SHATSKY Stanislav Teofilovich (1.6.1878, Smolensk - 30.10.1934, Moscow) - teacher; cand. natural sciences (1903); prof.

In 1896 he entered the Imperial Moscow University at the Faculty of Mathematics, then transferred to the Faculty of Medicine, in 1898 he moved to the natural department of physics and mathematics. faculty, which he graduated in 1902. He studied at the Petrovsky Agricultural and Forestry Academy and at the Moscow Conservatory in the vocal class (1903–05). In 1905, together with A.U. Zelenko began to conduct cultural and educational work with adolescents from working families in Maryina Roshcha and in the summer colony in Shchelkovo, with the main attention being paid to labor and social education. In 1905, Sh. and his like-minded people created the Settlement Society, whose goal was to promote the development and satisfaction of the cultural and social needs of the low-income population. Sh. together with the staff published the first work on the "Settlement" under the title "Children - workers of the future." By 1908, the cultural and educational society included: a day shelter, a kindergarten, a school, a doctor's office, craft courses, and a colony in Shchelkovo. The courses taught the main Moscow professions, which made it possible for graduates to find a job. General education classes were held in the clubs, teachers organized excursions, walks, outdoor and calm games; there were parties, literary evenings and performances. Sh. was a supporter of children's self-government. In 1908 the "Settlement" was closed, but in 1909 the society appeared under the new name "Children's Labor and Recreation". Sh. proposed to organize the work of society around child labor, including elements of the game and children's creativity. In 1910 Sh. was in Scandinavia in order to study the pedagogical experience of labor education. In 1911 he accepted the proposal of M.K. Morozova about the organization of the children's summer colony "Cheerful Life" on the territory of her possessions. Sh surprisingly accurately found the principle of organizing children around work. According to Sh. work is a prerequisite for the development of social life. The pupils of the colony were also introduced to the world of music, theater, and creativity. In 1912, he created a project for an experimental station for children's education, which covered all age groups of children and the main types of work with them, from kindergarten to school, along with the work of clubs, workshops, a children's library and a children's labor colony. This project was repeated in 1915, and experimental courses were also included. By 1917 Sh. had experience of successful work with children, recognition and fame as a teacher, printed works, and creative programs. In the article “On the Way to a Labor School” (1918) he presented a model of a new labor school, which should replace the existing “school of study”, suggested starting from the child, from the characteristics of childhood and children's individuality. Based on the idea that working with children is the organization of their life, he described its five components: work, play, art, work of the mind and children's social life. He considered the game a vital laboratory of childhood. In children's art I saw a manifestation of the need for external expression of mental processes, experiences and impressions. In young children, the elements of work, play and art are merged into one. The social life of children is capable of reaching extremely high forms of community life. Mental life can develop by connecting the experience of the child and the experience accumulated in the culture. In 1919 he headed the First Experimental Station under the People's Commissariat of Education of the RSFSR for public education, the aim of which was to promote the cultural enlightenment of the population. The first experimental station consisted of two departments: rural - in the Kaluga region. on the basis of "Cheerful Life" and the city in Moscow. These included nurseries and kindergartens, 15 primary schools , 2 secondary schools, a school-colony "Cheerful Life", a club-reading room, as well as a pedagogical technical school and courses for teachers. Since 1921, taking part in the scientific-ped. section of the State Academic Council of the People's Commissariat for Education, Sh. (1925–26). Developed and tested the pedagogical concept of "environmental pedagogy". In the program article "The study of life and participation in it" he defined new pedagogical principles: the entire environment surrounding the child is a space of educational influence; nature, economy, life, social organization are the main factors of education; one should study both life itself and the child's conception of life. Essays and answers to questionnaires are two main ways of getting ideas about the environment through a child; it is necessary to study the environment "as it is" by scientific. collection of data, facts, statistics; studying the environment involves changing it. In the 1920s, prof. Pedagogical Faculty of the 2nd Moscow State University. He gave lectures in Moscow, Kaluga and at the Ugodsky Zavod in a colony for Russian and foreign teachers. He attached great importance to the method of collective work of students on the principle of the "method of projects", believing that tests and exams formalize learning. He proposed to create Centers for Pedagogical Work in three areas: research, teaching, and practice. In the book Years of Search (1924), Sh. revealed the main shortcomings of gymnasium education: depersonalization, the threat of humiliation of the student, the predominant development of memory, and the indifference of teachers to the life of the children's community. Sh.'s activities were widely known in Russia and abroad. On behalf of N.K. Krupskaya in 1929 prepared new programs for schools. On May 9, 1932, the First Experimental Station was disbanded. On the basis of the Station in Moscow, the Central Pedagogical Laboratory (CPL) was created, which was supposed to generalize the best practices of schools and teachers in the country. Sh. was appointed head of the CPL and part-time dir. Moscow Conservatory. He introduced the teaching of pedagogy at the conservatory, organized a school for gifted children at the conservatory, and created an opera studio. In August 1933, he spoke in Paris at the World Congress of "unity" in the pedagogical environment in connection with the threat of fascism and then at the congress in Reims. October 30, 1934 during the preparation of the Moscow Conservatory for the revolutionary holiday Sh. suddenly died. Sh.'s ideas were developed in the movement of outposts of culture. S.T. Shatsky. One of them, headed by R. V. Ivanov turned 35 years old, others - the multidisciplinary club "Rovesnik" - 16. Forpost them. S.T. Shatsky in the 1970s was at the MPGI. IN AND. Lenin. Sh. embodied the image of a true teacher. The model of organizing the life of children, developed by Sh., has not lost its relevance today. Sh.'s merit also consisted in developing the issues of the functioning of the school as a complex of institutions that ensure continuity and integrity in education.

From about h.: Selected pedagogical works: in 2 volumes. T. 1. Years of searching. My pedagogical path Cheerful life. M., 1980; T. 2. On the way to a labor school. The first experimental station for public education at the People's Commissariat of Education of the RSFSR. School for children or children for school; burning questions teacher education. M., 1980.

July 1 (13), 1878 (according to other sources, 1873), p. Voronino Dukhovshchinsky st. Smolensk lips. - October 30, 1934, Moscow

Russian and Soviet experimental teacher, educator, one of the founders of the pedagogy of cooperation

Born in the family of a military clerk of Polish origin. He studied at the 6th Moscow Gymnasium (1885-1893), then at the Faculty of Physics, Mathematics and Medical Faculty of Moscow University (1893-1903), at the same time attended classes at the Moscow Conservatory (1899-1901), at the Petrovsky Agricultural Academy; student of K. A. Timiryazev (1905). Carried away by the pedagogical ideas of L. N. Tolstoy, he abandoned the career of an opera singer, deciding to start creating agricultural communal schools on the model of Tolstoy's Yasnaya Polyana school.

He began his teaching career in 1905 with the creation of the first out-of-school clubs in Russia for children and adolescents of the working outskirts of Moscow, a summer colony in Shchelkovo (near Moscow). In 1906, following American models, he organized the Settlement Society (together with A. U. Zelenko, V. N. Demyanova, L. K. Schleger, and others) with the aim of organizing cultural and educational work among the children of the poor who did not have the opportunity to get a school education. In addition to a kindergarten and children's clubs, the society had craft courses and an elementary school. In 1908 he was arrested for promoting socialism among children, the society was closed by the police. Since 1909, he led the "Children's Labor and Recreation" society, which actually continues the traditions of the "Settlement". In 1911, together with his wife, V.N. Shatskaya (Demyanova), at the expense of the landowner M.K. Morozova, he organized the summer labor colony “Cheerful Life” (Kaluga province, now Obninsk), which became a model for Soviet communal schools.

He reacted negatively to the coming to power of the Bolsheviks, was one of the organizers of the teachers' strike initiated by the All-Russian Teachers' Union, rejected the proposal of A.V. Lunacharsky to enter the leadership of the People's Commissariat for Education. However, then, seeing the possibility of implementing his plans to organize a new type of school, he accepted N.K. Krupskaya's proposal for cooperation. In 1919-1932, he supervised the work of the widely known First Experimental Station for Public Education of the People's Commissariat for Education of the RSFSR, which had a rural branch in Kaluga region, which included the “Cheerful Life” colony (14 schools of the 1st stage, 1 school of the 2nd stage, 5 kindergartens, 4 preschool summer playgrounds, 3 district libraries, a school museum, a pedagogical exhibition), and a city branch in Moscow, in Maryina Grove area (kindergarten, First labor school, pedagogical exhibition, library, technical school). Member of the educational and pedagogical section of the GUS (since 1921) and the collegium of the People's Commissariat of Education of the RSFSR (since 1929), director of the Moscow Conservatory and head of the Central Pedagogical Laboratory of the People's Commissariat of the RSFSR (1932-1934). In the late 1920s and early 1930s, Shatsky's activities were criticized by official pedagogy, he was accused of being "apolitical", "Tolstoyism"; in the 1960s interest in his activities and creativity revived. He was buried at the New Donskoy Cemetery (together with V. N. Shatskaya).

At the beginning of the 20th century, he was mainly engaged in cultural and educational work with the population, primarily with children. He rallied a group of enthusiastic teachers, carried out the experience of staging extracurricular activities based on respect for the personality of the child and aimed at educating children in the spirit of collectivism, developing their creative abilities. In his institutions, he searched for new forms and methods of educational work, organized workshops, hobby clubs, amateur performances, used elements of children's self-government. He began to study the problems of the children's team, was engaged in preschool pedagogy. After 1917, he launched theoretical and experimental work to create a new type of school. Without a diploma of higher education, he organized a scientific school on the basis of the teaching staff of the First Experimental Station (V. N. Shatskaya, L. K. Shleger, A. A. Fortunatov, E. Ya. Fortunatova, N. O. Masalitinova, M. N. Skatkin, L. N. Skatkin, N. P. Kuzin and others).

Asserting the organic connection of the modern school with society and the environment, he drew the attention of teachers to the variety of types of children's life, the development of labor skills and creative abilities of the child. The pedagogical process was built as the interaction of a teacher and pupil, covering the spiritual world of the child and the scope of its practical implementation, determined the relationship both between the participants in the pedagogical process and between the individual elements of education, which included mental and physical labor, art, play. He emphasized that the violation of the connection between the components of personality education leads to the one-sided development of the child, and the material, disciplinary and experimental outline of education is physical labor. Shatsky considered self-government, which promotes the development of the individual, the assimilation of universal values, to be an effective means of organizing free creative interaction between the student and the teacher, the team and society.

