worldview and morality, receives a huge creative impulse due to participation in productive work. As a result, the creative and transformative forces latent in a child, adolescent, gain access to life, and this accelerates the process of its formation - human, civil, professional.

Supporters of predominantly verbal, book education with arrogance greeted "corn pedagogy" - so they dubbed the productive work of students. With the help of hurray-communist phraseology and dexterous bureaucratic and administrative maneuvers, they managed to ruin the living sprouts of communist labor, nurtured by the innovative teacher. The very destruction of the excellent educational team of the colony. M. Gorky began precisely with the fact that the children were addressed with an appeal: "Stop being farm laborers - take up your studies ..."

Both in his works of art and in oral speeches, A.S. Makarenko never tired of explaining the, as it seemed to him, simple idea that productive labor is the most powerful pedagogical tool in a collective economy, because in this work at every moment there is an economic care. “... In labor effort,” he said, addressing his contemporaries, “not only the working preparation of a person is brought up, but also the training of a comrade, that is, a correct attitude towards other people is brought up — this will already be moral preparation. A person who tries to evade work at every step, who calmly watches how others work, uses the fruits of their labors, such a person is the most immoral person in Soviet society. "

In an effort to instill in a child a sense of social justice, the innovative teacher understood perfectly well that it would not suddenly fall from the sky, this feeling is mastered from early childhood. The strong offended the weak, one misbehaved - they punished the other, answered perfectly - the mark is bad (the teacher disliked for independence, his point of view) - everything is deposited in the child's soul.

That is why the residents of Dzerzhin worked in the "commune" (in the modern way - a brigade contract), and each of them counted on an equal share of earnings with a friend. Of course, there were cases when the amounts turned out to be different due to poor accounting, and sometimes the outfits were simply not written out. The adults nodded at the Communards: they say, they are to blame, they forget about the outfits. In such cases, Makarenko always defended the interests of children, taught them to defend justice. He said: they are not to blame for losing their outfits, but because they do not know how to persistently demand these outfits, that they start work without outfits. And he gave both teachers and pupils such concrete lessons of life, lessons of production, which helped them to gain a sense of their own dignity, the ability to defend a just cause.

Teacher and student, parents and children - their good relationships are formed in joint creative work with mutual respect for the individual, the dignity of each - this is the cornerstone of Makarenko's pedagogical view. Once he debunked a bad teacher who "crawls under the arm of a boy working in the garden with his rant about some stamens and pistils." Could he have imagined that there would be worse trouble, that the time would come when neither the student nor the teacher would be able to work (in the garden, at the machine tool, on the farm), being completely occupied only with the accumulation of book knowledge?

A. S. Makarenko was deeply convinced that the idea of ​​a "carefree childhood" is alien to socialist society and is capable of causing enormous harm to the future. Life has confirmed the correctness of his coined formula: the only form of a joyful childhood is a feasible work load. Anton Semyonovich saw a lot of sense in such an introduction to the work of the older generations: "Our children are happy only because they are children of happy fathers, no other combination is possible." And then he put the question bluntly: "And if we are happy in our labor care, in our labor victories, in our growth and overcoming, then what right do we have to allocate for children the opposite principles of happiness: idleness, consumption, carelessness?"

Hundreds of street children have passed through the hands and heart of the outstanding teacher; many of them - as a result of gaps, or, as he said, marriage, in family education. And long-term observations of the behavior of the children replenishing the colony and the commune revealed one socio-psychological feature: in their previous life, they had persistent legal emotions, even reflexes, when a boy or girl was sure that everyone was obliged to feed him, dress him, etc., and they have no obligations in relation to society.

The general principles and methods of educational work put forward by Makarenko are fully applicable at school. Productive labor, democratic, equal relations between teachers and students, pedagogical skills, constant creative search, experiment - these are, in his view, integral features of school life. And at the same time, he believed that not a single section of school pedagogy was so poorly developed as the methodology of education.

