School as a center of education in a social environment: pedagogy of S. Shatsky

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Introduction

1 Pedagogical views of S.T. Shatsky

2 Pedagogical principles and innovations of Shatsky

Conclusion

Bibliography

pedagogy shatsky free education

INTRODUCTION

Stanislav Tiofilovich Shatsky (1878-1934) - a representative of the concept of free education.

He formulated the principle of the intrinsic value of childhood, this principle proceeded from the huge role of childhood in human life. He focused his attention on the need to proceed from the children's attitude in the organization of the upbringing and educational process. The entire educational process should be built only in accordance with the laws of the child's development and in close relationship with the environment. He emphasized, on the one hand, that the social. The environment carries powerful factors in the formation of a personality and influences its flourishing, on the other hand, it can impose a rigid framework on this process, not only directing, but also limiting it.

Supporters of free upbringing considered the child as a biosocial being, formulated the main provisions of the organization of the upbringing and educational process:

* the requirements of the environment are legal,

* it is necessary to give them free expression in the process of education and training,

* the educational process should be aimed at the all-round development of the personality, and not at its adaptation to the narrow social framework of life,

* the school can and should participate in the transformation of the environment.

1 Pedagogical views of S.T. Shatsky

Shatskiy Stanislav Teofilovich (1878 - 1934) was born on June 13 in Smolensk into a large family of a military clerk. He graduated from the sixth Moscow gymnasium, from the age of 14 he earned a living by tutoring, gave private lessons. In the last years of the gymnasium, I came to the conclusion that it was impossible to teach and educate him like in the gymnasium. At Moscow University, at the Physics and Mathematics Department, he understands that his vocation is natural sciences. And later, under the influence of Professor K.A. Timiryazev and thanks to his charm, Shatsky became interested in the study of philosophy, psychology and pedagogy. He combines studies at the university with attending a music school, and later a conservatory in vocal. Shatsky completed his education at the Moscow Agricultural Institute, which he entered in 1902 and in 1905, gripped by an “extraordinary thirst for real business” and left his studies there. During his studies at the institute, fate brings him to Professor A.F. Fortunatov and his brother, who later became his associate in pedagogical research. During these years Shatsky attempted to open a school of manual labor for the children of the institute workers, but did not receive approval in the Moscow educational district. Tolstoy and his pedagogical research (description of the Yasnaya Polyana school), Shatsky became carried away by many of the ideas of Tolstoy the teacher, and subsequently embodied them in the practice of teaching and upbringing. So at the age of 27, an innovative teacher with his own ideas and views was finally formed in Shatsky. Later, he himself will formulate his goal as follows: “... the business that attracted me ... was of a public nature, gave scope to the creativity of each participant, chose the poor working strata of the population for his activities, had his task to implement labor education, children's self-government and the satisfaction of children's interests ”. In May 1905, in the Suschevsko-Maryinsky district of Moscow, on the initiative of S.T. Shatsky and A.U. Zelenko organized a cultural and educational society and a children's summer colony in Shchelkovo, which continued to work in city children's clubs in winter. The whole structure was named "Settlement" (from English - a complex) and soon grew into a network of cultural and educational institutions. Despite the English name, the society cultivated primordially Russian values, was distinctive and original. A.A. Shatsky collaborated with A. Fortunatov, E.A. Kazimirova (Fortunatova), V.N. Demyanova (Shatskaya) and others. The teachers gave concerts, engaged in literary work and involved an increasing number of children in creative activity. They organized trips to theaters, museums, art galleries, took children from poor quarters to nature. The leaders of the "Setment" tried to make its members not just visitors, but proactive and active participants in the common cause. A group of teachers opens a kindergarten for twenty places, where women workers could leave their children. An outpatient clinic and a dentist's office for children was organized in the apartment of one of the employees. Shatsky and his colleagues are convinced that labor education is an important addition to intellectual training; amateur performance of children and the freedom to choose activities according to their interests, this is the main task of all their upbringing and educational work. During this period, Shatsky decides that the national basis and family values should be present in the upbringing system: hard work, mutual assistance, kindness. Over the three years of operation of the complex, the teachers have developed their own original system of upbringing children, which has received a brilliant practical implementation. This system was based on the constant creativity of teachers and students, and in the process of creative work, teachers noted that they themselves developed under the influence of the creativity of the children's collective. In 1908, the club was closed by the police for carrying out "socialism for children" in it, and Shatsky went abroad for a while. In 1909, the innovative teacher resumed work in the new, organized by him society "Child Labor and Rest", which was officially allowed. The charter of the society stated that physical culture and sports work should be carried out with children, manual classes, labor recitation, music and singing should be conducted. Organized excursions, concerts and performances with the participation of children, the creation of children's libraries, free outpatient clinics for children. That is, the classes remained basically the same, but the principles of their organization were not revealed: self-government, amateur performance. The work of educators remained unpaid, and the society was supported by private contributions and donations. They had to work under conditions of secret and overt police supervision, searches were often carried out, and the threat of closure hung over the institution. In the summer of 1909, Shatsky again went abroad to study foreign teaching experience. He visited Denmark, Sweden, Norway. Returning, Shatsky and his colleagues appealed through the press and public speeches to the population of Moscow with an appeal to support "Child Labor and Rest". And finally, in 1911, the opportunity arose to organize a children's agricultural colony, which he had long thought of. In the article “Do not frighten the children”, long before the establishment of the colony, Shatsky noted that the school should be connected with life in the countryside on scientific grounds. ... Landowner M.K. Morozova allocated free land in the Kaluga province (now the city of Obninsk) and funds for the construction and equipment of the colony. The colony was named "Vigorous Life". He, in collaboration with his wife V.N. Shatskoy later wrote brightly and fascinatingly in the book of the same name. (1914) Here is just a small quote concerning his view of upbringing: "The beginnings of creative power exist in almost everyone, in small and large people - you just need to create suitable conditions for its manifestation." ("Cheerful Life" 1914) Child labor, observation of nature, scientific studies, artistic creation, games, and the beginning of self-government are introduced into the colony. Shatsky dreamed of creating a network of similar "Vigorous Lives", which would bring up highly cultured working people, a new generation of working intelligentsia. In 1914 - 1915. he proceeds to implement a plan to create a children's experimental and demonstration institution (experimental station), where two tasks were solved - the development of the educational system and the practical training of young teachers. We managed to get a subsidy from the City Duma and the Ministry of Public Education. With the funds received, an experimental station is being organized near the village of Belkino, not far from Bodroi Zhizn. Its tasks: creation of a network of educational institutions - a nursery, a kindergarten, primary and secondary schools, courses for the adult population ("high peasant school"), workshops, libraries, a local museum. Opening of cooperative peasant institutions, a people's house. Organization of professional assistance for an agronomist, doctor, veterinarian, lawyer; here it was supposed to test and verify the methods of zemstvo work. In essence, it was a project for the social transformation of the village. But until 1917, only the first steps were taken to implement this grandiose plan. October 1917 threw Shatsky into deep doubts. The views of the "Bolsheviks" seemed to him too radical, and at first he rejected A.V. Lunacharsky to enter the leadership of the People's Commissariat for Education. But soon Shatsky changes his position, since the new government gives him the opportunity to realize his plans for the experimental station. In 1919, the People's Commissariat for Education approved his project to create the "First Experimental Station for Public Education of the People's Commissariat of Education." The first experimental station consisted of two departments: 1. Kaluga, which included a school-colony "Vigorous Life" (head educational institution), 14 schools of the 1st stage, 1 school of the 2nd stage, 5 kindergartens, 4 preschool summer grounds , 3 district libraries, a school museum, a pedagogical exhibition. 2. Moskovskoe - Maryina Roshcha district, included: a kindergarten, the First Labor School, a pedagogical exhibition, a pedagogical library, a pedagogical college. The colony school "Vigorous Life" became a cultural center that united its pupils and the youth of the region, they were engaged in its clubs, workshops, libraries, in children's production cooperation. The first experimental station was autonomous and received the right to independently determine the content of its work. S.T. himself Shatsky continued to develop his pre-revolutionary ideas related to the problems of organizing the life of children in all its diversity, imparting a socially useful direction to the activities of children, meaningful for them. He believed that the construction of the entire upbringing and educational process should take into account the personal experience of children. “Real upbringing is provided by life itself,” Shatsky said. School, on the other hand, creates a social environment, organizes the life of children, developing their needs and abilities, creates conditions for a reasonable life for children.