He advocated the democratic principles of organizing a school based on the cooperation of a teacher and a student, which would create a basis for creative interaction that ensures the effectiveness of education and upbringing. In this interaction, he assigned the teacher the role of not only an organizer, but a researcher of children's life. organizing nucleus school life considered aesthetic education, which covers the whole world of beauty (music, painting, theater, applied arts, etc.) and, in unity with labor education, acts as a catalyst for the creative potential of the individual and the team. Under the system of aesthetic education I understood the optimal interaction of all political and civil institutions society in order to develop the creative potential of man.

He contributed 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. He supervised the development of methods of pedagogical research - socio-pedagogical experiment, observation, survey. He dealt with the problems of training teachers who are able not only to organize training and education at school, but also to conduct educational work with the population and engage in research work; The teaching staff was considered as a creative organization of like-minded colleagues.

Major writings

On the new school organization // Soviet Pedagogy. 1978. No. 6.

Selected pedagogical works. T. 1-2. M., 1980.

Bibliography

▫ Starikov N.V. Stanislav Teofilovich Shatsky (1878-1934). Materials for scientific bibliography. M., 1968.

Literature

◦ S. T. Shatsky. 1878-1934. Digest of articles. M., 1935.

◦ About Stanislav Teofilovich Shatsky: articles and memoirs. M., 1960.

◦ Experience pedagogical activity S. T. Shatsky. M., 1977.

◦ Skatkin M. N. S. T. Shatsky on the comprehensive development of children. M., 1977.

◦ Semchenko A.V. Socio-pedagogical views of S. T. Shatsky. Dis. … cand. ped. Sciences. M., 1995. (Abstract).

◦ Belyaev V.I. Formation and development of the innovative concept of S. T. Shatsky. M., 1999.

◦ Fradkin F. A. S. T. Shatsky: the last years of life // Proceedings of the Department of Pedagogy, History of Education and Pedagogical Anthropology. M., 2002. Issue. 17.

◦ The experience of S. T. Shatsky and the present (to the 125th anniversary of his birth). Digest of articles. Obninsk, 2003.

◦ Stepanova L. A. S. T. Shatsky in the mirror of spiritual searches of the XX century // Pedagogy. 2009. No. 1.

Archives

≡ Scientific archive of the Russian Academy of Education. Personal fund of V. N. Shatskaya, f. 106, 1081 units hr., 1923-1981

≡ Scientific archive of the Russian Academy of Education. 1st Experimental Station for Public Education of the People's Commissariat for Education of the RSFSR, f. 1, 367 units hr., 1903-1956

Introduction.

1. Life path and creative activity of S. Shatsky.

2. Implementation of the ideas of reformist pedagogy in the activities of S.T. Shatsky.

List of used literature.

Introduction

Stanislav Teofilovich Shatsky entered the history of world pedagogy and national education as an outstanding teacher-innovator, "the most popular teacher of teachers" of the 20s.

Being at heart an educator and humanist, like Pestallotsi, whom he adored, he was one of the first to create children's colonies in pre-revolutionary Russia, where education was combined with socially useful work. Shatsky, the greatest theoretician of pedagogical thought, considered versatile labor activity as a pedagogical means of organizing a normal childhood, developing the idea of ​​linking the child's labor, aesthetic and mental activity with his education. To make the life of a student healthier, more meaningful, cultural and interesting - this is the main motto of all Shatsky's pedagogical activity. After all, the school of the future, in his opinion, should grow out of the surrounding life itself, working in it, constantly improving and improving. Unfortunately, the name of this remarkable man was consigned to oblivion. And only now is there a resurgence of interest in the work of the outstanding teacher Shatsky.

After his death, his name was forgotten for a long time. Only in the 1970s was a collection of his works published in four volumes. At present, interest in Shatsky's work is being revived not only in Russia, but in Europe and America, where the works of the scientist are being republished. After a long break, Shatsky's work became the subject of study at pedagogical institutes, teachers began to get acquainted with his theory and practice.

1. Life path and creative activity of S. Shatsky

Stanislav Teofilovich Shatsky was born in 1878 in Smolensk. He spent his childhood in Moscow, in a large family of a military official. In high school he was one of best students, but the period when Stanislav studied at Moscow University, the Conservatory and the Agricultural Academy, brought dissatisfaction and disappointment. Only a meeting with Alexander Ustinovich Zelenko, an architect by profession, who knew perfectly well the experience of American schools, and his proposal to organize a club, the main goal of which would be to raise the cultural level of the population, captivated the young Shatsky. The needs of rapidly developing industrial Russia required a new type of worker: creatively oriented, well educated, able to participate in cooperative activities. To solve this problem, Shatsky and Zelenko organize the Settlement Society in Moscow. The first club building for children in Russia is being built with funds donated by the owners of large enterprises - the Sabashnikov brothers, Kushnerevs, Morozova. An intensive search for forms of organizational and educational activities aimed at the development of a creative personality begins. Teenagers got the opportunity to work in workshops, draw, participate in the preparation of amateur concerts, performances, get involved in art, visit theaters and museums. The life of the "Settlement" was organized on the basis of self-government, the effectiveness of which was determined by trusting, deeply moral relations between children and adults, great pedagogical tact, due to interest in the growing person, recognition of his rights to free choice of occupations, and close observation of his development.

Companions of Shatsky, graduates of Moscow University: E. A. Kazimirova, K. A. Fortunatov, L.K. Shleger, N. O. Masalitinova, were bright and gifted people who made a great contribution to the development of Russian pedagogical thought. However, the work of the Settlement was interrupted unexpectedly in 1907. By decision of the Moscow mayor, the "Settlement" is closed for "spreading socialist ideas among children." Thanks to the perseverance of Stanislav Teofilovich and his friends, in 1908 a new society "Children's Labor and Recreation" was created, actually continuing and developing the traditions of the "Settlement". And in 1911, in the Maloyaroslavsky district, on the estate of M. K. Morozova, a children's summer colony "Cheerful Life" was opened within the framework of the society. Here, Stanislav Teofilovich, together with his colleagues at work, tests the ideas of the connection between labor, aesthetic and mental activity, the relationship between educators and pupils, the dynamics of the development of the children's community. Presented in the form of a monographic study, the results of the work in the Bodraya Zhizn colony were highly appreciated and internationally recognized. A deep acquaintance with the schools of Western Europe in 1912-1914 allowed Shatsky to conclude that the colony and club created by him and his colleagues in the Kaluga province are not inferior to the best foreign educational institutions. He saw the only superiority of European schools only in their better staffing with teaching aids, good material support.

The February Revolution of 1917 inspired Shatsky, opened up new unprecedented creative prospects for him. October he did not accept. Stanislav Teofilovich was one of the organizers of the teachers' strike organized by the All-Russian Teachers' Union against the seizure of power by the Bolsheviks in 1917. A member of the Moscow City Council, who was involved in the affairs of education, one of the leaders of the All-Russian Union of Teachers, Shatsky indignantly rejected the offer to participate in the work of the revolutionary People's Commissariat for Education. And only responsibility for the fate of children, the desire to engage in pedagogical activities for the benefit of society prompted him to accept, two years later, the proposal of the new authorities on cooperation. In 1919, he created the First Experimental Station for Public Education in the Kaluga province, which he led until its closure in 1932. In it, Stanislav Teofilovich continued to study the problems that interested him in the pre-revolutionary years: education as the creation of the most favorable conditions for the natural free development of the child's personality, the cultivation of his needs; versatile labor activity as a pedagogical means of organizing a normal childhood, self-government in its natural self-development and self-regulation. The experimental station united more than three dozen educational and cultural institutions of the Kaluga and Maloyaroslavets districts: schools, kindergartens, pedagogical courses, a fundamental pedagogical library for teachers, a central library for schoolchildren, a pedagogical exhibition, a pedagogical laboratory, and a bureau for the study of the local region. It has become a real forge of personnel for the entire Kaluga region.

In the most famous Kaluga colony - "Cheerful Life" - Stanislav Teofilovich implemented the project of the school of the future, which grows out of the surrounding life, works in it, improving it and perfecting it. And this is a fundamental pedagogical position for Shatsky, once justified by the humanist Pestalozzi. For Stanislav Teofilovich, even in the pre-revolutionary years, the need for a scientifically and pedagogically organized connection between the school and the environment as a cultural center, pedagogizing the environment, creating favorable conditions for the most complete development of the child's intellect, was clearly identified. And "Cheerful Life" fully embodied this idea of ​​environmental pedagogy. In the child's natural life, the school was its "best part", bringing daily joy, passion for interesting work, a sense of one's own growth, self-confidence and one's future. The best and because it created conditions for the cultivation of natural cognitive interests and needs for versatile activities, which the family could not give. According to Shatsky, "to organize the life of children means to organize their activities" that meet their age criteria, as complete and vital as possible.

The experimental station led by Shatsky also used local history materials in teaching, and involved students in local history work. Each year of study was for the student an ever more expanding mental horizons entry into his native history, evoking genuine love for his native land. The school curriculum included, along with knowledge and work, art: listening to folk and classical music, choral singing, playing musical instruments, preparing performances-improvisations (S.T. Shatsky and V.N. Shatskaya had a higher musical education, the repertoire of Stanislav Teofilovich included 300 opera arias and romances, Valentina Nikolaevna was an excellent pianist). The large economy of the colony (classrooms, workshops, educational and experimental facilities, school power plant, etc.), the entire organization of school life were the work of school self-government. Shatsky rightly called his beloved brainchild "a place of joyful, friendly working life."

No matter what "class-proletarian" requirements for the school had to be fulfilled, Stanislav Teofilovich always remained a defender of childhood, the child's right to manifest natural individuality, sought to give scope for amateur performance and creativity of the pupil and teacher.
The pedagogical activity of Shatsky, actively supported by N. K. Krupskaya, in " Time of Troubles"of the late 20s - early 30s was seriously tested. He was accused of pedagogical "Russoism", of alien political views of "agrarian Tolstoyism", of defending the "kulak moods of the village." The work of the Kaluga Experimental Station was gradually curtailed, losing its experimental character. Soon Stanislav Teofilovich moved to Moscow. Working in responsible positions, he did not forget his brainchild. During these years, Stanislav Teofilovich often visited Kaluga and Maloyaroslavets, where he tirelessly promoted his bold ideas for the development of the school. In 1933, Stanislav Teofilovich participated in an international congress in Paris on education, where he made a presentation.

2. Implementation of the ideas of reformist pedagogy in the activities of S.T. Shatsky

Reformist pedagogy, with its deep interest in the personality of the child, began to develop in Russia in the late 19th and early 20th centuries. The conditionally new pedagogy united supporters of "free education", "labor school", "experimental pedagogy", teachers who demanded a radical change in the organization of the school, the content and methods of education and training. Some of the educators-reformers, attaching fundamental importance to the natural basis of the child's body, put forward the idea of ​​free development of the individual. Others, considering the child's behavior as a reaction to the environment, gave priority to the social environment. Still others highly valued the role of labor in the development of the individual. In essence, they complemented and enriched each other, agreeing that all these components must be studied, preserved, created conditions for a growing personality, and stimulated its vigorous activity.

