Anton Semenovich Makarenko (USSR, 03/13/1888 - 04/01/1939) - Soviet teacher and writer.
He received his education at teacher courses in Kremenchug (1905) and at the Poltava Teachers' Institute (1917). He worked as a teacher and was the head of railway and city schools. The teacher gained wide fame in the early 1920s when he proposed a solution to the problem of the sharp increase in the number of street children due to the Civil War.
Since 1920 A.S. Makarenko led the labor colony named after M. Gorky for juvenile offenders (until 1926 it was located near Poltava, since 1926 it was transferred to Kuryazh near Kharkov). In 1927, he organized and headed the children's labor commune named after. F.E. Dzerzhinsky, where he worked until 1935, in 1936 he headed the colony named after M. Gorky near Kiev. In 1937, Makarenko moved to Moscow, where he was engaged in literary work.
In conditions of economic ruin, he developed and implemented a system for educating “difficult” children, combining in his pedagogical methodology the theory of the educational team and the practice of labor education. The success of the “Makarenko system” was largely connected with the personality of Makarenko himself, and after his death no one managed to achieve anything like this. The activities of the colony named after M. Gorky are reflected in the prose of A. S. Makarenko: “Pedagogical Poem” (1935) and “Flags on the Towers” (1938). The books were published with minimal edits thanks to the personal participation of M. Gorky. The “Book for Parents” is dedicated to raising a family.
Books (10)
Reader comments
Nikolay/ 11.29.2017 LENIN CREATED THE COMMUNARY MOVEMENT
The Communard movement was a peaceful communist, not socialist revolution.
This means that Communism has matured, and socialism has become history. And no longer possible.
ONLY COMMUNISM AHEAD!
LENIN IS THE LEADER AND IDEOLOGIST OF THE COMMUNE!
There has never been an idea of a scientific commune in Russia. All Russian communes and, in general, the entire communist (not socialist) idea were introduced only by LENIN. He is the only mother of all Communards: Rokossovsky, Gaidar, Gorbatov and the father of all Communards.
LENIN BUILDED COMMUNISM, NOT SOCIALISM!
(Socialism was planned by him and Marx as a temporary transition period)
1. Lenin’s work “The Great Initiative”. I quote.
“We have begun to use the word “COMMUNE” too easily... And at the same time it is forgotten that SUCH AN HONORABLE TITLE must be won... in truly COMMUNIST construction.”
Adding an author. Lenin means that the Communes are not government agencies with the bosses. There is no need to confuse them. And only real communes, that is, societies of equals, societies without bosses, should be called communes.
2. The original version of the article “The immediate tasks of Soviet power.” I quote.
“Every FACTORY, every artel.... is an INDEPENDENT COMMUNITY with internal organization labor. In each of these COMMUNES, an increase in SELF-DISCIPLINE... This is the path along which we can and must ensure that the power of example becomes, first of all, a moral, and then a forcibly introduced model of the structure of labor in the new Soviet Russia.”
Analysis. By Commune, Lenin means precisely the Commune. Please note that in the commune there must be SELF-DISCIPLINE. And under socialism there was DISCIPLINE and this is also correct, but not the same thing. A COMMUNE IS A SELF-MOVEMENT, and socialism is a MOVEMENT under the leadership of the socialist state. Absolutely the opposite.
3. LENIN “How to organize a competition? I quote the leader.
“It is necessary that every COMMUNE, every factory, every village compete with each other... These are the successes our COMMUNE should be proud of,... In which COMMUNE...
4. Rough draft of the PROGRAM DRAFT. Seventh emergency congress of the RCP(b)
"Organization of competition between different communes."
5. LENIN. On measures of transition from bourgeois-cooperative to proletarian-communist supply and distribution” PSS t 37 p. 471-472
“The whole difficulty of the task is to develop a system of measures for the transition TO A REAL COMMUNE.”
Discussion. Please note that here LENIN specifically emphasizes “THE REAL COMMUNE.”
6. LENIN. Speech at the 1st Congress of Agricultural Communes and Agricultural Owners
DECEMBER 4, 1919. I quote.
“We will ensure that each of the SEVERAL THOUSAND COMMUNES that now exist
has become a real hotbed of COMMUNIST IDEAS.”
.
Lenin often uses the word artel and the word obshchina as synonyms for commune.
But we must understand that the old community is only a primitive commune. A modern scientific community is a theater community, a university community, an academy of sciences community, a division community. Scientific communities (communes) are most effective in the most complex industries.
7. Lenin’s work “Additions to the project on subbotniks”
“Subbotniks are one of the forms of propaganda of the idea of labor service and SELF-ORGANIZATION OF THE WORKING CLASS”
Discussion. Wherever Lenin uses the word “SELF” we are talking about the THEORY OF COMMUNISM. After this remark, any worker himself can figure out where Lenin’s theory of socialism is and where the theory of communism is. We have given only a small number of examples showing that Lenin simultaneously built both socialism and communism.