The work of the "Station" was based on the main principle of Soviet pedagogy in the 1920s. - the connection between school and education with life, the combat, offensive nature of pedagogical activity. He understood education as the organization of children's life, which consists of their physical growth, work, play, mental activity, art, social life. He believed that the combination of learning with productive labor is necessary, it makes the process of mastering knowledge more meaningful. An interesting idea was implemented at the station: while raising children, at the same time influencing the adult population. The children's team and residents of the district were in constant cooperation. Children actively participated in the work to improve life in the social environment. The experience of such participation is described by Shatsky in his work "Village Children and Working with Them." In working with children, he suggested going from what is next to them, from family, home, school to wider and more distant perspectives, to society, ultimately participating in its transformation. The organization of labor education together with the Shatskys is carried out by A.U. Zelenko, M.N. Skatkin, A.A. Milenchuk. Everything was carried out under the slogan: "Life must be active!" Types of child labor: self-service, public outreach work among the population, work classes at school, workshop, agricultural labor, etc. The experience of labor education conducted by Shatsky and his colleagues is of exceptional value. A successful attempt to organize socially useful labor, combining it with the needs of life, strikingly distinguishes the labor activity of schoolchildren of those years from the system of labor education and training in a general education school for all subsequent decades. The Shatskys considered the development of the aesthetic principle in children an important component of educational work in children's institutions. A special direction of activity - musical education was in the department of V.N. Shatskaya (1882-1978), later a full member of the Academy of Pedagogical Sciences of the RSFSR, developer of courses on musical education, aesthetic education, a textbook for pedagogical schools, which is still used today. The inmates of the colony learned to love and understand the works of the greatest musicians - Glinka, Tchaikovsky, Beethoven, Mozart, as well as Russian folk music and songs. Colorful theatrical performances: staging of life events, plays, mass festive actions were carried out in the "First Experimental Station" by teachers and children together, based on their creativity and invention. Theatrical performances contributed to both the general development of children and the enhancement of the culture of the local population. Having expressed the idea that pedagogy is a synthesis of science and art, Shatsky embodied it in reality. “... The best means in the matter of upbringing is to allow some good feeling to manifest in the child's soul, and, depending on the strength of this manifestation, to the memory of the experience, which directs the will, let the children learn about themselves, how they can be honest, sincere, noble, simple, kind, active ... Education of a person should be the education of his initiative, and this striving should not stop half way. " - Shatsky wrote in his book "Years of Search" in 1924. The first experimental station was widely known in the country and abroad, it was visited by numerous excursions, foreign teachers left invariably rave reviews. John Dewey, having visited the “Station”, was delighted: “I don't know of anything like it in the world that could compare with it. I had the good fortune to become familiar with its influence on the entire surrounding area. A school that takes into account the dynamics of the environment and actively participates in the restructuring of life is one of the most interesting pedagogical innovations that I know. " He associated the success of Soviet education with the progressiveness of the Russian intelligentsia, which had the opportunity to engage in the most advanced ideas. Pedagogical searches and experience were also collective. Shatsky was able to create from talented and selfless like-minded people a team of scientific and practical workers who together developed and implemented new pedagogical ideas. He fought against those educators who strove to create a new science about the child without relying on empirical and experimental work. Speaking in 1928 at a discussion about the subject and tasks of pedagogy, he reproached V.N. Shulgin, A.P. Pinkevich, A.G. Kalashnikov is that their works are divorced from practice, they introduce the methods of office work into pedagogy. However, Shatsky himself did not escape accusations that he stood aside from Marxist theoretical pedagogy. He was called "Tolstoyan", "apolitical intellectual" and so on. A.V. Lunacharsky criticized him for his "farm" pedagogy and even called his work "Shatskism", although he himself spoke of him as a "brilliant" teacher. His experience was supported by N.I. Bukharin, who saw in his school the possibility of training "a firmly on his feet, competent, educated, proactive worker", so necessary for agriculture. In the early 30s, a campaign began to destroy and expel the old intelligentsia, many of Shatsky's friends and associates were repressed and declared enemies of the people. Removed from office by People's Commissar Lunacharsky. Educational and experimental work of the 1920s was recognized as harmful and erroneous, all searches for new methods of teaching and raising children were prohibited. In 1932 S.T. Shatsky left the experimental station and was appointed head of the Central Pedagogical Laboratory and temporarily director of the Moscow Conservatory, where he first created the Department of Pedagogy. So the authorities removed him from practical activities. To top it all off, Shatsky learns that a "personal file" has been opened against him on suspicion of having links with "enemies of the people" there is a document in the archives that sheds light on this. But, studying his works and biography, it becomes clear that he sincerely and ardently sympathized with children from working families, selflessly helped them, creating educational institutions and trying to make their life easier, return joy and happiness to it. For several decades, the name of Shatsky was forgotten by Soviet pedagogy. Interest in his work and ideas revived in the early 60s.

How relevant are Shatsky's views in today's pedagogy? Self-management, amateur performance, creative activity of children. Nonviolence in education, humanism, recognition of the intrinsic value of each individual. Strong support of educational and educational work on the needs of social life. Labor education, the development of independent research work in children, moral purity in the thoughts and activities of the teacher. And also a model of a school that organizes the activities of children, which has become the center of education in a microenvironment, a coordinator of all educational activities, taking into account the specifics of local conditions, culture and traditions of the people. Undoubtedly, all of the above ideas have a right to exist in the 21st century. And to implement them in a comprehensive manner, or to apply them in part, it depends on the position and tasks that are posed to the educational institution in each specific case.