The scientific concepts of Russian teachers reflected Western European and North American "reformist" ideas. At the same time, Russian pedagogy, especially in school practice, was affected by traditional conservatism, inertia was manifested in matters of education and training. It is precisely the fact that the development of the theory and the implementation of new ideas took place in peculiar conditions that explains the particular complexity of classifying trends in Russian education. I.N. Gorbunov-Posadov, K.N. Wentzel (“free education”); K.Yu.Tsirul, N.V.Kasatkin, P.N.Stolpyansky ("labor school"); A.P. Nechaev, A.F. Lazursky, G.I. Rossolimo ("experimental pedagogy").

In this galaxy there was also the name of S.T. Shatsky, who is often ranked among the supporters of "free education". However, an analysis of his pedagogical concept shows that it contains many of the main provisions of both "experimental pedagogy" and "labor school." S.T. Shatsky was characterized by the desire for a comprehensive study of the child, to create favorable conditions for the harmonious development of the student.

The theory of S.T. Shatsky stemmed from his rich practical experience. For many years he was engaged in preschool pedagogy, participated in the organization of school and out-of-school work, which was always based on deep respect for the personality of the child, was aimed at developing his individual, creative abilities and educating him in the spirit of collectivism. S.T. Shatsky searched for new forms and methods of educational work, opened workshops, organized classes in clubs, conducted research and observations of children and their social environment, participated in the training of teachers.

At the beginning of his career, S.T. Shatsky was fascinated by the theory and practice of "free education". Already studying at the gymnasium developed in him the conviction of the need for a radical change in the entire school life, a revision of the goals, methods and means of education and training. As he later wrote, "school experience gave an idea of ​​how not to engage in pedagogy," and "therefore, I wanted to start acting on my own as soon as possible" (Shatsky ST. Selected ped. op.: In 2 vols. Vol. 1. M. , 1980, p. 41). The young teacher was looking for such methods and means that led to the preservation and development of the natural potential of the individual.

Acquaintance with the pedagogical concept of Leo Tolstoy contributed to his acceptance of the ideas of "free education". S.T. Shatsky recalled that at that time he decided to give up tutoring, and only a few years later, when he resumed classes with children, he told himself that he would “deal only with the development of my little students” (ibid., vol. 1. p. 28).

Seeing in a child a valuable personality, and in his childhood, an important period full of events and emotions, which does not precede adult existence, but is life itself, S.T. Shatsky emphasized that "our most important work should be aimed at preserving what that is in children" (ibid., vol. 2, p. 13). He defined the task of the educator as striving for "the realization of the fullest possible child's life now, without thinking about what the future will give" (ibid., vol. 2, p. 10). Returning childhood to children is the main motto of the teacher S.T. Shatsky.

Gradually, the conviction matured in him that all failures in working with children stem from neglect of the natural properties of each of them, therefore, the teacher should be, first of all, an observer and researcher.

S.T. Shatsky fully shared the views of Russian pedologists at the beginning of the 20th century. about the need for a synthesis of psychological, biological, social knowledge about the development of the child. Only on the basis of such a complex of ideas about the personality of the student can the teacher carry out his activities. Own researches and experiments allowed S.T. Shatsky to design and build his school taking into account the development of the content, forms and methods of educational and educational work.

So, recognizing the initial link in the development of the child's natural basis, S.T. Shatsky attached great importance in the process of personality formation to the influence of the social environment. In the future, this factor became, in essence, the leading one in his pedagogical concept. Describing his pedagogical searches, he wrote: "All our work had a social character, since it was connected with the study of the environment in which our children grew up" (ibid., vol. 1, p. 113).

The first experience of S.T. Shatsky was the creation of the famous "Settlement", then he organized a new society - "Children's Labor and Recreation", then the colony "Cheerful Life". Opening these children's communities as associations of free children and reasonable adults with a clear distribution of duties and equal rights, he sought to create favorable conditions for each individual.

The principle of freedom implied the rejection of the plan of educational work, all pedagogical activity was to be based on the natural and spontaneous manifestation of the interests, natural forces and talents of children. At the same time, living together in a colony imposed certain restrictions: each is free until the interests of the other are violated. The consciousness of the colonists included an understanding of responsibility to others for themselves, their behavior, their work, for their comrades, for the life of the colony as a whole. S.T. Shatsky wrote: “The freedom that ... entered the life of the colony was not conceivable without a developed sense of responsibility” (ibid., vol. 1, p. 178).

It seems that his departure from the principle of freedom solely in the spirit of the theory of "free education" was due to the understanding of the importance of the social environment, which can both help the pupil in the disclosure of creative forces, and have a negative impact, limit his development. Therefore, the school should not only sensitively reflect the characteristics of a particular social environment, but also be able to build its own tactics in the fight for the child: teachers should study the life of the street, use its positive aspects and, if necessary, intervene, regulating its impact on children. The primary questions in a conversation with a child are the following: where do you walk; who are you friends with? what are you doing on the street; Who do you fight and do you like to fight? According to S.T. Shatsky, failures in working with children are often explained by the fact that teachers do not want to notice either the real or imaginary values ​​of the street.

Reformed pedagogy saw the main task in the adaptation, socialization of the child. As S.T. Shatsky wrote, the younger generation needs to "learn to live, adapt to life" (ibid., vol. 1, p. 259).

Studying the conditions of the child's life, the teacher should also strive to raise the socio-cultural level of the environment, to "pedagogize" it. All the practical activities of S.T. Shatsky, starting with the creation of the "Settlement", were devoted to the fulfillment of this task.

The disclosure of the child, the purification of his "I" from that superficial, which is due to the influence of the environment on him, should have been helped by art, in which "children show an instinct to reveal themselves" (ibid. T. 1. P. 264). Following the theory of aesthetic development, S.T. Shatsky sought to organize classes in such a way that children would express themselves through painting, sculpture, music, theater.

Art classes themselves made it possible to "start" the process of revealing the personality and, at the same time, beneficially influence the child, form his inner spiritual world, and contribute to the formation of his life goals and ideals.

S.T. Shatsky attached great educational importance to work, which brings meaning and order to children's lives; forms and stimulates personal interests; develops good habits; contributes to the emergence and growth of public interests; building interpersonal relationships; fostering a sense of community. According to him, labor has always been the basis of a child's life, it was natural for a child striving for play, creativity, and vigorous activity. Proper organization of labor helps to fight the laziness of the pupils, respectively, the work should be within the power, proceed from the child’s inherent desire for activity and bring joy.

S.T. Shatsky's ideas about the pedagogical significance of labor were formed under the influence of his own experience and were developed in the process of acquaintance with the works of S. Hall and D. Dewey. Proceeding from the fact that labor activity is the main means of personal development, he believed that a modern school should be built on the principle of a labor school, which will become the highest form of organization of all educational activities. Its material, disciplinary basis was provided by physical labor, which included self-service for children. Self-government organized the life of the school. Art adorned existence and nourished the aesthetic sense of the pupils. The game introduced the spirit of competition, allowed to develop strong-willed qualities, and modeled social relations. The work of the mind guided the general life of the school and satisfied the spirit of research. The combination of all these elements strengthened social skills. The new school itself personified the solution to the problem of versatile harmonious education of the personality, and it was carried out in the most natural way - through the child's inherent desire for an active perception of life.

In the first years of Soviet power, S.T. Shatsky constantly acted as a supporter of the labor school. At the same time, he noted that this idea could not be implemented immediately, but only after the creation of appropriate conditions. Based on the conviction that the child learned well only what he learned through vigorous activity, and emphasizing the need to connect the scientific and life knowledge of the child, he considered the main elements of the school to be productive labor, art, play, social life, and mental work. “Such a school does not train specialists. It,” S.T. Shatsky noted, “gives knowledge of the most important life processes and their relationships” (ibid., vol. 2, p. 22).

In connection with the new understanding of the educational process, teaching methods had to change. To a large extent, they had something in common with the "project method" characteristic of the foreign labor school, or with the "complex method", which meant the mastery educational material based on a single thematic core. Thus, the topic "Working in a pottery room" involved not only molding, painting and firing various dishes, but also gaining knowledge about the composition and properties of clay, the geography of its deposits, as well as conducting out-of-town excursions, visiting museums and libraries.

It is known that in the post-revolutionary years a lot of work began to reform the entire educational system, the main goal of which was the creation of a unified labor school. Among the teachers who took an active part in it was S.T. Shatsky, who began to implement his ideas in the work of the First Experimental Station. It was supposed to serve as a kind of testing ground for scientists, employees of kindergartens, schools, out-of-school institutions and cultural and educational organizations for adults, where forms and methods of education and training were developed and tested on the basis of a single research program. However, the understanding of the idea of ​​a labor school during this period was ambiguous. Along with the use of the labor method, projects were widely used, the essence of which often boiled down to replacing the school with a production commune, vocational training.

Under these conditions, the work of the station was of particular importance. Its young teachers tried to implement the idea of ​​the natural formation of comprehensively developed "future citizens of the republic" through the organization of experimental tasks for pupils, combined with reasonable self-government. Under the guidance of S.T. Shatsky, teachers sought to ensure that children learn all subjects, not sitting in classrooms during regular school lessons, but "playfully" - collecting, drawing, photographing, modeling, observing plants and animals, caring for them .

The "Regulations on the First Experimental Station" stated that "such experimental work means the accumulation and development of materials that can help both state bodies and public organizations and the general population in deepening the problems of cultural work, clarifying the organizational forms and methods of conducting her into life" (Shatsky ST. Ped. op.: In 4 vols. T. 2. M., 1964. P. 409). Through culture, it was supposed to increase the technical literacy of the population, the development of the spiritual and social spheres. Simultaneously with the organization of the activities of pupils at the station, a lot of work was carried out to train and improve the skills of teachers.

The ideas and experience of the natural and comprehensive formation of personality by means of labor activity, the importance of teamwork, the influence of labor on the intellectual development of the child were promoted by teachers through the organization of exhibitions of children's works, by organizing conversations and meetings with parents and the public. At the same time, knowledge of the cultural and social environment of the pupils helped the station staff to exert a positive influence on it and preserve the role of the center of education for the school.

Under the leadership of S.T. Shatsky, extensive socio-pedagogical research and experiments were carried out at the station. The economics, everyday life, culture, family pedagogy, the behavior of pupils in children's communities and collectives, the economic and cultural environment of the station area were subjected to consideration and analysis.

