Proceedings of A.S. Makarenko and his contribution to pedagogy. Biography Makarenko Makarenko Anton Semenovich works

Anton Semyonovich Makarenko. Born on March 1 (13), 1888 in Belopolye (now Sumy region, Ukraine) - died on April 1, 1939 in Golitsyno, Moscow region. Soviet teacher and writer.

Anton Makarenko was born on March 1 (13 according to a new style) March 1888 in the city of Belopolye, Sumy district, Kharkov province, in the family of a worker-painter of railway carriage workshops.

Russian by nationality. His brother Vitaly wrote about this in his book “My brother Anton Semyonovich”: “despite his Ukrainian origin, Anton was 100% Russian.”

Brother Vitaly (1895-1983) - a lieutenant of the tsarist army, a participant in the Brusilov breakthrough, who received tangible wounds there and was awarded an award for bravery. Later, A. S. Makarenko helped for some time - it was he who proposed to introduce, in particular, elements of the game of militarization into the activities of his older brother. After the October Revolution of 1917, as a white officer, he was forced to leave his homeland and went abroad with the Whites. He spent the rest of his life in France, where in 1970 Western European biographers Makarenko G. Hillig (Germany) and Z. Weitz (France) sought him out and convinced him to leave memories of his older brother.

She had a younger sister who died in childhood.

In 1897 he entered the elementary railway school.

In 1901 he moved with his family to Kryukov (now a district of the city of Kremenchug, Poltava region).

In 1904 he graduated from a four-year school in Kremenchug and a one-year pedagogical course (1905).

In 1905 he worked there as a teacher at the railway school, then at the Dolinskaya station.

In 1914-1917 he studied at the Poltava Teachers' Institute, from which he graduated with a gold medal. The theme of the diploma is "The Crisis of Modern Pedagogy".

In 1914 or 1915 he wrote the first story, sent it to Maxim Gorky, but he recognized the story as weak in literary terms. After that, Makarenko did not engage in writing for thirteen years, but kept notebooks.

In 1916 he was drafted into the army, but demobilized due to weakness of vision.

In 1917-1919 he was the head of the railway school at the Kryukov carriage workshops.

In 1919 he moved to Poltava.

On behalf of the Poltava Gubnarobraz, he created a labor colony for juvenile delinquents in the village of Kovalevka, near Poltava, in 1921 the colony was given the name, in 1926 the colony was transferred to the Kuryazhsky monastery near Kharkov; he was in charge of it (1920-1928), from October 1927 to July 1935 he was one of the leaders of the children's labor commune of the OGPU named after F.E. Dzerzhinsky in the suburbs of Kharkov, in which he continued to put into practice the educational and pedagogical system he developed. M. Gorky was interested in the educational and pedagogical activities of A. Makarenko, gave him all kinds of support.

Outstanding achievements in the field of education and re-education of young people (both from among the former homeless children and from families), preparation for its further successful socialization, put forward Makarenko among the well-known figures of Russian and world culture and pedagogy.

Correspondence between Gorky and Makarenko lasted from 1925 to 1935. After visiting a juvenile colony, Gorky advised Makarenko to return to literary work. After the books about the commune named after F. E. Dzerzhinsky "March of 30 Years" (1932) and "FD - 1" (1932), Makarenko's main work of art - "Pedagogical Poem" (1925-1935) was completed.

Member of the Union of Soviet Writers since 1934.

On July 1, 1935, he was transferred to Kyiv, to the central apparatus of the NKVD of the Ukrainian SSR, where he worked as an assistant to the head of the department of labor colonies until November 1936. For some time - before moving in March 1937 from Kyiv to Moscow, he led the pedagogical part of the labor colony No. 5 in Brovary near Kiev.

In the last years of his life, Makarenko continued to work both on fiction - “Flags on the Towers” (1938), and on autobiographical materials - the story “Honor” (1937-1938), the novel “Ways of the Generation” (not finished). In addition, he continued to actively develop the methodology of pedagogical activity and education in general, published a number of articles.