The key point in the refraction of A.S. Makarenko's ideas in relation to school is the recognition or, on the contrary, the denial of the participation of schoolchildren in productive labor. When Anton Semenovich was invited to write a textbook on pedagogy, he refused, because it was a question of a school without a school economy. What, according to Makarenko, are the negative aspects of the situation that developed at that time? In school there is no production, there is no collective labor, but there are only separate, scattered efforts, that is, the labor process "with the aim of allegedly (my detente - V. Kh.) Labor education." Sensitive to any manifestation of formalism, he immediately noticed in which direction labor training in school was heading.

By the way, Makarenko has always been distinguished by intransigence to show. Once, for example, at a meeting of counselors, someone enthusiastically told that the pioneers had started a competition: who would make the best album about Spain. He was indignant: “... who are you bringing up? In Spain, tragedy, death, heroism, and you make you cut out pictures of "victims of the bombing of Madrid" with scissors and arrange a competition to see who will stick such a picture better. You are bringing up so cold-blooded cynics who, on this heroic deed of the Spanish struggle, want to earn some money for themselves in competition with another organization.

I remember when I had a question about helping a Chinese pioneer. I told my communards: if you want to help, give half of your earnings. They agreed".

In the formation of the younger generation, many troubles initially come from the family. A. S. Makarenko understood this well and therefore wrote the artistic and journalistic "Book for Parents" with the aim of "exciting" and developing their pedagogical and ethical thinking. Although its first edition was published in 1937 in a small print run (10 thousand copies), the author received many approving reviews, in which wishes were expressed, new topics and problems were put forward. Inspired by the reaction of readers, he decided to write a second volume, consisting of ten stories, devoted to specific topics (friendship, love, discipline, etc.).

Turning to an understanding of the position of the family in Soviet society, A.S. Makarenko relied on the general methodological premises of his pedagogical concept: the family is the primary collective, where everyone is full members, with their own functions and responsibilities. The child is not an “object of pampering” or parental “victims”, but to the best of his ability a participant in the family's general working life. It is good that the children in the family are constantly responsible for a certain work, for its quality, and not only respond to one-time requests and assignments.

He saw the main "secret" of success in the honest fulfillment by the parents of their civic duty to society. The personal example of parents, their behavior, actions, attitude to work, to people, to events and things, their relationship with each other - all this affects children, shapes their personality.

Already in those years, Makarenko foresaw the danger of a sharp change in the structure of the family - the emergence of a large number of one-child families - and in this regard, emphasized: raising an only son or daughter is much more difficult than raising several children. Even if the family is experiencing some material difficulties, one cannot be limited to one child.

Both in the "Book for Parents" and in the lectures on the upbringing of children, read on the All-Union radio in the second half of 1937, A. S. Makarenko reveals the peculiarities of upbringing in preschool age, the formation of a culture of feelings, and the preparation of the future family man. He calls for the use of a wide variety of methods of education: training, persuasion, proof, encouragement or approval, hint (direct or indirect), punishment.

With a lot of valuable advice that parents draw from the books of A.S. Makarenko, the most important worldview and spiritual problem, acutely posed by the teacher, will probably not go unnoticed: the deepest meaning of the educational work of the family team is to select and educate the high, morally justified needs of the collectivist personality ... “Our need,” Makarenko wrote, directing the reader’s thoughts and feelings to the ideal, “is the sister of duty, duty, abilities, this is a manifestation of the interests not of a consumer of public goods, but of a leader of socialist society, the creator of these goods." And, as if foreseeing the possibility of a double morality: one - "for the home", "for the family", and the other - for the outside world, he called for a single, integral "communism of social behavior", because "otherwise we will bring up the most wretched a creature that is possible in the world - a limited patriot of his own apartment, a greedy and pitiful little animal of a family hole. "

Introduction…………………………………………………………………. page 3

1. Life and work of A. S. Makarenko ………………………… page 4

2. The most important principles of the pedagogical theory and practice of A. S. Makarenko …………………………………………………………. page 5