For some time, the activity of the station was considered as "an icebreaker breaking through the fairway of a labor school." However, in the early 1930s when changing the internal political course, tightening party and state control over education, it was closed. The principles of natural, comprehensive formation of personality with the help of free, useful, joyful labor, laid down in its basis, did not correspond to the new spirit of the times. Despite the importance of work on the mental, aesthetic, physical development of the individual, labor education has always been in the first place. If at the beginning of the creation of the station, S.T. Shatsky and his employees considered labor mainly as a means of developing the child, then in the future it acquired more and more importance and weight, subordinating the rest to itself, which changed the appearance of the station. The pedagogical talent of S.T. Shatsky and his first associates was required in order to harmoniously combine the idea of ​​personality development based on the labor method with productive labor and labor training. However, the Soviet school, with its ideologization and command methods of leadership, did not demand the experience of educating a free person, a person with his own way of thinking. The younger generation of employees who came to the station in the late 1920s strove to organize work in the spirit of the requirements of the new time. The methods of "bourgeois pedagogy" were subjected to increasing criticism, which meant mainly the reformist ideas of the early 20th century. Ideological education became more and more obvious, purposeful labor training for wide sections of the population, the use of uniform programs, means and methods of the educational process, which were mainly dictated by the party and government. The recognition of the pedagogical achievements of S.T. Shatsky in the book by D. Dewey, published by him after visiting our country, only aggravated the situation of his offspring. The overclocking of the station symbolized the end of the development of reformist ideas that had a positive impact on pedagogical science and practice in the country, which largely determined the "face" of domestic pedagogy in one of the most interesting periods of its existence - late XIX- early 20th century

findings

The principle of Stanislav Teofilovich's entire pedagogical activity was to study the living conditions and personal experience of schoolchildren of different age groups, to establish what the school should do in this area so that the child's life is healthier, more meaningful, and more interesting. Step by step, slowly but steadily, the difficult task of "improving the lives" of children advanced (from teaching them to observe the rules of personal hygiene to decorating peasant yards with flower beds). Just as natural for the teacher were the various ways of introducing the student into school science, when knowledge is assimilated on the basis of personal experience, its "reorganization", which makes knowledge "live", "working", strong. Shatsky defined the school's experience in this direction in the aphorism "the study of life and participation in it," which became the "slogan" of updating the pedagogical process in the school of the 1920s. Of course, as in any new business, many mistakes were made in the implementation of this idea, the approach itself was criticized as leading to a decrease in the level of general education. At the same time, school education included research activities, cognitive and practical activities, socially useful work. All this developed the creativity of the child's thinking, research and practical attitude to life.

While Shatsky's works were gaining more and more worldwide recognition in the West, attacks on the scientist began in the press in his homeland. Traces of a deep internal crisis that Stanislav Teofilovich experienced are in the surviving records of his lectures and conversations with future teachers (1929), especially in documents related to his activities in the last years of his life as director of the Moscow Conservatory. Using the name of Shatsky, the party authorities sought to turn this unique institution of national musical culture into "the main lever of the proletariat in bringing musical art to the masses", "subordinate creativity to politics", "get rid of the individualistic tendencies and moods of part of the professorship and students".

List of used literature

1. Barkova N. Implementation of the ideas of reformist pedagogy in the activities of S.T. Shatsky // Pedagogy. - 2000. - No. 7. - S. 69-73

2. The history of psychology in faces. Personalities / Lyudmila Andreevna Karpenko (ed.). — M. : PER SE, 2005. — 783s.

3. Leahy T. History modern psychology: [Trans. from English]. - 3rd ed. - St. Petersburg. and others : Peter, 2003. - 446s.

4. Zhdan A. History of psychology from antiquity to the present: Textbook for students. psychol. specialist. universities. - 4th ed., revised. - M .: Academic Project, 2002. - 527 p.

5. Martsinkovskaya T. History of psychology: Proc. allowance for students. universities studying in the direction and special. psychology. - 4th ed., erased. - M .: Publishing Center "Academy", 2004. - 539 p.

6. Morozov A. History of psychology: Proc. allowance for universities. - M .: Academic Project, 2003. - 287 p.

7. Smith R. History of psychology: textbook. allowance for students. universities, education in the direction of "Psychology" and psychol. specialist. / A.R. Dzkui (translated from English), K.O. Rossianov (translated from English). - M .: Academy, 2008. - 404 p.

8. Stages new school: Collection: From the works of the First Experimental Station for Public Education at the People's Commissariat for Education / S.T. Shatsky (ed.). - M .: Worker of Education, 1923. - 144 p.

9. Yaroshevsky M. G. History of psychology. From antiquity to the middle of the twentieth century: Proc. allowance for universities. - M .: Academy, 1996. - 416 p.

Ministry of Education of the Republic of Belarus

educational institutions

"Belarusian State Pedagogical University

named after Maxim Tank"

Faculty of Preschool Education

Department of General and Preschool Pedagogy

COURSE WORK

PEDAGOGICAL ACTIVITY AND VIEWS OF S.T. SHATSKY

Introduction

1.1 Pedagogical activity before the revolution

2.1 The ideas of the "labor school"

Conclusion

Introduction

Stanislav Teofilovich Shatsky (1 (13). 06.1878 - 10.30.1934) - an outstanding Russian Soviet teacher. He devoted all the strength of his talent, all his vast pedagogical experience to the cause of creating a new school and pedagogy.

All educational systems are the product and creation of time, the rise of pedagogical creativity, respect for the personality of the child, the understanding that children mirror positive and negative sides surrounding reality - characterize the theoretical orientation of the educational systems of the 20s.

Of undoubted interest is the educational system created by the outstanding Russian and Soviet teacher Stanislav Teofilovich Shatsky. His First Experimental Station for Public Education, representing a scientific-production and educational association, successfully functioned for fourteen years.

His socio-pedagogical ideas about the study of social and natural environment, the components of the environment, the experiments he set, the issues of the labor school are still very relevant and important for contemporaries.

Stanislav Teofilovich Shatsky belonged to the teachers for whom theory and practice were inextricably linked and complemented each other. It is impossible to propagate an idea without first testing its value and vitality in practice, S.T. Shatsky. Therefore, throughout the activities of S.T. Shatsky is the seal of the deep unity of his ideas and their practical implementation.

S.T. Shatsky, a man of high culture, who spoke several foreign languages, was alien to national and class limitations. He was always aware of domestic and foreign pedagogy, often traveled abroad and willingly used its best examples in the practice of the First Experimental Station. After him, pedagogical works remained: "Cheerful Life", "Years of Search", articles, "Labor School", etc. But these works do not give a complete picture of the great influence that S.T. Shatsky among teachers, about how he created enthusiastic teachers from his associates and followers and what influence he had on the construction of the Soviet school.

After the death of S.T. Shatsky published a collection of his selected pedagogical works (1958), and in 1962-1965. Shatsky's closest collaborators - V.N. Shatskaya, L.N. Skatkin, M.N. Skatkin with the assistance of I.A. Kairov prepared for publication Pedagogical works of S.T. Shatsky in four volumes, which included not only published works, but also preserved transcripts of his reports and speeches, manuscripts of unpublished articles.

Activities of S.T. Shatsky was highly valued by V.I. Lenin, N.K. Krupskaya, A.V. Lunacharsky. Outstanding teachers and public figures have left rave reviews about the work of the station. She was the pride of Soviet pedagogy in the 1920s.

The purpose of the study: to identify the pedagogical activity and pedagogical heritage of S.T. Shatsky.

Research objectives:

)To study the pedagogical activity of S.T. Shatsky in pre-revolutionary and Soviet time;

2)Analyze pedagogical ideas about the labor school, social and natural environment as factors of education;

)To characterize the educational system of the teacher;

Object of study: extracurricular activities and pedagogical ideas of S.T. Shatsky.

Subject of study: the process of organizing extracurricular activities and the formation of S.T. Shatsky as a teacher.

Chapter 1. Pedagogical activity of S.T. Shatsky

.1 Pedagogical activity before the revolution

S.T. Shatsky graduated from the natural faculty of Moscow University, then studied at the conservatory, then entered the Petrovsky (now Timiryazevskaya) Agricultural Academy and became a student of Kliment Arkadyevich Timiryazev. All these years, Shatsky read a lot. His favorite writers were Victor Hugo, Charles Dickens, Emile Zola, one of whose novels Shatsky translated into Russian for publishing, and Leo Tolstoy. Tolstoy's books turned out to be especially close to Shatsky's soul, and in particular his reflections on the meaning of life and the importance of the right path in the life of every person. Tolstoy's views were superimposed like a healing balm on the consciousness of Shatsky, who did not find peace in the constant change of one activity for another: he was insatiable in everything that seemed incompatible to an ordinary person: physics and music, foreign and Russian literature, and agricultural sciences, translations from a foreign language and acting skills.

Soon, the list of potential vocations was replenished with activities that, without claiming to be more than a harmless income, determined the scope of Shatsky's professional activity. It all started with tutoring. Forced to give private lessons to applicants in order to somehow raise student incomes, Shatsky is fond of reading pedagogical literature. An indelible impression on him was made by the works of Johann Pestalozzi and Leo Nikolayevich Tolstoy - his descriptions of the school in Yasnaya Polyana. The problems posed by the Russian thinker awakened in the memory of the young man the image of his gymnasium. And when he turned a retrospective look at his school life, the pictures of which were well preserved in his imagination thanks to natural observation and the habit of generalizing what he saw into mental groups, he began to rethink it in the light of pedagogical categories and scientific problems taken from primary sources. Thus, a new way of creative pastime appeared - thinking about what the model of the educational space of the school should be in order for learning to become joy. And even then, in his student years, a still vague image of the school began to emerge, consistent with the nature of the child, where the development priority is the versatility of abilities and interests, the versatility of talents and spiritual strength - the integrity of the personality, the one that was bestowed on Shatsky, bringing him constant gnostic joy and at the same time being a source of suffering when choosing a single professional path.

His first attempts theoretical analysis in pedagogy, they were supported by experimentation in tutoring: Shatsky used various techniques that stimulate the student's cognitive activity. A kaleidoscope of experiments in physics, chemistry and physiology in the same lesson could hardly be called a lesson in the literal sense of the word, Shatsky admits in his autobiography, it was rather a joint search for truth, cooperation, when the student and teacher communicated in the same language, ignoring distance rules. "I made the main bet on the development of independent thinking of students," writes Shatsky. The surprising thing was that, for all his obsession with pedagogical experiments on the development of pupils, Shatsky never thought of becoming a teacher. high school because he didn't believe he could do it.

Having established himself in his younger years as an actor, director, agronomist, translator, a wonderful singer with a huge repertoire (300 romances and songs, 10 opera parts), the dramatic tenor Shatsky traveled around the country with concerts. He enjoyed great success, and he was offered a debut at the Bolshoi Theater, which opened the way to all the opera houses of the country. A fateful meeting with the architect and teacher A.U. Zelenko forced him to give up everything, marking the end of his painful search for himself.

