Stanislav Teofilovich Shatsky

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

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

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

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

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

Anton Semenovich Makarenko

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

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

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

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

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. At the gymnasium, he was one of the 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 of 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 met, 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.
Shatsky's pedagogical activity, actively supported by N.K. He was accused of pedagogical "Russoism", of alien political views of "agrarian Tolstoyism", of defending the "kulak sentiments of the countryside". 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 offspring. 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 the 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 wrote later, "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 primarily 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 presupposed the rejection of the plan of educational work, all pedagogical activity had 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. The correct 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 the 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 a foreign labor school, or with the "complex method", which meant the mastery of educational material on the basis of 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, all-round 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 dispersal 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 - the end of the 19th - beginning of the 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" for updating the pedagogical process at school in 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 of 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 of the new school: Collection: From the works of the First Experimental Station for Public Education under the People's Commissariat of 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.

When Stanislav Shatsky joined the Communist Party in the 1920s on the recommendation of Krupskaya, the Russian pedagogical emigration “forgave” him. She considered that the step was taken in the name of saving the Russian school from complete destruction. This story is another confirmation of the fact that in Russian pedagogy Stanislav Teofilovich became one of the most recognized figures in public education, moreover, the most beloved.

SEARCH FOR THE WAY
Stanislav Shatsky was born on June 13, 1878 in the village of Voronino, Dukhovshchinsky district, Smolensk province, in the family of a petty military official. In 1881 the Shatsky family moved to Moscow. In 1896 he graduated from the Moscow Gymnasium,
Soloveichik figuratively presented his further biography in the "Hour of Apprenticeship":
“... From the gymnasium, Stanislav Teofilovich Shatsky gave the impression: “So you don’t need to study or teach.” He was haunted all his life by the memory of a fellow high school student: a mathematics teacher was going to give him a unit, and he sobbed, kissed his sleeve and asked for mercy.
At first, Shatsky himself learned to learn. He was a typical "perpetual student". He graduated from the natural faculty of Moscow University, then studied at the conservatory, then entered the Petrovskaya (now Timiryazevskaya) Agricultural Academy and became a favorite student of Kliment Arkadyevich Timiryazev.
Shatsky was an actor, director, agronomist, a wonderful singer with a huge repertoire: 300 romances and songs, 10 opera parts. A dramatic tenor, Shatsky traveled around the country with concerts, enjoyed great success, and, finally, he was offered a debut at the Bolshoi Theater!
Fame, success, honor, money awaited him.
Shatsky refused everything, even the debut, which opened the way to all the opera houses of the country ... "
Indeed, all these years of intense and painful search for himself, his life purpose, he was attracted to pedagogy, to children.
The main merit of Shatsky is that for the first time in Russia he holistically considered the influence of environmental conditions on the socialization of the child. He also holds the lead in the development of such issues as self-government of schoolchildren, leadership in the children's community and, of course, the main thing - the functioning of the school as a complex of institutions that implement continuity and integrity in education.

"SETTLEMENT"
The young Shatsky was greatly impressed by his acquaintance with the philosophical and pedagogical works of Leo Tolstoy and his experience at the Yasnaya Polyana school. In the mind of Stanislav Teofilovich, the image of a rural school, an agricultural commune, which he would like to create, took shape more and more clearly.
The meeting with the architect Zelenko, who returned from America and offered to organize, following the example of the Americans, the Settlement, a kind of center (village) of cultural people who settled among the poor to organize educational work, turned out to be fateful.
The first attempt to bring these plans to life was a small rural commune created by Shatsky and Zelenko from 14 boys taken from the orphanage. Thus, the Shchelkovo colony with labor and artistic education and children's self-government arose. The summer passed in a friendly and harmonious manner in the colony. This inspired its organizers.

"CHILDREN'S KINGDOM"
"Pedagogical Robinsonade" prompted the need for a transition to systematic educational activities. In the autumn of 1905, tireless devotees created the Settlement in Maryina Roshcha in Moscow, uniting the circle clubs already operating there.
With funds raised among the owners of large enterprises - the brothers Sabashnikov, Kushnerev, Morozova, a club building for children is being built according to the Zelenko project. Among the teachers of the "Settlement" a prominent place was taken by Valentina Demyanova. She became Shatsky's wife and his most faithful companion in all the "years of searching." A year later, about 120 children visited the club, and in the summer 80 children left for the Shchelkovo colony.
Thus began an intensive search for forms of organizational and educational activities aimed at the development of a creative personality.
The educational system of the "Settlement" was based on the idea of ​​a "children's kingdom", where each pupil received the opportunity for the comprehensive development of forces. Boys and girls united according to interests and the principle of partnership. Children went to various clubs: carpentry, shoemaking, singing, astronomical, theatrical, biological, etc. Each club had its own name and rules for regulating relationships developed by children, which were strictly followed by adults, club leaders. Decisions made at meetings of clubs, as well as at a general meeting, were considered binding.
All structural elements in the educational system of the "Settlement" obeyed the goal - to create the most favorable conditions for the self-expression of the personality and its self-realization.
There were few teachers among the workers of the Settlement, but the lack of experience and funds was compensated by colossal energy and great interest in the matter. The main attention was paid to public children's education.

