Pedagogical theory of A.S. Makarenko

1. Your own behavior is the most important thing in upbringing.
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 to 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.

If at home you are rude, or boastful, or get drunk, and even worse, if you insult your mother, you no longer need to think about parenting: you are already raising your children and raising badly, and no best advice and methods will help you.

2. Raising children requires the most serious tone, the simplest and most sincere.
These three qualities should be the ultimate truth of your life. And seriousness does not mean at all that you should always be pompous, pompous. Just be sincere, let your mood match the moment and the essence of what is happening in your family.

3. Each father and mother should have a good idea of ​​what they want to bring up in their child.
We must be clear about our own parental desires. Think well about this question, and you will immediately see many mistakes you have made and many correct paths ahead.

4. You should know well what he is doing, where he is and who is surrounded by your child.
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.

5. Educational work is primarily the work of the organizer.
There are no trifles in this matter. 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.
Upbringing requires not a lot of time, but a reasonable use of a short time.

6. Do not impose your help, but always be ready to help.
Parental help should not be intrusive, annoying, tiresome. In some cases, it is absolutely necessary to let the child get out of the difficulty on his own, it is necessary that he gets used to overcoming obstacles and solving more complex issues.
But one must always see how the child performs any operation; one must not be allowed to get confused and despair. Sometimes it is even necessary for the child to see your alertness, attention and trust in his powers.

7. Do not pay or punish for the results of labor.
I strongly discourage the use of any kind of reward or punishment in the field of work. The labor problem and its solution should in themselves give the child such satisfaction that he feels joy. The recognition of his work as a good job should be the best reward for his work. The same reward for him will be your approval of his ingenuity, his resourcefulness, his ways of working.
But even with such verbal approval, you should never abuse it, in particular, you should not praise the child for the work done in the presence of your acquaintances and friends. Moreover, there is no need to punish him for poor work or for work not done. The most important thing in this case is to get it done.

8. Teaching a child to love is impossible without the education of human dignity.
To teach to love, to teach to recognize love, to teach to be happy means to teach to respect oneself, to teach human dignity.

9. Never sacrifice yourself to a child.
Usually they say: "We, mother and father, give everything to the child, sacrifice everything to him, including our own happiness." This is the worst gift a parent can give to a child.

10. You cannot teach a person to be happy, but you can educate him so that he is happy.

The upbringing system of Makarenko, the basic principles of the method and the role of the educator in the system.

Soviet teacher A.S. Makarenko

Among the educational methods existing today, the system developed and practically implemented by the Soviet teacher A.S. Makarenko. She surprisingly combines the humanistic principles of education with the idea of ​​a full-fledged work activity, in the process of which the child's personality develops.

The system was originally created for reeducation rather than upbringing. Makarenko worked with children and adolescents, who today are usually classified as "difficult" or "difficult to educate": among them were orphans, street children, juvenile delinquents and even criminals.

However, the system created by the pedagogical talent and high personal qualities of Anton Makarenko is still relevant today. It allows you to build a logical, simple and understandable relationship between an adult and a child, in the process of which the child's personality grows stronger, the necessary moral and ethical attitudes are formed, the little person receives an inoculation of mental health.

Basic principles of the system

The upbringing of children according to Makarenko is based on the principle of the unity of three social units: society - collective - personality. At the same time, the child is not so much as a full-fledged participant in the educational process, a creator, a companion of an adult.

The principle of raising children in a group is implemented in modern society from kindergarten. However, not every group can be called a collective. Signs of the Makarenko team:

• common goal;
• are busy with general activities;
• maintain close ties with society;
• observe strict discipline.

The team is not created overnight. The initial requirements are formulated by the teacher: first to the whole group, then to the asset. On the basis of common activities, a friendly team is created, which develops a common opinion - as it is now customary to say, a single standard of behavior. The team makes certain demands on each member, and he applies these requirements on his own - to himself.

Thus, the following principles of the Makarenko system can be distinguished:

• the leading role of the team;
• self management;
• compulsory productive labor for the benefit of the collective and society.

The role of the caregiver

According to Makarenko, no upbringing is possible without the active inclusion of the child in the life of society. At the same time, the main educational environment is the children's collective, of which the teacher-educator is a part. An adult does not take an authoritarian position, but on a general basis he is included in the creative labor process. This is how the personality is formed - active, independent, active.

An adult in Makarenko's upbringing system is part of the team. The same requirements apply to him as to a child. Between the educator and the children, relationships arise that are more friendly, comradely than mentoring and authoritarian.

The teacher is constantly next to the pupils: in the classroom, at the workplace, on vacation.

Thematic material:

At the same time, the concept of labor is fundamental. Everyone can choose work to their liking, based on talents and opportunities.

