Издательство — Народное образование — Выпуск №4/2024

Осмысление опыта и практики А. С. Макаренко. Причины низкого уровня освоения инноваций. Педагогика и производство — новаторская идея выдающегося педагога и материальная основа воспитания в современных условиях.

• стереотипы и новаторство • воспитательный коллектив • детско-взрослое объединение • школы-хозяйства • школа жизни и труда

The Makarenko Paradox

Alexey M. Kushnir, editor-in-chief of the journal «National Education» from 1996 to 2021

Elena Yu. Ilaltdinova, Doctor of Pedagogical Sciences, Associate Professor, Member of the Board of the Russian Makarenkov Association, Nizhny Novgorod, ilaltdin@mail.ru

Abstract: In recent years, the pedagogical press has published many statements in different contexts about the paradoxical nature of A. S. Makarenko, his pedagogical views and pedagogy. But still, the main paradox of Makarenko is that with worldwide recognition and love for him in our country (to varying degrees at different times), his ideas were not widely implemented in the domestic school. Why did his highly productive pedagogy never work to solve the socio-pedagogical problems that accumulate in modern Russia from year to year? Why do we still not know the real Makarenko? There are many reasons, moreover, not only pedagogical, but also social, and even psychological. The authors consider some of them.

Keywords: stereotypes and innovation, educational team, child-adult association, business schools, school of life and work