One of the brightest Russian teachers, S.T. Shatsky contributed a lot to the creation and dissemination of the ideas of social pedagogy. Shatsky's service is that he was one of the first to make the subject of research the influence of microenvironmental conditions on the socialization of the child. He holds the lead in the development in Russia of such important problems for pedagogy as the self-government of schoolchildren, education as an organization of the life of children, and 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 formation of the cognitive and value-emotional sphere of the child. He saw the main task of the school in introducing the child to the cultural achievements of mankind. Education, the scientist argued, should be aimed at the formation of a person capable of self-improvement, rationally engaging in labor, mental and aesthetic activities, cooperating their efforts to achieve the goal.

2.1 The formation of the 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, the Moscow Coservatory and the Agricultural Academy. Shatsky was one of the members of the Settlement Society in Moscow. With funds raised from the owners of large enterprises - the Sabashnikov brothers, Kushnerevs, Morozova, a club building for children is being built in Russia according to the Zelenko project. An intensive search for forms of organizational and educational activities aimed at the development of a creative personality begins.

The core of the team of employees was formed by graduates of 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 the "Settlement" was interrupted in 1907. Thanks to Shatsky's perseverance, in 1908 a new society "Children's Labor and Recreation" was created, actually continuing and developing the traditions of the "Settlement". In 1911, a children's summer colony "Cheerful Life" was opened within the framework of the society. Here S.T. Shatsky together with employees in experimental work checks 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 knowledge of the schools Western Europe in 1912-1914 allowed Shatsky to conclude that the colony and club created by him and his colleagues in Moscow were not inferior to the best foreign educational institutions. "I only revere foreign countries for stability and practice, but they lack fresh, broad ideas. Isn't that what they yearn for here?" (Shatsky S.T. Ped. op.: In 4 volumes. T.4. P.228).

The February revolution inspired Shatsky, opened up new prospects for work and creativity. October he did not accept. 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 directed until its closure in 1932.

The first experimental station, a unique institution in the history of education, occupied an entire district. It included fourteen primary schools, two secondary, school-colony "Cheerful life", kindergartens, reading rooms. The central task of the station was to study the influence of the environment on the growth and development of the child, the use in educational activities of everything valuable and positive in the culture of the environment, and 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 with respect and admiration for the child, a creative attitude to pedagogical activity, and an assessment of education as an important means of developing the spiritual forces of people. He was close to Tolstoy's desire to use in educational work traditions and customs of the peasant way of life.

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 educational material, reliance on life experience, stimulation of questions to which, with the help of a teacher, it was necessary to find an answer. A.F. Fortunatov opposed examinations, 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 shaping 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 developing the methodological foundations of pedagogical science, in introducing an active principle into it.

"The value of Dewey's work lies in the fact that he definitely places the process of education as an inseparable part of social life, emanating from it, drawing material from its practice and aimed at improving life forms. It is felt that behind every Dewey statement there is a mountain of studied facts, and the correctness of his facts can only be well acknowledged by those who have worked and thought hard in their lives, who know the hard work of reflecting on experiences gained by personal efforts. Dewey is full of desire to build a school system that does not support social contradictions. "Until now," he says , - neither the growth of democracy, nor the expansion scientific knowledge, no books, newspapers, travel, technology - did not destroy the two hostile classes - the worker and the non-worker. - Thought and action must be merged, and education, which combines these two principles, alone can do everything necessary to combine everything in 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, who differ significantly 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 limitation and low efficiency of pedagogical research in the fact that their authors study only a specially organized educational process. In creating a pedagogy that takes into account all socializing factors and uses the positive ones in design and organization educational process, Shatsky saw the most important task of his work.

THE SOURCE OF A CHILD'S DEVELOPMENT IS NOT IN GENETIC INDIVIDUALS, BUT IN THE SOCIAL AND ECONOMIC ENVIRONMENT.

Putting forward this thesis, Shatsky opposed the ideas that were widespread in his time about the primacy of the biological sources of a child's development. Shatsky argued that the main determinant factor in behavior is "social heredity", by which he understood the norms, traditions, customs passed down from generation to generation. “We must not consider the child in and of itself, as a pedological apparatus, but must look at him as the bearer of those influences that have appeared on him as coming from environment". This approach was innovative in the 20s, and in many respects it predetermined the scientist's breakthrough in solving the problem.

AT THE BEGINNING OF THE 20TH CENTURY IT IS CRAZY TO HEAR THE CALLS TO "CRIMP THE CHILD'S NATURE", "BREAK" IT AND "Forge" 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 creators' intention, the required type of personality can be formed. Genuine education 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 schoolchild is the foundation for creating an effective educational system. Shatsky repeatedly emphasized that one must be able to observe nature, one must analyze its phenomena. One must understand the situation in which children live;

ALL ATTEMPTS TO "DRIVE" PEDAGOGY FROM OTHER SCIENCES WITHOUT RELIANCE ON EXPERIMENTAL AND EXPERIMENTAL RESEARCH ALWAYS FAILED.

Pedagogy is an applied normative science, which, based on pedology, develops the content, methods and forms of educational work with children.

Pedagogical knowledge addressed to the teacher and therefore should be clearly and accessible. The language of many pedagogical works only masks the lack of thought and novelty in solving educational problems. Shatsky was disgusted by any attempts to isolate pedagogy from life with a screen of pseudoscientific reasoning.

SHATSKII WAS VERY SKEPTICAL TO THE ATTEMPTS OF THE REPRESENTATIVES OF EXPERIMENTAL PEDAGOGY TO CREATE A PRINCIPALLY NEW SCIENTIFIC DISCIPLINE WITH THE HELP OF RIGID AND PRECISE RESEARCH METHODS.

