Biography Makarenko English

In the year, the UNESCO publishing house released articles in four volumes about one hundred outstanding teachers of the world who left their mark in educational thought. Of the Russian and Soviet thinkers, Konstantin Ushinsky, Leo Tolstoy, Leo Vygotsky, Pavel Blonsky are named there - and, of course, the phenomenal Anton Makarenko, the innovator and experimenter of education.

During life, theorists and officials of pedagogy criticized him a lot. After death at the beginning of X, he was actually “canonized” as a classic of Soviet pedagogy. And in our era, Makarenko argue about the system of education. But the main thing is that his experience and heritage are still being studied in different countries of the world. Makarenko's main books: “Pedagogical Poem”, “Book for parents”, “Methods of organizing the educational process”, the article “Teachers shrug shoulders”.

As Makarenko was headed by the colony Anton Semenovich Makarenko, he was born in the Kharkov province of the Russian Empire in a simple family. His father was a malarus, but from an ordinary worker grew up to the head in a large workshop for the repair of railway wagons of the southern roads. The Iron Department contained pretty good schools for the children of their workers and employees - it was in such Anton and his brother who received primary education.

Then Anton graduated from the four -class city school, that is, high school, and after it - one -on -house pedagogical courses, and went to the railway school to teach. See also: 10 facts about schools in pre -revolutionary Russia in the year of the beginning of the First World War Makarenko entered the Poltava teacher's institute. In the post -revolutionary years, he became the head of the elementary school in Poltava.

The consequence of the First World War, revolution and civil war was a huge number of street children and adolescents. They united in real gangs and turned into a serious threat. In M, it was decided to collect street children from the streets and determine in the special educational colonies under the offensive name “for morally defective children” “there are no defective children, there is a defective attitude towards them,” Makarenko later formulates.

Moreover, of the resources - neither material nor human ones - of course, there was not enough for the proper staffing of these establishments, so the proposal could hardly be led to such a colony with enthusiasm as a brilliant career luck. It was such an offer that the summer Anton Makarenko received - and accepted it. The newly -made colony chief, on his own initiative, called her the name of his beloved writer - Maxim Gorky - and created literally from scratch, trying to equip and find contact not just with difficult, but with frankly dangerous teenagers.

And not only find contact, but also prepare them for life in a normal society. See also: The former: the story of the abolition of marks as the cursed heritage of the bourgeoisie in the “Pedagogical Poem” Makarenko honestly admitted that he was at first desperate. These were by no means children, but in fact adult guys, and they really did not a penny put the authority of adults and frankly rose on the proposal to help the household.

What are the names, what brilliant thoughts: Pestalozzi, Russo, Nutorp, Blonsky! How many books, how many paper, how much fame! And at the same time, there is nothing empty, nothing, with one bully you can’t manage, there is neither a method, nor an instrument, nor logic, there is simply nothing. Makarenko, “Pedagogical Poem” Makarenko understood that there was no ready -made pedagogical theory for his tasks, which means that it would have to “extract from the entire amount of the real phenomena that are taking place before our eyes”.

And he succeeded. His pupils, guys with a street and criminal past, surviving large life tests in a lightweight, socialized and adapted to normal life - they went to work, and the most capable even went to study at rabfaks. In a word, they did not return to the criminal past. For which they criticized and praised the system of upbringing Makarenko, obvious successes of Makarenko caused not only admiration, but also irritation.

He himself contemptuously called such a upbringing that was demanded of him, “awe with a language in the text of the Political Science textbook” and considered it much more important is that his neglected guy from the street “turns into a person”. Secondly, his methods were disapprovingly called "Makarenkovshchina" and considered too tough. In the campaign. The guard of the banner of the colony named after As a result, instead of receiving well -deserved awards, Anton Semenovich had to transfer to another place in the year - also as the head of the labor commune, but not subordinate to the People’s Commissariat of Education, but to the State Political Administration under the NKVD of the GPU.

It was a children's labor commune named after Dzerzhinsky at the Kharkov Electromechanical Plant. Pupils of the commune worked at this factory - they released cameras. I also argued that it is impossible to base all education on interest, that raising a sense of duty often conflict with the interest of the child, especially as he understands him.I demanded the education of a hardened, strong person who could do unpleasant work and boring work if it is caused by the interests of the team.

” But a year later he filed a report on dismissal, explaining this by the desire to focus on literary work. For the "pedagogical poem" he was admitted to the Union of Writers, and he moved to Moscow. The criticism of his approaches all this time did not stop, but he safely survived the fatal. But in m, at 51, he suddenly died. During his lifetime, Anton Makarenko became famous primarily as a writer, the author of the “pedagogical poem” and other works of art.

Only after death, they started talking about him as the great, and then the greatest Soviet teacher, began to seriously study his experience, the concept of “macarence studies” appeared. After the Great Patriotic War, his concept of collective education became interested in the countries of the socialist world, and ten years later - in capitalist, too. In the new era, glorification was again replaced by criticism: Makarenko’s methods began to be called authoritarian and cruel.

