Penitentiary pedagogy is a branch of pedagogy that studies activities aimed at correcting adolescents who have committed a crime. This area of ​​pedagogy is given special attention. The object of penitentiary pedagogy is the educational system of bodies that execute sentences. The final result of re-education depends on the correct selection of methods and techniques.
Penitentiary pedagogy studies the features and patterns of re-education and correction of convicts in the parameters of the execution of criminal punishment.
Specificity
Among the important criteria of this field of pedagogy, it is necessary to note the correction of convicts. The tasks of penitentiary pedagogy are to correct the behavior and consciousness of people who committed crimes. This process is a focused, sometimes tight control of their life and work.
Penitentiary pedagogy is an area of ​​pedagogy that considers correction in the form of a subsystem of the entire sphere of education that has developed in society.
Principles of education
Specific principles of education in prison education:
- the humane attitude of the teacher towards the convicted in combination with increased exactingness;
- correction of personality in socially useful activities, in the team;
- involvement in the process of re-education of the public.
She examines the relationship of all elements of the correction system and the impact of the specifics of places of deprivation of liberty on the correction of a person.
Re-education Stages
In penitentiary pedagogy and psychology, special attention is paid to the selection of stages of the correctional process:
- initial;
- adaptive;
- main;
- the final.
The groups and collectives of convicts in the process of joint activity exert a positive influence on each other, which leads to correction.
Current trends in correctional pedagogy are associated with the creation of a system of pedagogical and social influences on convicts, and the training of personnel for work in correctional institutions.
The tasks of penitentiary pedagogy include the prevention of offenses by persons who are serving sentences in prisons.
For a long time, the Ministry of Justice of the Russian Federation and the Ministry of Internal Affairs of the Russian Federation have been studying problems of this kind, and the results were intended only for official use. Therefore, only questions related to the organization of educational work appeared in the field of vision, and the psychological characteristics of different categories of convicts without due attention.
The history of development
Penitentiary pedagogy is a way of education and development that has appeared long ago. The problems concerning the correction of criminals for several centuries worried mankind. Corrective penitentiary pedagogy is reflected in the writings and thoughts of Socrates, Confucius, Aristotle, Democritus. They are relevant at the present time.
Penitentiary pedagogy is a section of pedagogy, the significance of which was recognized by the Soviet authorities. Questions regarding the moral correction of criminals were raised during the reign of Catherine II. It was then that prison education appeared in our country. The concept of this pedagogical industry is mentioned in the “Order”, published in 1767. Here the empress raised the question of the importance of compassion for prisoners, she called for “humanity and pity” to be put in prison.
Young offenders serving their sentences were not only saved from vice and want, but also brought up according to a certain method.
Gradually, the main categories of penitentiary pedagogy appeared, its methodological basis was formed.
A significant impact on the educational system used in correctional institutions was exerted by democratic and humanistic sentiments in pedagogy of the late XIX - early XX centuries.
The problems relating to crime were dealt with by the Russian democrats N.G. Chernyshevsky, V.G. Belinsky, A.N. Radishchev. The writers - humanists F. M. Dostoevsky, L. N. Tolstoy, A. P. Chekhov did not leave this question without attention. At the source of the formed penitentiary pedagogy of that time was A.Ya. Gerd. The system of criminal relations of the state with minor citizens, which was built on a punitive basis, contradicted public requirements and the demands of the times. This has contributed to enhancing the educational functions of juvenile offenders.
The moral education included all the teaching staff of the correctional institution, who involved a whole system of various activities. A significant contribution to the development of re-education programs was made by N.D. Sergievsky, N.S. Tagantsev, I.A. Isaev, S.V. Poznyshev, A.A. Zhizhilenko.
Soviet time
At the beginning of the last century, the creation of a system of correctional institutions in Russia was carried out on the basis of the theoretical works of scientific and state figures of that era M.I. Kalinina, F.E. Dzerzhinsky, N.K. Krupskaya, V.V. Kuibysheva, A.V. Lunacharsky.
In the Criminal Code of 1922, the main purpose of punishment was the re-education and correction of the convicted person. This process was of practical and theoretical value, therefore, a complete collection of tasks and tasks in prison education was needed.
The tendency to humanize the main goals of punishment can be seen in the labor code of the RSFSR, adopted in 1924. In Russia, and beyond, M.G. was engaged in the issues of improving penitentiary systems. Detkov, S.V. Poznyshev, G.A. Avanesov.
System A. S. Makarenko
He became the founder of Soviet penitentiary pedagogy. Legacy of A.S. Makarenko is used not only in our country, but also abroad. Correction as the goal of criminal punishment is the main idea of ​​educational action on the offender put forward by Makarenko.
After the 1953 amnesty, questions were raised again regarding the humane re-education in the colonies and camps. Special attention is paid to strengthening organizational activities in the field of re-education and correction of prisoners.
In the second half of the last century, penitentiary pedagogy became a separate branch of pedagogical science. N.A. took part in this process. Struchkov, I.A. Kairov, B.S. Utevsky. Among the most suitable organizational forms of the environment of convicts, detachments were considered. When completing them, the production principle was applied: “a detachment is the core of educational activity with convicts” was fixed at the departmental level. The head of the detachment served as an educator, it was he who was responsible for the process of re-education and development of offenders.