2 PEDAGOGICAL PRINCIPLES AND INNOVATIONS SHATSKY

Shatsky was the first in Russia to create club establishments for the children of the proletarian outskirts of Moscow - Maryina Roshcha. Of course, the “house in Vadkovsky lane” as an out-of-school institution of the “Child Labor and Rest” society is fundamentally different from the modern Palaces and Houses of Pioneers. The conditions and scope of work, its content and focus are incommensurable. But the pedagogical principles used by Shatsky in the work of these out-of-school institutions, designed for wide amateur activities of children, for the use of reasonably and interestingly organized labor as a means of education, have not lost their significance.

Shatsky is the founder of Russian and Soviet preschool pedagogy. Even in the pre-revolutionary years, he and his closest collaborators developed an original, as Shatsky called, Russian system of upbringing in kindergarten, significantly different from that created by Froebel and Shatsky's contemporary - M. Montessori. After October, when preschool education for the first time in the world became a state system, Shatsky's ideas were further developed. He developed a pedagogical system for the work of a kindergarten in both urban and rural conditions. He was characterized by a broad social approach to the organization of preschool affairs. Upbringing in kindergarten should give the child all-round development and be closely connected with the family, the environment surrounding the children, and, if possible, make this environment better and more cultured. In his article "The System of the Russian Kindergarten" (1921), he wrote: "... upbringing is the organization of children's life, the object of upbringing is a child, and in him we primarily value the fact that he is a growing organism."

Considering the content of educational work in an experimental kindergarten, in the same article, S. T. Shatskiy identifies the following elements of children's life: physical development, art, mental life, social life, play and physical labor.

In addition to the elements of children's life previously established by ST Shatskiy, physical development is added, in other cases Shatskiy uses the term "health protection". The combination of these elements constitutes the content of upbringing in kindergarten.

The principle put forward by S. T. Shatskiy for determining the content of upbringing according to the types of activities of children has been applied today in the work of mass kindergartens. The program for the upbringing of children in the senior group of a modern kindergarten is compiled in sections: the upbringing of the skills of cultural behavior and the observance of hygiene rules, the expansion of orientation in the environment and the development of speech, work, games, drawing, modeling, application, design. S. T. Shatsky attached particular importance to play as an important means of raising children. “Play,” Shatsky wrote, “is the life laboratory of childhood, which gives that flavor, that atmosphere of young life, without which this time of it would be useless for humanity. In play, this special processing of vital material, there is the healthiest core of the intelligent school of childhood. " Currently, the problem of play in the work of preschool institutions, and not only in them, is the subject of detailed attention of teachers and the object of scientific development. Work with children by type of activity was transferred by Shatsky and his colleagues to school-age children.

The all-round development of the personality as a pedagogical problem deeply interested the progressive representatives of social thought in Russia and abroad. But this idea remained a bright dream, impossible to be realized in an exploitative society. Only Marxism-Leninism put it on a real basis. Already in the first documents that determined the development of the new school - the second Party Program and the Declaration on a Unified Labor School - these directions were clearly expressed. For us, the party's programmatic demand for the all-round development of the individual, now enshrined in the Constitution of the USSR, in the pedagogical aspect means the upbringing of highly educated, comprehensively developed builders of communist society, Soviet patriots and internationalists, who are ready to actively participate in socially useful work, selflessly defend the socialist homeland. It was formulated as the most important practical task in the December (1977) Resolution of the Central Committee of the CPSU and the Council of Ministers of the USSR on schools.

In the activities of S. T. Shatsky, questions of the all-round development of the child have always occupied a prominent place. An example of this is his experimental work, described in the book "Cheerful Life".

But then, in the conditions of old Russia, with all the enormous value of pedagogical findings, this work, for objective reasons of time, was of a limited, one might say, hothouse nature. Only the victory of the Great October Revolution and communist ideology opened the door to Shatsky's pedagogical work on the all-round development of the child's personality. All the living practice of the First Experimental Station of the People's Commissariat for Education and, above all, its core - the school-colony "Vigorous Life" speaks about this. The combination of children's intellectual activity with their physical development, feasible and varied work, versatile aesthetic education, covering the whole world of beauty - music, visual arts, dramatization, together with active social work, allowed this creative team to achieve high results. Shatsky's special merit should be considered his theoretical and practical development of the system of aesthetic education as an organic part of communist education as a whole. The main thing in the work on the all-round development of the student's personality for Shatsky was its ideological, communist orientation, close connection with life, with the prospects for building a new society. “In our country,” Shatsky wrote, “the issues of upbringing are immeasurably more pressing than in any Western country. A colossal historical responsibility has fallen on us before the innumerable world of the world's working masses. It is not just the future of our economy that depends on how we conduct the upbringing of our children, youth, but also the very strength of our revolutionary cause. " Of course, our school today operates in different conditions. The material and social possibilities for increasing the effectiveness of pedagogical work have become immeasurably large. Schooling has really become a matter of the whole people and the whole party. But, in solving practical problems of the all-round development of the student's personality, it is very important today to rely on the high examples of pedagogical experience of the past, to which, of course, the work of S. T. Shatsky belongs.

In the system of communist education of schoolchildren, a special place is given to the role of an amateur children's collective. In the decisions of the party and government on schools, the importance of this aspect of the Soviet pedagogical system was systematically emphasized. S. T. Shatskiy dealt with issues of pedagogy of the children's collective almost from the beginning of his pedagogical activity. His views on this problem have evolved. They are widely disclosed in the book "Vigorous Life", but with greater completeness and versatility they were developed by Shatsky in the construction of the Soviet school. The main factor cementing the children's collective, according to Shatsky, is a variety of work, and above all, productive work associated with the work of the adult population. In the conditions that began in the late 20s - early 30s. In the socialist reconstruction of agriculture, he considered it important to create special plots in collective and state farms, which would be fully cultivated by schoolchildren under the guidance of teachers, with an appropriate work culture. “We need to talk about such an organization of children's work,” wrote Shatsky, “which is part of the work of the collective farm, such a part that is feasible, accessible to children, but it must be serious. We need a kind of child labor that would be full of meaning and enthusiasm. "

At that time, there were no such modern school training and production teams, only the first shoots of socially useful labor of children in socialist agriculture appeared, but Shatsky's ideas about its pedagogically reasonable organization directly in production conditions were formulated quite definitely. He especially emphasized the need to change various types of work, its systematic and feasible nature and such an organization of business so that the work performed by children would be positively emotionally colored, giving them true joy. Shatsky believed that socially useful work should involve children in the cause of socialist construction as a whole, so that the socially useful activities of schoolchildren in a given area in their minds were a part of the common work of the Soviet people.

For Shatsky, the children's collective in a broad sense is an organization that prepares the builders of communism. Therefore, the communist orientation of the entire activity of the collective should be constantly in the center of attention of teachers, who tactfully, with the maximum encouragement of children's amateur performances, are called upon to skillfully guide its work. The life activity of the children's collective is in its continuous movement, and concern for the development of the collective, for moving forward and forward is the law of its life.