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 ​​the 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 a laboratory in which the process of education is organically combined with the study of what is happening. Observations on the lives of children and their activities were supplemented by materials obtained as a result of writing essays, questionnaires, and conversations. Shatsky used questionnaires and conversations when he wanted to fix a certain stage in the development of the children's community, to determine the attitude of children to values ​​that are important for the educational work of the school. Materials obtained as a result of social pedagogical research, were actively used in planning and organizing the educational work of the station.

THE NATURE AND DIRECTION OF PEDAGOGICAL WORK IN THE MICROENVIRONMENT IS DEFINED BY THE RESULT OF SOCIAL AND PEDAGOGICAL RESEARCH OF THE MICROENVIRONMENTAL CONDITIONS OF CHILDREN'S LIFE.

The development of a plan for educational activities for 1926 at the Moscow branch of the First Experimental Station was preceded by a survey of 88 families in which 122 children aged 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. They do not have elementary hygiene skills - 67%.

5. Children who consume alcohol: often -7%.

rarely - 36%.

6. Smoking children - 21%.

(NA RAO. F.1. item 88. P.55).

School teachers informed parents about the results of the survey and developed a joint program for the protection of children's health.

Another direction of the school's work was the cooperation of families for the joint purchase of fabrics, 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 conditions of life 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 interconnected. It is necessary not only to teach a child to count, said Shatsky, but also to teach him not to shortchange another. Moral and mental, strong-willed and emotional education allows you to productively solve the questions posed by life.

THE ABILITY OF CHILDREN TO COOPERATE THEIR EFFORTS IN ACHIEVING A COMMON GOAL IS AN IMPORTANT GOAL OF THE SCHOOL.

Tolstoy's idea that it is the spirit of the class, the atmosphere of training and education that are the determining factor in the process successful work teacher, attracted a scientist. The school, according to Shatsky, should teach children to coordinate their efforts to achieve a joint 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 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.

The cooperation of adults and children, their trust in each other, the openness of the community to innovation, criticism, growth, overcoming the inevitable difficulties created a favorable moral and psychological mood in the community of children and teachers.

NEW SCHOOL REQUIRES A TEACHER TRAINED IN PROCEDURES AND METHODS OF CHILD AND ENVIRONMENTAL RESEARCH,

Shatsky paid much attention to the training of a teacher with characteristics that are qualitatively different from those of a traditional teacher. The teacher, he declared, must learn to "pass the material through himself." The view of 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 conditions of the child's life in the family, in the children's community, to explore the experience of children, their motives and needs. Equally important is helping the teacher in mastering such a function of a social pedagogue as working in a microenvironment and, together with the microenvironment, working on solving educational problems.

SCHOOL REFORM MUST START WITH TEACHER TRAINING REFORM.

Speaking to teachers in People's University named after Shanyavsky in 1918, Shatsky emphasized with particular poignancy 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 EDUCATION SHOULD BE SET WITH CONSIDERING THE CHILD'S MACRO AND MICROSOCIAL ENVIRONMENT.

The educational task of the school in its broadest sense is a deep and thorough study of the positive and negative beginnings of the 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 the children's subculture is used as a building material in education and upbringing.

EDUCATION AS ORGANIZATION OF A CHILD'S LIFE.

A genuine school, according to Shatsky, aims to develop the child holistically and comprehensively, highlighting labor, aesthetic, mental, physical, and social activities. In synthesis, in mutual penetration into each other, this activity contributes to the multilateral development of the individual. Shatsky believes that the most important goal of education is to design the process of development of the student's personality. In the first group of the school, the child should be introduced to the life of the family in order to open horizons and enrich them with new knowledge. In the second group of the school, he got acquainted with the economy, culture of the district, city or village in which he lived. In the third-fourth group, the macro-environment appeared to him in all its fullness and complexity of economic, political, and cultural ties. So, stepping from step to step, the child developed by expanding the space of culture. The main thing that Shatsky constantly paid attention to, reflecting on the goals of education, was to put forward ever new, more complex tasks for the student, constantly teaching him to formulate them and "reach everything himself."

3.3 Means of education.

ONLY A SCHOOL THAT ORGANIZES CHILDREN'S ACTIVITIES WITH THE PURPOSE OF SOLVING VITAL PROBLEMS CAN EDUCATE EFFECTIVELY.

The classical gymnasium did not pay attention to the needs and interests, social conditions of life and study of gymnasium students. Brought up by such a school, a person was well prepared theoretically, but unable to solve practical problems.

The "new schools" that became widespread in Russia at the beginning of the century also turned out to be far from the needs and needs of real life. Children who grew up in greenhouse conditions later turned out to be completely unable to resist the difficulties of life. To educate and educate children for the benefit of them, Shatsky argued, is possible only in the process of setting and solving personally significant problems; daily and hourly standing before them. Education is not intended to isolate children from the acute issues of our time, but to teach them to solve problems in accordance with universal values ​​and ideals.

The unified labor school in its theoretical and pedagogical orientation was turned to life. However, in a significant part of mass schools, the true participation of children in solving urgent life problems was replaced by illustrative material. Shatsky ironically tells how in the lessons 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 into the forest was replaced by sculpting trees from plasticine.

SHATSKY CREATED A PRINCIPALLY NEW SCHOOL MODEL, SERVING A CENTER OF EDUCATION IN THE MICROENVIRONMENT, A COORDINATOR OF EDUCATIONAL IMPACTS.

