The formation of the learning educational complex in the works of A.S. Makarenko

In the modern conditions of the pedagogical paradigm the representatives of the theoretical and practical science are facing with the issue of the democratization and humanization of the educational process.

The questions of the functioning of the group, collectives and anti collectives are of scientific interest for the native and foreign researchers (A.S. Makarenko, S.T. Shatsky, N.A. Bogachkina, B.L. Krichevsky and others). The models of the collective formation, the issues of the group development into collective and the questions of leadership have been described by a lot of researches (A.V.Petrovsky, L.I. Umanshy, M.A. Novikov, B. Tuckmen, G. Strenford and others).

The founder of the idea of organization and upbringing of children collective is considered to be A.S. Makarenko. The theory of the upbringing of a collective by a teacher has been aimed at the integration of upbringing and education in combination with practical performance. Basing upon the theory of Makarenko, the form of pedagogical process under investigation presupposes the formation of definite relationship in the group of students. These relations must correspond to the ones in the human collective. The scientist considered that a collective is a form, instrument and method of upbringing as a complex. In order to become a collective, a group must undergo the quality transformations under an active partnership of a teacher with his\her private technique.

The aim of this article is the analysis of the main statements suggested by a famous teacher A.S. Makarenko, connected with the issues of forming and upbringing of a collective of students.

Pedagogical technique as A.S. Makarenko confirms, as a personal quality is not determined with only one factor or a sum of factors. Its level and rate of realization in definite performance are connected with the interlinkage of intellectual characteristics, personal qualities, motivation and a system of valuable orientation of a person.

A.S. Makarenko investigated pedagogical technique as an integral part of pedagogical technology, as its instrumental part, as the combination of practical skills and experience being

ПРОФЕССИОНАЛЬНОГО ОБРАЗОВАНИЯ necessary for organization of a creative performance of a teacher as an educator. It is determined as the most important component of pedagogical mastership. According to the scientist, pedagogical technique is a technique of organization of cognitive activity of a student. A. S. Makarenko defined the principles (Latin ‘prinsipium’ – beginning) of the collective development: publicity, responsible dependence, perspective tendencies, parallel action and he also singled out the stages of a collective development.

At the time being, while organizing the upbringing – educational process, it is important to rely upon the main performance principle of A.S. Makarenko – the demands for a person in combination with respect for his\her personality. In modern conditions of upbringing there is an issue of upbringing – educational process organization, which was also examined by A.S.Makarenko. Now teachers have got very serious choice: either the abundant respect or individualization for a person resulting in absence of control and decrease of public and social development question or authority resulting in suppression of a person.

The basis of the pedagogical system after A. S. Makarenko is a human approach for a person under upbringing. He considered that every individual has the great potential for upbringing and development as a personality, being a carrier of continuous perfection in any society. It is necessary to single out that the important condition for such a personal development is the specially created and correctly organized social circumstances and pedagogical influence.

The heritage of A.S. Makarenko is considered to be the classics of the world pedagogical science. His theoretical investigation in the field of social pedagogies, psychology, sociology and ethics, the solution of the new tasks with the outstanding practical results rank him as one of the famous social reformers. The notion ‘socially mature person’, introduced by A.S. Makarenko, is based upon the fact that a person can have appropriate upbringing and education only in social surrounding. Namely the society puts aims and tasks for a personal upbringing, with definite world view, set of qualities and characteristics, corresponding for public demand, uniting the personal and social demands in one whole integrity.

A.S. Makarenko stated that process of upbringing and education must be held under the control of generation existing in definite period of time. The scientist confirmed that social demands are actual only for definite period, the size of which is limited to some extent. And society must be completely sure that the next generation will be faced with new demands. This statement is true. A.S. Makarenko understood that society was in action, it was in permanent movement and in the near future contemporary knowledge could lose its significance.

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Putting an emphasis upon the importance of the control of the results in the pedagogical activity A.S. Makarenko stated that upbringing process must be checked at the level of its existence, results. It must also include constant analysis.The key point of the pedagogical system after A.S. Makarenko is the concentration of a teacher upon the personality of a student is. The modern teachers take this statement into account.

A.S. Makarenko is famous for organizing the colony for young criminals and homeless children. In 1920 he founded a labour colony and since 1927 he had become a leader of a commune for such children. In those colonies they not only had children without parents` guardianship but also difficult children. Those children were taken there by the parents losing any hope in that process of upbringing. Makarenko became a master of upbringing and he could surely declare: ‘Upbringing is an easy matter’. The teacher had the task of organization of a strong collective of homeless children and teenagers. The scientist came to the conclusion that the collective could be created only on the basis of publicly useful labour while forming new collective relations. The upbringing process was started with the organization of active children. He distributed all the children into 25 groups (teams). Every team had its own bedrooms, a canteen and a definite area for gardening. Each group had a leader as a head, and the management was fulfilled with the help of group of leaders. Makarenko created that kind of a collective step by step, putting the aim and tasks before a collective and each member of it, gaining authority and respects with his own activity. The members of the colony worked in the fields and garden, saved the roads from criminals, and the forests from cutting. The practical activity of the children under the process of upbringing gave a lot of visible results.