In 1936, his first major scientific and pedagogical work, Methods of Organization of the Educational Process, was published. In the summer-autumn of 1937, the first part of the Book for Parents was published. Makarenko's works express his pedagogical experience and pedagogical views.

Makarenko opposed the use of elements of the prison regime for children in favor of strengthening the production bias and general educational methods. In relations with pupils, he adhered to the principle: "As many requirements for a person as possible and as much respect for him as possible."

After moving to Moscow, he was mainly engaged in literary activities, journalism, spoke a lot to readers, and to pedagogical activists. By decree of the Presidium of the Supreme Soviet of the USSR of January 31, 1939, he was awarded the Order of the Red Banner of Labor. Shortly before his death, in February 1939, he applied for acceptance as a candidate member of the CPSU (b).

He died suddenly in a commuter train car at the Golitsyno station on April 1, 1939. He was buried at the Novodevichy cemetery. The authors of the tombstone are sculptor V. Tsigal, architect V. Kalinin.

Quotes by Anton Makarenko:

“It is impossible to teach a person to be happy, but it is possible to educate him so that he is happy.”

“If there are few abilities, then demanding excellent studies is not only useless, but also criminal. You can't force yourself to study well. This can lead to tragic consequences."

“Parenting is always happening, even when you are not at home.”

“Our pedagogical production has never been built according to technological logic, but always according to the logic of moral preaching. This is especially noticeable in the field of one's own upbringing... Why do we study the resistance of materials in technical universities, while in pedagogical universities we do not study the resistance of the individual when they begin to educate him?

“If there is no goal in front of the team, then it is impossible to find a way to organize it.”

"To give up risk is to give up creativity."

“My work with street children was by no means special work with street children. Firstly, as a working hypothesis, from the first days of my work with homeless children, I established that no special methods should be used in relation to homeless children.

"Verbal education without the accompanying gymnastics of behavior is the most criminal wrecking."

“You can be dry to the last degree with them, demanding to the point of captiousness, you may 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, as if you were affectionate, entertaining in conversation, kind and affable... if your business is accompanied by setbacks and failures, if it is clear at every step that you do not know your business... you will never deserve anything but contempt...” .

"Forty forty-ruble teachers can lead to the complete disintegration of not only the collective of homeless children, but also any collective."

“From the tops of the “Olympic” cabinets, no details and parts of the work are distinguished. From there you can only see the boundless sea of faceless childhood, and in the office itself there is a model of an abstract child made of the lightest materials: ideas, printed paper, Manilov's dream... "Olympians" despise technology. Thanks to their dominance, pedagogical and technical thought has long since died out in our pedagogical universities, especially in the matter of their own upbringing. In all our Soviet life there is no more miserable technical condition than in the field of education. And therefore, educational work is a handicraft business, and of the handicraft industries, it is the most backward.

"Books are intertwined people."

"The culture of love experience is impossible without the brakes organized in childhood."

Anton Makarenko (documentary)

Personal life of Anton Makarenko:

Wife - Galina Stakhievna Makarenko (Salko) (1891-1962).

Adopted daughter (daughter of brother Vitaly) - Olimpiada Vitalievna Makarenko (08/07/1920 - 07/22/1983).

Adopted son - Lev Mikhailovich Salko.

The great-niece of A.S. Makarenko - Ekaterina Vasilyeva, a Soviet and Russian actress, was born in the family of the poet Sergei Vasilyev and Olimpiada Vitalievna Makarenko.

Great-nephew - Anton Sergeevich Vasiliev-Makarenko (b. June 15, 1953) - film director, screenwriter, poet.