Shatsky attached great importance to the work of children's communist organizations, as well as to the issues of self-government of pupils. “Working together with children,” wrote S. T. Shatskiy, “means recognizing the enormous impact on children of children's society. The school should be interested in the development of children's organizations involved in the construction of life. Then it will be easier for her to work. Our pioneers and the Komsomol, who unite the most energetic elements of our youth, can provide the school with tremendous support in this matter. " Nowadays, when the activity of student self-government bodies is becoming more active as an effective means of ideological and moral education of the individual, it is very timely to recall Shatsky's pedagogical experience. Attaching great importance to self-government, Shatsky strove to ensure that the maximum number of children participated in various forms of managing the affairs of the collective, conscientiously and responsibly treated the assigned task, and it is important that schoolchildren are able to subordinate their desires and intentions to the requirements of the collective. The role of the general meeting of children, the opinion of the collective is a great force in the formation and development of each pupil. Of course, S. T. Shatskiy was not the only one who worked out various aspects of the problem of the children's collective and reasonably organized labor in its formation and development. During the construction of the Soviet school, this was a cardinal task for teachers - theorists and practitioners. It was generally defined by party and state documents. Let us recall what truly colossal work has been put into its development by N.K.Krupskaya. He brought a lot of fundamentally new things to this treasury of Soviet pedagogy in the 30s. A. S. Makarenko. In the post-war years, V. A. Sukhomlinsky worked on the problems of the children's collective. And now these questions are the subject of special attention of researchers - teachers, psychologists, sociologists. I would like to emphasize the continuity in the development of the main issues of Soviet pedagogy. It can be easily traced if we consider this issue in a historical aspect. This in no way diminishes the individual and unique contribution of each of the outstanding figures of Soviet pedagogical science to the development of the theory of the collective and the role of socially useful, productive labor in the upbringing of children and youth. They have a common communist ideology and a strong support in scientific conclusions or living, long-term experience with a specific children's and pedagogical collective. Their work naturally reflected the searches and findings of other contemporary teachers. The irresistible strength of socialist pedagogy as a fundamentally new phenomenon of social life lies in the fact that it, developing on the basis of Marxism-Leninism, absorbs the diverse collective labor accumulated in its historical development. She is a product of this historical path.

The contribution of S. T. Shatskiy to the development of questions of Soviet didactics is very significant. He, being a member of the GUS since 1921, worked a lot and fruitfully under the direct supervision of N.K.Krupskaya to determine the content of education at school. The scientific and pedagogical section of the GUS was then the center of the country's pedagogical thought. This was the path of searching, on which Shatsky had significant achievements, but there were also hobbies such as an uncritical attitude to the method of projects, a certain underestimation of the role of systematic knowledge in teaching schoolchildren. After the well-known decisions of the Central Committee of the party and government to school, Shatsky resolutely overcame these views and in the last years of his life worked fruitfully on the issue of enhancing the role of the lesson as the main firm of educational work.

In the system of didactic views of S. T. Shatsky, much is also in tune with the present, when the school was faced with the task of improving the content of education in the light of the decisions of the 25th Party Congress, improving the quality of teaching and educational work, and decisively turning the school towards improving labor education. S. T. Shatsky believed that the school should always be interested in the life experience accumulated by children. It allows, in his opinion, to correctly organize the educational process associated with the acquisition of new knowledge by the child, and the physical labor realized by children, and art classes. At the same time, it is very important that knowledge is accompanied by the development of the ability to work. “No one can deny the importance of that,” wrote Shatsky, “for our students to firmly know the minimum of necessary information with which every Soviet citizen should be armed; but if this knowledge is obtained only through the work of memory and if it is not accompanied by the accumulation of certain skills of skillful work, then this knowledge is unlikely to be of value ... Thus, the ability to work and the acquisition of knowledge are two sides of the same process. "

Shatsky attached great importance to the fact that the children had a clear idea of the purpose of education, the value of the knowledge acquired for participation in socialist construction, in the life around them. It is very important, according to Shatsky, to develop students' interest in learning in every possible way. The child is a researcher by nature. Interest in classes increases, first of all, if they are feasible for the students. But in the future, it can decrease and even go out if it is not supported. Shatsky deduced the following pattern: students spend their strength in the process of work, but the essence of the teaching is that the more they spend their strength, the more they acquire. For the high efficiency of the educational process, a scientific organization of the work of schoolchildren is needed. First of all, you should exclude any kind of unreasonable waste of time. The student should always be able to contact the teacher in case of difficulty. A rational combination of frontal, group and individual work is needed. Monotony in the classroom creates a peculiar state of hypnosis in schoolchildren, inhibits work productivity and immerses students in a forced pedagogical sleep. Precious time is wasted. It is necessary to add variety to the methods of work and be sure to pay attention to the emotional side of children's activities in the learning process. Shatsky attached great importance to the organic combination of the culture of the mind with the culture of feelings in the pedagogical process. He wrote: “We use little of the power of the emotional impact of a living word - most of all we strive to make the listener think, while forgetting about his feelings, experiences, psychological states ... We, of course, are not against the education of the culture of the mind, we are for conscious knowledge, for the active thinking activity of students in the classroom, but we are against one-sided "intellectualism" - it is necessary that the teacher not only arouses "lofty aspirations", but also be able to "burn hearts with a verb." In other words, the mind and feelings of students should be in tune, the intellectual and emotional spheres should help each other. " The meaning of pedagogical accounting, according to Shatsky, is to help schoolchildren to work, to develop in them a desire to be tested, to detect and eliminate difficulties that arose during the course of the classroom. And it is necessary to evaluate the work done, and not the personality of the student, while showing maximum attention and benevolence to the growing person. These are just some of the touches on the didactic system of S. T. Shatsky.

CONCLUSION

Shatsky began his active teaching career in 1905, when he organized the Stelement society. The purpose of this society: the dissemination of cultural samples, the search for new ways, social education of children. After the closure, he organized a new society "Child Labor and Rest", the continuation of which was the activity of the colony "Vigorous Life".

Activity stages:

1.approach the child as the highest value,

2. the desire to consider the pedagogical process as a "children's kingdom", where the nature of the child develops freely, and the teacher acts as an equal friend, comrade.

Throughout the theoretical and practical activities of Shatsky, the idea of child labor passed. At an early stage, this work should be associated with art and play. Labor, play, art - the three elements of a child's life are inseparable from each other and are a prerequisite for the socialization and development of the child's personality.