It was based on the idea that the scientist succinctly 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 the child's life, his social, economic, economic characteristics, educational means used in the process of socialization. Particular attention was paid to the study of the life experience of the child. The acquired knowledge was analyzed, systematized and served as the basis for the development of the strategy and tactics of the educational work of the school. If it was discovered that inefficient ways of doing work were used in the peasant economy, then 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 conditions of life for children, the aestheticization of everyday life, teaching children to cooperate in solving problems important to 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. This was well understood by the creator himself and his contemporaries. “We understand the idea of ​​a labor school in a significantly different way from all the ideas that are still widespread abroad. We speak of a labor school not only as a school of mental labor, not only as a school that uses physical labor as a method of teaching, which introduces workshops of various manual labor, but as a labor school, which should study the labor activity of people "(Shatsky S.T. Ped. Op.: In 4 vols. T.Z. S.11-12).

A SCHOOL THAT IS A CENTER OF EDUCATION IN A SOCIAL ENVIRONMENT SHOULD USE LOCAL LOCAL LOCAL MATERIAL AS A DIDACTIC 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 plotted on it, it contained basic reference information on different aspects of the life of the volost.

All material was presented in the form of tables, maps, diagrams, diagrams, convenient for children. For example, from the manuals compiled on the basis of economic study materials, the children learned that there were 17,000 chickens in the volost, that each chicken gives a loss of 1-2 rubles. per year and can give such and such income when using rational technology. A book was pointed out in which one could read how to care for chickens on the basis of specially prepared materials. The teacher made up a number of arithmetic problems, in the solution of which the children became better acquainted with the economics of managing the economy of the village and the city.

The work of a school in the city center and the work of a school on the outskirts, Shatsky stated, 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 they do not take into account the micro-social conditions of children's lives and the corresponding interests.

CREATIVITY IN ALL KINDS OF ACTIVITY RELATED TO THE NEEDS OF THE CHILD IS A NECESSARY CONDITION FOR THE EFFICIENCY OF 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 come to this." His irreconcilable attitude to the establishment of education in the official gymnasium was determined primarily by the fact that there the student did not have the opportunity to freely realize his needs and interests. Only in the creative atmosphere of the schools of the First Experimental Station could the child's attitude to his activity, described by the teacher G.A. Stepin. “Yesterday, in class, one of the girls decided to make a trough for a cat (to feed a cat). She brought a log, sawed off a bar from it, I helped her outline the contours of the future recess, and she began to gouge. After school, Nyusha runs into school: “Mother praised me . He says to Valya (older sister): here you are big, but you can’t do anything at home. "(NA RAO. F.1, item 226, l. and important for the lives of others, the creation of an atmosphere of stimulation of children's activities - all these are important characteristics of Shatsky's work style.

THE MAIN VALUE IS NOT IN THE STUDENT'S KNOWLEDGE, BUT IN THE DEVELOPMENT OF HIS THINKING.

This thought of the scientist, persistently repeated by him many times, caused fair criticism. Is it possible to develop the mind of a child without a foundation of knowledge? Why should the development of mind and knowledge be opposed? P.P., who knew Shatsky well and was friends with him. Blonsky expressed his disagreement with the position of the scientist as follows: “In my opinion, S.T. Shatsky went too far when he argued that the school should provide skills, not knowledge. I was very sympathetic when he spoke about great importance the acquisition of mental skills, by which, of course, he meant not grammar and arithmetic, but what I would call the education of the mind. But I was jarred when they said: "and not knowledge"; I always wanted to see the children of the people who know a lot. "(Blonsky P.P. My memories. M. against the widespread tendency to "stuff" a variety of knowledge to the detriment of the intellectual development of the student.

THE MOST STATEMENT OF THE QUESTION THAT THE RESULTS OF PRODUCTIVE LABOR OF CHILDREN CAN REPLACE THE EXPENSES OF EDUCATION IS DEEPLY ERRONEOUS AND DANGEROUS.

Child labor has, above all, educational value. Students must master a variety of forms labor activity, because all this will help them to productively solve production and economic problems in life. The pupils of the "Cheerful Life" colony could do a lot: grow crops, clean the school, cook food, knit and sew clothes. But when one of the inspectors raised the question, so popular among the socialist leaders, of the self-sufficiency of children, he met with a sharp rebuff. The teachers of the station were not convinced by the arguments that the Bolshevskaya commune or the Dzerzhinsky commune was supported by the funds earned by the pupils. “The fundamental mistake of Khoruzhy 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 put 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, item 32, sheet 165). Even in their wildest dreams, they could not imagine the massive use of child labor in the cotton plantations, harvesting potatoes and other crops, which not only did not contribute to the development of children, the connection of education with labor, but was a form of exploitation of children.

3.4 Evaluation

Shatsky's concept of using socializing factors in the educational process was new and original not only for Russia. Foreign teachers who got acquainted with the work of Shatsky noted the innovativeness, the fundamental novelty of the goals and objectives. What was new was the focus of pedagogical activity on the restructuring of the microsocial environment by the efforts of children. Attention was drawn to the deep knowledge by teachers and researchers of the economic, social and cultural factors of socialization, their use in the process of teaching and educating schoolchildren. I was struck by the scale of the station. There was nothing like it in the West in those years. The high level of the team's mastery of pedagogical technology, which was manifested in the careful debugging of all forms of organizing children's life, was noted by all foreign guests of the station without exception. In the guest book, a note by a delegation of German teachers about the work of the station has been preserved, 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 is a pedagogical research institute of tremendous importance; A number of outstanding teachers work at the Institute, headed by S.T. Shatsky; the experimental station is visited by beginners and old teachers not only in Moscow and the surrounding regions, but also in the most remote places of Soviet Russia.