3. Education in a team and through a team ……………………. page 6

4. On labor education ………………………………………… ... page 8

5. The value of play in education …………………………………… ... page 9

6. About family education ……………………………………… .. page 10

Conclusion……………………………………………………… ............ page 12

Bibliography……………………………………………………. page 13

Introduction

PEDAGOGICAL ACTIVITY AND THEORY A.S. MAKARENKO

Anton Semenovich Makarenko (1888-1939) was a talented educator-innovator, one of the creators of a harmonious system of communist education of the younger generation based on Marxist-Leninist teachings.His name is widely known in different countries, his pedagogical experiment, which, according to A.M. Gorky , world significance, is studied everywhere For 16 years of his activity as the head of the colony named after M. Gorky and the commune named after F. E. Dzerzhinsky AS Makarenko brought up more than 3000 young citizens of the Soviet country in the spirit of the ideas of communism. Numerous works of AS Makarenko, especially “ The pedagogical poem and "Flags on the Towers" have been translated into many languages. There is a large number of Makarenko's followers among progressive teachers around the world.

1.Life and work of A. S. Makarenko

A.S. Makarenko was born on March 13, 1888 in the city of Belopole, Kharkov province, in the family of a worker in railway workshops. In 1905 he graduated with honors from a higher primary school with one-year pedagogical courses. The stormy events of the period of the first Russian revolution of 1905 strongly captured the capable and active young man, who early realized his pedagogical vocation and was passionately carried away by the humane ideas of Russian classical literature. A huge influence on the formation of Makarenko's worldview was exerted by M. Gorky, who then ruled the minds of the progressive people of Russia. In the same years A.S. Makarenko got acquainted with Marxist literature, for the perception of which he was prepared by all the life around him.

But after graduating from college A.S. Makarenko worked as a teacher of the Russian language, drawing and painting in a two-year railway school in the village. Kryukovo, Poltava province. In his work, he strove to implement progressive pedagogical ideas: he established close ties with the parents of students, promoted the idea of ​​a humane attitude towards children, respect for their interests, tried to introduce work at school. Naturally, his sentiments and undertakings met with disapproval from the conservative school bosses, who achieved the transfer of Makarenko from Kryukov to the school of the provincial station Dolinskaya South Railway. From 1914 to 1917 Makarenko studied at the Poltava Teachers' Institute, from which he graduated with a gold medal. Then he was in charge of the higher primary school in Kryukov, where he spent his childhood and youth and where museums named after him are now open.

AS Makarenko enthusiastically greeted the Great October Socialist Revolution. During the civil war and foreign intervention, a huge number of homeless teenagers accumulated in the southern Ukrainian cities, the Soviet authorities began to create special educational institutions for them, and A.S. Makarenko was involved in this most difficult work. In 1920, he was commissioned to organize a juvenile delinquent colony.

During eight years of intense pedagogical work and bold innovative searches for methods of communist education, Makarenko won a complete victory, creating a wonderful educational institution that glorified Soviet pedagogy and affirmed the effective and humane nature of the Marxist-Leninist teaching on education.

In 1928 M. Gorky visited the colony that bore his name since 1926. He wrote about this: “Who could change so unrecognizably, re-educate hundreds of children so cruelly and insultingly dented by life? The organizer and head of the colony is A.S. Makarenko. This is an undeniably talented teacher. The colonists really love him and speak of him in a tone of such pride, as if they themselves created it. "

The heroic story of the creation and flourishing of this colony is beautifully portrayed by A. S. Makarenko in the "Pedagogical Poem". He started writing it in 1925. The entire work was published in parts in 1933-1935.

In 1928-1935. Makarenko headed the F.E.Dzerzhinsky commune organized by the Kharkov Chekists. Working here, he was able to confirm the vitality and effectiveness of the principles and methods of communist education formulated by him. The life of the commune is reflected by AS Makarenko in his work “Flags on the Towers”.

In 1935 Makarenko was transferred to Kiev to head the pedagogical department of the labor colonies of the NKVD of Ukraine. In 1936 he moved to Moscow, where he was engaged in theoretical teaching activities. He often spoke among teachers and in front of a wide audience of readers of his works.