Bibliography of Anton Makarenko:

"Major" (1932; play);
"March of 30" (1932);
"FD-1" (1932; essay);
"Pedagogical poem" (1925-1935);
"A Book for Parents" (1937; artistic and theoretical essay);
"Honor" (1937-1938; story);
"Flags on the towers" (1938);
"Flags on the towers";
"Methods of organizing the educational process";
"Lectures on the upbringing of children"

Screen adaptations of works by Anton Makarenko:

1955 - Pedagogical poem
1958 - Flags on the towers
1963 - Big and small

March 1 (13), 1888, Belopolye Sumy district. Kharkov province. - April 1, 1939, art. Golitsyno, Belarusian-Baltic railway, Moscow region

Russian and Soviet teacher, writer

Born into a family of a railway worker. He graduated from the city school of Kremenchug (1904), then a one-year teacher's course with him. He was a teacher of the Russian language, drawing and drafting of railway schools in the village. Kryukov (1905-1911) and at st. Dolinskaya (1911-1914) in Ukraine; took part in the organization of the congress of teachers of the Southern Railways (1905). In 1914-1917 he studied at the Poltava Teachers' Institute (in the army in 1916-1917, demobilized due to poor eyesight), after which he was in charge of the Kryukov railway school (1917-1919) and the city school in Poltava (1919-1920), at the same time he was member of the provincial board of the Union of Education Workers of Poltava.

From 1920 to 1928 he led a labor colony for juvenile offenders near Poltava, in 1926 transferred to Kuryazh, near Kharkov (from 1921 a colony named after M. Gorky, with whom he corresponded from 1925). In 1922, he studied for a short time at the Central Institute of Organizers of Public Education of the People's Commissariat of Education, but was forced to leave his studies because of the difficulty of combining it with work in the colony. At the same time, in 1927-1935, at the invitation of the GPU of the Ukrainian SSR, he worked in the Children's Labor Commune. F. E. Dzerzhinsky near Kharkov (since 1928 head of the commune, since 1932 head of the pedagogical department). In 1935 he was the head, in 1937 the deputy head of the Department of Labor Colonies of the NKVD of the Ukrainian SSR. In the autumn of 1936 he headed the juvenile colony No. 5 in Brovary near Kiev. In 1937 he moved to Moscow, devoted himself to literary and social-pedagogical activity.

Member of the Union of Soviet Writers of the USSR (1934). He was buried in Moscow at the Novodevichy Cemetery.

He created a system of education, which he considered as meeting the tasks of building a new society. The core of the teaching is the theory of the educational team as a form of the pedagogical process in which the norms inherent in the association of people, lifestyle and relationships are formed. Developed issues of the structure and organization of the team, methods of education in it, the relationship of the team with the individual and communication with other teams; the method of organizing labor and aesthetic education, the formation of conscious discipline, the creation of educational traditions, which he considered in unity with the many-sided life of children. He established that it is the rupture of social ties that harms a growing person, and their restoration corrects his development; the essence of education is to establish and strengthen the right relationship between a growing person and society, creating a favorable moral climate. He believed that the educational team is an organic part of society and reproduces social relations in a specific form, actively includes children in them, and the socially significant task facing the team allows each of its members to feel like a participant in a common cause, awakens civic feelings. Demanding the concentration of the forces of teachers on the tasks of forming an "educational team", he emphasized the need for simultaneous attention to the formation of each individual individually, educational influence on him through the team ("pedagogy of parallel action") and directly by the teacher. The essence of pedagogical experience was determined by the principle "as much as possible demands on a person and as much respect for him as possible."

Makarenko's activities had a significant impact on the development of disciplines related to pedagogy, which in the 1930s. were practically banned - social pedagogy, pedagogical psychology, etc. He made a special contribution to corrective labor pedagogy - pedagogical experience allowed in a short period to establish the practical work of labor colonies of the NKVD throughout Ukraine. Contrary to official demands to strengthen the punitive functions of re-education in juvenile colonies, punishment cells and internal security were abolished, actions were taken to organize labor education, the staff of educators was strengthened, and some principles of self-government were introduced. He opposed the use of elements of the prison regime in children's colonies, belittling the role of educational methods, and strengthening the production bias.