However, the conditions and environment in which Shatsky had to put his ideas into practice greatly interfered with 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 educators", or as a Tolstoyan. The scientist, with his education and scale, fell out of the general mass of socialist workers. The campaign aimed at the destruction of the old intelligentsia, which began in the late 1920s, when friends and acquaintances of Shatsky were repressed, caused deep feelings in Shatsky.

Here is what he wrote to Krupskaya: “Dear Nadezhda Konstantinovna! After a hard thought, I turn to you with a request to let me go. It became difficult for me to work in the GUS, and I do not hope that my work in it was fruitful. that is why I come to such thoughts. We began this work together with you. You invited me, and I did not hesitate to follow your call. I put a lot of thought into the work and considered it my own. We seriously and much discussed its progress and direction. In general, it boiled down to making the atmosphere of Narkompros warm, accessible, necessary and understandable to the masses, to breathe in a lively pedagogical spirit in the center, to raise animation and interest in the matter among pedagogical workers, to give a concrete direction to the young Russian school. All this me 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 distrust in myself, as in a "foreign" person in the people's commissariat of education, and I kindly I pointed this out to you and withstood great bitterness (at least in the story of Raphael) thanks to your friendly support. But the further, the more responsible work I take on ... But I see that this is far from easy, and that you need to have for this work that I have outlined for myself - both unconditional authority and unconditional trust. And I don't feel either. The atmosphere is very dense and full of surprises. I was struck by the strange and forced departure of the most valuable worker - A.N. Volkovsky from Sotsvos, who was my assistant. How they let him go, I don't understand. Again the question was raised that only Communists should be in positions of responsibility. Something is brewing: some kind of 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” (RCHDNI. F.12, op. 1, item 1084, l. 130-131).

The most difficult conditions of violence and lack of rights 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 formality. However, the widely recognized theory and practice that brings up and educates a child with socializing factors in mind today undoubtedly attracts the attention of researchers in various fields.

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

Biography of Shatsky - youth, early career

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

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

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

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

"The first experimental station for public education"

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

In 1931, the work of the station was stopped due to the decision of the Central Committee and the general defeat of pedagogy. Shatsky was accepted to the post of director of the Moscow Conservatory, where he also sought to implement his pedagogical ideas, created a musical boarding school for gifted students, whose activities determined the key achievements of Soviet musicians of the 30-50s. However, regular persecution, dissatisfaction with work and the loss of the meaning of life led to the fact that on October 30, 1934, an outstanding teacher died. Shatsky's name was forgotten after his death. And only now interest in his work began to revive in the United States and Europe. His works are republished, the work of the scientist becomes the subject of careful study in pedagogical universities, teachers turn to his theory and practice.

Shatsky's methodology

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

Shatsky's methodology was characterized by a holistic study of the educational process, which makes it possible to obtain an objective idea of ​​the thoughts, feelings, experiences of children, of the relationship between them in the natural conditions of education. The method consisted in observing the activities and lives of children, supplemented by questionnaire materials, as well as conversations and essays. The pupils themselves took an active part in the preparation of the questionnaires. In order to create the most favorable environment, the children independently distributed and collected questionnaires. The materials of the socio-pedagogical research were used in the planning and organization of educational and academic work stations.

The experiment of the team to improve the everyday culture of the population

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

Parents were informed about the results of the survey. Together with them, a child health program was developed. The school doctor gave parents advice on optimal diet and sleep. At the lessons of natural science and natural history, useful and necessary material was studied to improve the sanitary and hygienic conditions of children's lives. Flower beds were planted in the yards, playgrounds and corners were built. Families under the leadership of the Shatsky team cooperated to purchase books, food, fabrics, shoes, teaching aids. Conducted cultural and educational work among parents. As a result, the level of everyday culture of the population has increased significantly. This experiment was started in 1922 and completed in 1926. The living conditions of the wards have changed significantly for the better, which indicates the effectiveness of the educational work of the station.

The goals of education and upbringing according to Shatsky

Means of education

Effectively educates only the school that organizes the activities of students in order to solve vital issues for them. Classical gymnasiums did not pay attention to the interests and needs of children, their living conditions. As a result, theoretically savvy, but incapable of solving practical problems, young people were graduating from it. Shatsky argued that training and education is then beneficial when it raises personally significant problems and helps to solve them. Children should not be isolated from acute contemporary issues, but they should be taught to cope with them, based on universal ideals and values.

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

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

Evaluation of the teacher's activity

For Russia, and not only for it, Shatsky's concept of the socializing factors of the educational process sounded new and original. getting acquainted with the works of the scientist, they noted a fundamentally innovative approach to his tasks and goals. The scale of the work of the First Experimental Station was amazing. Nothing like it existed in the West at that time. The team was excellent pedagogical technologies, all forms of organizing the life of the pupils were carefully debugged, and this was noted by all visitors to the station without exception. The review of the delegation of German teachers was preserved in the record book, which spoke of the enormous importance of this pedagogical research institute. Outstanding teachers of those years worked here. However, Shatsky was hampered by the situation in the country. The station operated under constant threat of being disbanded. The situation of lawlessness and violence negatively affected her. Therefore, it is difficult to talk about how complete, framed and integral the work carried out by Shatsky is. However, his theory and practice received wide recognition not by chance, and today it again attracts the attention of researchers.

Director of the Moscow Conservatory (1932-1934).

Born on June 1, 1873 (according to other sources, 1878) in the village. Voronino, Smolensk province. In 1892-1900. studied in the solo singing class of U. Mazetti, then continued his studies with him at the Moscow Conservatory (from 1899 to 1901). In 1903 he graduated natural faculty Moscow University, in 1905 - the Moscow Agricultural Institute (now the Moscow Agricultural Academy named after K. A. Timiryazev).