In 1937, a large artistic and pedagogical work of A. S. Makarenko “A Book for Parents” was published. Early death interrupted the work of the author, who intended to write 4 volumes of this book. In the 1930s, the newspapers Izvestia, Pravda, and Literaturnaya Gazeta published a large number of articles by A. S. Makarenko of literary, journalistic and pedagogical character. These articles aroused great interest from readers. Makarenko often gave lectures and reports on pedagogical issues, consulted teachers and parents a lot. He also spoke on the radio. A number of his lectures for parents have been published several times under the title "Lectures on the upbringing of children." A.S. Makarenko died on April 1, 1939.

2. The most important principles of pedagogical theory and practice of A.S.

Makarenko

A.S. Makarenko believed that the teacher's clear knowledge of the goals of education is the most indispensable condition for successful pedagogical activity. Under the conditions of Soviet society, the goal of upbringing should be, he pointed out, the upbringing of an active participant in socialist construction, a person devoted to the ideas of communism. Makarenko argued that achieving this goal is quite possible. “... The upbringing of a new person is a happy and feasible thing for pedagogy,” he said, referring to Marxist-Leninist pedagogy.

Respect for the personality of a child, a benevolent view of his potential to perceive the good, become better and show an active attitude to the environment have invariably been the basis of A. S. Makarenko's innovative pedagogical activity. He approached his pupils with the Gorky appeal "As much respect as possible for a person and as much demand for him as possible." Makarenko added his own call to the call for all-forgiving, patient love for children, which was widespread in the 1920s: love and respect for children must necessarily be combined with requirements for them; children need “demanding love,” he said. Socialist humanism, expressed in these words and running through the entire educational system of Makarenko, is one of its basic principles. A. S. Makarenko deeply believed in the creative powers of man, in his capabilities. He strove to “design the best in man.

Proponents of "free upbringing" objected to any punishment of children, claiming that "punishment brings up a slave." Makarenko rightly objected to them, saying that “impunity brings up a bully,” and believed that reasonably chosen, skillfully and rarely applied punishment, except, of course, corporal, is quite acceptable.

AS Makarenko resolutely fought against pedology. He was one of the first to speak out against the “law of the fatalistic conditionality of the fate of children by heredity and some unchanging environment, formulated by pedologists. He argued that any Soviet child, offended or spoiled by the abnormal conditions of his life, can improve, provided a favorable environment is created and the correct methods of upbringing are applied.

In any Soviet educational institution, pupils should be oriented toward the future, not the past, call them forward, open up to them joyful real prospects. Orientation to the future is, according to Makarenko, the most important law of socialist construction, wholly directed towards the future, it corresponds to the life aspirations of every person. “To educate a person means to educate him, - said A. S. Makarenko, - promising paths along which his tomorrow's joy is located. You can write a whole methodology for this important work ”. This work should be organized according to a “system of promising lines”.

3. Education in a team and through a team

The central problem of the pedagogical practice and theory of A.S. Makarenko is the organization and education of the children's collective, which N.K. Krupskaya also spoke about.

The October Revolution put forward the urgent task of the communist upbringing of the collectivist, and it is natural that the idea of ​​upbringing in a team occupied the minds of Soviet teachers of the 1920s.

The great merit of A.S. Makarenko was that he developed a complete theory of the organization and education of the children's collective and the individual in the collective and through the collective. Makarenko saw the main task of educational work in the correct organization of the team. "Marxism," he wrote, "teaches us that it is impossible to consider a person outside of society, outside of the collective." The most important quality of a Soviet person is his ability to live in a collective, to enter into constant communication with people, to work and create, to subordinate his personal interests to the interests of the collective.