Building the educational process in the family

Anton Semenovich Makarenko paid no less attention to family education. The teacher believed that the way the baby grows up depends entirely on the parents. It is they who, by their personal example, behavior in everyday life and at work, statements about the current political situation in the country or familiar people, form the personality of the child.

The kid absorbs everything that parents give him by their actions, words, non-verbal means of expressing their worldview. Of course, educational conversations are needed, but the behavior of the parents themselves is even more important. Demanding and control, first of all, towards oneself - these are the basics of family education.

Parents should be extremely honest with their children, as sincere as possible. You do not need to spend all your time with your child, control every step. This is completely unnecessary and only does harm: the baby will grow into a passive person who does not have his own opinion. In addition, a permanent society of adults can give the wrong direction to the spiritual development of a minor.

The task of the parents is to provide the child with acceptable freedom, knowing exactly where he is and with whom. Environmental influences are as important as family relationships and parental authority. The child should know that he may face a hostile attitude, difficult circumstances, temptations. Children will need help, advice, and sometimes protection - and these are also important elements of the correct educational process.

The third most important element is the organization of family life. There are no trifles and trifles between adults and children: everything matters. Actually, life is made of little things. At the same time, Makarenko is convinced: each parent should have a specific educational goal, from which an educational program should be formed.

Numerous examples indicate that upbringing according to the Makarenko system today gives remarkable results. The effectiveness of this technique allows you to actively use it in organizing the educational process in a team and a family.

Purchase a book by Anton Makarenko entitled: "Raise Children Correctly. How?"

The Soviet teacher and writer Anton Semenovich Makarenko is recognized as one of the four outstanding teachers in the world, along with John Dewey, Georg Kershenshteiner and Maria Montessori. This honor was given to him by UNESCO in 1988. Makarenko's main merit is the author's method of upbringing, which worked wonders: in the 1920s, street children and juvenile criminals were not just re-educated, but became outstanding personalities. What was Makarenko's secret and is it applicable to modern children?

Team

The basis of the Makarenko method is an educational team in which children are connected by common friendly, household, business goals and this interaction serves as a comfortable environment for personal development. It sounds boring and reminds of the pioneers, but let's try to figure out why this principle is interesting in our time, focused on the development of individuality.

The feeling that the child is part of the group teaches him to interact with other children. The team helps him to adapt in society, to feel like a part of it, to accept new social roles. The development of children's relationships, conflicts and their resolution, the interweaving of interests and relationships are at the center of the Makarenko system. At the same time, the team should develop, set new goals and step by step towards them, and each child should be aware of his or her contribution to this overall process.

This nature-oriented upbringing prepares the child for life in the real world, where he will no longer be exclusive and unique, and he will need to win his status. As a result, the child is mentally prepared to make informed decisions, to be aware of their strengths and not be afraid to use them,

In addition, children who are oriented not only toward receiving (the popular “everyone owes me, but I don’t owe anything to anyone”), but also giving back - will experience an adult sense of social responsibility.

The core of the team. The colonists were brought up not by an educator in manual mode, but by the core of the collective in an automatic mode. The authoritative colonists, internally accepting and professing the values ​​of the colony, as the nucleus of the collective, played the role of "leaven" that permeated the newly arrived colonists. Children conveyed to each other the new rules of life in their own language, Makarenko only held them back so that they remained within a civilized framework.

Labor organized for a specific purpose.

Makarenko could not imagine a system of education without participation in productive labor. In his commune, labor was industrial in nature, and the children worked 4 hours a day. This moment is one of the most difficult in the context of the modern moment, because physical labor, alas, is not held in high esteem.

But, speaking about the necessity of labor in childhood, Makarenko believed that such labor, which is organized for a specific purpose, can be an educational tool. When a goal is set and a positive result is visible, children work with interest. And at the same time, work without education and training going alongside is a useless contraction of muscles.

Speaking of "Makarena" pupils, participation in industrial work immediately changed the social status and self-awareness of adolescents, turning them into adult citizens with all the rights and obligations that follow from this.

A business.

The colonists had a real job that fed them and disciplined them. At first, the colonists set up their subsistence economy just to feed themselves, later they took up serious production. Having built their own plant (in less than a year), the pupils began to produce electric drills, and later mastered the production of Leica cameras. The Leica camera has 300 parts with an accuracy of 0.001 mm, for those times it was an absolutely innovative production. Production in the commune was not just profitable, but highly profitable: the commune gave the state 4.5 million rubles as its profit. in year. The pupils received a salary on which they supported themselves, the younger members of the commune, paid scholarships to former communards who studied at universities, saved money for savings books to accumulate funds by the time they left the commune, maintained an orchestra, theater, flower greenhouse, organized hikes and other cultural events. And the main point is that the business formed a personality: at the age of 16-19, children already became foremen and production managers.

Self management

If there is no action and there is no healthy core of the collective, self-management is impossible and harmful. If the basis of the team is healthy, self-management strengthens and hones it, turning out to be a school of leadership and leadership.

