Stanislav Teofilovich Shatsky (1878-1934) - famous Russian and Soviet teacher-experimenter, author of many works on education. He began his teaching career in 1905 among children and adolescents of working-class suburbs of Moscow, where, together with A.U. Zelenko and other teachers, he created the first children's clubs in Russia. In 1905, S. T. Shatsky and A. U. Zelenko opened a club for children in Moscow. In 1906 he created the Setlement society, which in 1908 was closed by the police for promoting socialism among children, and Shatsky himself was arrested. Since 1910, he was the head of the Child Labor and Leisure Society. In 1911 he founded a summer children's colony "Vigorous Life". From 1919 to 1932, he directed the work of the first experimental station on public education. From 1932 to 1934 director of the Moscow Conservatory and the Central Pedagogical Laboratory.
Biography
Stanislav Teofilovich Shatsky was born in the village. Voronin, now in the Dukhovshchinsky district of the Smolensk region, came from a noble family, populous, with pronounced religious sentiments (Catholicism). Then he will notice: "to engage in pedagogy you need a certain mindset ...". In 1885 he was admitted to the 6th Moscow gymnasium, which at that time was considered one of the best in Moscow. Memories of studying there are preserved in the book by S. T. Shatskiy "Years of Search" (Part 1. " Old school”), Where he describes how there was a constant war between teachers and students, which was briefly interrupted only during exams, when the interests of both were converging. Typical excerpt: "After the school year, students in groups go and burn or drown textbooks." Perhaps that is why Shatsky then spent his whole life conducting pedagogy of cooperation, which was very unusual for that time (almost the only exception in those years was the school of L. Tolstoy).
“My pedagogical faith grew out of denial of how I was taught and raised,” Stanislav Teofilovich would write later.
Eight years later, in 1893, S. Shatsky entered Moscow University (first to Mehmat, then transferred to the Faculty of Medicine, but did not stay there for a long time), then to the Petrovskaya (Timiryazevskaya) Agricultural Academy. The last transition was explained simply: Shatsky had already decided to become a teacher, while at that time he considered the school of L.N. Tolstoy in Yasnaya Polyana as a model for himself, where students paid much attention to work, especially on the ground, in the field. Since Shatsky considered it necessary for himself to do everything professionally, he transferred to the agricultural academy to become an agronomist precisely in order to competently and skillfully lead the studies of his future students on earth. However, as soon as he considered that he had received the necessary knowledge, he left the academy, in 1905, without graduating from it (despite the obvious successes and invitations to engage in scientific work in this direction).
In 1899-1901 he studied vocal at the Moscow Conservatory in the class of U. Mazetti. Classes were so successful that, although he did not graduate from the Conservatory, he was invited to the opera group of the Bolshoi Theater. At the Conservatory, he met his future wife, V. N. Demyanova, who graduated with honors in piano. But he was attracted by something else - pedagogy.
S. T. Shatsky began his pedagogical activity with an attempt to create a private school, which he was denied, so in 1905, among children and adolescents of the working suburbs of Moscow, he, together with the architect A.U. Zelenko and other teachers, created the first children's clubs in Russia ... In 1906, he organized the Setlement society (Settlement - from English), which in 1908 was closed by the police for promoting socialism among children, and Shatsky himself was arrested. Since 1910 he has been the head of the Child Labor and Recreation Society. In 1911 he organized a summer children's colony "Vigorous Life". From 1919 to 1932, at the suggestion of A.V. Lunacharsky, he directed the work of the first experimental station for public education. In 1932-1934 he headed the Central Experimental Laboratory of the People's Commissariat for Education of the RSFSR and, at the same time, from February 13, 1932 until his sudden death, he was the director of the Moscow Conservatory.
Ministry of Education of the Republic of Belarus
Educational institutions
"Belarusian State Pedagogical University
named after Maxim Tank "
Faculty of Preschool Education
Department of General and Preschool Pedagogy
COURSE WORK
PEDAGOGICAL ACTIVITY AND VIEWS S.T. SHATSKY
Introduction
1.1 Pedagogical activity before the revolution
2.1 Ideas of the "labor school"
Conclusion
Introduction
Stanislav Teofilovich Shatsky (1 (13) .06.1878 - 30.10.1934) is an outstanding Russian Soviet teacher. He devoted all the strength of his talent, all the vast pedagogical experience to the creation of a new school and pedagogy.
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.
Of undoubted interest is the educational system created by the outstanding Russian and Soviet teacher Stanislav Teofilovich Shatsky. Its First Experimental Station on Public Education, representing a scientific-production and teaching-educational association, successfully functioned for fourteen years.
His socio-pedagogical ideas about the study of the social and natural environment, the components of the environment, his experiments, the issues of the labor school are still very relevant and important for his contemporaries.
Stanislav Teofilovich Shatskiy 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. Therefore, throughout the activities of S.T. Shatsky's stamp of deep unity of his ideas and their practical implementation.
S.T. 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 traveled abroad and willingly used its best examples in the practice of the First Experimental Station. After him, pedagogical works remained: "Cheerful Life", "Years of Searches", articles, "Labor School", etc. But these works do not give a complete picture of the great influence that S.T. Shatsky among teachers, about how he created enthusiastic teachers from his comrades-in-arms and followers and what influence he had on the construction of the Soviet school.
After the death of S.T. Shatsky, a collection of his selected pedagogical works (1958) was published, and in 1962-1965. Shatsky's closest associates - V.N. Shatskaya, L.N. Skatkin, M.N. Skatkin with the assistance of I.A. Kairov prepared for publication Pedagogical works of S.T. Shatsky in four volumes, which included not only published works, but also preserved transcripts of his reports and speeches, manuscripts of unpublished articles.
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.
Purpose of the research: identification of pedagogical activity and pedagogical heritage of S.T. Shatsky.
Research objectives:
)To study the pedagogical activity of S.T. Shatsky in pre-revolutionary and Soviet times; 2)Analyze pedagogical ideas about labor school, social and natural environment as factors of upbringing; )Describe the educational system of the teacher; Object of research: extracurricular activities and pedagogical ideas of S.T. Shatsky. Subject of research: the process of organizing extracurricular activities and the formation of S.T. Shatsky as a teacher. Chapter 1. Pedagogical activity of S.Т. Shatsky
.1 Educational activities before the revolution
S.T. Shatsky graduated from the natural faculty of Moscow University, then studied at the conservatory, then entered the Petrovskaya (now Timiryazevskaya) Agricultural Academy and became a student of Kliment Arkadyevich Timiryazev. All these years Shatsky read a lot. His favorite writers were Victor Hugo, Charles Dickens, Emil Zola, one of whose novels Shatsky translated into Russian for the publishing house, and Leo Tolstoy. Tolstoy's books were especially close to Shatsky's soul, and in particular his reflections on the meaning of life and the importance of the correctly chosen path in the life of every person. Tolstoy's views were superimposed like a healing balm on the consciousness of Shatsky, who did not find rest in the constant replacement of one activity by another: he was insatiable in everything that seemed incompatible to an ordinary person: physics and music, foreign and Russian literature, and agricultural sciences, translations from foreign languages \u200b\u200band acting. Soon the list of potential vocations was supplemented by activities that, without pretending to more than harmless earnings, determined the sphere of Shatsky's professional activity. It all started with tutoring. Forced to give private lessons to applicants in order to somehow raise student income, Shatsky is fond of reading pedagogical literature. An indelible impression on him was made by the works of Johann Pestalozzi and Leo Nikolaevich Tolstoy - his description of the school in Yasnaya Polyana. The problems posed by the Russian thinker awakened the image of his gymnasium in the memory of the young man. And when he turned a retrospective look at his school life, the pictures of which were well preserved in his imagination thanks to natural observation and the habit of generalizing what he saw in mental groups, he began to rethink it in the light of pedagogical categories and scientific problems gleaned from primary sources. This is how a new way of creative pastime appeared - thinking about what the model of the educational space of the school should be for learning to become a joy. And even then, in his student years, a still vague image of the school began to emerge, consistent with the nature of the child, where the priority of development is the versatility of abilities and interests, the versatility of talents and mental strength - the integrity of the personality, the very one that was given to Shatsky, bringing him a constant gnostic joy and at the same time being a source of suffering in choosing the only professional path. The first attempts at his theoretical analysis in pedagogy were supported by experimentation in tutoring: Shatsky used various techniques to stimulate the student's cognitive activity. A kaleidoscope of experiments in physics, chemistry and physiology in the same lesson could hardly be called a lesson in the literal sense of the word, Shatsky admits in his autobiography, it was rather a joint search for truth, cooperation, when the student and teacher communicated in the same language, ignoring rules of interstate distance. "I made a major stake on the development of students' independent thinking," Shatsky writes. It was surprising that for all his obsession with pedagogical experiments on the development of pupils, Shatsky never thought of becoming a high school teacher, since he did not believe that he would succeed. Having established himself in his youth as an actor, director, agronomist, translator, a wonderful singer with a huge repertoire (300 romances and songs, 10 operatic parts), the dramatic tenor Shatsky toured the country with concerts. He enjoyed great success, and he was offered a debut at the Bolshoi Theater, which opened the way to all the opera houses of the country. A fateful meeting with the architect and teacher A.U. Zelenko made him give up everything, marking the end of the painful search for himself. Alexander Ustinovich Zelenko suggested organizing, following the example of the Americans, Setlement - a kind of center (settlement) of cultural people who settled among the poor to organize educational work. This is how Shatsky recalls this in his book "Children - Workers of the Future": "He (Zelenko) offered to live with a bunch of children all summer in the country and start creating something like a republic with them." In the summer of 1905, having collected from friends a small amount of money and the necessary household items, Shatsky and Zelenko took 14 teenage boys to a summer dacha near Moscow, mainly from the Sushchevsky orphanage for the poor. This is how the Shchelkovo colony with labor and artistic education and children's self-government arose. According to the memoirs of contemporaries and eyewitnesses to the activities of the colony, in that stormy summer of 1905 full of political events, it really resembled a small democratic republic, all questions of life of which were decided by the general meeting of children and adults. The summer in the colony passed amicably and harmoniously. This inspired its organizers. With funds collected from the owners of large enterprises - the brothers Sabashnikovs, Kushnerevs, Morozova, a club building for children was built in the fall of 1905 according to Zelenko's project. So on a vacant lot in Tikhvinsky lane in Moscow, in a small room of an abandoned bathhouse, the country's first club for children and teenagers was founded. By the spring of 1906, about 120 children from the families of workers, artisans, and the urban poor came to the club. Every day, from 9 am to 12 noon, the club held public works obligatory for everyone, which was led by a children's working committee, usually elected for a week - a kind of continuation and development of the idea of \u200b\u200ba "gathering" as the governing body of the club. Various circles and workshops began to be created, as we would say now - "interest clubs". And the interests were very different - chemistry and physics, foreign languages \u200b\u200band drawing, singing and handicrafts. Children, together with their educators, visited art galleries, theaters, museums. It is not surprising that in the summer of 1906, 80 children had already left for the Shchelkovo colony. Valentina Demyanova (hereinafter - Shatskaya) took a prominent place among the teachers of Setlement. She became Shatsky's wife and his most faithful companion in all "years of searching." The educational system of Setlement was based on the idea of \u200b\u200ba "children's kingdom", where each pupil received an opportunity for the all-round development of strength. Children went to various circles: carpentry, shoemaker, singing, astronomical, theatrical, biological, etc. Each circle had its own name and rules for regulating relationships developed by children, which were strictly followed by adults and their leaders. The decisions taken at their meetings, as well as at the general meeting, were considered binding. Despite the fact that Setlement aroused great interest among the radical intelligentsia and children and received a silver medal for children's crafts at the Industrial Exhibition in St. Petersburg, on May 1, 1908, it was closed on suspicion of promoting socialism among children. However, thanks to the persistence of Shatsky and his friends, in the same 1908 a new society was created - Child Labor and Rest, which actually continued and developed the traditions of Setlement. In 1911, Morozova, a member of the Child Labor and Rest society, allowed Shatsky and his employees to organize a children's colony on an empty plot of her estate in Kaluga province. The colony was named "Vigorous Life". Its purpose was to organize summer vacations for members of the Maryinsky Club, to continue work on organizing a friendly children's team, to introduce children to work, self-government, and to develop their creative abilities in every possible way. Here Stanislav Teofilovich, together with his employees, tested the ideas of the connection between labor, aesthetic and mental activity, the relationship between educators and pupils, the dynamics of the development of the children's community in experimental work. It was a children's institution, which later became a role model for communal schools, which were organized in the next decade, but especially massively during the civil war. This is understandable, because Shatsky proposed a model of an essentially self-sustaining educational institution, where, thanks to the continuous agricultural labor of children and adults, it was possible to obtain means of subsistence. However, although labor occupied an important place in the colony, it was given, first of all, an educational orientation. The practical meaning of their activities was clear to the pets: they were improving the economy, striving to make life in the colony more pleasant, comfortable and beautiful. So there was a feeling of joy in work. The foundation of the entire life of the colony was the community of children and adults, and it was built on the principles of self-government. The guys were not imaginary, but the real owners of "Vigorous Life". And of course, as in all institutions that Shatsky created, His Majesty Creativity reigned in the colony. Adults and children published magazines, staged plays, organized concerts, listened to a lot of music and performed musical works. Orchestras, choir, theater organically combined with labor in the fields, classes in circles with various games. In 1928 D. Dewey visited "Vigorous Life". He was delighted: "What I saw in the Shatsky colony has no analogue in the world. Students are involved in real activities to improve the social environment: they improve sanitary conditions, participate in the elimination of illiteracy, teach peasants how to increase yields, etc. etc. Russian schoolchildren are organized more democratically than ours. " 1.2 Activity of S.T. Shatsky in Soviet times