BIBLIOGRAPHY

1. Dzhurinsky N.A. History of Pedagogy M., Vlados Press 1999

2. History of pedagogy and education // Ed. A.I. Piskunova M., 2001

3. Latyshina D.I. History of Education and Pedagogical Thought M., Gardariki 2003

4. Lushnikov A.M. History of pedagogy Yekaterinburg 1995

5. Soviet Encyclopedic Dictionary M., 1988

6. Torosyan V.G. History of Pedagogy M., Vlados Press 2003

7. Shatskiy S.T. Pedagogical works in 4 volumes M., 1962 T.I

8. Shatskiy S.T. Selected pedagogical compositions in 2 volumes M., 1980 T.I

9. S. T. Shatsky: Selected pedagogical works in 2 volumes, vol. 1, p. 267

10. Cherepanov SA, ST Shatskiy in his pedagogical statements. M., 1958, p. 88

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Stanislav Teofilovich Shatsky

Stanislav Teofilovich Shatsky(1878–1934) - a major figure in Russian pedagogy of the 20th century. A theoretician and practitioner, he contributed to the development of the ideas of social education, the creation of experimental educational institutions: Settlement, Vigorous Life, First Experimental Station. In these institutions, the idea of self-government of students, education as an organization of the life of children, leadership in the community of schoolchildren, etc. were tested. S. T. Shatsky was deeply interested in the problem of a child's entry into the sphere of cultural achievements of human civilization. The formation of his scientific views was influenced by the ideas of representatives of domestic and foreign pedagogy, in particular L.N. Tolstoy, A.F. Fortunatov, D. Dewey.

S. T. Shatsky was one of the organizers of the strike of the All-Russian Teachers' Union in 1917–1918, which opposed the destruction of the school system by the Bolsheviks. In the future, Shatsky, striving to serve for the benefit of children and education, went to cooperate with the People's Commissariat for Education.

Shatsky saw the source of the development of pedagogical science in the analysis of the organized educational process and the circumstances that lie outside such a process (the influence of the street, family, etc.). He believed that the main influence on the development of the child is not the genetic inclinations, but the socio-economic environment: “We should not consider the child by itself ... environment ". This approach was in stark contrast to the biology of pedology. He expressed doubts about the legitimacy of the creation of pedology as a new branch of knowledge using mathematical methods. At the same time, Shatsky agreed that attempts to do without experimental pedagogical research are doomed to failure. Shatsky rejected a simplified social approach to the child, considering it madness to "break" the child's nature and "forge" a new person in the name of a wonderful tomorrow.

Shatsky formulated important goals of education and upbringing: compliance with the social order and simultaneous consideration of individual personality traits; developing in children the ability to unite efforts in achieving a common goal (for example, through self-government); training a teacher who has the ability to teach, to encourage socially beneficial impact on the child, who owns the methods of researching children; taking into account the macro- and microsocial environment of the child.

Leaving the school the main role in educational work with children, Shatsky emphasized that an educational institution should be closely connected with life, be the center and coordinator of the educational impact of the environment. Shatsky named creativity and independence as the main factors of the child's activity in the process of upbringing and education. The main goal of training is not the acquisition of knowledge, but the development of thinking, the education of the mind. Considering the issue of the place of productive labor in upbringing, Shatsky emphasized that one should not strive to make such labor a way of reimbursing the costs of education.

Anton Semenovich Makarenko

Anton Semenovich Makarenko(1888–1939) - an outstanding domestic teacher who creatively rethought the classical pedagogical heritage, took an active part in pedagogical searches in the 1920s – 1930s, identifying and developing a number of new problems of upbringing. The range of Makarenko's scientific interests extended to questions of pedagogy methodology, the theory of education, and the organization of education. Most thoroughly, he managed to present his views related to the methodology of the educational process.

A. S. Makarenko came to pedagogical science as a brilliant practitioner: in 1917-1919. he was in charge of a school in Kryukovo; in 1920 he took over the leadership of the children's colony near Poltava (hereinafter - the colony named after Gorky); in 1928-1935 worked in the children's commune them. Dzerzhinsky in Kharkov. From the second half of the 1930s. Makarenko was actually removed from teaching practice and in the last years of his life was engaged in scientific and writing work. From under his pen came the classic pedagogical compositions: "Pedagogical Poem", "Flags on the Towers "," Book for Parents "," March of the Thirtieth Year " and etc.

A.S. Makarenko has developed a coherent pedagogical system, the methodological basis of which is pedagogical logic, interpreting pedagogy as "primarily a practically expedient science." This approach means the need to identify a logical correspondence between the goals, means and results of education. The key point of Makarenko's theory is thesis parallel action, those. organic unity of upbringing and life of society, collective and individual. With parallel action, "freedom and well-being of the pupil" is ensured, who acts as a creator, and not an object of pedagogical influence. The quintessence of the methodology of the education system, according to Makarenko, is the idea educational team. The essence of this idea lies in the need to form a single labor collective of teachers and pupils, the life of which serves as a breeding ground for the development of personality and individuality.

Makarenko's work came into conflict with semi-official pedagogy, which implanted the idea of educating a cog-man in a gigantic social machine. Makarenko professed the idea of raising an independent and active member of society, taking into account the specifics of childhood and the nature of a child: “A child is a living person. This is not an ornament of our life, it is a separate full-blooded and rich life. and the beauty of volitional tensions, children's life is incomparably richer than the life of adults. "

Stanislav Teofilovich Shatsky is one of the brightest representatives of Russian social pedagogy. Shatsky's merit is that he made the influence of the conditions of the microenvironment around him on the child's socialization as the subject of his research. Shatsky was the first to develop such important issues in pedagogy as student self-government, education as the organization of the life of schoolchildren, leadership in the children's team. The main task of the school, according to Shatsky, is to familiarize children with the cultural values of mankind. Currently, the theoretical views of Shatsky and his practical experience attract the attention of teachers by the original solution of the key problems of pedagogy - the problems of socialization of the individual, methods of pedagogical research of the child's interaction and the functioning of the school in a complex of institutions that ensure the integrity and continuity of upbringing.

Shatsky's biography - youth, early career

Shatsky was born in 1878 in Moscow, into a large family of a military official. For ten years he tried to find himself in various professions, studied at the Moscow Conservatory, Moscow University, the Agricultural Academy, but all these searches only disappointed the young man and did not bring satisfaction.

Then Shatsky met Alexander Zelenko, and this meeting radically changed the life of the hero of our article. Zelenko was well versed in the experience of American schools, and suggested Shatsky to organize a club in order to raise the cultural level of the population. This is how the Setlement community appeared in Moscow. However, his activities were interrupted in 1907 by the decision of the capital's mayor. The reason was called "the spread of the club of socialist ideas among young people." But in 1908, Shatsky and his friends created a new community called Child Labor and Rest, continuing the work of Setlement.

And in 1911, within the framework of the society, a children's summer colony "Vigorous Life" was organized. In experimental work, the connection between the mental, aesthetic and the relationship between educators and children was checked, the dynamics of development was studied. The results of the colony's work were presented in a monographic study that was highly appreciated and internationally recognized. Shatsky came to the conclusion that the club and colony created by him and his associates are not inferior to the best educational institutions in Europe.

The February revolution inspired Shatsky, he did not accept the October revolution. He was one of the organizers of the teachers 'strike from the All-Russian Teachers' Union, directed against the coming to power of the Bolsheviks. With indignation, the talented teacher rejected the offer to take part in the work of the People's Commissariat for Education, and only responsibility for children's fate and love for pedagogical activity forced him two years later to cooperate with the People's Commissariat for Education.