On February 13, 1932, Shatsky was appointed director of the Moscow Conservatory by a decision of the board of the People's Commissariat for Education. He initiated the opening of a number of important objects at the conservatory. With the active participation of Shatsky in 1933, the School of Higher artistic skill(as a graduate school for performers).

Among her first graduate students were M. M. Grinberg, N. L. Dorliak, E. I. Grossman, Ya. B. Pitkus, E. N. Alekseeva and others. Shatsky was also one of the initiators of the opening of the Opera Studio of the Conservatory, which took place on May 30, 1933. An opera by W. A. ​​Mozart was performed in the Great Hall under the direction of A. Sh. Melik-Pashayev "The Marriage of Figaro" Shatsky also owns the organization at the conservatory of national studios: the Bashkir branch (opened in 1932), the Tatar Opera Studio (1934), the Uzbek and Turkmen studios (1935). Later, the Kazakh branch (1936), the North Ossetian and Kirghiz branches (1941) were also opened.

In October 1932, the Scientific Research Institute (NIMI) was organized at the conservatory, N.A. Garbuzov was appointed director of it. Shatsky paid special attention to the composition department. In particular, on the initiative of Shatsky, A. B. Goldenweiser and G. I. Litinsky, S. S. Prokofiev was invited to the conservatory as a consultant professor in 1933. Being a major figure in the field of pedagogy, Shatsky devoted much of his time to work in the Special Children's Group at the Conservatory.

In 1933, a concert-review of young musicians was held in the Great Hall, in which, among other things, future famous performers - B. Goldstein, E. Gilels, M. Fikhtengolts - participated and were awarded prizes. Later, the Special Children's Group was transformed into the Central Music School (1935). After the sudden death of Shatsky in 1934, G. G. Neuhaus was appointed to the post of director of the conservatory.

Musical and social activities:

After graduating from the institute, Shatsky, together with his wife V.N. Shatskaya, began organizing children's and workers' circles and clubs on the outskirts of Moscow, in particular the Settlement children's club, then the Children's Labor and Recreation club (1909-1911) . In 1911, the Shatskys organized a children's summer labor colony "Cheerful Life" in the Kaluga province, which set the task of forming children's team, comprehensive physical, mental and aesthetic education of children. The colony was a kind of pedagogical laboratory, where the development of the child's personality was studied in the process of doing work, play, and art.

Great importance was attached to the formation of the need for art, which was seen as a means of the overall development of the individual. The children were most interested in the music classes that Shatskaya conducted (children listened to classical works performed by her, learned songs, mastered the beginnings of musical literacy, sang in the choir led by her, participated in staging operas and musical performances).

In 1919, at the initiative of Shatsky, the First Experimental Station for Public Education was established under the People's Commissariat of Education of the RSFSR, which included the Bodraya Zhizn colony transformed into a school and experimental institutions - kindergartens and schools of I and II levels. In 1919, they also headed the First Experimental Station for Public Education at the People's Commissariat of Education of the RSFSR (existed until 1932), which had Kaluga (school-colony "Cheerful Life") and Moscow branches.

The station was a complex of research and educational institutions and included kindergartens, schools, out-of-school institutions for children and cultural and educational institutions for adults. In 1929-1934. Shatsky was a member of the collegium of the People's Commissariat for Education of the RSFSR. In 1932-1934. headed the Central Experimental Laboratory of the People's Commissariat for Education of the RSFSR. He died on October 30, 1934 in Moscow.

Scientific works. Editions. Publications

• "Brilliant life". From the experience of a children's labor colony (together with V. N. Shatskaya). M., 1915, 3rd ed. M., P., 1923
• Children are the workers of the future. M., 1922
• Years of searching. M., 1924, 2nd ed. 1925, 1935
• The education of a musician. Plans and requirements of the Moscow Conservatory // Soviet Art. 1934. May 23
• My pedagogical path // S. A. Cherepanov. S. T. Shatsky in his pedagogical statements. M., 1958
• Selected pedagogical works. M., 1958
• Pedagogical essays. TT. 1-4. M., 1962-1965
  and others

Posts about this teacher:

• "Who wrote about music": Bio-bibliographic dictionary of music critics and persons who wrote about music in pre-revolutionary Russia and the USSR / Comp. Tt. 1-3 - G. B. Bernandt, I. M. Yampolsky, v. 4 - T. E. Kiseleva. In 4 volumes. T. 4. M., 1989
• Moscow Conservatory. 1866-1966 / Ed. board: L. S. Ginzburg, A. I. Kandinsky, A. A. Nikolaev, V. V. Protopopov, N. V. Tumanina (Rukavishnikova). M., 1966
• S. A. Cherepanov S. T. Shatsky in his pedagogical statements. M., 1958
• Bershadskaya D.S. Pedagogical views and activities of S. T. Shatsky. M., 1960
• A. F. Lushin S. T. Shatsky at the Moscow Conservatory // Memories of the Moscow Conservatory / Comp. and comm. E. N. Alekseeva and G. A. Pribegina. Tot. ed. N. V. Tumanina. M., 1966
• Goncharov N.K. Essays on the history of Soviet pedagogy. Kyiv, 1970
• Bershadskaya D.S. Pedagogical activity and views of S. T. Shatsky. Teaching aid for students correspondence departments pedagogical institutes. M., 1973
• Experience of pedagogical activity of S. T. Shatsky. Collection of articles / Comp. Yu. V. Novikova; Ed. V. N. Shatskaya and L. N. Skatkina. M., 1976
• About Stanislav Teofilovich Shatsky. Articles and memories / Ed. L. N. Skatkina and V. N. Shatskaya. M., publishing house APN RSFSR, 1961
• Malinin G. A., Fradkin F. A. The educational system of S. T. Shatsky. M., 1993