After the Great October Revolution, Shatsky for a long time rejected an offer to participate in the work of the revolutionary People's Commissariat for Education. However, responsibility for the fate of children and the desire to engage in pedagogical activities for the benefit of society prompted him to accept the proposal of the new authorities on cooperation two years later. In 1919, he created in the Kaluga province the First Experimental Station for Public Education, which he headed until its closure in 1932. In it, Stanislav Teofilovich continued to study the problems that interested him in the pre-revolutionary years: education as the creation of the most favorable conditions for the natural free development of the child's personality, the cultivation of his needs; versatile labor activity as a pedagogical means of organizing a normal childhood; self-government in its natural self-development and self-regulation. The First Experimental Station had two branches - a city branch in Moscow and a village branch in the Kaluga province. The village branch consisted of 4 kindergartens, 15 first-level schools, a second-level school and a school-colony "Vigorous Life", a bureau for the study of the region, pedagogical courses, a pedagogical center summarizing the pedagogical experience of schools. The Moscow branch included a kindergarten, a school and an exhibition reflecting the experience of kindergartens and schools. The experimental station, headed by Shatsky, successfully solved the problems of labor education, the formation of a children's collective, student self-government, and physical education of schoolchildren. Conceived as a testing ground for the preparation of a rural version of school curricula, the station went far beyond these tasks. Shatsky and his associates created a pedagogical complex, unique in design and scope. The main task around which the activities of the complex were built was the interaction of the school with the environment. shatsk pedagogical Soviet teacher The station worked in two main directions: the environment was studied and educational programs were adapted in accordance with the peasant mentality. But the environment was also being transformed on new foundations. Step by step, slowly but steadily, the difficult task of "improving the lives" of children (from accustoming them to observing the rules of personal hygiene to decorating peasant yards with flower beds) was progressing. The peasants were involved in every possible way in the life of the schools - they were given lectures, elite seeds were handed out to them, and they were helped in the management of the economy. The experimental station headed by Shatsky also used local history materials in teaching, and attracted students to local history work. Each year of study more and more expanded the mental horizons of schoolchildren, immersing them in their native history, evoking true love for their native land. Along with knowledge and work, the school curriculum included art: listening to folk and classical music, choral singing, playing musical instruments, preparing improvisational performances (V.N.Shatskaya was an excellent pianist). The large economy of the colony (classrooms, workshops, educational and experimental farm, school power plant, etc.), the entire organization of school life was a matter of school government. Gradually, close ties with the surrounding life appeared in the complex, which had a beneficial effect on the implementation of integrity in the continuity of educational work. Thanks to this, it was possible to realize the main super task of the team - "the organization of the entire life of the child." The school of the future, according to Shatsky, was supposed to grow out of the life around it, working in it, constantly improving and improving. Under the leadership of Shatsky, the organization, content and methods of teaching, educational and social work of the school and issues of training teachers in the process of their pedagogical activity were developed and tested in practice in experimental institutions. Here are the main theoretical conclusions on pedagogy at the end of the 20s of the XX century, obtained during the work of the station: · 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 priority task of education is to develop the student's ability to independently acquire knowledge; · the school can and should participate in transforming the environment; · the entire educational process should be built only in accordance with the laws of the child's development and taking into account the child's attitude, i.e. be based on the principle of the self-worth of childhood; · in the learning process, it is necessary to apply such methods that would make it possible to rely on the real experience of the child, in other words, the introduction of the student into school science should occur in the process of reorganizing the knowledge he already has in order to make it alive, working, durable; · the combination of learning with labor gives all learning a vital character, makes the learning process more meaningful, and knowledge - conscious and effective; · labor has the greatest educational value when schoolchildren realize its necessity for the children's collective and as a part of common labor; · play and art are inseparable from children's life and are a prerequisite for the socialization and development of the child's personality; Shatsky made a significant contribution to the development of issues of the content of education in schools and increasing the role of the lesson as the main form of educational work. Under the guidance of the teacher, the methods of pedagogical research were developed - social - pedagogical experiment, observation, survey. The teacher organized a scientific school, which was represented by V.N. Shatskaya, A.A. Fortunatov, M.N. Skatkin, L. H. Skatkin and others. Their concept was based on the idea of \u200b\u200ban "open" school, a center for raising children in a social environment. Shatsky considered the organizing core of school life to be aesthetic education, which embraces the whole world of beauty and, in unity with labor education, acts as a catalyst for the creative potential of an individual in a team. Expanding theoretical and experimental work to create a new type of school, Shatsky strove to make school the best part of a child's life, bringing everyday joy, passion for an interesting job and a sense of his own growth. She was considered the best decoration for a child's life already because she gave him what the family could not give: satisfying the need for versatile activity - a need that, according to Shatsky, is inherent in each of us. The station has become a real forge of pedagogical personnel, and its activities have received a great response, both in domestic and in world pedagogy. There is a well-known high assessment that was given by J. Dewey, who visited Shatsky in the late 1920s: "I do not know anything like this in the world that could be compared with this colony." Shatsky's pedagogical activity, actively supported by N.K. Krupskaya, in the "time of troubles" of the late 1920s and early 1930s, underwent serious tests. He was accused of pedagogical "Russoism", alien political views of "agrarian Tolstoyism", defense of the "kulak sentiments of the countryside." The work of the Kaluga Experimental Station was gradually phased out and lost its experimental character. Of course, as in any new business, many mistakes were made in the implementation of this idea, the approach itself was criticized as leading to a decrease in the level of general education: carried away by the integration of various aspects of personality development, he sometimes violated the disciplinary organization of knowledge. However, Shatsky did not manage to correct the mistakes. In 1932, the Experimental Station was disbanded. Shatsky, in his words, "was torn away with blood from what he loved." Stanislav Teofilovich was appointed rector of the Moscow Conservatory. But there he was uncomfortable: the scale of his thinking demanded much more than the manifestation of his one-dimensional musical I. However, here, too, he seeks to realize his pedagogical ideas. At his suggestion, a music boarding school for gifted children is being created. Her activities largely determined the outstanding achievements of Soviet musicians at world competitions in the 30-50s. In 1933, Stanislav Teofilovich participated in the international congress in Paris on education, where he made a presentation. But dissatisfaction with work, systematic bullying in the press, and the loss of the meaning of life led to a disaster. On October 30, 1934, during the preparation of the conservatory for the demonstration, Stanislav Teofilovich died suddenly. A multi-talented personality - an actor, singer, translator, director, connoisseur of world fiction and natural science - he was not satisfied with a preference for one type of activity and found his happiness only when he found a way to synthesize them all in a pedagogical vocation. And, having completed the synthesis of all aspects of his being, the integration of himself, he managed to create a unique experience, which 50 years later began to revive in the world pedagogical theory and practice. Output: The emergence of the first out-of-school institutions for children in Russia is associated with the names of S.T. Shatsky and A.U. Zelenko. Children's clubs and a kindergarten created in Moscow in the area of \u200b\u200bButyrskaya Sloboda and Maryina Roshcha had the general name "Day Shelter for Coming Children". By the spring of 1906, about 150 children attended the orphanage. Workshops were opened at the shelter (locksmith, carpentry, sewing). A cultural and educational society "Setlement" was organized on the basis of the shelter. The name of the society was prompted by the experience of creating settlements in America - settlements of culturally intelligent people among the poor for educational work. Society "Setlement", created by S.T. Shatsky, A.U. Zelenko and other teachers, set the main goal to meet the cultural and social needs of children and young people of low-income and low-cultured part of the population, which is actually deprived of the opportunity to get school education. In addition to the kindergarten and children's clubs, the society had craft courses and a primary school. The society carried out cultural and educational work among the adult population. Practical work with children was based on a pedagogical concept developed by members of the community. This concept was based on the need to create conditions that would help children live rich emotional and mental lives. In teaching, the emphasis was placed on the assimilation of knowledge practically significant for the life of children. The relationship between teachers and children was understood as the relationship between older and younger friends. Great importance was attached to the upbringing of a sense of camaraderie, solidarity and collectivism in children. An unusual phenomenon for pedagogical practice of that time was the organization of children's self-government. 1908, the society was closed by order of the government, which saw in its activities an attempt to carry out socialism among young children. The next year S.T. Shatskiy and his associates create the "Child Labor and Rest" society. The work of the kindergarten, club, elementary school was continued. Due to limited funds, the community was unable to reach a large number of children. The leaders of the society were looking for new forms of organizing children. In 1911, the society opened a children's summer labor colony "Vigorous Life" (on the territory of the modern city of Obninsk). Valentina Nikolaevna Shatskaya (1882-1978), wife of S.T. Shatsky, who later became a leading specialist in the problems of musical education of children. Every summer 60-80 boys and girls lived in this colony, who attended the clubs of the "Child Labor and Rest" society. The basis of life in the colony was physical labor: cooking, self-service, landscaping, work in the garden, in the garden, in the field, in the barnyard. Free time was devoted to games, reading, conversations, staging performances, improvisations, music lessons, singing. Analyzing the experience of the colony, S.T. Shatsky concluded that physical labor has an organizing effect on the life of the children's collective. Labor activities of children also had educational value, they were a source of knowledge about nature, agricultural production, and contributed to the development of labor skills. The first out-of-school institutions in many ways performed a compensatory function - classes in these institutions made up for the lack of schooling for children. At the same time, they helped arrange the children's leisure time, contributed to the enrichment of their communication. The innovative nature of the first out-of-school institutions was due to the noble motives of their founders, as well as new pedagogical views on the issues of raising children. Chapter 2. Pedagogical ideas of S.Т. Shatsky
.1 Labor School Ideas
S.T. Shatsky believed that a labor school is a well-organized child's life, giving diversified development: "If we were able to serve children comprehensively - both from the social and labor side, and from the mental and emotional side, we would have the most perfect example of organizing a labor school." ... Thus, his labor school project was based on labor, which was organically combined with intellectual, physical, emotional and social work. It was a unique model of a labor school: it was built based on the interests and capabilities of the child, and was aimed at his all-round development. There were no analogues of such a school in world theory and practice. This was the main result of his pre-revolutionary activities. After the revolution, it continued as actively and in the same vein. In 1918 S.T. Shatsky presented the model of a labor school in the following way: "The material, disciplining and experiential canvas is provided by physical labor that serves children and is feasible for them. Organizes life and makes it easier - business self-government. Decorates life and nourishes an aesthetic feeling - art. Repeats and adapts to life, repeats the passed stages of humanity - a game that gives such a cheerful tone of common life. Directs the common life and satisfies the spirit of exploration - the work of the mind. The combination of all elements enhances social skills. And the skeleton of this organism is a constant exercise that appears in due time and does not overshadow the main goals of organizing children's life ". The labor school was built for children - their versatile development. It was supposed to provide them with a joyful and meaningful life, take into account their individual and age differences, contribute to the development of the child, and not sacrifice him to the "social order of society." This deliberate denial of taking into account the needs of society in education was the main flaw in the project of the labor school of S.T. Shatsky. The main advantage was that the teacher viewed upbringing as the organization of various activities of the child, as a complex and contradictory process organized by the teacher. It was clear to him that the school should be built on a scientific basis. Its main task is to create a favorable environment for each child, i.e. children's community, developing and continuously growing. The definition of this school is given: the place of "the organized life of children, which makes it its first task to let children live now, at the moment, and not prepare for the future." The only purpose of the school and the teacher is to organize the various activities of the children, studying them all the time. It must "promote the phenomena of growth, individual and group, of children in specially organized forms." For the first time S.T. Shatsky formulated the idea of \u200b\u200bthe need for research work at school: the teacher should be the organizer of children's life, its observer and researcher. In the center is the child with his interests and needs. The task of the state is not to "mold the people it needs for the corresponding functions into ready-made forms, but to create the most favorable conditions for organizing children's life at any given moment." School, according to S.T. Shatsky, is a determining factor in the development of the intellect, will, and emotions of a child through his active assimilation of social experience. The basic principles of the labor school are determined: priority of children's interests collectivism; versatile activity evolutionary; scientific character; unity of theory and practice Over time, S.T. Shatsky pays more and more attention to organizing the child's social experience, preparing him for labor and social activities, and the connection between school and life. "We want from the school a strong bond with life, and, consequently, knowledge of it." He clarifies and develops the characteristics of a new type of teacher: the teacher is a public worker with a wide horizon; teacher-organizer of his business and children's life; the teacher is a skilled observer and researcher. Fundamentally new in this professiogram is the setting of pedagogical work as social function, elevation to the rank of his leading organizational activity. The social factor is beginning to come more and more to the forefront of pedagogical problems. This tendency was developed in the report "The Soviet School, Its Theory and Practice", with which S.T. Shatsky spoke in April 1928 in Leipzig at the International Pedagogical Week. It should be borne in mind that the report of S.T. Shatsky - a collective work that he was edited by the People's Commissariat of Education in line with the official policy of the Soviet state. Noting the influence of the revolution on the sphere of education, S.T. Shatsky stressed that this found its expression primarily in the setting of the goal - the education of the citizen-builder of socialism. For the first time, he spoke about the need for a labor school to study and evaluate labor activity of the Soviet people and to introduce children to their feasible participation in socialist construction. This is a school that is possible with the participation of "a huge mass of the working population" in its work. This is a polytechnic school, which creates an opportunity to give general education as the foundation of the future professional. It