"The first experimental station for public education"

In 1919, S.T. Shatsky created the First Experimental Station for Public Education, the permanent leader of which he was until 1932, until the closure of the station. It was a unique institution in the history of education. The station occupied the entire area, included 14 primary schools and two secondary schools, kindergartens, and the "Vigorous Life" colony. The key task of the station was to study the influence of the environment on the development of the child, the use of everything positive and valuable in the culture of this environment in the upbringing of children, as well as the active involvement of parents in the upbringing process.

In 1931, the work of the station was terminated in connection with the decree of the Central Committee and the general defeat of pedagogy. Shatsky was hired as director of the Moscow Conservatory, where he also strove to implement his pedagogical ideas, created a musical boarding school for gifted pupils, whose activities determined the key achievements of Soviet musicians of the 30-50s. However, regular bullying, dissatisfaction with work and the loss of the meaning of life led to the death of an outstanding teacher on October 30, 1934. The name of Shatsky was consigned to oblivion after his death. And only now interest in his work began to revive in the United States and Europe. His works are being reprinted, the scientist's work becomes the subject of careful study at pedagogical universities, teachers turn to his theory and practice.

Shatsky's methodology

Shatsky always urged to take into account the impact of the street and the family on the development of the child, as well as to use in pedagogical work what is truly valuable that they have. Shatsky believed that the study of only a specially, artificially organized educational process was fundamentally erroneous, ineffective and limited. After all, there are influences that to a greater extent determine the development of children than school. The source of the child's development, according to Shatsky, is not genetic inclinations, but rather the economic and social environment in which the child is brought up and formed as a person. The scientist opposed the ideas about the primacy of the biological prerequisites for the development of children, which were widespread in those years, as well as against primitive attempts to treat the child as a material from which a certain type of personality can be constructed. Genuine upbringing, as Shatsky argued, requires deep penetration into the essence of the child's nature, into his knowledge, experience, needs, interests. This approach was not separated by the projectors from the pedagogy of those years, who saw before themselves only one goal - to make communists out of children.

Shatsky's methodology was characterized by a holistic study of the educational process, which allows one to get an objective idea of the thoughts, feelings, experiences of children, and the relationship between them in the natural conditions of upbringing. The method consisted of observing the activities and lives of children, supplemented by materials from a questionnaire, as well as conversations and essays. The pupils themselves took an active part in drawing up the questionnaires. In order to create the most favorable environment, children independently distributed and collected questionnaires. The materials of the socio-pedagogical research were used in planning and organizing the educational and educational work of the station.

Experiment of the collective to improve the everyday culture of the population

In 1926, the Moscow branch of the First Experimental Station conducted a study of 88 families, in which 122 children from 8 to 15 years of age were brought up. The results showed that 82% of children do not have their own bed, 20% do not have books at home, 67% are subjected to physical punishment by their parents, 67% lack basic hygiene skills, 7% of children often drink alcohol, 36% rarely, 21% smokes children.

The parents were familiarized with the results of the survey. Together with them, a child health program was developed. The school doctor gave parents advice on optimal diet and sleep patterns. In the lessons of natural science and natural history, useful and necessary material was studied, allowing to improve the sanitary and hygienic living conditions of children. In the courtyards, flower beds were laid out, playgrounds and corners were built. Families under the leadership of Shatsky's team cooperated to purchase books, food, fabrics, shoes, and teaching aids. Cultural and educational work was carried out among parents. As a result, the level of everyday culture of the population has increased significantly. In 1922 this experiment was started, in 1926 it was completed. The living conditions of the wards have noticeably changed for the better, which testifies to the effectiveness of the educational work of the station.

The goals of education and upbringing according to Shatsky

Educational tools

Only a school that organizes the activities of students in order to solve issues of vital importance to them brings up effectively. Classical gymnasiums did not pay attention to the interests and needs of children, their living conditions. As a result, young people who were theoretically savvy, but not able to solve practical problems, graduated from it. Shatsky argued that education and upbringing is then beneficial when it poses personally significant problems and helps to solve them. Children should not be isolated from pressing contemporary issues, but should be taught to cope with them, relying on universal human ideals and values.

The school, as a center of education in a social environment, used local history materials presented in the form of convenient maps, diagrams and tables as a didactic tool. All the teachers of the First Experimental Station used in their work a map of the area, on which villages, schools, cooperatives were plotted, as well as background information from different sides of the life of the volost. For example, studying manuals compiled on the basis of the materials of the local economy, the children learned that there are 17,000 chickens in the parish, each of them brings such and such an income and such a loss per year, such and such a rational technology is used. Books were indicated in which you can read about caring for chickens. Arithmetic problems were composed, solving which, the children better learned the nuances of the economics of agriculture and urban economy.

Shatsky also considered creativity to be a prerequisite for effective education. His school aroused in children an interest in finding solutions to problems on their own.“You yourself will come to this,” was the favorite saying of the scientist. In the gymnasiums, the students did not have the opportunity to freely realize their interests and needs, which was the reason for Shatsky's irreconcilable attitude. The scientist saw the main value in the development of children's thinking. As for child productive labor, the very posing of the question that this labor can recoup the costs of education, Shatsky called dangerous. , in his opinion, has an educational value in the first place. Students master various forms of labor activity, as this will help them in the future to solve economic and production issues. The pupils of the Shatsky school knew how to cook their own food, grow crops, sew and knit clothes, and cleaned the school. But the question of child self-sufficiency, which was very popular in those years, met with a sharply negative response here. Even in the worst nightmare, Shatsky's team could not imagine that child labor could be massively used for harvesting potatoes, for example. This not only does not contribute to the development of children, but is a form of exploitation, Shatsky argued.

Assessment of the teacher's performance

For Russia, and not only for it, Shatsky's concept of the socializing factors of the educational process sounded new and original. , getting acquainted with the works of the scientist, noted a fundamentally innovative approach to his tasks and goals. The scale of the work of the First Experimental Station was amazing. At that time, nothing like this existed in the West. The collective had an excellent command of pedagogical technologies, all forms of organizing the life of the pupils were thoroughly debugged, and this was noted by all, without exception, visitors to the station. Preserved in the book of records is a review of the delegation of German teachers, which spoke of the enormous importance of this pedagogical research institute. Outstanding teachers of those years worked here. However, Shatsky was hampered by the situation in the country. The station operated under constant threat of disbandment. The situation of lawlessness and violence had a negative impact on her. Therefore, it is difficult to talk about how completed, formalized and complete the work carried out by Shatsky is. However, his theory and practice received wide recognition for a reason, and today it again attracts the attention of researchers.

Shatsky's biography - youth, early career

"The first experimental station for public education"

Shatsky's methodology

Experiment of the collective to improve the everyday culture of the population

The goals of education and upbringing according to Shatsky

Educational tools

Assessment of the teacher's performance

S.T. Shatsky

Introduction

All educational systems - the product and creation of time, the rise of pedagogical creativity, respect for the personality of the child, the understanding that children mirror the positive and negative aspects of the surrounding reality - characterize the theoretical orientation of educational systems of the 1920s. The ruthless destruction of everything created in the post-revolutionary decade, including educational systems, the approach to the child as a "cog" of the state machine, rigid functional education without taking into account the process of social formation is typical of the totalitarianism of the Stalinist "era" of the 30s - early 50s.