Alexander Ustinovich Zelenko proposed to organize, following the example of the Americans, the "Settlement" - a kind of center (village) of cultured people who settled among the poor to organize educational work. Here is how Shatsky recalls this in the book "Children Are the Workers of the Future": "He (Zelenko) offered to live with a bunch of guys all summer in the country and start creating something like a republic with them." In the summer of 1905, having collected a small amount of money and necessary household items from their acquaintances, Shatsky and Zelenko took 14 teenage boys to a summer cottage near Moscow, mainly pupils of the Sushchevsky Guardianship of the Poor Orphanage. Thus, the Shchelkovo colony with labor and artistic education and children's self-government arose.

According to the recollections of contemporaries and eyewitnesses of the colony, in that turbulent, politically eventful summer of 1905, it really resembled a small democratic republic, all the issues of life of which were decided by a general meeting of children and adults. The summer passed in a friendly and harmonious manner in the colony. This inspired its organizers. With funds raised from the owners of large enterprises - the Sabashnikov brothers, Kushnerevs, Morozova, a club building for children was built in the autumn of 1905 according to the Zelenko project. So on a wasteland in Tikhvinsky Lane of Moscow, in a small room of an abandoned bathhouse, the country's first club for children and teenagers was founded. By the spring of 1906, about 120 children from families of workers, artisans, and the urban poor came to the club.

Every day from 9 a.m. to 12 p.m., the club carried out compulsory public works for all, which were led by a children's working commission, usually elected for a week - a kind of continuation and development of the idea of ​​\u200b\u200ba "gathering" as the governing body of the club. Various circles and workshops began to be created, as we would say now - "interest clubs". And the interests were very different - chemistry and physics, foreign languages ​​​​and drawing, singing and needlework. Children together with teachers visited art galleries, theaters, museums.

It is not surprising that in the summer of 1906 80 children left for the Shchelkovo colony. Among the teachers of the "Settlement" a prominent place was taken by Valentina Demyanova (hereinafter - Shatskaya). She became Shatsky's wife and his most faithful companion in all the "years of searching."

The educational system of the "Settlement" was based on the idea of ​​a "children's kingdom", where each pupil received the opportunity for the all-round development of forces. Children went to various circles: carpentry, shoemaking, singing, astronomical, theatrical, biological, etc. Each circle had its own name and rules developed by children for regulating relationships, which were strictly followed by adults and their leaders. The decisions taken at their meetings, as well as at the general meeting, were considered binding.

Despite the fact that the "Settlement" aroused great interest among the radical intelligentsia and children and received a silver medal for children's crafts at the Industrial Exhibition in St. Petersburg, already on May 1, 1908 it was closed on suspicion of promoting socialism among children. However, thanks to the perseverance of Shatsky and his friends, in the same 1908, a new society was created - "Children's Labor and Recreation", which actually continues and develops the traditions of the "Settlement".

In 1911, Morozova, a member of the "Children's Labor and Recreation" society, allowed Shatsky and his employees to organize a children's colony on an empty plot of her estate in the Kaluga province. The colony was named "Cheerful Life". Its purpose was to organize summer holidays for members of the Maryinsky Club, to continue work on organizing a friendly children's team, to introduce children to work, self-government, and to develop their creative abilities in every possible way.

Here, Stanislav Teofilovich, together with his colleagues, in experimental work tested the ideas of the connection between labor, aesthetic and mental activity, the relationship between educators and pupils, the dynamics of the development of the children's community.

It was a children's institution, which then became a role model for communal schools, which were organized in the next decade, but especially massively during the civil war. This is understandable, because Shatsky proposed a model of an essentially self-sustaining educational institution, where, thanks to the continuous agricultural work of children and adults, it was possible to obtain a livelihood.

However, although labor occupied an important place in the colony, it was given, first of all, an educational orientation. The practical meaning of their activity was clear to the pupils: they established the economy, sought to make life in the colony more pleasant, comfortable and beautiful. So there was a feeling of joy in work.

The basis of the entire life of the colony was the community of children and adults, and it was built on the principles of self-government. The guys were not imaginary, but the real owners of "Cheerful Life". And of course, as in all the institutions that Shatsky created, His Majesty Creativity also ruled in the colony. Adults and children published magazines, staged performances, organized concerts, listened to music a lot and performed musical works. Orchestras, choir, theater organically combined with work in the fields, classes in circles with various games.

In 1928 D. Dewey visited Vigorous Life. He was delighted: “What I saw in the Shatsky colony has no analogue in the world. Students are involved in real activities to improve the social environment: they improve sanitary conditions, participate in the eradication of illiteracy, teach peasants how to increase crops, etc. .d. Russian schoolchildren are organized more democratically than ours.

1.2 Activities of S.T. Shatsky in Soviet times

After the Great October Revolution, Shatsky for a long time rejected the offer to participate in the work of the revolutionary Narkompros. However, responsibility for the fate of children and the desire to engage in pedagogical activities for the benefit of society prompted him to accept, two years later, the proposal of the new authorities for cooperation. In 1919, he created the First Experimental Station for Public Education in the Kaluga province, which he led until its closure in 1932. In it, Stanislav Teofilovich continued to study the problems that interested him in the pre-revolutionary years: education as the creation of the most favorable conditions for the natural free development of the child's personality, the cultivation of his needs; versatile labor activity as a pedagogical means of organizing a normal childhood; self-government in its natural self-development and self-regulation.

The First Experimental Station had two branches - a city one in Moscow and a village one in the Kaluga province. The village department included 4 kindergartens, 15 first-level schools, a second-level school and a "Cheerful Life" colony school, a regional study bureau, pedagogical courses, and a pedagogical center summarizing the pedagogical experience of schools. The Moscow branch included a kindergarten, a school and an exhibition reflecting the experience of kindergartens and schools. The experimental station, led by Shatsky, successfully solved the problems of labor education, the formation of a children's team, self-government of students, and physical education of schoolchildren. Conceived as a training ground for the preparation of a rural version of school programs, the station has gone far beyond these tasks. Shatsky and his associates created a pedagogical complex, unique in design and scale. The main task around which the activity of the complex was built was the interaction of the school with the environment.

pedagogical shatsky soviet teacher

The station worked in two main directions: the environment was studied and educational programs were adapted in accordance with the peasant mentality. But the environment was also transformed on new foundations. Step by step, slowly but steadily, the difficult task of "improving the lives" of children advanced (from teaching them to observe the rules of personal hygiene to decorating peasant yards with flower beds). Peasants were involved in the life of schools in every possible way - lectures were given for them, elite seeds were distributed to them, and they were helped in housekeeping.

The experimental station led by Shatsky also used local history materials in teaching, and involved students in local history work. Each year of study expanded the mental horizons of schoolchildren more and more, immersing them in their native history, causing genuine love for their native land. Along with knowledge and work, the school curriculum included art: listening to folk and classical music, choral singing, playing musical instruments, preparing improvisation performances (V.N. Shatskaya was an excellent pianist). The large economy of the colony (classrooms, workshops, educational and experimental facilities, school power plant, etc.), the entire organization of school life were the work of school self-government.

Gradually, close ties with the surrounding life appeared in the complex, which had a beneficial effect on the implementation of integrity in the continuity of educational work. Thanks to this, it was possible to realize the main super-task of the team - "organization of the entire life of the child." The school of the future, according to Shatsky, had to grow out of the surrounding life itself, working in it, constantly improving and improving.

Under the leadership of Shatsky, the organization, content and methods of educational and social work of the school and the issues of training teachers in the process of their pedagogical activity were developed and tested in practice in experimental institutions. Here are the main theoretical conclusions on pedagogy of the late 20s of the XX century, obtained during the work of the station:

· the educational process should be aimed at the comprehensive development of the individual, and not at its adaptation to the narrow social framework of life;

· the priority task of education is to develop the student's ability to independently acquire knowledge;

· the school can and should participate in the transformation of the environment;

· the entire educational process should be built only in accordance with the laws of the development of the child and taking into account the child's worldview, i.e. be based on the principle of self-worth of childhood;

· in the learning process, it is necessary to apply such methods that would make it possible to rely on the real experience of the child, in other words, the introduction of the student into school science should occur in the process of reorganizing the knowledge he already has in order to make it alive, working, strong;

· the combination of learning with labor gives all learning a vital character, makes the process of learning more meaningful, and knowledge - conscious and effective;

· labor has the greatest educational value when schoolchildren realize its necessity for the children's team and as a particle of common labor;

· play and art are inseparable from children's life and are a prerequisite for the socialization and development of the child's personality;

Shatsky made a significant contribution to the development of issues of the content of education in the school and to increase the role of the lesson as the main form of educational work. Under the guidance of a teacher, methods of pedagogical research were developed - a socio-pedagogical experiment, observation, and a survey.

The teacher organized a scientific school, which was represented by V.N. Shatskaya, A.A. Fortunatov, M.N. Skatkin, L. H. Skatkin and others. Their concept was based on the idea of ​​an "open" school, a center for raising children in a social environment. Shatsky considered aesthetic education as the organizing core of school life, which covers the whole world of beauty and, in unity with labor education, acts as a catalyst for the creative potential of the individual in the team.

Having developed theoretical and experimental work to create a new type of school, Shatsky sought to make the school the best part of a child's life, bringing everyday joy, passion for interesting work and a sense of one's own growth. She was considered the best decoration of a child’s life, because she gave him what the family could not give: the satisfaction of the need for versatile activities - a need that, according to Shatsky, is inherent in each of us.

The station has become a real forge of teaching staff, and its activities have received a great response, both in domestic and in world pedagogy. The high appraisal given by J. Dewey, who visited Shatsky in the late 1920s, is well known: "I don't know anything like it in the world that could compare with this colony."

The pedagogical activity of Shatsky, actively supported by N.K. Krupskaya, in the "time of troubles" of the late 20's - early 30's was subjected to serious trials. He was accused of pedagogical "Russoism", alien political views of "agrarian Tolstoyism", defense of "kulak moods in the countryside". The work of the Kaluga experimental station was gradually curtailed, losing its experimental character. Of course, as in any new business, many mistakes were made in the implementation of this idea, the approach itself was criticized as leading to a decrease in the level of general education: carried away by the integration of various aspects of personality development, it sometimes violated the disciplinary organization of knowledge. However, Shatsky did not have time to correct the mistakes.

In 1932, the Experimental Station was disbanded. Shatsky, in his words, "was torn away from his beloved work with blood." Stanislav Teofilovich was appointed rector of the Moscow Conservatory. But he was uncomfortable there: the scale of his thinking required much more than the manifestation of his one-dimensional musical self. However, here, too, he seeks to realize his pedagogical ideas. At his suggestion, a music boarding school for gifted children is being created. Her activities largely determined the outstanding achievements of Soviet musicians at world competitions in the 1930s and 1950s.