A.S. Makarenko persistently searched for forms of organizing children's institutions that would correspond to the humane goals of Soviet pedagogy and contribute to the formation of a creative, purposeful personality. “We need,” he wrote, “new forms of life for children’s society, capable of giving positive desired values ​​in the field of upbringing. Only a great tension of pedagogical thought, only a close and orderly analysis, only invention and verification can lead us to these forms. " Collective forms of education distinguish Soviet from bourgeois pedagogy. “Perhaps,” wrote Makarenko, “the main difference between our educational system and the bourgeois one lies in the fact that our children's collective must necessarily grow and grow rich, must see a better tomorrow ahead and strive for it in joyful general tension, in persistent joyful dream. Perhaps this is what the true pedagogical dialectics is about ”. It is necessary to create, Makarenko believed, a perfect system of large and small collective units, to develop a system of their relationships and interdependencies, a system of influence on each pupil, as well as to establish collective and personal relations between teachers, pupils and the head of the institution. The most important "mechanism", pedagogical means is "parallel influence" - the simultaneous influence of the educator on the collective, and through him, on each pupil.

Finding out the educational essence of the collective, A. S. Makarenko emphasized that a real collective should have a common goal, be engaged in versatile activities, it should have organs that direct its life and work.

He believed that the most important condition for ensuring the cohesion and development of the team was that its members had a conscious perspective of moving forward. Upon achieving this goal, it is necessary to put forward another, even more joyful and promising, but necessarily in the sphere of common long-term goals that are facing Soviet society, which is building socialism.

A.S. Makarenko was the first to formulate and scientifically substantiate the requirements that the pedagogical collective of an educational institution must meet, and the rules of its relationship with the collective of pupils.

The art of managing a team, according to Makarenko, is to captivate him with a specific goal that requires common efforts, work, and tension. In this case, achieving the goal gives great satisfaction. For the children's collective, a cheerful, joyful, uplifting atmosphere is needed.

4.About labor education

A. S. Makarenko said that correct communist education cannot be unworked. Our state is a state of working people. Our Constitution says: "He who does not work, he does not eat." And educators should teach children to work creatively. This can be achieved only by instilling in them the idea of ​​labor as the duty of a Soviet person. Anyone who is not accustomed to work does not know what labor effort is, who is afraid of “labor sweat”, he cannot see in work a source of creativity. Labor education, Makarenko believed, being one of the most important elements of physical culture, at the same time contributes to the mental, spiritual development of a person.

A.S. Makarenko strove to instill in his colonists the ability to engage in any kind of labor, regardless of whether he liked it or not, pleasant or unpleasant. From an uninteresting duty, such as work for beginners, it gradually becomes a source of creativity, an object of pride and joy, as, for example, the holiday of the first sheaf described in the Pedagogical Poem. In the institutions headed by Makarenko, their own system of labor education was developed, a custom was established: to entrust the most difficult work to the best detachment.

Speaking about the formulation of labor education in school and family, A.S. Makarenko believed that in the process of performing work tasks by children, exercise them in acquiring organizational skills, develop their ability to navigate in work, plan it, and foster a respectful attitude towards the time spent. product of labor.

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

5 the importance of play in parenting

AS Makarenko believed that play has the same meaning for a child as for an adult “activity, work, service”. A future leader, he said, is brought up primarily in play: "The entire history of an individual as a doer and worker can be represented in the development of play and in its gradual transition into work." Noting the enormous influence of play on a preschool child, Makarenko revealed in his lectures on the upbringing of children a number of important problems related to this issue. He talked about the methodology of play, about the connection between play and work, about the forms of guidance of children's play by adults, and gave a classification of toys.

He suggested not rushing to “distract the child from the game and transfer it to work effort and work care”. But at the same time, he said, one cannot ignore the fact that there are people who bring “play attitudes from childhood into serious life”. Therefore, it is necessary to organize the game in such a way that, in the process, the child develops "the qualities of a future worker and citizen."

Covering the issues of methodology of the game, A. S. Makarenko believed that in the game children should be active, feel the joy of creativity, aesthetic experiences, feel responsibility, and take seriously the rules of the game. Parents and caregivers should be interested in children's play. Children should not be forced to repeat only what adults do with a toy, as well as “throw all kinds of toys at them:“ Children ... at best become collectors of toys, and at worst, most often, without any interest, they pass from toys to toys, play without enthusiasm, spoil and break toys and demand new ones ”. Makarenko distinguished preschool games from, kids' games. He also talked about the peculiarities of games in senior school age.