By and large, Makarenko's upbringing system is the most democratic. The outstanding teacher advocated the creation of a comfortable psychological climate in the team, which will give every child a sense of security and free creative development.

So, for example, no teacher could overturn the decisions of the meeting. It was the children's voting that determined the life, leisure and work of the collective. “I have made a decision, and I am responsible,” this feeling of responsibility for one's own actions worked wonders. Anton Semenovich believed that "every child should be included in the system of real responsibility both in the role of a commander and in the role of a private."

According to Makarenko, the senior of the group was elected only for six months and could hold office once, respectively, each child had a chance to try himself as a leader. Where this system was absent, Makarenko believed, people who were weak-willed and not adapted to life often grow up.

Makarenko was opposed to the idea that school is only a preparatory stage, and children are the embryos of future personalities. After all, they themselves do not consider themselves in this way, which means that it is natural to consider them full citizens who can live and work to the best of their ability and deserve respect. As much respect as possible for the person and as much as possible requirements for him.

“Demanding love is needed,” he said. What is not the best medicine for "spoiling"?

Teacher / educator / parent

“You can be dry with them to the last degree, demanding to the point of pickiness, you can not notice them ... but if you shine with work, knowledge, luck, then calmly do not look back: they are on your side. And vice versa, no matter how affectionate, entertaining in conversation, kind and welcoming ... if your business is accompanied by failures and failures, if at every step it is clear that you do not know what you are doing ... you will never deserve anything but contempt ... ".

This quote is dedicated, first of all, to the teacher and educator, but also to the parent as well. Anton Semenovich was one of the first to talk about the role of parenting at home and that parents are an example that can cause both respect and criticism. He wrote about this and many other things in his "Book for Parents".

Makarenko also stressed more than once that the teacher should be attentive and sincere, because as we all know, children are better at distinguishing falsehood than adults. And in this case, “blackmail” is strictly prohibited, when, trusting a child, you recall past flaws in him. "The pupil feels that the teacher has invented his trick with trust only in order to increase control."

Discipline

According to Makarenko, discipline is not a means or a method of education, but its result. That is, a properly educated person has discipline as a moral category. “Our task is to cultivate correct habits, such habits, when we would act right not because we sat down and thought, but because we cannot otherwise, because we are so used to it,” Makarenko argued. And he understood perfectly well that it is easy to teach a person to do the right thing in the presence of others, but to teach him to do the right thing when no one sees is very difficult and, nevertheless, he succeeded.

Materials:

http://letidor.ru/article/sistema-a_s_-makarenko_-5-prin_144272/

http://www.psychologos.ru/articles/view/pedagogicheskaya_sistema_a.s.makarenko

MAKARENKO ANTON SEMENOVICH (1888-1939), teacher and writer. Russia, USSR.
He grew up in the family of an artisan-painter (the village of Belopole, Kharkov province). In 1905 he graduated from the city school and pedagogical courses and was appointed a teacher of a two-year railway school. And in 1914-1917. studied at the Poltava Teachers' Institute. Upon graduation, he became the head of the higher primary school in Kryukovo. Already here MAKARENKO was thoroughly carried away by pedagogy, looking for something new in educational work both with individual students and with the collective.
Did the October Revolution play a decisive role in the pedagogical fate of MAKARENKO, as it was written about earlier? Unlikely. Most likely, MAKARENKO, with his talent, would still have taken place as a teacher. Of course, the first years of Soviet power, its actions in the field of public education inspired, involved in the search. But several years have passed, and the situation is changing, a period of "creativity with an eye" begins, and later, tight control. It is quite possible that under favorable conditions his socio-pedagogical activity would have achieved even more striking results.
The Makarenko phenomenon began in 1920, when he organized a labor colony for juvenile offenders. Here the teacher succeeded in the main thing - he found a strong means of education, which he became the collective of the pupils themselves. An important role in its creation was played by the authority of MAKARENKO, his patience, firmness, care for teenagers, justice. People were drawn to him like a father, looking for truth and protection. In the colony, which received the name of Gorky, a system of structural interactions in the collective was determined: an asset, division into detachments, a council of commanders, external attributes (banner, signals of buglers, a report, uniforms), rewards and punishments, traditions. Later MAKARENKO formulated the laws of team development, the most important of which he considered "a system of promising lines" and "the principle of parallel pedagogical influence."
MAKARENKO connected upbringing in a team with a correctly set labor education. The labor of the colonists was organized in detachments and combined with study. And life threw up all the new problems. Paradoxically, it turned out that a well-functioning labor system can cause calmness and relaxation. MAKARENKO believed that this was precisely why the internal development of the Gorky colony had stopped. He found a way out in setting a new task - "the conquest of Kuryazh". About 130 colonists left their old well-equipped economy and voluntarily moved to the dilapidated Kuryazh to help 280 unruly street children become human. The risk was justified, the friendly collective of Gorky residents put things in order in a new place relatively quickly, and by no means by force. The pedagogy of the MAKARENKO collective worked another time, when in 1927 he simultaneously became the head of the Dzerzhinsky colony, transferring 60 of his pupils to it. Since 1929, MAKARENKO reserves only the last colony, which soon becomes fully self-sufficient: complex production of electric drills and cameras has been established.
Today, reproaches and accusations are made against MAKARENKO about the barracks discipline he allegedly introduced in the colony, the authoritarianism of the teacher himself and the team he created, disregard for the Personality, complicity in the formation of the cult of the party and Stalin. But are they justified? The ideas of personal development in a team, if not publicly announced by MAKARENKO as the goal of his pedagogical system, were successfully implemented in practice. Communards worked daily for 4 hours, and their free time was given to well-organized leisure. The commune had a club, a library, circles, sports sections, a cinema, a theater. In the summer, tourist trips to the Caucasus and Crimea were made. Those wishing to continue their education studied at the workers' faculty, entered universities. There are statistics: for 15 years of its work (1920-1935), about 8,000 offenders and homeless people have passed through the teams created by MAKARENKO, who have become worthy people, qualified specialists. Of course, like any teacher MAKARENKO also did not avoid mistakes and failures.
Since 1936 MAKARENKO leaves his teaching activity, moves to Moscow and is engaged in literary work. Here he survived the tragic years of 1937 and 1938.
MAKARENKO's experience is unique, just as the teacher himself is also unique. Few people in the history of pedagogy have been able to translate their theory into practice so successfully and achieve impressive results when dealing with such difficult pupils. The exaltation of MAKARENKO began in the 30s, and for a long time he was considered perhaps the most outstanding Soviet and even domestic teacher. Let us remind, however, that neither during Makarenko's life, nor after his death, the authorities, prescribing the study of his pedagogical system, were in no hurry with its implementation, although there were an abundance of colonies and the corresponding "human material". By the way, the same fate befell Shatsky's talented experiment with the children's community. Only individual teachers resorted to the experience of MAKARENKO, some of them at one time were his pupils. The name and works of MAKARENKO are widely known abroad.

The purpose of education

In pedagogical theory, oddly enough, the goal of educational work has turned into an almost forgotten category. (...)
An organizational task worthy of our era and our revolution can only be the creation of a method that, being common and unified, at the same time, makes it possible for each individual to develop their own characteristics, to preserve their individuality.
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, now 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 wider Soviet public consists entirely 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.
The collective, which should be the first goal of our upbringing, must have completely definite qualities, clearly arising from its socialist character ...
A. The collective 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.
Every action of an individual student, every 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 in such instrumentation is it possible to nurture the harmony of personal and common interests, to foster that sense of honor, which in no way resembles the old ambition of an arrogant rapist.
C. Achieving the goals of the team, common work, duty and 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 expedient 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, preserve it, improve it, transfer it to the new teaching staff. Not paired moralizing, but tactful and wise leadership of the correct growth of the team - this is his vocation.
D. The Soviet collective stands on the principled position of the world unity of working mankind. This is not an easy 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 must be examples of our struggle, it must 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 graduate from our schools energetic and ideological members of socialist society, who are capable of finding the correct criterion for personal action at every moment of their lives without hesitation, and capable at the same time of demanding correct behavior from others. Our pupil, whoever he may be, 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.
Particularly important is the area of ​​discipline in which we educators have sinned the most. 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 an obligatory 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. (...)
Makarenko A.S. About upbringing. - M., 1988. - S. 28-30

What does it mean to raise a child?

What does it mean to raise a child? Can be brought up to be happy, can be brought up to fight. Can be brought up for individual happiness, can be brought up for individual struggle. And it can be brought up for common happiness and for common struggle. These are all very important and very practical questions.
We have many old ideas about human values ​​and dignity.
So, the purpose of education seems to be clear. What should a Soviet citizen be like? Several very clear signs: active, active, prudent, knowledgeable collectivist. But not only the ability to act, a greater ability to inhibition is also needed, which is also different from the old ability. A very important ability to orientate, a wide gaze and a wide flair.
Paths of education. Of course, in the foreground is the total amount of correct ideas, the amount of correct, Marxist-illuminated knowledge. Knowledge comes from study and even more from the wonderful Soviet experience, from a newspaper, a book, from our every day. It seems to many that this is enough. That's really a lot. Our life makes the most powerful impression on a person and really educates him. (...)
But we cannot dwell on these achievements, we must directly say that without special care for a person, pedagogical care, we lose a lot. True, good results are obtained, but we are happy with them only because we do not know how grandiose they can be,
I am a supporter of a special educational discipline that has not yet been created, but which will be created here, in the Soviet Union. The basic principles of this upbringing: 1) respect and demand; 2) sincerity and openness; 3) adherence to principles; 4) care and attention, knowledge; 5) exercise; 6) hardening; 7) labor; 8) team; 9) family: first childhood, the amount of love and the measure of severity; 10) children's joy, play; 11) punishment and reward.
In the same place. -WITH. 35-36.