Today, when democratic values are being restored and the construction of the rule of law has begun, when we clearly realize the proximity of our pedagogical searches to the theory and practice of education in the 1920s, it is necessary to turn to the creative ideas of outstanding Soviet scientists, creators of original educational systems.

Too often we started all over again, easily and irresponsibly discarding what our predecessors had created. As we get older and realizing the futility of this approach, we strive to move forward using what we have already gained.

In this regard, the educational system created by the outstanding Russian and Soviet teacher Stanislav Teofilovich Shatsky is of undoubted interest. Its First Experimental Station on Public Education, representing a research and production and teaching and educational association, successfully functioned for fourteen years.

The activity of S.T. Shatsky was highly appreciated by V.I. Lenin, N.K. Krupskaya, A.V. Lunacharsky. Outstanding educators and public figures have left rave reviews for the station's work. She was the pride of Soviet pedagogy in the 1920s.

1. Personality of S.T. Shatsky

Stanislav Teofilovich Shatsky belonged to teachers for whom theory and practice were inextricably linked and complemented each other. It is impossible to promote an idea without first checking in practice its value, life efficiency, S.T. Shatsky argued. Therefore, the entire activity of S.T. Shatsky bears the stamp of a deep unity of his ideas and their practical implementation. As well as later A.S. Makarenko, S.T. Shatskiy, more than any of the teachers of the 1920s associated with the life of the school, fought against naked theorizing, with the projection ideas of teachers who, in the quiet comfort of scientific classrooms, created theories designed to shake the world, but in fact discredited pedagogy.

ST Shatsky, a man of high culture, who spoke several foreign languages, was alien to national and class limitations. He was always aware of domestic and foreign pedagogy, often visited abroad and willingly used its best examples in the practice of the First Experimental Station. Extremely busy and overloaded with practical work, S. T. Shatskiy, unfortunately, devoted little time to processing empirical material, fixing the results obtained. After him there were several pedagogical works: "A cheerful life", "Years of searching", a number of articles. But these works do not give a complete picture of the great influence that S.T. Shatsky enjoyed among teachers, how he created enthusiastic teachers from his comrades-in-arms and followers, and what influence he had on the construction of the Soviet school.

2. Factors of influence of the social environment on the personality of the child

The views of S.T. Shatsky on the interaction of the school of the social environment in the main provisions coincide with the views of N.K. Krupskaya and A.L. Lunacharsky. And this is understandable, since the development of the pedagogical views of S.T. Shatsky in the post-October period took place under the direct influence of N.K. Krupskaya. Even before the revolution, S. T. Shatsky made attempts to create a complex of institutions where it would be possible to study the influence of the social environment on children and build on this basis the process of upbringing, but they ended in failure.

The scientific approach to pedagogy, according to the views of S.T. Shatsky, begins where education is based on the known facts of the influence of the environment, where the roots of conflict situations that have arisen in school are sought not only in the life of children's collectives but also in the surrounding social environment. “ST Shatsky, perhaps the only teacher of the 1920s, made an attempt to present a more or less complete picture of the process of social formation of a personality. ST Shatsky divided all factors influencing the formation of a child into natural (primary and social (secondary)). He attributed light, heat, air, raw food, soil, plant and animal environment, etc. to the natural factors. To socio-economic - tools , tools, materials, budget and organization of the economy, etc. To social factors - housing, food, clothing, speech, counting, customs, typical judgments, social order. "

The classification of influencing factors by S.T. Shatskiy has a number of significant disadvantages. The question arises, is it possible to limit the influencing factors to only three groups? And what should be attributed to cultural and everyday factors, the needs of society? There is also no clear classification within the groups of factors. Isolation and alignment of factors such as food and soil, for example, can hardly be justified. However, S.T. Shatsky himself wrote that his system of factors does not claim either completeness or accuracy. He needed it as a working hypothesis for the consideration of pedagogical phenomena.

“Air, warmth, light, clothing are the most important factors in the biological development of a child,” asserted ST Shatsky. Teachers and parents need to learn how to manage these factors, use them wisely to improve the health of children. Only on condition of close cooperation with the population and public organizations can the school effectively solve educational problems.

The second group of factors affecting a child is socio-economic. To them ST Shatskiy attributed the skills and methods of handling things, tools, materials, complex and simple organizational skills, the degree of wealth in the family, material security, etc. The employees of the station tried to establish correlations between the family budget and the costs of children , between the improvement of the means of production and the level of cultural development of the rural population. It should be noted that the lack of time on the part of employees, the vagueness of theoretical ideas about "socio-economic factors" greatly impeded work in this direction, and, in fact, it was not sufficiently developed. "

The village of the 1920s, with its narrow horizon, a mass of superstitions, customs that have existed since time immemorial, hindered the development of the child. The school set itself the goal of helping the child master modern knowledge, broaden his horizons, that is, give him what he could not get in a family in the village. At the same time, the school launched an enormous effort to introduce cultural interests, agrotechnical knowledge, etc. into the life of the adult population.

This is the general idea of S.T. Shatsky about the factors of the influence of the social environment on the personality of the child, which the teacher must take into account in his work. In the views and activities of S.T. Shatsky, his desire to rely in educational work on the factors of the influence of the environment on the personality, the struggle to create conditions conducive to the physical and spiritual development of children is especially valuable.

3. The educational system of S.T. Shatsky

ST Shatsky used the term "education" in a broad and narrow sense. The upbringing that the child received within the walls of the school he called a small pedagogical process, and the influence of the family, peers, adults, etc., a large pedagogical process. S. T. Shatsky rightly asserted that by teaching and raising children only within the walls of the school, we doom the efforts of teachers to failure, since educational actions that are not supported by life itself will either be immediately discarded by students, or will contribute to the upbringing of two-faced Januses, in words, agreeing with the instructions of teachers, and acting contrary to them. Therefore, the task of the school is to study the organized and unorganized influences on the child in order, relying on positive influences, to fight the negative influences of the environment. In this work, the school acted as a center coordinating and directing the pedagogical influence of Soviet public organizations and the population of the region.

“From the point of view of the connection between the school and the environment, S. T. Shatsky identified three possible types of school:

1. A school isolated from the environment.

2. A school that is interested in the effects of the environment, but does not cooperate with it.

3. A school that acts as an organizer, controller and regulator of the impact of the environment on the child. "

Schools of the first type organize the educational process within the educational institution, believing that the social environment usually teaches children only the bad, and the task of the school is to correct these influences and shape children according to the old ideas of school pedagogy.

Schools of the second type are characterized by a certain interest in the environment, which is expressed in the attraction of life material to teaching. Such an illustrative school makes extensive use of laboratory methods, it activates the child's thinking, but on this its connection with the environment is cut off.

The school of the third type, on the practical implementation of which S.T. Shatsky worked at the First Experimental Station on Public Education, in the surrounding social environment performed the functions of an organizer, regulator and controller of children's life.