In 1933, Stanislav Teofilovich participated in the international congress in Paris on education, where he made a presentation. But dissatisfaction with work, systematic persecution in the press, the loss of the meaning of life led to a disaster. On October 30, 1934, while the conservatory was preparing for the demonstration, Stanislav Teofilovich died suddenly. Versatile gifted person - actor, singer, translator, director, connoisseur of the world fiction and natural sciences - he was not satisfied with the preference for one kind of activity and found his happiness only when he discovered a way to synthesize them all in a pedagogical vocation. And, having completed the synthesis of all aspects of his being, the integration of himself, he managed to create a unique experience, which 50 years later began to revive in the world pedagogical theory and practice.

Conclusion:

The emergence of the first out-of-school institutions for children in Russia is associated with the names of S.T. Shatsky and A. U. Zelenko. The children's clubs and kindergarten created in Moscow in the area of ​​Butyrskaya Sloboda and Maryina Roshcha bore the general name "Daytime shelter for incoming children." By the spring of 1906, about 150 children were visiting the orphanage. At the shelter, workshops were opened (locksmith, carpentry, sewing). The cultural and educational society "Settlement" was organized on the basis of the shelter. The name of the society was suggested by the experience of creating settlements in America - settlements of cultured intelligent people among the poor to carry out educational work. The Settlement Society, created by S.T. Shatsky, A.U. Zelenko and other educators, set as the main goal the satisfaction of the cultural and social needs of children and youth of the low-income and poorly cultured part of the population, who were actually deprived of the opportunity to receive a school education. In addition to a kindergarten and children's clubs, the society had craft courses and an elementary school. The society conducted cultural and educational work among the adult population. Practical work with children was based on a pedagogical concept developed by members of the society. This concept was based on the need to create conditions that would help children live a rich emotional and mental life. In training, emphasis was placed on the assimilation of knowledge that is practically significant for the life of children. Relations between teachers and children were understood as relations between older and younger comrades. Great importance was attached to instilling in children a sense of camaraderie, solidarity, and collectivism. An unusual phenomenon for the pedagogical practice of that time was the organization of children's self-government. In 1908, the society was closed by order of the government, which saw in its activities an attempt to carry out socialism among young children. Next year, S.T. Shatsky and his associates create the society "Children's Labor and Recreation". The work of the kindergarten, club, elementary school was continued. Due to limited funds, the society was not able to cover a large number of children. The leaders of the society were looking for new forms of organizing children. In 1911, the society opened a children's summer labor colony "Cheerful Life" (on the territory of the modern city of Obninsk). Valentina Nikolaevna Shatskaya (1882-1978), wife of S.T. Shatsky, who later became the largest specialist in the problems of musical education of children. In this colony every summer lived 60-80 boys and girls who were engaged in the clubs of the society "Children's Labor and Recreation". The basis of life in the colony was physical labor: cooking, self-service, landscaping, work in the garden, in the garden, in the field, in the barnyard. Free time was devoted to games, reading, conversations, performances, improvisations, music lessons, singing. Analyzing the experience of the colony, S.T. Shatsky concluded that physical labor has an organizing influence on the life of the children's team. Labor occupations of children also had an educational value, they were a source of knowledge about nature, agricultural production, and contributed to the development of labor skills. The first out-of-school institutions largely performed a compensatory function - classes in these institutions made up for the lack of school education for children. At the same time, they helped arrange leisure time for children and contributed to the enrichment of their communication. The innovative nature of the first out-of-school institutions was due to the noble motives of their founders, as well as new pedagogical views on the issues of raising children.

Chapter 2. Pedagogical ideas of S.T. Shatsky

.1 Labor school ideas

S.T. Shatsky believed that a labor school is a well-organized children's life, which gives diversified development: "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 organizing a labor school" . Thus, the basis of his project of a labor school was labor, which was organically combined with intellectual, physical, emotional and social work. It was a unique model of a labor school: it was built on the basis of the interests and capabilities of the child, and was aimed at its comprehensive development. There were no analogues of such a school in world theory and practice. This was the main result of his pre-revolutionary activities.

After the revolution, it continued just as actively and in the same vein. In 1918 S.T. Shatsky imagined the model of the labor school as follows: "a 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. Decorates life and nourishes an aesthetic sense - art. Repeats and adapts to life, repeats the passed stages of humanity - a game that gives such a cheerful tone to the common life. Directs the common life and satisfies the spirit of research - the work of the mind. The combination of all elements enhances social skills. And the skeleton of this organism is a constant exercise that appears at the right time and does not obscure the main goals of the organization of children's life.

The labor school was built for children - their versatile development. It was supposed to provide them with a joyful and meaningful life, take into account their individual and age differences, promote the development of the child, not sacrifice him to the "social order of society." This conscious denial of taking into account the needs of society in education was the main drawback of the project of the labor school of S.T. Shatsky. The main advantage was that the teacher considered education as the organization of a child's various activities, as a complex and contradictory process organized by the teacher.

It was clear to him that the school must be built on scientific basis. Its main task is to create an environment favorable for each child, i.e. children's community, developing and continuously growing. The definition of this school is given: the place of "the organized life of children, which sets its first task to let children live now, in this moment and not to prepare for the future. "The only purpose of the school and the teacher is to organize the various activities of children, studying them all the time. It should "promote the phenomena of growth, individual and group, of children in specially organized forms."

For the first time S.T. Shatsky formulated the idea of ​​the need for research work at school: the teacher should be the organizer of children's life, its observer and researcher. The center is the child with his interests and needs. The task of the state is not to "cast into ready-made forms the people it needs for the corresponding functions, but to create the most favorable conditions for organizing children's life at any given moment." The school, according to S.T. Shatsky, is a determining factor in the development of the child's intellect, will, emotions through the active assimilation of social experience. The basic principles of the labor school are determined: the priority of children's interests is collectivism; versatile activity evolution; scientific character; unity of theory and practice

Over time, S.T. Shatsky pays more and more attention to the organization of the child's social experience, preparing him for labor and social activities, and linking the school with life. "We want a strong connection with life from the school, and, consequently, knowledge of it." He clarifies and develops the characteristics of a new type of teacher: the teacher is a social worker with a broad horizon; teacher-organizer of his work and children's life; the teacher is a skilled observer and researcher. Fundamentally new in this professiogram is the formulation of pedagogical work as a social function, elevating it to the rank of its leading organizational activity. The social factor is beginning to increasingly come to the forefront of pedagogical problems. This trend was developed in the report "The Soviet School, Its Theory and Practice", with which S.T. Shatsky spoke in April 1928 in Leipzig at the International Pedagogical Week. It should be borne in mind that the report of S.T. Shatsky - collective work, that he was edited by the People's Commissariat of Education in line with the official policy of the Soviet state. Noting the impact of the revolution on the education sector, S.T. Shatsky emphasized that this was expressed primarily in the setting of a goal - the education of a citizen-builder of socialism. For the first time he spoke of the fact that the labor school should study and evaluate labor activity of Soviet people and to introduce children to the feasible participation in socialist construction. This is a school that is possible with the participation in its work of "a huge mass of the working population." This is a polytechnic school, which creates an opportunity to give a general education as the basis for a future professional one. It is, of course, secular, based on the local lore principle of zoning.

The goals and principles of the labor school, the report pointed out, are being implemented in programs providing for a comprehensive teaching of nature, labor, and society. Establishing links between them should form the basis for the activity of a labor school, ensure the unity of theory and practice, expand the possibilities for the participation of the school and each student in the construction of a new society. Each school theme, one way or another, had to be reflected in the surrounding life. Here S.T. Shatsky already agrees that it is necessary to train future builders of socialism and quite straightforwardly builds the logic of this education: the more regularly a student is involved, to the best of his ability and ability, in socialist construction, the more he is brought up as a Soviet citizen. We see serious changes in his pedagogical logic: he proceeds from the needs of revolutionary practice, the interests of the child are relegated to the background.

The idea of ​​a labor school was further developed in the article "Methodology and Quality of School Work" (1931). In it S.T. Shatsky makes one of the last attempts to return to his principles: he sees the weakness of the school's work on comprehensive programs. One way out, in his opinion, would be to combine education with productive work, which is the main condition for the formation of a comprehensively developed personality. Nevertheless, it can be stated: in the late 20s - early 30s. under the pressure of circumstances, he begins to deviate from his pedagogical postulates. At the same time, much valuable and instructive remains both in his publications and in his practical activities.

The pedagogical process, according to S.T. Shatsky, should make sense for the child, he should inspire and stimulate him in the following logic: "I'm learning - and now I'm better, it's become more interesting to live; I'm learning - and the attitude of adults who are busy with their own affairs, whom I will meet when "I big, "is changing: I am recognized, they reckon with me, I mean something; I am learning and acquiring comrades, with whom new forms of LIFE are being built; I am learning - and joining the great stream of life, which I begin to understand, which I begin to understand I study - and the more I study, the more the matter is argued in my hands - these are the moods that should ... embrace our youth in connection with the school. . It is impossible to achieve this without linking the school with life. Thus, this principle is still one of the fundamental ones in the concept of a teacher, since it is addressed to children, their interests and abilities; it most contributes to the organization of a "vigorous life", in which the comprehensive development of the child takes place. It is here that the main point of support of the labor school is located: reflecting the possibilities and needs of society, it should contribute to the personal growth of the child, his awareness of its usefulness and necessity, which includes the mechanism of motivation, etc. The principle of linking the school with life radically changed and transformed the organization, content, and management of the school. The active participation of the working people in its construction also radically changed the content, forms and methods of the educational process. S.T. Shatsky went to the highest level of cause-and-effect conditionality of the pedagogical process: pedagogical questions are at the same time economic and everyday questions, and political ones.

Thus, the idea of ​​a labor school carries various pedagogical aspects and meanings: personal, social, economic, political, etc. Based on the significance and possibilities of a labor school for the development of a child's personality. Shatsky argued and supported this idea as the best and most effective form of organizing children's lives. He saw the need to correlate its goals and objectives with the needs of society, but he considered the main problems of its organization and development, first of all, from the standpoint of their usefulness and significance for children. Labor school S.T. Shatsky had fundamental differences from all foreign projects: it was of a general educational nature, was built on the basis of the leading elements of the child's life, satisfied his needs and interests, organized a variety of labor activities not only at school, but also outside. Finally, she comprehensively developed the child.