LENIN IS THE LEADER OF THE COMMUNE!
Comment. Lenin built both socialism and communism at the same time. But as soon as the factories started operating, he planned to transform SOCIALISM into COMMUNISM. To achieve this, he planned to introduce COLLECTIVE MANAGEMENT after the restoration of the factories. This is Marx's plan. And communism is ready.
And today it is necessary to revive the communard movement, but in a global form.
We need a new type of party in the form of a PARTY COMMUNE, without general secretaries and secretaries with a course towards pure communism, that is, a COMMUNIAR PARTY! Cleaners and plumbers expect EQUALITY and higher education.
Part of the theory is on the skunk forum in the class struggle section: page 1, page 2 (destruction of money).
Communes are not compatible with socialism. The Great Commune of Khudenko was destroyed by the good Brezhnev.
As soon as the leftists win, they will destroy all the communes again. Communism and socialism are completely different systems. Lenin about communism: “THIS IS A WORLD IN WHICH THERE WILL BE NO SMALL PAST OF THE PAST.”
Elena before marriage - Makarenko/ 03/10/2014 My dad and, naturally, my grandfather were Makarenkos, but I don’t know my roots, I would like to find out, but I don’t know how.
Natalia/ 01/28/2014 it is not true that “after his death, no one managed to achieve anything like this” - his student Kalabalin very successfully implemented Makarenko’s system
A/ 01/11/2012 Excellent works. He was an incredible person.
Mavrgarita/ 05/20/2010 People! This is not his only work, and they are all relevant!!! His works were published in 4 volumes. I advise you to read it - they cause a storm of “unforgettable experiences”!
Elena/ 12/5/2009 a good work especially for future teachers based on the experience of A. Makarenko
perlova.katya/ 1.11.2009 A very relevant work! Especially in these times of orphanhood and vagrancy of children. It's time to be stricter with your parents
)REX(/ 03/2/2009 Makarenko’s books, especially the Pedagogical Poem, are, in my opinion, very useful techniques, it’s time to turn to them again.
Anton Makarenko is a teacher who was one of the four specialists who determined the way of pedagogical thinking in the 20th century. True, the man’s merits were recognized after the death of the talented teacher. However, for Makarenko himself this did not play a big role.
Having found his own calling, Anton Semenovich devoted most of his life to the re-education of difficult teenagers. Former students who experienced Makarenko’s innovative methods achieved notable success and wrote many books dedicated to the teacher’s activities.
Childhood and youth
On April 1, 1888, the first child was born into the family of a railway station employee located in the city of Belopolye, Sumy district. The happy parents named the child Anton. Soon after their son, the Makarenko couple had another boy and a girl. Alas, the youngest daughter died in infancy.
The elder Anton also grew up sickly. The frail boy did not participate in general yard fun, preferring to spend time with books, of which there were plenty in Makarenko’s house. Despite his position as a laborer and painter, the father of the future teacher loved to read and instilled this characteristic in his children.
His isolation and myopia, which forced Anton to wear glasses, made the boy unpopular among his peers. The boy was often and cruelly bullied. In 1895, the parents sent the child to a two-year school primary school, studies in which were easy for Anton. The image of a know-it-all did not add authority to the child in the eyes of his peers.
Young Anton Makarenko in the army When the boy turned 13, the family moved to the city of Kryukov so that Makarenko’s children could continue their education. Anton entered the Kremenchug 4-year city school, from which he graduated with honors and certificates of commendation.
In 1904, Anton first thought about future profession and enrolls as a student in pedagogical courses, after which he receives the right to teach in primary school.
Pedagogy
Makarenko’s first students were the children of the city of Kryukov. But almost immediately Anton realizes that knowledge for work is not enough. In 1914, the young man entered the Poltava Teachers' Institute. In parallel with acquiring new knowledge, Anton devotes a lot of time to writing. Makarenko sends his first story, “A Stupid Day.”
In response, the writer sends Anton a letter where he mercilessly criticizes the work. After the failure, Makarenko did not attempt to write a book for 13 years. But the teacher will maintain a relationship with Gorky throughout his life.
The man began developing his own system of re-education in a labor colony for juvenile offenders in the village of Kovalevka, located near Poltava. Makarenko introduced a technique in which difficult teenagers were divided into groups and independently arranged their lives. The peculiar commune attracted the attention of the authorities, but the news about the beating of children (Makarenko hit a student once) deprived the teacher of his position.
Find new job Gorky helped the teacher. The writer facilitated Makarenko’s transition to a colony located near Kharkov, and advised him to try again to create a literary work.