is, of course, secular, based on the principle of regional studies. The goals and principles of the labor school, as indicated in the report, are implemented in programs that provide for a comprehensive teaching of nature, labor and society. Establishing connections between them should create the basis for the activity of a labor school, ensure the unity of theory and practice, expand the opportunities for the participation of the school and each student in the construction of a new society. Each school theme, one way or another, had to be reflected in the surrounding life. Here S.T. Shatsky already agrees that it is necessary to prepare future builders of socialism and builds the logic of this upbringing in a fairly straightforward manner: the more regularly a student is involved in socialist construction to the best of his ability and capabilities, the more he is brought up as a Soviet citizen. We see serious changes in his pedagogical logic: he proceeds from the needs of revolutionary practice, the interests of the child are relegated to the background. The idea of \u200b\u200ba labor school was further developed in the article "Methodology and Quality of School Work" (1931). In it S.T. Shatskiy is making one of the last attempts to return to his principles: he sees the weakness of the school's work on complex programs. One of the solutions, in his opinion, would be to combine training with productive labor, which is the main condition for the formation of a comprehensively developed personality. And yet it can be stated: in the late 20s - early 30s. under the pressure of circumstances, he begins to deviate from his pedagogical postulates. At the same time, a lot of valuable and instructive remains both in publications and in his practical activities. The pedagogical process, according to S.T. Shatsky, should have meaning for the child, he should inspire and stimulate him in the following logic: "I am learning - and now I feel better, life has become more interesting; I am learning - and the attitude of adults busy with their own affairs, whom I will get acquainted with when I will big ", changes: they recognize me, they reckon with me, I mean something; I Study and acquire comrades with whom new forms of LIFE are built; I Study - and I join the great stream of life, in which I begin to understand, which I begin to understand ; I study - and the more I study, the more the matter arises in my hands - these are the moods that should ... cover our youth in connection with school. " ... Without the connection of the school with life, this cannot be achieved. Thus, this principle is still one of the fundamental in the concept of the teacher, since it is addressed to children, their interests and capabilities; it is most conducive to the organization of a "vigorous life" in which the child's all-round development takes place. It is here that the main point of support of the labor school is located: reflecting the possibilities and needs of society, it should contribute to the personal growth of the child, his awareness of its usefulness and necessity, which includes the mechanism of motivation, etc. The principle of the connection between school and life radically changed and transformed the organization, content, and management of the school. The active participation of workers in its construction also radically changed the content, forms and methods of the educational process. S.T. Shatsky reached the highest level of causality in the pedagogical process: pedagogical questions are, at the same time, economic, everyday and political questions. Thus, the idea of \u200b\u200ba labor school carries various pedagogical aspects and meaning: personal, social, economic, political, etc. Based on the meaning and capabilities of a labor school for the development of a child's personality. Shatsky affirmed and supported this idea as the best and most effective form of organizing children's life. He saw the need to correlate its goals and objectives with the needs of society, but considered the main problems of its organization and development, first of all, from the standpoint of their usefulness and significance for children. Labor school S.T. Shatsky had fundamental differences from all foreign projects: it was of a general educational nature, was built on the basis of the leading elements of the child's life, satisfied his needs and interests, organized a variety of work activities not only at school, but also outside. Finally, she fully developed the child. 2.2 The teacher's ideas about the role of the social and natural environment in the development of the child's personality
One of the first S.T. Shatsky studied the problems of social pedagogy. He argued that the main issue in the theory of education is the question of the influence of the environment on children (the role of factors in education); but it is important for practicing teachers to define "the content, forms and methods of joint work with the adult and children's environment. In this setting, theory is closely linked with practice, forming the basis of social pedagogy." Leading in the concept of S. T Shatsky was the idea of \u200b\u200borganizing an "open" school as a center for raising children in a social environment. "The social side of school life is always real, always effective. The street, as a phenomenon of social order, has its own laws, norms, periodicity that regulate its life. The school, on the other hand, creates its own special environment, children's culture. It organizes the life of children, developing such needs in them that ordinary life does not. " The scientist argued that the source of a child's development is not genetic inclinations, but the socio-economic environment in which his upbringing takes place. The main determinant factor of behavior is "social heredity", under which S.T. Shatsky understood the norms, traditions, customs passed down from generation to generation. His innovative approach refuted the ideas of D. Dewey, E. Thorndike about the primacy of biological sources of personality development. S. T Shatsky paid special attention to the study of the nature of the child. The scientist believed that children should be brought up based on their experience, knowledge, interests and needs. The basis of an effective educational system is the diagnosis of the anatomical, physiological, psychological characteristics of the child, the study and consideration of the influences of society. Shatsky practically implemented the dialectic of the natural and the social in the formation of personality. He believed that one should study not only an individual child and his environment, but also a group of children ("children's community"), he developed a detailed program of research into the facts of children's life. According to the scientist, the essence of pedagogical work is determined precisely by the result of socio-pedagogical studies of the micro-environmental living conditions of children. He noted that the educational task of the school in its broadest sense is a thorough study of the positive and negative beginnings of children's subculture. The use of what is valuable in the subculture of children contributes to the improvement of education and upbringing. According to the scientist's concept, the goal of upbringing is always correlated with the goals of the social environment in which the pedagogical process takes place. The scientist saw the source of the development of pedagogy as a science in the analysis of the organized educational process and external circumstances, for example, the influence of the street, family, etc. S.T. Shatskiy created a model of the school, the key idea of \u200b\u200bwhich was formulated in the title of one of the articles: "The study of life and participation in it." Fradkin is a researcher of the scientific heritage and activities of S.T. Shatsky - distinguishes three stages of pedagogical technology. The first stage involves the analysis of the child's life experience acquired in society. The next stage is the systematization of his life experience, immersion in the system of cultural values \u200b\u200band orientation. At the final stage of the technology, the knowledge gained by the student is transformed into practice. So, in the First Experimental Station, children grew valuable varieties of vegetables, learned to organize their activities. According to S.T. Shatsky, upbringing is designed not to isolate children from acute issues of reality, but to teach them to solve problems in accordance with universal values. School, according to Shatsky, in its theoretical and practical orientation is turned to life. In the design and implementation of the pedagogical process, it is necessary to take into account all socializing factors, it is especially important to use and strengthen the positive ones. The school, as a center of education in a social environment, should implement local history material as a didactic tool. The teachers of the First Experimental Station used in their work a map of the area, information of a reference nature. In the classroom, children studied the features of the economic development of the region. S.T. Shatsky emphasized that the work of the school in the city center and the work of the school in the outskirts should be different, because they are in different conditions and work with different social groups. The school created by S.T. Shatsky, was focused on the creativity of children, on an independent search for a solution to the problem. Students were given the freedom to choose a creative work aimed at solving an applied problem that is important for others. Shatsky always tried to create an atmosphere of creative activity in the school, which was built by the joint efforts of teachers and students. He believed that the school is designed to teach children to coordinate their efforts to achieve a jointly set goal. The teacher paid special attention to the problems of children's self-government, considered it as a condition for self-actualization, self-regulation of children's life. So, at general meetings, pressing problems were discussed: the behavior of children, shifts, the organization of collective affairs, etc. Cooperation between adults and children, their trust in each other, the openness of the community to innovations created a favorable moral and psychological climate in the team. In modern conditions, the innovativeness of the concept of S.T. Shatsky about the social environment as a factor in education. Realities of life confirm the need to take into account the growing importance of the environment in raising children. An unorganized educational environment minimizes the efforts of teachers. The problem of indirect (through the environment) control of the child's development process is investigated by V.A. Karakovsky, L.I. Novikova, N.L. Selivanova and other scientists. The approach to the child from the side of the environment, that is, the environmental approach, is defined as a system of actions with the environment, ensuring its transformation into a means of diagnostics, design and production of an educational result. The environmental approach involves the modeling and design of educational space - a pedagogically reasonably organized environment surrounding children. Educational spaces can have different operating ranges - from the classroom to the region and region. When modeling the educational space, the diagnostics of the environment, taking into account its positive and negative potentials, studying the needs and motives of participants - both collective (schools, various centers of social, psychological assistance, etc.) and individual (children, parents, teachers etc.). Undoubtedly, the integrating function of modeling the educational space belongs to the school. The subjects of the educational space, according to A.V. Mudrik, there can be individuals (educated persons, parents, neighbors, teachers working in various educational institutions, employees of organizations located in this micro-society, etc.), group associations (families, peers, preschool, school and extracurricular institutions, children's and youth associations, organizations, etc.). Children's public associations play a significant role in the modern educational space. An effective form of organizing a children's community is a club. Shatsky substantiated the main idea of \u200b\u200bthe children's club - "the creation of a center where children's life is organized on the basis of the requirements emanating from children's nature." As the scientist believed, "in the children's club all the opportunities to learn about life and all the main elements that are involved in the creation of life should be provided. But at the same time, a real place for children should be given." Shatsky defined physical labor, play, art, and intellectual pursuits as the components of club work. Thus, emphasizing the importance of play in children's life, the scientist argued that a child's play is a life laboratory. It is necessary to strive to create a playful atmosphere in the club. "If the game is not introduced to the club, then the children will play on the street, which indicates that the work of the club is incorrect." The work of the club can be managed by someone who knows how to research, achieve, study. S.T. Shatsky argued that the work will be successful only if there is eternal search, dissatisfaction in work. The children's institution should grow continuously, and the leader should grow with it. " S.T. Shatsky made a significant contribution to the development of the ideas of social education, the creation of experimental educational institutions, in which the ideas of education as an organization of the life of children, self-government of students, leadership in the children's community, etc. were implemented. The scientist created an innovative concept of a school - a center for education in a social environment. In his opinion, the school, playing the main role in educational work with children, is the center and coordinator of the educational impact of the environment. Shatsky's ideas about the need to educate the environment, about the openness of the educational system are productive. The scientist has developed original approaches to solving such fundamental pedagogical problems as the socialization of the individual, methods of pedagogical research of the environment and the child, the functioning of the school as a complex of institutions that implement the integrity of education. The views of S.T. Shatsky on the interaction of the school of the social environment in the basic provisions coincide with the views of N.K. Krupskaya and A.L. Lunacharsky. And this is understandable, since the development 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 education, but they ended in failure. The scientific approach to pedagogy, according to the views of S.T. Shatsky, begins where education is built on the basis of 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 the 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 natural factors. To socio-economic - tools, tools, materials, budget and organization of the economy, etc. To social and domestic factors - housing, food , clothes, speech, counting, customs, typical judgments, social order". Classification of influencing factors S.T. Shatsky has a number of significant disadvantages. The question arises, is it possible to limit the impact 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 can hardly be justified. However, S.T. Shatsky 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," S.T. Shatsky. Teachers and parents need to learn how to manage these factors, use them wisely to improve children's health. 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 S.T. Shatsky 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. Employees of the station tried to establish correlations between the family budget and the costs of children, between the improvement of 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 hampered 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 and 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, i.e. give him what he could not get in the family in the village. At the same time, the school launched an enormous amount of work to introduce cultural interests, agrotechnical knowledge, etc. into the life of the adult population. This is general idea S.T. Shatskiy about the factors of 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. Shatskiy is especially valuable for his desire to rely in educational work on the factors of the influence of the environment on the personality, the struggle to create conditions favorable to the physical and spiritual development of children. Studying the pedagogical heritage of S.T. Shatsky convinces: nature not a random factor, but a powerful means of developing a child's personality. But nature becomes such a force only in the course and as a result of the child's interaction with her. Analyzing in this respect the urban environment with its dusty streets, gray houses, dark courtyards-wells, devoid of any greenery, the teacher came to the conclusion that city children are deprived of the educational influence of nature. And therefore, most children in cities are characterized by: poverty of impressions, lack of desire to reason, over-excitement, instability of mood, etc. ... You can oppose the street with the work and recreation of children in nature. Recognizing nature as a factor in the development of a child's personality, S.T. Shatsky suggested that teachers think about how, when and under what conditions its pedagogical significance will be manifested, to understand the main elements of the natural environment and to evaluate their pedagogical capabilities. From the point of view of S.T. Shatsky, the pedagogical significance of the child's constant communication with nature is as follows: 1.