But it is always worth making a discount on the context of the time and circumstances in which the teacher worked. Makarenko system: Briefly about the essence of Makarenko’s idea about the labor school, of course, not from scratch. Being a professional teacher, he could not know about the views of Pestalozzi, Dewe, Kershensteiner, who also paid a lot of attention to work. But still Anton Makarenko had his own system.

This is how the life of his first colony named after Gorky, the professor of pedagogy Vashchenko in the year: “The great achievements in the work of the colony are explained by the exclusively skillful organization of the life of offenders based on productive labor. Children work on the farm, and the work itself shows which organizational forms are the most suitable for work.

For the development of children, a sense of responsibility in front of the team, as well as for the development of healthy norms of behavior, is carried out according to a certain plan developed by the children themselves with the participation of educators, and, in addition, careful accounting of both the work of children and the labor of educators is carried out. You can disagree with some details in the work of the colony.

Gorky, but the main idea on which the last idea is based that the main condition for the healthy education of minor offenders is the appropriate organization of their collective life is certainly true. ” Maxim Gorky watches agricultural work in the children's colony named after Gorky, G. Gorky in Kharkov, - gg. It was these terms of success, according to his deep conviction, that acted as a healing tool for re -education.

The adolescents themselves opened the ground, broke the beds and raised vegetables, engaged in livestock, repaired old buildings and erected new ones, worked in a forge and a carpentry workshop, which they themselves created, equipped the territory: they broke the paths, built hedges and greenhouses. So Anton Makarenko became the author of the method of production and collective education.

Moreover, according to his idea, these are not independent two elements, but inextricably linked to each other. Collective education, according to Makarenko, is just based on work, that is, creative work - and there is the main coupling for the team. And the whole educational process, all self -government was built around household purposes. By the way, as Makarenko wrote in the “Pedagogical Poem”, the children fell into the colony did not come from the families of workers and peasants, that is, they were not initially accustomed to work.

But at the same time, there was no fixation on one work alone. Makarenko considered the unity of educational, labor, social, sports and even aesthetic activity very important for educating. And be sure to roses, not some cracked flowers, but chrysanthemums, roses. Both I and my guys spent in these colors to the limit. We really had a hectare of flowers, and not some, but real ones.

Not only in the bedrooms, dining rooms, classes, cabinets stood flowers, but even on the stairs. ” Even in the most difficult and poor time - at the first stage of the formation of a colony - they still found opportunities for cultural development. From the first day, we have formed a library for which I bought and asked for books in private houses, ”wrote Makarenko in the“ Pedagogical Poem ”.

These methods were and built into a single system, of course, not immediately, but gradually and far from on a rainbow background. There were a theft of money from the table of the head of the colony, and the general food supplies, and fights not for life, but for death, and real large tragedies, the everyday life of which in the “pedagogical poem” of the modern reader was amazed. And the aesthetics and desire for culture were combined with marching by the military system Makarenko monitored the taxiing of pupils as a real military commander, for which the colony was disapprovingly nicknamed in the administration of public education by the “barracks”.Makarenko’s pedagogical principles in relation to the pupils of the colony were the principle of a burned biography - their dark past was completely ignored.

Neither teachers nor adolescents themselves should discuss it. Makarenko even asked not to send him their personal affairs with new pupils. The past was ritually burned along with the clothes in which the new one acted. This symbolized the transition to a new life, the chance to become a completely different person. The duty on the colony, - gg. The bottom line is that teachers did not work with the personality of a particular teenager, but with a team, a group, and a personal impact on each occurred through a group.

That is, the logic of “from the collective - to personality” acted, and not vice versa. If simplified, then collective tasks and collective responsibility stimulated everyone to forget about selfishness, take up mind and work. Squads of 7-15 people acted as the collective cells. Makarenko believed that a lesser group risks turning into an ordinary friendly company without educational action, and if there are more than 15 people in the group, then it will not be united because it will break up into small “mugs”.

All this, however, did not mean that the individual characteristics of the teenager did not matter at all. According to the stories described in the “Pedagogical Poem”, it is clear that an individual approach to adolescents, taking into account their character and inclinations, Anton Makarenko also constantly searched for and found, knew each of his guys as a flaky. Just through the organization of the team, discipline in it and the general tasks were brought up as a person as a member of the team.

Makarenko himself admitted: "In fact, we are dealing with a person, but we argue that we do not care about the person." See also: Leo Tolstoy - about the spirit of the school and his teaching errors, collective education was closely related to the principle of joint work for the sake of material self -sufficiency. This was a natural and even necessary solution - otherwise, children would have starved with the meager possibilities of state supply, and the repair of dilapidated premises would have been awaited endlessly.

But Makarenko considered the pedagogical impact of labor a huge one: it was the work that gave the children's team an incentive, and the incentive is serious, adult, real.

And labor acted as the basis of the team, since everyone performed a certain function, and in order to get a good economic result, strict discipline and clear organization of processes are needed. If literally everyone depends on whether the table will be a hearty, then it doesn’t work out very much-“colleagues” are unlikely to look at it through their fingers.

Makarenko wrote that in the labor colony “economy should be considered as a pedagogical factor”, the foundation of all activities and consciousness. A well -organized farm allowed the colony and the commune to exist on a self -recording.