He developed the theory of family education, was the initiator of mass propaganda of pedagogically sound principles of education in the family. He argued that raising a child correctly and normally is much easier than re-educating him.

Makarenko's pedagogical experience and views are reflected in his artistic work. In literary works (“Pedagogical poem”, “March of the 30th year”, “Flags on the towers”), artistic and theoretical “Book for parents”, in journalistic articles, he traced the process of educating a new person in the work team, the development of new norms of behavior, the process of accumulating new moral experience and habits.

In the 1920-1930s. some aspects of Makarenko's activities were criticized by official pedagogy (accusations of pedagogical unprofessionalism and incompetence, violation of the principles of labor education, the introduction of self-government, etc.). At the same time, in the official pedagogical theory of the USSR, the image of Makarenko was canonized, giving him the scholastic features of a classic of Marxist pedagogy; in the scientific literature, his work was presented as one-sided, the experiments were mechanically transferred to the practice of the mass Soviet school, vocational schools and correctional labor institutions, and the publications of the works came out with cuts and significant corrections, comments on them were of a pronounced ideological nature.

Major writings

Collected works. T. 1-7. M., 1959-1960.

Bibliography

▫ A. S. Makarenko. Index of works and literature about life and activity. M., 1988.

Literature

◦ Pavlova M.P. The pedagogical system of A. S. Makarenko and the present. M., 1980.

◦ Pataki F., Hillig G. Self-affirmation or conformism? On the question of the ideological and political formation of A. S. Makarenko. Marburg, 1987.

◦ Yermolin A. Pedagogy of developed totalitarianism. Triumph and tragedy of Makarenko // Public education. 2005. No. 2.

◦ Bagreeva E. G. Return to Makarenko. M., 2006.

◦ Gritsenko L.I. The concept of education of A. S. Makarenko in the light of modern scientific knowledge // Pedagogy. 2006. No. 2.

◦ Frolov A. A. A. S. Makarenko in the USSR, Russia and the world: the historiography of the development and development of his heritage (1939-2005, critical analysis). N. Novgorod, 2006.

◦ Boguslavsky M.V. The essence and limits of social and personal pedagogy A. S. Makarenko // Public education. 2008. No. 6.

◦ Glikman I. E. The contribution of A. S. Makarenko to pedagogical science // National education. 2008. No. 6.

◦ Glikman I. E. Classic of world pedagogy // Pedagogy. 2008. No. 5.

◦ Ilaltdinova E. Yu."Official Pedagogy" and social and pedagogical initiative in the history of development and development of the heritage of A. S. Makarenko. N. Novgorod, 2010.

