What if you, as teacher, used a seemingly all means of influence on the child, and the goals are not achieved? If you dream of at least an elementary manner, as the highest achievement, and you do not get? If on your calls and threats - one hot air? If the - oh, horror! - Authoritarianism, professing force and pressure, armed with punishment, demanding and encouraging, absolutely helpless and turns into a caricature of itself?

I am very sorry that I am unable to cite even a few excerpts from the "Parenting Poems". No paraphrase can not pass that test at the beginning of the horror and helplessness, as described by Makarenko. Not only know and feel, but just see how it was. During the day it was no good with children, and at night he is shoveling mountains of pedagogical books, trying to find answers to how to proceed, the outstanding teachers of the past. He could not find the answers. And in the morning again began a nightmare. None of the colonists did not want to do, the words of Makarenko and his colleagues are not paid the slightest attention. Educational institution recognized as a jaded teacher, more and more turned into a thieves' kitchen. So he was faced with a choice - either immediately change the situation or accept defeat and declare the failure of the entrusted affairs.

Revealed in the throes of a solution, then recognized the great educational discovery, made possible by the amazing ability to Makarenko's search for answers, if they are nowhere to be found, for life itself. He realized that he needed to find a real force, capable of converting educational goals of the good intentions into reality. This force - the collective. Despite his position, he found himself in a situation where the number of educator, and commanded by others. As it may be painful for the ego, the authority for their students aspiring leader of the colony was not. They had their own authority. Fist, and even a knife - very authoritative arguments. He could not see how a group of guys are literally the most powerful tyranny and suppress the others. But it was able to understand the relationship between pupils based not only on a piece of bread and fear, but also on shared beliefs and values. In the world of these relations to steal and loot - well, not to do so - stupid, to suppress and subjugate - well, not try to do the same - is ridiculous and absurd. From these positions work - no one desired service, and leisure - the desired state, which only need to strive for.

The first thing that the teacher tried to make it blow up the established relationship, and the blow to the moral and universal basis. Cases of abuse of kids is obviously unfair to any point of view, the guys helped privlecht attention to the realization of trouble in their midst, to break through a gap in consciousness in relation to the prevailing views and estimates, all that did not fit into the framework of the thieves, inhuman morality. On these facts Makarenko was able to conclusively prove that everyone is not included in the group of leaders, is totally vulnerable position and that each of them, this group can do as he wants. And that nothing but their own selfish interests, this group is not interested. She lives exploitation of the weak, fed at its expense remove from the road and anyone who tries to interfere with her.

AAakarenko not only opened the eyes of children, but also managed to raise them against such relationships. It is not just a mockery of the facts brought many colonists, but also revealed what is happening before everyone's eyes with such emotional power that the best of them, recognizing the glaring injustice, followed Macarena. So the teacher Machaookk.: Not only revealed the real force, capable of providing the required order, but was able to use it.

We can say, "What is special about it?" Divide and rule - the principle has long been recognized. Incite some other, closer to her, cajole, and to bestow, and then use their own purposes. The history in general and education in particular, many grown expert in this matter. But the moral purity of the great teacher, just lies in the fact that the strength he needed was not a formal solution of educational problems, not for the order, able to bend or break, and to create the best living conditions for everyone.

As we do not understand Makarenko! And not only do not understand, do not want, and then can not understand. No one can forget the case when Makarenko hit pupil. And do not forget. And he made no secret of his Makarenko, by contrast, has repeatedly turned to him. But not so bad when I remember this fact to the reproach of authoritarianism. Worse, much worse, when they talk about it to justify their actions. How do? Makarenko himself not only demanded, but also hit. And if he did so, we, as they say, God himself commanded.

So there! Educator Makarenko did not hit anyone. This act desperate people lost faith in everything and in himself as well. This is a shout driven to despair the soul are recognized in the full open pedagogical helplessness experienced by a living person. And nothing but pity ', and compassion, can not cause the weakened human action. After all, just that he was perceived by pupils, and especially to those to whom raised his hand. Do not understand this, consider this unfortunate incident as a characteristic of Makarenko's views - it does not matter, blaming or justifying - a failure to understand the great humanistic sense of his experience.

Makarenko raise his children against one another, and all of the colonists against the relations prevailing in their environment. And he did it so convincingly and with talent that is already in a very short time does not become a group, oppression of the weak. This was achieved by the organization of life, which left nobody indifferent, was fascinated by all of them. Advanced the idea of ​​an optimistic hypothesis approach to each person who defended the opportunity to evaluate it in terms of how it will be tomorrow, Makarenko in every awakening is good that we lived and were waiting in the wings. He was convinced that tomorrow a child raised in conditions that require him honesty, activity, diligence, team building, and at the same time taking into account his willingness to live in these conditions will be different, and maybe even a man could hardly recognizable. The greatness of pedagogy Makarenko that he opened the educational opportunities the team when he designed for the individual pupil and is supported by each of them.

An outstanding teacher, has put forward the idea, developed the methodology and logic opened the way to achieve the desired results. There seems to be everything, but we nevertheless are often unable to take advantage of this wealth. How so?