Speaking about the leadership of children's games, A.S. Makarenko pointed out that at first it is important for parents to combine the child's individual game with collective games. Then, as the children get older and play in a wider group, the game is organized in an organized way with the participation of qualified teachers. Further, it should take on more stringent forms of collective play, in which there should be a moment of collective interest and collective discipline should be observed.

Classifying toys, A.S. Makarenko distinguished the following types:

one). A ready-made or mechanical toy: dolls, horses, cars, etc. It is good because it introduces complex ideas and things, develops the imagination. It is necessary that the child keeps these toys not in order to show off, but really for playing, for organizing some kind of movement, depicting a particular life situation.

2). A semi-finished toy, such as: pictures with questions, boxes, constructors, bricks, etc. They are good because they set certain tasks for the child, for the solution of which the work of thought is required. But at the same time, they also have disadvantages: they are monotonous and therefore can get bored with children.

3). The most rewarding playable element is the various materials. They bring them closer to the activities of an adult. Such toys are realistic, and at the same time, they give room for great creative imagination.

In the play activity of preschool children, it is necessary to combine these three types of toys, Makarenko believed. He also analyzed in detail the content of the games of junior and senior schoolchildren and. gave some tips on how they should be organized.

6.About family education

AS Makarenko paid great attention to the issues of family education. He argued that the family should be a collective in which children receive initial education and which, along with institutions of public education, influences the correct development and formation of the child's personality. Makarenko argued that only in the tone of the family will children receive the correct upbringing, which recognizes itself as a part of Soviet society, in which the activity of a parent ?! is considered as a matter necessary for society.

Pointing out that the Soviet family should be a collective, Makarenko emphasized that this is a “free Soviet collective” that cannot submit to the father’s arbitrariness, as was the case in the old family. Parents have power and authority, but they are not uncontrollable in their actions. The father is a responsible, erased member of the team, he should be an example for children as a citizen. Parents should always remember that the child is not only their joy and hope, but also the future citizen, for whom they are responsible to Soviet society.

The family should have, according to Makarenko, several children. This prevents the development of selfish inclinations in the child, makes it possible to organize mutual assistance between children of different ages, contributes to the development of collectivist traits and qualities in each child, the ability to yield to another and subordinate their interests to common ones.

Parents, as already mentioned, should show demanding love for children, not indulge their whims and whims, have a well-deserved authority in the eyes of their children A.S. Makarenko pointed out that parents often replace real authority with false ones, and gave a very subtle analysis of various types false parental authority. The first he calls authority, suppression, when there is a father's terror in the family, turning the mother into a wordless slave, intimidating children. Causing constant fear in children, such fathers turn children into downtrodden, weak-willed creatures, from which either worthless people or tyrants grow out of. The second type of false authority is the authority of distance. It is based on the desire of parents to keep their children away from themselves, to prevent them from pursuing their interests, deeds, and thoughts. As much as the authority of distance is unreasonable, familiarity in a family is just as unacceptable. A.S. Makarenko considered the authority of love to be one of the most dangerous false authorities. He strongly condemned parents who pamper, pamper their children, unrestrainedly shower them with endless caresses and countless kisses, making no demands on them and not denying them anything. It was to this behavior of the parents that Makarenko contrasted his doctrine of demanding love for a person. He also spoke about such types of false authority as the authority of arrogance, reasoning, and bribery. He considered the latter the most immoral and loosely condemned parents who seek good behavior from their children only with the help of awards. And S. Makarenko pointed out that such treatment of children by parents entails moral corruption of children.

A.S. Makarenko rightly emphasized that the true authority of parents, based on reasonable requirements for children, the moral behavior of the parents themselves as citizens of Soviet society, as well as the correct mode of family life are the most important conditions for a well-established family upbringing. He gave advice to parents on how to bring up children in work, how to properly organize the relationships of children of different ages in the family, help children in their studies, guide their games, and strengthen their friendship with comrades.