The colony organized by A.S. Makarenko is an example of the successful attempt of putting realization of the labour school into practice. The important point of that school organization was the cabinet of psychological supervision and experiments. In that cabinet the teacher organized constant supervision of different types of children activity and making the individual characteristics of each person. He constructed the educational process taking into account those data.

A system founded by A.S. Makarenko was based upon the definition of pedagogical science as the practically aimed one: correspondence of aims, tasks, forms, methods and results for educational process. Today its organization has the same necessity while forming a collective and this necessity is connected with the question of labour upbringing.

The notion ‘a collective’ implies the group of people with common views. These people have definite relationship. So, a collective is a group of people, working in the same organization

ПРОФЕССИОНАЛЬНОГО ОБРАЗОВАНИЯ and having common interests for achieving definite aims. In each collective we can single out business and private relations. The main distinguishing feature of a collective is integrity, strong and active relations.

A learning-educational collective is a group of students, whose life and activity are motivated with social demands, where they have organs of self-management, and interpersonal relations are characterized with great responsibility, organization, desire for common success, rich moral relations, common interests that provide freedom and defense of a person. A collective can’t be formed at once. A group of people can’t reveal the features of a collective from the first days of existence. The process of collective formation is long and has some stages of development.

A.S. Makarenko was the first who implemented the notion ‘demand’ into the educational process. This is a key point of a collective formation, determining its establishing and evolution. Makarenko considered the logical movement from imperative demand of a teacher up to free individual demand for a personality to be the necessary way of forming an upbringing collective.

The first stage of a collective formation includes teacher’s demand for every student. It is necessary to point out that majority of students mainly accept these demands, especially the students of younger groups. The index according to which we can evaluate the transformation of a mixed group into a collective is an optimistic style, tone and quality level of all practical activities, and formation of leaders.

A group of students is characterized with initiatives and stability while having leaders. The second stage of a collective formation is distinguished with the activity of leaders submitting demands for each person. In this connection a teacher must refuse from direct demands for activity of a student. There we have a method of parallel action, because a teacher has the possibility of relying upon his\her demands to the persons who support him\her. At this stage the leader of the group receives real duties and rights, and only with the fulfillment of this condition a teacher has a right to make demands for a collective, and for each student. So, to sum up, an imperative demand must become a demand of a collective. If it doesn’t occur, a collective has no existence.

The third stage flows from the second one. A. S. Makarenko stated that at this stage teacher’s work became mathematically accurate and organized. The collective is characterized with the set of self-management, with the leaders and delegation of rights, transformed from a teacher. Only with the rights, as the author confirmed, a collective had the duties, and the necessity for self-management.

The inseparable component of a collective formation is a process of upbringing. A.S. Makarenko pointed out a lot of attention to it. Upbringing is the most important goal of modern education based upon the interests of society and a state. Makarenko`s conception is tightly connected with the ideas of social upbringing. A teacher was definitely sure, that the process was directly connected with the spirit of the time. In his creative performance the teachers of nowadays observe the implementation of new ideas into pedagogical study, namely: a labour school with the usage of different types of technique, connection of general education with working activities, upbringing in work and collective, formation of a person as a hard worker, self-management in a collective, humane attitude among teachers and students, realization of a new economies policy in household of a collective, connection with the life of a working class and surroundings, organization of a student’s lifestyle in the atmosphere of satisfaction of social, and individual interests and demands.

In his works A.S. Makarenko demonstrates the evolution of economical knowledge formation of his students. The process under investigation is directly linked with the psychological maturity, occurring in the process of different kinds of activity. This is a hard and long process of personal development, personality transformation into a new quality being the result of a system of labour upbringing. The main task was the upbringing during labour in the process of which they underwent productive, economical upbringing.

The modern educational process is closely connected not only with the academic teaching but also with the labour training. Education is based upon the practical realization of a labour upbringing, organized at every part of teaching. A.S. Makarenko had created the special workshops in schools (chemical laboratories, physical cabinets, agricultural green houses, where the students had the chance of taking up publicly useful work and gaining the experience of household activities, as it opened the whole boundaries of creative activities before each student). In the process of realization of his ideas Makarenko came to the conclusion that the combination of labour and upbringing process could be organized in different ways and each separate case could give out different result. So, Makarenko`s ideas connected with the upbringing conceptions and their realization in practical activity witnessed the development of pedagogical study and practice implementation of new laws of this science into social life.

The system, suggested by A.S. Makarenko is aimed at the elaboration of methods of upbringing prognosis on the ground of monitoring and analysis of upbringing complex functioning. Nowadays the implementation of these ideas are actual, it is very important to take

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into account the modern social tendencies of demands and try to realize not only pedagogical experience, but also its main idea. Also, in modern analysis of the works of a famous teacher it is necessary to avoid dogmatic approaches, formed in soviet pedagogical study towards the heritage in general, and the issue of productive labour as the material basis of upbringing in particular.