First, such a school organized the educational process, taking into account the child's life experience, his age characteristics. Children received deep and solid knowledge, which was widely used in socially useful activities. Secondly, assuming the functions of a center for educational work with children, the school "connected" with those spheres of the environment where the child's formation process took place (family, street, village, etc.), carefully studied the means of influencing the environment on the child, their efficiency and, by reconstructing them, sought to strengthen the positive influences of the environment and neutralize the negative ones. And, finally, the school acted in the environment as a conductor of the party's influence on the semi-proletarian and non-proletarian strata of the population, an active factor in the reorganization of life on a socialist basis. Together with the Soviet and party organizations, the school worked to raise the culture of the local population, improve the way of life, and create favorable conditions for achieving the goals of socialist education.

With this formulation of the question, the school set itself complex tasks, and it would be a mistake to assert that all schools coped with these requirements. Only advanced institutions, mainly among the experimental and demonstration institutions, could do this. They had well-trained personnel, work experience, material supply above average and, what is especially important, a significant number of different types of institutions located on the same territory.

4. The first experimental station for public education

To study the process of interaction between the school and the social environment, as well as to develop other topical issues of the school, institutions of a certain type were organized - experimental stations. One of these institutions was the First Experimental Station for Public Education, in which more than anywhere else, according to Deputy People's Commissar of Education S.M. Epstein, "the synthesis of intra-school work with an unorganized pedagogical process" was implemented. An efficiently working school, according to S.T. Shatsky, is deeply connected, first of all, with the family. In order to turn the family into an ally of the school, it is necessary to study well its traditions and customs and use them in the process of educational activities.

In the third volume of S.T. Shatsky's pedagogical works, a scheme for examining a family is given, which has subsequently been repeatedly improved. The scheme orients the researcher to collect information about material well-being, living conditions, clothing, food, etc. Since the station's schools paid much attention to the growth of family consciousness and culture, a significant place in the scheme was given to literacy, interests, and religiosity. Relations in the family were subjected to the most thorough analysis: the relationship between the father and the mother, as well as between other family members, the attitude of parents and other family members to the actions, interests of the child, etc. The accumulated knowledge for the family and pedagogy served as the foundation for organizing joint work with the school issues of raising children. Having an objective picture of the position of children in the family, teachers did not build their pedagogical activity blindly, but consciously and thanks to this achieved serious success in their work.

Parents' meetings and school committees played the role of vehicles for the influence of the school on the population. They solved a wide range of issues related to the economic and pedagogical activities of schools, and, if necessary, helped the school financially, from funds raised by the parents. The wide circles of the public were involved in work in school committees: delegates of the population elected at meetings, representatives of public organizations, parents. The propaganda of progressive pedagogical ideas, the dissemination of knowledge and rules for dealing with children with the help of an asset were much faster and more efficient. In the First Experimental Station, congresses of school committees were systematically held, where representatives of the public discussed pressing issues of school and village life.

However, in addition to working with the family, it was necessary to closely cooperate with public organizations. Therefore, the teachers, first of all, sought to strengthen the school pioneer and Komsomol organizations. The content and goals of the work of pioneers and schoolchildren coincided: for both, the main task was to study and participate in the construction of a new life - the difference was in the degree of organization, discipline, and responsibility.

“In 1924, at a meeting of the People's Commissariat for Education, where the report of the First Experimental Station on the work was discussed, the relatively small number of pioneers in the station's schools alerted some members of the People's Commissariat for Education. In particular, V.N. Shulgin said that it was not clear to him in what relationship the pedagogical system of S.T. Shatsky was with the system of the children's communist movement and the Komsomol. The speech of NK Krupskaya shows the complete coincidence of her views on this issue with the position of ST Shatsky. " An orientation not toward quantity, but toward the quality of work, ideological conviction, and high discipline were typical of the work of the pioneer and Komsomol organizations of the First Experimental Station. Excellent reviews about the state of work of the Komsomol and pioneer organizations indicated the right course of cooperation with children's organizations, taken by the staff of the station's teachers, to the high quality and effectiveness of the work done.

All public organizations in the village - village councils, housing associations, trade unions, etc. - also planned educational work with children. The task of the school was to unite the efforts of these organizations. The schools of the First Experimental Station were most closely associated with the village councils. As representatives of Soviet power in the countryside, the village councils carried out extensive economic and organizational work with the population and were, of course, especially interested in joint activities. Schools saw the village council as an ally in the joint education of children and raising the culture of the population.

The joint work of the schools of the First Experimental Station with public organizations achieved high results, since it was based on a good knowledge of life, met the needs of both public institutions and the organization of the educational process. The work of the station in this direction can serve as an example of the connection between school and life and deserves the most careful study.

Conclusion

Half a century is enough time to evaluate the educational system. Recognition of the experience of S.T. Shatsky, which manifests itself in the constantly growing interest of the pedagogical community in his work, the active use of S.T. Shatsky's ideas in the practice of modern schools, speaks of the great creative potential of the educational system he created. The scientist proved the high efficiency of the synthesis of scientific and educational structures, which note, on the one hand, the orientation of researchers towards solving applied pedagogical problems, and, on the other hand, pose problems to practitioners that cannot be solved without theoretically grounded solutions. For the first time in the history of pedagogy, the research and production association created by S.T.Shatsky and proved its viability at the present stage, should become, in the opinion of well-known Soviet teachers (V.A. Karakovsky, M.N. Skatkin, A.N. Tubelsky), a common type of educational institution. The cultivation of an educational system such as the First Experimental Station in modern conditions will make it possible to solve one of the most difficult problems - to establish an effective connection between pedagogical science and pedagogical practice, to link school and pedagogy. The analysis of the educational system of S.T. Shatskiy makes it possible to single out a number of factors that determined the success of a talented teacher.

Pedagogical ideas of ST. Shatsky, who were embodied in the structure and activities of the First Experimental Station, became widespread precisely because they met the needs of the development of society.

ST Shatsky, a man of high culture, who spoke several foreign languages, was alien to national and class limitations. He was always aware of all the achievements of domestic and foreign pedagogy, often traveled abroad and willingly used its best examples in the practice of the First Experimental Station.

Bibliographic list

Belyaev V.I. Formation and development of the innovative concept of S.T. Shatsky. M .: MNEPU, 1999 .-- p. 224.

Bershadskaya D.S. Pedagogical views and activities of S.T. Shatsky. M .: Pedagogika, 1960. - p. 253.

Malinin G.A. The educational system of S.T. Shatsky. M .: Prometheus, 1993. - p. 176.

Malinin G.A. Shatsky as an educator and leader of teachers // Public education. 1969, No. 6.- p. 93 - 95.

CHAPTER 1 §1. ACTIVITIES OF STANISLAV TEOFILOVICH SHATSKY Stanislav Teofilovich Shatsky- an outstanding teacher, educator, public ... - workers of the future. - M., 1908 (1922). 2) Shatskaya V.N., Shatsky S.T. Cheerful life. - M., 1914. 3) A.S. Makarenko “Collection ...

School as a center of education in a social environment: pedagogy of S. Shatsky

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