In the new establishment, Anton Semenovich quickly established proven procedures. Under the guidance of a man, troubled teenagers began to produce FED cameras. In parallel with the news about Makarenko’s innovative methods, three works by the teacher are published: “March of ’30”, “FD - 1” and “Pedagogical Poem”.
And again, government officials, closely monitoring the teacher, stopped teaching experiments. Makarenko was transferred to Kyiv to the position of assistant to the head of the department of labor colonies.
Realizing that he will no longer be allowed to return to his favorite business, Makarenko devotes himself to writing books. The sensational “Pedagogical Poem” secured the man a place in the Union of Soviet Writers. A year later, an anonymous letter arrives in the name of the former teacher. Makarenko was accused of criticism. Anton Semenovich, warned by former colleagues, managed to move to Moscow.
In the capital, the man continues to write books. In collaboration with his wife, Makarenko is finishing the “Book for Parents,” where he describes in detail his own view of raising children. Anton Semenovich argues that a child needs a team that will help him adapt to society. No less important for a person is the possibility of free realization.
The next condition harmonious development became work activity– Makarenko’s students earned their own money for their own needs. Later, the work, like many other works of Anton Semenovich, was filmed. After the death of the teacher, the films “Poetic Poem”, “Flags on the Towers” and “Big and Small” will be released.
Personal life
Makarenko’s first love was Elizaveta Fedorovna Grigorovich. By the time she met Anton, the woman was already married to a priest. In addition, the beloved was 8 years older than the chosen one. The meeting of the young people was organized by Elizabeth’s husband.
At the age of 20, Anton did not get along well with his peers and even contemplated suicide. To save the young man’s soul, the priest had long conversations with Makarenko and also involved Elizabeth in the conversations. Soon the young people realized that they were in love. The news shocked everyone. The elder Makarenko kicked his son out of the house, but Anton did not abandon his beloved.
Like Makarenko, Elizaveta received a pedagogical education and, together with her beloved, worked in the Gorky colony (a colony in the village of Kovalevka). The romance lasted 20 years and ended on Anton’s initiative. In a letter to his brother, the teacher stated that “atavisms of the old priestly family” had awakened in Elizabeth.
Makarenko married in 1935. The teacher met his future wife at work - Galina Stakhievna worked as an inspector of the People's Commissariat for Surveillance and came to the colony to conduct an inspection. The woman raised her son Lev, whom Anton Semenovich adopted after registering the marriage.
Devoting all his time to his students, Makarenko never became a father. But he replaced the parent of his stepson and niece Olympiada - daughter younger brother. Vitaly Makarenko, who served in the White Guard regiment from his youth, was forced to flee Russia. His pregnant wife remained at home. After the birth, the niece came completely under the care of the teacher.
Death
Makarenko died on April 1, 1939 under strange circumstances. A man returning from the Writers' Holiday House in the Moscow region was late for the train. Anton Semenovich was expected at the publishing house with new ready-made articles on the principles of education. Running into the carriage, Makarenko fell to the floor and never woke up.
The official cause of death was a heart attack. There were rumors that Makarenko was supposed to be arrested in Moscow, so the teacher could not stand the tension. An autopsy showed that the heart of the talented educator was damaged in an unusual way. The organ takes on a similar appearance if poison has entered the body. But no confirmation of poisoning was found.
Makarenko was buried at the Novodevichy cemetery. Soviet newspapers published an obituary on their pages, where they mentioned Anton Semenovich as an honored writer. The men did not publish a word about their teaching activities.
Bibliography
- 1932 – “Major”
- 1932 – “March of '30”
- 1932 – “FD-1”
- 1935 – “Pedagogical Poem”
- 1936 – “Methodology for organizing the educational process”
- 1937 – “Book for Parents”
- 1938 – “Honor”
- 1938 – “Flags on the towers”
- 1939 – “Lecture on raising children”
Quotes
Your own behavior is the most decisive thing. Do not think that you are raising a child only when you talk to him, or teach him, or order him. You raise him at every moment of your life, even when you are not at home.
Education does not require a lot of time, but the wise use of little time.
If you don’t demand a lot from a person, then you won’t get much from him.
A team is not a crowd. The experience of collective life is not only the experience of being neighbors with other people; through the collective, each member enters society.
March 1 (13), 1888, Belopolye, Sumy district. Kharkov province. - April 1, 1939, art. Golitsyno, Belarusian-Baltic railway, Moscow region.
Russian and Soviet teacher, writer
Born into a family of railway workshop workers. He graduated from the Kremenchug City School (1904), then a year-long teacher's course there. He was a teacher of the Russian language, drawing and drawing at railway schools in the village. Kryukov (1905-1911) and at the station. Dolinskaya (1911-1914) in Ukraine; took part in organizing the congress of teachers of the Southern Railways (1905). In 1914-1917 he studied at the Poltava Teachers' Institute (in 1916-1917 in the army, demobilized due to poor eyesight), after which he headed the Kryukov railway school (1917-1919) and the city school in Poltava (1919-1920), at the same time he was member of the provincial board of the Union of Education Workers of Poltava.