Communist education and behavior

Our task is not only to cultivate in ourselves a correct, reasonable attitude to questions of behavior, but also to cultivate correct habits, i.e. such habits when we would do the right thing, not because we sat down and thought, but because we cannot otherwise, because we are so used to it. And nurturing these habits is a much more difficult task than nurturing consciousness. In my character-building work, it was very easy to organize consciousness. Yet a person understands, a person is aware of how to act. When it is necessary to act, then he acts differently, especially in those cases when the act is performed in secret, without witnesses. This is a very accurate test of consciousness - an act in secret. How does a person behave when no one sees, hears and no one checks? And then I had to work very hard on this issue. I realized that it is easy to teach a person to do the right thing in my presence, in the presence of a team, but to teach him to do the right thing when no one hears, sees and does not know anything is very difficult. (...)
It is a common belief that a person should have both merits and demerits. Even young people, schoolchildren think so. How “convenient” it becomes to live with the consciousness: I have advantages, there are also disadvantages. And then there is self-consolation: if there were no shortcomings, then it would be a scheme, not a person. The disadvantages must be for the colorfulness.
But why should there be disadvantages? And I say: there should be no shortcomings. And if you have twenty advantages and ten disadvantages, we must stick to you, but why do you have ten disadvantages? Down with five. When five remains - down with two, let three remain. In general, you need to demand, demand, demand from a person! And each person must demand from himself. I would never have come to this conviction if I had not had to work in this area. Why should a person have flaws! I have to improve the team until there are no shortcomings. And what do you think? The scheme turns out? No! It turns out a wonderful person, full of originality, with a vibrant personal life. But is this a person, if he is a good worker, if he is a wonderful engineer, but loves to lie, not always tell the truth? What is it: a wonderful engineer, but Khlestakov?
And now we ask: what disadvantages can be left?
Now, if you want to carry out communist education in an active way and if in your presence they claim that everyone should have shortcomings, you ask: which ones? See what they will answer you. What disadvantages might remain? To secretly take - you cannot, to cheat - you cannot, to steal - you cannot, to act dishonestly - you cannot. And what can you do? Can you leave a hot-tempered character? Why on earth? There will be a man with a quick-tempered character among us, and he can scold, and then he will say: excuse me, I have a quick-tempered character. It is precisely in Soviet ethics 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. My “specialty” is correct behavior, I had to, in any case, behave correctly in the first place. It is easy to demand from others, but from yourself - you bump into some kind of rubber, you still want to excuse yourself with something. And I am very grateful to my communard team. Gorky and them. Dzerzhinsky for the fact that in response to my demands on them, they made demands on me.
... We must demand, but make extremely feasible demands ... Any excess can only cripple ...
Our ethics should be the ethics of prosaic, businesslike, today's, tomorrow's ordinary behavior ...
Those who believe that people can have flaws sometimes think: if a person is used to being late, then this is a small flaw.
I can be proud - in my commune there has always been this order: no matter what meeting took place, it was supposed to wait three minutes after the signal. After that, the meeting was considered open. If any of the Communards was five minutes late for a meeting, the chairman said: you are five minutes late - get five orders. That means five hours of extra work.
Accuracy. This is labor productivity, this is productivity, this is things, this is wealth, this is respect for oneself and for comrades. We in the commune could not live without precision. Tenth graders in schools say: there is not enough time. And the commune had a full ten-year period and a factory that took four hours a day. But we had enough time. And they walked, and rested, and had fun, and danced. And we have reached real ethical pathos: being late is the greatest punishment. Let's say a communard told me: I'm going on vacation until eight o'clock. He made his own time. But if he came at five-nine, I put him under arrest. Who pulled you by the tongue? You could have said at nine o'clock, but you said at eight - that means, come this way.
Accuracy is a big deal. And when I see that the communard has lived up to accuracy, I believe that a good person will come out of him. Respect for the collective is precisely manifested, without which there can be no communist ethics. (...)
Any act that is not designed for the interests of the collective is a suicidal act, it is harmful to society, and therefore to me. And therefore, reason and common sense must always be present in our communist ethics. Whatever question you take, even the question of love, it is decided by what determines all of our behavior. Our behavior should be the behavior of knowledgeable people, capable people, technicians of life, aware of every action. We cannot have ethics without knowledge and skill, without organization. This also applies to love. We must be able to love, know how to love. We must approach love as conscious, sane, responsible people, and then there can be no love dramas. Love needs to be organized as well as all affairs. Love loves organization as much as any work, and until now we thought that love is a matter of talent. Nothing like this.
The ethical problem “fell in love - fell out of love”, “deceived - abandoned” or the problem “fell in love and will love for life” cannot be solved without the use of the most careful orientation, accounting, verification and the obligatory ability to plan your future. And we must learn how to love. We must be conscious citizens in love, and therefore we must fight the old habit and the view of love that love is an influx from above, such an element has flown in, and a person has only his “object” and nothing else. I fell in love, so I am late for work, I forget the keys to the service lockers at home, I forget the money for the tram. Love should enrich people with a sense of power, and it enriches. I taught my communards to test myself in love, to think about what will happen tomorrow. (...)
Ibid. - S.38-46.