The term "education" S.T. Shatsky used in a broad and narrow sense. He called the upbringing that the child received within the walls of the school a small pedagogical process, and the influence of the family, peers, adults, etc. - a great pedagogical process. Shatsky rightly argued that by educating and educating 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 rejected by students, or will contribute to the education of two-faced Januses, verbally agreeing with installations of teachers, and acting contrary to them. Therefore, he defined the task of the school - to study the organized and unorganized influences on the child in order to, relying on positive influences, to deal with the negative effects of the environment. In this work, the school acted as a center coordinating and directing the pedagogical influences of Soviet public organizations and the population of the area.

"From the point of view of the connection of the school with 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 . The school acting 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 bad things, and the task of the school is to correct these influences and form 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 involvement of vital material in teaching. Such an illustrative school makes extensive use of laboratory methods, it activates the child's thinking, but at this point its connection with the environment breaks off.

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 performed the functions of an organizer, regulator and controller of children's life.

Firstly, such a school organized the educational process, taking into account the life experience of the child, 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 process of the child's formation took place (family, street, village, etc.), carefully studied the means of influence of the environment on the child, their efficiency and, reconstructing them, sought to strengthen the positive influences of the environment and neutralize the negative ones. And, finally, the school acted in the environment as a conductor of the party's influence on the semi-proletarian and non-proletarian sections of the population, an active factor in the reorganization of life on socialist lines. Together with Soviet and party organizations, the school worked to raise the culture of the local population, improve their 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 difficult tasks, and it would be a mistake to say that all schools coped with these requirements. Only advanced institutions, which were mainly among the experimental institutions, were able to do this. They had well-trained personnel, work experience, material supply above average, and, most importantly, a significant number of institutions of various types located on the same territory.

The evolution of the views of S.T. Shatsky for the purpose of educating the younger generation, although it was noted by Soviet researchers of his work, but until recently was interpreted in a simplified way, in the spirit of orthodox party-class attitudes: until October 1917, he "searched and made mistakes", then he switched to "ideologically sustained 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 this somehow lightly, frivolously: "let's gather the children and try to organize the children's life, and then it will be clear that Children have no prejudices, they are real creators, full of true instincts, feelings and thoughts, their mobility and originality are our main helpers.<. >We are children's comrades. We must do everything that children do, and we must not cling to our authority so as not to suppress the children. We must obey all the rules that children develop"

Let us, however, pay attention to the fact that these statements did not mean a denial of the need for the goals of education as such, but were, first of all, a way to express the rejection of the "pedagogy" that dominated both the family and the gymnasium and expressed the essence of the autocratic estate-class tsarist mode.

At the same time, it should be emphasized that even then S.T. Shatsky, ideas about a certain ideal system of education begin to take shape, in which physical and mental labor will harmoniously merge, and which will be based on close trusting relationships between children and adults, the principles of amateur performance and self-government. However, he insisted that there should be no mandatory textbooks. The latter is just wonderful, if you remember his position. By this issue at the end of the 20s. All taken together, and today it is presented as something vague, indefinite.

However, it is characteristic that in his first serious experience - the organization of a children's complex, cultural center for teenagers from Maryina Roscha, many things take on real, earthly outlines: various circles, sections, workshops work together, in concert, cooperation between adults and children has been established, self-government, democracy in the "American manner" and much more, but no anarchy and permissiveness! Evaluating the experience of the "Settlement", it can be shown that it is a turning point in the formation of the pedagogical worldview of S.T. Shatsky.

If at first he dreamed, using his metaphor, of how to dissolve in children, like a good director who "dies" in an actor, now he comes to understand that the various activities of pupils should be organized by the educator on the basis of studying and taking into account their interests and aspirations. One should agree with the opinion of one of the first researchers of S.T. Shatsky D.S. Bershadskaya, who wrote that he understood "freedom of upbringing" as a well-organized amateur activity, when scope is open for everyone's self-realization and the fulfillment of the requirements of the children's community, the team is ensured, when "everyone knew what to do and how to do for himself and for the common good."

In the light of the foregoing, it appears the highest degree the following statement of the teacher is significant: "Children cannot help themselves. Their will is weak, their means are insufficient. The knowledge and freedom of children's individuality will be real only in conditions of free education." It is fundamentally A New Look on the problem of defining the goals of education, a qualitatively new idea of ​​the content of the key term "free education". What are driving forces this evolution? It seems that the initial denial of the possibility and expediency of preparing children for real life can be explained as follows. Seeing the bleak prospects for the children of workers, namely with them, he began his pedagogical experiments, S.T. Shatsky wanted to "blossom" as much as possible, albeit a small one, a segment of this life of theirs. The slogan "Give children back their childhood!" had, in fact, a deeply humanistic content and a general democratic orientation. At the same time, it was an expression of social confrontation with the ruling autocratic regime, demonstrating its dismissive, hostile attitude towards proletarian children. It was a kind of challenge of the democrat teacher to the existing estate-class system of education.