From 1920 to 1928 he directed a labor colony for juvenile offenders near Poltava, in 1926 transferred to Kuryazh, near Kharkov (from 1921 a colony named after M. Gorky, with whom he corresponded since 1925). In 1922, he briefly studied at the Central Institute of Organizers of Public Education of the People's Commissariat for Education, but was forced to leave his studies due to the difficulty of combining it with work in the colony. At the same time, in 1927-1935, at the invitation of the GPU of the Ukrainian SSR, he worked in the Children's Labor Commune named after. F. E. Dzerzhinsky near Kharkov (since 1928 head of the commune, since 1932 head of the pedagogical unit). In 1935, head, in 1937, deputy head of the Department of Labor Colonies of the NKVD of the Ukrainian SSR. In the fall of 1936 he headed the juvenile colony No. 5 in Brovary near Kyiv. In 1937 he moved to Moscow and devoted himself to literary and social-pedagogical activities.
Member of the Union of Soviet Writers of the USSR (1934). He was buried in Moscow at the Novodevichy cemetery.
He created an education system, which he considered as meeting the tasks of building a new society. The core of the teaching is the theory of the educational team as a form of the pedagogical process in which the norms, lifestyle and relationships inherent in an association of people are formed. He developed issues of the structure and organization of a team, methods of education in it, the relationship of the team with the individual and connections with other groups; methods of organizing labor and aesthetic education, the formation of conscious discipline, the creation of educational traditions, which he considered in unity with the multifaceted life of children. He established that it is the severance of social ties that harms a growing person, and their restoration straightens his development; The essence of education is to establish and strengthen correct relationships between a growing person and society, and create a favorable moral climate. He believed that the educational team is an organic part of society and reproduces social relations in a specific form, actively includes children in them, and the socially significant task facing the team allows each of its members to feel like a participant in a common cause and awakens civic feelings. Demanding the concentration of teachers’ efforts on the tasks of forming an “educational team,” he emphasized the need for simultaneous attention to the formation of each individual individual, educational influence on her through the team (“parallel action pedagogy”) and directly by the teacher. The essence of pedagogical experience was determined by the principle “as much demand for a person as possible and as much respect for him as possible.”
Makarenko’s activities had a significant impact on the development of disciplines related to pedagogy, which in the 1930s. were practically banned - social pedagogy, educational psychology, etc. He made a special contribution to correctional labor pedagogy - teaching experience allowed in a short period to establish the practical work of the NKVD labor colonies throughout Ukraine. Contrary to official demands to strengthen the punitive functions of re-education in colonies for minors, punishment cells and internal security were abolished, actions were taken to organize labor education, the cadre of educators was strengthened, and some principles of self-government were introduced. He opposed the use of elements of the prison regime in children's colonies, belittling the role of educational methods, and strengthening the production bias.
Developed a theory family education, was the pioneer of mass propaganda of pedagogically sound principles of family education. He argued that raising a child correctly and normally is much easier than re-educating him.
Makarenko’s pedagogical experience and views are reflected in artistic creativity. In literary works (“Pedagogical Poem”, “March of the 30th Year”, “Flags on the Towers”), the artistic and theoretical “Book for Parents”, in journalistic articles he traced the process of educating a new person in the work collective, the development of new norms of behavior, the process of accumulating new moral experiences and habits.
In the 1920-1930s. Some aspects of Makarenko’s activities were criticized by official pedagogy (accusations of pedagogical unprofessionalism and incompetence, violation of the principles of labor education, the introduction of self-government, etc.). At the same time, in the official pedagogical theory of the USSR, the image of Makarenko was canonized, giving him the scholastic features of a classic of Marxist pedagogy; in the scientific literature, his work was presented one-sidedly, experiments were mechanically transferred to the practice of mass Soviet schools, vocational schools and correctional labor institutions, and editions of his works were published with cuts and significant corrections, comments on them were of a pronounced ideological nature.
Major works
Collected works. T. 1-7. M., 1959-1960.
Bibliography
▫ A. S. Makarenko. Index of works and literature about life and work. M., 1988.
Literature
◦ Pavlova M. P. Pedagogical system of A. S. Makarenko and modernity. M., 1980.
◦ Pataki F., Hillig G. Self-affirmation or conformism? On the issue of the ideological and political formation of A. S. Makarenko. Marburg, 1987.
◦ Ermolin A. Pedagogy of developed totalitarianism. Triumph and tragedy of Makarenko // Public education. 2005. No. 2.
◦ Bagreeva E. G. Return to Makarenko. M., 2006.
