The educational system of education Makarenko has received recognition not only in our country, but also internationally. In 1988, UNESCO recognized Anton Semenovich, along with the other three persons, an outstanding teacher of the world. We are talking about such glorious names as D. Dewey, M. Montessori, G. Kershensteiner.
In March 2018, the 130th anniversary of the birth of A.S. Makarenko, a Soviet teacher, was celebrated. The author’s technique developed by him in the early twentieth century literally worked wonders. The pedagogical system of Makarenko is relevant in our time. What is her secret? How did you manage not only to rehabilitate street children, but also to transform them into outstanding personalities?
Juvenile thieves and bullies
Everyone knows A.S. Makarenko as the organizer and leader of the colonies where street children and juvenile offenders were brought up. These are hooligans, thieves, girls engaged in prostitution. Their corruption did not allow them to be normal members of society. They brought their difficult children and seemingly prosperous parents who could not cope with their upbringing, who gave up.
It was these children, applying his system, that Makarenko brought up with great success. So, in the colony of them. Dzerzhinsky, where he was in charge of 600 offenders, there were no educators at all. There were teachers at the school, engineers at the factory, the rest of the life of the pupils to a certain extent proceeded independently. At the same time, everything shone around, and the purity was checked using a white handkerchief.
Comparative data
According to available official data, among all the pupils of Anton Semenovich, whose number is approaching three thousand, not a single relapse was noted. The followers of Makarenko’s educational system, such as Semyon Kalabalin and his wife, who published about seven thousand people, as well as A. G. Yavlinsky, also managed to achieve impressive results.
As a comparison, we can cite the data of the Prosecutor General, published at the beginning of this century. They say that of the graduates of orphanages in our country, only 10% adapt in life, 10% commit suicide, 40% get drunk, become drug addicts, and 40% are criminals. How did the brilliant teacher and his like-minded people manage to avoid such indicators?
Principles of the Makarenko system
Anton Semenovich believed that the work of a teacher should be based on the following fundamental postulates.
- The principle of humanism. He went through the red thread through Makarenko’s training system for his pupils in life and work. An outstanding teacher called for abandoning the drill, suppressing the personality of the child, and calls for blind obedience. It is necessary, on the contrary, to develop the creative activity of the personality, to base upbringing “on the experience of behavior”. A. S. Makarenko wholeheartedly believed in the creative powers of people, in their great potential.
- Denial of “free education”, rejection of a sugary, idealistic attitude towards the child, from sentimental admiration for him. This develops in children laziness, selfishness, spoiling, gentleness and slackness. In dealing with the little man, Makarenko rejected caressing, hugs and kisses. He called for severity, for a sense of proportion in love. In relation to children, “demanding love” is necessary: the more you respect a person, the more you need to demand from him.
- Optimism. In each pupil it is necessary to see positive forces, to find in him the best, more interesting and more powerful.
- Generalization of practical experience. Such was the pedagogical system of Makarenko. He criticized metaphysical theories, which were built on the basis of speculative conclusions.
- The use of educational technologies. Anton Semenovich believed that pedagogy is erroneously based on the logic of moral preaching, while it needs to be built on the basis of technological logic. Indeed, between the process of material production and education there is a great similarity. And the human person, with all its wealth, beauty and complexity, must be approached with more complex meters, with more science and more responsibility.
Components of the educational system Makarenko
Among them, the most basic ones can be distinguished, which include the following:
- The role of the educator.
- Punishment and encouragement.
- Labor education.
- Collectivism.
- Self-government system.
- Format: rules of conduct, rituals, standards of living.
- Promising lines.
Next, each of the components will be considered in detail.
Educator role
First of all, this is a personal example. The mentor may be demanding, picky, may not notice the pupil, but if he shines with his work, knowledge, luck, the child will be on his side. On the contrary, a teacher can be affectionate, entertaining in conversation, kind and welcoming, but if his business is accompanied by failures and failures, if it is clear that he does not know this business, he will deserve nothing but contempt.
In this case, the teacher should be endowed with the freedom of creativity, and not be subjected to petty custody, which will bring nothing to the pupils, but harm.
Punishment and encouragement
Bad deeds must be punished, and good deeds must be encouraged. Moreover, such a punishment, which is aimed at infringing on the honor and dignity of a person, only spoils a person. And that which aims at protecting the norms and values of the collective and contributes to the protection of the individual from violence is just and necessary. Forgiveness is unacceptable. The destructive effect that it has on the interpersonal relations existing in the team leads to the decomposition of the latter. If a teacher refuses punishment, he becomes defenseless against manifestations of child aggression.