Acquaintance and communication of children with nature contributes to the broadening of their horizons and the formation of their scientific outlook. The effectiveness of this implementation depends on the consideration of the local history principle. Children must first of all be introduced to the natural objects and phenomena of the immediate environment and only then inform them about wild animals, about plants of hot countries, about animals of the North, etc. However, S.T. Shatsky was convinced that knowledge about nature should not be presented as scattered facts. Children learn the material better if they are shown the interconnections arising in nature, the mutual influences of nature and man and the interdependence of nature and society. As a result, natural history knowledge gains a practical orientation. 2.
Communication with nature contributes to the development of children's speech. Making a comparative analysis of the speech of urban and rural preschool children, S.T. Shatsky noted that the speech of village children is richer, more imaginative, brighter. He saw the reasons for this in the fact that the village child is constantly surrounded by nature, exploring it, working in nature. 3.
Communication with nature contributes to the development of aesthetic taste in S.T. Shatsky recalled the time when city children first came to the village. One could often hear a similar phrase from them: “Everybody says - a beautiful view, oh, how good! But, in my opinion, it doesn't matter if the river is there, the trees are the same river, and the trees are like trees. special? Some kind of nonsense! " ... But frequent trips to the forest, to the river, observing the sunrises and sunsets, listening to the singing of birds, The soulful attitude of the teachers helped the children feel the beauty of the world around them. S.T. Shatsky also thought out a method of introducing children to nature. He warned teachers not to rush to give children ready-made knowledge about nature, but to try to bring into the system the existing material obtained by the child himself. "The child has a lot of knowledge in natural science, and we stick a test tube with oxygen in their nose and do not take into account their knowledge." The teacher was convinced that upbringing and educational work in children's institutions should be based on the real life experience of children. He believed that a child cannot live without researching S.T. Shatsky proposed to conduct experiments with children with plants, sand, water, clay, etc. As a result of such activities, children learn about the properties of natural objects and accumulate sensory experience. In this regard, Stanislav Teofilovich critically assessed the didactic material of Maria Montessori. He believed that the environment itself should provide material for the sensory and mental education of children. These materials are: water, sand, clay, stones, branches, plants, etc. All the properties of these materials: flowability, fluidity, plasticity, hardness, elasticity, etc. children discover practically and learn on their own. The knowledge of nature by children is also facilitated by regular observations of objects and phenomena of nature. For this, excursions were conducted, observations were specially organized, during which children noticed the changes taking place in the surrounding nature and learned to be indifferent to these phenomena. Labor in nature also contributed to children's understanding of the reasons for the growth and development of plants and animals. Organizing the work of the agricultural colony, S.T. Shatsky said: "We need not a semblance of a small zoological garden, where children would get to know animals through a lattice or cage, but a farm with a garden, a field, a vegetable garden, a barnyard, a dairy farm." All children were able to work there according to their strengths and interests. Preschoolers weeded, tied flowers, spud cabbages, picked ripe vegetables, fed chickens. In the colony, the idea of \u200b\u200bF. Frebel was implemented - the presence of their own children's beds, i.e. beds where the children worked as they wanted, when they wanted and planted whatever they wanted. The colony provided seeds and tools. After a while, the teachers noticed that children work on their own beds with great desire and diligence. They began to show interest in the varieties of crops, to find out their features and advantages, to clarify the procedure for practical actions and even complain that there are many activities in the colony, such as modeling, singing, playing, bathing, and painting, which distract them from working in the garden. Constant communication with nature has led to the fact that fierce city children began to show interest in the surrounding nature, care and affection for plants and animals. The colony also developed the custom of planting and protecting trees and shrubs. So, when building a road, the children themselves suggested laying it aside so as not to damage the Christmas trees and slender birches. If this was not possible, the children transplanted the trees. Thus, the study of the pedagogical heritage of S.T. Shatsky makes it possible to conclude that nature is the most important means of the harmonious development of a child. It has a complex effect on the development of all spheres of the forming personality, provided that the child is included in direct communication with nature. 2.3 The educational system of S.T. Shatsky
The term "education" by S.T. Shatsky used it 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. Shatsky rightly argued 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, who verbally agree with attitudes of teachers, and acting contrary to them. Therefore, he defined the task of the school - to study organized and unorganized influences on the child in order to rely 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 singled out 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 serving 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 framework of an 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 this breaks its connection with the environment. School of the third type, over the practical implementation of which S.T. Shatsky worked at the First Experimental Station for Public Education, in the surrounding social environment she served as an organizer, regulator and controller of children's life. Firstly, 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 areas of the environment where the child's formation process took place (family, street, village, etc.), carefully studied the means of influencing the child, their efficiency and, by reconstructing them, sought to strengthen the positive influences of the environment and neutralize the negative. 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 reconstruction 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 such a formulation of the question, the school set itself complex tasks, and it would be a mistake to claim 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. The evolution of S.T. Shatsky for the purpose of educating the younger generation, although it was noted by Soviet researchers of his work, until recently it was interpreted in a simplified manner, in the spirit of orthodox party-class attitudes: until October 1917 he "looked for and was mistaken", then he switched to "ideologically consistent positions" ... In fact, everything was much more complicated. It is possible that such a simplified interpretation was to some extent provoked by Stanislav Teofilovich himself, who, recalling the beginning of his journey, wrote about it somehow lightly, frivolously: "We will gather the children and try to organize a child's life, and then it will be clear that Children have no prejudices, they are real creators, full of correct instincts, feelings and thoughts, their mobility and originality are our main assistants.<. > We are children's companions. We must do everything that children do, and we must not cling to our authority so as not to overwhelm the children. We must obey all the rules that children make " Let us draw attention, however, to the fact that these statements did not mean denying the need for the goals of education as such, but were primarily a way to express rejection of the "pedagogy" that dominated both the family and the gymnasium and expressed the essence of the autocratic estate-class imperial regime. At the same time, it should be emphasized that even then S.T. Shatsky, ideas are beginning to take shape about a certain ideal system of upbringing, in which physical and mental work will harmoniously merge, and which will be based on close trusting relationships between children and adults, the principles of initiative and self-government. In doing so, he insisted that there should be no obligatory textbooks. The latter is simply wonderful if you remember his position. On this issue at the end of the 20s. All the same, taken together today is presented as something vague, indefinite. However, it is characteristic that in his first serious experience - the organization of a children's complex, a cultural center for adolescents from Maryina Roshcha - a lot takes on real, earthly outlines: a variety of circles, sections, workshops act in concert, cooperation between adults and children is established, self-government, democracy in "American manner" and much more, but no anarchy and permissiveness! Assessing the experience of "Setlement", it can be shown that it represents a turning point in the formation of the pedagogical worldview of S.T. Shatsky. If at first he dreamed, using his metaphor, how to dissolve in children, like a good director who "dies" in an actor, now he comes to the understanding that the various activities of pupils should be organized by a teacher based on the study and consideration of their interests and aspirations. One should agree with the opinion of one of the first researchers of S.T. Shatskiy D.S. Bershadskaya, who wrote that he understood "freedom of upbringing" as a well-organized amateur performance, when the scope for self-realization of everyone is open and the requirements of the children's community, the collective are met, when "everyone knew what to do and how to do for himself and for the general benefit." S.T. Shatsky believed that he would be able to make Setlement "apolitical and non-partisan in the very essence of its organization." However, the state and school, pedagogy and politics in autocratic Russia are closely linked, and "Setlement" was, as one would expect, banned "for promoting the ideas of socialism among children." This circumstance had a strong influence on the approach of S.T. Shatsky to the organization of all his teaching activities. Now he strove to isolate his pupils from the hostile influences of the social environment, bringing them closer to nature. He sees the organizational and pedagogical solution to this task in the creation of a boarding (closed) type of educational and educational institution. Without demanding help from government agencies and relying on the support of sponsoring philanthropists, he dreams of not being interfered with, allowing him to be, as they say, on an "autonomous voyage". Therefore, when the famous Moscow philanthropist A.N. Morozova invited him to develop a patch of wasteland in the "bear's corner" of the Kaluga province, he gladly accepted this offer, where he created the then world-famous school-colony "Vigorous Life". In principle, such a practice of organizing educational work inhibits the general development of the child, since it sharply narrows his sphere of communication. However, in those specific historical circumstances, the choice of S.T. Shatsky seems to be pedagogically grounded in precisely this form of organizing children's life, and most importantly, historically promising. He proceeded from the position that "a properly organized school must always go ahead of life." His catchphrase-metaphor "Children are workers of the future" historically accurately expressed the general democratic orientation of the experimental search and, in fact, actually became the motto of the revolutionary proletarian strategy aimed at destroying the old tsarist school and building something fundamentally new on its ruins. This is our, perhaps somewhat contradictory, assessment of S.T. Shatsky in initial period his activities. Having joined the general democratic movement "for free upbringing", on the whole, as we have shown, what was understood in a very peculiar way, he perceived the most important, truly valuable: love for children, heightened attention to their interests and needs, faith in their creative powers and capabilities. This determined the main direction of the organization of the pedagogical process, expressed by the metaphor "learning life from children." As a result of his own searches, a thorough acquaintance with foreign experience, he formulates the goal and methods, builds a descriptive model of the labor school in the following somewhat paradoxical way: “You need to go from the kitchen, not from Kant. Everything healthy, alive and deep can be based on these habits of activity When I attend class and see mental struggles, I fall asleep and become depressed. When they twirl, plan, hum, I soar again. This is the foundation, and the rest of the building of intelligence can be excellently completed. " It must be said that his idea of \u200b\u200bthe labor school S.T. Shatsky had been hatching for a long time. In its first approximation, this was implemented in Setlement. In the "Child Labor and Rest" society, which, according to the approved charter, "has as its goal to provide children with all kinds of reasonable activities and entertainment, to strengthen their health and provide them with medical assistance," the main goal remained the same: fostering a conscious attitude to socially useful work, readiness to active social work, to creative activity in the field of art. Uniting, thus, in a single educational process, teaching, work, art, S.T. Already in the pre-revolutionary period, Shatsky consciously and consistently focused on the idea of \u200b\u200bcomprehensive, harmonious development as the dominant of all educational influences. But as a realistically thinking person, he sees the most natural and pedagogically effective version of its embodiment in the organization of a certain isolated colony-community, where children, together with mentors-employees, come into close contact with nature and develop their strengths and abilities based on "reasonable, serious labor. " “I believed,” he wrote, “that a labor school is essentially a well-organized children's life, that if we could do this, if we could serve children comprehensively - both from the social and labor side, and from the mental and emotional side, then we would have the most perfect example of the organization of a labor school. " In other words, S.T. Even then, Shatsky was deeply aware that the most complete solution to the problem of all-round development is possible only in the conditions of an appropriately organized educational and labor collective, since there is a definite connection between the main aspects of children's life - physical labor, play, art, mental and social development of the child, constant interaction and, ultimately, certain changes in one direction (this concerns the forms of children's activities and their organization) cause corresponding changes in the other. In fact, the idea of \u200b\u200ban integrated approach in its modern full-scale understanding is expressed here. Summing up the preliminary results of his searches until 1917, he wrote: ". The material, disciplining and experienced outline is provided by physical labor that serves children and is feasible for them. Organizes life and makes it easier - business self-government. Repeats and adapts to life, repeats the passed stages of humanity is a game that gives such a cheerful tone of common life. Directs the common life and satisfies the spirit of research - the work of the Mind. The combination of all elements enhances social skills. And the skeleton of this organism is a constant exercise that appears in due time and does not overshadow the main goal of organizing a children's life ". S.T. Even in the pre-revolutionary years, Shatsky proceeded from the fact that the meaning of a person's life lies in the development of all his "essential forces" and that upbringing and education are a condition for this development, which pass into self-education only when the principle of self-development is implemented in the pedagogical process. This principle has two sides: the main, internal, conditioned by the very nature of the child, and the external, which expresses this internal givenness of a person in various forms of initiative in its broadest understanding. Already "Setlement" has become, in fact, the first children's club in Russia, created and functioning as a self-governing "autonomous" community In organizing children's life, he relied on the child's "real experience", which "must be identified by the teacher in a known way." On this basis, appropriate classes are built in the school-laboratory, where there is "contact with the accumulated human experience in the form of