◦ Gritsenko L. I. The concept of education of A. S. Makarenko in the light of modern scientific knowledge // Pedagogy. 2006. No. 2.
◦ Frolov A. A. A. S. Makarenko in the USSR, Russia and the world: historiography of the development and development of his legacy (1939-2005, critical analysis). N. Novgorod, 2006.
◦ Boguslavsky M.V. The essence and limits of social and personal pedagogy A. S. Makarenko // Public education. 2008. No. 6.
◦ Glikman I. E. Contribution of A. S. Makarenko to pedagogical science // Public education. 2008. No. 6.
◦ Glikman I. E. Classic of world pedagogy // Pedagogy. 2008. No. 5.
◦ Ilaltdinova E. Yu.“Official pedagogy” and social pedagogical initiative in the history of the development and development of the heritage of A. S. Makarenko. N. Novgorod, 2010.
Archives
≡ Collection of documents about the life and work of A.S. Makarenko, collected by E.S. Dolgin. Scientific archive of RAO, f. 131, 1911-1978
In the small town of Belopolye, Kharkov province, on March 1 (13), 1888, a boy was born into a simple family of a railway worker, who was destined to write his name in the history of world pedagogy.
Anton grew up as a very sickly boy, and preferred reading books to yard fun. Neither young Makarenko’s myopia nor his “know-it-all” image added to his authority among local children.
Having moved with his entire family to Kryukov, Anton entered the Kremenchug School, which he graduated with flying colors in 1904. Seriously thinking about his future professional activity, Anton enrolled in pedagogical courses, the successful completion of which gave him the right to teach in primary school.
Pedagogical activity
Makarenko immediately began working in his native Kryukov, but very quickly realized that he lacked the knowledge he had acquired. In 1914, he was enrolled in the Poltava Teachers' Institute, from which he graduated with honors.
Simultaneously with his studies at the institute, Anton Semenovich began to try his hand at the literary field, writing the story “A Stupid Day.” The aspiring writer sent his work to Maxim Gorky for review, but received only merciless criticism in response. Such an unsuccessful attempt discouraged him from creativity for a long time.
IN short biography Makarenko indicated that the teacher began to develop his own method of re-education, choosing a labor colony for minors for these purposes. Working with street children and troubled teenagers he used a method based on dividing children into separate groups and independently arranging their lives. Under the guidance of the teacher, they were engaged in the manufacture of FED cameras.
However, government officials, who closely followed Makarenko’s pedagogical experiments, did not give him the opportunity to fully implement them. As a result, Anton Semenovich was transferred to Kyiv for “paper” work.
Writing
Realizing that he would not be allowed to do what he loved, Makarenko threw himself into writing books. Thanks to his “Pedagogical Poem,” he quickly joined the ranks of the Union of Soviet Writers.
Having moved to Moscow, Anton Semenovich continued his activities. Together with his wife, he wrote the famous “Book for Parents,” in which he described in detail the main pedagogical ideas.
According to this book, for a child’s better adaptation in society, he needs, like air, early years we need a team. The opportunity to freely realize one’s abilities and talents also plays an important role. Every teenager should be able to independently earn their own needs.
Makarenko’s outstanding achievements in the field of education and, in particular, re-education of street children and difficult teenagers, allowed him to become one of the significant figures in world pedagogy. After the death of Anton Semenovich, based on his literary works, the paintings “Big and Small”, “Flags on the Towers”, “Pedagogical Poem” were created.
Personal life
Makarenko met his wife, Galina Stakhievna, while working in a colony. After registering the marriage in 1935, he adopted his wife’s son, Lev. He also replaced the father of his niece Olympias. Anton Semenovich had no children.
Erofeeva Yulia Igorevna
GBPOU "Pedagogical College No. 4 of St. Petersburg"
« Pedagogical activities and views
A.S. Makarenko"
Completed by: Yuliya Igorevna Erofeeva
22 group 2014.
Checked by: Kurakina I.N.
MAKARENKO Anton Semenovich (1888-1939)
BIOGRAPHY
Russian prose writer, publicist, teacher. Born on March 1 (13), 1888 in Belopolye, Sumy district, Kharkov province. in the family of a painter. Parents: Father - Semyon Grigorievich, mother - Tatyana Mikhailovna, nee Dergacheva. He had younger sister(died in childhood) and brother Vitaly (1895-1983), later lieutenant, participant in the Brusilov breakthrough. Brother A. S. Makarenko, Vitaly Semenovich, in his book “My Brother Anton Semenovich” writes: “... despite his Ukrainian origin, Anton was 100% Russian.”