Labor education
He attached great importance, but Makarenko was opposed to spending unproductive muscular energy of students out of its connection with educational work and education. The colonists had a real deal. It fed them and forced them to be disciplined. In the very beginning subsistence farming was arranged - in order to support itself. And then serious production was organized.
In less than a year, its own factory was built, at which the students produced electric drills. Later, the production of cameras was mastered, which consisted of 300 parts, the accuracy of which had to be observed within 0.001 mm. In those days, it was actually an innovative production.
Moreover, it was not just profitable, but highly profitable. The commune not only earned a large profit for the state, its pupils were paid a salary for which they could support themselves, as well as the younger members of the collective. Former communards who studied at universities received a scholarship, by the time they left the commune, a considerable amount was being collected from the pupils on the passbook.
In addition, it was possible to maintain an orchestra, a greenhouse, carry out various campaigns and cultural events. In accordance with the main meaning of the Makarenko system, personalities were formed as a result: already at the age of 16-18, pupils became production managers: heads, craftsmen, team leaders.
Collectivism
Education in and through the collective is the main idea of the Makarenko system. He did not see the collective as an accidental gathering of people. This is an association created for common labor, during which common goals are achieved. Anton Semenovich believed that an individual can be influenced by influencing the team, calling this technique the “principle of parallel action”. It implements such a requirement as "one is responsible for all, and all for one."
The colonists of Makarenko were brought up not by educators, but by the core of the collective. Pupils, who enjoyed special authority, shared and professed the principles of the colony, acted as a "leaven", impregnating the newly arriving colonists. The latter seemed to find themselves in a meat grinder, which, grinding the beginners, turned them into part of the system. The new rules of life, some children conveyed to others in their own language. Makarenko could only restrain them, directing their behavior into a civilized framework.
Self management
It should be based on democracy and at the same time include elements of responsibility of both its leaders and ordinary pupils. Self-government is effective when there is business and a healthy core is present. Otherwise, it is impossible and harmful. If the foundation is healthy, this system strengthens and hones the team, becoming a school of leadership and leadership.
According to the education system of Makarenko, it is necessary to create a comfortable psychological climate in it in order to give each of the children a sense of security, as well as free creative development.
Format
Makarenko's system involves the implementation of strict rules and rituals, he carefully monitored this. Including with their help, he built the colonists into unusual forms of life for them. They had to get up in time, wash, rub the floor, not spit on it. Even this at the first stage was a novelty for new arrivals. Not everyone understood right away why it was impossible to stand, propping up the wall, but it was necessary to stand straight, why not pushing.
They were accustomed to this through the introduction of military orders, such attributes as flags, horns, walking in formation. When a detachment is in formation, a step is built, and this is very important, since everyone in the team is attuned to everyone. Such a technique was far from universal. Some teachers, seeing children's groups walking in the foot, with drums and horns, fell into horror, they were distorted. Anton Semenovich himself greatly appreciated the army's order and discipline.
Perspective lines
An outstanding teacher considered the law of movement one of the main for the team. If the latter achieved his goal and did not set new prospects, he was complacent, and the aspirations that inspire his participants did not arise, he had no future. Its development stopped. The team should always have a busy life, the pursuit of a goal.
In accordance with this provision, for the first time in pedagogy, a principle was put forward and developed, called the system of perspective lines. Makarenko insisted that a person cannot live in this world without the joy in front of him. She is a real incentive in life. In pedagogy, this tomorrow's joy is one of the most important objects of work.
The methodology of promising lines is based on forecasting prospects, that is, on their provision, which are assumed on both a general and an individual basis. The basis of this process is the desire of the individual to achieve a goal, implement a project or dream.
Anton Semenovich believed that it is necessary to educate a person by forming promising ways for him. The methodology of this work is to create new perspectives, to use existing ones, and to successively substitute others. It is used in planning the life of the team and distinguishes three types of perspectives: close, medium, distant. The first is tomorrow, the second is the design of events to some extent distant in time, the third is the future of the individual and the collective.
In conclusion, it is worth noting that today the Makarenko system to one degree or another finds its application. So, for example, it is used in advanced business structures. This is the linking of employee income to the company's profits, and upbringing, and the introduction of new employees through the core of the team to corporate culture, and format control.