FROM "CHILD LABOR AND RECREATION" TO "BRIGHT LIFE"
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, on May 1, 1908 it was closed for "an attempt to promote 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, a member of this society, Morozova, 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 vacations for members of the Maryinsky Club, to continue work on organizing a friendly children's team, to introduce children to work, self-government, and to develop their creative abilities in every possible way.
Here, Stanislav Teofilovich, together with his colleagues, 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.

FIRST EXPERIMENTAL STATION FOR PUBLIC EDUCATION
The February revolution inspired Shatsky, opened up new prospects for work and creativity. October he did not accept. Stanislav Teofilovich was one of the organizers of the teachers' strike organized by the All-Russian Teachers' Union and directed against the seizure of power by the Bolsheviks.
A member of the Moscow City Council, involved in education, one of the leaders of the All-Russian Union of Teachers, Shatsky indignantly rejected the offer to participate in the work of the People's Commissariat for Education.
However, making sure that the Bolsheviks came for a long time, Stanislav Teofilovich then accepted Nadezhda Krupskaya's offer of cooperation. In 1919, he created the famous First Experimental Station for Public Education, which he led until its closure in 1932.
The First Experimental Station had two branches - a city one in Moscow and a village one in the Kaluga province. The village branch included 4 kindergartens, 15 first-level schools, a second-level school and a “Cheerful Life” colony school, a regional study bureau, pedagogical courses, a pedagogical center, generalizing, 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 preparing a rural version of the GUS programs, the First Experimental Station went 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.
The station worked in two main directions: the environment was studied and, in accordance with the peasant mentality, educational programs were adapted; but the environment was also transformed on new foundations. 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.
Gradually, close ties with the surrounding life developed in the complex, which had a beneficial effect on the implementation of integrity in the continuity of educational work. Thanks to this, it was possible to realize the main super-task of the team - the "organization" of the entire life of the child.
The activities of the station received a great response both in domestic and in the world of pedagogy. The high appraisal given by D. 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.”

INTERNATIONAL SCHOOL FOR GIFTED MUSICIANS…
However, the conditions and environment in which Shatsky had to put his ideas into practice greatly interfered with him. The station was constantly under threat of disbandment. There was an endless political persecution of Shatsky - either as a "representative of the right wing of Moscow teachers", or as a Tolstoyan. The scientist, with his education and scale, strikingly fell out of the general mass of socialist workers.
In 1932, in pursuance of party resolutions on the school, the experimental station was disbanded. Shatsky, in his words, "was torn from his beloved work with blood."
Stanislav Teofilovich was appointed rector of the Moscow Conservatory. But he was uncomfortable there: not having a completed higher musical education, he was not tempted in matters of music theory, but meanwhile, outstanding musicians were under his command. 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.
Dissatisfaction with work, systematic persecution in the press, the loss of the meaning of life led to a disaster. On October 30, 1934, while preparing the conservatory for the revolutionary holiday, Stanislav Teofilovich died suddenly.

Stanislav Teofilovich Shatsky (1878-1934) can be attributed to the outstanding domestic teachers.

Social and pedagogical activity of S.T. Shatsky began in 1905, at the beginning it took place in the field of preschool and extracurricular work with children.

He organized the first Russian clubs for children and teenagers on the outskirts of Moscow - and Maryina Roshcha. The list of pedagogical interests of S.T. Shatsky is gradually expanding: from the problems of children's leisure activities, club work, he moves on to the problems of labor, moral, aesthetic education of children.

He believed that "work brings meaning and order to children's lives", but under the conditions that:

Work should be interesting for children,

Work should have personal and social significance for children,

It should be aimed at developing the strengths and abilities of children,

Labor should develop business ties and partnerships in children.