Pedagogical activity Makarenko

In 1920, the Poltava provincial department of public education instructed Makarenko to organize and manage a colony for juvenile delinquents near Poltava. The task was difficult. Teenagers and young men with whom Anton Semyonovich had to deal were undisciplined, not accustomed to work, with a criminal past. However, within 3-4 years, Makarenko created an exemplary educational institution - the Labor Colony named after A.M. Gorky". The number of her pupils in 1926 was 120 people. In the same year, the colony moved to the village of Kurya near Kharkov, where 280 extremely neglected children lived. Anton Semyonovich decided, with the help of the "Gorky" people, to turn the people of Kuryazh into an exemplary labor collective, to educate them with the help of the colonists themselves. Having visited the colony in 1928, A.M. Gorky wrote in his essays “On the Union of Soviets”: “Who could so unrecognizably change, re-educate hundreds of children, so cruelly and insultingly dented by life? The organizer and head of the colony was A.S. Makarenko. He is undeniably a talented teacher. The colonists really love it and speak of it in a tone of such pride, as if they had created it themselves." Further, Gorky points out that Makarenko "sees everything, knows every colonist, characterizes him in five words and as if he were taking a snapshot of his character."
Since 1927, Makarenko participated in the organization of the children's labor commune named after Dzerzhinsky in the suburbs of Kharkov, where a highly organized children's team was created. At the end of 15, 1928, the teacher left the colony and over the next few years devoted all his strength to the leadership of the commune, where new methods of labor education were used. If in the colony named after A.M. Gorky used agricultural labor and work in workshops (carpentry, plumbing, shoemaking, etc.), industrial production was organized in the Dzerzhinsky commune. Here, for the first time in the USSR, they began to manufacture cameras of the FED brand (Felix Edmundovich Dzerzhinsky) and electric drills (two first-class factories for the production of cameras and electric tools were built for this purpose). This production had not only economic, but also pedagogical significance, requiring great accuracy and precision in work from the pupils (up to thousandths of a millimeter). Pupils worked at enterprises for 4 hours a day and studied at a secondary school attached to the commune, combining education with productive work. After graduating from high school, many of them successfully passed the exams for universities. For 15 years of work (1920-1935), about 3,000 offenders and street children passed through the teams created by Makarenko, who later became worthy people, qualified specialists.
In 1937, Makarenko left teaching, moved to Moscow and devoted himself entirely to literary work, in which he summarized the experience of teaching in the colony named after A.M. Gorky and the commune of F.E. Dzerzhinsky. In 1933-1939. he wrote several major works, a number of stories for children and youth published in various magazines, and many pedagogical, literary and journalistic articles that were published in the newspapers Pravda, Izvestia, Literaturnaya Gazeta. Hundreds of parents and teachers turned to Makarenko for advice. He often delivered reports and lectures, passionately promoted the achievements of the young Soviet pedagogy. His articles, speeches, reports, literary and artistic works reflected the system of his pedagogical views. The books “Pedagogical Poem” (1933-1935), “Flags on the Towers” (1938), “A Book for Parents” (1937) brought wide popularity to the teacher.
The central place in the pedagogical system of Makarenko is occupied by the doctrine of the educational team. The teacher formulated the law of life of the collective: movement is a form of its life, stop is a form of its death - and singled out the principles of the development of the collective: publicity, dependence, responsibility, parallel action. The system of perspective lines, the technique of parallel action, the relationship of responsible dependence, the principle of publicity and others were aimed at bringing out the best in a person, providing him with joyful well-being, security, self-confidence, and forming a constant need to move forward.