Doctor of Philosophy Götz Hillig devoted a separate study to the issue of national origin and national identity of A. S. Makarenko, the results of which are presented in the report “On the issue of national identity of A. S. Makarenko,” which generally confirms both his brother’s statement and the Russian identity of Anton Semenovich . Hillig notes that A. S. Makarenko conducted all his works and personal correspondence in Russian. At the same time he knew and loved Ukrainian, often and appropriately included quotes from Ukrainian speech in dialogues characters of their works. A. S. Makarenko also understood and could communicate in Polish, which is also mentioned by L. V. Konisevich in the book “Makarenko Raised Us” (chapter about the arrival of the Polish delegation).
In 1904 he graduated from a 4-year school in Kremenchug. I studied diligently and successfully. Obviously, that’s why, when he finished his studies, Semyon Grigorievich told his son: “You will be a teacher!” His father's word became Anton Makarenko's life's work. After completing pedagogical courses, he began, at the age of 17, to work at his native school. In 1905–1914 he taught at railway schools. In 1916–1917 he served as a warrior in the active army, but was demobilized due to myopia. In 1917 he graduated from the Poltava Pedagogical Institute with a gold medal, writing his graduation essay “The Crisis of Modern Pedagogy.” In 1917-1919 he was the head of the railway school at the Kryukov carriage workshops. In 1919 he moved to Poltava.
· Wife - Galina Stakhievna Makarenko (Salko - until 09.1935).
· Adopted daughter - Olympiada Vitalievna Makarenko (daughter of brother Vitaly)
· Adopted son - Lev Mikhailovich Salko.
· Grand-niece of A. S. Makarenko - Ekaterina Vasilyeva, Soviet and Russian actress, was born in the family of the poet Sergei Vasiliev and Olympiada Vitalievna Makarenko.
Labor activity.
Having real prospects for a scientific career, he chose the path of practical pedagogy, worked as an inspector at the Higher Primary School in Kryukov Posad, Kremenchug district, and headed the primary city school in Poltava. On behalf of the Poltava Gubnarraz, he created a labor colony for juvenile offenders in the village of Kovalevka, near Poltava; in 1921, the colony was named after M. Gorky, where he decided to implement the method of “Gorky’s attitude towards people.” It was to Gorky in 1914 that Makarenko sent his first story “A Stupid Day” for review, and from 1925 he corresponded with him. In 1928, Gorky, having personally become acquainted with the Poltava colony and the Kharkov commune, noted in a letter to Makarenko: “Your pedagogical experiment is of enormous importance and amazingly successful, has global significance.” In 1926, the colony was transferred to the Kuryazhsky monastery near Kharkov; he was in charge of it from 1920 to 1928, from October 1927 to July 1935 he was one of the leaders of the children's labor commune of the OGPU named after F. E. Dzerzhinsky in the suburbs of Kharkov, in which he continued to put into practice the educational and pedagogical system he developed.
Makarenko strived in every possible way to:
1. each student had at least 2-3 “favorite” subjects at school (club, section, participation in the theater, orchestra, etc. up to the anti-moonshine squad in the surrounding villages), in which he (s) I did it with pleasure.
2. sought mastery feasible for a given person, the levels of mastery of each academic “subject” could be either higher (preparation for workers’ school) or significantly lower than the “general” program, that is, idleness was also not encouraged.
Of great importance for Makarenko was the understanding and support of his experience of education and re-education literally from the first years of the Colony. M. Gorky from the hands of the NKVD of Ukraine Vsevolod Appolinarievich Balitsky. It was thanks to the latter Makarenko, after being removed from the leadership of the Colony. Gorky continued to lead a similar institution (the Commune named after F. E. Dzerzhinsky) already as part of the NKVD (A. S. Makarenko was appointed to lead the Commune in December 1927, that is, for six months he combined both positions: in the Commune and in the Colony) .). The core of the team were former students of the M. Gorky Colony. The educational process in the commune was built on the basis of combining education with productive labor (initially in workshops, then in production workshops) ... In the 30s. transferred to the system of correctional labor institutions.” , Commune them. F. Dzerzhinsky can be described as a “closed institution for vocational training and production,” which, in addition, was engaged in the re-education (rehabilitation, socialization and collectivization) of child offenders.
In his experience, Makarenko successfully combined mental labor with physical labor, implementing one of the main provisions of Marxist pedagogy. Subsequently, the Communards, as is known, spent four hours in the junior and five hours in the senior classes in a comprehensive school, and worked for four hours in production with the latest technical equipment. But, according to Makarenko, education was of decisive importance in the formation of the new man of the Stalin era; He talked and wrote a lot about this. Even in the colony named after A.M. Gorky, where A.S. Makarenko once worked, in the difficult post-revolutionary years there was a school consisting of six classes and a training group for workers' faculties. Makarenko expanded the educational ideals of his students in every possible way.
It is also impossible not to mention the various sections and circles that existed in parallel with the main educational institutions. The doors of embroidery, modeling (clay crafts) and drawing clubs were opened for girls. The boys mainly attended gliding and technical circles, which existed in the same factories and workshops where the colonists worked during the day. Classes were held in the evening, so none of the circle members interfered with work.