2.2 The teacher's ideas about the role of the social and natural environment in the development of the child's personality

One of the first S.T. Shatsky studied the problems of social pedagogy. He argued that the main issue in the theory of upbringing is the question of the influence of the environment on children (the role of upbringing factors); but it is important for practicing teachers to determine "the content, forms and methods of joint work with the environment of adults and the environment of children. In this formulation, theory is closely connected with practice, forming the basis of social pedagogy."

Leading in the concept of S. T Shatsky was the idea of ​​organizing an "open" school as a center for raising children in a social environment. "The social side of school life is always real, always effective. The street, as a phenomenon of the social order, has its own laws, norms, periodicity that regulate its life. The school creates its own special environment, children's culture. It organizes the lives of children, developing in them such needs that ordinary life does not.

The scientist argued that the source of a child's development is not genetic inclinations, but the socio-economic environment in which his upbringing takes place. The main determining factor of behavior is "social heredity", under which S.T. Shatsky understood the norms, traditions, customs passed down from generation to generation. In his innovative approach, the ideas of D. Dewey and E. Thorndike about the primacy of biological sources of personality development were refuted.

S. T Shatsky paid special attention to the study of the nature of the child. The scientist believed that children should be educated based on their experience, knowledge, interests and needs. The basis of an effective educational system is the diagnosis of the anatomical, physiological, psychological characteristics of the child, the study and consideration of the influences of society. Shatsky practically realized the dialectic of natural and social in the formation of personality. He believed that not only an individual child and his environment should be studied, but also a group of children ("children's community"), he developed a detailed program for studying the facts of children's life. According to the scientist, the essence of pedagogical work is determined precisely by the result of socio-pedagogical research of the micro-environmental conditions of children's life. He noted that the educational task of the school in its broadest sense is to carefully study the positive and negative principles of the children's subculture. The use of valuable in the subculture of children contributes to the improvement of education and upbringing. 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 scientist saw the source of the development of pedagogy as a science in the analysis of the organized educational process and external circumstances, for example, the influence of the street, family, etc.

S.T. Shatsky created a school model, the key idea of ​​which was formulated in the title of one of the articles: "The study of life and participation in it." F.A. Fradkin is a researcher of the scientific heritage and activities of S.T. Shatsky - identifies three stages of pedagogical technology. The first stage involves the analysis of the life experience of the child acquired in society. At the next stage, the systematization of his life experience, immersion in the system of cultural values ​​and orientation is carried out. At the final stage of the technology, the knowledge gained by the student is transformed into practice. So, in the First Experimental Station, children grew valuable varieties of vegetables, learned to organize their activities.

According to S.T. Shatsky, education is designed not to isolate children from acute issues of reality, but to teach them to solve problems in accordance with universal values. The school, according to Shatsky, in its theoretical and practical orientation is turned to life. In the design and implementation of the pedagogical process, it is necessary to take into account all socializing factors, it is especially important to use and strengthen the positive ones.

The school as a center of education in the social environment should implement local history material as a didactic tool. The teachers of the First Experimental Station used a map of the area and reference information in their work. In the classroom, children studied the features of the economic development of the region. S.T. Shatsky emphasized that the work of a school in the city center and the work of a school on the outskirts should be different, because they are in different conditions and work with different social groups.

The school created by S.T. Shatsky, was focused on the creativity of children, on an independent search for a solution to the problem. Students were given the freedom to choose a creative activity aimed at solving an applied problem that is important to others.

Shatsky always sought to create an atmosphere at school creative activity, which was built by the joint efforts of teachers and students. He believed that the school was designed to teach children to coordinate their efforts to achieve a joint goal. The teacher paid special attention to the problems of children's self-government, considered it as conditions for self-actualization, self-regulation of children's life. So, at general meetings, urgent problems were discussed: the behavior of children, duty, organization of collective affairs, etc. Cooperation between adults and children, their trust in each other, openness of the community to innovations created a favorable moral and psychological climate in the team.

AT modern conditions the innovativeness of the concept of S.T. Shatsky about the social environment as a factor of education. The realities of life confirm the need to take into account the growing importance of the environment in the upbringing of children. An educationally unorganized environment minimizes the efforts of teachers. The problem of indirect (through the environment) control of the child's development process is studied by V.A. Karakovsky, L.I. Novikova, N.L. Selivanova and other scientists. The approach to the child from the side of the environment, that is, the environmental approach, is defined as a system of actions with the environment that ensures its transformation into a means of diagnosing, designing and producing an educational result. The environmental approach involves modeling and designing an educational space - a pedagogically expediently organized environment that surrounds children.

Educational spaces can have different ranges of action - from a school class to a region and a region. When modeling the educational space, the diagnosis of the environment, taking into account its positive and negative potentials, studying the needs and motives of the participants, both collective (schools, various centers of social, psychological assistance, etc.) and individual (children, parents, teachers) are of particular importance. etc.). Undoubtedly, the integrating function of modeling the educational space belongs to the school. The subjects of the educational space, according to A.V. Mudrik, there can be individuals (pupils, parents, neighbors, teachers working in various educational institutions, employees of organizations located in a given microsociety, etc.), group associations (families, peers, preschool, school and out-of-school institutions, children's and youth associations, organizations, etc.).

An essential role in the modern educational space is played by children's public associations. An effective form of organizing a children's community is a club. Shatsky substantiated the main idea of ​​the children's club - "the creation of a center where children's life is organized on the basis of the requirements emanating from children's nature" . As the scientist believed, "in the children's club, all the opportunities to learn life and all the main elements that are involved in the creation of life should be provided. But at the same time, a real place should be given to a truly children's club" . As components of club work, Shatsky defined physical labor, play, art, and intellectual pursuits. Thus, emphasizing the importance of play in a child's life, the scientist argued that a child's play is a vital laboratory. It is necessary to strive to create a gaming environment in the club. "If the game is not introduced into the club, then the children will play on the street, which indicates the wrong organization of the club" . Anyone who knows how to explore, achieve, study can lead the work of the club. S.T. Shatsky argued that the work will be "successful only if there is an eternal search, dissatisfaction in the work. The children's institution must continuously grow, and the leader must grow with it."

S.T. Shatsky made a significant contribution to the development of the ideas of social education, the creation of experimental educational institutions in which the ideas of education as an organization of the life of children, self-government of students, leadership in the children's community, etc. were implemented.

The scientist created an innovative concept of the school - the center of education in the social environment. In his opinion, the school, playing the main role in educational work with children, is the center and coordinator of the educational impact of the environment. Shatsky's ideas about the need to pedagogize the environment, about the openness of the educational system are productive. The scientist developed original approaches to solving such fundamental pedagogical problems as the socialization of the individual, methods of pedagogical research of the environment and the child, the functioning of the school as a complex of institutions that implement the integrity of education.

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

The scientific approach to pedagogy, according to the views of S.T. Shatsky, begins where education is built on the basis of the learned facts of the impact of the environment, where the roots of conflict situations that have arisen at school are sought not only in the life of children's groups, but also in the surrounding social environment. "S.T. Shatsky, perhaps the only one of the teachers of the 20s, made an attempt to present a more or less complete picture of the process of social formation of personality. S.T. Shatsky divided all the factors influencing the formation of a child into natural (primary and social (secondary) To natural factors, he attributed light, heat, air, raw food, soil, plant and animal environment, etc. To socio-economic factors - tools, tools, materials, budget and organization of the economy, etc. To social factors - housing, food , clothes, speech, counting, customs, typical judgments, social order".

Classification of impact factors S.T. Shatsky has a number of significant shortcomings. The question arises, is it possible to limit the impact factors to only three groups? And what should be attributed to cultural and domestic factors, the needs of society? There is also no clear classification within the groups of factors. Isolating and placing in one series such factors as, for example, food and soil, can hardly be justified. However, S.T. Shatsky wrote that his system of factors does not claim to be complete or accurate. He needed it as a working hypothesis for considering pedagogical phenomena.

"Air, heat, light, clothing are the most important factors biological development child, "S.T. Shatsky argued. Teachers and parents need to learn how to manage these factors, use them wisely to improve the health of children. Only in close cooperation with the population and public organizations can the school effectively solve educational problems.

The second group of factors affecting the child is socio-economic. To them S.T. Shatsky attributed the skills and methods of handling things, tools, materials, complex and simple organizational skills, the degree of prosperity in the family, material security, etc. The station staff tried to establish correlations between the family budget and the cost of children, between the improvement of means of production and the level of cultural development of the rural population. It should be noted that the lack of time for employees, the vagueness of theoretical ideas about "socio-economic factors" greatly hampered work in this direction, and, in fact, it was not sufficiently deployed.

The countryside of the 1920s, with its narrow horizon, mass of superstitions, and customs from time immemorial, hindered the development of the child. The school set itself the goal of helping the child acquire modern knowledge, broaden his horizons, i.e. give him what he could not get in a family in the village. At the same time, the school launched a huge work to introduce cultural interests, agricultural knowledge, etc. into the life of the adult population.

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

The study of the pedagogical heritage of S.T. Shatsky convinces: nature not an accidental factor, but a powerful means of developing the child's personality. But nature becomes such a force only in the course and result of the interaction of the child with it. Analyzing in this respect the urban environment with its dusty streets, gray houses, dark courtyards-wells, devoid of any kind of greenery, the teacher came to the conclusion that urban children are deprived of the educational impact of nature. And that is why most children in cities are characterized by: poverty of impressions, lack of desire to reason, overexcitation, instability of mood, etc. . Opposing the street can be the work and recreation of children in nature. Recognizing nature as a factor in the development of a child's personality, S.T. Shatsky suggested that teachers think about how, when and under what conditions its pedagogical significance will manifest itself, understand the main elements of the natural environment and evaluate their pedagogical capabilities.

From the point of view of S.T. Shatsky, the pedagogical significance of the child’s constant communication with nature is as follows:

1. Acquaintance and communication of children with nature contributes to the expansion of their horizons and the formation of their scientific worldview. The effectiveness of this implementation depends on taking into account the local history principle. Children must first of all be introduced to natural objects and phenomena of the immediate environment, and only then be given information about wild animals, about plants in hot countries, about animals of the North, etc. However, S.T. Shatsky was convinced that knowledge about nature should not be presented as isolated facts. Children learn the material better if they are shown the relationships that arise in nature, the mutual influences of nature and man, and the interdependence of nature and society. As a result, natural history knowledge acquires a practical orientation.

2. Communication with nature contributes to the development of children's speech. Making a comparative analysis of the speech of urban and rural children preschool age, S.T. Shatsky noted that the speech of village children is richer, more figurative, brighter. He saw the reasons for this in the fact that the village child is constantly surrounded by nature, explores it, and works in nature.