When confronted in the articles describing cases of embezzlement, bribery, drunkenness or anything like that, with the conclusions and suggestions, which lead to "bad educational work" and the need to conduct appropriate educational activities, literally takes the confusion. And the writer and the reader is clear what is meant by "educational work". We've been to the place and out of place meant it, that he, in fact, turned into a formality, a set of the same stereotyped activities. Call, to study, discuss, to deprive of something, etc. It came even to the point that in some schools the teacher encourages the father to do, "raising a child." And both of them well enough to understand what's going on.

Oddly enough, but if you really be a follower of Makarenko, the yield in most cases do in education. . Question is, how this training to understand. All of our study, the discussion on the boards, committees and meetings, all of our punishment, and promote anything to do with his understanding of education do not have. After all, for his education - it is primarily an organization of collective life, not the study of the one who got caught. But we do not believe such an education, do not try to learn from Makarenko, and adapt it to themselves, their level of understanding and culture, to its short-term needs.

We strive to create an asset out of our will obedient children, oppose these guys companions, use them to study the guilty, for the conduct of conduits - and say with pride: the first stage of the team! Makarenko tradition alive! And such an understanding of the stages of the collective - the funeral of his pedagogy.

Create with ZhEKe or labor camp units of different ages of children. And also - the drumbeat of his pedagogy. And the fact that in this life there is no need, it's just artificial education that hold the enthusiasm of the teacher, principal does not matter. But for Makarenko any organizational structure, not in demand for real life circumstances - nonsense. How pointless all that is created artificially, without regard to actual conditions and possibilities.

Our faith in the positive power of education has gone so far as we are, in fact, most education replaced the logic of control. Things reached the point that in most families, even contact the parents and children reduced to control: "The lessons done? Called? That was in physics? "And after the relevant answers or curses, or approved - an educational act accomplished!

What we do for a child to not cut myself, not burned? Hiding away from him the scissors and matches. Could not find their child - do not hurt, does not perpetrate a fire. And what I learned? But since the question we have not placed. Although Makarenko all restrictive pedagogy meaningless.

Make sure that what is usually caused by our inhibitions, and you will see: concern about themselves, their time, their convenience, nerves. Remember how many times the kid said "I do" and how we've always had no time to wait for him to cope. And not only do we not come to his aid, we just make it faster, doing for him. But the child to commit something to himself, he should teach it. And this concerns not only the ability to shoes laces, but everything connected with his life, including, of course, discipline.

But here's what a paradox. Children who come to school without going through kindergarten, are doing well. And the children of the kindergarten, which are specifically taught discipline, from the first day of its frequently violated.

This chain goes on. In the I - II classes of special concern to the discipline in the school there, and in later times the problem becomes threatening. Why not?

I Makarenko, and hence we have, there are answers. The discipline imposed on the child, considered and perceived it as a dictatorship, is disturbed at the slightest opportunity and will be violated. The so-called discipline needed someone else, not him. The child is better without it, he do not need it - why did he support it?

For the great moral dialectic of discipline was a category that represents the goal of the team and its consequence. If the discipline does not arise from the conditions of life, if it need not generated by these conditions, then such discipline is useless. Our mistake is that we demand discipline for its own sake and not see it as the natural conditions of the development team.

We are now a lot more than before, talking about children's self-government. For us, it became clear that the initiative, creative and independent people who can build and defend their position, we must cultivate. For Makarenko, self-education, the staff were the means of formation of the independence of each, and the government - a system of conditions defining the same lives of children and teachers.

We are also talking about the pedagogy of cooperation. But look, what a situation. Quite often formed informal groups. Quite often there are emergency, which teachers will learn the latest. Too often, the class lives in two planes: official - assessment meetings, the answers in the classroom - and personality - desires, motives, actions, and hobbies. And we still continue to reduce the life of the school for a lesson and the teacher. The old, in fact, an idealistic way of thinking prevails over us so that we have, even in the reform, which was driven by the need to improve the quality of education, the emphasis on learning to do. But where the training is not subject to educational goals, success can not be.

Necessary, if not the only assistant in the education of children should be the government. But this raises a number of pedagogical challenges. It is ridiculous to talk about self-government students, understood in a literal sense. Not coincidentally, many wise teachers began using the term "co-management." But it's not in the term, but in the content, which we put into it. Does anyone can seriously suggest that the educator Makarenko, children's self-affirming, eliminated from the responsibility and the impact on the lives of children? And is it possible even for a moment imagine that the government, it is worth it just vzesti, immediately begins to manifest itself in all its perfection?

Self-government should be to teach and learn. Makarenko did not play with the guys in the government, he taught them to live independently when making decisions. Taught, just as it does a pilot instructor, located next to the cockpit. And at the same time pointed out that without the proper instrumentation, without a clear understanding of where to begin, why to go, nothing but a compromise of ideas, will not.

Look how wise caution started all this work is now well-known director of the school № 825 in Moscow, VA Karakovsky. Just laying the foundation for whole-school team and brought about a great asset, he and his colleagues have found it possible to include all government school students. Pedagogical vision of the teacher, really inherits the idea of ​​Makarenko, consists in the fact that he did not give whole-school team to break into separate classes, and managed to overcome the mortgaged organizational isolation, to bring all the boys in one, one squad of different ages. And when the first 825 students are now embracing with teachers and sing their songs, it's not theater, and spiritual unity of the people living the same life, and make common cause.