ready-made knowledge." In this case, although with the help of a mentor, the student must necessarily "pass everything through himself." As a result, as S.T. Shatsky, the child will "grow by leaps and bounds." The innovative system of the pedagogical process required a specially trained mentor. Shatsky began to prepare them from among the colonists who worked with him in the summer in Shchelkovo. Later, many of its pupils became energetic assistants at the "Vigorous Life" school-colony, then at the First Experimental Station for Public Education. It is this method of training teachers, we believe, is explained by the fact that in the pre-revolutionary period of S.T. Shatsky's organization of children's lives was a fairly closed system and therefore could exist only at the expense of internal human resources. It is known that S.T. Shatsky did not accept the October coup. Many researchers preferred not to delve into this issue, confining themselves to the explanation that he gave ten years later: he was prevented by "our culture of culture, apoliticality, the usual attitude of the intellectual of that time to the Bolsheviks as destroyers." In reality, everything looked different. After the February Revolution, he immediately became a prominent public figure - the head of the school department of the Moscow City Duma. Together with N.I. Popova - his associate and one of the leaders of the Moscow teachers - he got the opportunity to freely implement the projects that he had been hatching for many years. And suddenly - October. It seems that he was simply frightened of the impending changes. How else to explain this riddle of S.T. Shatsky? Why did he, having come to the idea of \u200b\u200ball-round development of the child's personality by creating a labor school, be hostile to the government that declared the implementation of this task the goal and content of all its transformations in the field of education? However, he knew one thing for sure: work in "Vigorous Life" must be continued, which he did. According to the memoirs of R.K. Schneider, S.T. Shatsky changed his position after he got acquainted with the text of the "Declaration on a unified labor school" - this manifesto of revolutionary pedagogy. Now he asserts that "a school cannot be closed, a school" in itself "is not our school, a school that only studies the surrounding life is also not ours", "a labor school is one that organizes the study of life and actively participates in it. " He comes to the recognition of the objective need for a wide and close interaction of the school with the environment, which will be one of the general ideas of his innovative pedagogical system. In the article "The system of kindergarten" (1921), which many researchers of the problems of general education schools for some reason do not notice, to the question: "What are the elements of children's life?" - he answers like this: "Physical development, art, mental life, social life, play and physical labor." This demonstrates his clear progress in understanding the structure and main directions of the comprehensive education of the child. At the same time, he begins to clearly distinguish between "common" and "near" goals. The first is set by life itself, its direction, which is characteristic of each historical epoch. The general goal of upbringing depends "on the direction of the economy of the epoch and a given country, on its way of life, on its ideals." The second - "from the funds that the country has." This delimitation of goals is, in our opinion, a significant methodological advance in solving this most important scientific and practical problem. Indeed, now the goal of upbringing is not an abstract general human category-absolute, but a concrete-historical phenomenon that exists in time and space. Moreover, “life itself” is the main and only subject in defining goals. But the question arises: what did S.T. Shatsky, using this metaphor? Maybe the fact that this is the prerogative of the authorities? Or maybe he, in this way, tried, as it were, to disguise his previous position: "the school is outside the parties"? Or did he want to more strictly define the range of professional responsibilities and rights of pedagogy, which is designed to ensure the implementation of the "demands of life", the requirements of the time in the form of specific technological procedures? If the goals of upbringing are dictated by the "spirit of the times", then how should this look in Russia? - asks S.T. Shatsky. In an era of revolutionary changes, he believes, it is impossible to give a clear definition of the goals of education. However, there are determinants, vectors, "something indisputable" that will make it possible to get a certain idea about them, namely: "Each country is now placed in a clear need for energetic participation in world exchange, the borders and walls of countries are severely shaken, hence the need for a broad view on things, expanding horizons, that is, the international should take the most important place in life. The problems of the new system are included in the positive ideals of education. The problems of collectivism acquire dominant importance. The reassessment of values \u200b\u200bbrings forward the problems of accounting, analysis, economy of forces. Of particular importance is the real reality, the vitality of upbringing, the problem of the environment in the formation of the personality is brought to the fore The depletion of all material resources, the colossal development of mass needs in the coming system make us especially think about the active manifestation of forces, the expediency of their expenditure and productivity. The strong influence of technology and related scientific x knowledge - hence the general goals of our time are clear; the citizen of the future is international, collectivist, organizer, realist, master of his craft, surrendering to his real vocation. TO this only needs to prepare our children. " An amazing penetration into the essence of your historical time and vision of the problems of the future on a global, as we would say today, scale! At this time, S.T. Shatsky, soon a member of the Bolshevik Party, finally breaks with the ideology of "free education." However, the child's interests, ways of revealing his individuality remain for him the basis on which his entire pedagogical system is built. He is far from idealizing the nature and capabilities of the child, from the desire to give him complete freedom in the educational process. "The new school," he declares, "is an extremely seriously organized school. A new school cannot be built on the chaotic flow of different interests of children." The revolution, he stressed, "made a revolution in the pedagogical business. This revolution was reflected, first of all, in the formulation of the very goal of education. We think that we must, first of all, educate a Soviet citizen - a citizen called to build socialism in our country. This task is one of the most important tasks that the revolution sets itself. " Here the political "color" of a Bolshevik party member is already obvious. The "spirit of the time" imperiously demanded its own. We can say that this ends, or rather, interrupts S.T. Shatsky to solve the problem of the goals of education in the spirit of general democratic, liberal traditions and aspirations. Under the influence of the proletarian party-class ideology, the trajectory of his innovative search is deformed, which ultimately led to the tragedy of this innovator, who tried to step from one historical era to another. Output: In May 1919 S.T. Shatskiy arranges, on the basis of the institutions of the "Child Labor and Rest" society, experimental-demonstration institutions of the People's Commissariat of Education of the RSFSR, which constituted the First Experimental Station for Public Education. The rural branch of the station in the Kaluga province included 13 first-level schools, a second-level school and four kindergartens. The tasks of the methodological center of the department were carried out by the "Vigorous Life" colony. The city branch of the station in Moscow united a kindergarten and schools of the first and second stage. The station included out-of-school institutions for children and adults, as well as courses for the training and advanced training of teachers. The experimental station worked with children, arranged joint work of the school and the population on raising children, and was engaged in research activities. Other experimental stations of the People's Commissariat for Education were created on the model of the First Experimental Station, which existed until 1936. It is known that S.T. Shatsky tried to create a children's production (brick factory), but was refused. The attempt to become a deputy of the local council also ended unsuccessfully. S.T. Shatsky organized a scientific school, which was represented by A.A. Fortunatov, M.N. Skatkin, L.K. Schleger, V.N. Shatskaya and others. It is noteworthy that M.N. Skatkin, like Shatsky himself, did not have a higher education diploma. Shatsky made a significant contribution to the development of issues of the content of education in schools and the enhancement of the role of the lesson as the basic form of educational work. Under the leadership of S.T. Shatsky, methods of pedagogical research were developed - social and pedagogical experiment, observation, survey. In August 1932, at the Moscow Conservatory, at the initiative of its director S.T. Shatsky and Professor A.B. Goldenweiser, the Children's Department was created to prepare capable students for admission to a music university - the future central music school. Conclusion
Half a century is enough time to evaluate the educational system. Recognition of S.T. Shatsky, which manifests itself in the constantly growing interest of the pedagogical community in his work, the active use of the ideas of S.T. Shatsky in the practice of the modern school, 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. Scientific and production association, for the first time in the history of pedagogy, created by S.T. Shatskiy 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 educational institution... The cultivation of an educational system such as the First Experimental Station in modern conditions will solve one of the most difficult problems - to establish effective communication pedagogical science and teaching practice, link school and pedagogy with life. The analysis of the educational system of S.T. Shatsky makes it possible to single out a number of factors that determined the success of a talented teacher. The pedagogical ideas of S.T. 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. In the analysis of pedagogical phenomena, Shatsky organically combined the depth of approach, insight into the essence of phenomena with a constant search for something new, which could advance a complex and delicate matter, such as teaching and upbringing of children and youth. Anyone who, in one way or another, is connected with the problems of pedagogy, be it scientist, a public figure or teacher, reading Shatsky, will undoubtedly enrich his ideas about the glorious path of the formation and development of Soviet pedagogical thought and will receive new opportunities for a better understanding of modern issues of school and pedagogical science. Pedagogical works of S.T. Shatskiy are distinguished by clarity of thought, simplicity of presentation and constant reliance on living experience, whether we are talking about the work of the innovative team of the First Experimental Station, which Shatskiy headed for many years, or about the practice of the country's schools. He deeply and comprehensively knew the pedagogical process, subtly understood the psychology of the child, well saw the strengths and weaknesses in the work of teachers. Shatsky is a brilliant experimental teacher. The contribution of S.T. Shatsky in the development of questions of Soviet didactics. Shatsky attached great importance to the work of children's communist organizations, as well as to issues of self-government of pupils. S.T. Shatsky made huge contribution in the development of problems of social pedagogy, and above all the pedagogy of the social environment. List of used literature
1.Titovets, T.E. Integrity pedagogy: to the 130th anniversary of the birth of S.T. Shatsky // Adukatsya i vyhavanne. - 2008. - N 6. - P.73-79. 2.Dewey, D. School and Society. M., 1925. .Shatsky, S.T. Pedagogical works in 4 volumes / Ed. I.A. Kairova, L.N. and M.N. Skatkin, V.N. Shatskaya. M., 1962. - T.2. .Shatsky, S.T. Selected pedagogical works in 2 volumes / Ed. N.P. Kuzina, M.N. Skatkin. M., 1980. - T.2 .Belyaev and V.I. Major theorist and practitioner of the labor school: [About S.T. Shatskiy (1878-1934)] // School. and pr-in. - 1998. - N5. - P.2-6. .Shatsky, S.T. School for kids or kids for school? // Fav. ped. cit .: In 2 volumes - M., 1980. - Vol. 2. .Shatsky, S.T. What is a club? // Fav. ped. cit .: In 2 volumes - M., 1980. - Vol. 1. .Melnichuk, I. A. S. T. Shatsky about school as a center of social education // Sats. - ped. Job. - 2004. - N6. - S. 110-115. .Shatsky, S.T. Selected pedagogical works in 2 volumes / Ed. N.P. Kuzina, M.N. Skatkin. M., 1980. - T.1 .Piskun, T.A. S.T. Shatsky about nature as a factor in the development of a child's personality / E.A. Strekha // Harmonization of psychophysical and social development of children. - Mn., 2006. - S. 140-143. .Bershadskaya D.S. Pedagogical views and activities of S.T. Shatsky. - M .: Publishing house of the APN RSFSR, 1960. .Free education and free labor school // On the way to a labor school. 1918. No. 10-12. P.21 .Shatskiy S.T. Work for the future / Compiled by V.I. Malinin, F.A. Fradkin. - Moscow: Education, 1989. .Stages of the new school. Collection of articles and reports / Ed. By S.T. Shatsky. - Moscow: Worker of education, 1923. .Shatsky, S.T. Pedagogical works in 4 volumes / Ed. I.A. Kairova, L.N. and M.N. Skatkin, V.N. Shatskaya. M., 1962 .-- T.1.Similar works on - Pedagogical activity and views of S.T. Shatsky
Outstanding Russian and Soviet experimental teacher. For the first time in Russia, he comprehensively examined the influence of environmental conditions on the socialization of a child. He also holds the lead in the development of issues such as self-government of schoolchildren, leadership in the children's community and the functioning of the school as a complex of institutions that implement continuity and integrity in education.
Born July 1 (13), 1878 in the village of Voronino, Dukhovshchinsky District, Smolensk Region, in the family of a minor military official. In 1881 the Shatskikh family moved to Moscow. In 1896 Stanislav graduated from the Moscow gymnasium. From the gymnasium, he got the impression: "This is not necessary either to study or teach." His whole life was haunted by the memory of a fellow school student: the mathematics teacher was going to give him a unit, and he sobbed, kissed his sleeve and begged for mercy.
In 1903 Stanislav Shatsky graduated from the Natural Sciences Department of the Physics and Mathematics Faculty of Moscow University, then studied at the Conservatory, then entered the Petrovskaya (now Timiryazevskaya) Agricultural Academy, where he became a favorite student of K.A.Timiryazev.
S.T. Shatsky was an actor, director, agronomist, a wonderful singer with a huge repertoire: 300 romances and songs, 10 opera parts. A dramatic tenor, Shatsky toured the country with concerts, enjoyed great success, and, finally, he was offered a debut at the Bolshoi Theater. Glory, success, honor, money awaited him. Shatsky refused everything, even the debut, which opened the way to all the opera houses of the country. In reality, all these years of intense and painful search for himself, his life purpose, he was attracted to pedagogy, to children.
The young Shatsky was greatly impressed by his acquaintance with the philosophical and pedagogical works of Leo Tolstoy, his work experience at the Yasnaya Polyana school. In the minds of Stanislav Teofilovich, the image of a rural school - an agricultural commune, which he would like to create, took shape more and more vividly. The meeting with the architect and teacher Alexander Ustinovich Zelenko, who returned from America and proposed to organize, following the example of the Americans, “Setlement” - a kind of center (village) of cultural people who settled among the poor to organize educational work, turned out to be fateful. The first attempt to bring these ideas to life was a small rural commune of 14 boys taken from a shelter, created by Shatsky and Zelenko in 1905. This is how the Shchelkovo colony with labor and art education and children's self-government arose. The summer in the colony passed amicably and harmoniously. This inspired its organizers. Shatsky, Zelenko and other teachers create the first out-of-school institutions in Russia for children on the outskirts of workers. Children's clubs and a kindergarten based in Moscow in the area of \u200b\u200bButyrskaya Sloboda and Maryina Roshcha had the general name “Day Shelter for Coming Children”. By the spring of 1906, about 150 children attended the orphanage. Workshops were opened at the shelter (locksmith, carpentry, sewing).