Various sports sections(wrestling, boxing and swimming). The cavalry section was particularly prominent, where the basics of horse riding were taught.
The commune kept accurate records of extracurricular activities, and at the end of the month reports were presented on the work of each circle and each circle member. The circles were led by the club council, a body of the Komsomol community. The club council published the newspaper "Rezec"; her critical speeches in the spirit of demanding self-criticism greatly contributed to the social and ideological education of the communards.
M. Gorky was interested in the educational and pedagogical activities of A. Makarenko and provided him with all possible support.
Outstanding achievements in the field of education and re-education of youth (both from among former street children and from families), preparation for their further successful socialization, put Makarenko among the famous figures of Russian and world culture and pedagogy.
Having studied well by this time pedagogical literature, Makarenko, contrary to the widespread concept of the innate goodness or depravity of people, in the spirit of communist non-enlightenment, proceeded from the principle proper education as a determining condition for the formation of a worthy person. The disinterested enthusiast began to prove this in the dilapidated buildings of the first colony on quicksand, and from 1927 - near Kharkov, uniting with the colony, which throughout Ukraine had the sad reputation of a den of the most incorrigible thieves and street children. The unprecedented successes of the innovative teacher that soon followed were based on the use of the enormous educational potential of the team, the combination of school education with productive work, the combination of trust and exactingness. Makarenko’s first articles about the colony appeared in 1923 in the Poltava newspaper Golos Truda and in the magazine New Stitches.
Working as a teacher, Anton Semenovich Makarenko studies pedagogical and philosophical literature. His attention is attracted by the works of A. I. Pirogov, V. G. Belinsky, N. G. Chernyshevsky, but he studies the works of K. D. Ushinsky especially deeply. After 9 years of teaching, Makarenko entered the Poltava Teachers' Institute, which he graduated from, just like the school, with excellent grades in all subjects. .
In the 30s of the XX century. some teachers and public education figures said: “Makarenko is a good practitioner, but in theory...”
On July 1, 1935, he was transferred to Kyiv, to the central office of the NKVD of the Ukrainian SSR, where he worked as an assistant to the head of the department of labor colonies until November 1936. For some time, before moving in March 1937 from Kyiv to Moscow, he headed the pedagogical part of labor colony No. 5 in Brovary near Kiev.
Member of the Union of Soviet Writers (since 1934)..
He died suddenly in a commuter train carriage at Golitsyno station on April 1, 1939. He was buried at the Novodevichy cemetery.
Literary creativity
In or 1915 he wrote the first story and sent it to Maxim Gorky, but he recognized the story as weak in literary terms. After this, Makarenko did not engage in writing for thirteen years, but kept notebooks.
A. M. Gorky played a huge role in Makarenko’s life, for whom caring for Russian children, especially those who were homeless, was a natural and most important matter for many years. Thus, F. E. Dzerzhinsky took up the work of street children only after M. Gorky wrote a letter to V. I. Ulyanov about the need to urgently address this issue. In subsequent years, Gorky helped prepare a book about the Bolshevo commune (Moscow region), which “roared” in the late twenties under the leadership of M. S. Pogrebinsky, based on the experience of which (the commune) the world-famous film “Start in Life” was filmed. In this commune, just like Makarenko’s, offenders are re-educated through useful productive work, and there are also no fences or security. In this sense, Makarenko for Gorky was another example of excellence in education.
The correspondence between Gorky and Makarenko lasted from 1925 to 1935. After visiting a juvenile colony, Gorky advised Makarenko to return to literary work. After the books about the commune named after F.E. Dzerzhinsky “March of 30” () and “FD - 1” (1932), Makarenko’s main work of art was completed - “Pedagogical Poem” (1925-1935). Gorky insisted in every possible way on the publication of Makarenko’s notes about his experience of education in the form of a book, as the famous writer helped to publish in literary almanacs, first, individual chapters of the “Pedagogical Poem”, and then published the entire book under his editorship.
In 1936, his first major scientific and pedagogical work, “Methodology for organizing the educational process,” was published. In the summer-autumn of 1937, the first part of the “Book for Parents” was published. Makarenko’s works express his teaching experience and pedagogical views. Makarenko opposed the use of elements of the prison regime for children in favor of strengthening the production bias and general educational methods. In relations with students, he adhered to the principle: “As many demands on a person as possible and as much respect for him as possible.” In the last years of his life, Makarenko continued to work both on works of art - “Flags on the Towers” (), and on autobiographical materials - the story “Honor” (1937-1938), the novel “Ways of a Generation” (not finished). In addition, he continued to actively develop methods of teaching and education in general, and published a number of articles. After moving to Moscow, he was mainly engaged in literary activities, journalism, and spoke a lot to readers and as a pedagogical activist. By decree of the Presidium of the Supreme Soviet of the USSR of January 31, 1939, he was awarded the Order of the Red Banner of Labor. Shortly before his death, in February 1939, he submitted an application to be accepted as a candidate member of the CPSU (b)
Already during the life of A. S. Makarenko, his activities and works as an educator and teacher were highly appreciated by L. Aragon, A. Barbusse, D. Bernal, W. Bronfenbrenner, A. Wallon, V. Gall, A. Zegers, J. Korczak, S. Frenet and other cultural and educational figures.