And in Ukraine, Cherkasy region, there is a small rural school , in which the directorship of AA Zakharenko. About him and his school a lot written and said, primarily because the teacher was able to prove the spiritual and economic value of the school) for the fate of the village and its inhabitants. Caught in the midst of the next transformation, the village was referred to the unsound, and thus doomed to extinction. But the school Zakharenko was on the way of those plans and raised to fight the entire adult population. They managed to defend the village, to strengthen its financial base. Today the school - this is a huge academic buildings, an observatory, a museum of Fame, which presents the past and present, rural workers, swimming pools (summer and winter) and an arboretum.

resulting in widely observed low level of political scholarship students and even students. The set of terms derived from our national newspaper "Pravda", "Izvestia", "Komsomolskaya Pravda", such as a vote, marketing manager, video, extremism, mafia, genocide, segregation, apartheid, the referendum, shocking, MP, a plebiscite, the consolidation , convertibility, corruption, etc., to students or are not known, or understood inaccurate, incomplete and even erroneous. Many terms are interpreted on an intuitive level, or everyday, do not know how to use the active voice is a lesson or political information. Weak awareness of terminology leads to the fact that by choosing the material for political information, the students try to avoid articles with incomprehensible words, they develop a need to refer to dictionaries or to adults for explanations.

The indifference of students to new words, the lack of desire to understand their meaning often comes from the fact that the school does not create conditions that encourage students to work independently, to seek answers to questions. Fill this gap, we tried to create political information on the situations where students need to identify their political erudition, knowledge of unfamiliar political terms.

This was done in different ways. Some political information began with the reading of newspapers. Each student received a separate number, read the articles on political topics, highlighting and writing on a blackboard strange and obscure words. Thus was formed a common bank unknown words, which included in some classes of up to 20 terms. Then, trying to figure out their meaning. Asked to speak to all who knew, or thought he knew, and if none of the students could not explain the term, the teacher said he was in no hurry, and gave the job to the next political information to find its value in the dictionary, to consult with parents and teachers. Sometimes the task included selection of synonyms, making suggestions, or story with these words. At the beginning of the next political information discussed results, the most active students should be encouraged. Им или вручался переходящий приз, или делались соответствующие записи в дневник, в творческую книжку учащегося.

В чем преимущества такой организации работы? Не учитель, а сами ученики определяют степень своей политической осведомленности. Они сами составляют перечень неизвестных по значению политических терминов, что психологически настраивает их на поиск ответов. На такой политинформации нет деления на выступающих и слушающих, активны все: все читают, выделяют слова, обдумывают их возможное значение, причем основными поставщиками банка неизвестных слов выступают малоэрудированные и малочитающие учащиеся. А это тоже активность, начало более продуктивной деятельности. Интересно и учащимся-эрудитам, так как возникает эффект взаимообучения, коллективного творчества.

Другой вариант работы по формированию политической эрудиции учащихся, который мы тоже использовали в школах, состоял в следующем. Политинформация проходила как состязание, турнир между группами или (для экономии времени) рядами учащихся. Учитель или политинформатор готовил задания, тематика которых объявлялась заранее, а конкретное содержание становилось известным только на самой политинформации. Мы использовали задания под следующими условными названиями: «Телетайп», «Комментатор», «Энциклопедист», «Корректор», «Редактор», «Сатирик», «Журналист» и т. п.

Те учащиеся, которые получали первое задание, должны были перечислить важнейшие события, которые произошли за определенный промежуток времени в названной стране. Второе задание предполагало комментирование, оценку какого-то одного политического события. Выполняя третье задание, требовалось показать знание политической терминологии, продемонстрировать умение грамматически правильно написать предлагаемые слова, пояснить их, составить с ними предложения. Четвертое задание побуждало найти заранее смоделированные ошибки и опечатки в тексте политического содержания. Пятое предлагало учащимся рубрики, заголовки, газетные материалы, по которым ребята должны были определить, из каких газет они взяты, придумать свои заголовки к статьям. В шестом — надо было придумать свои названия к карикатурам из разных газет, в седьмом — определить газетный жанр вырезок. Выполненные задания оценивались, выводилась итоговая оценка и объявлялся ряд или группа-победитель.

Такая форма проведения политинформации позволяет добиваться сразу несколько целей. Она стимулирует самообразование учащихся, побуждает их регулярно читать газеты и журналы, работать со словарями, а в силу своей оригинальности и состязательности всегда интересна, обеспечивает активное участие каждого. Количество, содержание заданий можно варьировать в зависимости от возраста школьников, их потребностей, уровня развития, желаний и инициативы. По мере освоения учащимися новых терминов, накопления ими словарного запаса доля таких заданий может соответственно уменьшаться, и увеличиваться роль заданий аналитического характера.

Я. Турбовской, зав. лабораторией НИИ общей педагогики АПН России

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