Methodology for organizing the educational process
The work of the educator

The work of the educator in the detachments should be as follows: first of all, the educator must know well the composition of his detachments, he must know the life and characteristics of the character of each pupil, his aspirations, doubts, weaknesses and dignity.
A good educator must necessarily keep a diary of his work, in which he write down individual observations of the pupils, cases characterizing this or that person, conversations with him, the pupil's movement forward, analyze the phenomena of a crisis or break that all children have at different ages. This diary should in no way have the character of an official journal.
It should be viewed only by the head of the pedagogical department and only if he wants to get a more complete picture of this or that pupil. Keeping such a diary can characterize the quality of the teacher's work and serve as a known measure of his value as an employee, but formally it should not be required of him to keep such a diary, because in this case the most dangerous thing is to turn such a diary into an official report.
It is recommended to keep the diary in a large notebook, without dividing it into parts for individual pupils, since in this diary the educator must characterize and analyze not only individuals, but also entire groups and phenomena in detachments. This diary should not address the registration of misconduct and violations. Such registration should be carried out elsewhere - with the head of the pedagogical department or in the council of commanders. The educator should be interested in intimate, officially elusive phenomena.
In order for the educator to work in precisely this direction, he must not resemble an overseer. The educator should not have the right to punish or reward in formal terms, he should not give orders on his own behalf, except in the most extreme cases, and even less should he give orders. The detachment leader, who has the right to dispose and demand, is the detachment commander. The teacher should in no case replace him. Likewise, he should not replace the top management of the institution.
If possible, the educator should avoid complaints about the pupils to the senior management, and report to the official about the status of the detachments transferred to him. And this duty to officially report belongs to the commander.
Only when the educator is freed from formal, supervisory functions can he earn the full confidence of the detachments and all pupils and conduct his work properly.
What should a teacher know about each of his pupils?
What is the state of health of the pupil, does he complain about anything, does he see a doctor, is he satisfied with the help of the doctor? Is the doctor attentive enough to this pupil?
How does the pupil relate to his institution, does he value it, is he ready to actively participate in improving the life of the institution, or does he treat it indifferently, as an episode in his life, and maybe even hostile? In the latter case, it is necessary to find out the reasons for this unhealthy attitude: do they lie in the institution itself and its procedures, or do the reasons lie in the student's desire to learn and live in another place, where exactly, how to live, what to do?
Does the pupil sufficiently accurately represent his position, his strength, does he understand the necessity of the labor path. Is it not dominated by the primitive perspectives of today's satiety, today's pleasure, amusement is it due to ingrained habits or due to poor development?
How does the pupil relate to his comrades and to whom is he more drawn, whom he does not love, with whom he is friends, with whom he is at enmity? How strong is his inclinations to secret anti-social groups, to fantastic and adventurous plans. How does he relate to the detachment and the commander? What inclinations does he have towards predominance and on what does he seek to substantiate this predominance: on intellect, on development, on life experience, on the strength of the personality, on physical strength, on an aesthetic posture? Is this a desire for predominance of parallel interests of the institution or directed against the institution, against the detachment or individuals?
How does the pupil feel about improving their qualifications, about school work, cultural work, about improving the general culture of behavior, the culture of attitudes towards people.
Does he understand the need for his own improvement and its benefits, or is he more attracted by the very process of study and cultural work, the pleasures that this work gives him?
What does the pupil read, does he read newspapers, books, does he get them himself in the library or reads random books, is he interested in certain topics or does he read indiscriminately?
What talents and abilities does the pupil reveal, what would need to be developed?
Where does the pupil work in production, is the work feasible for him, does he like it? Does the pupil show weakness of will in his attitude to work, is it capricious, does it not strive for another work, how reasonable is this aspiration, what are the obstacles in such an aspiration, how the pupil overcomes these obstacles, is he ready to fight with them for a long time, enough does he have persistence?
How does the pupil relate to his workplace, to work processes, to a tool, to a technological process, does he show interest in the technical mastering of his work, in its improvement, productivity increase, in the Stakhanov movement? What inconveniences and disadvantages hinder the pupil's work, what measures does he take to eliminate them, does he speak in the detachment, in what forms does the pupil do all this?
Is the pupil familiar with the general production situation of the entire detachment, of the entire shop? Does he know the control figures for the detachment and the shop, is he interested in the success of his production, institution, and its progress? How much does he care about the successes and failures of production, how much does he live by them?
The financial situation at home - in the family and the pupil's earnings in production, how much money does he receive in his hands? How does he spend it, does he value money, does he strive to save it? Does it help the family and which family members, comrades? Does the tendency to dress better, what does he buy from clothes?