S.T. Shatsky believed that he would be able to make the "Settlement" "apolitical and non-partisan in the very essence of its organization." However, the state and the school, pedagogy and politics in autocratic Russia closely related, and The Settlement 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 pedagogical activities. Now he sought 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 problem in the creation of an educational institution of a boarding school (closed) type. Without demanding help from government agencies and relying on the support of benefactors-sponsors, he dreams that he would not be interfered with, that he would be allowed to be, as they say now, in "autonomous navigation." Therefore, when the famous Moscow philanthropist A.N. Morozova offered him to develop a piece of wasteland in the "bear corner" of the Kaluga province, he gladly accepted this offer, where he created the then world-famous school-colony "Cheerful Life".

In principle, this practice of organizing educational work slows down general development child, because it sharply narrows his sphere of communication. However, in those specific historical circumstances, the choice of S.T. Shatsky, it is precisely this form of organization of children's life that seems to be pedagogically justified, and most importantly, historically promising. He proceeded from the premise 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.

Such is our, perhaps somewhat contradictory, assessment of the views of S.T. Shatsky in initial period his activities. Having joined the general democratic movement "for free education", on the whole, in a very peculiar way, as we have shown, understood, he perceived the most important thing, really valuable: love for children, keen attention to their interests and needs, faith in their creative forces and opportunities. 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: “We must go from the kitchen, and not from Kant. "When I visit a class and see mental efforts, I fall asleep and fall into a depressed state. When they twist, plan, buzz, then I soar again. This is the foundation, and the rest of the building of the intellect can be perfectly completed."

It must be said that S.T. Shatsky bore for a long time. In its first approximation, this was implemented in the "Settlement". In the society "Children's Labor and Recreation", which, according to the approved charter, "has as its goal to provide children with all kinds of reasonable activities and entertainment, strengthen their health and provide them medical care", the main target remained the same: the education of a conscious attitude to socially useful work, readiness for active social work, for creative activity in the field of art.

Combining, thus, in a single educational process, teaching, work, art, S.T. Shatsky already in the pre-revolutionary period consciously and consistently oriented towards the idea of ​​comprehensive, harmonious development as the dominant of all educational influences. But as a person who thinks realistically, he sees the most natural and pedagogically effective variant of its embodiment in the organization of a certain way isolated colony-community, where children, together with mentors-collaborators, come into close contact with nature and develop their strengths and abilities, based "on a reasonable, serious labor". “I believed,” he wrote, “that a labor school is essentially a well-organized children’s life, that if we were able to do this, if we were able to 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. Shatsky already then deeply realized that the most complete solution problems of all-round development is possible only in the conditions of a properly organized educational and labor collective, since between the main aspects of children's life - physical labor, play, art, mental and social development child - there is a certain connection, it is found constant interaction and in the final analysis, certain changes in one direction (this concerns the forms of children's activities and their organization) cause corresponding changes in the other.

In essence, here is the idea integrated approach in its modern full-scale sense. Summing up the preliminary results of his searches until 1917, he wrote: "The material, disciplined and experimental canvas is given by physical labor that serves children and is feasible for them. Organizes life and makes it easier - business self-management. Repeats and adapts to life, repeats passed stages of humanity - a game that gives such a cheerful tone to common life. common life and satisfies the spirit of research - the work of Mind. The combination of all elements enhances social skills. And the skeleton of this organism is a constant exercise, which appears at the right time and does not obscure the main goal of organizing a child'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 the condition for this development is upbringing and education, which turn into self-education only when the principle of self-development is implemented in the pedagogical process. This principle has two sides: the main, internal, due to the very nature of the child, and the external, which expresses this internal givenness of a person in various forms self-activity in its broadest sense. Already "Settlement" became in fact the first children's club in Russia, created and functioning as a self-governing "autonomous" community

When organizing children's life, he relied on the "real experience" of the child, which "must be revealed by the teacher in a certain way." On this basis, appropriate classes are built in the laboratory school, where "contact with the accumulated human experience in the form of ready-made knowledge" takes place. At the same time, although with the help of a mentor, the student must necessarily "pass through himself" everything. As a result, as S.T. Shatsky, the child will "grow by leaps and bounds."

The innovative system of the pedagogical process also 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 his pupils become energetic assistants at the Vigorous Life colony school, then at the First Experimental Station for Public Education. This is the way to prepare teaching staff, we believe, is explained by the fact that in the pre-revolutionary period of S.T. Shatsky, the organization of the life of children 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 october coup. Many researchers preferred not to delve into this issue, limiting themselves to the explanation that he gave ten years later: he was prevented by "our culture, apathy, the usual attitude of the intellectuals of that time towards the Bolsheviks as destroyers."

In reality, everything looked different. After 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 those projects that he hatched long years. And suddenly - October. It seems that he was simply afraid of impending changes. How else to explain this riddle S.T. Shatsky? Why did he, having come to the idea of ​​the all-round development of the child's personality through the creation of a labor school, reacted with hostility to the authorities that declared the realization of this task the goal and content of all their transformations in the field of education?

However, he firmly knew one thing: the work in "Cheerful 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 the Unified Labor School" - this manifesto of revolutionary pedagogy.

Now he claims 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 in her." 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 Kindergarten System" (1921), which many researchers of the problems secondary school for some reason, they do not notice, to the question: "What elements does a child's life consist of?" - 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 upbringing of the child. At the same time, he begins to clearly distinguish between "general" and "near" goals. The first are set by life itself, then its direction, which is characteristic of each historical era.The general goal of education depends "on the direction of the economy of the era and the given country, on its way of life, on its ideals. "The second - "on the means that the country has."