According to Makarenko, the process of team formation goes through a number of stages. At the first stage, as a means of rallying children, it acts solely with the teacher's demand for students. It should be noted that the majority of pupils, especially in the younger age groups, almost immediately and unconditionally accept these requirements. The indicators on the basis of which one can judge the transformation of a diffuse group into a collective are major style and tone, the quality level of all types of substantive activity, and the allocation of an active asset. The presence of the latter, in turn, can be judged by the manifestations of initiative on the part of students and the overall stability of the group.
At the second stage of the development of the team, the main conductor of the requirements for it should be the asset. The teacher needs to abandon the direct requirements directed to individual pupils. Here the method of parallel action comes into force: each pupil is influenced by the educator, and the asset, and the team as a whole. The teacher can rely in his requirements on a group of students, addressing him through the asset. However, the asset must receive real powers, and only with the fulfillment of this condition, the teacher has the right to make demands on him, and through him on individual pupils.
The third stage organically grows out of the second, merges with it. “When the collective demands, when the collective approaches in a certain tone and style, the work of the educator becomes mathematically precise, organized work,” Makarenko wrote. The situation when the collective demands speaks of the system of self-government that has developed in it. This is not only the presence of collective bodies, but also, most importantly, the empowerment of them with real powers transferred by the teacher. Only with authority come responsibilities, and with them the need for self-government.
Makarenko's pedagogical experience is unique, as, indeed, the teacher himself is unique. Few people in the history of pedagogy have been able to put their theory into practice so successfully and achieve impressive results when dealing with such difficult pupils. During the life of Makarenko, his pedagogical activity received a mixed assessment. Official pedagogy was wary of the “ordinary”, “provincial practitioner”, whose ideas ran counter to the generally accepted ones. He was attacked in the central pedagogical press, at congresses and meetings of pedagogical workers. Makarenko was a strong, outstanding personality, he creatively approached solving issues of education and training in new social conditions. He had his own position on a number of issues, which he consistently defended. Makarenko was criticized by Krupskaya, Lunacharsky and other well-known educational figures of that time. He was accused of democracy, excessive enthusiasm for self-government, violation of the principles of labor education in Soviet pedagogy, pedagogical unprofessionalism and incompetence. Neither during Makarenko's life, nor after his death, the authorities, prescribing the study of his pedagogical system, were by no means in a hurry to implement it, although there were plenty of colonies and the corresponding "human material". Only individual teachers resorted to Makarenko's experience, many of them were his pupils at one time. After Makarenko's death, he was canonized as a classic of Marxist-Leninist pedagogy. The interpretation of his works in the Soviet period was clearly one-sided, the publication of his works was carried out with cuts and corrections, ideological stamps. Makarenko's ideas gained great popularity abroad (Germany, Japan), where Makarenko centers and laboratories operated, scrupulously studying and analyzing his pedagogical legacy. The opening in the USSR of access to documents and archives in the mid-80s. 20th century allowed Russian researchers to give an objective assessment of Makarenko's pedagogical work.