3. Communication with nature contributes to the development of aesthetic taste in children S.T. Shatsky recalled the time when city children first came to the village. One could often hear a similar phrase from them: “Everyone says - a beautiful view, oh, how good! But, in my opinion, it doesn’t matter if there is a river there, trees are still the same river, and trees are like trees. special? Some kind of nonsense! " . But frequent trips to the forest, to the river, watching sunrises and sunsets, listening to birdsong, the spiritual attitude of teachers helped children feel the beauty of the world around them.

S.T. Shatsky also thought out a method for introducing children to nature. He warned teachers not to rush to give children ready-made knowledge about nature, but to try to bring into the system the existing material obtained by the child himself. "The child has a lot of knowledge in natural science, and we stick a test tube with oxygen in their nose and do not reckon with their knowledge." The teacher was convinced that educational work in children's institutions should be based on the real life experience of children. He believed that a child could not live without exploring S.T. Shatsky suggested experimenting with plants, sand, water, clay, etc. with children. As a result of such activities, children learn the properties of natural objects and accumulate sensory experience. In this regard, Stanislav Teofilovich critically assessed the didactic material of Maria Montessori. He believed that the material for the sensory and mental education of children should be provided by the environment itself. Such materials are: water, sand, clay, stones, branches, plants, etc. All properties of these materials: flowability, fluidity, plasticity, hardness, elasticity, etc. children discover practically and learn independently.

Regular observations of objects and natural phenomena also contribute to the knowledge of nature by children. For this, excursions were conducted, observations were specially organized, during which children noticed changes in the surrounding nature and learned to be indifferent to these phenomena.

Work in nature also contributed to children's understanding of the reasons for the growth and development of plants and animals. Organizing the work of the agricultural colony, S.T. Shatsky stated: "We do not need a semblance of a small zoological garden, where children would get acquainted with animals through a lattice or a cage, but a farm with a garden, a field, a vegetable garden, a barnyard, a dairy farm" . Work there was for all children according to their strengths and interests. Preschoolers weeded, tied up flowers, spudded cabbage, picked ripe vegetables, fed chickens. F. Frebel's idea was implemented in the colony - the presence of their own children's beds, i.e. beds on which the children worked as they wanted, when they wanted, and planted whatever they wanted. The colony provided seeds and tools. After some time, the teachers noticed that the children work in their own beds with great desire and diligence. They began to show interest in crop varieties, find out their features and advantages, clarify the order of practical actions, and even complain that there are many activities in the colony, such as modeling, singing, playing, bathing, drawing, which distract them from working in the garden.

Constant communication with nature has led to the fact that the fierce city children began to show interest in the surrounding nature, care and affection towards plants and animals. A custom also appeared in the colony - to plant and protect trees and shrubs. So, when building the road, the children themselves suggested laying it aside so as not to damage the Christmas trees and slender birch trees. If this was not possible, then the children transplanted trees.

Thus, the study of the pedagogical heritage of S.T. Shatsky allows us to conclude that nature is the most important means of harmonious development of the child. It has a complex impact on the development of all spheres of the emerging personality, provided that the child is included in direct communication with nature.

2.3 Educational system S.T. Shatsky

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 organized and unorganized influences on the child in order to, relying on positive influences, fight the negative influences of the environment. In this work, the school acted as a center coordinating and directing the pedagogical influence of Soviet public organizations and the population of the region.

"From the point of view of the connection 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 primarily 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. On this issue in the late 1920s 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, a cultural center for teenagers from Maryina Roshcha - much takes on real, earthly outlines: various circles, sections, workshops work together, in concert, cooperation between adults and children has been established, self-government, democracy in "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."

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 are closely connected, and "The Settlement" was, as expected, 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, such a practice of organizing educational work hinders the overall development of the child, since 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 the initial period of his activity. 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 demands, faith in their creative forces and capabilities. This determined the main direction of the organization of the pedagogical process, expressed by the metaphor "learning life from children."

As a result of his own searches, a thorough acquaintance with foreign experience, he formulates the goal and methods, builds a descriptive model of the labor school in the following somewhat paradoxical way: “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, to strengthen their health and provide them with medical assistance," the main goal remained the same: the education of a conscious attitude to socially useful work, readiness to active social work, to 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 to the problem of all-round development is possible only in the conditions of a properly organized educational and labor collective, since there is a certain connection between the main aspects of children's life - physical labor, play, art, mental and social development of the child, it is found constant interaction and, ultimately, certain changes in one direction (this applies to the forms of children's activities and their organization) cause corresponding changes in the other.

In essence, the idea of ​​an integrated approach in its modern full-scale understanding is expressed here. Summing up the preliminary results of his searches until 1917, he wrote: "The material, 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 the passed stages of mankind is a game that gives such a cheerful tone to the common life Directs the common life and satisfies the spirit of research - the work of the Mind The combination of all elements enhances social skills And the skeleton of this organism is a constant exercise that appears in due time and does not obscure the main goal of organizing a nursery 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 one, determined by the very nature of the child, and the external one, which expresses this inner reality of a person in various forms of 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. It is this method of training teaching staff, we believe, that 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 the 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 the February Revolution, he immediately became a prominent public figure - the head of the school department of the Moscow City Duma. Together with N.I. Popova - his associate and one of the leaders of the Moscow teachers - he got the opportunity to freely implement those projects that he had been hatching for many 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 by creating 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 for some reason many researchers of the problems of the general education school 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 is put by life itself, by its direction, which is characteristic of every historical epoch. The general goal of education depends "on the direction of the economy of the epoch and the given country, on its way of life, on its ideals." The second - "from 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. To This is just to prepare our children."

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. "The new school," he declares, "is a very seriously organized school. 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. The city branch of the station 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 a 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 capable students for admission to music university- the future central music school.

Conclusion

Half a century is a sufficient period for evaluating the educational system. Recognition of the experience of S.T. Shatsky, which is manifested in the ever-growing interest of the pedagogical community in his work, the active use of the ideas of S.T. Shatsky in the practice of modern school, speaks of the great creative potential of the educational system he created. The scientist proved the high efficiency of the synthesis of scientific and educational structures, which, on the one hand, mark the orientation of researchers towards solving applied pedagogical problems, and on the other hand, pose problems for practitioners that cannot be solved without theoretically sound solutions. Scientific and production association, for the first time in the history of pedagogy, created by S.T. Shatsky and proved its viability on present stage, should become, according to well-known Soviet teachers (V.A. Karakovsky, M.N. Skatkin, A.N. Tubelsky), a common type of pedagogical institution. The cultivation of an educational system like the First Experimental Station in modern conditions will make it possible to solve one of the most difficult problems - to establish an effective connection between pedagogical science and pedagogical practice, to connect school and pedagogy with life. The analysis of the educational system of S.T. Shatsky allows us to identify a number of factors that determined the success of a talented teacher.

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

In the analysis of pedagogical phenomena, Shatsky organically combined the depth of the approach, insight into the essence of phenomena with the constant search for something new, which could move forward a complex and delicate matter, which is the education and upbringing of children and youth.

Anyone who, in one way or another, is connected with the problems of pedagogy, whether a researcher, public figure or a teacher, reading Shatsky, will undoubtedly enrich his ideas about the glorious path of the formation and development of Soviet pedagogical thought and will receive new opportunities for a better understanding of contemporary issues of school and pedagogical science.

Pedagogical writings by S.T. Shatsky are distinguished by their clarity of thought, simplicity of presentation and constant reliance on living experience, whether it is about the work of the innovative team of the First Experimental Station, which was led by Shatsky for many years, or about the practice of the country's schools. He deeply and comprehensively knew the pedagogical process, subtly understood the psychology of the child, clearly saw the strengths and weaknesses in the work of teachers.

Shatsky is a brilliant teacher-experimenter. The contribution of S.T. Shatsky in the development of issues of Soviet didactics. Shatsky attached great importance to the work of children's communist organizations, as well as to the issues of self-government of pupils. S.T. Shatsky made a great contribution to the development of the problems of social pedagogy, and above all the pedagogy of the social environment.

List of used literature

1.Titovets, T.E. Pedagogy of integrity: to the 130th anniversary of the birth of S.T. Shatsky // Adukatsia i vykhavanne. - 2008. - N 6. - S.73-79.

2.Dewey, D. School and Society. M., 1925.

.Shatsky, S.T. Pedagogical essays in 4 volumes / Ed. I.A. Kairova, L.N. and M.N. Skatkinykh, V.N. Shatskaya. M., 1962. - V.2.

.Shatsky, S.T. Selected pedagogical works in 2 volumes / Ed. N.P. Kuzina, M.N. Skatkin. M., 1980. - V.2

.Belyaev, V.I. The largest theorist and practitioner of the labor school: [About S.T. Shatsk (1878-1934)] // Shk. and pr-in. - 1998. - N5. - S.2-6.

.Shatsky, S.T. School for children or children for school? // Fav. ped. cit.: In 2 volumes - M., 1980. - V.2.

.Shatsky, S.T. What is a club? // Fav. ped. cit.: In 2 volumes - M., 1980. - V.1.

.Melnichuk, I.A.S.T. Shatsky about school as a center of social education // Sats. - ped. Job. - 2004. - N6. - P.110-115.

.Shatsky, S.T. Selected pedagogical works in 2 volumes / Ed. N.P. Kuzina, M.N. Skatkin. M., 1980. - V.1

.Piskun, T.A.S.T. Shatsky about nature as a factor in the development of a child's personality / E.A. Straha // Harmonization of psychophysical and social development children. - Mn., 2006. - S.140-143.

.Bershadskaya D.S. Pedagogical views and activities of S.T. Shatsky. - M.: Publishing house of APN RSFSR, 1960.

.Free education and a free labor school // On the way to a labor school. 1918. No. 10-12. p.21

.Shatsky S.T. Work for the future / Compiled by V.I. Malinin, F.A. Fradkin. - Moscow: Education, 1989.

.Stages of the new school. Collection of articles and reports / Ed.S.T. Shatsky. - Moscow: Worker of Education, 1923.

.Shatsky, S.T. Pedagogical essays in 4 volumes / Ed. I.A. Kairova, L.N. and M.N. Skatkinykh, V.N. Shatskaya. M., 1962. - T.1.

Similar works to - Pedagogical activity and views of S.T. Shatsky

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 issues in pedagogy as self-government of students, education as an organization of the life of schoolchildren, and 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, Shatsky's theoretical views and his practical experience attract the attention of teachers with an original solution to the key problems of pedagogy - the problems of personality socialization, 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 planning and organizing the educational and educational work of the station.

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, products, 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, as well as reference information from different aspects of the life of the volost were plotted. 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.

Shatsky also considered creativity to be a necessary condition for effective education. 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 posing 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 had excellent command of 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. Preserved in the book of records recall of the delegation German teachers, which spoke of the enormous importance of this pedagogical research institute. Outstanding teachers of those years worked here. However, Shatsky was hampered by the situation in the country. The station operated under constant threat of 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.