Does the pupil learn the skills of culture, does he understand their necessity, does he strive to improve speech, how does he treat the weak, women, children and the elderly?
All these data about the pupil and many others that will arise in the process of studying the pupil, the educator must know, and a good educator will definitely write it down. But this data should never be collected in such a way that it would be a simple collection. The knowledge of the pupil should come to the educator not in the process of indifferent study of him, but only in the process of joint work with him and the most active assistance to him. The teacher should look at the pupil not as an object of study, but as an object of education.
The forms of communication between the educator and the pupil and the forms of its study follow from this basic position. The teacher should not just ask the pupil about the different circumstances of his life, about his aspirations and desires in order to write down and summarize all this.
At the first meeting of the educator and the pupil, the first one should set a practical goal for himself: to make this boy or girl a real cultural Soviet person, an employee, such an employee who can be released from the institution as a useful citizen, qualified, literate, politically educated and educated, healthy physically and mentally. The educator should never forget this goal of his work, literally not forget for a single minute. And only in the practical movement towards this goal, the educator should have contact with his pupil.
Each learning of something new about the pupil from the educator should immediately be translated into practical action, practical advice, the desire to help the pupil.
Such help, such a movement towards a constant goal only in rare cases can be provided in a simple conversation with a pupil, in a simple explanation of various truths to him.
Conversations to inexperienced educators seem to be the highest expression of pedagogical technique. In fact, they represent the most artisanal pedagogical techniques.
The educator should always know the following well: although all pupils understand that they are taught and educated in a children's institution, they do not like to undergo special pedagogical procedures, and even more so they do not like it when they endlessly talk with them about the benefits of upbringing, moralizing every meaning.
Therefore, the essence of the pedagogical position of the educator should be hidden from the pupils and not come to the fore. The teacher, endlessly persecuting the pupils with clearly special conversations, annoys the pupils and almost always causes some opposition.
Soviet pedagogy is the pedagogy of not direct, but parallel pedagogical action. The pupil of our children's institution is, first of all, a member of the labor collective, and then already a pupil, so he should imagine himself. Therefore, officially he is not called a pupil, but a candidate or a member of the team. In his eyes, the educator should also act, first of all, as a member of the same work collective, and then as an educator, as a specialist-teacher, and therefore the contacts between the educator and the pupil should take place not so much in a special pedagogical plane as in the plane of a labor production collective, against the background of not only the interests of the narrow pedagogical process, but the struggle for a better institution, for its wealth, prosperity and good fame, for a cultural life, for a happy life of the collective, for the joy and intelligence of this life.
Before the collective of pupils, the educator must act as a comrade in arms, fighting with them and ahead of them for all the ideals of a first-class Soviet children's institution. Hence the method of his pedagogical work follows. The teacher must remember this at every step.
Therefore, for example, if the educator has set himself the goal of breaking up, eradicating any harmful grouping or company in a detachment, in a classroom or in an institution, he should do this in the form of not a direct appeal to this group, but a parallel operation in the detachment itself, the class, speaking about a breakthrough in the detachment, about the passivity of some comrades, about the harmful influence of the grouping on the detachment, about the detachment's lagging behind. He must mobilize the attention of the entire squadron on this group. The conversation with the pupils themselves should take the form of a dispute and persuasion not on a direct issue (education), but on the issue of the life of the institution, its work.
The teacher, wanting to know the position of the pupil in school or at work, has at his disposal only one method: he is at school, at work, speaks at all production meetings, he speaks and actively acts among the teaching staff, production administration, and fights together with the detachment for excellent academic performance, for a good tool, for the submission of materials, for the best process of instructing and monitoring and improving the quality of education. He acts alongside the detachment as an interested member in all cases when the detachment defends the correct social position.
In all cases, when a detachment strays on the wrong path, it wages a struggle within the detachment itself, relying on its best members and protecting not its pedagogical positions, but above all the interests of the pupils and the entire institution.
"Processing" of individual pupils only in rare cases should take the character of a direct appeal to the given pupil. First of all, the educator must mobilize for such "treatment" a certain group of senior and influential comrades from his detachment or even from someone else's. If this does not help, he should speak with the pupil himself, but even this conversation he should make it a completely simple and natural conversation about business in the institution or in the detachment and only gradually and naturally move on to the topic of the pupil himself. It is always necessary that the pupil himself wants to talk about himself. In some cases, a direct appeal to the pupil on the topic of his behavior is possible, but even such an appeal must be made, logically based on the general themes of the collective.,