At the end of the twentieth century, management structures were reorganized. Since 1998, the penitentiary system of the Ministry of Internal Affairs was included in the Ministry of Justice of the Russian Federation. This contributed to positive changes in the humanization of conditions for serving sentences by adolescents, and had a positive impact on educational and social work with these categories.
Modern tendencies
You can find them in the book of Zautorov E.V. "Prison pedagogy." An attempt has now been made to create a new re-education concept. It identifies the main factors that determine the feasibility of changing the educational process within the framework of a correctional institution. So, one of such factors is the increased attention to the personality of violators, their involvement in the process of socialization.
The urgency of creating a full-fledged psychological service inside the penal colonies, the selection of effective educational facilities is noted. Special attention is paid to the need to include in the process of re-education all services existing in the correctional institution.
The importance of psychological, social, pedagogical problems is put in the forefront in order to re-socialize the personality of adolescents serving their sentences. The problems of applying the educational factor in the framework of corrective activity are considered in the works of M.A. Galaguzova, V.L. Vasilyeva, E.Ya. Tishchenko, A.F. Sizogo. For the quality education of convicts, it is necessary to use all the achievements of pedagogy in the penitentiary institution.
Features of the correctional process
Zautorov’s book “Prison pedagogy” contains the goal, means, methods, patterns of the educational process. The process of correction is inherently a regularity of actions within the framework of which the offenders are socialized.
The pattern involves the reflection of substantial, objective, general, interrelated under specific conditions relationships. As scientific laws, they are determined in the following cases:
- with a clear fixation of objects between which communication is considered;
- when conducting research on the type, form, nature of communication;
- in establishing the limits of such a connection.
Pedagogical laws determine the essence of the process, reflect the trends and logic of development, represent the basis of scientific knowledge, practical activities in the field of training, education, upbringing.
V.M. Litvishkov “Prison pedagogy” - a book that outlines the main ideas of the methodology for re-education of convicts.
Teacher Requirements
An employee of correctional institutions involved in the implementation of educational functions must know:
- causes of internal and external, subjective and objective contradictions;
- the sources and consequences of official and pedagogical errors leading to the appearance of such a contradiction.
He is obliged to analyze and rationally evaluate the external and internal conditions within which the process of education is carried out, as well as select ways, options for solving and eliminating the revealed contradictions.
The principles of correctional activity are considered in three aspects:
- as the initial, main position of the theory, science, doctrine, worldview - theoretical;
- how the person’s internal conviction, which determines his attitude to reality, characterizes the norms of activity and behavior - psychological;
- as the basis for the action of the correctional mechanism - practical.
Pedagogical requirements are the main ideas, the application of which contributes to the maximum achievement of the set pedagogical goals. Among them:
- complexity;
- obligatory;
- equivalence.
The principles of correction of convicts are the basic ideas, initial methodological provisions arising from the features, essence, patterns of correction, which determine the direction and content of the pedagogical activity of subjects.
Penitentiary pedagogy is one of the branches in the system of pedagogical sciences; it uses generally accepted principles: humanization, nature-conformity, democratization, cultural-conformity, integrity.
The principles of correction are certain guidelines used by the educators of the correctional organization to achieve the set pedagogical goals in the shortest possible time, with insignificant expenditures of funds and efforts. They help to increase the effectiveness of the pedagogical process. The classification of such principles was proposed by A.I. Zubkov, M.G. Sturov.
The group that determines the content and direction of the correctional process of convicts includes:
- purposefulness;
- conformity of forms, means, methods of influence of the moral, humanistic orientation of the correctional process;
- the connection of the process with real life;
- compliance with the law in the framework of educational activities
The group that characterizes the educational activities of correctional workers includes:
- involvement of convicts in socially useful work;
- creation of collectivist relations among prisoners;
- the combination of humanity and justice with the exactingness of the convicted;
- taking into account the positive qualities of the person as part of the correctional process;
- combined approach to education.
Conclusion
Among the distinguishing parameters that characterize the re-education of adolescents in the framework of the penal system, the observance of legal norms and the use of the pedagogical process in a specific time frame are highlighted. The very effect on the re-educated person is carried out in a certain pedagogical mode, does not imply publicity, the nature of the activity is strictly individual.
Educational work is carried out by specialists of the correctional institution with appropriate qualifications and experience.
The parameters of the pedagogical and psychological impact are determined by the legislation in force in the country. When choosing the methods of re-education, the teacher takes into account the purpose and tasks of the process, the personal and individual characteristics of the re-education, as well as the conditions under which the educational process is carried out.
Currently, a whole group of methods of pedagogical influence on convicts is singled out: correction of behavior, beliefs, organization of activity.
For example, the first group includes exposition, explanation, instruction, persuasion, suggestion, proof and rebuttal. The method of organizing behavior is characterized by an assignment, instruction, exercise, imitation, display, order. Correction of the behavior of convicts is carried out with the help of trust, approval, warning, remarks, penalties, incentives.
The selection of certain educational methods is carried out taking into account the individual psychological characteristics of the reeducated teenager. Particular attention in this area of ​​pedagogy is given to the use of physical labor as a way of influencing the personality of the convict. In addition to explanatory discussions and lectures, they are offered work, the implementation of which is associated with physical activity. With the quality fulfillment of the assigned task, the convict is stimulated by praise, otherwise he is offered a second task.