Such a distinction of goals is, in our opinion, a significant methodological advance in solving this most important scientific and practical problem. In fact, now the goal of education is not an abstract universal category-absolute, but a concrete historical phenomenon that exists in time and space. Moreover, the main and only subject in determining goals is "life itself". But the question arises: what did S.T. Shatsky, using this metaphor? Maybe the fact that this is the prerogative of power structures? Or maybe, in this way, he tried, as it were, to disguise his former position: "the school is outside the parties"? Or did he want to more strictly define the range of professional duties 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 education are dictated by the "spirit of the times", then how should this look in Russia? - S.T. asks himself a question. Shatsky. In an era of revolutionary change, he believes, it is impossible to give a clear definition of the goals of education. However, there are determinants, vectors, "something indisputable", which will allow one 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 shaken to the strongest degree, hence the need for a broad view on things, expanding horizons, i.e. the international should occupy the most important place in life. The problems of the new system are included in the positive ideals of education. The problems of collectivism become dominant. The reassessment of values ​​puts forward the problems of accounting, analysis, economy of forces. Of particular importance is the reality, vitality of upbringing, The problem of the environment in the formation of personality comes to the fore The depletion of all material resources, the colossal development of mass needs in the coming system make one especially think about the active manifestation of forces, the expediency of their expenditure and productivity. x knowledge - hence the general goals of modernity are clear; the citizen of the future is international, a collectivist, an organizer, a realist, a master of his craft, devoting himself to his true vocation. We need to prepare our children for this."

Amazing insight into the essence of our historical time and vision of the problems of the future on a global scale, as we would say today!

At this time, S.T. Shatsky, soon a member of the Bolshevik Party, finally breaks with the ideology of "free education". However, the interests of the child, the 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 possibilities of the child, from the desire to give him complete freedom in the educational process. " New school, - he declares, - this school is extremely seriously organized. The new school cannot be built on a chaotic stream of different interests of children."

The revolution, he stressed, "made a revolution in pedagogy. This revolution was reflected, first of all, in setting the very goal of education. We think that we must, first of all, educate a Soviet citizen - a citizen called for the construction of socialism in our country. This task is one of the most important tasks that the revolution sets itself. Here the political "colour" of the Bolshevik party member is already obvious. The "spirit of the times" imperiously demanded its own. We can say that this is the end, or rather, the attempts of 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 over from one historical era to another.

Conclusion:

In May 1919, S.T. On the basis of the institutions of the "Children's Labor and Recreation" society, Shatsky arranges experimental and 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 department's methodological center were carried out by the "Cheerful Life" colony. city ​​branch stations in Moscow united a kindergarten and schools of the first and second stages. The station included out-of-school institutions for children and adults, as well as courses for the training and professional development of teachers. The experimental station worked with children, arranged joint work of the school and the population in raising children, and was engaged in research activities. Following the model of the First Experimental Station, other experimental stations of the People's Commissariat of Education were created, 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 scientific school, which was represented by A.A. Fortunatov, M.N. Skatkin, L.K. Shleger, 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 at school and to increase the role of the lesson as the main form of educational work. Under the leadership of S.T. Shatsky, methods of pedagogical research were developed - a socio-pedagogical experiment, observation, and a survey.

In August 1932 at the Moscow Conservatory, on the initiative of its director S.T. Shatsky and Professor A.B. Goldenweiser, the Children's Department was created to prepare talented students for entering a music university - the future central music school.

Stanislav Teofilovich Shatsky

Stanislav Teofilovich Shatsky(1878–1934) is a major figure in Russian pedagogy of the 20th century. Theorist and practitioner, he contributed to the development of the ideas of social education, the creation of experimental educational institutions: Settlement, Cheerful life, First experimental station. In these institutions, the ideas of self-government of students, education as an organization of the life of children, leadership in the community of schoolchildren, etc. were tested. S. T. Shatsky was deeply interested in the problem of the child entering the sphere cultural achievements human civilization. The formation of his scientific views was influenced by the ideas of representatives of domestic and foreign pedagogy, in particular L. N. Tolstoy, A. F. Fortunatov, D. Dewey.

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

Shatsky saw the source of the development of pedagogical science in the analysis of the organized educational process and the circumstances lying outside such a process (the influence of the street, the family, etc.). He believed that the main influence on the development of the child is not genetic inclinations, but the socio-economic environment: "We should not consider the child in itself ... but should look at him as the bearer of those influences that are found in him as coming from environment". This approach contrasted sharply with the biologism of pedology. He expressed doubts about the legitimacy of creating pedology as a new branch of knowledge with the help of mathematical methods. At the same time, Shatsky agreed that attempts to dispense with experimental pedagogical research were doomed to failure. Shatsky rejected a simplified social approach to the child, considering it madness to "break" children's nature and "forge" a new person in the name of a beautiful tomorrow.

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

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

Anton Semenovich Makarenko

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

A. S. Makarenko came to pedagogical science as a brilliant practitioner: in 1917–1919. he was in charge of a school in Kryukov; in 1920, he took over the leadership of the children's colony near Poltava (later - the colony named after Gorky); in 1928–1935 worked in the children's commune. Dzerzhinsky in Kharkov. Since the second half of the 1930s. Makarenko was actually removed from teaching practice and in last years life was engaged in scientific and literary work. Pedagogical works that have become classics came out from under his pen: "Pedagogical Poem" "Flags on the towers", "Book for parents", "March of the thirtieth year" and etc.

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

Makarenko's creativity came into conflict with semi-official pedagogy, which propagated the idea of ​​educating a human cog in a gigantic social machine. Makarenko professed the idea of ​​raising an independent and active member of society, taking into account the specifics of childhood and the nature of the child: "A child is a living person. This is not at all an ornament of our life, it is a separate full-blooded and Rich life. In terms of the strength of emotions and anxiety, and the depth of impressions, in terms of the purity and beauty of volitional tensions, children's life is incomparably richer than the life of adults.