An extremely important issue is the attitude of children to education. This is an area to which the caregiver should pay the most serious attention. The systematic acquisition of thorough knowledge at school and its timely completion determine the path of a person in life, but it is also necessary for a healthy and correct formation of character, that is, to a large extent, this determines the fate of a person. Therefore, academic performance and grades (and this does not always completely coincide and should also be the subject of special attention of the teacher), the pupil's actual knowledge of the subjects separately of interest to him should be well and in detail known to the educator in their dynamics, development and trends. Failure at school, bad grades lower the mood and vitality of the pupil, although outwardly this can take the form of bravado, feigned indifference, isolation or scoffing. Failures in school are the usual beginning of the systematic lies of children in its most diverse forms. This posture of the pupil opposes it to a healthy children's and youthful collective, and therefore it is always more or less dangerous.
An excellent student may have another tendency outside the collective position: conceit, narcissism, selfishness, covered by the most virtuous face and posture. The average student has a monotony and a grayish tone of life, which children find it difficult to endure and therefore begin to look for an optimistic perspective in other areas.
School relations constitute the main background of the life of schoolchildren, the teacher must always remember this, but here, too, complete success and well-being are achieved by the clarity of the student's personal and social perspective paths, the strength of social and collective ties, and notations and persuasions help least of all. Real help is needed for those lagging behind in improving their civic well-being.
The future of the pupil should be absolutely special in the mind of the educator. The educator must know what the pupil wants and hopes to be, what efforts he is making for this, how real his aspirations are, whether he is capable of them. Choosing a path in life for a young man is not so easy. Here often great obstacles are lack of faith in oneself or, on the contrary, dangerous imitation of stronger comrades.
Pupils usually have a hard time understanding this difficult task, especially since we have not yet learned how to thoroughly help our graduates.
Helping a pupil choose his own path is a very responsible matter, not only because it is important for the pupil's future life, but also because it strongly affects the tone of his activity and life in the institution.
The educator should also carry out this work in the thickness of the entire detachment, arousing the pupils' interest in various areas of life, citing the example of the advanced workers and collective farmers who became famous throughout the country. It is important to arouse in the guys the desire to be ahead in every place, in every business. It is important to prove that energy, enthusiasm, intelligence, striving for high quality work make each specialty enviable.
The forms of work of a teacher in a detachment can be very diverse:
participation in the work of the detachment, class;
participation in all production meetings;
participation in all meetings and general meetings;
simple presence in the detachment for a conversation, for a game of chess or dominoes, for a sports game;
joint walks; participation in circles with members of the detachment;
participation in the release of the detachment newspaper;
reading evenings; guidance in reading and selection of books;
participation in the general cleaning of the detachment;
walks and conversations with individual groups and individual pupils;
attendance at classroom activities;
assistance to pupils in the preparation of lessons, in the execution of drawings and drawings;
presence in all self-government bodies;
a meeting with a detachment or with all detachments of your group;
direct work in organizing exhibitions and preparing holidays;
active participation in solving all issues of material life;
trips and trips to bond with different organizations, just to visit workers and collective farm collectives.
Swimming, skiing, ice skating is a direct job of arranging and organizing all these entertainments.
The work of a teacher in detachments requires a lot of effort, and it can fill the entire working time of the teacher.
For such detachment work, there is no need to establish any time schedule. This work cannot be on duty. The teacher must be with the detachment, especially at a time when the detachment is not busy at work or at school, but even at this time, every hour spent by the educator with the detachment is already work.
The teacher should avoid only one form: a simple stay in front of the children without any business and without any interest in them. The control of the detachment work of the educator should be carried out not according to the number of hours worked, but according to the results of work, according to the place occupied by his detachment in interdepartmental competition, according to the general tone, according to production success, according to the nature of growth of individual pupils and the entire detachment, and, finally, in relation to the detachment itself.
It is quite clear that a teacher who has no authority cannot be a teacher.
In his detachment work, as already mentioned, the educator should not be an administrator. If negative phenomena are observed in the detachment, the educator should talk about them with the head of the pedagogical department, but the management of the institution can take organizational measures after such a conversation only after a statement about the trouble in the detachment comes from the commander or members of the detachment.
In order to put such measures on the queue, the educator must openly demand from the meeting of the detachment or detachment top a message to the leadership of the institution. In such a demand, the educator should always be persistent, should not play along with the pupils and hide his own point of view from them. In the eyes of the pupils, the educator should not be two-faced, and his actions in the unit should not seem to be in conflict with the actions of the institution's administration. A completely different position of the educator in his other work - in the work of the whole team. In this case, he no longer acts as a senior comrade in a group of detachments, but as an authorized representative of the entire team ...