Many valuable pedagogical ideas and thoughts can be found in the works of S.T. Shatsky on the problem of organizing children's club work. "The main idea of ​​the children's club is the creation of a center where children's life is organized based on the requirements coming from children's nature." Children's clubs are based on children's instincts, on the one hand, and on the imitation of adults, on the other. In order to reveal the beginning of these organizations, it is necessary to study very seriously the children's street (children on the street) and take from this study everything valuable that has developed in these numerous organizations that are quickly created and quickly decay.

These children's amateur organizations appear "due to the necessary need to learn how to live, to adapt to life." “In a children's club, all the opportunities to learn from life and all the main elements that are involved in the creation of life must be presented ... Because of this, the club must be lively, flexible, program-free, and the people working in the club must be distinguished by mobility of orientation.” Shatsky developed the theory of the children's team and children's self-government, “observations on the life of the children's team lead to the following conclusion: between the main aspects of children's life - physical labor, play, art; there is a certain connection between mental and social development, constant interaction is found, and, ultimately, certain changes in one direction (this also applies to the forms of children's activity and their organization) cause corresponding changes in another area.

The problem that S.T. managed to solve Shatsky is the problem of interaction between the school and the social environment. The school, natural and social environment was considered by him as an integral system of factors and conditions for the comprehensive development of the child. With particular force, his pedagogical and research talent manifested itself in the First Experimental Station for Public Education (1919 - 1932), created after the October Revolution on the basis of the school-colony "Cheerful Life" led by him. S.T. Shatsky believed that the educational influence of the environment will be the higher, the more actively children are included in its study and transformation. Organizing the child's life activity in its various forms - labor, physical, mental, play, the school should be the initiator of the transformation of the environment.

Communication with life and the environment found its expression in a variety of forms and activities of children. It was consistently reflected in the content and methods of teaching, expressed in the use of local material, certainly in the practical application of newly acquired knowledge and skills, including in various situations of socially useful work.

Pupils of the school-colony "Cheerful Life" participate in the electrification of the village, in cultural and educational work among the local population, organize "Forest Days", conduct a campaign to destroy the malaria mosquito, organize holidays and theatrical performances. Another pedagogical idea, which was embodied in the pedagogical system of S.T. Shatsky, is the creation of fundamentally new innovative structures for the interaction of educational institutions.

The First Experimental Station included nurseries and kindergartens, elementary schools, a secondary school, a boarding school, a club, and a reading room. In addition, a substructure of research institutions was created, as well as a kind of system for training and advanced training. teaching staff. Courses-congresses of teachers, summer pedagogical courses - all this closed the integral socio-pedagogical system of S.T. Shatsky, but at the same time it was open to others: the publishing department expanded its work, and teachers exchanged advanced pedagogical experience.

Shatsky proved himself to be a deep researcher. He connects pedagogical problems with social life. The range of his research interests includes problems that are of enduring importance to this day:

The problem of rational organization of classes at school,

The problem of selection and design of didactic material,

The problem of accounting for the results of child labor,

The problem of improving the quality of the lesson,

The problem of repetition

The problem of creating reference, experimental and experimental schools,

Development of scientific methods of experimental research work,

Studying the problem of family education and the influence of the social environment on the development of the child.

In the works of S.T. Shatsky, one can find very effective pedagogical ideas and recommendations that have not lost their significance. So, for example, take the problem of improving the quality of a lesson. What does it depend on? Here are some conclusions and recommendations from the studies of S.T. Shatsky, aimed at improving the quality of the lesson:

Pay special attention to asking students questions. Look for options to reformulate them so that students understand you well.

Make sure your students understand you. If they experience difficulties, then it is necessary to stimulate their desires and interests in order to overcome these difficulties.

Diversify the structure of the lesson so that every time for students an element of surprise. Excite students in a variety of mental activities.

Remember about worldview issues and problems, about the stages of knowledge, the depth of knowledge. Not all questions require the same depth of study.

Pay special attention to the formation of concepts, the practical application of laws.

Use the element of competition in the lesson.

Encourage independence, initiative and self-activity of students.

Prepare carefully for each lesson, analyze each lesson, correcting your mistakes and mistakes.

Develop not one lesson, but think through a whole system of lessons.

However, it was not without kinks. The participation of the First Experimental Station in public work, in particular, in collective farm construction, agitation of parents for joining the collective farm, an attempt to turn the station into a "cult plant" that unites all the cultural institutions of the region, especially Shatsky's active work in creating children's collective farms caused resistance from local peasants. As a result, the Shatskys' house was burned down, and threats were made against individual teachers. All this led to the fact that in 1932 the First Experimental Station was disbanded. And yet, Shatsky's pedagogical heritage is an example of a systematic approach, when pedagogical [theory, practice and experiment have a complete and effective cycle.