On the basis of the orphanage in 1906, the cultural and educational society "Setlement" was organized, its main goal was to meet the cultural and social needs of children and youth of the needy and low-culture part of the population, which was practically deprived of the opportunity to receive school education. In addition to the kindergarten and children's clubs, the society had craft courses and a primary school. A club building for children is being built according to Zelenko's project with the funds raised among major entrepreneurs - the brothers Sabashnikovs, Kushnerevs, Morozova. Valentina Nikolaevna Demyanova took a prominent place among the teachers of Setlement. She became Shatsky's wife and his most loyal associate.
Practical work with children was based on a pedagogical concept developed by members of the community. At the heart of the educational system of Setlement, all structural elements of which were subordinate to the set goal - to create the most favorable conditions for the self-expression of the individual and his self-realization, was the idea of \u200b\u200ba “children's kingdom”, where each pupil received an opportunity for the all-round development of strength. In teaching, the emphasis was placed on the assimilation of knowledge practically significant for the life of children. The relationship between teachers and children was understood as the relationship between older and younger friends. Great importance was attached to the upbringing of a sense of camaraderie, solidarity and collectivism in children. An unusual phenomenon for pedagogical practice of that time was the organization of children's self-management. Boys and girls united by interests and the principle of camaraderie. Children went to various clubs: carpentry, shoe, singing, astronomical, theater, biological, etc. Each club had its own name and rules for regulating relationships developed by children, which were strictly followed by adults, club leaders. Decisions made at club meetings, as well as at a general meeting, were considered binding. The society carried out cultural and educational work among the adult population.
Despite the fact that Setlement aroused great interest of the radical intelligentsia and children and received a silver medal for children's crafts at the Industrial Exhibition in St. Petersburg, on May 1, 1908 it was closed for “an attempt to carry out socialism among children,” and Stanislav Teofilovich Shatsky himself was arrested ... However, thanks to the persistence of Shatskiy and his friends, in the same 1908 a new society was created - Child Labor and Rest, which actually continued and developed the traditions of Setlement. Due to limited funds, the community was unable to reach a large number of children. Society leaders were looking for new forms of organizing children.
In 1911, a member of this society, Morozova, allowed Shatsky and his associates to organize a children's colony on an empty plot of her estate in the Kaluga province (on the territory of the modern city of Obninsk). The colony was named "Vigorous Life". Its purpose was to organize summer vacations for members of the Maryinsky club, to continue work on organizing a friendly children's team, to introduce children to work, self-government, and to develop their creative abilities in every possible way. Here, Stanislav Teofilovich, together with his colleagues, tested the ideas of the connection between labor, aesthetic and mental activity, the relationship between educators and pupils, the dynamics of the development of the children's community in experimental work.
Every summer 60-80 boys and girls lived in this colony, who attended the clubs of the “Child Labor and Rest” society. The basis of life in the colony was physical labor: cooking, self-service, landscaping, work in the garden, in the garden, in the field, in the barnyard. However, although labor occupied an important place in the colony, it was given, first of all, an educational orientation. Labor activities of children had educational value, they were a source of knowledge about nature, agricultural production, and contributed to the formation of labor skills. The practical meaning of their activities was clear to the pets: they were establishing the economy, striving to make life in the colony more pleasant, comfortable and beautiful. So there was a feeling of joy in work. The foundation of the entire life of the colony was the community of children and adults, and it was built on the principles of self-government. The guys were not imaginary, but the real owners of "Vigorous Life". And of course, as in all institutions that Shatsky created, His Majesty Creativity reigned in the colony. Adults and children published magazines, staged plays, organized concerts, listened to a lot of music and performed musical works. Orchestras, choir, theater organically combined with labor in the fields, classes in circles with various games. The content and methods of working with children Shatsky outlined in the monograph "Vigorous Life" (1914, together with V. N. Shatskaya).
"Vigorous life" then became a role model for communal schools, which were organized in the next decade, but especially massively during the Civil War: after all, Shatsky proposed a model of an essentially self-sustaining educational institution, where, thanks to the continuous agricultural labor of children and adults, it was possible to obtain funds for existence.
The February Revolution of 1917 inspired Shatsky, opened up new prospects for work and creativity for him. He did not accept October. Stanislav Teofilovich was one of the organizers of the teachers 'strike organized by the All-Russian Teachers' Union and directed against the seizure of power by the Bolsheviks. Shatsky, a member of the Moscow city council who was involved in education and one of the leaders of the All-Russian Union of Teachers, indignantly rejected the offer to participate in the work of the People's Commissariat for Education. However, making sure that the Bolsheviks came for a long time, Stanislav Teofilovich then accepted Nadezhda Krupskaya's offer of cooperation. In 1919, on the basis of the institutions of the "Child Labor and Rest" society, he created the famous First Experimental Station for Public Education, which he headed until its closure in 1932. The First Experimental Station had two branches - a city branch in Moscow and a village branch in the Kaluga province. The village branch consisted of 4 kindergartens, 15 first-level schools, a second-level school and a colony school "Vigorous Life" (which served as a methodological center of the department), a regional study bureau, pedagogical courses, a pedagogical center that summarizes the pedagogical experience of schools. The Moscow branch included a kindergarten, a school and an exhibition reflecting the experience of kindergartens and schools.The experimental station, led by Shatsky, successfully solved the problems of labor education, the formation of a children's collective, student self-government, physical education of schoolchildren, organized joint work of the school and the population on raising children , was engaged in research activities.
Shatsky and his associates created a pedagogical complex, unique in design and scope. The main task around which the activities of the complex were built was the interaction of the school with the environment.
The station worked in two main directions: the environment was studied and, in accordance with the peasant mentality, educational programs were adapted. But the environment was also being transformed on new foundations. The peasants were in every possible way involved in the life of the schools - they were given lectures, elite seeds were distributed to them, and they were helped in the management of the economy.
Gradually, the complex developed close ties with the surrounding life, which had a beneficial effect on the implementation of integrity in the continuity of educational work. Thanks to this, it was possible to realize the main super-task of the team - the "organization" of the entire life of the child. "
The activity of the station received a great response, both in domestic and world pedagogy. There is a high assessment given by the outstanding American philosopher, psychologist and teacher John Dewey, who visited Shatsky in the late 1920s: "I do not know anything like this in the world that could compare with this colony." On the model of the First Experimental Station, other experimental stations of the People's Commissariat for Education were created, which existed until 1936.
Vladimir Ilyich Lenin said about Shatsky: "Others only talk, but he does the job."
S. T. Shatsky organized a scientific school, which was represented by A. A. Fortunatov, M. N. Skatkin, L. K. Shlager, V. N. Shatskaya, etc. Under his leadership, methods of pedagogical research were developed - a social and pedagogical experiment , observation, survey. Confirming the organic connection of the school with society and the environment, Shatsky drew the attention of teachers to the variety of types of children's life, the development of labor skills and creative abilities of the child. Shatsky built the pedagogical process as an interaction between a teacher and a pupil, covering spiritual world child and the scope of its practical implementation. A fundamentally new idea of \u200b\u200bShatsky was that he did not just highlight the key positions of the educational process, but determined the relationship both between its participants and between individual elements, to which he attributed mental and physical labor, art, play. Shatsky emphasized that the violation of the connection between the components of personality education leads to a one-sided development of the child. He considered self-government to be an effective means of organizing free creative interaction of a student with a teacher, a team and society, contributing to the development of the individual, the assimilation of universal values.
In 1928 S.T. Shatsky on the recommendation of N.K. Krupskaya joined the Communist Party. At the same time, the Russian pedagogical emigration "forgave" him. She considered that such a step was taken in the name of saving the Russian school from total destruction. This story is another confirmation of the fact that Stanislav Teofilovich became one of the most recognized figures of public education in domestic pedagogy, moreover, the most beloved. At the same time, the scientist-teacher was constantly subjected to political persecution by the communist orthodox, who set the tone in the "socialist" - either as a "representative of the right wing of Moscow teachers", or as a Tolstoyan. Stanislav Teofilovich, with his education and scale, strikingly dropped out of the general mass of Sotsvos workers.
Since 1929 S.T. Shatsky is a member of the board of the RSFSR People's Commissariat for Education. In 1932, after the disbanding of the experimental station, he became rector of the Moscow Conservatory and at the same time director of the Central Pedagogical Laboratory. At his suggestion, a musical boarding school for gifted children was created at the Moscow Conservatory. Her activities largely determined the outstanding achievements of Soviet musicians at world competitions in the 30-50s.
On October 30, 1934, during the preparation of the conservatory for the holiday of the October Revolution, Stanislav Teofilovich Shatsky died suddenly. After cremation in the Donskoy crematorium, the urn with his ashes was buried in the wall of the main hall of the crematorium, on the left side (if you stand with your back to the entrance). In 1978, the urn was reburied directly at the New Donskoy cemetery, in the same grave with his wife and long-term associate, an outstanding teacher, a prominent specialist in the problems of musical education of children Valentina Nikolayevna Shatskaya (1882-1978). The grave is located behind the building of the former crematorium, at the walls of the columbariums of the 50s. To get to the grave of Stanislav Teofilovich and Valentina Nikolaevna Shatskikh, you need to go around the building of the former crematorium on the right (if you stand with your back to the gate), and then walk along the outer wall of the columbariums of the 50s, which will be on the left. The grave is located at the foot of the wall.
To the scientific and pedagogical heritage of S.T. Shatsky owns the works "Years of Searches", "Vigorous Life", "The System of the Russian Kindergarten", "Accounting-Basis of the Method", etc. In the 60s, the publishing house "Prosveshchenie" published a four-volume collection of the teacher's works.
One of the secondary schools in the city of Obninsk (School No. 1) bears the name of S. T. Shatsky. In front of the first building of the school (now this building is occupied by the "Lingvocenter" and the evening school of the city) there is a bust of an outstanding teacher.
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Introduction
1 Pedagogical views of S.T. Shatsky
2 Pedagogical principles and innovations of Shatsky
Conclusion
List of references
pedagogy shatsky free education
INTRODUCTION
Stanislav Tiofilovich Shatsky (1878-1934) - a representative of the concept of free education.
He formulated the principle of the self-worth 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 the 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.
Free-parenting advocates viewed the child as biosocial being, formulated the main provisions of the organization of the 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 in 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, in 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 "extreme 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 education. So at the age of 27, an innovative teacher with his 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 class 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 the English - 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. 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 neighborhoods 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 circle of teachers opens a kindergarten for twenty places, where women workers could leave their children. In the apartment of one of the employees, an outpatient clinic and a dental office for children were organized. Shatsky and his colleagues are convinced that labor education is an important addition to intellectual education; 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 \u200b\u200bshould 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 raising 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 a new, organized by him society "Child Labor and Rest", which was officially authorized. In the charter of the society, it was written that physical culture and sports work should be carried out with children, manual classes, labor recitation, music and singing should be conducted. Organize 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 disclosed: 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 surveillance, 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 the "Child Labor and Rest". And finally, in 1911, the opportunity arose to organize the 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 donated 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 education: "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", where highly cultured working people, a new generation of working intelligentsia, would be brought up. 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 Bodroy Zhizn. Its tasks: creation of a network of educational institutions - a nursery, a kindergarten, primary and secondary schools, courses for the adult population ("higher 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, which is significant for themselves. 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 fighting, 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 carried out 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 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: dramatization 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 in 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 do not 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 sought 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 the 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. The 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 striving 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 the microenvironment, the coordinator of all educational activities, taking into account the specifics of local conditions, culture and traditions of the people. Undoubtedly, all the above-mentioned ideas have a right to exist in the 21st century. And to implement them comprehensively, or to apply them in part, it depends on the position and tasks that are set before the educational institution in each specific case.
2 PEDAGOGICAL PRINCIPLES AND INNOVATIONS SHATSKY
Shatsky was the first in Russia to create club institutions for the children of the proletarian suburb 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. Back in the pre-revolutionary years, he and his closest collaborators developed an original, as Shatsky called, Russian system of upbringing in kindergarten, which was 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 setting up 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 is the content of upbringing in kindergarten.
The principle of defining the content of upbringing according to the types of activities of children put forward by S. T. Shatskiy has been applied today in the work of mass kindergartens. The upbringing program for children in the senior group of a modern kindergarten is compiled in sections: education of cultural behavior skills and compliance with hygiene rules, expansion of orientation in the environment and 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. " At present, 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, 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, issues 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 "Vigorous 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 creativity in 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, fine 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 a 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 education are immeasurably more vital than in any Western country. A colossal historical responsibility has fallen on us before the innumerable world of the world's working masses. Not only the future of our economy, but also the very strength of our revolutionary cause depends on how we conduct the upbringing of our children and youth ”. 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 on collective and state farms, which would be completely processed by schoolchildren under the guidance of teachers, with an appropriate work culture. “We need to talk about such an organization of children's work,” Shatsky wrote, “which is a part of the collective farm's work, a part that is feasible, accessible to children, but it must be serious. We need such child labor, which would be full of meaning and enthusiasm ”.