CONCLUSION

AS Makarenko played a huge role in the development of Soviet pedagogical science. Proceeding from the teachings of the founders of Marxism-Leninism and the grandiose experience of mass re-education of people under the conditions of building socialism, he developed many specific questions of the theory of Soviet education. He created remarkable works of socialist realism, in which typical features of our reality are shown in artistically generalized images, and the path of educating the new Soviet man is revealed.

The creative experience of A. S. Makarenko, like his pedagogical works, is an excellent convincing proof of the superiority of Soviet pedagogy over bourgeois theories of education.

Bibliography

1. Bushkanets MG, Leukhin BD, "Reader on Pedagogy" edited by Z.I. Ravkina, Moscow, "Education

2.A.S. Makarenko, Collected Works in 4 Volumes, Moscow, Pravda

3.M.P. Pavlova, “The pedagogical system of A.S. Makarenko ", Moscow," High school.

4.A.A. Frolov, “Organization of the educational process in the practice of A.S. Makarenko "edited by V.А. Slastenin and N.E. Feret, Gorky, Gorky State Pedagogical Institute

5. History of pedagogy - http://www.gala-d.ru/

March 13, 2018 marks the 130th anniversary of his birth one of the most prominent representatives of world pedagogy - (1888-1939). His system of upbringing children in a team and their adaptation to life in society carried out at one time a grandiose revolution in pedagogy.

In the 20s-30s of the twentieth century, Makarenko headed a labor colony for street children and juvenile offenders near Poltava and other labor colonies and communes for children. He carried out a largely contradictory, but unique in pedagogical practice, experience of mass re-education of juvenile delinquents.

What was the Makarenko method?

1. Separation of study and upbringing

The main difference between the Makarenko system is a clear separation of study and upbringing. Makarenko defined education and upbringing as two different processes and they should be carried out by different means. The usual classroom system worked well for teaching. And for education, Makarenko believed, it was necessary to create "a team with sufficiently pronounced not only vertical (boss - subordinate, teacher - student), but also horizontal human, labor and educational ties."

1. Labor education

The basis of Anton Makarenko's method was labor education... The teacher believed that "the work of children in production opens up many educational paths." The pupils of the commune had a real business: a subsistence economy was arranged, life was organized, the pupils received a salary for their work, which they supported themselves, helped the younger members of the commune, paid scholarships to former communards who studied at universities, maintained a theater, an orchestra, organized cultural events and hiking.

A plant was built in the commune, where the pupils produced electric drills, Leica cameras, which have such "precise optics, where the most complex processes, such as they never knew in old Russia."

Thus, productive labor, which is both a part of education and training, should, according to Makarenko, form a personality: at the age of 16-20, pupils already became highly qualified masters of their craft.

1. The main means of education is the team

The core of Makarenko's pedagogical theory is the doctrine of collective- a certain organization of children. Makarenko was the first teacher who considered the collective in which the child was immersed as a means of education.

"The upbringing of an individual in a team and through a team is the main task of upbringing work",– noted the teacher.“The collective must be the first goal of our upbringing, must have completely definite qualities,” the main of which is to unite people in the name of a common goal, in common work and in the organization of such work.

Any action of an individual student, any of his success should be regarded as success in a common cause, and a mistake as a failure against his background.

The collective is a “purposeful complex of personalities”. Through the experience of collective life, students develop managerial qualities, the ability to find moral criteria for their personal actions and demand from others to behave in accordance with such criteria.

The main business of the teacher here is tactful management of the growth of the team.

1. Seniors to juniors

Makarenko believed that the organizational structure of the team should resemble family relationships. Since the collective included pupils of different ages, there was a continuous transfer of experience by the elders, and the younger ones learned the habits of behavior, learned to respect their older comrades. With this approach, the elders take care of the younger ones and take responsibility for them, compassion and exactingness, develop the qualities of a future family man.

“I decided that such a team, the most reminiscent of a family, would be the most beneficial in terms of upbringing. There, care for the younger is created, respect for the elders, the most tender nuances of companionship. "

1. Self management

According to Makarenko, self management- not only a necessary condition for establishing and maintaining order, but also a means of educating active organizers, instilling in each member of the team responsibility for the common cause and self-discipline. Makarenko believed that a comrade should be able to obey a comrade and be able to order him.

