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1

КОРРЕКЦИЯ И РЕАБИЛИТАЦИЯ ДЕТЕЙ С ОСОБЫМИ ПОТРЕБНОСТЯМИ: СОЦИАЛЬНО-ПОЛИТИЧЕСКИЙ ВОПРОС НАШЕГО ВРЕМЕНИ

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Меттини Э.
Педагогічні науки: теорія, історія, інноваційні технології
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2015
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issue 6(50)
127-135
EN
In the paper the problem of correction and rehabilitation of children as a social and political question of the 21st century, concerning either Europe or other developed and developing nations, is discussed. The Author suggests and proves that it is necessary to use an intersubject scientific approach to this question, as far as we have to analyze this topic either from the point of view of social safety net, of pedagogical, psychological sciences and jurisprudence. The aim of the article is to provide an overview of international norms and laws regulating this matter and, on turn, show how all these factors are tightly linked with each other. Moreover, such topics draw international community’s attention to national and cultural characteristics, causing a particular concern. In the paper, the Author led a comparative analyze of history of childhood like a passage of a stage of non-recognition of children as social agents as such to their legal equality, whose top was the Declaration of the Rights of the Child, issued in 1959. In spite of it, the Author alters that the way to come to a complete recognition of children is quite long already, because of the fact that we do not have a complete agreement neither in International right nor in national laws relations between law enforcement community, social services, children and their families. On that premises, Author of the present paper analyzed European, American and Russian system of juvenile justice, and it has been found that there are sharp differences in these systems, because if, on one hand, in Europe, children are given more rights than in America, where the concept “juvenile age” can change according to crime rate in the States. In Russia, situation is more difficult, because there is no developed system of juvenile justice and children are treated like adults, during trails, for example. After his comparative study, the Author could arrive at the conclusion that the state of affairs concerning children with special needs is not fully protected by law. If we take into account the dynamics of macro- and microeconomics, it is clear that go on cost cutbacks in social sphere retarding the regulation of such question as an international generally accepted system concerning the defense of rights of children’s special categories.
2

А.С. МАКАРЕНКО: ВОСПИТАНИЕ И КОУЧИНГ

100%
Меттини Э.
Педагогічні науки: теорія, історія, інноваційні технології
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2015
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issue 2(46)
145-151
EN
The paper sets a goal to demonstrate the question about a modern interpretation of Anton Semenovitch Makarenko’s legacy. Especially, in the paper is suggested how for the coaching, a modern management technique, is necessary to accept and use the person educational method developed by A. Makarenko. The coaching consents to understand more deeply the ideas of the pedagogue, in order to define a concrete possibility to effectively use the pedagogical work of A. Makarenko in the present time, when educational and pedagogical institutions continue fading into insignificance in order to adapt themselves to training, which nowadays is considered the principal criterion in regard to evaluation of pupils’ abilities and skills of a number of educational institutions. Not even is clear that is not needed to throw the baby out with the bathwater, throwing to the wolves the best you can have among the past models in education and pedagogy, and this way, we have to give a special place to Anton Semenovitch Makarenko’s model, internationally acclaimed either at Cuba and in France, where are used his ideas about collective, education through the labor and so on. Anyway, to resolve the problem of socialization and education of his pupils, Anton Semenovitch used the collective and the general assembly of the Colony of labor named after M. Gorki. Here he used the coaching, the ability to create an environment where former criminal could have the possibility to express themselves, experience positive emotions, doing something for the community where they lived. This way, working and managing the Colony, they reach some goal and developed their social, personal potential and creativity. Such educational means as the vis-à-vis colloquium with the pupils and the perspective lines system helped Anton Semenovitch in his tasks, because he strongly believed that the main role in choosing new perspective is played by the emotions and the furthest they are, the best they are efficient as far expectation increases a positive anticipatory tension, leading the consciousness towards the realization of the desired event. So, in the psychology of Makarenko’s pupils arose new motivations of behavior pushing them away from the past and, moreover, criminal life, changing their attitude to the society, their community and life, as well. Nowadays, we can use Makarenko’s ideas in regard to children with deviant behavior, as far as in our “liquid society” (genial utterance by Sigmund Bauman) the pervert charm of the social evil, with its social and ethical ambiguity can jeopardize the life of every children.
3

ФИЛОСОФСКИЕ ОСНОВЫ ВОСПИТАТЕЛЬНОЙ МЕТОДИКИ АНТOНА СЕМЕНОВИЧА МАКАРЕНКО

100%
Меттини Э.
Педагогічні науки: теорія, історія, інноваційні технології
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2016
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issue 4(58)
21-26
EN
In the paper the question about philosophical components of Anton Semenovitch Makarenko’s educational system is discussed, and it is aimed to emphasize a new methodological approach to education and pedagogy. The author suggests and shows that it is necessary to take into deliberation this topic, on account of child outlook it develops both on educational and pedagogical ground, as well, starting with personal behavior of educator, and interaction with other people, and finishing with moral needs of the personality. Thus, in author’s opinion it might be possible to create some scientific paradigm which could allow to take a look at moral and ethical education of children from positions of axiology that are related to goals of present paper and having a particular meaning for specialized scholars, philosophers and sociologists. Moreover, such topics draw attention of international community, as far as ethical crisis of present world presupposes that all who want to go out of narrow frameworks of pedagogy as science about children and have pedagogy as science about man and personality try hard to realize such project. Besides, axiological approach to education and pedagogical sciences allows thinking that latters must be “built up” on the basis of pluralism, because they imply a multidisciplinary and multilayer approach to the personality based on dialogue as core for creating new behavior, it means ethically oriented paths in education, taking into account the fact that only an ethical regulation of conflicts in collective can give the possibility of a really development of such personal qualities as altruism, diligence, generosity, that are needed in interpersonal relations, at work, at school and in every place where takes place any form of personal interaction. The author of the present paper is convicted that Anton Makarenko’s ideas can help modern specialized scholars, studying his pedagogical heritage by creation of such new look at Makarenko’s studies as axiological one. Moreover, scholars of other fields of research can use Makarenko’s ideas in seeking for solution to the problem of anthropological crisis of a modern society due to maladjustment and absence of concrete values, having a deep moral and psychological meaning for youth. The aim of the author is underscoring how discourse must become an important and inherent part in pedagogical sciences, and in such important fields, related to this: education and formation. Discourse ought to become a possibility in disclosing pedagogy, education and formation to outer world, because it is necessary that they have a direct contact with society and environment, as far as it is impossible to figure out pedagogy out of the society and vice versa, if taking into account their complementary character, which can have a positive influence both on pedagogy and society. Pedagogy cannot be content with researching theoretical way to solving eternal questions concerning it, science has to be a battlefield where practice must be a prerequisite and factor for further development of the science. From this point of view, it is interesting to use Makarenko’s, Dewey’s ideas in order to create a pedagogical pragmatism, which can go out and get free of outdated conceptions. This process has to go in favors of a pedagogy and education that have to be aimed at observing and studying formation of the child’s personality and his or her development into a fully rounded moral person, as far as this process must arise on the background of democratic principles, being ever background of pedagogy as a driving force of society.
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