At that time there were no such modern school training and production brigades, 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 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 vital 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 issues of self-government of pupils. “Working together with children,” wrote S. T. Shatsky, “means recognizing the tremendous influence on children of the 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 activities of student self-government bodies are 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 team, conscientiously and responsibly treated the assigned task, and it is important that schoolchildren are able to subordinate their desires and intentions to the demands of the team. 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, ST 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 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 are related by the common communist ideology and 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 force of socialist pedagogy as a fundamentally new phenomenon public 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 ST 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, some 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 the school, Shatsky resolutely overcame these views and in last years life fruitfully worked on the issue of increasing 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. In this case, 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 gaining knowledge are two sides of the same process. "
Shatsky attached great importance to the fact that children clearly understand 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, it is necessary to 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 plunges students into 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 make little use 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 a "lofty aspiration", but also be able to "burn hearts with a verb." In other words, the mind and feelings of students should be in harmony, 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 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 closing, he organized a new society "Child Labor and Rest", which was continued by the activities 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 all the theoretical and practical activities of Shatsky, the idea of \u200b\u200bchild labor passed. At an early stage, this work should be related to 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.
LIST OF REFERENCES
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 works 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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The essence and formation of the idea of \u200b\u200bfree education in comparative pedagogy, its connection with the historical events of society. Factors determining its development. Analysis of the theories of its main representatives: J.-J. Russo, L.N. Tolstoy, K.N. Ventzel, S.T. Shatsky.
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Collective education traditions. The theory and practice of collective education A.S. Makarenko. "Settlement" S.T. Shatsky. "The Wise Power of the Collective" by V.A. Sukhomlinsky. "Republic SHKID" V.N. Soroka-Rosinsky. The theory of the development of the children's collective.
abstract, added 03/04/2012
The activities of out-of-school institutions at the beginning of the 20th century were based on the aspirations of leading Russian teachers: S.T. Shatsky, A.U. Zelenko, K.A. Fortunatova. The emergence of the first forms of extracurricular activities in Russia is associated with the gentry cadet corps.
abstract, added 10/19/2003
Education and school in Athens: mental, moral, aesthetic and physical development of a person. Democritus's pedagogical views, his materialistic concept of personality development. The system of views of Plato and Aristotle on the organization of education.
One of the brightest Russian teachers, S.T. Shatsky introduced a lot of new things in the creation and dissemination of ideas of social pedagogy. Shatsky's merit is that he was one of the first to make the influence of microenvironmental conditions on a child's socialization a subject of research. He belongs to the primacy in the development in Russia of such important problems for pedagogy as self-government of schoolchildren, education as the organization of the life of children, leadership in the children's community. In his concept of the school - the center of education in the social environment - transformative activity becomes the main source of the formation of the cognitive and value-emotional sphere of the child. He saw the main task of the school in familiarizing the child with the cultural achievements of mankind. Education, the scientist argued, should be aimed at forming a person capable of self-improvement, rationally engaging in labor, mental and aesthetic activities, and cooperating with one's efforts to achieve the goal.
2.1 Formation of a worldview.
Stanislav Teofilovich Shatsky was born in 1878. He spent his childhood in Moscow, in a large family of a military official. He studied at Moscow University, Moscow State Conservatory and the Agricultural Academy. Shatsky was one of the members of the Setlement Society in Moscow. With funds collected from the owners of large enterprises - the brothers Sabashnikovs, Kushnerevs, Morozova, a club building for children is being built in Russia according to Zelenko's project. An intensive search for forms of organizational and educational activities aimed at developing a creative personality begins.
The core of the team was formed by the graduates of the Moscow University E.A. Kazimirova, K.A. Fortunatov, A.A. Fortunatov, L.K. Schleger, N.O. Massalitinova. They were bright and gifted people who contributed a lot to the development of pedagogical ideas in Russia.
However, the work of Setlement was interrupted in 1907. Thanks to Shatsky's persistence in 1908, a new society "Child Labor and Rest" was created, which actually continued and developed the traditions of "Setlement". In 1911, a children's summer colony "Vigorous Life" was opened within the framework of the society. Here S.T. Shatsky, together with his employees, in experimental work, tests the ideas of the connection between labor, aesthetic and mental activity, the relationship between educators and pupils, the dynamics of the development of the children's community. Deep acquaintance with the schools of Western Europe in 1912-1914 allowed Shatsky to conclude that the colony and club created by him and his colleagues in Moscow are not inferior to the best foreign educational institutions... "I only regard foreign countries for stability and practice, but they lack fresh, broad ideas. Isn't that what they yearn for here?" (Shatskiy S.T. Pedagogical work: In 4 volumes. Vol.4. P.228).
The February revolution inspired Shatsky, opened up new prospects for work and creativity for him. He did not accept October. Shatsky was one of the organizers of the teachers 'strike organized by the All-Russian Teachers' Union and directed against the seizure of power by the Bolsheviks.
In 1919, he created the first experimental station for public education, which he headed until its closure in 1932.
The first experimental station, a unique institution in the history of education, occupied an entire region. It consisted of fourteen elementary schools, two secondary schools, a colony school "Vigorous Life", kindergartens, reading rooms. The central task of the station was to study the influence of the environment on the growth and development of a child, the use of everything valuable and positive in the culture of the environment in educational activities, the active involvement of parents in the educational process. In 1932, Shatsky was appointed director of the Moscow Conservatory.
In the formation of his pedagogical vocation, Shatsky repeatedly emphasized the role of L.N. Tolstoy. Tolstoy attracted him by his respect and admiration for the child, his creative attitude to teaching, his assessment of education as an important means of developing the spiritual forces of people. He was close to Tolstoy's desire to use the traditions and customs of the peasant way of life in educational work.
The development of Shatsky as a teacher was greatly influenced by the professor of the Agricultural Academy A.F. Fortunatov. He organized a school at home, in which, according to a certain system, he taught the children of friends and his own. The training was based on the ideas of developing the interest of children, giving them freedom of choice teaching material, reliance on life experience, stimulation of questions that had to be answered with the help of the teacher. A.F. Fortunatov opposed exams, the orientation of high school students and students for a diploma. The main thing for him was to teach the child to work independently in order to be able to answer the questions posed by society.
D. Dewey played a significant role in the formation of Shatsky's pedagogical worldview. In the works of the American teacher, Shatsky singled out democracy, the desire to introduce new elements into the traditional way of life.
In his preface to D. Dewey's book "School and Society" Shatsky emphasized the role of the philosopher and teacher in the development of the methodological foundations of pedagogical science, in the introduction of an active principle into it.
"The value of this work of Dewey lies in the fact that he definitely puts the process of education as an inseparable part of social life, emanating from it, drawing material from her practice and aimed at improving life forms. It is felt that behind every statement of Dewey is a mountain of learned facts, and only those who have worked and thought a lot in their lives, who are familiar with the hard work of reflecting on experiences gained by personal efforts, can well acknowledge the truth of his facts. Dewey is eager to build a school system that does not support social contradictions. "Until now," he says , - neither the growth of democracy, nor the expansion of scientific knowledge, nor books, newspapers, travel, technology - did not destroy two hostile classes - the worker and the non-worker. - Thought and action must be fused, and education, combining these two principles, alone is capable of doing everything necessary to combine everything in a reasonable work for the common good "(Dewey D. Introduction to the philosophy of education. - M., 1921. P.5 ).
Creatively using the ideas of these teachers, significantly different from each other in the direction of pedagogical thought, Shatsky created new approaches to educating the younger generation, preparing it for work and life.
3.1 Methodology.
Shatsky saw the limited and low efficiency of pedagogical research in the fact that their authors study only a specially organized educational process. In the creation of pedagogy, which takes into account all socializing factors and uses positive ones in the design and organization of the educational process, Shatsky saw the most important task of his work.
THE SOURCE OF THE CHILD'S DEVELOPMENT IS NOT IN GENETIC PROBLEMS, BUT IN THE SOCIAL AND ECONOMIC ENVIRONMENT.
Putting forward this thesis, Shatskiy opposed the widespread in his time ideas about the primary biological sources of child development. Shatsky argued that the main determinant factor of behavior is "social heredity", by which he understood norms, traditions, customs, passed down from generation to generation. "We should not consider the child in itself, as a pedological apparatus, but should look at him as the bearer of those influences that were revealed to him as coming from the environment." This approach was innovative in the 1920s, and in many ways it predetermined the scientist's breakthrough in solving the problem.
IN THE BEGINNING OF THE XX CENTURY, THE MADNESS TO HEAR THE APPEALS "TO HANDLE THE NATURE OF A CHILD", "TO BREAK" IT AND "FORG" A NEW PERSON IN THE NAME OF A BEAUTIFUL FUTURE.
He opposed primitive, unprofessional attempts to treat the child as a material from which, in accordance with the intention of the creators, the required type of personality can be formed. True parenting requires a deep knowledge of the nature of the child. It is necessary to raise a child based on his experience, knowledge, interests and needs. Anatomical, physiological, psychological and social knowledge of a student is the foundation for creating an effective educational system. Shatsky repeatedly stressed that nature must be able to observe, it is necessary to analyze its phenomena. You need to understand the environment in which children live, you need to be able to give yourself an account of the elements from which this situation is formed, you need to see the influences that accompany children's life.
ALL ATTEMPTS TO "LEAVE" PEDAGOGY FROM OTHER SCIENCES WITHOUT SUPPORT ON EXPERIMENTAL AND EXPERIMENTAL RESEARCHES ALWAYS ENDED IN FAILURE.
Pedagogy is an applied normative science, which, relying on pedology, develops the content, methods and forms of teaching and educational work with children.
Pedagogical knowledge is addressed to the teacher and therefore must be clearly and easily stated. The language of many pedagogical works only masks the lack of thought and novelty in solving educational problems. Shatsky hated all attempts to fence off pedagogy from life with a screen of pseudoscientific reasoning.
SHATSKY was very skeptical about the attempts of representatives of experimental pedagogy to create a fundamentally new scientific discipline using rigorous and precise methods of research.
The method used by Shatsky is closest to the work of Tolstoy. A holistic study of the educational process, which allows you to get an objective idea of \u200b\u200bthe relationship between children, their experiences, thoughts and feelings in the natural conditions of education and upbringing - this is what characterized the research method of the scientist. The school seemed to him as a laboratory in which the process of education is organically combined with the study of what is happening. Observations of the life of children and their activities were supplemented with materials obtained as a result of essays, questionnaires, and conversations. Shatsky used questioning and interviews in cases when he wanted to record a certain stage in the development of the children's community, to determine the attitude of children to values \u200b\u200bthat are important for the educational work of the school. The materials obtained as a result of social and educational research were actively used in planning and organizing the educational work of the station.
THE NATURE AND DIRECTION OF PEDAGOGICAL WORK IN THE MICRO ENVIRONMENT IS DETERMINED BY THE RESULT OF SOCIO-PEDAGOGICAL RESEARCHES OF THE MICRO ENVIRONMENTAL CONDITIONS OF CHILDREN.
The development of a plan for educational activities for 1926 in the Moscow branch of the First Experimental Station was preceded by a survey of 88 families in which 122 children aged from 8 to 15 lived. The results were as follows:
1. Do not have their own bed - 82%.
2. Parents use physical punishment - 67%.
3. Do not have books in the house - 20%.
4. Do not have elementary hygiene skills - 67%.
5. Children who consume alcohol: often -7%.
rarely - Z6%.
6. Children who smoke - 21%.
(NA RAO. F.1. Unit storage 88. P.55).
The school teachers introduced the survey results to parents and developed a joint children's health program.
Another area of \u200b\u200bthe school's work was the cooperation of families for joint purchases of fabric, shoes, food, books, teaching aids for children. Much attention was paid to cultural and educational work among parents.
As a result of the work, the level of everyday culture of the population has significantly increased. Comparison of the sanitary and hygienic living conditions of children in the family in 1922, at the beginning of the experiment, and in 1926, after its completion, testified to significant changes in living conditions.
3.2. The goals of education and upbringing.
The goals of education and upbringing are deeply linked. It is necessary not only to teach the child to count, Shatsky said, but also to teach him not to cheat another. Moral and mental, strong-willed and emotional education allows you to productively solve the questions posed by life.
THE ABILITY OF CHILDREN TO CO-OPERATE THEIR EFFORTS IN ACHIEVING THE COMMON GOAL IS AN IMPORTANT GOAL OF THE SCHOOL'S WORK.
Tolstoy's idea that it is the spirit of the class, the atmosphere of education and upbringing that is the determining factor in the process of the successful work of the teacher attracted the scientist. The school, according to Shatsky, should teach children to coordinate their efforts to achieve a jointly set goal. The learning process included the ability to formulate a goal, find and plan the means to achieve it, reflect on the difficulties that prevented the fulfillment of the assigned tasks, and successfully overcome them. Shatsky paid special attention to the problems of children's self-government, which was an important tool for creating conditions for self-actualization, self-regulation of children's life.
Cooperation between adults and children, their trust in each other, the openness of the community to innovations, criticism, growth, overcoming inevitable difficulties created a favorable moral and psychological attitude of the community of children and teachers.