Anton Semyonovich Makarenko- Soviet teacher and writer, prose writer. International recognition of A. S. Makarenko was evidenced by the well-known decision of UNESCO (1988), concerning only four teachers who determined the way of pedagogical thinking in the 20th century. These are John Dewey, Georg Kershenteiner, Maria Montessori and Anton Makarenko.

Born in the family of a worker-painter. In 1904 he graduated from a 4-class school in Kremenchug, then a one-year teacher's course. In 1905–1914 he taught at railway schools. In 1916-1917 he served as a warrior in the army, demobilized due to myopia. In 1917 he graduated from the Poltava Pedagogical Institute with a gold medal, having written his graduation essay The Crisis of Modern Pedagogy. Having real prospects for a scientific career, since 1918, however, he chose the path of practical pedagogy, worked as an inspector of the Higher Primary School in the city of Kryukov Posad, Kremenchug County, and was in charge of the primary city school in Poltava. Since September 1920 - the head of the Poltava colony for offenders (later - named after M. Gorky), where he decided to implement the methodology of "Gorky's attitude towards a person." It was to Gorky in 1914 that Makarenko sent his first story Stupid Day for review, and from 1925 he corresponded with him. In 1928, Gorky, having personally become acquainted with the Poltava colony and the Kharkov commune, prophetically noted in a letter to Makarenko: “Your pedagogical experiment of tremendous importance and amazingly successful is of world significance.” Having studied pedagogical literature well by this time, Makarenko, contrary to the widespread concept of the innate goodness or depravity of people, in the spirit of communist neo-enlightenment, proceeded from the principle of proper education as a determining condition for the formation of a worthy person. The disinterested enthusiast began to prove this in dilapidatedthe buildings of the first colony on quicksand, and since 1927 - near Kharkov, uniting with the colony, which throughout Ukraine had the sad reputation of a den of the most incorrigible thieves and homeless children. The unprecedented successes of the innovative teacher that followed soon were based on the use of the enormous educational potential of the team, the combination of school education with productive work, the combination of trust and exactingness. Makarenko's first articles about the colony appeared in 1923 in the Poltava newspaper Golos Truda and in the magazine New Stitches. In 1927 the first chapters of the Pedagogical Poem were written. At the same time, Makarenko developed a project for the management of children's colonies in the Kharkov province for the wide introduction of his experience, however, in connection with attacks from the pedagogical community (the basis of which was not so much Makarenko's actual omissions as conservatism, or even the ordinary envy of less fortunate colleagues), after the announcement summer 1928 People's Commissariat of Education of Ukraine, his system of education "non-Soviet", filed a letter of resignation from work. In 1932, he published the first major artistic and pedagogical work, March of 1930, a cycle of essays united by the main characters, still in a brief form, but already in Makarenko’s characteristic documentary “cinematic”, implicitly instructive manner, devoid of sentimentality, gravitating towards humor as a kind of "softening" way of conveying the sharpness of internal experiences and external conflicts, telling about the life of an educational colony of an innovative type. Since 1928, Makarenko has been working on the formation of a new team - the commune named after. F.E. Dzerzhinsky near Kharkov, which not only contributed to the re-education of "difficult" teenagers in the process of collective labor, but also paid for itself, giving the state huge profits, and even began producing complex devices - FED cameras and the first model of domestic electric drills, which was expressed in the title of Makarenko's next book - FD-1 (1932; the surviving part of the manuscript was published in 1950). With the help of Gorky, the Pedagogical Poem was published in 1933-1935, which soon brought its author worldwide fame and opened a new page in history. pedagogy. A unique work of art about scientific creativity in the field of practical education, it not only showed the path of proper development of the individual, based on the principle of goal-setting, “positive” activity, productivity, humanistic mutual assistance and social responsibility and, most importantly, respectful trust in a person, but also gave living and convincing types of pupils with diverse, often aggressive inclinations and difficult destinies, the evolution of their characters, as well as the captivating veracity of the image of Makarenko himself - a mentor, organizer, older friend, revealing the process of education in concrete (often funny, projecting in advance on the "solvability" of the conflict) situations, the psychological dynamism of which was manifested mainly in dialogues with their effect of the reader's presence and subtle speech individualization. In 1933, after the Kharkov Theater became the chief of the commune he led, Makarenko wrote the play Major (published in 1935 under the pseudonym Andrey Galchenko), aimed at conveying the cheerful, cheerful mood of the Communards. The next was a "production" play from the life of factory opticians fighting to eliminate marriage - Newton's rings (unpublished), Makarenko also wrote screenplays Real character, Business trip (both publ. 1952), the novel Ways of a Generation (unfinished, also from factory life ). In 1935, Makarenko was transferred to Kyiv as an assistant head of the department of labor colonies of the NKVD of Ukraine, where in September 1936 he was transferred to him from the commune. F.E. Dzerzhinsky received a political denunciation (Makarenko was accused of criticizing I.V. Stalin and supporting Ukrainian opportunists). The writer was given the opportunity to "hide", he moved to Moscow (1937), where he completed work on the Book for Parents (1937; co-authored with his wife, G.S. Makarenko). The Tale of Honor (1937–1938; based largely on the author's memories of childhood) and Flags on the Towers (1938) continued the themes of the writer's previous artistic and pedagogical works, but in a romantic and apologetic tone, emphasizing not so much the difficulties of the process as the brilliance of a successful result. many years of efforts and perfected pedagogical technique (in response to criticism of the idealization of the depicted Makarenko wrote: “This is not a fairy tale or a dream, this is our reality, there is not a single fictional situation in the story ... there is no artificially created color, and my colonists lived, imagine, in a palace” (“Literaturnaya gazeta”, 1939, April 26). “Programmed” optimism of Makarenko the teacher in the second half of the 20th century. was corrected by the achievements of modern pedagogy, which also takes into account Makarenko's alien appeal to heredity, the sphere of the subconscious, to the national mentality, etc. However, the time of the struggle against “Makarenkoism” has also passed: the concept and practical experience of Makarenko are still being studied, finding a response from many teachers from different countries until the beginning of the 21st century. Makarenko's active journalistic and literary and artistic activity in Moscow was interrupted by a sudden death in a commuter train on April 1, 1939.

Proceedings of A.S. Makarenko and his contribution to pedagogy. Biography Makarenko Makarenko Anton Semenovich works

Major writings

Bibliography

Literature

Archives

Pedagogical activity Makarenko