The main body of self-government was general meeting, at which other self-government bodies were elected among the pupils: the collective council (council of commanders), which resolves current issues, sanitary commission, economic commission, etc.

It was necessary to constantly work with active members of the self-government: to gather them to discuss upcoming affairs, consult, talk about what difficulties there are in their work, and so on.

1. Tomorrow's joy

Tomorrow's joy - this is a stimulus for a person's life, tomorrow must be planned and be better than today. Therefore, one of the most important objects of work of educators was the determination, together with the children life prospects - what will be the result of their activities.

Prospects could be near, medium, and distant.

Close perspective especially useful for young children: movies, concerts, walks and excursions. However, the life of the team should be filled not only with entertainment, but also with the joy of work. For example, an offer to children to arrange an ice rink will be perceived positively by them, since it promises them future entertainment at the ice rink. "In the process of work, new tasks will arise: to create comfort for the skiers - to put benches, to make lighting, etc." For completing the task, the children will receive some kind of pleasure, for example, ice cream after lunch.

Average perspective- this is a joyful collective event, pushed back in time: holidays, summer holidays, the end and beginning of the school year, etc. An average perspective only then has an educational effect if the events are being prepared for a long time,

Distant perspective- this is the future of the entire institution. If the guys love him, such a distant prospect carries them away to serious and difficult work.

"For each member of the team, the future fate of the institution can never be indifferent." Against the background of a collective distant perspective, the personal aspirations of each pupil, his own future, are determined. Helping the pupil choose his life perspective was important not only for life in an educational institution, but also for his future destiny.

1. Traditions

The team must necessarily develop traditions that consolidate everything that is valuable in its experience and determine its originality. “Nothing holds a team together like tradition. To cultivate traditions, to preserve them is an extremely important task of educational work ”. As Makarenko writes, there were many traditions in his children's team, “just hundreds,” and even he did not know all of them, but the guys knew them and passed them on from the elders to the younger ones.

For example, one of these traditions was the election of the most pedantic cleanliness girl to the position of the duty member of the sanitary commission, since it was such a person who could best monitor the cleanliness of the pupils and premises.

1. Feeling secure

An important idea of ​​Makarenko's pedagogy was idea of ​​security everyone in the team, when a person feels protected from tyranny, all kinds of bullying; when a member of the team knows that no one can offend him. Makarenko drew the attention of teachers to the need to develop the ability of children to comply.

“Cultivating the habit of giving in to a friend is a very difficult task. I have achieved that before the children quarrel - stop, brake, and the quarrel does not occur. Therefore ... in the commune for months there were no quarrels between comrades, let alone fights, gossip, intrigues against each other. And I achieved this not by focusing on who is right and who is wrong, but solely by the ability to slow myself down, ”- said the teacher.

1. Beautiful life

“What is a beautiful life? Life associated with aesthetics. The children's collective must live beautifully. " What does Makarenko mean here?

External beauty: the aesthetics of the costume, room, workplace, as well as the beauty of behavior. It is important not only for pupils, but also for teachers to monitor their appearance: hairdo, costume, cleanliness of hands, observance of etiquette.

Makarenko recalled that even when his team was poor at an early stage, the first step was to build a greenhouse and grow roses and chrysanthemums - so the pupils themselves decided. Makarenko did not admit a slovenly dressed teacher to the lesson, so the teachers went to work in their best suits. “Billions of little things” - the state of textbooks and pencils - cannot be ignored by the teacher. This beautifies the team, and the aesthetics of business relations and appearance become an educational factor.

1. The game

In the life of the collective, the presence of play is mandatory, because every child has a need for play and it must be satisfied. As a child plays, Makarenko noted, this is how he will work, so the whole life of the team must be saturated with play. Makarenko instructed: "Childhood itself should be a game, and you should play with them, and I played for 16 years." Together with the students, he played "militarization", using some military elements: a report, a formation, commanders, salute, "Yes, comrade commander", etc.