NEW SCHOOL REQUIRES A TEACHER TRAINED IN PROCEDURES AND METHODS FOR CHILD AND ENVIRONMENTAL RESEARCH,
Shatsky paid much attention to the preparation of a teacher with characteristics that were qualitatively different from the traditional teacher. The teacher, he said, must learn to "let the material pass through himself." Looking at the teacher as a "transmitter" of knowledge, skills and abilities to children is limited and harmful. The teacher must be able to study the specific living conditions of the child in the family, in the children's community, explore the experience of children, their motives and needs. It is no less important to help the teacher in mastering such a function of a social teacher as work in the microenvironment and, together with the microenvironment, work on solving educational problems.
SCHOOL WORK REFORM MUST BEGIN WITH TEACHER TRAINING REFORM.
Speaking to teachers at the Shanyavsky National University in 1918, Shatsky with particular acuteness emphasized the value and necessity of the teacher's training program for reflection, his advancement based on the analysis of achievements and mistakes obtained in personal experience.
THE PURPOSE OF UPBRINGING SHOULD BE ACCOMPLISHED WITH THE MACRO AND MICROSOCIAL ENVIRONMENT OF THE CHILD.
The educational task of the school in its broadest sense is a deep and thorough study of the positive and negative beginnings of children's subculture. The school never starts from scratch, it strives to use the valuable in the subculture of children in order to raise the pedagogical process to a new level. Thus, according to the concept of the scientist, the goal of education is always correlated with the goals of the social environment in which the pedagogical process takes place. The positive in children's subculture is used as a building material in teaching and upbringing.
UPBRINGING AS AN ORGANIZATION OF THE CHILD'S LIFE.
Genuine school, according to Shatsky, pursues the goal of developing a child holistically and comprehensively, highlighting labor, aesthetic, mental, physical, and social activities. In synthesis, in interpenetration into each other, this activity contributes to the multilateral development of the personality. The most important goal of upbringing Shatsky considers the design of the process of development of the student's personality. In the first group of school, the child should be introduced to the life of the family in order to open horizons, enrich with new knowledge. In the second group of the school, he got acquainted with the economy, culture of the area, city or village in which he lived. In the third or fourth group, the macroenvironment appeared to him in its entirety and complexity of economic, political, and cultural ties. Thus, stepping from step to step, the child developed by expanding the space of culture. The main thing that Shatsky constantly drew attention to, reflecting on the goals of education, was to put forward new, increasingly complex tasks for the student, constantly teaching him to formulate them and "reach everything himself."
3.3 Educational tools.
ONLY A SCHOOL ORGANIZING THE ACTIVITIES OF CHILDREN WITH THE PURPOSE OF SOLVING LIFE IMPORTANT PROBLEMS CAN EDUCATE EFFICIENTLY.
The classical gymnasium did not pay attention to the needs and interests, social conditions of life and study of the gymnasium students. Brought up by such a school, the person was well prepared theoretically, but incapable of solving practical problems.
The "new schools" that were widespread in Russia at the beginning of the century also turned out to be far from the needs and requirements of real life. Children who grew up in greenhouse conditions later turned out to be completely unable to resist the difficulties of life. To teach and educate children for the benefit of them, Shatsky argued, is possible only in the process of posing and solving personally significant problems; standing in front of them daily and hourly. Education is not intended to isolate children from the pressing issues of our time, but to teach them to solve problems in accordance with universal human values \u200b\u200band ideals.
The unified labor school in its theoretical and pedagogical orientation was turned to life. However, in a significant part of mass schools, the genuine participation of children in solving urgent life problems was replaced by illustrative material. Shatsky tells with irony how in the classroom, children were taught with the help of glue, scissors and cardboard how to properly lay moss between the logs of a village hut, or how an excursion to the forest was replaced by modeling trees from plasticine.
SHATSKY CREATED A PRINCIPALLY NEW SCHOOL MODEL, ACTING A CENTER OF EDUCATION IN THE MICRO ENVIRONMENT, A COORDINATOR OF EDUCATIONAL IMPACT.
It was based on the idea that the scientist laconically formulated in the title of one of his articles: "The study of life and participation in it." A specially created group of researchers carefully studied the cultural characteristics of a child's life, his social, economic, economic characteristics, educational tools used in the process of socialization. Special attention was paid to the study of the child's life experience. The knowledge gained was analyzed, systematized and served as the basis for developing strategies and tactics for the school's educational work. If it was discovered that ineffective methods of work were used in the peasant economy, the school organized children's cooperation and, with its help, introduced new varieties of potatoes, beets, soybeans and other crops. Improving the sanitary and hygienic living conditions of children, aestheticizing everyday life, teaching children to cooperate in solving problems important for the community were the basis of the educational system developed by Shatsky. The school created by the scientist was fundamentally different from those existing abroad, it was original in design and execution. The creator himself and his contemporaries understood this well. “We understand the idea of \u200b\u200ba labor school in a significantly different way from all the ideas that are still prevalent abroad. We are talking about a labor school not only as a school of mental labor, not only as a school that uses physical labor as a teaching method, which introduces workshops of various manual labor, but how about a labor school, which should study the labor activity of people "(Shatskiy ST Ped. cit .: In 4 volumes. T.Z. P.11-12).
A SCHOOL SPEAKING A CENTER OF EDUCATION IN A SOCIAL ENVIRONMENT SHOULD USE THE LOCAL STUDY MATERIAL AS A TEACHING TOOL.
All teachers of the First Experimental Station had at their disposal and used in their work a map of the area with villages, schools, cooperatives marked on it, it contained basic information of a reference nature different sides life of the parish.
All material was presented in the form of tables, maps, diagrams, diagrams, convenient for lessons with children. For example, from the manuals compiled on the basis of materials from the study of economics, the children learned that there are 17,000 chickens in the parish, that each chicken gives a loss of 1-2 rubles. per year and can provide such and such an income when using rational technology. A book was indicated in which it was possible to read how to care for chickens based on specially prepared materials. The teacher compiled a number of arithmetic problems, in the solution of which the children became better acquainted with the economics of farming in the village and city.
The work of the school in the city center and the work of the school in the outskirts, Shatsky said, should be different, because they are in significantly different conditions and work with different social groups. School failures in working with children are largely determined by the fact that the microsocial conditions of life of children and the corresponding interests are not taken into account.
CREATIVITY IN ALL KINDS OF ACTIVITIES RELATED TO THE NEEDS OF A CHILD IS A NECESSARY CONDITION FOR EFFECTIVE EDUCATION.
The school created by Shatsky was focused on the creativity of children, awakening in them an interest in an independent search for a solution to the problem. Shatsky's favorite sentence was "You yourself will reach this." His irreconcilable attitude to the organization of education in the official gymnasium was determined primarily by the fact that there the student had no opportunity to freely realize his needs and interests. Only in the creative atmosphere of the schools of the First Experimental Station could a child's attitude to his activities, described by the teacher G.A. Stepin. "Yesterday in the classroom, one of the girls decided to make a trough for the cat (to feed the cat). She brought a log, sawed off a block from it, I helped her outline the contours of the future deepening, and she began to gouge. After the lessons, Nyusha runs to school:" Mother praised me ... Says Valya (older sister): here you are big, but you won't do anything at home. "(NA RAO. F.1, unit 226, l.37). Freedom of choice of creative work, its focus on solving an applied problem, useful and important for the life of others, the creation of an atmosphere to stimulate the activities of children - all these are important characteristics of Shatsky's style of work.
THE MAIN VALUE IS NOT IN THE KNOWLEDGE OF THE STUDENT, BUT IN THE DEVELOPMENT OF HIS THINKING.
This idea of \u200b\u200bthe scientist, persistently repeated by him many times, aroused fair criticism. Is it possible to develop a child's mind without a foundation of knowledge? Why should the development of mind and knowledge be opposite? P.P., who knew Shatsky well and was friends with him. Blonsky expressed his disagreement with the position of the scientist in the following way: “In my opinion, ST Shatsky went overboard when he argued that the school should provide skills, not knowledge. I was very sympathetic when he spoke about the great importance of acquiring mental skills, under with whom, of course, he understood not grammar and arithmetic, but what I would call the education of the mind. But I was jarred when they said: "not knowledge"; I always wanted to see the children of the people know a lot. " (Blonsky P.P. My memoirs. M .. 1971. P.169). Blonsky was right in drawing attention to Shatsky's emphasis on the idea of \u200b\u200bchild development. This was Shatsky's open position, directed against the widespread tendency to "stuff" various knowledge at the expense of the student's intellectual development.
THE VERY STATEMENT OF THE QUESTION ABOUT THAT THE RESULTS OF CHILD PRODUCTIVE LABOR ARE ABLE TO REPLENISH THE EXPENDITURE ON EDUCATION IS DEEPLY WRONG AND DANGEROUS.
Child labor has, above all, educational value. Students must master in various forms labor activity, because all this will help them in life to productively solve production and economic problems. The inmates of the "Vigorous Life" colony could do a lot: grow crops, clean up the school, cook food, knit and sew clothes. But when one of the inspectors raised the question of the self-sufficiency of children, so popular among the socialist activists, they met with a sharp rebuke. The station's teachers were not convinced by the arguments that the Bolshevskaya commune or the Dzerzhinsky commune were supported at the expense of the funds earned by the pupils. "The fundamental mistake of Khoruzhego is that children cannot furnish life with their own means (food, clothing, etc.). In a peasant family, a child also does not earn his own livelihood. If we are talking about raising children, then putting children in conditions of overwork is impossible, then there will be no mental appearance and there will be harm to the physical growth of children "(NA RAO, F.1, unit xr. 32, l. 165). Even in the most nightmares, they could not imagine the massive use of child labor on cotton plantations, harvesting potatoes and other crops, which not only did not contribute to the development of children, the connection between learning and labor, but was a form of exploitation of children.
3.4 Assessment
Shatsky's concept of using socializing factors in the educational process was new and original not only for Russia. Foreign teachers familiarized with Shatsky's work noted the innovativeness, the fundamental novelty of the goals and objectives. The focus of pedagogical activity on the restructuring of the microsocial environment by the efforts of children was new. Attention was drawn to the profound knowledge of the economic, social and cultural factors of socialization by teachers and researchers, their use in the process of teaching and educating schoolchildren. The scale of the station's work was striking. There was nothing of the kind in the West in those years. The high level of the collective's proficiency in pedagogical technology, manifested in the thorough debugging of all forms of organizing children's life, was noted by all foreign guests of the station without exception. A record of a delegation of German teachers about the work of the station was preserved in the guest book, in which it was said that in terms of the scope of the station's activities, as well as the peculiarities of the method of work, it was a pedagogical research institute of enormous importance; A number of outstanding teachers work at the institute, headed by the well-known in Germany S.T. Shatsky; the experimental station is visited by novice and old teachers not only from Moscow and the surrounding regions, but also from the most remote places of Soviet Russia.
However, the conditions and environment in which Shatsky had to implement his ideas greatly hindered him. The station was constantly under threat of disbandment. There was an endless political persecution of Shatsky, either as a "representative of the right wing of Moscow teachers", or as a Tolstoyan. The scientist, with his education and scale, dropped out of the general mass of Sotsvos workers. The campaign that began in the late 1920s, aimed at destroying the old intelligentsia, when Shatsky's friends and acquaintances were repressed, caused deep feelings in Shatsky.
This is what he wrote to Krupskaya: "Dear Nadezhda Konstantinovna! After a lot of thought, I am asking you to let me go. It became difficult for me to work at GUS, and I do not hope that my work in it was fruitful. I know that I will upset you, but that's why I come to such thoughts. We began this work with you together. You invited me, and I did not hesitate to answer your call. I put a lot of thoughts into the work and considered it mine. We seriously and consulted a lot about its progress In general, it boiled down to making the atmosphere of the People's Commissariat of Education warm, accessible, necessary and understandable to the masses, to breathe a lively pedagogical spirit in the center, to raise enthusiasm and interest in the work of the teaching staff, to give a specific direction to the young Russian school. strongly captured and created great attraction for me. But you, of course, remember that I did not always feel at ease. I constantly felt a chill of mistrust in myself as a "stranger" in the Narkompros environment, and I am good I knew this to you and endured great bitterness (at least in the story with Raphael) thanks to your friendly support. But the further, the more responsible work I undertake ... But I see that it is far from easy, and that you need to have for this work, which I have outlined for myself - both unconditional authority and unconditional trust. And I don't feel either one or the other. The atmosphere is very condensed and full of surprises. I was overwhelmed by the strange and forced departure of the most valuable employee - A.N. Volkovsky from Sotsvos, who was my assistant. How they could have let him go, I do not understand. The question has been raised again that only communists should be in responsible positions. Something is brewing: a turn in politics. And I feel especially bad. And I can’t stand it, and I don’t hope, and I decide to leave until I was delicately offered it "(RKhDNI. F.12, op.1, unit 1084, l.130-131).
The most difficult conditions of violence and lawlessness had a destructive effect on the experimental work of the scientist. Therefore, it is difficult to talk about the integrity of the work carried out by Shatsky, its completeness and formalization. However, the widely recognized theory and practice, which brings up and educates a child taking into account socializing factors, undoubtedly attracts the attention of researchers of various directions today.