At the same time, Makarenko was constantly subject to criticism during his lifetime, including very harsh criticism.
Firstly, his achievements were often not believed (“boys in sweet syrup” is a typical review of the book “Flags on the Towers”, that is, “a fairy tale, this does not happen”).
Secondly, his approaches were perceived as alien (“Makarenko’s system is not a Soviet system” - this is already the assessment of officials given in the “Pedagogical Poem”.
Thirdly, constant assault and cruelty were attributed to him. It was on the basis of messages from such “well-wishers” that N.K. Krupskaya spoke at the Komsomol congress in May 1928 with harsh criticism of the Makarenko system (the speech was published in Komsomolskaya Pravda), which had a number of sad, and sometimes tragic, consequences not only for Makarenko himself (soon dismissed from the Gorky Colony), but also for his followers (for example, for the family of S. A. and G. K. Kalabalin).
Therefore, it is not surprising that the works of A. S. Makarenko appeared in print not in a pedagogical publishing house, but in a literary one. Makarenko’s attitude to official pedagogy is also indicated by the fact that there were no high pedagogical officials at his funeral.
Works of Anton Semenovich Makarenko
Novels and stories
1937 - Book for parents
1925 - 1935-Pedagogical poem
1930 - March of Thirty
1938-Flags on the towers
Works on education:
Education in family and school
Lectures on raising children
Letter to the Pioneer Leader
Problems of education in Soviet schools
Problems of Soviet school education
Methodology for organizing the educational process (1936-1937)
Stories and essays:
1937 - About human feelings
1937 - From the history of heroism
1940 - Literature teacher
1939 - I want to go home
1937 - Incident on a hike
1938 - Schubert Symphony
1938 - Prize
1941- In the library
1937 - On May Day
1937 - Three Conversations
1938 - An unforgettable meeting
Pedagogical ideas.
Makarenko created the theory of the educational team as a form of the pedagogical process in which the norms, lifestyle, and relationships inherent in an association of people are formed. Makarenko developed issues of the structure and organization of a team, methods of education in it, a methodology for the formation of conscious discipline, and the creation of educational traditions. Experience creative development personality in a team using Makarenko’s method is fundamentally important for modern pedagogical science. His pedagogical discoveries: detachments of different ages, councils of commanders, self-government, creating a major optimistic tone in the life of the team, etc. - still have their significance.
Makarenko emphasized the decisive influence of the social environment, working and rest conditions, and everyday life on the formation of an individual’s worldview and morality. He wrote: “Children are not prepared for work and life, but live and work, think and worry, and they must be treated as comrades and citizens, see and respect their rights and responsibilities, including the right to joy and the duty of responsibility. Education of the individual in in the team and through the team is the main task educational work. A real team must have a common goal, engage various activities, it must have organs that direct its life and work. A cheerful, joyful, cheerful atmosphere is necessary for a children's group. Makarenko scientifically substantiated the requirements that the teaching staff of an educational institution must meet, and the rules of its relationship with the team of students.
Labor education, is one of the most important elements of education. Participation in productive work immediately changes social status child, turns him into an “adult” citizen.
Makarenko developed the most important issues of family education, including family structure, its culture, and methods of education in the family. Makarenko argued that raising a child correctly is easier than re-educating him later. The family as a collective and the behavior of parents ultimately determine the success of raising children.
He opposed the use of elements of the prison regime for children, belittling the role of educational methods, and increasing the production bias.
A.S. Makarenko came up with the idea of the primary collective as the main instrument of educational influence on the child. The principle of “parallel action” that he developed was used as the most important in educating the individual in a team. The laws of team unity were the desire to achieve increasingly significant social goals. They unite the team, increase mutual responsibility, increase the team’s demands on everyone, and create a positive tone in the team.
To form a sustainable desire for the best, A. S. Makarenko used a “system of long-term goals” (close, medium and long-term). This system of goals determined the life of the children's team created by A. S. Makarenko and ensured its constant advancement. Emphasizing the decisive role of the collective in the upbringing of the individual, he pointed out that in the collective “the individual appears in a new position of education - she is not an object of educational influence, but its bearer, but she becomes a subject only by expressing the interests of the entire collective.”
